Classmates,
For the last eight weeks, I admit that I have finally found a common ground with all of you---Communication, which seems to be an on-going challenge for each one of us. Regardless how many of us are deaf or not, communication continues to be main vehicle for a clear information. I greatly appreciated each one of you and your willingness to share your experiences and opinions.
One thing I learned that communication comes in different form, sensation, and meaning for each one of us. This makes our lives more interesting and challenging in positive ways. To encourage the up keeping with communication skill, I encourage you to connect me through facebook.
I enjoyed working with you and am looking forward to continue.
Chrissy
Wednesday, October 26, 2011
Sunday, October 16, 2011
Team Building Part 1-Blog
To be frankly honest with you, I have not yet experience a stage where it was hard to say good bye to the team. I am a job hopper, so I leave before I experience the final stage of team development. Perhaps, this is because I am used to leave a place or people frequently. Perhaps, this is because all of my good friends live far away and that is part of Deaf culture. The only experience that I found to be the most difficult to say good bye, which was saying good bye to one of my former students who I worked very hard with.. someone I greatly invested... In the end, this student was still angry with me and I had to leave without a closure.
Saturday, October 8, 2011
Communication-Week 5
There are two persons in my life who I have disagreements with the most frequent. My mom and my husband are the most sensitive people I have ever met and this becomes an intruding subject in the disagreements. Sensitivity does not allow any of us to be remain objective. Admittedly, I usually am a strong opinionated person who will say what I needed to say right out loud and right at the spot.
Growing up, my father told me to learn to "bite your tongue." I never understood what it meant until I was much older and had disagreements with my mother and husband frequently. Two strategies I learned to use when I attempt to soften the disagreements. First, I had to learn to allow mom or my husband to express their opinions and thoughts even though I knew they were misinformed at times. Second, I learned that sometimes it is better to not continue the debate until we all have clear minds to continue. I would like to add a third strategy, which is easier to say than to do. The third strategy is to apologize and accept the blame, especially when it is not even your fault or when you did not have anything to do with it. This is the challenging task. I learned that people relieve their anger quickly when I apologize for someone else's mistake without stating or pointing whose fault. In some disagreements, it is better to let it go. In others, it is worth fighting for.
I believe I could gain my skill using NVC and 3R's by applying them more in disagreements with my mother and my husband. I would like to see the results of using these strategies.
Friday, September 30, 2011
Communication-week 4: Who am I as a Communicator?
After doing all kinds of assessments, I perceived myself according to my own standard of what a effective communicator appeared to me. Then I reviewed two persons' assessments on me. I found that I felt somewhat insulted for being placed in "significant" on Verbal Aggression Scale. It made me feel like I've worked so hard in improving how I argue the cases with others in appropriate way seem trivial.
However, I realized that this person may not change his/her perception of me, because he/she may already "set up" a certain perception of me based on the first impression. What does it take to change one's perception of me is an important question. This had gotten me to reconsider how I communicate with others. I am becoming much more aware of how others react to my communication approaches.
I am hoping to improve my communication styles in different areas so that I could continue being an effective communicator for everyone including myself.
However, I realized that this person may not change his/her perception of me, because he/she may already "set up" a certain perception of me based on the first impression. What does it take to change one's perception of me is an important question. This had gotten me to reconsider how I communicate with others. I am becoming much more aware of how others react to my communication approaches.
I am hoping to improve my communication styles in different areas so that I could continue being an effective communicator for everyone including myself.
Wednesday, September 21, 2011
Communication--Week 3
I acknowledge that I communicate with people differently according to their ability to understand the expressions I use to explain my ideas or thoughts. Also, I become aware that I am communicating with others who come from different backgrounds differently, because I put addition efforts in avoiding appear insensitive toward others.
As a case manager, I communicate with over 30 clients who have a wide range of mental health, mental disorders, and emotional disorders. Their abilities to receive and express vary at a greater scale. On my job, I always try to communicate at clients' comprehensive level.
If I am communicating with my colleagues or supervisors, I communicate differently. I communicate at much more professional level than I would with my circle of friends. What is even more--I communicate differently with deaf peers than I would with hearing peers based on culture tendencies.
There are three strategies that I learned this week, which would help me become effective communicator. First, one strategy is to remember to treat others the way I want to be treated. Second, gain my perception of self and of others by learning and relearning about culture, diversity, and my being. Third, use active listening skill to gain my competency as effective communicator. These strategies are on-going and reusable.
As a case manager, I communicate with over 30 clients who have a wide range of mental health, mental disorders, and emotional disorders. Their abilities to receive and express vary at a greater scale. On my job, I always try to communicate at clients' comprehensive level.
If I am communicating with my colleagues or supervisors, I communicate differently. I communicate at much more professional level than I would with my circle of friends. What is even more--I communicate differently with deaf peers than I would with hearing peers based on culture tendencies.
There are three strategies that I learned this week, which would help me become effective communicator. First, one strategy is to remember to treat others the way I want to be treated. Second, gain my perception of self and of others by learning and relearning about culture, diversity, and my being. Third, use active listening skill to gain my competency as effective communicator. These strategies are on-going and reusable.
Saturday, September 17, 2011
Communication--Week 2
For this blog activity, I decided to watch a movie called Jane Eyre and analyze the communication style. There are two main characters: Jane Eyre and Mr. Rochester.
Jane Eyre, a young and twenties-something woman, had gone through tragic ordeals through entire of her childhood and adolescence. She protected herself from others by remaining plain in clothing, speaking, nonverbal communication, and everything. She always stayed on guard. She set herself apart from others by wearing dull clothes (plain) and kept things to herself.
Mr. Rochester, forties-something man, was a father to a young girl. He was hungry for connection with a person. He was on emotional roller coaster, because his first wife had severe mental illness. He reached out through verbal constantly.
When Jane met Mr. Rochester, her body language reflected fear in Mr. Rochester's eyes. He attempted to converse with her, but she would not go pursue in-depth conversation. He read her eyes, body language, and clothing and was able to identify that Jane did not want to share her past with him.
