My Sisters Keeper

My Sister’s Keeper

Have you heard of “designer babies”?  Or perhaps you saw or read My Sister’s Keeper, a story about a young girl who was conceived through In Vitro Fertilization to be a genetically matched donor for her older sister with leukemia? The concept of selecting traits for one’s child comes from a technology called preimplantation genetic diagnosis (PGD), a technique used on embryos acquired during In Vitro Fertilization to screen for genetic diseases.  PGD tests embryos for genetic abnormalities, and based on the information gleaned, provides potential parents with the opportunity to select to implant only the “healthy”, non-genetically diseased embryos into the mother.  But this genetic testing of the embryo also opens the door for other uses as well, including selecting whether you have a male or female child, or even the possibility of selecting specific features for the child, like eye color.  Thus, many ethicists wonder about the future of the technology, and whether it will lead to babies that are “designed” by their parents.

Today’s post is an exploration of the ethical issues raised by prenatal and preimplantation genetic diagnosis, written by Santa Clara Professor Dr. Lawrence Nelson, who has been writing about and teaching bioethics for over 30 years.  Read on to examine the many ethical issues raised by this technology.

Prenatal and Preimplantation Genetic Diagnosis

Background:

The overwhelming majority of people on earth, due to a wide range of reasons, beliefs, bodily motives, and attitudes–some good, some bad, and some in the moral neutral zone–reproduce.  They are the genetic, gestational, and/or social (rearing) parents of a child.  Birth rates in some countries are at a historic low (Japan‘s is beneath replacement with the consequent deep graying of an entire society).  In others, mostly in the developing part of the world where infant and maternal morbidity and mortality (not to mention poverty and disease) are quite high, birth rates remain similarly high.

In the economically developed part of the world, the process of making and having babies has become increasingly medicalized, at least for those fortunate enough to have ready access to the ever more sophisticated tools and knowledge of obstetrical medicine.  From the time prior to pregnancy (fertility treatments, in vitro fertilization) to birth (caesarean delivery, high tech neonatal intensive care) and in between (fetal surgery), medical science and technology can help many to reach the goal any good parent should want: the live birth of a healthy child to a healthy mother.

“Medical and biological sciences can together determine whether a fetus will (or might) have over a thousand different genetic diseases or abnormalities”

Parallel to obstetrical medicine, science and technology have progressed immensely in another are over the last 30 or so years.  The Human Genome Project (and the related research it has stimulated) has generated an amazing amount of knowledge about the nature and identity of normal–and abnormal–human genetic codes.  Now the medical and biological sciences can together determine whether a fetus will (or might) have over a thousand different genetic diseases or abnormalities.  Ultrasound examination can look into the womb (quite literally) and see developmental abnormalities in the fetus (such as neural tube defects like spina bifida and anencephaly).  Even a simple blood test done on a pregnant woman can determine whether the fetus she is carrying has trisomy 21 (down syndrome), a genetic condition associated with mental retardation and, not infrequently, cardiac and other health problems.

Pregnant women who have health insurance that covers obstetrical care (and many millions of American women do not), particularly if they are older (>35 years), are more or less routinely offered prenatal genetic diagnosis by their obstetricians.  Chorionic villus samplingis a medical procedure that takes a few fetal cells from the placenta and can be done around 10 weeks after the woman’s last menstrual period.  These cells can then be analyzed to determine the presence of genetic abnormalities.  Amniocentesis is a medical procedure that obtains fetal cells from the amniotic fluid and is usually done later in pregnancy, typically after 14 weeks following the woman’s last menstrual period.  When done by experienced medical professionals, both procedures carry about a 0.5% risk of spontaneous abortion.  The genetic analysis done on these fetal cells can determine the presence of fatal genetic diseases (such as Tay-Sachs, trisomy 13 and 18), disease that can cause the born child much suffering (children with Lesch-Nyan, for example, compulsively engage in self-destructive behavior like lip chewing, while children with spinal muscular atrophy have severe, progressive muscle-wasting), and conditions that typically cause mental retardation (such as Fragile-X and Emanuel syndrome).

Although tremendous strides have been made in genetic science’s ability to detect chromosomal abnormalities, precious little success has been achieved in treating genetic disorders directly either prenatally or postnatally.  Some symptomatic treatment may well be available, but almost nothing that will actually cure or significantly ameliorate the effects of the disease.  A pregnant woman who wishes to avoid the birth of a child with genetic disease has little alternative but to seek termination of the pregnancy.

The science and technology of assisted reproduction (in this case in vitro fertilization [IVF]) meets the science and technology of obstetrical medicine in preimplantation genetic diagnosis (PGD).  Embryos are created in vitro by mixing oocytes taken from the woman who intends to gestate one (or more) of them from a donor, and sperm taken from her partner or a donor.  Genetic analysis is performed on one or few cells from each embryo, the loss of which does not affect the embryo’s ability to develop normally once implanted in a womb.  Only those embryos free of detectable genetic abnormalities are then implanted in the woman’s womb in the hope that they will then attach to the uterine wall and develop normally.  While success rates for implantation vary, many women have given birth following PGD.  The main advantage of PGD over chorionic villus sampling and amniocentesis for many women and couples is that it avoid the need for a surgical abortion to end an undesired pregnancy, although it does result in discarding the affected embryos.

Should people be able to select the sex of their baby?

5.  Both PrGD and PGD identify the sex of the embryo or fetus.  This raises the question of whether it is ethically permissible for an embryo to be discarded or a fetus to be aborted because of sex.  The selection of an embryo’s sex via PGD is done for two basic reasons: (1) preventing the transmission of sex-linked genetic disorders; and (2) choosing sex to achieve gender balance in a family with more than one child, to achieve a preferred order in the birth of children by sex, or to provide a parent with a child of the sex he or she prefers to raise. [2]  While little extended ethical debate exists regarding the former, sex selection for the purpose of preventing the transmission of sex-linked genetic disease, the latter is the subject of heated ethical disagreement.

The ethical objections to sex selection for nonmedical reasons can be grounded both in the very act of deliberately choosing one sex over the other and the untoward consequences of sex selection, particularly if it is performed frequently.  Sex selection can be considered inherently ethically objectionable because it makes sex a determinative reason to value one human being over another when it ought to be completely irrelevant: females and males as such always ought be valued equally and never differentially.  Sex selection can also be ethically criticized for the undesirable consequences it may generate.  Choice by sex supports socially created assumptions about the relative value and meaning of “male” and “female,” with the latter almost universally being considered seriously inferior to the former.  By supporting assumptions that hold femaleness in lower social regard, sex selection enhances the likelihood that females will be the targets of infanticide, unfair discrimination, and damaging stereotypes.

Proponents of the ethical acceptability of sex selection would argue that a parent’s desire for family balancing can be–and typically is–morally neutral.  The defense of family balancing rests on the view that once a parent has a child of one sex, he or she can properly prefer to have a child of the other sex because the two genders are different and generate different parenting experiences.

To insist [that the experience of parenting a boy is different from that of parenting a girl] is not the case seems breathtakingly simplistic, as if gender played no role either in a person’s personality or relationships to others.  Gender may be partly cultural (which does not make it less “real”), but it probably is partly biological….  I see nothing wrong with wanting to have both experiences. [3]

An opponent of sex selection for family balancing can argue that good parents–whether prospective or actual–ought never to prefer, favor, or give more love to a child of one sex over the other.  For example, a morally good and admirable parent would never love a male child more than a female child, give the male more privileges than a female, or give a female more material things than a male simply because of sex or beliefs about the child’s “proper”gender.  A virtuous and conscientious parent, then, ought not to think that, or behave as if, a child of one sex is better than one of the other sex, nor should a good parent believe or act as if, at bottom, girls are really different than boys in the ways that truly matter.

