Month: June 2019
How Divorce Affects the Romantic Relationships
The purpose of this study is to provide insight into how divorce affects the romantic relationships of the children within the household when they are older. Divorce rate is high and relationships come a dime a dozen nowadays and this study is going to find out if that is because of observation of past relationships with in the home. Because of these factors, the researcher hypothesized that children that come from divorce homes would actually be better spouses, especially if they have children because they wouldn't want their offspring to enduring the same pain.
The methodology for this study will differ in the fact that it will be conducted as a single factor experiment between subject design allowing for more control of variables and the comparison of a control group to the experimental group. This design will allow for more insight on the effects divorce has on relationships from children within the household.
The participants were 300 high school and college students from two separate communities. The participants were strictly comprised of 150 participants in each group, and each group of 150 volunteers were studied for 30 days. At the conclusion of the research, 300 different volunteers were selected from a different high school or college. In order to accurately represent both genders in the research, the total number of male and female participants were equal at all times. Then the 150 volunteers were selected by probability sampling where each person had a chance of being selected (Passer, 2014, p. 205). Out of the three methods of probability sampling, stratified random sampling was used to divide the sampling frame into groups and then members for each group (male or female) were selected by random sampling (Passer, 2014, p. 205).
Simple random sampling was used to choose the male and female participants for the research. Because the participants are randomly chosen to varying conditions of the experiment, the type of between-subjects design that was used was Independent-Group Design (Passer, 2014, p. 241).
There are several factors to take into account, age, gender, and whether the participants come from a two parent household or one. There was not a quota for the number of females or males that participate allowing the study to be more conclusive.
The research had minimal risk to the participants in that there would be a bit of emotional distress. Once the sampling population were selected, each participant was required to sign an Informed Consent, after the form was thoroughly explained to each of them in a face to face interview with the researchers. In order to reduce risk, the study was completed.
The dependent variable in this study would be affected relationships. Affected relationships were defined by the group's answer to tasks and questionnaire. Complete tasks and the behavior exhibited while completing those tasks whether the group was part of the control or experimental. To ensure anonymity, all participants names where replaced with corresponding numbers. As one of the limitation found within researching all points of the study would be issues with those that are in relationships having anonymity because of the personal questions regarding relationships, ensuring this particular limitation would be kept to a minimum
The data compiled in this study was collected by different means. One of the means of collecting measurable data were surveys. A climate survey was conducted at the beginning and at the end of the each groups 30 day experiment. The climate survey at the beginning established a baseline of data for the study, such as gender and age. Two surveys was conducted, one at the beginning and one at the end of the study. The responses for the surveys will be measured using a 5-point Likert Scale ranging from 5 = most effected to 1 = least effected (Chein, 2013, p. 85). Observational Design research was also used to compile data. The researcher documented observed reactions during experiments were conducted on how the participants behaved when asked to either role play or demonstrate how they would react during certain real life situations within a relationship. The behavior was recorded in order to establish quantitative data. For this reason, the scale of measurement utilized was Nominal scale. The behavior recorded was the percent of individuals from the experimental group that where singled out, the percent the express cohesiveness is an issue, and the percent that feels that the divorce was contributing factor to any relationship issues. The qualitative data that was collected was analyzed and compiled into quantitative data to show whether the hypothesis was confirmed or disconfirmed.
Based on the data that was compiled, the hypothesis divorce affects the manner in which you behave within a relationship is supported. The research results were analyzed after the entire study was completed. Therefore, the results reflect the totality of the study not individual analysis. The Likert Scale utilized to measure the initial survey results showed out of 300 participants 20 percent were female and 80 percent were male. Five percent of the females and ten percent of the males did not have issues within their relationships in the past or current. The initial climate survey showed that 78 percent of those individuals were happy with their relationship and 15 percent were already experiencing issues within 90 days of their initial relationship.
The results clearly indicate that divorce can affect how one behaves within their relationship. The experimental group had issues completing tasks based on societal norms on how to react within a relationship.
This study proposed limitation in the regards to the number of subjects. The number of subjects does not accurately represent the number divorced and or non divorced children in the states. External validity was also a limitation. The research could not control what happened when the study was concluded for the day because participants were permitted to leave. Controlling conversations with each other was difficult because there was no way to know that this did not occur.
These limitations were noted and a future study would greatly reduce these limitations. One way to combat the external validity is to improve the internal validity. A future study could implement that the control group and the experimental group be conducted by an observational study using a structural design.
Professionals will benefit from this study because it provides insight to how divorce can affect you in the moment and for the future within a relationship. Knowing what baggage you bring to a relationship is important and an understanding of the effects this could have within an intimate setting is important. Creating emotional stability for our society and being better men and women will help build a stronger family setting for the future.
This study has qualitative and quantitative data that was collected. The study implemented the 5 basic Ethical Principals guaranteeing all involved are treated fairly and respectfully.
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How Divorce Affects the Romantic Relationships. (2019, Jun 24).
Retrieved November 4, 2025 , from
https://studydriver.com/2019/06/page/8/
Ethnography Review
The ethnography that I chose to read is Cumbia! Scenes of a Migrant Latin American Music Genre edited By Hector Fernandez and Pablo Vila. This ethnography is about Cumbia and where cumbia originated from and how it became popular. Cumbia originally came from northern Colombia and it has spread through Latin America. Cumbia is also popular in the Americas and cumbia is also a very flexible form of music. Cumbia takes different local musical styles and mixes them together. It also changes its styles and meanings depending on the place. Cumbia is very popular with the working class and it is popular in northern Mexico, Latin American immigrants in New York City, Lima and also upper-class Colombians. This book looks at the different styles of cumbia, the history, musicology, sociology and many more things.
This ethnography is written in many point of views. In the beginning of the book you do get an introduction of the editors and they talk about their points of view about Cumbia. Hector talks about how he presents himself as a middle-class coste?±o which means that he is a native of Colombia's Caribbean costal region. Colombia is also where Cumbia comes from. Even though Cumbia did come from Colombia a lot of middle-class Colombians saw Cumbia in a condescending way and also in a racist manner but Hector had working-class women working in his household who made Hector love Cumbia at a young age. Pablo, who is the other editor of the book, grew up in middle-class Argentina and that did not allow him to appreciate Cumbia until later in his life. The editors both explain their hypothesis which is focused on the examination of Cumbias and how nation, region, class, race ethnicity and gender are negotiated, achieved and provisionally and locally enacted by its followers (L'hoeste and Vila, 2013). This book was made with a collection of 11 different essays from different people so I did not feel like the author was biased because there was different authors in the book so you didn't get just one person's point of view.
Cumbia has different genres depending on where you are. For example, in Mexico there is Nortena Cumbia. Each genre of cumbia uses different instruments. Nortena cumbia is played with an accordion and it is a lot slower than the originals cumbia. Cumbia brought different countries and societies together with music. Since it is so famous in many places, so many people know about it and get together and listen and dance to it. Cumbia is also used in different films, orchestras and dance centers. Cumbia shows different cultures to enjoy Latin American culture and have an open mind about other cultures.
I feel like I do understand this society better after reading about this music. My family is from Mexico so I grew listening and dancing to this music. It was really interesting reading and learning the different history of Cumbia. My whole life I thought that Cumbia originated from Mexico and I did not know that it actually originated from Colombia so it was really interesting learning that. I also thought it was really interesting how cumbia is really famous with the working class but when it comes to middle class in some places it is seen in a negative way which I did not know. I also got to understand that there is different genres when it comes to cumbia. For example, in Mexico there is Nortena cumbia, cumbia Villera and other types of cumbia. I really enjoyed reading this book and getting to know this genre of music that I grew up listening to and learning where it actually came from and how it all started. It is definitely a genre of music that I love and I understand it more now that I have read this book. I really liked reading all the different points of views and how different cultures see cumbias and how depending on where you are different instruments are used.
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Ethnography Review. (2019, Jun 24).
Retrieved November 4, 2025 , from
https://studydriver.com/2019/06/page/8/
How to Handle a Toxic Divorce
It's a great thing to watch two strangers' paths cross and fall deeply in love, but that happy amazing event then turns sour when you watch those two strangers who meant the world to one another take on the journey of marriage and then slowly become toxic in one another's eyes. How two peoples love for one another can turn off like a switch is amazing in the saddest of ways. Between 40 and 50% of marriages in the united states end in divorce, a number which has grown over the years and is expected to grow more. The causes of divorce can be many things, both big and small each different depending on the couples, but some of the more common causes of divorce are, fighting, loss of intimacy, getting married too eary, and financial problems.
To begin with, a very common factors in divorce is fighting. Throughout any relationship fighting is a normal thing that occurs in moderation, but when it becomes taken to the extreme it then becomes toxic, hurting both people in the relationship and may eventually turn into and something that can be grounds for divorce. According to the US National Library of Medicine, out of a group of 52 individuals, 57 percent of the time the reason for divorce was too much conflict and arguing. This shows a perfect example of marriages failing because of the immense amount of stress fighting puts on a relationship. It begins to cause tension between the couple, making the once happy couple angry, causing them to break up. To sum up, fighting is a great stressor which can lead to divorce.
Yet another reason which leads to the separation of a couple is the lack of intimacy. When intimacy decreases in relationships, their feelings for one another could then become strained causing someone in the relationship to feel unloved or unwanted. This feeling causes a chain reaction leading people who were once in amazing, loving, caring relationships to begin contemplating cheating because the arms of some stranger becomes more inviting and loving than their spouse. According to Alec WIlson PsyD, 30% of married couples divorce after one of them have an affair. This shows the great impact cheating can have on a marriage because such a great amount of marriages that are affected by it. In conclusion, cheating is a major cause divorce in America.
Furthermore, another cause of divorce is couples rushing into marriage. Love is something that can develop quickly between two people and often times when it does the happy couple will rush to the alter without really knowing one another. They may not have lived with each other long enough, causing them to realize that they can't function sharing a home with one another. The couple may have had a short-lived engagement and not know all the things about the other that they wished they did. Or simply the couple may have been experiencing lust, not love and now after having things settled down, they realize they don't really love one another and don't want to be together. To conclude. Rushing into marriage could be a toxic thing which could cause more harm in the long run in the form of divorce.
Lastly, another thing witch causes divorce in America financial stress. Bella Gahndi, president of the smart dating academy says Living in poverty is incredibly stressful, and financial stressors can lead to fighting ” which can result in divorce. This furthers the point of financial stressors causing tension and stress in relationships. When finances are a problem it could cause the couple to not be as happy as they once were, they will fight more with one another and not enjoy the company of one another. The couple could lose their cars, house, even go into bankruptcy which are things that all put an immense amount of stress on a relationship. To sum up, Financial problems can put a great stress on a couple and are very common grounds for divorce.
In Conclusion, fighting, loss of intimacy, getting married too early, and financial problems are all causes for divorce today. Over the years our divorce rate has risen tremendously and will continue to rise unless something it done about it. Through talking and creating smart plans the divorce rate can be reduced, saving the many marriages of people who truly care for one another, and couldn't imagine life without the other. When planning to get married, it is something that should be taken seriously as a great commitment in order to avoid a divorce several years later.
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How to Handle a Toxic Divorce. (2019, Jun 24).
Retrieved November 4, 2025 , from
https://studydriver.com/2019/06/page/8/
Around 40 to 50 Percent of First Marriages in the United States End in Divorce
That means half of the people, in the country, that get married end up separating from each other. Divorce is a worldwide problem really concentrated in the U.S. that affects a lot of people. The solutions of premarital counseling and conscious uncoupling will help prevent divorce or make it as easy as possible, making future divorce rates drop.
Initially, many people see divorce as a good thing when their marriage isn't working, but what they don't see is the underlying effects it has on the people and things around them. According to a 2003 study by the U.S. Department of Health and Human Services, "" approximately one out of two marriages that year ended in divorce"" (go.galegroup.com.org). This is mainly because people get married at very young ages before they really figure out what they want in life. On a blog, Nicholas H. Wolfinger said that there is an almost linear relationship between the age you marry at and divorce risk. Young couples lack the proper skills and maturity that is necessary for happy relationships (ifstudies.org). Immaturity can lead to ambitious actions that come with love and marriage, that lead to having children. When children come into the factor of a couple struggling with divorce, they tend to get neglected because parents become too entangled in their own emotional and legal conflicts. Of great concern, Emily Hughes says that 60% of all children will spend a part of their lives not living with their biological parents because of divorce (my.vanderbilt.edu). In a similar fashion, along with not spending time with their splitting parents, it is pretty common for kids to blame themselves for their parents' dissolution.
To explain, the typical thoughts that run through the adolescent mind are, If I would have behaved better, this wouldn't have happened or I should have spent more time with my parents, so they wouldn't have wanted to separate. The mental health of children worsens because of components previously mentioned. Furthermore, the knot that disembodied marriages put on society and the economy are a little hefty. A child's ability to learn or do something successfully lessens, they have more mental and emotional health risks, and they are more prone to taking part in activities such as substance abuse, sexual practices, and suicide. They are even less likely to get married themselves because of what they've seen in their own homes as their minds were still developing. Not only do these actions come with consequences, but it costs an average of $40 billion a year to take care of (Anderson, Jane). In the future, if a problem like divorce is not solved, or even lessened, the rate will only continue to get higher, more families will be torn apart, and the children that are supposed to shape our future, will not be equipped with the proper tools to become true society building conscious citizens that mature and develop into active members of a flourishing world community.
Although divorce might not seem like it is an easy problem to solve, premarital counseling gives couples a better chance at keeping their relationship intact in the remote future. The Mayo Clinic describes premarital counseling as, a type of therapy that helps couples prepare for marriage (mayoclinic.org). Further noting, the effectiveness of premarital counseling has proven to be at an upward trend according to Lauren Hanson who wrote Premarital counseling can decrease divorce rates, psychologist says, who quoted Scott Braithwaite saying, the practice decreases the chances of divorce by 50 percent. With that being said, counseling is shown to greatly enhance the relationship status of those seeking nourishment; providing a stepping stone to happiness and a picket fence future. However, on the opposite end of the spectrum, one may have doubts of using this resource as a tool due to the typically expensive nature of the treatment. The people that are religious, financially stable, and well acquainted with school take up the offer for the practice when they are the group of individuals that need it the least. Thus, leading to see that lower income families do not have the access to the help they deserve.
On the bright side, another favor to this solution is that it helps spouses establish areas that might be of conflict in their future, letting them take care of it on the spot. An article on Premarital counseling by GoodTherapy.org asserts that things like finances, child-reading methods, career goals, and family dynamics [etc.] are addressed so that there is a mutual understanding on how the relationship coincides with on another's thoughts and opinions. Having a better understanding of the future leads to a happier present, and a thoughtful past. On the contrary, some couples do not advance in the practice out of fear. There is a stigma about seeking help because it makes people appear weak. To go along with this, some partners are nervous due to the impression that new have the potential to make themselves known, but the pairing will soon come to realize that the good outweigh the bad and there is nothing to be scared of. In short, if the proper steps are taken with the practice of premarital counseling, it will open up more couples to seek help when they need it and encourage others to do the same.
Following this, if all else fails and the spouses are not in a happy relationship, conscious uncoupling is a very positive and easy way to handle a divorce. Author, Katherine Woodward Thomas, also refers to the method as, Happily even After, and would describe it as an [honorable] end [to] a romantic union (telegraph.co.uk). In order for conscious uncoupling has to be a mutual agreement between partners. To add children back into the picture, this arrangement is the best for a separating pair because it allows the continuation of co-parenting, friendliness, and a way to teach kids that a divorce doesn't have to follow the expectations of a nasty, legal, expensive battle. Of course, the thought of a dissolving marriage comes with the negative thoughts of experiencing pain, fear, sadness, anger and other upsetting emotions remarks Tonia Davis in her article The Benefits of Making a Conscious Choice to Uncouple (counseling.northwestern.edu).
Yet, it doesn't have to be that way if the right mindset is put in place and the correct approach is taken. Unfortunately, training the brain to have that mindset doesn't always work because our brains are programmed to not be thinking much at all we're apt to say and do stupid and destructive things [and] we allow fear to hijack [our minds] (telegraph.co.uk). It would then require extra steps to be taken to eliminate any fear of fear; and allow for a fresh mind, new beginnings, and no fear of fear itself. Although this is a superb solution, the solution mentioned in the paragraph above is far more superior.
It's clearly obvious that investing in the solution of premarital counseling is the best solution because there are more easily fixable disadvantages.
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Around 40 to 50 Percent of First Marriages in the United States End in Divorce. (2019, Jun 24).