To keep the story short and to the point, Jane and Mr. Rochester realized they were comfortable with each other based on the fact that she listened actively to him and he was able to read her. Naturally, they developed romantic feelings for one another.
As I watched the movie, I could "feel" their emotions and read their nonverbal communication before next event. I immediately knew these characters would bonded. It was clear throughout the movie. It was easy to observe the eye contacts, the body language, and a few dropped hints such as how Jane rub her hands when she's around Mr. Rochester, and how Mr. Rochester became upset when Jane did not attend his parties on a few occasions.
The more I paid attention to the communication cues, the more I recalled the moments of my life that I probably did not realize when others needed me or did not want me. Now I need to pay much more attention on what messages I am sending out to others and watch for a response from others. Perhaps, I will find a proper way to interact with others.
Jane Eyre, a young and twenties-something woman, had gone through tragic ordeals through entire of her childhood and adolescence. She protected herself from others by remaining plain in clothing, speaking, nonverbal communication, and everything. She always stayed on guard. She set herself apart from others by wearing dull clothes (plain) and kept things to herself.
Mr. Rochester, forties-something man, was a father to a young girl. He was hungry for connection with a person. He was on emotional roller coaster, because his first wife had severe mental illness. He reached out through verbal constantly.
When Jane met Mr. Rochester, her body language reflected fear in Mr. Rochester's eyes. He attempted to converse with her, but she would not go pursue in-depth conversation. He read her eyes, body language, and clothing and was able to identify that Jane did not want to share her past with him.
To keep the story short and to the point, Jane and Mr. Rochester realized they were comfortable with each other based on the fact that she listened actively to him and he was able to read her. Naturally, they developed romantic feelings for one another.
As I watched the movie, I could "feel" their emotions and read their nonverbal communication before next event. I immediately knew these characters would bonded. It was clear throughout the movie. It was easy to observe the eye contacts, the body language, and a few dropped hints such as how Jane rub her hands when she's around Mr. Rochester, and how Mr. Rochester became upset when Jane did not attend his parties on a few occasions.
The more I paid attention to the communication cues, the more I recalled the moments of my life that I probably did not realize when others needed me or did not want me. Now I need to pay much more attention on what messages I am sending out to others and watch for a response from others. Perhaps, I will find a proper way to interact with others.
Thursday, September 8, 2011
What is Communication?
There is a good friend of mine who holds a position as a program director at Salisbury Behavioral Health, Inc.'s Deaf Services Center for Residential division. She is a very competent communicator. These are the behaviors that exhibit an effective communicator:
1. She always remain neutral.
2. She maintains the tone (body language and verbal).
3. She listens actively.
4. She expresses clearly and carefully. She would rephrase her statements to ensure that others understood what she meant to say.
5. She gives people the feeling of security by showing that she cares for others.
6. She shows empathy toward others regardless what circumstances she is in at the moment.
7. Regardless how stressful the situation is, she always come out with a smile on her face.
8. She stays abreast on what is happening at her workplace.
9. She follows up with others to ensure that everything has worked out.
I think these behaviors are excellent qualities of an effective communicator. There are so much more qualities that can lead a person to be a effective communicator. I certainly would use nearly all of these behaviors, because these seem to draw others to a person. We want people to feel secure around us so that we could help them.
1. She always remain neutral.
2. She maintains the tone (body language and verbal).
3. She listens actively.
4. She expresses clearly and carefully. She would rephrase her statements to ensure that others understood what she meant to say.
5. She gives people the feeling of security by showing that she cares for others.
6. She shows empathy toward others regardless what circumstances she is in at the moment.
7. Regardless how stressful the situation is, she always come out with a smile on her face.
8. She stays abreast on what is happening at her workplace.
9. She follows up with others to ensure that everything has worked out.
I think these behaviors are excellent qualities of an effective communicator. There are so much more qualities that can lead a person to be a effective communicator. I certainly would use nearly all of these behaviors, because these seem to draw others to a person. We want people to feel secure around us so that we could help them.
Wednesday, August 17, 2011
Professional Hopes and Goals
As we are heading to the finish line of this course, I feel that I need to share with you of my hope and goal.
My hope is pretty much linked with promoting positive educational experiences for young deaf children, so that they can effectively work with others of different cultures. I hope also that young children of all races will mesh together fairly well, so that some day our world will turns a new face with much more harmony.
My goal is to expose the significant of diversity, equity, and justice to my undergraduate students who also are our future early childhood educators. These students are the next generation to carry the torch into the next generation.
Colleagues, I enjoyed studying and experiencing this riveting course along with you. I hope all of you continue to enjoy your journey--whether it may be in classroom or somewhere else.
My hope is pretty much linked with promoting positive educational experiences for young deaf children, so that they can effectively work with others of different cultures. I hope also that young children of all races will mesh together fairly well, so that some day our world will turns a new face with much more harmony.
My goal is to expose the significant of diversity, equity, and justice to my undergraduate students who also are our future early childhood educators. These students are the next generation to carry the torch into the next generation.
Colleagues, I enjoyed studying and experiencing this riveting course along with you. I hope all of you continue to enjoy your journey--whether it may be in classroom or somewhere else.
Thursday, August 11, 2011
Welcoming Families from Around the World
For this project, I would select a family from Burma. In order to be culturally responsive to the family from Burma, here is a list of what I would do to become culturally responsive.
1. I would research on Burma and its nation. This website is one of many useful sources: http://www.state.gov/r/pa/ei/bgn/35910.htm
2. I would perform a home visit with the burmese family to initiate the contact. For this visit, I would request for an interpreter if needed. This would give me an opportunity to interact with the family to gain my knowledge of Burma and its tradition.
3. I would study Burmese language using different sources to become familiar with. Perhaps, I would learn a few basic words in Burmese to show courtesy. Here is one of sources that provide information on Brumese language: http://www.omniglot.com/writing/burmese.htm
4. I would research about local events related to Burmese. Then attend several events to study and learn how people interact, taste their food, and meet new people whose origin is from Burma. This website provides a list of events related to Burma in United States: http://burmese-community.blogspot.com/2011/04/2011-usbma-burmese-new-year-festival.html
5. One important part in studying Burma is to understand traditional behaviors such as male and female roles, so I can demonstrate respect toward their culture through behaving accordingly.