“Sex selection is at least strongly ethically suspect, if not outright wrong”

The argument in favor of sex selection for family balancing has to assume that gender and gender roles exist and matter in the lived world.  For if they did not, then no reason would exist to differentiate the experience of parenting a male child from that of a female.  However, it is precisely the reliance upon this assumption to which the opponent of sex selection objects: accepting–and perpetuating–gender roles inevitably both harms and wrongs both males and females, although females clearly suffer much more from them than males.  While some gender roles or expectations are innocuous (e.g., men don’t like asking for directions), the overwhelming majority (e.g., males are–and should be–aggressive, women are–and should be–self-sacrificing) are not.  Consequently, given that sex selection is inevitably gendered and most gender roles and expectations restrict the freedom of persons to be who they wish to be regardless of gender, sex selection is at least strongly ethically suspect, if not outright wrong.

[1]  Steinbock B. Disability, prenatal testing, and selective abortion. In Parens E, Asch A (eds): Prenatal Testing and Disability Rights 2000; Washington DC, Georgetown Univ. Press: 108-123.

[2]  Ethics Committee of the American Society for Reproductive Medicine. Sex selection and preimplantation genetic diagnosis. Fertility and Sterility 1999; 72(4): 595-598.

[3] Steinbock B. Sex selection: not obviously wrong. Hastings Center Report 2002; 32(1): 23-28.

Class 2, Peer Response 2

Class 2, Peer Response 2

Name

Institutional Affiliation

Like the author has mentioned, different strategic leaders employ different ways and ideas of their leadership. A strategic leader is a person who is able to develop matching competencies top their organizational needs, one who is able to develop and lead people, shows effectiveness in networking, is strategic in process development, and forges the values and culture. This is unlike what the author previously thought regarding a person who stands out strong. As the author has stated, strategic leaders stand out uniquely from one to the other, with great diversity (Ireland & Hitt, 1999; Davies & Davies, 2004). For them to remain different and stand out from the crowd, they operate within a competitive landscape that encourages them to meet the needs of those that they serve while meeting the set goals. Not only these, but their personalities, strengths, and weaknesses also help them stand out which motivates them to become strategic leaders.

As the author identifies, a strategic leader possesses certain characteristics and qualities that makes them stand out. The author identifies the essential skills of a strategic leader as being paramount to ensuring effective leadership. These are anticipating, challenging, interpreting, deciding, alignment, and learning, all of which are important to a strategic leader. However, the author identifies anticipating, challenging, deciding, and learning as the most important. The author views these as the characteristics that the leader ought to possess. This enables them to be flexible to deal with any challenges while remaining persistent, be strategic and informed of how things are bound to change in future so that they are prepared in good time, and they have to be strategic in decision making (Schoemaker, Krupp, & Howland, 2013). They have to learn from past mistakes, their surroundings, and their team. The leader has to ensure that the essential skills or characteristics are all applied for effectiveness.

The author goes ahead to identify the importance of the leader bringing the idea of courageously making decisions and coupling it with challenging the ideas of others that they think may or may not work for the organization they run. This ensures that the decision has a firm foundation. Anticipation plays a significant role in the strategic leader’s run within the organization. With good research and a good understanding of the system of the organization, the strategic leader is able to become an effective visionary of how things may turn out in the future of the organization. This way, they are able to plan ahead, while still managing to deal with upcoming issues, as the author points out. Effective decision making and the challenging aspect are applied in this case too (Schoemaker, Krupp, & Howland, 2013). Together with the team, the leader is able to receive various options of solutions to issues that may have sprung up. This will be informed by how knowledgeable the leader is of the subject as well as to the period leading up to decision making so that there may be solid grounds upon which to make the decision. Despite the uncertainty, the strategic leader should be able to wade through the mud and consider the company’s high stakes to make a decision. The flexibility in decision making is made easier by an active and informed team working with the leader for utmost effectiveness.

References

Davies, B. J., & Davies*, B. (2004). Strategic leadership. School leadership & management, 24(1), 29-38.

Ireland, R. D., & Hitt, M. A. (1999). Achieving and maintaining strategic competitiveness in the 21st century: The role of strategic leadership. Academy of Management Perspectives, 13(1), 43-57.

Schoemaker, P. J., Krupp, S., & Howland, S. (2013). Strategic leadership: The essential skills. Harvard business review, 91(1), 131-134.

Class 3, Assignment 3 – Module Diversityvvv

Class 3, Assignment 3 – Module Diversity

Name

Institutional Affiliation

Introduction

Diversity in the workplace is an important aspect, especially in today’s work environment. It helps create an opportunity for all to exercise their skills and experience, while also adding an advantage to the company’s way of doing business through providing diversified work solutions.

Definition

Workplace diversity simply explained is the uniqueness, differences, and similarities that employees in a company boast of and the considerations that a company considers as a means of recruiting and hiring talent without biasness. This can be seen in form of race, gender, culture, psychological, and social characteristics. This way, companies are able to give all and sundry a chance to put their skills and talents to work, as they gain experience in their field of work. At the same time, the company is able to enjoy greater benefits through profits and a wide skill set from its employees (Saxena, 2014). Workplace diversity also means that an organization looks for the best, possible means of meeting the needs of all its employees through the organization culture. This is made possible through meeting a threshold that cuts across all the differences and maximizes on the benefits and value.

Diversity Creation

In this day and age, organizations are finding it important to create a diverse working environment. For this to be achieved, it is important for organizational decision makers to take several aspects into consideration. First, the organizational heads have to consider the goals in place that they are striving to achieve through creating a diverse working environment (Kalache, 2019). This will give clarity to those in charge of diversity policies so that they align the policies with the organizational needs. Ensuring that the company employees are educated on the need for diversity is another consideration. This will create awareness across the company as the company heads strive to create diversity. In the process, the heads get to learn about the groups and people represented within the company. With this information, they are then able to create diversity in a manner that meets the needs of all while also considering those who may join the company later on (Shemla, 2018). This line of thought also helps the company heads understand what their employees think of the ideas put forward regarding the creation of a diverse environment. This would show that the heads value the thoughts of their own, thus informing on the best diversity implementation efforts.

Desired Outcome

As a result, the desired outcome would be a greater availability of experience and knowledge resulting in more effectiveness, increase in ideas on how to solve problems, greater flexibility in the organizational culture and activities due to a diverse group, and greater creativity. These lead to better organizational performance (Hofhuis, Van Der Rijt, and Vlug, 2016). To get here, the decision makers should have goal clarity, lend their ears to employees, bring their ideas to fruition, and align company goals with the needs. This helps with achievement of a diverse workplace.

Conclusion

To summarize, workplace diversity helps show people of all backgrounds that they are appreciated and that their efforts help improve and provided an added advantage to how business is done. Diversity creation takes into consideration the needs of the masses and aligns them with the company policies and organizational culture. The outcomes from this process are beneficial to the employees and the company, thus resulting in an improved society.

References

Hofhuis, J., Van Der Rijt, P.G., and Vlug, M. (2016). Diversity climate enhances work outcomes through trust and openness in workgroup communication. SpringerPlus, 5(1), 714.

Kalache, S. (2019, Mar 6). Six Ways to Diversify Your Workforce. Forbes. https://www.forbes.com/sites/forbessanfranciscocouncil/2019/03/06/six-ways-to-diversify-your-workforce/#54441f3b1568Saxena, A. (2014). Workforce diversity: A key to improve productivity. Procedia Economics and Finance, 11(1), 76-85.

Shemla, M. (2018). Why workplace diversity is so important and why it’s so hard to achieve. Forbes: RSM Discovery.

Class 2, Peer Review 2 Response

Class 2, Peer Review 2 Response

Name

Institutional Affiliation

As identified by the author, Franklin Delano Roosevelt and Winston Churchill were strategic leaders. They possessed the essential skills and competencies of strategic leaders to their responsibilities of getting the right people aboard, symbolic communication, knowing self and their enemies, and applying strategic awareness. On strategic awareness, both had vision clarity as anticipation as a skill to know what to expect during the war. On this note, both of these leaders knew that the building of the atomic bomb could result in decisive results, especially against the Soviet Union that was trying to bring down Britain and considering the United States too. FDR, as the author details, was considering building the atomic bomb but trying to provide only a few details to Churchill, while Churchill was hopeful about the practicality of the atomic bomb that would bring the efforts of the Soviet Union to a halt (Gowing, 1989). They then aligned their efforts to bring this dream to reality while saving their countries and improving their relations while at it.