Retrieved November 4, 2025 , from
https://studydriver.com/2019/06/page/8/
Divorce’s Impact on Preschool, School-Aged and Adolescent Children
The emotional and sociological development of a child is highly affected by the dynamics of their family. If the child has a strong support system, the possibilities are higher for that child to develop into a well balanced adult. The child's growth process is affected if the child lacks a strong support system. Death and divorce are two traumatic events in the child's life that impact them emotional and sociological. Divorce is a situation that is damaging to child's mental state, because this is an ongoing act of event. This devastating event puts a lot of strain on the child emotionally. In America, there is one divorce approximately every 36 seconds*. That's nearly 2,400 divorces per day, 16,800 divorces per week and 876,000 divorces a year. The average length of a marriage that ends in divorce is eight years. People wait an average of three years after a divorce to remarry (if they remarry at all).Oct 30, 2012 Step that can be taken that can minimize the numbers of divorce.
The number one key is communication. Communication is the solid foundation to any marriage, if one doesn't know what's the problem how can it ever be fix with out communication. One partner relating to the other partner any concerns or issues that effect the marriage. When most people get married they get comfortable and they stop doing what it took to get married, such as intimacy, cooking cleaning, being polite, caring, complimenting, flirting and etc. As an old saying say. What it took to get them you have to do that and more to keep them.""
A great marriage is being able to be best friends along with passion and being able to understand the needs of each other even in distress and rage. Can divorce really be minimize, of course it can people just don't have the access to the proper help such as marriage counseling that can help them in the areas needed in order to help the marriage work. There are other resources such as pastors and seeking spiritual counseling.
HELPING THE CHILD COPE
As indicated by (Ve'lez, Wolchik, Tein and Sandler, 2011) preschool age kids reactions and comprehends separate from not the same as adolescents. Contingent upon the age, youngsters have distinctive vision of their folks' division. ""Because of high rates of separation, non conjugal childbearing, living together, and remarriage, an expanding number of American youngsters are encountering various family changes, alongside new child rearing figures, as they grow up"" (King, 2009). Offspring of pre-school age see themselves more engaged with the associations with their mom than with the father, on the grounds that a tyke invests the majority of his energy with the mother, while the father is just irregularly engaged with the procedure of training and kid mind. Because of the way that after a separation the genuine association of the youngster with one of the guardians is significantly lessened, his associations with co-custodial parent (and by and large the mother) are especially imperative to him. As mother normally turns into the most noteworthy individual for the tyke after the separation, he acknowledges her with incredible friendship, while the state of mind of the father is for the most part negative.
Separation and School Age Children
As indicated by (Gladding, ( 2005) offspring of school age respond to nonverbal correspondence and restoration preparing. The offspring of school age acknowledge the separation procedure more troublesome than the offspring of pre-school age. The thing is that the offspring of more youthful age acknowledge the negative occasions throughout their life on the level of feelings, while the senior oneson the level of mental investigation. The offspring of school age can better notice the negative sides of life of their folks that is the reason the procedure of separation is exceptionally difficult for them. The offspring of school age frequently have a solid feeling of blame and self-dishonor, encountering sentiments of outrage and disdain after their folks' separation. They feel relinquished, angry, furious with their folks and embarrassed about the family issues. That is the reason the parent's separation for the offspring of school age is an awesome mental and enthusiastic pressure, which can cause genuine mental issues in future.
As indicated by (Amato and Keith, (1991) separations can create change to lives that shape a tyke's formative. Separation can deliver an air with little control of kids following separation issues (Kali and Cavanaugh, 2013). It is essential for guardians to be consistence and make a structure situation.
Immature youngsters in the time of their parent's separation firmly encounter a sentiment deserting. They are torn between two sides: mother and father. Juvenile youngsters in the family with one parent turns out to be more reliant on the side, with whom he remains, which prompts the loss of the psychosexual introduction, moving far from the standard sexual orientation parts, and makes disarray in his thoughts regarding the place of people in the family and life when all is said in done.
As per (Stohschein, (2005) offspring of separations may encounter issue, for example, tension, enthusiastic maladjustment, and despondency.
The present society otherworldly direction may diminish the level of separations and help kids to defeat this period all the more effortlessly is an expert mental help. Individuals would prefer regularly not to take a shot at the connections and break them as opposed to making endeavor to battle with the challenges they confronted. Being an expert instructor, he or she would furnish the two sides with the writing, which would alter their opinion concerning the procedure of separation and influenced them, to consider it as a guide of how to spare the family and their youngster's emotions. As indicated by King, (2009) youngsters and moms holding diminish if the mother lives with someone else, however isn't influenced in the event that she remarries.
In conclusion the children are the ones, who don't bear obligation regarding individuals' activities and wrong decision. Therefore, guardians must do their best so as to spare them from strife circumstances and inconveniences emerging in the family.
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Divorce's Impact on Preschool, School-Aged and Adolescent Children. (2019, Jun 24).
Retrieved November 4, 2025 , from
https://studydriver.com/2019/06/page/8/
The Great Divorce
In the beginning of the book CS Lewis is giving a brief set up to what the book will be about and what we can expect as readers. He makes it very clear to us that this is all a fantasy before we continue into the first chapter. To continue, in the first chapter the storyteller begins to describe a bus stop and who he sees around him. The people are angry, and a Big man and a Small man get into a fight because the small man is complaining about the people he sees while the big man tells him to shut his mouth and punches him right in the face. The small man exits the line and the bus arrives. The storyteller describes it as stunning and bright while also driven by a driver that only has one hand on the wheel. The people were boarding the bus in a frenzy for no apparent reason, because the bus was only half full when the storyteller got on last. The storyteller then sits on the bus next to a man, which he calls, ""Tousle-Headed Poet"". One of the most important things that the poet says to the storyteller is that most people do not actually ride the bus because they would much rather prefer to go to grey town. Then suddenly the storyteller notices that they are flying in the bus and can see grey town below him.
Now in Chapter 2 the poet is telling the storyteller, his life story and what he has gone through in his lifetime. He also confessed to the storyteller that at the beginning of the war he was briefly a communist but then later rejected it. He was in a horrible relationship with a woman and came to his final straw when she was greedy with money and jumped in front of a train. He tells the storyteller that ever since he has jumped in front of the train he has spent his time in grey town. As the bus is still in the air a random fight breaks out between all of the passengers with knives and guns. Then all of the sudden it ends instantly, leaving the storyteller untouched. Now, he is sitting next to a different man who is ""intelligent man"". The intelligent man describes grey town to the storyteller as a place where there are always new people coming in and as soon as they do they tend to fight and brawl. When you arrive at grey town you start at the civic center and you want to eventually make your way to the bus stop. The intelligent man says that it can take millions of years to go from the civic center to the bus stop. Some rather famous people have drifted past the bus stop which include Napoleon, Julius Caesar, and Genghis Kahn. The intelligent man describes how he wishes he could tell people to go forth to the bus stop instead of drifting away. Then he tells the storyteller that he is going to try to pick up some things, so he can sell them to the people in grey town to make some sort of profit.
Now in Chapter 3, the bus finally comes to a stop and people then exit the bus. The area around them is a nearby river with trees and grass on the ground. The storyteller was said to have expressed, ""I had a sense of being in a larger space, perhaps maybe even a larger sort of space, than I have ever known before"" (27). This place seemed so vast and infinite to the storyteller. He then comes across a daisy that he tries to pick from the ground. He is bending the stem and trying to twist it and it was as hard as a rock. He described it as hard as a diamond. He then tries to pick up a leaf nearby it and it would not budge. Just the effort of trying to pick the daisy and the leaf left him out of breath. Then the storyteller notices that he is completely see-through and that he is a ""phantom"". So is everyone who wandered out of the bus. A woman cried she couldn't handle it and ran back on to the transportation. The big man who looks like a ghost asked the driver when they were all going to head back to grey town and the driver explains, ""Stay as long as you please"" (29). Just upon out in the distance they all see a mountain range and then closer by the river they see bodies of people who were naked and called spirits.
In Chapter 4, the Big Ghost notices a spirit that he knows from his past and remembers him as Len. He then becomes very angry at Len and reminds him he is a murderer and he killed a man named Jack. Len explains in the book after he was accused of murder, ""'Of course I did. It is all right now'"" 'All right is it? All right for you, you mean. But what about the poor chap himself, laying cold and dead?' 'But he isn't. I have told you, you will meet him soon. He sent you his love'"" (33). The big ghost was envious and confused that Len is in heaven and gets to be free while the big ghost has to spend his time in grey town. The big ghost says that he has always been good and that he doesn't deserve to be in this situation. Len confused, tells the him of his sins and he gets to be upset and says he will never take advice from a murderer.
In Chapter 5, the storyteller is approached by two lions which he quickly tries to escape until he then came across a spirit conversing with a larger ghost. The ghost was asking the spirit about a man named Dick which is the spirit's father. The ghost explains that he is in grey town and rejects the idea of there being a heaven and hell. The spirit asks him to try to have him, believe in him, so he can then move past grey town. Dick believes that grey town is hell plain and simple. The large ghost asks for Dick to go to the mountain to see the face of god and for him to repent his sins. Then after he listens to this conversation he comes up with a novel idea that maybe he could walk on water. So, the storyteller then steps onto the water and in fact was walking on it. It became very difficult though, since the water was moving and he found it to be more difficult than he ever thought.
In Chapter 6, the storyteller is still walking on water and then suddenly is right by a waterfall. He notices the intelligent man he sat next to, on the bus or now known as Ikey. He is in the bushes trying to pick up apples and other items and is finding them to be very heavy. Out of nowhere a large and stern voice came calling out and called Ikey a fool and to put them down. The waterfall, then turned out to be an angel in disguise and made its way over to Ikey. The angel explained to Ikey that apples have no place in hell and that he should enjoy them here. Ikey disobeyed and decided that he was going to continue to the bus anyways.
In Chapter 7, Ikey is still traveling to the bus with the apples stuffed in his pockets. The big angel referred to as Water Giant doesn't try to stop him. The storyteller then comes across all over the world and doesn't think that the true sights in the world are worth seeing at all. He describes them as a bunch of advertisements run by some sort of corporation. He also described hell as a huge disappointment. As the Hard-Bitten ghost was leaving, he warned the storyteller that it is going to rain soon. The rain will be like bullets which upset the storyteller and left him to be sad and worried.
In Chapter 8, the storyteller was upset with the Hard-bitten ghost for telling him that the rain my really injure him. The storyteller goes off to the river and sulks about how the spirits don't look after the ghosts the way he wants them to. He finds that they have their own agenda of things to do that doesn't include them. The storyteller still saddened by the future rain, tries to find some shelter. On his way through the woods, he comes across a female ghost and a spirit in a heated argument over her not wanting to travel up to the mountain. The spirit is insisting that she does in order to receive her body. She gets upset and says she will not. The text explains, ""A herd of unicorns came thundering through the glades"" (63) This must have been merely out of pure disappointment of her insisting to not travel upward to the mountain to repent.
Reflection
What I found most interesting about grey town or hell, was that all who enter start at the civic center and have to find their way to the bus stop. What makes this so compelling for me to think about is that according to the Poet, it takes millions of years to reach the bus stop. That may be for the agony of time you have to think with just yourself about all of your sins that you have committed. Then by the time you reach the bus stop you can make the decision to repent the sins you have committed and go off to heaven or get back on the bus and return to hell. What CS Lewis I think wanted the readers to take away from grey town is that it is not a fiery and satanic place. It is a sad and depressing place where people who sinned are angry and alone. They are left to think about what they have done. It is almost an internal battle with just you and the millions of years you have to contemplate what you have done. Some questions I have that I did not get clarity from the text is how do you end up getting the luxury of going on the bus? How do you know where to find the bus stop? What inhibits you from getting to the bus stop in Genghis Kahn, Julius Caesar, and Napoleons case?
After reading this text I have learned a great deal of what the after life is like in CS Lewis's mind. It is nothing like I would have ever imagined and was quite hard to understand at first read. But after more deep analyzing I have come to the conclusion that when you go to grey town you have to think long and hard about what you have done to land in a place like that. Then, after thorough contemplation you have the opportunity to go to the bus. When you make it to the destination you should travel up the mountain, see the face of God, and repent your sins so then you can enter eternal happiness of heaven. I imagine this book is going to make it quite a feat to get to heaven, but I think it would be. Overall, so far this book is a little confusing, but I really enjoyed reading CS Lewis's perspective on all of these unknowns.
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The Great Divorce. (2019, Jun 24).
Retrieved November 4, 2025 , from
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Divorced with Children
It took 17 years for my parents to finally separate from each other which is something I've been waiting for since I can remember, however I can confidently say that I would not ask for a different past solely because it has shaped me into a person that I can say I am happy with and not everyone can say that. I have been able to take my past and learn from it by analyzing the situation and taking notes from what could have been done differently, instead of being angry about it. My parents, sister and I have all become statistics because of this awful situation, but the sad reality is that millions of children are being affected by this too.
Over the past few decades the number of couples alone getting divorced/separated has grown at a large rate as well as the number of mothers having children before/without marriage. The effects of divorce do not only affect the child and parents, but also society as a whole because the possible effects could potentially harm others due to certain tendencies or actions that may be unknown consequences. Due to the emotional, physical, and mental damage from the divorce families should consider family/marriage therapy in order to attempt to find the solution. Not everyone believes in therapy, however, it does have the potential to have a number of benefits to those who chose to go or who can afford it. In most situations the cost of a therapist would be less than the cost of a divorce which varies depending on the state, as well as potentially helping a failing marriage and stop the damage that could be inflicted on to the child unknowingly by the parents. Though the cause and effect examples are common they are not going to happen in every situation which is what makes each individual child unique.
No two situations will be exactly the same which plays a large roll in the research and development of this topic due to the fact that every person will have a different perspectives to their own situation. Some of these situations may include, single parent household, married parents, separated parents, divorced parents, wedlock, with relatives, or as a part of the government system in foster care. All of said examples could all have potential outcomes whether they will be good or bad will only be told by time. These are only basic situations of the problem without any further analysis into the any personal aspects of anyone's stories such as social status, economic status, prior emotional well-being, and educational situations for some children. The number of different situations and outcomes is endless however the negative effects speak for themselves when those involved suffer from the inflicted damage.
Divorce or parental separation can have many short term and long term effects that can follow said child into adulthood, affecting his/her mental, physical and emotional well-being (Anderson 2014). A few of the short-term effects can develop into long-term effects depending on the severity of the situations. The child could potentially lose quality bonding time with the child which could lead to the child resenting the parent for what they feel is neglect, especially during a difficult time of distress i.e. divorce(Anderson 2014). This is the best time for a child in distress to have his/her parents to console and comfort in order to ensure the child is aware of the parents emotional and physical presence. The transition from a stable household to an unstable household, to multiple different homes, to different schools and loss of friends can be stressful for everyone involved and is where the most time will be spent adjusting to the new normal and is the most crucial time where both parents must be present in the child's life in order to keep a strong relationship to attempt to prevent future trauma and damage. Some children may see his/her parents divorce as a sign that the parents religion is not what they want to put their faith into and that marriage is not as sacred as its claimed to be in some religious practices.
Both parents are maybe subject to loss of quality time with his/her child, from the father usually having only a limited time to see said child and from the mother potentially having to make up for the financial loss from the divorce. Usually the mother can lose up to 25-50 percent of their annual household income and only about 50 percent of custodial mother's(Anderson) reach child support agreements with the fathers of the child, however, not all mothers will receive the child support. Also the parents can also be subject to negative effects from the divorce which can ultimately come back around to the child. One major example includes falling back into addiction which can negatively influence the child and potentially cause said child to fall into the same hole (Anderson 2014).
The side effects of this situations has the potential to damage a child to the point of no return due to all the stress that is set upon them. The damage that could harm the child would include mental, emotional, and physical abuse which could be done by either a parent or by themselves. It could also affect the child's educational future, economic stability, social abilities, trust issues, and relationship issues to name a few. These examples could not only harm the child and the parents but also society when that child becomes a part of it because of all the issues they have experienced and how they react to them.
The term that most organizations refer to these type of situations is instability(Huerta 2013). Instability is when a stable environment has become unstable or was never stable to begin with voluntary or involuntary. This definition is an appropriate because it can represent many types of situations, ones mental, physical and emotional state, and the overall description. This generalizes the situations and bunches the data into a broader spectrum in order to fully see all the effects and not just for particular situations. The term will be used for later relations between situations in order to specify why the situation is deemed unstable. Though it was previously stated that there is no definite number of scenarios some websites have categorized different types of instabilities. The article The Negative Effects of Instability on Child Development.,by Sandra Huerta, has 5 categories for the different aspects of instability, which include; economic, employment, family, residential, and out-of home settings(Huerta,2013). All 5 of these categories can all be affected by the separation/divorce of parents and have significant impacts on everyone involved in said situation.