These venues in becoming culturally responsive should prepare me for initiate and first several encounters with the family. Hopefully, I would be able to extend the study into Early Childhood program by inviting the family to share their culture and developing a solid relationship with the family. I believe that I would need to observe, interact, and use my five senses to learn about Burma in order to have a better idea of how to respond to the Burmese family in appropriate ways.
One last thing, the reason I selected Burma based on the fact that I grew up with a gentleman whose origin is Burma. He and I became close friend. I've always questioned him about his background, but he was too young to remember anything about Burma. The only thing he talked about was the Burmese food. In the picture above is a picture of my friend and I when we were in eighth grade. I sat on the ground--front row first from the left. My friend, JT who was born and raised in Burma for a short time before coming to America, knelt in second row--the first from the right.
Burma Flag:
1. I would research on Burma and its nation. This website is one of many useful sources: http://www.state.gov/r/pa/ei/bgn/35910.htm
2. I would perform a home visit with the burmese family to initiate the contact. For this visit, I would request for an interpreter if needed. This would give me an opportunity to interact with the family to gain my knowledge of Burma and its tradition.
3. I would study Burmese language using different sources to become familiar with. Perhaps, I would learn a few basic words in Burmese to show courtesy. Here is one of sources that provide information on Brumese language: http://www.omniglot.com/writing/burmese.htm
4. I would research about local events related to Burmese. Then attend several events to study and learn how people interact, taste their food, and meet new people whose origin is from Burma. This website provides a list of events related to Burma in United States: http://burmese-community.blogspot.com/2011/04/2011-usbma-burmese-new-year-festival.html
5. One important part in studying Burma is to understand traditional behaviors such as male and female roles, so I can demonstrate respect toward their culture through behaving accordingly.
These venues in becoming culturally responsive should prepare me for initiate and first several encounters with the family. Hopefully, I would be able to extend the study into Early Childhood program by inviting the family to share their culture and developing a solid relationship with the family. I believe that I would need to observe, interact, and use my five senses to learn about Burma in order to have a better idea of how to respond to the Burmese family in appropriate ways.
Burma Flag:
Thursday, August 4, 2011
The Personal Side of Bias, Prejudice, and Oppression
My personal experience with bias, prejudice, and oppression has been an on-going journey. Experiencing it personally and witnessing oppression toward someone else are part of my life. I have also witnessed prejudice and oppression through many fiction books, television shows, and other medias.
Personal:
Oftentimes, I've been told I would not accomplish anything in life. Deafness is seen as a barrier in accessing to the language. Therefore, if I could not learn languages, I would not be able to learn anything. Obtaining a job is always a struggle. I have been rejected by employers because of my hearing ability. I've been questioned about my skills based on my hearing ability.
Witnessed someone else:
This young man is deaf and has several behavior disorders along with mental illness. Yet, he was bright and active. I worked primarily with this young man. He asked me if he could take driver's education class. He wants to get driver's license. He really wanted to be like every other teenager. I encouraged him to try the class out. He was uncertain about how he is going to pass the class. My head-supervisor said he cannot take driver's education, because he's not bright and capable. I stood up to her and asked to give him the same treatment as every other teenager. He has to try and learn. This is a sign of oppression between highly educated person and a person with mental illness.
Media---Switched at Birth:
This show is about two female teenagers (Daphne--deaf and Bay--hearing) who were switched at birth and discovered the switch as teenagers. One of the teenagers is deaf. This deaf person meets her biological parents. The biological parents automatically accused the mother for not preventing the child from becoming deaf. Then biological parents encouraged this teenager to get cochlear implant and be normal like them. They did not bother to recognize the wonderful person she is as a deaf person.
There is another character, Emmett, who is profoundly deaf since birth. He has deaf parents.Unexpectedly, he fell in love with Bay. Emmett's mother did not support Emmett's relationship with Bay because Bay is hearing and does not belong in Deaf community. The mother assumed that every hearing-deaf relationship is doom for failure. Emmett pointed out that his parents are deaf and getting divorced.
Personal:
Oftentimes, I've been told I would not accomplish anything in life. Deafness is seen as a barrier in accessing to the language. Therefore, if I could not learn languages, I would not be able to learn anything. Obtaining a job is always a struggle. I have been rejected by employers because of my hearing ability. I've been questioned about my skills based on my hearing ability.
Witnessed someone else:
This young man is deaf and has several behavior disorders along with mental illness. Yet, he was bright and active. I worked primarily with this young man. He asked me if he could take driver's education class. He wants to get driver's license. He really wanted to be like every other teenager. I encouraged him to try the class out. He was uncertain about how he is going to pass the class. My head-supervisor said he cannot take driver's education, because he's not bright and capable. I stood up to her and asked to give him the same treatment as every other teenager. He has to try and learn. This is a sign of oppression between highly educated person and a person with mental illness.
Media---Switched at Birth:
This show is about two female teenagers (Daphne--deaf and Bay--hearing) who were switched at birth and discovered the switch as teenagers. One of the teenagers is deaf. This deaf person meets her biological parents. The biological parents automatically accused the mother for not preventing the child from becoming deaf. Then biological parents encouraged this teenager to get cochlear implant and be normal like them. They did not bother to recognize the wonderful person she is as a deaf person.
There is another character, Emmett, who is profoundly deaf since birth. He has deaf parents.Unexpectedly, he fell in love with Bay. Emmett's mother did not support Emmett's relationship with Bay because Bay is hearing and does not belong in Deaf community. The mother assumed that every hearing-deaf relationship is doom for failure. Emmett pointed out that his parents are deaf and getting divorced.
How one treats another removes the equality by lowering one's status in the society. This is basically what we all experience at some point in our lives. When someone says that a deaf person needs to be fixed, the inequity comes through the identity. This creates the feeling of being abnormal and possibly a identity crisis.
From my experience, oppression and prejudice had always anger me. I used to "talk back" to others who degraded my identity, my being, my ability, and so on in different ways. I used to sign to someone who mocked me. Sometimes, I'd say, "watch me" and I'd accomplish.