Both FDR and Churchill were great communicators. FDR was considered one of the 20th century’s greatest orators, so much so that he had fireside chats that led to the mailroom requiring 69 more staff members once he got into presidency (Yu, 2005). I, therefore, agree with the author that FDR was a strong communicator since his self-confidence made it possible for him to be convincing while still managing to overcome adversity. Unlike FDR, Churchill had to learn to be a master of communication (Bean, 2009). He mastered it so well that he was able to inspire people just through his speech, making him a strong communicator. He used a lot of proverbial language in his communication while ensuring that he communicated as clearly and simply as possible, and then explaining statements that might have seemed difficult (Axelrod, 2000). Both leaders excelled at communication, just like the author points out.

I agree with the author regarding Franklin Roosevelt and Winston Churchill having a good understanding of their enemies and a good understanding of self. This would explain why they formed an alliance against Nazi Germany and Japan. They aligned well so that Britain gain an ally to help keep Nazi Germany at bay, thus stopping the war from ravaging Britain and America gained by keeping the Nazis out of the U.S. borders at all costs (Feis, 2015). Their friendship made it possible for the leaders to correspond back and forth via letters and meetings through which they were able to plan against possible attacks from enemies. As the author mentions, the leaders were united against the Soviets and more so against Japan, for which they had an atomic bomb developed just in case it was needed (Reynolds, 2006). Their united front kept the enemies at bay.

Churchill and FDR, on top of making an impeccable team, had picked out effective and efficient people to be on their governing teams, as the author identifies. The people behind were mostly those in their cabinets as well as those who advised them on various matters (Leutze, 1975). The leaders’ communication and agreement on the building of the atomic bomb took place between each other’s complex teams. This made it possible for strategic decision making to be done and great progress to be made in the process, both in their nuclear alliance and cooperation on various other matters, including during the World War II (Mclain Smith, 2008). Working with their teams made governance smoother, on top of being strategic leaders with their successes and failures.

References

Axelrod, A. (2000). The quotable historian: words of wisdom from Winston Churchill, Barbara Tuchman, Edward Gibbon, Julius Caesar, David McCullough, and more. McGraw-Hill Companies.

Bean, L. A. M. (2009). Roosevelt, Churchill, and the Words of War: Their Speeches and Correspondence, November 1940-March 1941.

Feis, H. (2015). Churchill-Roosevelt-Stalin: The war they waged and the peace they sought. Princeton University Press.Gowing, M. (1989). Britain, America and the Bomb. In British Foreign Policy, 1945–56 (pp. 31-46). Palgrave Macmillan, London.

Leutze, J. (1975). The Secret of the Churchill-Roosevelt Correspondence: September 1939—May 1940. Journal of Contemporary History, 10(3), 465-491.

Mclain sMitH, D. (2008). the Missing piece to Building Great teams. Reflections, 9(1).Reynolds, D. (2006). From World War to Cold War: Churchill, Roosevelt, and the international history of the 1940s. Oxford University Press on Demand.

Yu, L. (2005). The Great Communicator: How FDR’s radio speeches shaped American history. The History Teacher, 39(1), 89-106.

Class 3, Discussion 1

Class 3, Discussion 1The responses received from the participants were not much different. The family member described me as happy, enthusiastic, and ambitious, while the friend description included polite, smart, and intelligent. However, I was surprised by the last explanation. The family member mentioned that I am, at times, serious and boring, while the friend thought that I am introverted. I knew that I am silent at times and may not speak much but not to the level of being boring and introverted. This description would impact workplace relationships with colleagues since leadership requires teamwork and effective communication. Being enthusiastic, smart, ambitious, polite, and intelligent are practical qualities for leadership. However, when the subordinates find someone annoying and an introvert, it would be challenging to communicate with people and to ensure that operations run smoothly.

My Reading and Writing Experiences

Students Name:

Professors Name:

Class Name:

Date Due:

My Reading and Writing Experiences

When I first learned to read the excitement was overwhelming as I tried to read out aloud all words that I came across. However, it proved difficult to read out complex words and words that did not have vowels. When I was young I enjoyed reading to me it was an adventure reading short stories and learning new words. Learning to read was not as challenging as learning the meaning of the new words that I came across. The most memorable stories that I read were short stories they were full of adventure and new discoveries. The stories were able to capture my mind and put me in a state of adventure to find out the discoveries made by the writer. My imagination developed from reading these short stories. The fact that the stories were short made the interesting to me at my young age.

Today I engage my mind in the research literature and history because it is my area of interest. I also read magazines like writer’s digest because I am able to develop writing skills by reading the magazine. Recently I read an article on American history that I did not like. The writer presented an article that was not well researched; the names of the early explorers were not well researched. It is the writer’s responsibility to research on a topic before writing about it. The work of a writer is to pass on ideas and facts to readers not confuse them. Over the summer, I read online journals on a writer’s forum blog. The journals gave me insight in writing and developing ideas for publishing.

Recently I wrote a research article on life before American civilization. The article was a success since fellow American history writers approved it. I took the time to research on the internet and local library. I also looked in a local museum for artifacts’ that I could write about. I enjoyed the writing because American history is my field of interest. I also enjoyed the writing because I had taken my time to research on facts.

I enjoy writing about American history. I enjoy writing in a relaxed environment where I am not under any form of pressure. When writing a piece of work with a set time deadline, I enjoy writing it before the deadline so that I avoid rushing on the deadline. This way I am able to provide quality content that has been well researched.

I enjoy story writing because it is engaging. I have to present the ideas in limited words; I have to manage my content so that I am objective. Story writing presents an opportunity for me as a writer to improve my skills since the reviews from readers are forwarded to me, and improvements are made based.

When writing I am held back by lack of information. Since my writing is based on research, I have to search for information before I start writing. When the information I am looking for is not available, I experience hard time writing. This is because I aim at providing only facts and providing content that can be used by young scholars to do their academic research. As a writer concentrating on research and American history, I try my best to write history without changing the facts.

My Sociological Autobiography

Student’s name:

Instructor:

Course:

Date:

My Sociological Autobiography:

Immigrant Asian –American (Korean)

Introduction

For the most part of my childhood, I spent my life in North Korea, the country that I was born and raised as a girl. Both my parents are privileged to have had a source of income from their casual labor to sustain us and bring food to the table. Both worked to ensure I have quality education so that my future life can be successful and less strenuous than theirs. Growing up, people around me talked migrating to the United States of America if ever a chance presents their way. It was always talking about taking a risk, sacrificing, working hard, and sacrificing several things just to be able to attain the best version of oneself; The American Dream.