Many of the children who are involved in an unstable household and do not get proper care can develop various issues that could affect their future. Some of the medical issues that could eventually develop would include, depression, anxiety, eating disorders, self images disorders, self esteem issues, just to name a few. All of these issue, if left untreated or unattended to could have potentially life changing implications or even life ending situations. Worst case scenario is depression or anxiety that leads to suicide, however the parental instability is most likely not 100% the reason for one to commit this act, but it may play a large part. One solution that parents or families as a whole could try is therapy.
Therapy has a number of benefits that could potentially save a marriage/relationship, help the parents or the family heal, help build communication skills between the family, solve longer running problems that could not be accessed before. With therapy, there is an outside party that is qualified and educated that has the ability to take the information that is given and access the problems and attempt to create a solution or create multiple different tasks that can lead to an ultimate solution. Therapy is a safe space for a family to talk and discuss what problems need to be acknowledged, and for some situations that space could be their only safe space in their life such as domestic abuse victims. Even though a therapist is not allowed to discuss patient informations they can suggest different scenarios for the patient to take certain precautions or go to certain people if the situation calls for it.
There are a number of arguments that could be made against going to therapy. Many of the arguments include reasonings that describe therapy as useless, a waste of time, and pointless. Some would also say that therapy would not be the answer to solve their problems and that their relationship is too far gone to save. Other parents may believe that therapist are there to change their children's minds and turn the kids against them. Some would also say that their children are fine and do not need therapy without even talking to them due to the fact that they don't believe in it so they will not allow their children to seek potentially life changing help. It does not help a child to deprive them of professional help and the potential benefits that come with it, but only hurts them because any problems they could have will now have no opportunity to be acknowledged and accessed.
However, these arguments lack any true basis or facts and rely solely on personal preference and opinion on therapy. There are many benefits that therapy can have on a relationship with one's significant other or with their children. Therapy allows everyone involved to be allowed to speak and express any problems or concerns they have which gives them a voice and helps everyone understand that person's feelings. This also allows for a neutral outside party to gain insight into the situation and assess what should be done next.
I am not claiming that therapy is the answer, however, I am claiming that it would be ignorant to rule out therapy based solely because they do not believe in it. Therapy is a much better alternative than resulting to a divorce. In some states it can be cheaper to see a therapist than to pay divorce fees. There are just too many potential benefits for both a relationship and for a family, to therapy for it to be ruled out without a second thought. I believe there is more damage done in not going to therapy than going to therapy because all the potential benefits will be wasted. Usually the people who do not believe in therapy have not went out of their way to learn about the subject and what therapy has to offer them and their family. Many children who have been through a divorce or separation will tell you that their parents did not ask them on their opinion or what they were going through which can cause many problems in the future. This can cause potential mental problems to a child if they have to go through a divorce alone without any emotional support or any support at all. Some of the potential problems would include anxiety, trust issues, relationship issues, anger-management issues, resentment towards parents, and many more.
The potential effects on society may seem miniscule, but could have a larger impact to the world with the rise in this type of scenario. Though many of the issues that could a effect a child will largely impact them, it will also affect anyone who will come in contact with that person. This is because other people will encounter the issues when they arise during a normal interaction with said person. A couple of examples may include: anxiety attacks, anger-management issues, trust issues, relationship commitment issues, Etc. These effects could potentially harm millions of people mentally, physically, and emotionally because of the tendencies and issues that may plague a person's life all spanning from a parental divorce and at-home instability. Some of those who have experienced divorce/separation fear they may end up like their parents or that they will develop similar tendencies their parents had such as unfaithfulness, temperment issues, abusive tendencies (emotion, physical, and mental), and financial instability to name a few. This is not an uncommon occurrence for those due to the fact that they have been exposed to this type of behavior at a young age and will influence their future personality. Some may become anxious to the idea of a relationship due to his/her parents setting an example that not all relationships are forever which could lead to them having multiple partners without commitment, which is not an uncommon practice already, however, it has the potential to be dangerous if the proper precautions are not taken into account like protection and other contraceptives.
In conclusion, divorce/separation on children creates a large possibility to cause negative effects on them in the future, however, therapy could be a solution to attempt to prevent these problems by accessing the problem before it worsens. By going to therapy, parents and their families can attempt to solve their problems that could not be solved at home which is a responsible approach to solving household problems instead of living with and continuing to inflict more damage. The benefits of therapy will have a more positive effect on the child than the effects of his/her life without it due to only the potentiality alone. Therapy has the potential to prevent future problems for future generations to come, by acknowledging problems early and before they have a chance to negatively affect the life of the child, his/her future, and those who will come in contact with them.
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Alicia Keys Concert Review
The concert I chose for this review was a 2017 Alicia Keys concert from YouTube. Alicia Keys is a singer-songwriter and musician, who is also a classically trained pianist. Some of her more popular songs are Fallin', If I Ain't Got You, and No One.
The piece I chose to compare to a piece we covered in class was If I Ain't Got You, which I will be comparing to Barbara Strozzi's Revenge. If I Ain't Got You is an R&B/neo-soul piece released in 2003 about the irrelevance of material things. This song was inspired by things happening around this time such as 9/11. Revenge is a Baroque era piece composed in 1651 that expresses a jilted lover's thirst for revenge. Similar to the melody of Strozzi's Revenge, If I Ain't Got You features long notes followed by short, staccato notes. This creates a flow and dimension that interests the listener.
In the chorus of If I Ain't Got You, Keys moves higher with a gradual upward contour and then moves down sharply, and the pattern continues. Strozzi's Revenge features a slow downward contour that is followed by a straight upward motion. In addition, Strozzi's Revenge exhibits homophony, a musical texture in which a melody is performed with supporting accompaniment. If I Ain't Got You also shows homophony because Alicia Keys has backup singers who harmonize with her as she performs to enhance the texture of the song. In Revenge, the singer decorates the melody with added notes, getting more elaborate as the piece continues. Likewise, Keys embellishes her song as she performs it with spontaneous runs and other ornamentation.
In my opinion, this was a technically great performance as far as musicianship and artistry. Keys' piano playing provided a proper accompaniment to her singing that both accentuated her vocals and highlighted her talent to make a pleasing experience for the audience. This performance was as good as expected, considering Alicia Keys' musical talent and performance ability. I would rate the artistic quality of the music and performers a 10/10. The harmonies between the background vocals and Keys' vocals were exquisite. Keys' piano skill also provided an exceptional performance quality, as the piano music is difficult and was played in conjunction with her vocals.
Finally, a piece performed by Keys that can be related to an idea in life is Empire State of Mind (Part II) Broken Down. The piece is a pop ballad about New York City and is a sort of sequel to Empire State of Mind. It features a beautiful contrast of an aggressive background beat with the delicacy of Keys' vocals. The song is about working hard to make it to your desired place. This song speaks about New York City specifically, saying If I could make it here/ I could make it anywhere. I think the composer was trying to convey a message of the importance of work ethic and striving for your dreams, and doing it in a way that is pleasing to the audience.
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Alicia Keys Concert Review. (2019, Jun 24).
Retrieved November 4, 2025 , from
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The Psychological Effects of Divorce on Kids
Children everywhere grow up in broken homes. According to National Center for Health Statistics, there was 2,245,404 marriages and 827,261 divorces in 2016. A great amount of marriages ended that year. I've known that a lot of parents want to just stay together for their kids, but some think divorce is their only option. The main concern is how their children will deal with the divorce.
How much does a parents' divorce really effect their children? Stated in the article The Psychological Effects of Divorce on Children, the first year after a divorce is the toughest. Divorce rates have climbed across the globe over the past few decades. It's estimated that fourty-eight percent of American and British children live in divorced single-parent homes by age sixteen. As you might expect, research has found that kids struggle the most during the first year or two after the divorce. Kids are likely to experience distress, anger, anxiety, and disbelief. But many kids seem to bounce back. They get used to changes in their daily routines and they grow comfortable with their living arrangements. Others, however, never really seem to go back to normal. This small percentage of children may experience ongoing”possibly even lifelong”problems after their parents' divorce.
As also shown in The Impact of Divorce on Young Children and Adolescents by Carl E. Pickhart, divorce introduces a massive change into the life of a boy or girl no matter what the age. Witnessing loss of love between parents, having parents break their marriage commitment, adjusting to going back and forth between two different households, and the daily absence of one parent while living with the other, all create a challenging new family circumstance in which to live. In the personal history of the boy or girl, parental divorce is a watershed event. Life that follows is significantly changed from how life was before.
While a lot of marriages last there is cases like divorce for many homes. In general, divorce creates emotional chaos for the entire family, but for kids, the situation can be quite scary, confusing, and frustrating. How much does a parents' divorce really effect their children? It truly can take a toll on the kids, but it can also affect the entire family.
In this era one of the more sobering realities of life is divorce (USA Today). Marriages end over a host of issues, including infidelity, stress, money troubles, and personal changes by one or both partners over the course of a marriage. Divorce can be an emotionally wrenching experience and can fracture families. For many children, divorce leaves scars that never heal. About forty percent to fifty percent of married couples in the United States divorce, according to the American Psychological Association. The divorce rate among those who remarry is even higher.
(Masci) report he states, almost half of all-American children must cope, at some point in their lives, with the disintegration of their parents' marriage. A controversial new study he found by psychiatrist Judith Wallerstein contends that the children of divorce are much more likely to be troubled as adults and that couples with kids need to try harder to remain married. But critics describe the study as unscientific and argue that bad marriages often end up doing more harm than good to the whole family. Child-advocacy experts also disagree over the impact of custody arrangements. Some favor joint physical custody because they say it allows both parents to remain involved in their children's lives. But others say that forcing a child to live in two homes is disruptive and makes an already difficult situation worse.
Research shows, divorce can be a wrenching experience for children(Jost and Robinson). New studies suggest the painful effects of their parents' breakup can stay with children for years. Many will not do well in school or jobs, and some will fail in their own marriages later on. The studies have intensified the debate over the no-fault divorce laws that made it easier for couples to dissolve their marriages. Some experts say the new findings on the effects of divorce on children are exaggerated, and no one expects a substantial movement away from liberalized divorce laws. But some therapists are urging couples in distress to try harder to resolve their problems rather than get a divorce. And there is broad agreement that children of divorce need greater support”financial, social and psychological”to avoid becoming innocent victims of their parents' breakup.
According to Coping socialization in middle childhood: Tests of maternal and paternal influences , in sum, social learning theory suggest that children's coping may be strongly influenced by what their parents do to cope. Stated in the article, parent's may influence their children's coping choices by modeling how they handle their own stressful situations that arise. Based on social learning literature, we would expect overt parental coping behaviors to be modeled most readily. In a study of sixty-one children and adolescents with Sickle Cell Disease, there was a significant negative correlation between children's expression of emotion when coping with SCD-related pain and mothers' use of social support coping and emotion-focused engagement. Research shows, a number of studies have linked the family environment to children's coping strategies. In a study with sixty school-age children and their mothers found that maternal support was associated with children's use of a greater variety of coping strategies with everyday problems, and with greater use of avoidant strategies.
Parent's as role models' effect on children is shown in Parents are Powerful Role Models for Children by Karen Stephens. She is the director of the Illinois State University childcare center and she's an instructor in child development. For nine years Stephens wrote a weekly parenting column in her local newspaper. She has authored early care and education books and is a frequent contributor to Exchange. As in Stephens article, children, in general, do tend to grow up to be a lot like their parents. Social scientists and genetic researchers have identified many cycles that loop from one generation to the next. Children who live in homes where parents smoke are more likely to become smokers. Parents who abuse drugs or alcohol are more likely to find their children someday do the same. Adults who were abused as children may indeed hurt their own children. And that's not all. Parents with a low self-esteem raise children with the same affliction. Stephens states, Parent's play a major role on how our children turn out. An if you just look around your communities you will see that happening everywhere.
Parental divorce affects children's physical health and longevity (Physical Health). Those who experience parental divorce or separation are more likely to have health problems. Often in spite of maternal remarriage, such as a significant increase in injury rates, an increased risk of asthma, and increased risk of asthma-related emergencies.Children whose parents divorce are also more likely to contract cancer of the upper aerodigestive tract, the esophagus, anus, pancreas, lungs, and cervix. Researchers Kari Hemminki and Bowang Chen state, The results show that offspring of divorced parents have increased cancer risks at tobacco-related, alcohol-related and sex-related sites. A Swedish study showed that young men with divorced parents had a slightly heightened risk of hospitalization and significantly increased risk of mortality.
Upon the divorce of their parents, children experience a wide range of emotional reactions, including sadness, anger, loneliness, depression which frequently lasts into later phases of life, heightened anxiety, worry, lower life satisfaction, lower self-esteem and self-confidence, fear, yearning, rejection, conflicting loyalties, and a sense of fault for their parents' problems (Mental Health). An analysis by David Popenoe of the National Survey of Children found that divorce was associated with a higher incidence of several mental health problems in children: depression; withdrawal from friends and family; aggressive, impulsive, or hyperactive behavior; and either behaving disruptively or withdrawing from participation in the classroom. Parental divorce may also contribute to the development of mood disorders, bipolar I disorder, dysthymia (mild chronic depression), depression, and post-traumatic stress disorder. Divorce is related to increased depression and anxiety for both boys and girls of all ages. However, boys find parental divorce more emotionally disturbing than girls do, and boys with divorced parents tended to be more depressed than those from two-parent families regardless of the psychological adjustment, level of conflict, or quality of parenting manifested by their parents. Psychological problems are less severe for those whose pre-divorce families were high-conflict families. According to Paul Amato of the Department of Sociology at Pennsylvania State University, child and adult well-being may actually improve after the end of an extremely conflicted marriage.
Research shows through, The Impact of Divorce on Young Children and Adolescents by Carl E Pickhardt, how divorce introduces a massive change into the life of a boy or girl no matter what the age. Witnessing loss of love between parents, having parents break their marriage commitment, adjusting to going back and forth between two different households, and the daily absence of one parent while living with the other, all create a challenging new family circumstance in which to live. In the personal history of the boy or girl, parental divorce is a watershed event. Life that follows is significantly changed from how life was before. He says, somewhat different responses to this painful turn of events occur if the boy or girl is still in childhood or has entered adolescence. Basically, divorce tends to intensify the child's dependence and it tends to accelerate the adolescent's independence; it often elicits a more regressive response in the child and a more aggressive response in the adolescent. Consider why this variation may be so.
(Pickhardt) states, the child's world is a dependent one, closely connected to parents who are favored companions, heavily reliant on parental care, with family the major locus of one's social life. The adolescent world is a more independent one, more separated and distant from parents, more self-sufficient, where friends have become favored companions, and where the major locus of one's social life now extends outside of family into a larger world of life experience. For the young child, divorce shakes trust in dependency on parents who now behave in an extremely undependable way. They surgically divide the family unit into two different households between which the child must learn to transit back and forth, for a while creating unfamiliarity, instability, and insecurity, never being able to be with one parent without having to be apart from the other.
As in his article, convincing a young child of the permanence of divorce can be hard when his intense longing fantasizes that somehow, some way, mom and dad will be living back together again someday. He relies on wishful thinking to help allay the pain of loss, holding onto hope for a parental reunion much longer than does the adolescent who is quicker to accept the finality of this unwelcome family change. Thus parents who put in a joint presence at special family celebrations and holiday events to recreate family closeness for the child only feed the child's fantasy and delay his adjustment. The dependent child's short term reaction to divorce can be an anxious one. So much is different, new, unpredictable, and unknown that life becomes filled with scary questions? ""What is going to happen to next?"" ""Who will take care of me?"" ""If my parents can lose for each other, can they lose love for me?"" ""With one parent moving out, what if I lose the other too?"" Answering such worry questions with worst fears, the child's response can be regressive.
(Pickhardt) states, the child wants to feel more connected in a family situation where a major disconnection has occurred. Regression to earlier dependency can partly be an effort to elicit parental concern, bringing them close when divorce has pulled each of them further away - the resident parent now busier and more preoccupied, the absent parent simply less available because of being less around. The more independent-minded adolescent tends to deal more aggressively to divorce, often reacting in a mad, rebellious way, more resolved to disregard family discipline and take care of himself since parents have failed to keep commitments to family that were originally made. Where the child may have tried to get parents back, the adolescent may try to get back at parents. Where the child felt grief, the adolescence has a grievance. ""If they can't be trusted to stay together and take care of the family, then I need to start relying more on myself."" ""If they can break their marriage and put themselves first, then I can put myself first too."" ""If they don't mind hurting me, then I can I don't mind hurting them."" Now the adolescent can act aggressively to take control of his life by behaving even more distantly and defiantly, more determined to live his life his way, more dedicated to his self-interest than before. He feels increasingly autonomous in a family situation that feels disconnected. He now feels more impelled and entitled to act on his own.