There were not many people who allied for me except for my parents, grandparents, and interpreters. Most of the time, I believe that my trait of being stubborn is what helped me getting through the obstacles. I knew what I was capable of, so I just endured everything to reach the goal. It seemed to be much more difficult as a teenager, and young adult than in my 30's. I am much more laid back now. Once in a while, I'll fiercely fight for equal rights.
I would not change anything. I wouldn't be who I am if I had not gone through the obstacles, the struggles, and emotions. This had given me the opportunity to gain compassion for others even if oppression exhausts me.
Friday, July 22, 2011
Practicing Awareness of Microaggressions
I've experienced disability microaggression being targeted at nearly daily. One of examples: people often asked me if I could drive, write, read, and so forth. It is often degrading because they determined that being deaf equals to being vegetable. This kind of response from others are irritating.
Another example: I applied for a job position called Job Coach. This position entailed duties including working with deaf and hard of hearing clients that required fluent in American Sign Language. I got an interview. When I arrived at the site, the interviewer said the company would not hire me. The reason they would not hire me was targeting at my hearing ability. In their perspective, lack of hearing ability means I could not manage the job responsibilities.
Beside being a target of a disability microaggression, I found myself targeting others based on racial microaggression even though it was not my intention at all. At a gas station, I pumped my vehicle while watching three young Latino males walking from their odd looking vehicle to the store. Based on their appearance, I immediately felt unsafe. Although I did not have direct contact with these gentlemen, I caught myself reacting in such a manner.
Thankfully, the course for this week focused on microaggression. I learned a great deal about it for I have never heard of microaggression until now. This has helped me clarify what behaviors I'm displaying toward others. I realized that it may be difficult to compose my behavior responsiveness toward others at times. It will take some discipline to refocus my attention on being just.
Another example: I applied for a job position called Job Coach. This position entailed duties including working with deaf and hard of hearing clients that required fluent in American Sign Language. I got an interview. When I arrived at the site, the interviewer said the company would not hire me. The reason they would not hire me was targeting at my hearing ability. In their perspective, lack of hearing ability means I could not manage the job responsibilities.
Beside being a target of a disability microaggression, I found myself targeting others based on racial microaggression even though it was not my intention at all. At a gas station, I pumped my vehicle while watching three young Latino males walking from their odd looking vehicle to the store. Based on their appearance, I immediately felt unsafe. Although I did not have direct contact with these gentlemen, I caught myself reacting in such a manner.
Thankfully, the course for this week focused on microaggression. I learned a great deal about it for I have never heard of microaggression until now. This has helped me clarify what behaviors I'm displaying toward others. I realized that it may be difficult to compose my behavior responsiveness toward others at times. It will take some discipline to refocus my attention on being just.
Friday, July 15, 2011
Perspectives on Diversity and Culture
For this assignment, it was easy for me to find several people to answer the question of what they think of culture and diversity. I have culturally diverse circles of friends.
Sharvedh (South American Indian) replied that he thought of culture and diversity as in how it defines through the beliefs and value of groups.
Ken (Italian-American) replied that he thought of culture and diversity as in the culture defines languages, customs, community, and values from each community. He questioned whether diversity defines the races.
Heather (American): her statement "The definition of culture is varied with how we are being raised by families from different places over the world, languages, society, the way we dress because some of us do dress differently due to our types of culture because other counties have different types/styles of how we dress such as over in England they wear fancy hats for special occasions or events while we as Americans don't wear those types of fancy hats for American types of occasions/events or in Africa, women wear types of jewelry such as earrings or too many of them on their faces/ears that are part of their culture like that. As for diversity definition has many different races, minorities such as Mexicans, Asians such as international people wherever they come from and some people do have some disabilities that are diversity as we have to deal with them as we face. Something does with different and uncommon."
There are shared perspectives of what culture and diversity defines in three persons' statements. The common grounds are: 1. groups or communities, 2. beliefs/values. Their responses are along the lines to what I've studied this week on diversity and culture. It is clear that the definition of culture and diversity has became broad. There is no one word to describe culture and diversity. One thing I noticed that had been omitted is disability and ability. I believe that disability and ability is part of culture and diversity, because a group of people who share the same disability develop their own language, lifestyle, history, and so forth to overcome the obstacles they face daily.
My friends' comments did not have powerful influence on what I thought of culture and diversity. It showed me that we all think along the similar lines. We all just perceive it at different depth. Some of us are influenced by where and how we were raised; therefore, it lead us to think in certain ways about culture and diversity.
Believe it or not, all these three persons who replied to my question in regarding to culture and diversity are profoundly deaf. Yet, each comes from different culture background.
Sharvedh (South American Indian) replied that he thought of culture and diversity as in how it defines through the beliefs and value of groups.
Ken (Italian-American) replied that he thought of culture and diversity as in the culture defines languages, customs, community, and values from each community. He questioned whether diversity defines the races.
Heather (American): her statement "The definition of culture is varied with how we are being raised by families from different places over the world, languages, society, the way we dress because some of us do dress differently due to our types of culture because other counties have different types/styles of how we dress such as over in England they wear fancy hats for special occasions or events while we as Americans don't wear those types of fancy hats for American types of occasions/events or in Africa, women wear types of jewelry such as earrings or too many of them on their faces/ears that are part of their culture like that. As for diversity definition has many different races, minorities such as Mexicans, Asians such as international people wherever they come from and some people do have some disabilities that are diversity as we have to deal with them as we face. Something does with different and uncommon."
There are shared perspectives of what culture and diversity defines in three persons' statements. The common grounds are: 1. groups or communities, 2. beliefs/values. Their responses are along the lines to what I've studied this week on diversity and culture. It is clear that the definition of culture and diversity has became broad. There is no one word to describe culture and diversity. One thing I noticed that had been omitted is disability and ability. I believe that disability and ability is part of culture and diversity, because a group of people who share the same disability develop their own language, lifestyle, history, and so forth to overcome the obstacles they face daily.