Since childhood, I have always had an interest in studying the history of our people. At one given point, I came across the story of Asian immigrants and their enclaves and ‘ethnoburbs’ in the United States (Zhou and Ocampo 3). Previously, immigrants would settle in city enclaves because of cheap housing, entry for available employment opportunities, and support from members of their ethnic groups. Recently, the various ethnic communities of the Chinese, Japanese, Koreans, Indians, and Filipinos, vary in terms of family types, class, and religious backgrounds. For this reason, the trend for Asian Americans has changed to embrace diversity ad expansion to newer locations, compared to the one known to be enclaves for Asian Americans ADDIN ZOTERO_ITEM CSL_CITATION {“citationID”:”dYbgaqzr”,”properties”:{“formattedCitation”:”(Zhou and Ocampo 8)”,”plainCitation”:”(Zhou and Ocampo 8)”,”noteIndex”:0},”citationItems”:[{“id”:860,”uris”:[“http://zotero.org/users/local/rEYGfGF8/items/E8NDELUM”],”uri”:[“http://zotero.org/users/local/rEYGfGF8/items/E8NDELUM”],”itemData”:{“id”:860,”type”:”book”,”abstract”:”The third edition of the foundational volume in Asian American studiesWho are Asian Americans? Moving beyond popular stereotypes of the “model minority” or “forever foreigner,” most Americans know surprisingly little of the nation’s fastest growing minority population. Since the 1960s, when different Asian immigrant groups came together under the “Asian American” umbrella, they have tirelessly carved out their presence in the labor market, education, politics, and pop culture. Many times, they have done so in the face of racism, discrimination, sexism, homophobia, and socioeconomic disadvantage. Today, contemporary Asian America has emerged as an incredibly diverse population, with each segment of the community facing its unique challenges. When Contemporary Asian America was first published in 2000, it exposed its readers to the formation and development of Asian American studies as an academic field of study, from its inception as part of the ethnic consciousness movement of the 1960s to the systematic inquiry into more contemporary theoretical and practical issues facing Asian America at the century’s end. It was the first volume to integrate a broad range of interdisciplinary research and approaches from a social science perspective to assess the effects of immigration, community development, and socialization on Asian American communities. This updated third edition discusses the impact of September 11 on Asian American identity and citizenship; the continued influence of globalization on past and present waves of immigration; and the intersection of race, gender, sexuality, and class on the experiences of Asian immigrants and their children. The volume also provides study questions and recommended supplementary readings and documentary films. This critical text offers a broad overview of Asian American studies and the current state of Asian America.”,”ISBN”:”978-1-4798-2622-3″,”language”:”en”,”note”:”Google-Books-ID: sQHMCgAAQBAJ”,”number-of-pages”:”680″,”publisher”:”NYU Press”,”source”:”Google Books”,”title”:”Contemporary Asian America (third Edition): A Multidisciplinary Reader”,”title-short”:”Contemporary Asian America (third Edition)”,”author”:[{“family”:”Zhou”,”given”:”Min”},{“family”:”Ocampo”,”given”:”Anthony C.”}],”issued”:{“date-parts”:[[“2016″,4,19]]}},”locator”:”8″,”label”:”page”}],”schema”:”https://github.com/citation-style-language/schema/raw/master/csl-citation.json”} (8). These reasons made me seek the consent and advice of my parents to pursue further education in the united states, with another aim of looking for better work opportunities.

I applied for a scholarship to study the Bachelors of Science in Social Work. The place of residence I had in mind was staying in California. The Asian Americans have an uneven yet stable geographical distribution amongst the American states. For example, regions like Washington DC and the New York metropolitan area have the most significant number of Chinese, Asian Indians, and Koreans ADDIN ZOTERO_ITEM CSL_CITATION {“citationID”:”i4nYlaWN”,”properties”:{“formattedCitation”:”(Zhou and Ocampo 9)”,”plainCitation”:”(Zhou and Ocampo 9)”,”noteIndex”:0},”citationItems”:[{“id”:860,”uris”:[“http://zotero.org/users/local/rEYGfGF8/items/E8NDELUM”],”uri”:[“http://zotero.org/users/local/rEYGfGF8/items/E8NDELUM”],”itemData”:{“id”:860,”type”:”book”,”abstract”:”The third edition of the foundational volume in Asian American studiesWho are Asian Americans? Moving beyond popular stereotypes of the “model minority” or “forever foreigner,” most Americans know surprisingly little of the nation’s fastest growing minority population. Since the 1960s, when different Asian immigrant groups came together under the “Asian American” umbrella, they have tirelessly carved out their presence in the labor market, education, politics, and pop culture. Many times, they have done so in the face of racism, discrimination, sexism, homophobia, and socioeconomic disadvantage. Today, contemporary Asian America has emerged as an incredibly diverse population, with each segment of the community facing its unique challenges. When Contemporary Asian America was first published in 2000, it exposed its readers to the formation and development of Asian American studies as an academic field of study, from its inception as part of the ethnic consciousness movement of the 1960s to the systematic inquiry into more contemporary theoretical and practical issues facing Asian America at the century’s end. It was the first volume to integrate a broad range of interdisciplinary research and approaches from a social science perspective to assess the effects of immigration, community development, and socialization on Asian American communities. This updated third edition discusses the impact of September 11 on Asian American identity and citizenship; the continued influence of globalization on past and present waves of immigration; and the intersection of race, gender, sexuality, and class on the experiences of Asian immigrants and their children. The volume also provides study questions and recommended supplementary readings and documentary films. This critical text offers a broad overview of Asian American studies and the current state of Asian America.”,”ISBN”:”978-1-4798-2622-3″,”language”:”en”,”note”:”Google-Books-ID: sQHMCgAAQBAJ”,”number-of-pages”:”680″,”publisher”:”NYU Press”,”source”:”Google Books”,”title”:”Contemporary Asian America (third Edition): A Multidisciplinary Reader”,”title-short”:”Contemporary Asian America (third Edition)”,”author”:[{“family”:”Zhou”,”given”:”Min”},{“family”:”Ocampo”,”given”:”Anthony C.”}],”issued”:{“date-parts”:[[“2016″,4,19]]}},”locator”:”9″,”label”:”page”}],”schema”:”https://github.com/citation-style-language/schema/raw/master/csl-citation.json”} (9). Koreans and Filipinos live in large numbers in the Los Angeles metropolitan. The Koreans are also found in Bergan County, north of New Jersey, where they reside and conduct their commercial services. Major states that used to contain the Asian American populations were California, Hawaii, and New Jersey ADDIN ZOTERO_ITEM CSL_CITATION {“citationID”:”67Sfq9ik”,”properties”:{“formattedCitation”:”(Sanchez et al., 2012)”,”plainCitation”:”(Sanchez et al., 2012)”,”noteIndex”:0},”citationItems”:[{“id”:698,”uris”:[“http://zotero.org/users/local/rEYGfGF8/items/KC5DF2LT”],”uri”:[“http://zotero.org/users/local/rEYGfGF8/items/KC5DF2LT”],”itemData”:{“id”:698,”type”:”article”,”title”:”KOREATOWN:A CONTESTEDCOMMUNITY AT A CROSSROADS”,”author”:[{“family”:”Sanchez”,”given”:”Jared”},{“family”:”Terriquez”,”given”:”Veronica”},{“family”:”Kim”,”given”:”Mi Young”}],”issued”:{“date-parts”:[[“2012″]]}}}],”schema”:”https://github.com/citation-style-language/schema/raw/master/csl-citation.json”} . Due to the immigration rules made easy, other states such as Texas, Illinois, Washington, Florida, and Virginia became newer residences for the immigrants.

After a successful arrival in the USA, I have noticed disparities on the ground of sociological constructs between my home country in North Korea and the USA. Switching from one culture to another, commonly termed as “culture-shock” is something inevitable any immigrant will face. Nevertheless, time will always tell what to become of a person under the influence of two different cultural backgrounds. In this paper, I will highlight details about my personal life and its connection to sociology by discussing the various encounters between people in North Korea and the United States. Under sociology, my sociological autobiography will cover themes on gender roles, sexual orientations, economic practices, ethnicity and race, education, and social classes.