He influenced that for the parent who divorces with a child, the priority is establishing a sense of family order and predictability. This means observing the three R's required to restore a child's trust in security, familiarity, and dependency - Routines, Rituals, and Reassurance.
As study after study has shown divorce does influence children. Doesn't matter if it is a boy or girl divorce has a massive change on their life. For many children, divorce leaves scars that never heal. Life that follows is significantly changed from how life was before. So much is different, new, unpredictable, and unknown for not just the children but the whole family. How much does a parents' divorce really effect their children? It truly can take a toll on the kids, but it can also affect the entire family.
Works Cited
National Center for Health Statistics. Centers for Disease Control and Prevention, Centers for Disease Control and Prevention, 17 Mar. 2017, www.cdc.gov/nchs/fastats/marriage-divorce.htm.
Morin, Amy, and Steven Gans. The Psychological Effects of Divorce on Children. Verywell Family, Verywellfamily, www.verywellfamily.com/psychological-effects-of-divorce-on-kids-4140170.
Harrington, John, and Cheyenne Buckingham. Broken Hearts: A Rundown of the Divorce Capital of Every State. USA Today, Gannett Satellite Information Network, 2 Feb. 2018, www.usatoday.com/story/money/economy/2018/02/02/broken-hearts-rundown-divorce-capital-every-state/1078283001/.
American Psychological Association, American Psychological Association, www.apa.org/topics/divorce/.
Effects of Divorce on Children's Health. Effects of Divorce on Children's Health [Marripedia], marripedia.org/effects_of_divorce_on_children_s_health.
Pickhardt, Carl E. The Impact of Divorce on Young Children and Adolescents. Psychology Today, Sussex Publishers, 19 Dec. 2011, www.psychologytoday.com/us/blog/surviving-your-childs-adolescence/201112/the-impact-divorce-young-children-and-adolescents.
Jost, K. and Robinson, M. (2018). Children and Divorce. [online] CQ Researcher by CQ Press. Available at: https://library.cqpress.com/cqresearcher/document.php?id=cqresrre1991060700&type=hitlist&num=1 [Accessed 13 Nov. 2018].
Kliewer, W., Fearnow, M. D., & Miller, P. A. (1996). Coping socialization in middle childhood: Tests of maternal and paternal influences. Child Development, 67(5), 2339-2357.
https://dx.doi.org/10.2307/1131627
Masci, David. Children and Divorce. CQ Researcher by CQ Press, library.cqpress.com/cqresearcher/document.php?id=cqresrre2001011900&type=hitlist&num=0.
Stephens, Karen. Parents Are Powerful Role Models for Children. www.ParentingExchange.com, 2007.
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Brahms’ Double Concerto – Concert Review
I am very into music and it has been one of the most impactful things in my life, I've been one to try to venture out into different type of music but I listen to generally hip-hop. Many find simple comfort in listening to music and can put people into all types of different moods and can help them get through the day. Ranging from classical era to modern day music it has the same effect on most people.Con The concert I attended was over spring break I remember this concert vividly because this was one of the first concerts I we went to that was out of my comfort zone only because I was forced to go also because this semester has been very hectic and it was soothing to go to a classical music concert. I went to see Zach De Pue and Austin Huntington perform Brahms' Double Concerto. The performance consisted of Zach De Pue on the violin while with Austin Huntington played on the cello. The concert featured pieces from Johannes Brahms and Franz Joseph Haydn. The whole concert was broken up into three main pieces. The beginning piece was the work of Johannes Brahms. The first composition performed was Concerto in A minor for violin, Cello, and Orchestra, Op. 102 The movements performed in the concerto range from the years eighteen thirty-three to eighteen ninety-seven. The concerto was made up of three movements by Brahms. The first was Allegro. The second being Andante. The third and final movement being Vivace non troppo. This piece consisted of a violin, a cello, flutes, clarinets, oboes, horns, trumpets, bassoons, and strings. Starting off the Allegro movement had a very bold sound. It was very loud, and caught the audience's attention. It then quickly moved into a solo type part for the cello. The tone of the movement changed from a more loud and unified sound to a sort of quiet and down to earth feel. It made me feel relaxed to a certain extent just a very soothing tone. After the movements focuses toward Huntington on the cello. After the cello, the piece transitions onto some wind instruments having a softer tone to them. Wind instruments have always been one of favorite sounds amongst all except maybe string instruments, but the winds sounded terrific in this part of the concert. The wind instruments then fade out and De Pue then steps in and the piece focuses on the violin. The celloist accompanies the violin for a short period, and then transitions into the whole orchestra. This was probably my favorite part of the concert everything just was flowing great and sounded good together it almost sounded as untamed but organized at the same time with all the instruments playing at once like that. The entire orchestra continues to play in unison. The tempo starts to shift in and out. Usually being sped up when the entire orchestra is playing and slower when the cello and violin come in. The violin and cello compliment each other throughout. It was kind of high pitched but sounded great. But at times it did start to sound more peaceful. But, it soon would go right back to being loud . The second movement was Andante it started off with wind instruments giving it a very quite tone. Sounding sort of relaxing and soothing. It then once again transitioned into the violin and cello as well as the orchestra which sped it up and made the tempo faster. The pitch was kind of soft and flowing sort of like a water going through a river calmly. It brought a harmony throughout the entire concert. No instrument seems like it's being focused they are all accompanied by other instruments to compliment them throughout the concert. Finally, Vivace non troppo, the third movement in this composition, starts off with a quicker tempo than the previous movements. The movement seemed to keep a quicker tempo, only slightly slowing down a bit. However, it would then quickly pick back up. The tone of this piece seemed to be rather dramatic. If it were being viewed as telling a story I would imagine it being the climax of the story.
It's interesting listening to classical music and hearing just instruments in an orchestra and trying to truly listen and appreciate the music itself without any vocals are lyrics that we our used to in most modern music. It's nice to try to pick out your favorite instruments and sounds that you enjoy throughout the songs. And after the concert I listen for specific instruments, tone and sometimes even the pace of the music I am listening to connecting all of the music I listen to the way I listened to the concert gives me a new perspective in my favorite music.
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Rigoletto: Classical Concert Report
The performance I chose to view was Rigoletto by Giuseppe Verdi. This Opera was televised version of Verdi's Rigoletto. Rigoletto was originally written in 1851. This opera was Italian and premiered on March 11, 1851 at Teatro La Fenice, Venice. This is a very well-known opera house for Italian theatre. The Librettist, or writer of this piece was Francesco Maria Piave. This televised, somewhat modern version of Rigoletto was, for the most part, accurate. The story tells of a daughter named Gilda, who falls in love with the Duke. Gilda ends up sacrificing her life at the end, leaving a peculiar twist for her father. This film was portrayed accurately, and had the key components, such as, complex characters and effective portrayal of emotions. These are both key components of Romantic era music.
The era this piece was written in was the Romantic era. During the Romantic era, it was very common to have operas that have powerful emotions and told complex stories about complex characters. In this opera, nearly every character has a complex personality. I found myself during the film conflicted with who's side I was on. Rigoletto didn't always make the best decisions morally, but it was hard to not feel empathetic towards him. This can go along with the other characters too like Gilda and Sparafucile. Based primarily from my listening, the film seemed to match up with the original opera fairly well. The story conveyed the correct emotions, and the music was, for the most part, portrayed well with the characters. During this film I found myself engulfed in emotions. I think this was one of the primary intents of the piece, since it was a major characteristic for the Romantic Era. Composers like Verdi caught the attention of the audience, with drastic shifts in emotion, and sporadic plot development. An example of this is at the end, when the twist is revealed that Rigoletto is not dumping the body he thinks he is, where it is in fact his daughter.
There were many pieces involved in the film Rigoletto. This is because the emotion and plot twists needed to be reinforced. The pieces implemented into this film give it a more powerful meaning and engulfs the viewer into the scenes. Based off of the YouTube description, I found the pieces that were used during the film. The first was Questo o quella per mi pari sono from Act I of Rigoletto. This is played based off of the original by Verdi, and the artist was Emerson Buckley. The second song in the film was Rigoletto, the artists of this piece in the film were: Orquesta del Teatro Metropolitan de New York, Coro del Teatro Metropolitan de New York, Gennaro Papi. The next Song was Rigoletto, Act I: Pari siamo!, whereas this one, according to the description of the film, was performed by Various Artists. I do think having access to a live performance would have definitely given me the resources to see who performed this song, but in the YouTube film review case, it does not. The next piece in the film was
Act II: Ah! veglia, o donna. The Artists of this piece were: Jonel Perlea, Robert Merrill, Roberta Peters, Jussi Bjoerling, and Giorgio Tozzi. The next song listed for the film was: Signor n?? principe...T'amo! T'amo, ripetilo, whichu was performed by Eva Lind, Francisco Araiza, Opera Orchestra Zurich, and Ralf Weikert. Another song in the film was ELLA MI FU RAPITA...PARMI VEDER LE LAGRIME, which was performed by the famous Luciano Pavorotti. Another piece in the film was Cortigiani, vil razza dannata, the artists being: Ingvar Wixell, Staatskapelle Dresden, Silvio Varviso. Tutte le feste al tempio...Piangi, fanciulla was another piece in the film, by Renato Bruson. Last but not least was La Donna ?? Mobile another piece by Pavarotti. Although this may seem like a big mess of pieces, it was necessary to support the two-hour Rigoletto. All of these components of Rigolletto were written for key scenes that were portrayed in the film. For example, Rigoletto, Act I: Pari siamo! Is intended to convey Sparafucile with his dagger in a grand room within the palace of the Duke of Mantua. This example shows how the rest of the pieces were needed to convey the original meaning of the opera.
The performance itself was very entertaining, and I think overall it was very well done. I noticed the quality of the music was exceptional, which leads me to believe the conductor did a very good job. I do think that some of the pieces intended timing/scenery was manipulated in the movie, which may have portrayed a slightly different story than the original Rigoletto was intended to have. The music itself was played very well, and although I think the story was changed, it was very well done. This film was made in 1982, which is not that long ago when talking about music. The YouTube video was also not very high quality, which was expected since it is a film for the 80's and is a link to watch the movie for free. I do think watching this performance online somewhat made the opera experience less exciting. Although this entirely my fault for not attending a concert, I think seeing the opera in person would have been more intriguing, and the musical sound would have been true. With that being said the performance was still very positive overall.
Since this was a Romantic Era opera, the emotions really stood out to me. As I mentioned earlier, the emotions you feel towards each character is complex and twisted. At one point I Found myself looking at Sparafucile in a negative way, but at times it showed that he was not completely antagonistic. Gilda is a very intriguing character that captures your attention, but her actions seemed to impact me as the viewer more than I would've thought. I think this all ties into what an opera is essentially about, especially a Romantic Era opera. It was intended to leave the audience puzzled and full of complex emotions, since this was one of the Romantic era's core values. One of my favorite examples of this was around 1:49:40, where Rigoletto is given the body down the hatch into the boat. He is convinced it is anyone but his daughter, but then as he reveals whom the dying person is, it is his daughter. HE shouts My Daughter!...O god!...My daughter! The music during this part is essential to grasping the emotions he was feeling. The high intensity music portrays that feeling of adrenaline, which the words accurately depict. It was moments like this during the performance that made it a very good performance. Where the story is portrayed how it was intended by Verdi. I think overall my rating of the film was an 8/10, mainly because reading the sub titles did get old. None the less I enjoyed the film, and I was happy it was portrayed accurately, and the music was played well.
In conclusion, the opera Rigoletto by Giuseppe Verdi was portrayed very well in this 1982 film. It gave me a modern visual of the opera. I think the story was very captivating and the pieces all factored into the emotions within the film. Without these key musical pieces in the film, it would not have resembled the opera as it should have. During this film I found myself engulfed in emotions. I think this was one of the primary intents of the piece, since it was a major characteristic for the Romantic Era. The Romantic era was full of composers who made operas with tons of emotion and complex characters. This is definitely resembled through the performance I watched. At first you find yourself hating one character, but then they grow on you. I also found myself seeing characters make decisions or choices that I know are morally incorrect, yet I still support them. Verdi did a great job on the concept of Rigoletto, it was a story unlike any other I've seen in modern day movies. It was intriguing to see how this time period influence modern day music and even films. Although this is somewhat unrelated, I wanted to point out how music and sounds are used in movies to depict emotions. I read an article recently on how they fabricate noises for movies, such as horse hoofs or water sounds. Although these are unnatural, they are all essential to portraying the scene and emotions in that part. This reminded me of how the music supports the story in Rigoletto. All of the artists that performed the music for the movie did so very well. The sounds were great, which I expected for a popular movie. I was not disappointed in my choice of Rigoletto, since it was so easy to watch (besides reading subtitles)! I do regret not seeing a concert in person, since I think the musical sound would portray even more emotion to the audience, something a Romantic Era composer would definitely want. Overall, I think the film was very well made, and accurately portrayed Verdi's original Rigoletto.
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Western Apache Language and Culture
From what I read, I understood that the Apache people, just like most if not all societies, have an emphasis on using the past to teach future generations to moral lessons using stories, gossip and sagas passed down from ancestors. The Apache language is featured in all these methods of communication. Not only does this help keep the language alive throughout the years, but it also establishes and maintains a stronger bond with their ancestors. When it comes to naming places, the Apache do not take any detail for granted. Descriptive specificity is a common characteristic of place-names (47). The name chosen had to be able to give members of the tribe a clear image that, once spoken, would help them remember the place accurately (12). An example is T'iis Sikhadade meaning a Groove of Cottonwood Trees (16) or Kai?‚b?- ye Bi?‚ Naagozwode meaning Gray Willows Curve Around A Bend; a point on a stream (23). Also, after the name has been given, it continues to hold significant value for later generations because they are words that were spoken directly by their ancestors in their language. They are essentially repeating their speech (10) and as Charles mentioned to Morley, to rush through trying to say the place name or not acknowledge the significance of the name, would be considered disrespectful (10).
In addition to all this, the explicit place names in the Apache language, offer evidence of changes in the landscape (13), which can then be used to identify and explain any differences seen in the appearance of the place after many years. They show what is different and what has remained the same (16) For the Apache, history is no farther than one's imagination; it is very near (32). People known as place-makers formulate place-worlds in which the ancestors lived in, to bring history back to life. A place-maker's primary objective is to speak the past into being and essentially produce an experience (32) where an apache listener can build a credible image in their heads. Apache constructions of place reach deeply into other cultural spheres, including conceptions of wisdom, notions of morality, politeness and tact in forms of spoken discourse, and certain conventional ways of imagining and interpreting the Apache tribal past (xv) The stories are designed to attempt to instill admiration and empathy for the ancestors (33) who arrived in a foreign land, identified what would be useful, described areas so that others would know about it and toiled to make an environment capable of sustaining life. Unless of course, what they did was immoral or unethical, in which case their stories served as a lesson of how not to act and showed possible consequences that may occur if you ignore the advice.
My opinion of the role of an anthropologist studying another culture would be to watch, listen, be respectful and record everything either in notes or recordings and this corresponds with Basso. During one of the tours Basso took with a place-maker named Charles, and a translator named Morley, he described his role as driving the jeep, providing coffee and Reese's peanut butter cups for Morley and recording everything on paper and audiotapes (10). As for his methods, he differentiated himself from other anthropologists who have ignored the fact that groups of people, like American Indians, maintain complex symbolic relationships with their surroundings, which hold a significant place in their culture (66). As for Basso's main findings, one of them was that historical stories could change people's ideas about themselves and force them to admit to their poor behavior and concentrate on the significance of it (60). He concluded this when he observed people who were shot by stories (60) and were therefore flooded by a wave of shame and guilt, after which they would analyze their behavior and alter it accordingly.
The book was an excellent resource to look into the lives of a group of people that a lot of the American public may not take the time to learn enough about, despite sharing their surroundings. It has also emphasized on the value of learning from the past and not just from generations that are still around, but from the original settlers in a place you may call home, and in this aspect, I can personally relate. Passed down from generation to generation, are the stories, myths or legends that have lessons that can still be applied to today. For example, in Uganda, one legend that is well known is the origin story of one of the largest tribes, the Baganda, featuring a man named Kintu and the various struggles he had to overcome in order to win the hand of the creator's daughter, Nambi. In our generation, and some before us, we ignore the advice given to us by our parents and assume we know better. When I was younger, I did this because I did not understand why we had to listen to old stories, when other cultures did not. I considered it an African thing that was not necessary or applicable. However, as I grew older, this quickly changed and I appreciate books, such as this one, that shows us our history and culture is essential and must be treasured. Wisdom does indeed sit in places and these places are in the minds and words of the people who came before us.