My friends' comments did not have powerful influence on what I thought of culture and diversity. It showed me that we all think along the similar lines. We all just perceive it at different depth. Some of us are influenced by where and how we were raised; therefore, it lead us to think in certain ways about culture and diversity.
Believe it or not, all these three persons who replied to my question in regarding to culture and diversity are profoundly deaf. Yet, each comes from different culture background.
Wednesday, July 6, 2011
My Family Culture
If I was ever in a circumstance of being a refugee and was instructed to bring only three items with me. I would select a family album, an old family Bible, and a crochet blanket. A family album is filled with photographs of my family, myself, and older family members (grandparents, great grandparents). An old family Bible was given to me when my parents divorced. It is white and 3 inches to four inches thick. It has my parents and grandparents' writings in it. Lastly, a crocheted blanket was made by my mother as a Christmas gift to me and my husband. Nothing beats a hand-made gift. It is about king size and has my favorite colors (maroon and dark blue).
A family album is something that I love having. Every picture tells a story. I could elaborate the story by looking at the pictures and walking the memory lane. My grandmother always did that when I was a child. She described the setting, the persons, and how much they loved me. I would do the same. It makes me feel connected to my family.
An old Bible has my father's last name engraved on it. My grandparents passed it down to my parents on their wedding day. Even though my parents divorced, my mother believed that I should have it based on the birth order (I am the oldest). One day I went through the Bible. I found an old photograph and a letter in it. I left it where I found it. It is kind of a treasure. Bible itself is about God and lessons that I learn to understand God and myself better. This would help me becoming a better person.
A crocheted blanket is important because it came from my mother's heart. She made it with her hands. It keeps me warm during the cold nights. Everyone in my family knows that I get cold easily just like my aunt. It's hereditary. I learned how to crochet from my mother.
If I was told to sacrifice two items, I would let blanket and Bible go with wretched feelings. It is a piece of who I am, but I know that I can find a blanket and Bible. Also, my blanket would keep someone else warm. The Bible would teach someone else. I carry verses in my heart and I will always find a Bible somewhere. Family album cannot be replaced, so that is something I would keep.
From this experience, I realized that I am sharing things that my parents and grandparents shared with me. Whatever I've learned and practiced are part of my whole being. If I ever was told to change to be like everyone else, I would defy with honest heart.
Friday, June 24, 2011
When I think of Research....
Research had always been a topic that cause squirm among the lots of us. I know it had made me squirm one too many times. Since I took the course that focuses on research, I find that it is essential for all of us to practice and build our research competencies. We often become uncomfortable with research, because we do not have extensive knowledge or resources to utilize. After taking this course, the ideas I possessed of the research changed from prestigious to common. What I meant by that is the fact that research often accompanies an image of a person with certain status and intelligence to perform research. However, I learned that any one can perform research as long as s/he has the goal and motivation to complete the entire work.
Research requires careful plan and detailed designs. Research certainly takes time to develop. One has to be able to visualize the focal point of the research. Otherwise, it flops. Planning, designing, modifying, or maintaining research absolutely requires a lot of organizing skills. One has to be willing to remain abreast of the progress until it reaches completion. The challenges I encountered while learning about research were being able to comprehend qualitative and quantitative. Understanding how a method functions takes addition efforts. Also, it takes a lot of practices and extensive knowledge to determine which approach to pursue and develop solid research.
At last, learning abut research helped me understand how important it is to develop ideas and verify the results that may or may not improve Early Childhood Education, Early Childhood professionalism, and many others that are involved in Early Childhood Education field. Our lives are constantly undergoing the changes. Therefore, it is necessary to appreciate and show gratitude toward the researchers who work hard to find proofs that can easily change our lives for better or worse.
Research requires careful plan and detailed designs. Research certainly takes time to develop. One has to be able to visualize the focal point of the research. Otherwise, it flops. Planning, designing, modifying, or maintaining research absolutely requires a lot of organizing skills. One has to be willing to remain abreast of the progress until it reaches completion. The challenges I encountered while learning about research were being able to comprehend qualitative and quantitative. Understanding how a method functions takes addition efforts. Also, it takes a lot of practices and extensive knowledge to determine which approach to pursue and develop solid research.
At last, learning abut research helped me understand how important it is to develop ideas and verify the results that may or may not improve Early Childhood Education, Early Childhood professionalism, and many others that are involved in Early Childhood Education field. Our lives are constantly undergoing the changes. Therefore, it is necessary to appreciate and show gratitude toward the researchers who work hard to find proofs that can easily change our lives for better or worse.
Saturday, June 4, 2011
Research Around the World
Research around the world is amazing and unending learning experience. For this assignment, I decided to explore European Early Childhood Education Research Association (EECERA): This international early childhood organization publishes a well respected journal. All back issues are accessible from this site and are fully searchable without charge.
http://www.eecera.org/
http://www.eecera.org/
Here is what I discovered:
1. The current international research topics focused on how to teach and to learn for both teachers and children, the influence of play on children (especially with adults attitudes), and how children's cortisol increases or decreases.
2. What surprised me was how common the topics are across the world. The world wide commons show that "we" are struggling to present a final proof of what we can do to "fix" the problems. Exploring an international website helped me to realize that there are common research topics that I could follow and compare to learn more about the impacts on children in other countries than United States. Then I could compare the results between a country and United States to see if there is any particular reason for the differences or similarities.
Yet, there are research topics that focus on children of the conflicted (ie: religion conflicts, war, etc). Because we, who reside in United States, have not yet experienced or record some topics focusing on children of the conflicts. This led me to wonder if the civil war in United States had huge impact on children's developments. Unfortunately, this was more than 100 years ago.
3. A newsworthy information that I discovered was the conference. I did not realize there is a conference for researchers. EECERA provides annual conference. It sounds very curiosity. Other than its curiosity, conferences offer tremendous supports to researchers by discussion, build relationship, and unity. I think these are excellent qualities to offer.
Saturday, May 21, 2011
Research that benefits Children and Families---Uplifting Stories
There are two research that I am very familiar with, especially its effects on the deaf community.