Asians, in general, and other immigrants have found settling in and being assimilated into the American culture a hard task to achieve ADDIN ZOTERO_ITEM CSL_CITATION {“citationID”:”PRjVrg0W”,”properties”:{“formattedCitation”:”(Bergsten et al. 4)”,”plainCitation”:”(Bergsten et al. 4)”,”noteIndex”:0},”citationItems”:[{“id”:870,”uris”:[“http://zotero.org/users/local/rEYGfGF8/items/7SDG2KKN”],”uri”:[“http://zotero.org/users/local/rEYGfGF8/items/7SDG2KKN”],”itemData”:{“id”:870,”type”:”book”,”abstract”:”Koreans living in the United States have generated an increase of about 15 to 20 percent in trade between the United States and Korea. This is one of the surprising conclusions reached in this special report, which, upon the 100th anniversary of the migration of Koreans from their homeland, looks at the impact of the 6 to 7 million people who make up this diaspora on both South Korean and overseas economies. No country in history has ever succeeded in building a developed and high-income economy without participating in the global economy; globalization is imperative for economic success. And one of the largest elements of globalization, in addition to international trade and investment, is migration. In The Korean Diaspora in the World Economy, experts hold up South Korea as one of the most dramatic examples of that experience, having gone from being a poor, underdeveloped country fewer than 40 years ago to becoming a postwar economic success story. This report also looks at South Korea’s role as a regional trading partner and its present and future relations with North Korea.”,”ISBN”:”978-0-88132-358-0″,”language”:”en”,”note”:”Google-Books-ID: 3twZUkqE5NkC”,”number-of-pages”:”184″,”publisher”:”Peterson Institute”,”source”:”Google Books”,”title”:”The Korean Diaspora in the World Economy”,”author”:[{“family”:”Bergsten”,”given”:”C. Fred”},{“family”:”Choi”,”given”:”Inbom”},{“family”:”Chʻoe”,”given”:”In-bŏm”}],”issued”:{“date-parts”:[[“2003″]]}},”locator”:”4″,”label”:”page”}],”schema”:”https://github.com/citation-style-language/schema/raw/master/csl-citation.json”} (Bergsten et al. 4). American was initially a white nationalist society, whereby the whites considered themselves superior to other ethnicities. They believe that different ethnicities should find a place of their own, which is the best for both of them regarding this similar matter. This story motivated me to learn about racism and why other races, such as the Asian immigrants find it hard to fit in these societies dominated by the white, majority who are already on top of the racial ladder, with privileges and opportunities denied to many. Racism has been a major bone of confrontation throughout centuries ADDIN ZOTERO_ITEM CSL_CITATION {“citationID”:”4M8QpGsH”,”properties”:{“formattedCitation”:”(Bergsten et al. 9)”,”plainCitation”:”(Bergsten et al. 9)”,”noteIndex”:0},”citationItems”:[{“id”:870,”uris”:[“http://zotero.org/users/local/rEYGfGF8/items/7SDG2KKN”],”uri”:[“http://zotero.org/users/local/rEYGfGF8/items/7SDG2KKN”],”itemData”:{“id”:870,”type”:”book”,”abstract”:”Koreans living in the United States have generated an increase of about 15 to 20 percent in trade between the United States and Korea. This is one of the surprising conclusions reached in this special report, which, upon the 100th anniversary of the migration of Koreans from their homeland, looks at the impact of the 6 to 7 million people who make up this diaspora on both South Korean and overseas economies. No country in history has ever succeeded in building a developed and high-income economy without participating in the global economy; globalization is imperative for economic success. And one of the largest elements of globalization, in addition to international trade and investment, is migration. In The Korean Diaspora in the World Economy, experts hold up South Korea as one of the most dramatic examples of that experience, having gone from being a poor, underdeveloped country fewer than 40 years ago to becoming a postwar economic success story. This report also looks at South Korea’s role as a regional trading partner and its present and future relations with North Korea.”,”ISBN”:”978-0-88132-358-0″,”language”:”en”,”note”:”Google-Books-ID: 3twZUkqE5NkC”,”number-of-pages”:”184″,”publisher”:”Peterson Institute”,”source”:”Google Books”,”title”:”The Korean Diaspora in the World Economy”,”author”:[{“family”:”Bergsten”,”given”:”C. Fred”},{“family”:”Choi”,”given”:”Inbom”},{“family”:”Chʻoe”,”given”:”In-bŏm”}],”issued”:{“date-parts”:[[“2003″]]}},”locator”:”9″,”label”:”page”}],”schema”:”https://github.com/citation-style-language/schema/raw/master/csl-citation.json”} (9). On my arrival, I realized how various communities had segregated themselves in members of similar racial origins. The primary purpose of Koreatown was to become an entry point for Korean immigrants ADDIN ZOTERO_ITEM CSL_CITATION {“citationID”:”Dw0RTlyq”,”properties”:{“formattedCitation”:”(Kim 10)”,”plainCitation”:”(Kim 10)”,”noteIndex”:0},”citationItems”:[{“id”:862,”uris”:[“http://zotero.org/users/local/rEYGfGF8/items/WCSRUW2X”],”uri”:[“http://zotero.org/users/local/rEYGfGF8/items/WCSRUW2X”],”itemData”:{“id”:862,”type”:”book”,”abstract”:”Koreatown, located in the Mid-Wilshire district of Los Angeles,is the heart and nexus for Koreans in America. In the early20th century, a small Korean community–many of whomwere active leaders and supporters of the Korean independencemovement–initially settled around Bunker Hill. The communitymigrated in the 1930s toward Jefferson Boulevard, near the Universityof Southern California, to an area known as Old Koreatown. Bythe late 1960s, following the freeway construction boom and theHart-Cellar Act of 1965, Korean markets, restaurants, and businessesbegan to blossom along Olympic Boulevard. Today, Koreatown is athriving urban center where Koreans, Hispanics, and Bangladeshiscoreside in one of the most densely populated and diverse sectionsof Los Angeles. Its boundaries were officially designated by the LosAngeles City Council on August 20, 2010.”,”ISBN”:”978-0-7385-7552-0″,”language”:”en”,”note”:”Google-Books-ID: lgaL4QsFHDUC”,”number-of-pages”:”132″,”publisher”:”Arcadia Publishing”,”source”:”Google Books”,”title”:”Los Angeles’s Koreatown”,”author”:[{“family”:”Kim”,”given”:”Katherine Yungmee”}],”issued”:{“date-parts”:[[“2011″]]}},”locator”:”10″,”label”:”page”}],”schema”:”https://github.com/citation-style-language/schema/raw/master/csl-citation.json”} (Kim 10). This place was in a strategic location for easy access to affordable housings, employment opportunities, and social support for fellow Asian, specifically Korean immigrants that were already having US citizenship.

Koreatown is a town in Los Angeles where Korean running the majority of Korean businesses. However, when I arrived in the town, I could not understand who is the valid ‘owner’ of the town. The reason is that Hispanians dominate the place with governance from the whites and blacks. However, the most intriguing discovery was that businesses used the Korean language to write on business signs. In my opinion, this was a sign of a national identity ADDIN ZOTERO_ITEM CSL_CITATION {“citationID”:”SiSkkV3h”,”properties”:{“formattedCitation”:”(Kim 15)”,”plainCitation”:”(Kim 15)”,”noteIndex”:0},”citationItems”:[{“id”:862,”uris”:[“http://zotero.org/users/local/rEYGfGF8/items/WCSRUW2X”],”uri”:[“http://zotero.org/users/local/rEYGfGF8/items/WCSRUW2X”],”itemData”:{“id”:862,”type”:”book”,”abstract”:”Koreatown, located in the Mid-Wilshire district of Los Angeles,is the heart and nexus for Koreans in America. In the early20th century, a small Korean community–many of whomwere active leaders and supporters of the Korean independencemovement–initially settled around Bunker Hill. The communitymigrated in the 1930s toward Jefferson Boulevard, near the Universityof Southern California, to an area known as Old Koreatown. Bythe late 1960s, following the freeway construction boom and theHart-Cellar Act of 1965, Korean markets, restaurants, and businessesbegan to blossom along Olympic Boulevard. Today, Koreatown is athriving urban center where Koreans, Hispanics, and Bangladeshiscoreside in one of the most densely populated and diverse sectionsof Los Angeles. Its boundaries were officially designated by the LosAngeles City Council on August 20, 2010.”,”ISBN”:”978-0-7385-7552-0″,”language”:”en”,”note”:”Google-Books-ID: lgaL4QsFHDUC”,”number-of-pages”:”132″,”publisher”:”Arcadia Publishing”,”source”:”Google Books”,”title”:”Los Angeles’s Koreatown”,”author”:[{“family”:”Kim”,”given”:”Katherine Yungmee”}],”issued”:{“date-parts”:[[“2011″]]}},”locator”:”15″,”label”:”page”}],”schema”:”https://github.com/citation-style-language/schema/raw/master/csl-citation.json”} (15). Apart from using writing as a form of identification, small to large businesses are marked with the Korean language. The business signs written in Korean will possibly send away customers who are not of the same ethnicity. The physical location of Koreatown is that it stands at a border between the Korean and USA nations ADDIN ZOTERO_ITEM CSL_CITATION {“citationID”:”JupwSgOh”,”properties”:{“formattedCitation”:”(Kim 30)”,”plainCitation”:”(Kim 30)”,”noteIndex”:0},”citationItems”:[{“id”:862,”uris”:[“http://zotero.org/users/local/rEYGfGF8/items/WCSRUW2X”],”uri”:[“http://zotero.org/users/local/rEYGfGF8/items/WCSRUW2X”],”itemData”:{“id”:862,”type”:”book”,”abstract”:”Koreatown, located in the Mid-Wilshire district of Los Angeles,is the heart and nexus for Koreans in America. In the early20th century, a small Korean community–many of whomwere active leaders and supporters of the Korean independencemovement–initially settled around Bunker Hill. The communitymigrated in the 1930s toward Jefferson Boulevard, near the Universityof Southern California, to an area known as Old Koreatown. Bythe late 1960s, following the freeway construction boom and theHart-Cellar Act of 1965, Korean markets, restaurants, and businessesbegan to blossom along Olympic Boulevard. Today, Koreatown is athriving urban center where Koreans, Hispanics, and Bangladeshiscoreside in one of the most densely populated and diverse sectionsof Los Angeles. Its boundaries were officially designated by the LosAngeles City Council on August 20, 2010.”,”ISBN”:”978-0-7385-7552-0″,”language”:”en”,”note”:”Google-Books-ID: lgaL4QsFHDUC”,”number-of-pages”:”132″,”publisher”:”Arcadia Publishing”,”source”:”Google Books”,”title”:”Los Angeles’s Koreatown”,”author”:[{“family”:”Kim”,”given”:”Katherine Yungmee”}],”issued”:{“date-parts”:[[“2011″]]}},”locator”:”30″,”label”:”page”}],”schema”:”https://github.com/citation-style-language/schema/raw/master/csl-citation.json”} (30). I learned from history and inquiries that the early Korean immigrants did not form a compact enslave such as Chinatown and Little Tokyo. This characteristic of enclave Koreatown contributed to less official recognition compared to others. Besides, previously serving as an entry for immigrants, it has developed into a town with diverse nationalities and races. It is a home for the largest number of Koreans in America. The people live in Los Angeles and Orange City. There is a dominant Korean culture, as seen from signs written in the Korean language.