REFERENCE PAGE
Basso, Keith Hamilton. Wisdom Sits in Places: Landscape and Language among the Western Apache. University of New Mexico Press, 2010.
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Relating Race to the Top with my Personal Philosophy of Education
In 2009, under the direction of President Barack Obama, the United States Congress passed the American Recovery and Reinvestment Act (ARRA). As a part of this act, a competitive grant fund was established for individual states. This Race to the Top (RttP) grant fund was to be used to implement or improve public schools in four key areas. These included:
- Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy,
- Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction,
- Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most, and
- Turning around our lowest-achieving schools (U.S. Department of Education, 2016).
The Current Purpose and Motivations of American Education
Data has shown over several years that there is an extensive achievement gap in our nation's public school system between Caucasian students and non-Caucasian students. In a time when we not only have to compete for jobs and industry nationally but also internationally, this fact that a good percentage of U.S. youth are not leaving high school ready for college or sustainable employment is a real threat to our nation's future. In healthcare, nursing students are taught that even upon admission to the facility, the end goal of discharging the patient is always to be kept in the forefront of any healthcare decisions. American educational systems have the same theory that the end goal is always at the forefront. Even from preschool, the goal of education is to develop skills that will make our students successful, not only in their future school years, but also as functioning adult contributors to the well-being of America. This is evident with programs such as Race to the Top which aims to give each and every student, no matter where in America, or which school district they live in, the opportunity to have the teachers, curriculum, support, and education that will ensure their future success in life.
Twenty-first century Americans are no longer simply affecting each other. With the instantaneous nature of technology, the competition for trade partners, corporations that are internationally based, and the race to be the first to develop new technologies and solutions, Americans in this day and age must be prepared to compete with each other and their international counterparts. Prior to the Russian launch of Sputnik in 1957, the United States was in a bubble. The Industrial Revolution had brought our country into the realm of international trade and competition, but the reality of that competition hit home for the average citizen when Sputnik was launched. In each and every decade since then, new skills and competencies have been stressed for students and adults to support our nation's viability as an international powerhouse. We must develop adults who can think through a problem and provide multiple creative solutions. Technology has become the cornerstone of current society; Americans must understand how technology works, how it can be implemented, and what new solutions could be developed to augment current technologies. What is most troubling to me is that children must have a solid understanding of basic reading, math, and writing to move forward into the skills and knowledge that higher level competencies require. Those basic skills must become second nature to a child before he can comprehend, debate, support, analyze, evaluate, manipulate, or create new information, skill sets, and proficiencies. If we fail at making sure those foundations are strong, we are setting up our students to fail in school.
Instructional Methods and Curriculum
There is no one instructional methodology or curriculum that can be used by every teacher in every classroom that would meet the needs of every student. Children come from diverse backgrounds, experiences, home lives, situations, and learning styles. What is suitable for one group of children may not work at all with another group, even within one classroom. The challenge for educators is to find and implement a curriculum that is suitable for their demographics. The same can be said of student assessment. We cannot assess urban kids using analogies about farm animals, just as we cannot assess rural students using urban situations. Should our students be exposed to these situations? Absolutely. My husband often says, You can lead a horse to water, but that doesn't make it a duck. He says it in jest, but it really rings true in education. We can expose our students to so many situations and concepts, but the reality is that we must make our teaching and assessments real-world for our students. Therefore, I reiterate that there is no one instructional methodology or curriculum that can be used by every teacher in every classroom that would meet the needs of every student.
The Utopian Classrooom
In a perfect world, every student would enter the classroom with the same skillset, knowledge, and understanding. In my first grade classroom, that would mean that each student would walk through my door on August 15th knowing the names of all the letters in the alphabet and the sounds each one makes and be able to count, read, and write numbers 0-100. They would each be able to tie their own shoes, write with the correct handwriting strokes, and speak in complete sentences. Every child would go home to a loving home where there is a parent who will sit next to him, read to him, feed him a healthy supper that night and breakfast the next morning, insist that he brush his teeth and take a bath. Unfortunately, we all know that is not the case. There is no utopia.
Race to the Top tries to alleviate some of the school based inequalities students encounter. It attempts to ensure that all schools have an entire staff full of teachers who care and put in the effort to maintain their own skills so they can challenge and support their students. It attempts to provide an opportunity for all schools to have guiding standards and assessments which educators can use to structure lessons and concepts around. RttP attempts to provide incentives for all schools to be able to track and assess individual student data so that educators can further adjust lessons and concepts to bring students to mastery. In theory, by providing incentives to schools to implement all of those reforms, then America's lowest performing schools will not be so low performing any longer. In theory, then all students at all schools would have the same basic skills and competencies to ensure their success in college and the workforce. It sounds like a wonderful idea. The problem is, who funds these reforms? North Carolina received a Race to the Top grant and implemented all of the reforms. Their schools and students made progress. However, at the end of the grant program, many jobs that had been created to implement the reforms were cut due to lost funding. Now, the state is struggling to make the reforms permanent because the reduced money and staff aren't able to support the schools that need the reforms the most (North Carolina Department of Public Instruction, 2015. p. 21).
Measuring Student Growth
I teach in a small rural school. Our town has a population of 1,360 and our school's K-12 enrollment is about 250 students. We use the Northwest Education Association's (NWEA) Measures of Academic Progress (MAP) assessments three times per year to assess student proficiency and growth. I find this very useful data as it breaks it down into subsections and shows me exactly what concepts each student is struggling or excelling with. However, the MAP data is not a complete picture of my students' growth throughout the school year. I also use formative data with each lesson and throughout the year. There are so many things that students do and achieve throughout their ten months with me that cannot be assessed on a standardized test. While I do compare each of my student's MAP results with our district-wide results and the MAP national norms, I also use their daily work to measure growth and proficiency. One of the questions you have posed to us is whether or not international benchmarking would be useful. I am conflicted here. While I think it would be interesting to know what students in other countries who are the same age as my students are learning in their classroom, I don't think that we could use benchmarks to compare my six year olds to the six year olds in Spain, for example. However, I do think that those who create education policy in our country should look to other countries for guidance. If we are in such dire straits and our students are so far behind students in other countries, then logically, we should look to what those other countries are doing for their children. In fact, an article in the journal Gifted Child Today (Spring, 2010, p. 7) summarized research done by Ginsburg, et.al. where it was found that the Asian countries of Hong Kong, Singapore, and Korea do use an international standard for mathematics. All of these countries' students are very high-performing in math. It may serve our students well to formulate math standards, scope, and sequence to emulate the practices of Hong Kong, Singapore, and Korea. We instruct our students to watch the teacher model the correct way to do, write, solve, and create every day in our classrooms. American policymakers should be instructed to do the same.
Advantages and Limitations of the National Priorities of Education
It goes without saying that as educators, we all want our students to succeed in school and in life. As citizens of the United States, we want to be safe in the knowledge that we will be globally competitive to sustain the economy and level of comfort that we are used to as Americans. As human beings, we all want to know that we will be taken care of in our old age. The accomplishment of all of this begins with assuring that our children receive the education they need and deserve in order to be fully functional, successful, forward-thinking, productive members of the society of the future. The major advantage of our national priority of ensuring success for every student is that national and state policymakers, governmental agencies, district level administrators, teachers, and the public all should know in what direction education is going and how we are going to achieve our goals for children. Achieving national priorities is difficult, however, because all of the programs cost money to implement. How to acquire funding is a major national debate. Should local school districts be allowed to raise their levies so that more property tax is paid? Should the funding come from the state level with funds from gambling institutions, higher income taxes, or sales taxes? Or should funds be allocated by the national government to states to distribute to local school districts? According to the Organisation for Economic Cooperation and Development (OECD, 2018), public investment in education has stalled since the beginning of the century (p. 94) in the United States. Somehow, national, state, and local leaders must find ways to properly fund schools so that our students can be globally competitive.
My Philosophy of Education
I have always known that each and every child can learn something every day in my classroom. It may not be the same thing that her neighbor learned, but she will learn something every day. I believe that America needs to be reminded of child development. What was second grade material thirty years ago is now being taught in kindergarten. I don't believe that just because something is taught to a child, they will be able to learn it. Their brains are still forming; young children are not developmentally ready for all that we are throwing at them. In the countries of Hong Kong, Singapore, and Korea, mathematical content is taught to students in a progression of skills. New skills are not taught until previous skills are mastered. This allows for an adjustment of the grade placement of content to fit the learning pace of individual students within a common standards framework (Gifted Child Today, 2010). I agree with what Race to the Top was attempting to do. I believe in the idea of national standards of education so that all children are definitely taught what they need to know and be able to do by the time they are ready to enter the workforce. I don't think it is possible to be an effective teacher without tracking assessment data to inform my teaching. Effective collaborative data systems are the only way to gauge how we are doing as we are preparing our students for the future. I wholeheartedly believe that every child deserves a highly qualified, effective teacher to lead and prepare him for the future. I believe that if every school everywhere was able to implement the first three of the Race to the Top reforms, there would be no need for the fourth reform, turning around low performing schools, because there would be no low performing schools.
My personal education philosophy is that every child who enters my classroom will learn and their knowledge and skill sets will grow. They will feel safe, loved, and smart. I strive every day to fulfill the Race to the Top goals. I correlate my lessons to our Nebraska State Standards and try to teach so that each and every child achieves mastery. Does mastery always happen for every student? No, but I keep trying. I use assessment data to guide my lesson planning and individual instruction. I try to be the best teacher I can be for my students every day, because that is what they deserve.
References
International benchmarks in mathematics. (2010). Gifted Child Today, 33(2), 7.
Retrieved from https://go.openathens.net/redirector/ace.edu/login?url=https://search.proquest.com/docview/203257921?accountid=31683
North Carolina Department of Public Instruction (2015). North Carolina Race to the Top Closeout Report.
Retrieved from https://www2.ed.gov/programs/racetothetop/state-reported-sharing/ncexsumm.pdf
OECD (2017). Economic Surveys UNITED STATES. 2018(14). OECD Publishing, Paris.
Retrieved from https://read.oecd-ilibrary.org/economics/oecd-economic-surveys-united-states-
2018_eco_surveys-usa-2018-en
U.S. Department of Education. (2016). Race to the Top Fund.
Retrieved from https://www2.ed.gov/programs/racetothetop/index.html.
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Relating Race to the Top with my Personal Philosophy of Education. (2019, Jun 24).
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My Emerging Philosophy of Education
I believe that many aspects of my first semester as an undergraduate student in the University of Limerick have contributed to my emerging philosophy of education. From attending lectures, participating in educational tutorials and reflecting upon the designated readings. I have developed a substantial understanding towards the thought process of what it takes to be a successful educator. It was clear to me from the outset of this semester that I will have to forge my own personalised philosophy of education. I have gained knowledge and reflected on the thoughts and ideologies of key philosophers that I feel I now have a deeper understanding of what education is and have begun the journey of realising what kind of educator I believe would lead to me having the ability to teach students in the most effective way possible.
Firstly I would describe education itself as the passing on of knowledge and skills to people in different ways, while also maintaining the path of a learner as there is always new knowledge to be gained (O Connor, 2018, LL05). This description came as a result of my reflections during week 05 of this module as I resonated deeply with the ideologies that Dewey expresses in Experience and Education (Dewey, 1938). I strongly agree with Dewey's progressive style of teaching, I believe it is important for teachers to engage with their students by questioning them and challenging them in their class. I am of the mindset that if teachers engage with their students more, it will inevitably result in a better learning environment for all individuals. Although there are many benefits to this style of teaching I do believe that some traditional methods such as the focus on the material being distributed to the class and that the teacher maintains control over the class are vital when trying to develop a successful learning environment. This is particularly important in the Irish education system as it is heavily based upon the Leaving Certificate. It is important that teachers do not get sidetracked and allows the students to dictate what is being thought in the class, this I believe, is the most commanding and difficult element of the progressive method of education.
I also believe that education through experience plays a pivotal role in the learning capabilities of a student. I formulate this belief through the expression of Dewey; he suggests that if an educator builds up a rapport with their students and creates a sense of common ground through shared experience then their active union with each other provide the measure of the educative significance and value of an experience (Dewey, 1938). I agree with Dewey in the regard as a student can feel more engaged in the class if they can see that the teacher is being respectful towards them and their experience. I refer to my desire to be this type of teacher in week 06 of my Learning Log: i would strive to be an active teacher who asks questions, as this would indicate to the students that I truly care about what they have to say (O Connor, 2018, LL06). Asking questions and getting to know ones students is pivotal in terms of determining the academic ability of the students. As a future teacher of mathematics I would ensure that I get to know my students well in order to create a significant educational environment. I would then follow the process of Dewey's experiential learning (Dewey 1938), by challenging the students, allowing them the freedom to discover what needs to be learned. While doing this it would be important as the teacher to ensure that the work being done is still on-task as there is still a course to be completed at the end of the year and the reality is that the particular course needs to be finished to give the students the best possible resources to achieve well in the state exams.
Education should be available to each and every person possible. This ideology formed as a result of my reading the thoughts of Paulo Friere's Pedagogy of the Oppressed Chapter 2(Friere, 1972). My reflection of friere's thoughts of an alternative to traditional teaching is captured in week 09 of my Learning Log: Friere's Problem posing education is centred around critical thinking and making students aware of their own social reality (O Connor, 2018, LL09). I agree with this philosophy as it is an ideology that strives to make education available for everyone. This is important for me in terms of my philosophy of education as I will be teaching students of different nationalities, ethnicities and it will be my duty as a teacher to challenge these students in order to allow them to be aware of their social realities and help them understand further through challenging them in various ways. It is effectively summarised as friere states education should be known as: the practice of freedom- as opposed to the practice of dominance (Friere, 1972). This entails that education should be enjoyed and expressed openly, rather than focussed on success and fear of failure. I intend to be an educator that makes school enjoyable for students and try my best to make students feel comfortable as it will aid the main goal of creating the best learning environment possible.
It is also important for an educator to acknowledge that there will always be new information and new knowledge in their particular subject area. This was highlighted to me when Postman and Weingartner announce a particular notion in Teaching as a Subversive Activity: The Vaccination theory of education (Postman and Weingartner, 1969). He suggests that some people and particularly some educators believe that once they have studied their desired subject that they feel as if they do not need to continue learning and instead focus on teaching the particular area. When in reality it is incredibly advisable for a teacher to be investing their time to be frequently expanding their knowledge and to be open to new ideas, this commitment to their own learning will inevitably benefit the learning of their students by being able to answer any question posed to them. They also depict an educator that is described as an inquiring teacher (Postman and Weingartner, 1969), I intend on being somewhat like this as I feel through reading their descriptions that this style of teaching would allow me to have a long lasting positive effect on the learning environment of the students I teach. To revert back to the progressive style of teaching mentioned previously, this inquiry based teaching would lead to a heightened level of student engagement, encourage student- student interactions and allow lessons to develop from the responses of students. Therefore it will be an ambition of mine to carry out this method of teaching to the fullest in my future as an educator of both Physical Education and Mathematics.
The theory versus practice debate is a central topic when first forging a philosophy of education. It is now clear to me that they are both important in successful education. It is important not to focus too much on one particular aspect. A guest speaker in one of my lectures describes: theory should be taken as a prescription of practice (Adenusi, 2018). This effectively summarises my thoughts of this debate as I believe to be an effective educator, one must be aware of the theory behind their own subject and the theory behind how to transfer information. However, to come back to my own description of what education itself is, an educator must be adaptable and know when a particular theory of passing information is not working. People learn things and absorb information in different ways; it is up to the teacher to practically come up with a way of transferring knowledge to the student in the most effective way possible rather than sticking to a rigid theory. I reflected upon this topic in week 02 of my Learning Log, it is more beneficial for students that are willing to learn when they have a teacher that is practically adaptable along with being theoretically up to date with teaching methods and overall knowledge (O Connor, 2018, LL02). I believe that setting up a good foundation of how I will utilise both theory and practice will contribute towards my ambition of being the best educator I can possibly be. As an aspiring Physical Education and Mathematics teacher it will be vital for me to balance both theory and practice in my profession as both subject areas are quite demanding in both respects. It is my responsibility to develop an understanding of both aspects and perform to my highest ability to allow the students I teach to gain the experience needed to succeed in their future lives
To revert back to my own emerging philosophy, I hope that I can be a teacher that focuses on the wellbeing of the students through a progressive method of engaging with my students and challenging them by allowing them to have freedom over how they approach learning. However I would also hope to maintain a sense of direction in the overall process of teaching the class a desired subject as the education system relies on good performance in examinations.