Numerous of researches study the association between hearing loss and language development. Here is one of many research examples that focused on the precise issue: http://pediatrics.aappublications.org/content/106/3/e43.full.pdf+html.
It is important to acknowledge that at estimate of 90 percent of deaf children have hearing (normal hearing ability) parents. Generally, parents often find themselves unsure about what communication mode to communicate with their "deaf" children and this lead to delayed language developments. Some parents place their children at deaf residential school by the time they are three or four year old. Parent-child relationship becomes distant and difficult for some. Many research like this one demonstrate the significant impact on language development by identifying hearing loss, communication mode, and family involvement level at certain ages. The younger the child is, the better his/her language development is when parents are involved in child's learning experience (ie: early childhood program placement, communication mode selection, and family involvement). When the child has all positive influentials, child has a higher reasoning ability and vocabulary by age of 5.
Another type of research has been very effective and unbelievably amazing is called genetics of EVA. This research has been around for some time and National Institute on Deafness and other communication disorders is well known for genetics research. Please go to http://www.nidcd.nih.gov/health/hearing/genetics.asp for further exploration. This research institute discovered that there are more than about 60 identified genes leading to hearing loss. There are approximately 10 percent deaf children born to deaf parents and several deaf generations. From my experience, there are good number of people who do not know how they became deaf at birth. This genetic tests help these people identifying the causes. One of my good friends became deaf at age of 4 unknowingly and to normal hearing parents. Years later, his daughter was born hearing, but she lost her hearing unexpectedly at age of four. Finally, they went to take genetics screening to identify the causes. The father and daughter learned that they have this particular genes that cause them to lose their hearing at age of four without illness of any kind. This is truly a mystery.
NIDCD helps children and families identifying the problems to receive services earlier to prevent severe language development delays.
Some of you may wonder how I became deaf. I was born a normal hearing baby, but measles attacked me at age of 8 weeks old and damaged my hearing. Measles typically cause a very high fever, which would be considered dangerous for a 8 week old infant. Fever itself burned my cochlea nerves. My parents did not know what to do with me at first. Fortunately, a good physician referred them to speech and hearing center where I learned to speak and to sign at age of four months old. I was also placed in early childhood education program full time at age of 2. I was taught to write and read at age of 2. Even though I had early interventions, I continued to struggle with language development because there was not much of family involvement and my family is hearing. The family often forgot I was deaf. These are normal incidents, but greatly effected my developments. Regardless the obstacles, I am fortunate to have parents who were willing to learn to sign and give up their dreams so that I could have high quality education.
I strongly believe that the earlier, the better is a way to go. Research do help us all in many ways.
Numerous of researches study the association between hearing loss and language development. Here is one of many research examples that focused on the precise issue: http://pediatrics.aappublications.org/content/106/3/e43.full.pdf+html.
It is important to acknowledge that at estimate of 90 percent of deaf children have hearing (normal hearing ability) parents. Generally, parents often find themselves unsure about what communication mode to communicate with their "deaf" children and this lead to delayed language developments. Some parents place their children at deaf residential school by the time they are three or four year old. Parent-child relationship becomes distant and difficult for some. Many research like this one demonstrate the significant impact on language development by identifying hearing loss, communication mode, and family involvement level at certain ages. The younger the child is, the better his/her language development is when parents are involved in child's learning experience (ie: early childhood program placement, communication mode selection, and family involvement). When the child has all positive influentials, child has a higher reasoning ability and vocabulary by age of 5.
Another type of research has been very effective and unbelievably amazing is called genetics of EVA. This research has been around for some time and National Institute on Deafness and other communication disorders is well known for genetics research. Please go to http://www.nidcd.nih.gov/health/hearing/genetics.asp for further exploration. This research institute discovered that there are more than about 60 identified genes leading to hearing loss. There are approximately 10 percent deaf children born to deaf parents and several deaf generations. From my experience, there are good number of people who do not know how they became deaf at birth. This genetic tests help these people identifying the causes. One of my good friends became deaf at age of 4 unknowingly and to normal hearing parents. Years later, his daughter was born hearing, but she lost her hearing unexpectedly at age of four. Finally, they went to take genetics screening to identify the causes. The father and daughter learned that they have this particular genes that cause them to lose their hearing at age of four without illness of any kind. This is truly a mystery.
NIDCD helps children and families identifying the problems to receive services earlier to prevent severe language development delays.
Some of you may wonder how I became deaf. I was born a normal hearing baby, but measles attacked me at age of 8 weeks old and damaged my hearing. Measles typically cause a very high fever, which would be considered dangerous for a 8 week old infant. Fever itself burned my cochlea nerves. My parents did not know what to do with me at first. Fortunately, a good physician referred them to speech and hearing center where I learned to speak and to sign at age of four months old. I was also placed in early childhood education program full time at age of 2. I was taught to write and read at age of 2. Even though I had early interventions, I continued to struggle with language development because there was not much of family involvement and my family is hearing. The family often forgot I was deaf. These are normal incidents, but greatly effected my developments. Regardless the obstacles, I am fortunate to have parents who were willing to learn to sign and give up their dreams so that I could have high quality education.
I strongly believe that the earlier, the better is a way to go. Research do help us all in many ways.
Wednesday, May 11, 2011
Your Personal Research Journey
I am in pivotal point of my journey, because I am abundantly learning about issues and trends relating to early childhood and children. This has brought me to a point where I am realizing that the early childhood interconnection within the deaf and hard of hearing community is not in its strongest position. This led me to come up with a chosen topic for the simulation: Young Deaf Children and their Early Education: Quality, Equity, and Accessibility in Early Childhood Education Programs for Birth to Three
I would appreciate your feedback on my research process.
Chrissy
An idea of researching early childhood education within the deaf community has always intrigued me. However, when I performed an actual simulation, I experienced some moments of doubts. Then I decided to do some scholar search on website and discovered limited numbers of good research that I could refer to for my study. Obviously, this led me to reconsider how to rephrase the topic and the subtopics even though I clearly identified the subtopics.