Gender roles are evident in all types of societies. As a person grows, society dictates their specific gender roles, female versus male. Societies are different. That is why it is possible to find one gender role is accepted in a particular society while in another, it is an activity for another. In North Korea, especially in the villages, women engage in more traditional works, such as housekeeping or other blue-collar jobs. The men, on the other hand, do other manual work or office jobs (Sechiyama 15). However, in the increasing wave of women empowerment, women have the opportunity to an education and working better jobs compared to the past. In the US, there were no gender-specific roles. Both could engage in any work available provided it brings you money at the end of the day.

Education is the key to a successful life. Growing up, that was my major inspiration and motivation, continually working hard to attain a higher education that will put me in a better position, especially in the work environment. In the USA, matters about education are taken with the seriousness they deserve ADDIN ZOTERO_ITEM CSL_CITATION {“citationID”:”liXc1P4c”,”properties”:{“formattedCitation”:”(Wang et al. 67)”,”plainCitation”:”(Wang et al. 67)”,”noteIndex”:0},”citationItems”:[{“id”:868,”uris”:[“http://zotero.org/users/local/rEYGfGF8/items/P7GVEE6X”],”uri”:[“http://zotero.org/users/local/rEYGfGF8/items/P7GVEE6X”],”itemData”:{“id”:868,”type”:”book”,”abstract”:”This book is written by a diverse cohort of both of American educators, including professors, teachers, school counselors, and school administrators from pre-K to college levels. Most of the contributors come from disciplinary areas of English as a second language and school administration. With the pressure of Common Core State Standards Initiative, American educators are now shifting their focus to standards-based instruction. Meanwhile, Chinese educators are moving away from national standards and developing state level curriculum and instruction to meet specific needs of the students in local provinces. There is also a debate about whether or not to use the National College Entrance Examination as the only test for college admission. Some provinces (e.g., Zhejiang and Hubei) are administering their own college entrance examinations. The book outlines the sociocultural roots of education in the three countries, linking the tradition and philosophical orientations to each country’s own history of education. Furthermore, the book compares and contrasts the curriculum, especially the teaching of English as a second/foreign language, in three countries. This book examines the stress of students, physical education, various pedagogical styles in foreign language education as well as instructional texts and cross-cultural dialogue between teachers. Additionally, the book explores factors that influence parent’s involvement and women’s educational and career aspirations. Lastly, the book presents modern technologies such as smart learning technologies and online learning platforms not only to facilitate future educational systems but also to promote international exchanges. The chapters of the book are thematically diverse, but they help to provide inspirations for educators both in American and Asian countries. The findings offer alternative practical lenses for educational community to seek for some “middle ground” between Chinese, South Korea and American education. The intended audience for this book is graduate students, teachers, administrators, and professionals in education.”,”ISBN”:”978-1-64113-878-9″,”language”:”en”,”note”:”Google-Books-ID: 5qPbDwAAQBAJ”,”number-of-pages”:”248″,”publisher”:”IAP”,”source”:”Google Books”,”title”:”Educational Practices in China, Korea, and the United States: Reflections from a Study Abroad Experience”,”title-short”:”Educational Practices in China, Korea, and the United States”,”author”:[{“family”:”Wang”,”given”:”Chuang”},{“family”:”Kolano”,”given”:”Lan”},{“family”:”Kim”,”given”:”Do-Hong”}],”issued”:{“date-parts”:[[“2020″,3,1]]}},”locator”:”67″,”label”:”page”}],”schema”:”https://github.com/citation-style-language/schema/raw/master/csl-citation.json”} (Wang et al. 67). Compared to my country, there are more improved learning facilities, libraries, community colleges and universities, and many outlets. People conduct research work that has made a significant contribution to science and art disciplines. The majority of well-known professionals and brilliant minds went through the US education system. An example is Fred Hoyle, an English astronomer and astrophysicist who made theories about discovering the universe, stars, and the Milky Way Galaxy system. I would wish to recommend this particular discovery that my country embraces how the US education system works. It will save many from trying to look for an opportunity outside of their countries to achieve their American dream.

Another important observation I made is concerning society’s perceptions of immigrants. Previously, immigrants to the USA were perceived to be uneducated and poor. However, today, Asian immigrants frequent the country armed in professional qualifications such as degrees and proficiency in the English language. Moreover, these new generations are financially stable, which enables them to maneuver their way into the US economy with ease(Pardo 4). This also puts them in the advantage of transforming their businesses, their residents, and other community to become a place that will serve them as if they were home. The new ‘homes’ have a rich culture and a considerable contribution to America’s economy ADDIN ZOTERO_ITEM CSL_CITATION {“citationID”:”vvYzIwMF”,”properties”:{“formattedCitation”:”(Pardo 10)”,”plainCitation”:”(Pardo 10)”,”noteIndex”:0},”citationItems”:[{“id”:878,”uris”:[“http://zotero.org/users/local/rEYGfGF8/items/GKAEIYAQ”],”uri”:[“http://zotero.org/users/local/rEYGfGF8/items/GKAEIYAQ”],”itemData”:{“id”:878,”type”:”book”,”abstract”:”This book analyses North Korea’s foreign policy towards the United States during the Kim Jong Il era. Throughout these years, North Korea sought but failed to normalise diplomatic relations with the United States. Making use of theories of bargaining and learning in International Relations, the book explains how the inability of the Kim Jong Il government to correctly understand domestic politics in Washington and developments in East Asian international relations contributed to this failure. As a result, Pyongyang accelerated development of nuclear weapons programme with the aim of strengthening its negotiating position with the US. However, towards the end of the Kim Jong Il government it became unclear whether North Korea is willing to reverse its nuclear programme in exchange for normal diplomatic relations with the United States. The book includes material from over 60 interviews with American, Chinese, Japanese, Korean and Russian policy-makers and experts who have dealt with North Korea. It also analyses in detail Pyongyang’s official media articles published during the Kim Jong Il era. This work will be of great interest to students and scholars of US Foreign Policy, Korean Politics and International Relations alike.”,”ISBN”:”978-1-317-66952-4″,”language”:”en”,”note”:”Google-Books-ID: txOLAwAAQBAJ”,”number-of-pages”:”173″,”publisher”:”Routledge”,”source”:”Google Books”,”title”:”North Korea – US Relations under Kim Jong II: The Quest for Normalization?”,”title-short”:”North Korea – US Relations under Kim Jong II”,”author”:[{“family”:”Pardo”,”given”:”Ramon Pacheco”}],”issued”:{“date-parts”:[[“2014″,5,9]]}},”locator”:”10″,”label”:”page”}],”schema”:”https://github.com/citation-style-language/schema/raw/master/csl-citation.json”} (10). Further, they can comfortably engage in grassroots leaderships and electoral politics, compared to the past when they faced racial segregation, which barred them from having better job opportunities and political representativeness.