Reference List:
Adenusi, T. (2018)'Philosophy of Education', EN4041: Contemporary Understandings and Thinking of Education, 2 Oct, University of Limerick, Unpublished.
Dewey, J. (1938). Experience & education. New York: Macmillan, pp.17-23.
Dewey, J. (1938). Experience & education. New York: Macmillan, pp. 42-45
Freire, P., Ramos, M., Macedo, D. and Shor, I. (1996). Pedagogy of the oppressed. New York: Continuum, pp.60-63.
Postman, N. and Weingartner, C. (1969). TEACHING AS A SUBVERSIVE ACTIVITY. NEW YORK: DELACORTE, pp.8-14.
O Connor, J. 2018. Learning Log Week 02, University of Limerick, EN4041: Contemporary Understandings of and Thinking on Education.
O Connor, J. 2018. Learning Log Week 05, University of Limerick, EN4041: Contemporary Understandings of and Thinking on Education.
O Connor, J. 2018. Learning Log Week 06, University of Limerick, EN4041: Contemporary Understandings of and Thinking on Education.
O Connor, J. 2018. Learning Log Week 09, University of Limerick, EN4041: Contemporary Understandings of and Thinking on Education.
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The Impact of Teachers
As a teacher you are given the opportunity to largely impact your students lives. Throughout my education I have experienced a variety of teaching style. Some of my past teachers have left the impact on me that I will strive to leave on my students, and others merely left a dent. Experiencing this helped me to be able to see the characteristics that compile a good teacher, and those that do just the opposite. As a future educator my passion is to become a teacher that my students can look back on and say, She impacted my life and prepared me for what was to come. I believe that every student has the right to quality education and learning.
There are several educational philosophies that are tried and true when it comes to becoming a successful teacher, and having success in your classroom. The key is to figure out which philosophy best fits with the way you intend to connect with your classroom. In my opinion, the progressivism theory best connects and fits me. I feel that progressivism best fits me because it is my belief that education is centered around the whole child, rather than the content or teacher. I believe in learning by doing is a way to effectively help students learn problem-solving skills, and help prepare them for situations in and out of the classroom. It is easy to stand in front of a classroom and lecture all day, but what percentage of your students actually retained the content you are trying to teach them? How many students actively sat and listened without letting their minds and attention wander off onto something else? John Dewey was a philosopher and strong believer of the progressive theory of education, he believed that learning should be active instead of passive. His system helps students to learn and develop life skills that can be used in other aspects outside of a classroom.
The progressive theory embraces the idea that we as teachers should encourage a student on how to think rather than throwing them a test to see if they have obtained the information and are considered to be ""educated."" Experiential learning is based upon developing student's with skills like having good teamwork, being able to have creative thinking, and work independently. Having a student that is prepared to work with a team and tackle problems independently sets them ahead for real life situations that can occur for them. During some of my observations I learned quickly that students are quick to engage in learning through progressive teaching. One day, the teacher allowed students to walk up to the smart board and work the problem out in front of other students. As the student was working the problem out, other classmates helped walk the student through any confusing spots he came across until they figured it out as a whole before asking the teacher for help. It was great seeing the students so engaged and interested in helping one another to figure out the problem rather than the teacher walking around and helping them one on one as they worked alone. Being a more progressive teacher means to be a facilitator who encourages the classroom to think and question what is around them rather than leading the classroom from the front and hoping it sticks with them.
By supporting the progressive philosophy of teaching means to support a form of learning that makes going through school a more enjoyable time of their life, and not just a phase they have to go through during childhood and ends when they become an adult. Being able to help students learn and get the education they need is everything, but to be able to do that plus incorporate skills that they can use throughout their life means even more. Encouraging students to explore the goals of learning is more of a value for me than memorization. As a teacher making sure my students can actively engage in problem solving is a huge goal for myself. I want my students to learn, but also knowing how to address problems by creativity, problem-solving, and brainstorming. I believe that these are good qualities for them to have to be able to be successful in real life.
While getting observation hours in, I was able to distinguish teachers using several different teaching theories. Personally, the teachers who based the learning around their students, and engaged in more of a hands-on learning experience are the most effective. The progressivism approach relates to standard two and four in the Kentucky Teaching Standards. Standard two is that the teacher designs and plans instruction. In any approach that you choose to teach in your classroom it is important that you create lesson plans accordingly based on your way of teaching. With progressive teaching it is imperative that you would plan and design instruction for more of a learning by doing aspect. While creating a hands-on approach to the learning you must make sure your students are able to apply core concepts, become self-sufficient individuals, think and solve problems, become responsible team members, and integrate knowledge. Standard four says that teachers are to implement and manage instruction. Progressivism really encourages students to think creatively and brainstorm. Encouraging your students to think and question the world around them is a way to facilitate higher order thinking which is what standard four encourages. Progressivism in my opinion coincides with higher order thinking. It's all about teaching the student to think outside of the normal to reach higher goals and achieve more success.
The University of the Cumberlands Standard 12 to demonstrate behaviors that support the Kentucky School Professional Code of Ethics says to provide students with professional education services in a nondiscriminatory manner and in consonance with accepted best practice known to the educator. What better way to support the idea of the best interest of the student rather than applying progressive teaching in your classroom. This engages students in active learning, learning by doing, and more of a hands on approach in learning. All of these help to better engage the student in daily activities and keep their attention so that they can apply what they learn to other situations throughout their life. Progressive education instills the students with the ability to be themselves, and create a new desire for learning that other teachers may not be able to create with other approaches of teaching content. When students are active learners they are able to tackle problems head on and do it confidently whether it be as a teammate or independently. Progressive teaching displays an approach for success of learning in the classroom, thus providing the best practice known to the educator as the standard 12 requests.
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Grounded Theory and Ethnography Approach
Introduction
Qualitative research is a method to gather non-numerical data. It is usually used to discover trends in views, opinions and try to further investigate into the problems. There is no one qualitative method, but five different approaches including research and methods from multiple fields, especially academic field. The objective of this paper is to discuss two types of research, grounded theory and ethnography. The paper will provide insight into benefits and challenges of using both types of research. It will also provide information on what type of problem is being researched, research questions based on the type of research and what can be understood by conducting the research.
Grounded Theory and Ethnography Approach
Grounded theory is a type of qualitative research that is intended towards the purpose of building theory through data analysis. It's believed to be a good design to use when not much of the theory is available to researchers. There are several phases for grounded theory, such as, data collecting, note taking, coding, memoing, sorting and writing. The two common types of grounded theory are systematic approach and constructivist approach. In systematic approach, a system is developed by explaining process, action and communication on a study topic. As opposed to systematic approach, constructivist approach focuses on multiple realities and the complexity it comes with a specific worlds view and activities with flexible guidelines.
In contrast, ethnography research is based on study of people and culture and is not based on theories. The study is planned to study different cultures by observing their society and behaviors by taking in views and opinions from the study subjects itself. There are several types of ethnographies. For example, ethnographic novels, confessional ethnography, life history, autoethnography, feminist ethnography and visual ethnography (Creswell & Poth, 2018). Out of these, realistic and critical ethnography are more popular amongst the researchers. Realistic ethnography is written and reported by third persons point of view after gathering information from the participants, where as critical ethnography studies are focused on groups, to speak out against inequality and injustice, for example.
Challenges
There are numerous challenges related to grounded theory. One of them being the research is confusing as the researches need to understand how to apply the theory to studies with open mind. If not well educated on the application process, this can create a controversy on if the correct method was applied leading to accurate data collected. Also, researchers should not bring in their own opinion, experiences and prior knowledge which can impact and affect their observations during data collection and analysis. In addition, the researchers should understand that this is a systematic approach with specific data analysis steps, therefore, should not complicate the study by adding in extra unnecessary steps. The researcher should be wary that the important outcome of the study is theory based supported by detailed information. (Creswell & Poth, 2018).
Another challenge related to grounded theory could be that researchers face difficulty when determining if categories are saturated enough or not, therefore not able to produce a practical theory. This method if not understood in details, also gives new researchers a lot of nervousness, as they fail to comprehend the method and process and misunderstand languages used in the study. For instance, theoretical sampling and saturation are widely misinterpreted. Moreover, the study can often produce large amount of data difficult to manage or the data collection process can be complex as not having enough participants due to restrictions by social community groups. Researchers can also be under pressure to complete studies within a specific amount of time, therefore not allowing the researchers sufficient time needed for a comprehensive theory (Timonen et all, 2018)
Similar to grounded theory, ethnography also comes with its share of challenges. To be successful in ethnography research, the researcher must understand cultural anthropology, social cultural system and concepts (Creswell & Poth, 2018). Furthermore, because ethnography is a study where there are participant observations and interview conducting, it can be complicated and difficult to write journal articles. The orientation of researcher can be a challenge too, as researchers learn from observing people, which means the researcher must be focused and very observant, leading to successful results. This method is also very time consuming, spending many hours and days collecting data.
With the evolution of ethnography, the challenges increase as the fieldwork evolves, thus making it very unclear how studies were conducted, what data comes from what part of the study and what important elements are captured or not (Rashid et all, 2015). Since in ethnography study narratives are written as storytelling, the researchers can experience audience limitations which also can lead to incomplete study by comprising the results.
The challenges can also be faced by having access to participants personal details about feelings and behaviors which requires participants to trust the researcher, but which may not be disclosed during the data collecting process. According to an article by university of Bath, UK, the most common seven problems with this type of studies are variability, comparability, complexity, resources, metrics, subjectivity and context. These problems can hinder communication, make researchers reuse data and negatively impact the study application (Cash et all, 2009).
Problem Statement
The problem is that many female students often face difficulties completing doctoral degree and because they are still the primary caregivers for the family, it is not clear if that's what affects the doctoral persistence. Is it their main role as caregivers in the household, is it the culture and background they come from or its it their behavior towards school due to the school and family pressure? Although female students now make up more than half of higher education students, the distribution of women across in school is still low compared to male students (Mastekaasa & Smeby, 2005).
In this study, the problem to be addressed pertaining to doctoral persistence of business students is how does women's culture and background affect doctoral persistence? The under-representation of women as doctoral students has been an issue, however not much research has been done, therefore it is not clear what factors contribute to female student's doctoral persistence compared to men. It is important to identify and understand factors that lead toward women's failure rate in higher degrees (Duncan & Zeng, 2005)
The problem can be addressed by focusing on female student's social and cultural background and behavior and surrounding environment, trying to identify the reasons for women's persistence. These questions can be answered by interviewing the female candidates and analyzing their opinions, thoughts and feelings based on their gender, social and cultural behavior and hindrance towards the program completion.
Research Questions
Specific questions related to female student's persistence are:
Grounded theory question:
1) What are the issues that women face due to social and cultural norms and how can that be resolved?
Ethnography Question:
2) How do female students from different cultural and social background describe doctoral persistence compared to men?
Purpose Statement
The purpose of this ethnography study is to understand how social and cultural behaviors and life experience affect the female student's doctoral persistence or failure rate. Even though the number of female students has increased across the world and academic fields, female students are usually under pressure to multitask, thus decreasing their chances of being successful in degree completion. Number of studies have studied gender differences in dropout and many has reported higher dropout rates for female students (Mastekaasa & Smeby, 2005).
Unfortunately, education persistence does exit, and mostly seen in different cultures. A student's ability to adopt and adjust to college with various backgrounds and lack of experience in academic field can be always be challenging as many colleges are made up of groups and communities that like to adhere to itself. Hence, the lack of isolation and the inability to assimilate can be very intimidating. These social communities and groups are often based on their shared characteristics, such as race, age, or gender and not being able to be compatible with other student these can be a critical contributor towards the doctoral persistence (Bailey-Iddrisu, 2010)
The study will offer insight into what and how different factors, cultures, behaviors and experience in women students influence doctoral persistence, such as what are their cultural experiences that impacts the academic performance and persistence. It's important to interview the women candidates from different cultures to study and analyze their views and concerns depending on the social culture they come from as different cultures and subgroups have different complications and challenges of being a woman.
Conclusion
Grounded theory is a type of qualitative research that is intended towards the purpose of building theory through data analysis, whereas ethnography research is based on study of people and culture and is not based on theories. While both studies have their advantages, they come with challenges as well. However, if followed the process and methods correctly, both types of research can lead to an informative and educational study.
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What is the Purpose of Education?
- Who should receive an education?
- What are your responsibilities and obligations as an educator of young children or youth?
- What roles do the parents, school administrators, and community at large play in education?
- How should educators teach children and youth?
- What should educators teach children and youth?
- What do you value? Should educators teach these (or any other) values?
I believe the purpose of education is that all people have the opportunity to learn. Education will unlock the mind of infants, toddlers, and preschoolers. Education will cause children to unlock knowledge and become boys and girls that will turn out to be men and women in society who can function successfully in society.
Who should receive an education?
Everyone born into this world should receive an education. Everyone learn different so no matter what it takes, everyone should be given the right to an education. I believe that all children are different therefore each children is unique in his or her own way.
How should the learning environment be structured, both physically and emotionally?
The learning environment should first of all be safe and hazard free. It should be a warm loving environment that make anyone feel safe and welcome. The environment should nurture a child's emotions so that the child will be able to adjust and open up to their environment which will promote that child to adapt to a learning environment.
What are your responsibilities and obligations as an educator of young children or youth?
My responsibilities as an educator is to make sure all children are treating fairly. I must make sure children have a safe place to learn and develop in every area of life. Each child must feel safe and happy while making learning fun and exciting. As, an early childhood educator, it is my responsibility to promote learning through play. I must also encourage independence and creativity. The educator must stimulate intellectual curiosity and understand the world around them. Every educator must understand that each child is different and they all learn on different levels. Each child is different, so teaching should be different.
What roles do the parents, school administrators, and community at large play in education?
Parents play a large play in the life of their child. Their parent is their first role model. Parents should model a good attitude about learning and that will inspire their child to be positive about their educational journey. A child's first learning starts with the parent. Children begin to learn from the time they are conceived in the womb of the mother. Parents begin to read to their child and let the child listen to music. Mothers even talk to the child in the womb. The parents and the community should make sure children have a safe learning environment.
Community is a casual and energetic agency of education. It is defined as a group of families settled together in a particular area with more or less common practices, ideals, ideas, values and culture. There are different agencies that support the community such as: museums, art galleries, libraries, music drama centers, recreation centers, religious and secular institution.
The administrator works with the staff to make sure everyone is collaborating and working toward the same common goals and opportunities. The administrator come up with a team to support the child's goals. The administrator play a vital role in planning the curriculum, standard testing, goals, timelines, budgets, and state regulations. Most administrators learn strategies how to relate to all children background.
How should educators teach children and youth?
Every educator must understand that each child is different and they all learn on different levels. Each child is different, so teaching should be different. The educator should provide goals with the children abilities in mind and include physical and intellectual accomplishments. Children should be introduced to art, music, pre-math, social-self, pre-reading and kindergarten readiness activities as the child shows interest. The educator should keep the child motivated about learning.
What should educators teach children and youth?
Educator should teach developmentally appropriate activities that change with the age and experience of the learner. The teacher should take in account of the child's cultural background. Teachers may have to come up with different strategies as to how to teach a child. A formal curriculum should be planned program of objectives, contents, learning experiences, resources and assessments offered by a school. Informal curriculum is not planned, it's randomly done. Extra Curriculum Fall outside of the normal curriculum
Each one of these curriculums play a vital part in the education of a child. I believe a curriculum should always be in place. The curriculum help the educator to stay focused on what they are teaching the children. It helps to track the child's progress. It will help to determine a child's weaknesses and strengthens. I believe sometimes an educator has to stray away from the curriculum or use another learning tool to help the child to learn the curriculum.
I think that the educator should do what is necessary to promote the child in learning.
I plan to help each child grow to their full potential in learning and at the same time making learning fun and exciting.
What do you value? Should educators teach these (or any other) values?
As an early childhood educator, we have an incredible opportunity and power to make a difference in the lives of our students. I value my students' present and future education. During the first three years of a child's life, essential brain and neural development occurs. Therefore, children greatly benefit by receiving education before kindergarten. This is a key value that every educator should focus on because our job as an early childhood professional is extremely important.