Quality, equity, and accessibility are the chosen subtopics for this research. Each of the three subtopics plays a major role in children’s earliest stage of learning. Quality is the most misunderstood aspect of child development for years. For this research, the quality of teachers is the focal point.Accessibility is necessary and vital in young deaf children’s learning. Disability and bilingual are unique and contribute to the greater part of learning within the early childhood program and its community. There are insufficient settings offering programs for infants and toddlers with hearing loss. Inequity in early childhood education has a greater impact on children’s education milestones. Children with disability are often behind in academic and have difficult time obtain appropriate services to meet their needs.
I would appreciate your feedback on my research process.
Chrissy
Tuesday, April 19, 2011
Final Blog Assignment
Studying the international early childhood field through this course rekindled my passion to create a high quality education and service for children who are diagnosed deaf, hard of hearing, and/or deaf-blind. The consequences of learning about Save the Children and many other international early childhood field:
1. Gain Knowledge: I find that gaining knowledge is critical in early childhood field. Knowledge opens doors for improvements, modifications, and continuing research. This applies to both professional and personal developments.
2. Domino effect is the second consequence. Because I am constantly learning and studying early childhood field in United States and have been shifting to world wide early childhood field, there is connection between children in United States and other countries in the early childhood field. This has domino effect through my learning and advocating. My part in early childhood field may be the most least impact, but it has ripple effect regardless on others.
3. Passion and Drive play large roles in my reasons for pursuing early childhood education. Now that I've learned some things about early childhood education through international websites, research, and so forth and this forced me to reconsider what I initially wanted to improve, especially for deaf/Hard of Hearing/Deaf-Blind children. I realized that most international and United States organizations focus on children in general and there were not enough emphasis on serving children with disability. With rekindled passion, I am determine to explore the information and service that are available for young children who are deaf, hard of hearing, and deaf-blind.
There is one goal for the field related to international awareness of issues and trends---I would like to establish contact with someone internationally who works with deaf, hard of hearing, and deaf-blind young children. This would help me to expand my knowledge. Perhaps, I would be able to have some training, if there is any.
1. Gain Knowledge: I find that gaining knowledge is critical in early childhood field. Knowledge opens doors for improvements, modifications, and continuing research. This applies to both professional and personal developments.
2. Domino effect is the second consequence. Because I am constantly learning and studying early childhood field in United States and have been shifting to world wide early childhood field, there is connection between children in United States and other countries in the early childhood field. This has domino effect through my learning and advocating. My part in early childhood field may be the most least impact, but it has ripple effect regardless on others.
3. Passion and Drive play large roles in my reasons for pursuing early childhood education. Now that I've learned some things about early childhood education through international websites, research, and so forth and this forced me to reconsider what I initially wanted to improve, especially for deaf/Hard of Hearing/Deaf-Blind children. I realized that most international and United States organizations focus on children in general and there were not enough emphasis on serving children with disability. With rekindled passion, I am determine to explore the information and service that are available for young children who are deaf, hard of hearing, and deaf-blind.
There is one goal for the field related to international awareness of issues and trends---I would like to establish contact with someone internationally who works with deaf, hard of hearing, and deaf-blind young children. This would help me to expand my knowledge. Perhaps, I would be able to have some training, if there is any.
Thursday, April 14, 2011
Getting to know your international contacts --Part 3
Since I do not have much of luck with international contacts, I researched a webpage: www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/ for this assignment.
As I explored the website, I came across to several topics that appeared foregin to me. I decided to pursue two so-called foregin topics: Coordination Mechanicism and Cross-sectoral Coordination. These information was somewhat difficult to absorb, but I believe I understand the surface of these topics.
Coordination Mechanicism was mentioned under Goverance category in the webpage. Early childhood education does not stop with teachers. It goes further beyond director of the center. ECE involves a lot of different sectors such as regulation, funding, staffing, and many others at national and local levels. An imperative part of this is that it centers on the common vision. To create coordination effectively, sectors work together on one specific task at a time.
Cross-sectoral Co-ordination can be found under Goverance and in an article: Cross-sectoral- Co-ordination in Early Childhood: Some Lessons to Learn by UNESCO Policy Brief on Early Childhood (January 2003, http://unesdoc.unesco.org/images/0013/001373/137394e.pdf). Because Early Childhood care and Education is the concern of government, education, social, and health sectors, co-ordination becomes necessary function to promote holistic development (UNESCO, 2003). Unfortunately, it is a difficult function even for developed countries at national level. There are so many responsibilities across sectors. Many countries opted integrating into one while others seemed to opt for division--dividing responsibilities based on age group of early childhood. Lastly, some opted for Coordination Mecahanicsm (COM).
A third topic that strike me---a common ground across the world focus on access and quality of early childhood care and education. Access and quality do not merely occur in developed countries but developing countries. It shows that most people across the world share the same vision---high quality and access for all children is important in footing their education.
Now that I have read the information, I realized ECE is not merely a small program. It involves so many people, requires a lot of resources, and is high demanding. Every person who has a role in developing ECE, promoting holistic child-centered, recuriting high quality staff and funding the program has impact on children.
It's a bigger world than I thought.
As I explored the website, I came across to several topics that appeared foregin to me. I decided to pursue two so-called foregin topics: Coordination Mechanicism and Cross-sectoral Coordination. These information was somewhat difficult to absorb, but I believe I understand the surface of these topics.
Coordination Mechanicism was mentioned under Goverance category in the webpage. Early childhood education does not stop with teachers. It goes further beyond director of the center. ECE involves a lot of different sectors such as regulation, funding, staffing, and many others at national and local levels. An imperative part of this is that it centers on the common vision. To create coordination effectively, sectors work together on one specific task at a time.
Cross-sectoral Co-ordination can be found under Goverance and in an article: Cross-sectoral- Co-ordination in Early Childhood: Some Lessons to Learn by UNESCO Policy Brief on Early Childhood (January 2003, http://unesdoc.unesco.org/images/0013/001373/137394e.pdf). Because Early Childhood care and Education is the concern of government, education, social, and health sectors, co-ordination becomes necessary function to promote holistic development (UNESCO, 2003). Unfortunately, it is a difficult function even for developed countries at national level. There are so many responsibilities across sectors. Many countries opted integrating into one while others seemed to opt for division--dividing responsibilities based on age group of early childhood. Lastly, some opted for Coordination Mecahanicsm (COM).