A few moments following my arrival, I observed that the amount of wealth and prestige defines social classes. The wealthy Americans stay in affluent suburbs comparing to immigrants who reside in ethnic enclaves. They receive good health services, safety in their environments, a good education, and easy access to various social amenities. Moreover, compared to my home country, social classes in America are grouped as capitalist, upper middle, lower middle, working poor, and underclass. In North Korea, their social classes are differentiated by only a few boundaries. I observed that the recent influx of immigrants from various ethnicities no longer stays in these neighborhoods. The neighborhoods usually are left for the older generations, newer immigrants, or people who cannot move out of there due to strict restrictions hindering their movement. For instance, many Asian Americans are living in suburban communities. The newer generation of immigrants is no longer staying in the overcrowded and metropolitan areas for Asian Americans. The wealthier population chooses to live in the suburbs. However, poorer Asians stay in rented and less affluent neighborhoods. However, I also discovered that gentrification has made it easier for smaller Asian American communities, in this case, Koreans, to maintain stability in their regions. Immigrant Koreans deserve security, which is facilitated by the ability to afford a home in a decent environment.

Another observation I made is that gender and social class has an impact on each other. In my home country, women do not have the privilege of choosing which social class they should belong to. Men, however, they have the chance to better job opportunities than women do, which in most case, is a determinant to where a person eventually finds himself or herself in the social ladder. This concept in the USA is also prevalent but in fewer incidences. The contributing factors include the realization that both men and women deserve equal opportunities, and these should be made available for all of them.

When I arrived in the USA, I discovered that the news I could hear regarding sexual orientations such as transgender, LGBTQ communities, and others was indeed an actual phenomenon. In my country, for example, it is rare to hear about other sexual engagements rather than the standard male and female relationships ADDIN ZOTERO_ITEM CSL_CITATION {“citationID”:”5EB3XRhh”,”properties”:{“formattedCitation”:”(S\uc0\u225{}ez 85)”,”plainCitation”:”(Sáez 85)”,”noteIndex”:0},”citationItems”:[{“id”:866,”uris”:[“http://zotero.org/users/local/rEYGfGF8/items/W75R9W45″],”uri”:[“http://zotero.org/users/local/rEYGfGF8/items/W75R9W45″],”itemData”:{“id”:866,”type”:”book”,”abstract”:”This book shows six different realities of same-sex families. They range from full recognition of same-sex marriage to full invisibility of gay and lesbian individuals and their families. The broad spectrum of experiences presented in this book share some commonalities: in all of them legal scholars and civil society are moving legal boundaries or thinking of spaces within rigid legal systems for same-sex families to function. In all of them there have been legal claims to recognize the existence of same-sex families. The difference between them lies in the response of courts. Regardless of the type of legal system, when courts have viewed claims of same-sex couples and their families as problems of individual rights, they have responded with a constitutional narra

My Philosophy Of Education

My Philosophy Of Education

More than 2000 years have passed since my principal instructor Socrates cautioned his students that the unexamined life is not worth living. Such a statement demonstrates a basic tenet of my own philosophy of education: education is a process in which the individual must routinely question the very roots of self-knowledge. The goal of such a process is the creation of a total individual. For the ancient Greeks, such an education was not confined to phenomenal knowledge alone. Instead, the total individual is an amalgam of physical, spiritual and intellectual excellence.

Integral to my philosophy of education is the notion that each student is a unique individual and must be treated with respect. Keeping to the Socratic idiom, students must not be taught this or that bit of knowledge. Rather, the student must be taught how to learn and how to think. Therefore, education is really little more than a process in which the student learns how to learn. Such a process is set in motion if the instructor treats the student as an extension of himself. In this way, the improvement of the student is necessarily the improvement of the instructor. This explains why I teach since I too am a student in search of self-improvement.

The relationship between student and instructor is grounded in mutual trust. The instructor ought not to engage the student for the sole purpose of imparting his knowledge. The instructor must be skillful in pulling knowledge from the student – according to Socrates, the student has knowledge. The role of the instructor is to force the student to reveal that knowledge through a clever dialogue of question and answer. Such a dialogue is predicated on trust and mutual respect. If such a dialogue is not forthcoming, then the process of education may fall victim to the admonition of Cicero: the authority of those who teach is often an obstacle to those who want to learn.

The ultimate purpose of education is to produce individuals who strive for excellence for themselves, their peers, and their community. The well-rounded individual, the total individual, is one in whom the higher ideals of life (read virtue or arete) have been instilled. In this way, students enter the rest of their lives with the valuable lesson that they can make a difference. In the final analysis, the student infused with the higher ideals of life will take those ideas into the larger community whereby the improvement of self is translated into the improvement of all.

My philosophy of education also is based on my understanding of man, nature, and the relation between man and nature.

There may be many characteristics that distinguish man from the other animals. One is that man has moral values shared in his community. Another is that he has the capability to understand nature. By nature I mean the world as a whole, including man himself. The process of man’s constant interactions with nature (including interactions with himself since he is part of nature) is the process of his understanding of nature. This process will never come to an end, since nature is ever changing and unlimited. We may call the knowledge shared in his community the community truth. The level of community truth depends on the effort each community member makes to interact with nature.

After a child is born, he has the potential to become a man from both moral and intellectual aspects. The principal aim of education is just to maximize this potential of each child, regardless of his colour, race, or economic and social status of his parents.

Moral education should be concentrated on the moral values shared in the community. The child should know what a qualified community member should do and what he should not, what is valued in the community and what is not, and why. The child’s ability to judge and criticize the evils in the community should also be fostered so that he can get immunized from these “diseases.”

The intellectual education should include the introduction of the established community truth and some possible methods to test the truth and make one’s own inventions. The child should be encouraged to join nature and interact with nature in his learning as much as possible.

Both moral and intellectual education is very important for the child. Failure in intellectual education may result in a parasite for his community; failure in moral education may result in an educated devil, and an educated devil is vastly more formidable and appalling than an uneducated one.

Who should be responsible for the education of the child? My answer is his family, his teacher, and the community. Each part is indispensable to the triple educational network. Failure of the cooperation of any part may affect the work of the other two, and may even result in the total failure of the education of the child.

As a teacher, my role in the education of my students is not a referee who judges which one is right, which one is wrong, or which one is the most competent of a group. The role I should play is a coach who gives instructions and advice with the purpose of maximizing each student’s potential and helps him become a qualified human being. I like the idea of learning community, where students and teachers, in a relaxing environment, help each other and learn from each other. I understand that it is natural for students to make mistakes in their learning. It is often the case that today’s success just resulted from yesterday’s failure.

To create a proper environment for my students to grow is important; to set an example for them is equally important, especially in terms of moral education. Teaching is done not only through words, but also through an example. What a teacher does often means more to his students than what he says.

The children we are teaching today are our future. The task for the preparation of future is heavy but glorious. As teachers, we are not only responsible for our students, but also responsible for our human community. With the purpose of having a bright future, we need to work hard, together with parents and other community members, to maximize each student’s potential and help him become a qualified human being.

Thirdly my philosophy embraces that education should prepare students for effective service in an increasingly postmodern world. Informed citizens need to understand the world as it is, as well as possess a vision for what it can be. While today some individuals question the idea of a stable, objective reality that can be known, and may affirm a relativistic or postmodern world-view, Christians affirm the existence of a transcendent God who has revealed moral absolutes and sustains a stable universe. While life sometimes appears to be meaningless and chaotic, Christians understand that this is due to the presence of sin and evil in the world, the consequence of the fall of all creation–including humanity–as recorded in the book of Genesis in the Bible. Yet, at the same time, Christians can affirm the value of research and rational thought because humanity was initially created in the image of God, also recorded in Genesis. The potential for the acquisition of knowledge, as well as the limitations in this respect, contribute to the need for humility in education and research. Humility is a key virtue of Christianity and it should be reflected in the Christian’s quest for knowledge and understanding. Rational thought and scientific inquiry will always fall short of the perfection that only God possesses, yet because we are made in the image of God, genuine knowledge and truth can–in part–be apprehended in a seemingly chaotic and meaningless world.