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Social Anthropology and Politics
Ethnography is a form of anthropology in which an ethnographer studies the customs and behaviors to describe a group or culture. Ethnographers can study anything ranging from a small exotic land to a classroom anywhere in the world. (Fetterman 1998, 1). What it means, precisely, to behave ethically and in a matter that is politically correct, is a line of inquiry that challenges this discipline. This is so because the questions raised are broad and difficult to answer. However, there are certain actions and behaviors that are universally understood to be unethical and politically incorrect as these relate to ethnography. Since the researcher's job is to extract the relevant, unknown and critical areas of the subject's life, culture, and daily routine, conflicting data, and subjective personalities can easily interfere with the collection and analysis of credible and usable information. Certainly, the approach and methodology employed by the researcher, as well as his or her temperament, in relation to the subject matter, all affect the integrity of the data and the conclusions drawn from it. Thus, the ethnographer's awareness of these factors is a crucial component in the ethnographic process and should be learned, appreciated and applied by its practitioners. The accuracy of the ethnographer's data collection efforts are routinely and continually challenged by both ethical and political factors that conflict or impair the researcher's results. Often, these conflicts occur because the researcher is not in tune with the implicit meaning of the spoken and unspoken communication of the subject (or group of subjects).
Many communications, although apparently straightforward on the surface, are misinterpreted or misconstrued because the ethnographer is not familiar with the subtleties of the subject community. Thus, it seems, that the ethnographer's research can be affected and even tarnished if he or she is not aware of and sensitive to the ethical and political perspectives of the subject community. This awareness will impact how the ethnographer approaches his or her methodology of acquiring valid information from different groups or cultures. Thus, the different methods that ethnographers use in their research studies, must be synchronized with the political and ethical issues that will likely affect the information elicited. Anthropological self-questioning concerning the conditions and outcomes of knowledge production are especially acute where ethnography is concerned. The basics of most anthropological guidelines stress the principles of seeking informed consent, not causing harm to individuals, leaving the field situation in the way one found it, and safeguarding confidentiality. Clearly, the more skilled ethnographers employ a great deal of thoughtfulness and organization when preparing for their research projects. Successful research can and will lead to significant findings, but poor research will not. One of the crucial steps that an ethnographer-interviewer takes in preparation of an interview, is the formulation of a grand tour question that is designed to elicit a "broad picture of the participant's life or culture" (Fetterman 1998, 40).
Verbal interaction is the primary conduit of an interview, but can also be a source of conflict and concern unless the ethnographer is attuned to potential differences with respect to the meaning of key words and concepts. Words and expressions have different meanings in different cultures and therefore can be communicated, processed and understood in various ways and, in some cases, the completely wrong way (Fetterman 1998, 38). Often, these misinterpretations can lead to ethical conflicts when a subject takes offense at an ethnographer's accidental poor choice of wording or the ethnographer makes an erroneous assumption or judgment about the subject or their native land. A significant aspect of an ethnographer's research methodology is travel. Many ethnographer-researchers travel to remote parts of the world in order to witness and engage with other cultures ("immersion"). It is important that the ethnographer strive to adapt to the subject culture and, at the same time, guard against his or her own cultural biases to be perceived by the subjects. What is clear is that this form of cultural immersion enables the ethnographer to learn a great deal about the communication and cultural aspects of the subject as well as their collective sense of self. A particular concern noted by Madison occurs when the ethnographer assumes a posture of superiority. This often leads to and results in a tacit, or overt, power struggle between the researcher and the subject, and positionality arises as a result. This dynamic is considered an ethical concern because it is neither conducive for the ethnographer or the native subject to have power over the other. In the case where the ethnographer becomes too self-obsessed due to his or her superior education, they may lose track of the reason as to why they are really there, and start to overpower the natives. (Madison 2005, 105).
Certainly, this power struggle will result in inferior data. Ethnographies are designed to be holistic accounts that strive to present comprehensive accounts of another society and its culture, showing the interrelation of elements such as political organization, religion, law, kinship, mythology, and subsistence practices. Intimate, face-to-face research can be politically sensitive and can heighten the self-consciousness of all parties involved. The experiential and subjective nature of this mode of research opens anthropological reflections to the humanities and to ways of becoming involved in social issues (Brown 2004). Despite all of the incredible research undertaken by ethnographers, they must be continually on the alert for ethical, as well as political, issues that arise in the course of their research. In fact, political concerns may be ever more problematic because of their subtlety. Community politics has always been closely involved with issues of research and ethics. More attention has been dedicated to this political concern, as it affects ethnography, since the 1970s. Issues involving gender, class, ethnicity, social strata and the like can easily affect the quality of data obtained by ethnographic research. Even when the intent is to the contrary, an ethnographer can at times make his or her subject feel uncomfortable or self-conscious by the way that questions are phrased or by over-sharing their political opinion. Generally, people are politically sensitive. Each culture has different perspectives and tolerances that are acceptable to them. An outsider trying to immerse one's self into an entirely different culture, can unintentionally but easily cause political conflict and sensitivity to surface. In groups or cultures where a specific political view is widely shared and, on the surface accepted as the norm, many subjects will hide their opposing thoughts because of the prevailing political thought in their communities.
The political climate will often inhibit or dilute the communication of the truth in people's hearts. John Provinse, was mainly concerned with problems of a political nature regarding ethnography. When Australian and Melanesian ethnography was developed in the early 1900s, it influenced studies of kinship, religion and social structure. However, there was no emphasis on the study of political issues. Since these nations were small, they did not have widely differing political opinions. While studying in Melanesia, anthropologist Malinowski decided to create a functional school of anthropology where the primary focus would be on the study of systems and behavior in various societies. This opened up one of the earlier definitive ethnographic study of political movements and studies. This movement toward political anthropology began when trained students from small lands encountered large-scale lands in Africa. In fact, they were compelled to study government and politics (Provinse 1953.18). Since, initially, they were not familiar with these types of society and political problems, they had to compare their data to other anthropologists working in very different places. Radcliffe-Brown came up with a definition to define the politics which were involved in isolating essentials of political organization: In studying political organization, we have to deal with the maintenance or establishment of social order, within a territorial framework, by the organized exercise of coercive authority through the use, or the possibility of use, of physical force (Hammer 2002, 22). This shift in ethnographers studies, produced a change in the type of data they now collect through observation. It also caused the rapid growth of political parties and the emergence of new political regimes which altered anthropologists' conception of ethnography.
Anthropological studies dealing with national political parties and their impact upon local political events began to appear in the late 1950s. In a period of contending interests, most studies deal with competition, with conflict, and with rapid change (Gluckman 1965). Given the unique nature of ethnographic research, which distinguishes it from impersonal archival work, mass-administered questionnaires and number crunching, public surveillance, and more remote ways of interpreting people's behaviors and their meanings, many fields and diverse interests have become attracted to ethnography (Gluckman 1965). Ethnography, when carefully undertaken and performed, can yield incredibly enlightening information about a culture. Clearly, the most important discoveries are those that are not obvious but require digging deeper and penetrating barriers. When the ethnographer is able to overcome or account for ethical or political concerns that might affect the quality of data obtained, and then controls for these factors, this will likely yield more accurate information and provide a basis for more realistic conclusions relating to a subject culture.
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Social Anthropology and Politics. (2019, Jun 24).
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With Divorce it’s not Just you
A divorce is the legal separation of a married couple. When the divorce is finalized, typically everything they owned together is split in half, if a prenup is not signed. This process works out when it comes to finances, houses, and cars. It does not work out so well when it comes to the children. If the parents cannot set up a stable visitation schedule or routine for when +the child or children are supposed to be at either house, then life can be very rough as they grow up. There are many different negative effects of divorce that can affect children. It could be behaviorally, educationally, psychologically, or even physically.
When it comes to divorce affecting a child's behavior; it could be in how violent they can be, or even if they are just closed off to people. According to Leon Kim, The process of parental divorce may evoke strong emotions in children that affect their behavior regulation, this could mean that a child going through, or growing up with their parent's divorce they could be more emotional than other kids their age (Kim). This could mean that they have more outbursts of varying emotions. A young child could become more closed off while dealing with the divorce of his or her parents because he or she doesn't quite understand what is happening between the adults. Not only does this affect how they interact with others, but it can affect their performance in school.
While children are dealing with their parent's divorce they may go through many hardships in school. That is because it is an emotionally strenuous process and event to go through. Children going through divorce could be more likely to skipping school and earn bad grades. During their research on the 'educational consequences of single parenthood in the United States and other Western societies', Jaap Dronkers Suet-Ling Pong and Gillian Hampden-Thompson state:
On average, parental involvement in the child's schooling is lower, and there is less supervision and lower expectation of the child. Fewer monetary and nonmonetary resources are possible reasons why students from single-parent homes tend to have lower achievement compared with students from two-parent families. (Suet-Ling Pong, and Hampden-Thompson)
This would mean that the parents aren't as involved with child regarding school, which also means that they may not be paying as much attention to the child's grades and attendance as they should be. This would make it easy for the child to fail in school and could cause issues between the parents and the school if the child has missed too much. Both the behavior and educational side of the effects are not all, there is also the psychological aspect as well.
Not only do children suffer from behavioral or educational problems due to divorce, but they can also suffer from psychological issues as well. They can suffer from anger, depression, anxiety and self-confidence problems. In Kimberly Kick's paper, A Phenomenological Study of Young Adults' regarding their Childhood Experience of Parental Divorce, she states:
Seligman states that before, during, and after a divorce takes place, children experience increasingly negative thought patterns (as cited in Root 2010). In addition, after negative thought patterns develop, they appear to continue even without subsequent negative life events to perpetuate them (Smart, 2006). This finding may explain how depression maintains itself in children despite the passage of years. (Kick)
This means that if depression can stick with a child as they grow, then so can anger issues or anxiety. Ashley Stapleton states, Even controlling for predivorce and premarriage factors, these children became more anxious, hyperactive, and oppositional over the course of middle childhood, this means that it is possible for a child of divorce to develop anxiety (Stapleton). If a child were to develop the depression or anxiety, then it can lead to self-confidence issues as they grow and age as well. Psychological issues are not where the problems stop, there are also physical issues as well.
Children going through divorce could suffer from physical issues. They could channel their emotions and feelings into smoking, drinking, or even possibly self-harm. This could happen because they do not know what else to do. In her dissertation, The Impact of Early Parental Conflict and Divorce on Physical Health in Midlife, Laura Amoit Greve explains what divorce is and actual effects it can have. On the subject of substance abuse and children of divorce, Greve says:
Older children are typically better able to understand the reasons behind their parents' divorce, but they too can have strong reactions. This is especially true when family conflict is high (Borrine, Handal, Brown, & Searight, 1991). Some escape by becoming involved in drug and alcohol use, running away, truancy, and other delinquent behavior (Doherty & Needle, 1991). (Greve pg. 6)
This is a very accurate statement of how teenagers can resort to awful elements like drinking or drugs. They see it as an escape where they don't have to feel the stress of what is going on around them. With some children, the stress of what is going on around them and if they are developing or have depression could be subject to self-harm. If a child is hurt and stressed about everything going on, then they could turn on themselves and blame themselves for what is going on. This is never okay for any child and is very sad when it happens.
The process of divorce is a very confusing and frustrating time for children as they grow up. They can suffer from psychological effects such as depression or anxiety, physical effects such as substance abuse, educational effects on their grades and attendance, and behavioral issues such as emotional outbursts. All of this is for a lack of knowing what to do with the emotions that they are feeling. The child could be thinking that it is his or her fault that the parents are splitting up. These thoughts are never okay for a child to feel, but these things happen every day.
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With Divorce It's Not Just You. (2019, Jun 24).
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Ethnography, Melodrama, Multiculturalism: Atanarjuat – the Fast Runner
This film begins with the story of Atanarjuat, or the Fast Runner who is in love with Atuat who happens to be promised in marriage to the son of the leader of the Inuit group, Oki. To win Atuat, Atanarjuat must fight for her hand in marriage against Oki. After fighting Oki in a fist fight, Atanarjuat wins and is given the right to marry Atuat. While he is married to Atuat, Atanarjuat is also interested in Puja who is the sister of Oki and sleeps with her when he is hunting with her group. He then has both Puja and Atuat as his wives. While Oki is searching for Atanarjuat after Puja accuses Atanarjuat of trying to kill her, Atanarjuat is hidden under a pile of seaweed by a family that rescued him. As Oki enters and begins to ask the family if they have seen Atanarjuat, Oki pees on the pile of seaweed that Atanarjuat is laying under.
Atanarjuat has a dream of the spirit, rabbit's foot. After this, Oki hunts and eats a rabbit and falls under a magic spell when he eats the rabbit. Once Atanarjuat returns to the group, where everyone thought he was dead, he plots to avenge the death of his brother and kill Oki and his family. He strategically plans out and builds an igloo with a slippery floor and wears special shoes with antlers on them so that he can trap and kill Oki. While he is able to trap and pin down Oki and has the opportunity to kill him, he makes the decision to rid the group of the evil spirit instead and says that the killing must end. He is then appointed as the new leader of the group after being given a necklace. He banishes Oki and his entire family from the community to cleanse the community from the evil spirit. While I found most of the aspects of the movie to be very interesting and unique compared to other films that I have seen, I especially enjoyed the spiritual addition to the plot. It is not very common for modern films to include plots with spiritual aspects unless it is a horror film and I found that the most significant reason that set this film apart from other films that I have seen. I also found the marriage dynamic of this film to also be interesting as Atanarjuat had multiple wives and was upset when he found his wife cheating on him with his brother. While this type of double standard is common in many cultures, I found it interesting that this particular group held these values and had similar family and marriage dynamics as other indigenous groups.
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Ethnography, Melodrama, Multiculturalism: Atanarjuat – The Fast Runner. (2019, Jun 24).
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The History and Importance of Decolonizing Native American Ethnography
Ranco, Darren J. Toward a Native Anthropology: Hermeneutics, Hunting Stories, and Theorizing from Within. Wica Saw Review 21, no. 2 (Autumn, 2006): 61-78. University Minnesota Press.
Darren Ranco is currently an Associate Professor of Anthropology and Coordinator of Native American Research at the University of Maine. In his essay; Toward a Native Anthropology: Hermeneutics, Hunting Stories, and Theorizing from Within, Ranco discusses the topic of Native American representation by non-native Anthropologists. He brings up the idea of anthropologists searching for the Other and this search as a colonial desire. The tendency for the anthropologists to think of the Other as having to be something that is extremely Other is also brought up. Ranco discusses his own challenges as a Native American anthropologist and the backlash he received from his professors in graduate school when he wanted to focus on his own people as he described it. Ranco argues for anthropology which will fight for the rights of Native communities and give back some of the control to Natives over what is said to be their history and their culture. Ranco also argues his point through the words of Bea Medicine when explaining the necessity of the role of Native American anthropologists. Medicine believed that Native American anthropologists could educate other anthropologists on how to be respectful of the communities where they do research and show the importance of relationships among the anthropologist and the subjects. I plan to use this essay to show the argument for more Native Anthropologists to study in their own communities as well as the need for all anthropologists to not only see Native communities they are studying as objects of ethnographic research, but partners in their writings and projects. By viewing Native Americans as partners in ethnographic research instead of simply the objects of the research, an attempt can be made to give some control back to Native Americans as to how their cultures and histories are presented as well as working towards more collaborative efforts among the two.
Simpson, Audra. Mohawk Interruptus: Political Life Across the Borders of Settler States. Durham and London: Duke University Press, 2014.
Audra Simpson's book, Mohawk Interruptus: Political Life Across the Borders of Settler States, focuses on ethnographic work conducted on the reserve community of the Mohawks of Kahnaw? :ke. Located in the southwestern region of Quebec, the Kahnaw? :ke Mohawks' struggle for their own political sovereignty from the settle state. A major point of conflict is the Kahnaw? :ke Mohawks' fight for the validity of their own government. Being part of the Haudenosaunee, commonly known as the Iroquois Confederacy, the Kahnaw? :ke Mohawks deny Canadian or American citizenship to help prove the validity and power of their own Haudenosaunee governance. Another step many have taken is traveling with Haudenosaunee issued passports rather than American or Canadian. Simpson describes how the Iroquois National Lacrosse Team (INLT) did not participate in the World Lacrosse League Championship tournament to be held in Manchester, England due to the refusal of the United Kingdom to recognize their Haudenosaunee issued passports. By doing this, Simpson brings up the idea of refusal to play the game. This meaning that the lacrosse players refused to play the game of being either American or Canadian and rather stayed by their Iroquois claim of belonging. Simpson also discusses the complicated issues of what defines Native American citizen. The question of blood quantum and intermarriage are brought up in relation to who should be added to the Iroquois membership rolls. I plan to use Simpson's work to showcase both the work of Native American anthropologists to decolonize Native anthropology by reclaiming their own history and culture.
Starn, Ori. Ishi's Brain: In Search of America's Last Wild Indian. New York: W. W. Norton & Company, 2005.
In Starn's book, Ishi's Brain: In Search of America's Last Wild Indian, the story of Ishi is unfolded. After wandering out of the San Francisco hills in 1911, Ishi was considered the last of his tribe, the Yahi which Alfred Kroeber would later name them. Throughout the book, Starn not only discusses the problematic treatment of Ishi, but he also describes his own search for the controversial missing brain of Ishi. Starn not only combats the issues of representation but also that of a non-Native anthropologist working with very deeply rooted cultural issues for the Indigenous people of California. Throughout the novel, Starn points out the multiple occasions in which Alfred Kroeber's wife, Theodora Kroeber, misrepresented Ishi as well as the circumstances in which he lived in her novel Ishi in Two Worlds: A Biography of the Last Wild Indian in North America. I plan to use this source in order to point out some of the issues of representation and the rights of Indigenous peoples in the past. Not only through the eyes of the government, but by anthropologists themselves. An example I plan to use is the frequency of Theodora Kroeber to misrepresent the circumstances in which Ishi lived his life in San Francisco. Many of the alterations she made to his story were sometimes leaving out what some people would have considered injustices which her husband committed against Ishi as well as her tendency to romanticize him as a shaman or healer of some sorts. Another topic of interest in which I plan to use from this source is the thoughts of how Alfred Kroeber treated Ishi as a specimen in most cases, although claiming to consider Ishi to be a good friend. Who has the right to represent Indigenous populations and how they are represented are questions that I will be using Starn's novel to address in my paper. I will also use Starn's respect as an outsider in regard to cultural practices where he knows that, despite his desire to attend, he is respectful of the invitation, or the lack of, from the Indigenous people involved.
Tuck, Eve, and K. Wayne Yang. Decolonization Is Not A Metaphor. Decolonization: Indigeneity, Education, & Society 1, no.1 (2012): 1“40.
In Decolonization Is Not A Metaphor, Eve Tuck and K. Wayne Yang discuss the increasing occurrence of decolonization to be turned into a metaphor, discrediting the meaning and power behind the word. In an attempt to remind readers what is unsettling about decolonization, Eve and Tuck explain the different forms of colonialism and how it is present within North America. One of the main characteristics of colonization in North America which made it different from others was that in settler colonialism, the colonizer is coming to stay. This desire to stay then leads to the inevitable desire to eliminate the Indigenous for the acquisition of their land. Another large portion of the essay is dedicated to five actions which the authors name as settler moves to innocence. These five moves are settler nativism, fantasizing adoption, colonial equivocation, conscientization, at risk-ing/ asterisk-ing Indigenous peoples, and re-occupation and urban homesteading. According to Eve and Tuck, to truly decolonize, there must be a break of the settler colonialism structure. This would then call for the reparation of lands to the Indigenous is decolonization is to even begin. I plan to use this article to discuss the true meaning of decolonization. If decolonization has lost much of its potency due to its use as a metaphor, is it even possible for many to understand the true meaning. Is the sympathy many settlers feel for the Indigenous who they have affected truly enough to bring them to the conclusion that to make up for these wrongs, they must return dispossessed land to those who originally lived on them? I will use the information I have found in this article to lay out the meaning of decolonization and if the settlers will ever make an attempt to decolonize.
Wolfe, Patrick. Settler colonialism and the elimination of the native. Journal of Genocide Research 8, no. 4 (December 2006): 387-409.
In this piece, Patrick Wolfe discusses the inherently eliminatory nature of settler colonialism and how it is still seen today. One point that Wolfe makes is that Black people and Native Americans have both been racialized in the United States, but in opposite ways. For Black people enslaved by those in the US, their reproduction only brought more wealth to their owner. No matter how little blood they had of African descent, they were still considered Black and a slave. Native Americans on the other hand created an issue when their numbers rose, limiting access to lands. This led to the restriction of who was classified as Native American and who was not. Wolfe talk about how settler colonialism does not have the primary reason for colonization be race, but that of taking land. Settlers have come to stay. The Doctrine of Discovery is also explored in this piece. In European understanding, the first to discover the land then had the right to buy land from the natives who lived there. Even though it seems as if this gave the Indigenous population a choice on the matter, it did not always work that way. Wolfe quotes Harvey Rosenthal as saying, The American right to buy always supersede the Indian right to sell. I will use Wolfe's piece to demonstrate the past and present practice of eliminating the Native American in a post-colonial state.
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The History and Importance of Decolonizing Native American Ethnography. (2019, Jun 24).
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Women’s Refugee Commission: an Ethnography of an Immigrant Organization
BACKGROUND INFORMATION:
A refugee is a displaced individual, who could be either internally displaced, or has been forcefully displaced. According to the United States department, prospective refugees are referred for resettlement to the United States by the United Nations High Commissioner for Refugees (UNHCR), or the U.S. Embassy. They are referred to what's called the U.S. Refugee Admissions Program. At that point, resettlement workers help refugees and their families prepare their case to present to the Department of Homeland Security. The Department of Homeland Security officials screen hopeful refugees, who must undergo a thorough security clearance and medical exams before they can be cleared for admission to the U.S. Once they are cleared, refugees are allocated to one of nine private NGOs that contract with the federal government. These agencies then take refugees through the resettlement process. One major advocacy institute for refugees is the Women's Refugee Commission located on 15 West 37th Street, New York, NY 10018 is a advocacy institute for this commission. It took a lot of time for this advocacy institue to grow. Established in 1989, it was part of the International Rescue Committee(IRC) until the summer of 2014 when it became a legally separate entity. In 1991 they were the first US orgination to call for an international ban on the use of anti-personnel landmines. In 1994 the UNHCR policy on the protection of refugee women becomes official in the US government policy, after a successful advocacy campaign. In 2002 they successfully advocated for Congress to transfer custody of unaccompanied refugee children in the U.S. from the Immigration and Naturalization Service to the Office of Refugee Resettlement, a social services agency. At last, in 2009 The Women's Commission for Refugee Women and Children officially changes its name to the Women's Refugee Commission. The WRC has many programs that advocate for
Detention & Asylum Program (DAP) advocates for legislation and policy that would ensure the safety and well-being of migrant women, families and unaccompanied children. DAP works with the Obama administration, the U.S. Congress and the Department of Homeland Security, including its various agencies, to institutionalize these important safeguards.
To address the gap in knowledge on the issue and to place refugees with disabilities higher on the international agenda, the Women's Refugee Commission undertook a six-month research project in 2008 to assess the situation of those living with disabilities among displaced and conflict-affected populations. Using our field research in five countries”Ecuador, Jordan, Nepal, Thailand and Yemen”we sought to document existing services for displaced persons with disabilities, identify gaps and good practices and make concrete recommendations on how to improve services, protection and participation for this neglected population.
The Women's Refugee Commission has been a leading proponent of efforts to promote women's empowerment, gender equality and protection against gender-based violence. We have advocated for the passage of landmark Security Council resolutions on the protection of women and children. Our groundbreaking 2002 report If Not Now, When? documented the shortcomings of previous efforts to address GBV.
Family planning saves lives, yet it is often neglected in areas affected by conflict or disaster. According to research the Women's Refugee Commission conducted in five countries: Djibouti, Jordan, Kenya, Malaysia and Uganda, access to and use of family planning tends to be even lower among refugees than among those living in surrounding communities. To address this, the Women's Refugee Commission has developed informational materials using pictures that clearly explain how family planning works, what its benefits are and where it can be obtained. These materials can be adapted to different cultural contexts.
The Women's Refugee Commission works for full implementation of the Women, Peace and Security agenda at the UN. It undertakes advocacy to ensure that the UN and its members support and recognize the work of women, who are the linchpins of their communities and whose contributions are key to putting their countries back on the path to peace and security.
The Women's Refugee Commission works to ensure that displaced youth have opportunities to learn and grow so they can contribute to their communities and one day be able to support themselves and their families. (womensrefugeecommission.org)
SELF-REFLECTION:
The Women's Refugee Commission has a advocacy office located in one of the most diverse cities in the world. The location is 15 west 37th street, New York, NY 10018. This Comission office is located on 5th avenue. Fifth Avenue is lined with elegant boutiques and flagship stores and is consistently ranked among the most expensive shopping streets in the world. Many luxurious foods, fashion, and sport brand boutiques are located on Fifth Avenue, including Louis Vuitton, Gucci, Prada, Armani, Tommy Hilfiger, Lindt Chocolate Shop, Henri Bendel, NBA Store, Oxxford Clothes, Microsoft Store, Sephora, Zara, and H&M. Luxury department stores include Lord & Taylor, Saks Fifth Avenue and Bergdorf Goodman. Fifth Avenue is known for its tourism spot because of all these boutiques hence all the traffic in the area. The womens refugee commission is surrounded by different types of restaurants and is in a tall building on the 9th floor. It is very easy to get around the neighborhood if you are a New Yorker. Less than a mile away from the commission is Bryant Park, Madison Square Garden, Pennsylvania Station, Empire State and many more tourist attractions. I personally feel that this advocacy institute is in a great location because the main goal for them is to improve the lives and protect the rights of women, and children who were displaced conflicts of crisis in their countries, and what better way to do all this then being surrounded by a positive enviroment in the heart of New York. I went into the commission thinking I would be able to meet actual refugees and spend some time with them, instead I walked into an office enviroment filled with individuals advocating for these refugees. When I reached the site I was very hesitant to go in because I didn't know what it would be like. Once I walked in everything seemed normal to me, I work in an office in manhattan and thats exactly how the enviroment it felt like I stepped into a larger version of my office. I spoke to many advocates and for the most part it was a very diverse office. Almost all of the advocates there were of differect race and spoke more than one language which was different to hear about. As I mentioned in the background information the commission together has achieved so much and they were so proud of what they do because after speaking to the ladies I was shown a couple of awards they received.
CONCEPT/INTERVIEW:
I had a very interesting interview with one of the ladies at the office. I began with asking her basic questions like what does the organization do? and how do you find these specific refugee's to help? they answered by saying that the refugees contact NGO's and then the NGO places them in specific programs that will help them. There was one question on the fieldwork research where it stated, What are some main theme that emerged in the course of your research? so I asked the lady what is the main theme from doing all this? since we deal with many people who have suffered in life I would say that everything happens for a reason and also, if you do good, good will happen to you. she answered. At this point I was very confused because these statements seemed very religious to me and things like this aren't really said by advocates. After asking more general questions to get to know about what they advocate for, I asked her what did she mean by her statement about good and what was destined to be. She then stated that, I believe that everything is destined to be and we don't have a choice so whatever happens will be good if we do good or wise versa if you do bad karma will find you. At this point I was a little terrified of the way she was speaking, I didn't know if this was just her thoughts or the whole organization felt this way. After this conversation I concluded the interview. Since I didn't get a lot of information from the lady at the office I did some research on their website which really helped me come up with key concepts which associated with our class. There were many key concepts such as a political economy, migration from their home country into the U.S., globalization, race/ethnicity/class, power and cultural capitalism. All of these concepts go hand in hand with refugees and their process of coming into the United States. I believe that the two main key concepts that sum up the rest of them would be power of the government and cultural capitalism. The Women's Refugee Commission operates in the worlds most diverse cities, and also in the city where immigrants first came back in the 1700s. Later when Europeans came those immigrants can be considered refugees. Not the ones who were forcefully displaced but the ones who came to pursue bigger and better life with much more freedom. When it comes to refugees and power its all in the hands of the government, whether they will let the refugees in, or keep them out for the safety of the country. An example of this power can be described by President Donald Trump. Back in April there was war in Syria where an enourmous amount of women and children where displaced no where to go because of the destroyed homes, and families being seperated, they wanted to come to the United States so they can start a new life but Trump closed all doors in the United States for the Syrian refugees calling them terrorists and stating that it can harm the country which is not right. The government has the power, it is said that, The federal Immigration and Nationality Act, specifically Section 207, spells out the process for setting parameters on the number of refugees to be admitted. Prior to the start of each federal fiscal year (which begins Oct. 1), the president must determine the number of refugees --"as justified by humanitarian concerns or is otherwise in the national interest." The president must arrive at the number, as well as the allocation of refugee slots, after consultation with the House and Senate judiciary committees. (politifact.com) Another key concept of Refugee organizations is the concept of cultural capitalism. Cultural capital is the collection of knowledge, and behavior that one can demonstrate awareness, and thus and individuals social status or standing in the society. This relates to many youth refugees who want to continue their education. Many refugees are taking education in local public schools within the five boroughs of New York City, which might be considered as field of struggle because coming into a new country and adapting to the customs here will take a lot of time, and thus through which they navigate cultural and social capital from the society.
CONCLUSION:
In conclusion. The Women's Refugee Commission is a great advocacy institute who improves the lives and protects the rights of women, children and youth displaced by conflict and crisis. We research their needs, identify solutions and advocate for programs and policies to strengthen their resilience and drive change in humanitarian practice. Since our founding in 1989, we have been a leading expert on the needs of refugee women and children, and the policies that can protect and empower them. My experience personally was not the best becauyse I was hoping to go in and meet actual refugees and spend time with them to get know how and what the whole process feels like. While visiting the the Women's Refugee Comission I got to learn about programs that offer a relatively quick path to permanent residency and adjustment to the United States, with the major objectives of economic success, community involvement, and local integration. There is an average of 60,000 refugees resettled in the United States every year and about 30,000 of these are children (UN Refugee Agency). As global conflicts rise, it is very much likely that the number of displaced people worldwide will also rise. Key concepts within this organization and refugees in general are the power of government and that they can do whatever they want to do whether it might negatively affect or positively help the refugees and also the cultural capitalism. At last, this ethnographic study helped me better understand the refugees process and also somethings that these organizations advocate for.
Citations:
Commission, Women's Refugee. Homepage. Women's Refugee Commission Website, WRC, 2014, www.womensrefugeecommission.org/.
Kertscher, Tom. How Much Authority Does Barack Obama Have in Allowing Refugees
to Come to the U.S.? @Politifact, 11 Mar. 2016, www.politifact.com/wisconsin/statements/2016/mar/11/ron-johnson/how-much-authority-does-barack-obama-have-allowing/.
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Women's Refugee Commission: An Ethnography of an Immigrant Organization. (2019, Jun 24).
Retrieved November 4, 2025 , from
https://studydriver.com/2019/06/page/8/
Divorce Research in the United States
It is said that out of every one-thousand women married in the United States, almost seventeen of them will get divorced. Even though this seems like a low number, researchers say that there is a divorce in America every thirteen seconds. Unfaithfulness is one of the most common reasons for divorce. In my personal experience with this subject, fighting and lack of the communication was the reason for the separation of my parents. Conflict, alcoholism, problems with money, or simply just growing apart from each other are more common reasons that people say they got divorced.
Being so young when my parents separated, people often assume the effect impacted my life nominally. But, that assumption is far from the truth. At a young age, I watched my parents fall out of love with each other, and that changed my view of marriage and relationships. It had such an emotional barrier in my life that I had to start going to counseling at age seven. It is common for children with divorced parents to experience distress, anger, anxiety, and disbelief according to Very Well Family. A majority of these children get better with time and acceptance. But for me personally, I still struggle with parts of it. The thought of what if it was my fault never really left my mind. The anxiety and depression lingers in my life that I acquired at young age.
Living in two separate homes was one of the most stressful situations of the separation, especially since they lived almost an hour away from each other. I had to learn how to live in two places at the same time, keeping both parents happy with whatever arrangement they made for me for the week. Throughout high school, I was always stressed about not spending enough time with one parent or the other, but the long commute to school made equality between the homes difficult.
There are many things parents can do to help keep the child's life as normal as possible while going through this major change in their life. They can try to keep the child out of has much of the process as much as possible. Putting the child in the middle of an argument or letting the child be present during a fight are often the causes of anxiety or depression when it comes to effects of divorce. Another major thing parents can do is talk to the child about the subject and showing them encouraging communication and a good relationship with the parent, this is said to help with your self-image after the separation. Coping skills are very important to teach your child after a big event in their lives, like the separation of parents. Without coping skills, they are more likely to take their emotions out violently and inappropriately. (VeryWellFamily).
Even though divorce is hard on children, having the parents stay together just for the children is not a good route. The rates of behavior problems and mental health problems are even higher for children exposed to the nonstop fighting and anger. In my experience, I would have rather had the separation happen instead of seeing my parents unhappy.
Divorce has effected my life and many other children's lives in so many ways. It can cause mental health issues, anger issues, behavior problems, among other things. But, just because it can lead to these things, does not mean an unhappy or unfaithful relationship should stay together, just for the sake of their children. The effects of growing up with unhappy parents can be even worse on the child. There is many ways to prevent children from the effects that come with divorce.
Cite this page
Divorce Research in the United States. (2019, Jun 24).
Retrieved November 4, 2025 , from
https://studydriver.com/2019/06/page/8/