Students need a base of knowledge that thoroughly integrates a Christian worldview and valid conclusions based upon trustworthy research and informed personal experience. The learner is to be eclectic in gaining knowledge; carefully integrating revealed Truth with the conclusions of academia in a non-contradictory manner. As a part of their educational experience, my students are expected to synthesize Christian ideas, personal experiences, and perspectives offered by the academic discipline being studied. In this synthesis, the authority and priority of Christian belief, built upon biblical foundations, constitutes an adequate superstructure for academic learning as well as personal faith.

Teaching should include methods and procedures that are maximally effective and practical, thus facilitating the mutual search–by teacher and students–for a distinctively Christian viewpoint. It is not assumed that the teacher has all the answers, but is in a quest for the best possible answer given the limitations of human reason, realizing that only God is perfect.

By modeling and sharing in the quest for a Christian perspective, the teacher is able to encourage students to defer judgment until sufficient evidence is accumulated and analyzed. Because of prior study in the discipline, the professor is also a guide or mentor who helps direct students to central concepts in that area of study, rather than allowing the class to become sidetracked with peripheral or irrelevant matters. The goal is to help students carefully evaluate the tenability of concepts from research and human experience. This is an important component in developing future Christian leaders.

Academic knowledge is important, but knowledge is inadequate without developing and implementing corollary applications. I include a variety of projects in my classes, helping students use what they learn in class in a practical manner. Education in the fullest sense is cognitively understood, affectively experienced, and behaviourally transforming. The whole person is involved.

The social sciences and education, as understood from a distinctively Christian stance, are of great value because they provide alternative views of human interaction and behaviour, and are rudiments of a genuinely holistic perspective of the world. I am convinced that both an understanding of individual behaviour (psychology) and groups (sociology) complement one another, and that either in isolation provides at best a truncated view of human activity, as would any discipline apart from the historical commitments and assumptions implicit in that discipline. I am particularly interested in educational applications framed by the social sciences, partly because these are the areas of my academic preparation, but also because I believe the educational context–at any level of education–can profit from the insights and research conclusions of the social sciences, making it more likely that educators can influence people in a productive manner.

Bibliography:

Clarissa Leger Response

Aging Conditions

Clarissa Leger Response

Part A: Two environmentally influenced abnormal memory disorders

Hi Clarissa! I do agree with your post that the Wernicke-Korsakoff syndrome is an environmentally influenced mental disorder and to which is accompanied by long-term alcoholic use. Besides, the condition can also result from the deficiency of Vitamin B-1 and present with such syndromes as confusion, changes in the eye, and vision and exaggerated storytelling. Therefore, the condition does not only get influenced by increased alcohol intake for a prolonged duration but also as a result of malnourishment. I believe that the inability to form new memories results from distortions in mind resulting in forgetfulness. Traumatic brain injury is also an environmentally influenced condition in that it involves an external influence.

Part A: Two genetically predisposed abnormal memory disorders

I also tend to agree with you that Alzheimer’s is a genetically predisposed condition in that it runs in the family. The reason why it can be considered genetic is that there is a high chance of predisposition to the condition if one of the members in the family has the condition. However, the condition can also be influenced by environmental factors. I do agree that the condition is characterized by short-term memory.

Part B: Techniques that can be used to improve memory and to continue learning throughout a lifetime

Improving memory in old age is the only option since aging cannot be reversed, and this can be done through such things as learning. Putting the brain into use regularly makes it easy to manage memory. Overall it is a Great Post!

Chloe Johnson Response

Part A: Two environmentally-influenced abnormal memory disorder

Hey Chloe! Dementia is indeed an environmentally influenced condition. However, the disease is not necessarily caused by exposure to chemicals in the environment but also by other factors. Dementia is mostly associated with aging due to its ability to destroy brain capacity. Thus, Dementia contributes significantly to the loss of thinking ability of the infected person, which leads to impaired reasoning. I also agree with your argument that there are very many toxins exposed in the environment that may affect the human brain leading to Dementia. Brain injury is also another environmentally –influenced memory disorder that has a significant role to play in memory loss, especially in the elderly.

Part A: Two Genetically- Predisposed Abnormal Memory Disorder.

I agree with your selection of Alzheimer’s disease as a genetically-caused abnormal memory disorder. The condition causes changes in personality due to failure to recognize new instructions or learning environments by the affected persons. Alzheimer’s condition is passed on genetically from parents to their siblings. I also agree that Parkinson’s disease is a disorder, especially affecting the movement and stability of a person. The instability brought by Parkinson’s disorder leads to brain damage due to falling and, thus, an abnormal memory disorder. The condition is as well passed on through inheritance.

Part B: Description of how the aging process affects memory intelligence and learning.

It is true that aging is inevitable and, therefore, cannot be controlled. As by grow older, their thinking capacity and memory are affected as well. However, intelligence may be said to increase with the increase in age to a certain limit, and so does learning.

There are techniques that can be used to boost human memory, such as physical exercises and healthy eating habits. Meditation is also useful in maintaining memory for long.

Clarity of the Class Readings on Social Situation in America

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Clarity of the Class Readings on Social Situation in America

Social inequalities will always exist in America as long as we have different social classes that is the working class, the middle class and the low class. People rarely talk about the existence of social classes in the U.S but thy exist and are seen through actions of discrimination, racism and corruption. From the three reading in the class there is a lot of impact about social trends in America that I have concluded, ranging from facts which I did not understand and realities that we experience daily. From the three readings, ‘The Virtue of Prosperity’, ‘Class in America…’ and ‘The Myth of equal Opportunity’ have really impacted on my view about social issues in America.

Spiritual and social crisis have been impacted negatively with technology from the past ten years. The age of unprecedented prosperity makes many people in the U.S more successful than they could ever imagine. The advancing technologies give us the ability to communicate to a wide range of people and it is through this we get the chances to embrace power since technologies create capitalism and wealth. Currently the people in the U.S are utilising technologies for negative purposes where techno capitalism brings inequalities, watching the videos destroy the cherished values in the society and through technologies families and communities are undermined. Technology brings a lot of changes to the economy but people are still left with unanswered questions on how the web developers make a huge amount of money that even a small country cannot (Dinesh D’Souza. Pg. 23). If we use technology and other inventions rightfully we will achieve the American dream of prosperity.

From the readings I can say that poverty is a state that can be passed from generation to generation whereby once your parents are born poor there is a high possibility of being poor or one class ahead of theirs. If one is born I a family that is doing well there is a high chance of getting better foundation in terms of education and when growing up there is a wide range of opportunities unlike those born from low class (Gregory Mantisios. Pg.8). Through the readings it has been made clear to me about he understanding of the power of a social class where the rich have more changes of getting rich and the poor can remain poor unless they struggle hard. The haves and the have-nots exist in the American society it is just that we tend to ignore this part and claim we are all equal.

The idea that people always work for low wages in bad poor working environments is something that will go on since the rich will continue to exploit the poor who are always desperate to make a living. We all have different opportunities and nobody should lie that there is fairness in our offices, schools and commercial stores. People are given opportunities according to their race, social class and who they are related to in the society. The readings clarify that equal opportunities is a saying that is used to make the Americans feel included in everything but when it comes to actions there is bias (Adrian Hemans. Pg.6). The condition of the low and the middle class can be improved if more donations and organisations come together to support the ideas of people from these classes. The people with talents and initiatives can be helped with money and loans from the banks and government to help them achieve their dreams. If we stay true to our virtues and treat everyone equal the American dream of prosperity can be achieved.

References

Adrian Hemans. The Myth of Equal Opportunity (2000)

Dinesh D’Souza. Excerpt from The Virtue of Prosperity: Finding Value in an Age of Techno Affluence. (2000).

Gregory Mantisios. ‘Class in America: Myths and Realities (2000)