A third topic that strike me---a common ground across the world focus on access and quality of early childhood care and education. Access and quality do not merely occur in developed countries but developing countries. It shows that most people across the world share the same vision---high quality and access for all children is important in footing their education.
Now that I have read the information, I realized ECE is not merely a small program. It involves so many people, requires a lot of resources, and is high demanding. Every person who has a role in developing ECE, promoting holistic child-centered, recuriting high quality staff and funding the program has impact on children.
It's a bigger world than I thought.
Wednesday, April 6, 2011
Sharing Web Resources
Hello,
Today I had the opportunity to browse Save the Children website at in-depth and found a section that discusses about emergency situation. Currently, there are many locations in this world that encounter diasters like war, tsunami, earthquake, protest, and many other diasters that place young children in a very threatening positions. Save the Children described how Mattel and Mattel's Children foundation contributed $500,000 to Save the Children's Proactive Diasters Preparedness and Responses to Crises. I decided click on Mattel's website to explore and learn more about its services.
Save the Children described Mattel:
"Mattel and the Mattel Children’s Foundation have long supported Save the Children’s relief and recovery work after many major disasters and long-term agency programs in health, education and early childhood development, the company is now also committed to supporting Save the Children’s new children in emergencies initiative."
I browsed Mattel's website and found all information about toys. I did not see anything related to sponsoring organizations that provide services to meet children's need. Then I decided to check Mattel's annual report out. Here is what I learned: Mattel contributes two percent pre-tax profit annually to support philanthropic activities, establishes partnership with some organizations such as Children's Hospital-UCLA , and contributes one on one volunteer.
As I learned Mattel's involvement in contributing fund and toys to international countries in crises, I realized that they are rather aware of the signiciant of adequacy care and education for the children. Mattel provides toys to children in crises for the purpose of comfort, education, and the nature of child's stimulaneous. Partnership has critical role in improving children's lives worldwide, which I think is a trend in early childhood field. No one can accomplish alone. It is a huge responsibility. Partnership offers venues that can be used to help others when one does not have a particular subject to offer.
(http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6596881/k.F56F/Mattel_and_Mattel_Children8217s_Foundation_Commit_500000_to_Save_the_Children8217s_Proactive_Disaster_Preparedness_and_Responses_to_Crises.htm
Today I had the opportunity to browse Save the Children website at in-depth and found a section that discusses about emergency situation. Currently, there are many locations in this world that encounter diasters like war, tsunami, earthquake, protest, and many other diasters that place young children in a very threatening positions. Save the Children described how Mattel and Mattel's Children foundation contributed $500,000 to Save the Children's Proactive Diasters Preparedness and Responses to Crises. I decided click on Mattel's website to explore and learn more about its services.
Save the Children described Mattel:
"Mattel and the Mattel Children’s Foundation have long supported Save the Children’s relief and recovery work after many major disasters and long-term agency programs in health, education and early childhood development, the company is now also committed to supporting Save the Children’s new children in emergencies initiative."
As I learned Mattel's involvement in contributing fund and toys to international countries in crises, I realized that they are rather aware of the signiciant of adequacy care and education for the children. Mattel provides toys to children in crises for the purpose of comfort, education, and the nature of child's stimulaneous. Partnership has critical role in improving children's lives worldwide, which I think is a trend in early childhood field. No one can accomplish alone. It is a huge responsibility. Partnership offers venues that can be used to help others when one does not have a particular subject to offer.
Tuesday, March 29, 2011
Getting to know your international contacts Part 2
As a part of this assignment, I visited Harvard University's "Global Children's Initiative" website to explore its site thoroughly. The website was quite outstanding with supplying information on how Center on the Developing Child place its support throughout the world. After browsing the site, I learned a quite few things. A main key of Global Children's Initiative is building and training global educators, leaderships, policy makers, individual researchers, and insitutions that are focusing on early childhood.
First, Harvard University and its Center on the Developing Child take an endeavor across the world to educate and model the framework to build research/work to address the health and developmental needs of the children.
Second, Center on the Developing Child contributes partial funds to Un Buen Comienzo ("A Good Start") in Chile. Un Buen Comienzo is a project that gives an opportunity to improve early childhood education to four to six years olds and teacher professional development. This project has a goal to use its four demonstrations to help approximately sixty schools.
(Dr. Jack Shonkoff)Third, there was a first-ever “World Conference on Early Childhood Care and Education: Building the Wealth of Nations,” conference hosted by UNESCO (Russian Federation) in Moscow this past fall 2010. Dr. Jack Shonkoff was the keynote of the conference. This was a great opportunity for professionals to get together to learn and discuss venues to develop policy and practice. In this website, it stated:
"According to a UNICEF report in 2006, more than 30 governments had established national early childhood development policies, and over 70 countries had some type of national commission to coordinate such programs across ministries and sectors. However, much remains to be done: More than half of the world’s governments still do not have any formal policy or coordination mechanism in place related to early childhood development"
This inspired me. It was wonderful to learn that there are Early Childhood advocates across the world and how people come together regardless their backgrounds to pave a better future for young children.
Poverty struck everywhere including United States, but at vary degree of severity. For most part of the world, poverty bonded to people and that hindered many opportunity for growth. From what I read, policy and practice have not yet craved in stones for more than half of the world. This means that the equity and excellence of the early childhood education are in a very different position in these countries than it is in United States and a few other well-developed countries.
I certainly hope to see thriving policy and practice in Early Childhood Education in these parts of the world with robust growth and successes. Perhaps, their policy and practice will be much more defined with stability that we would ever imagine.
I was disappointed to find that the audio interview with Dr. Jack Shonkoff did not come with transcript. I would have liked to know what the interview was all about.
Second, Center on the Developing Child contributes partial funds to Un Buen Comienzo ("A Good Start") in Chile. Un Buen Comienzo is a project that gives an opportunity to improve early childhood education to four to six years olds and teacher professional development. This project has a goal to use its four demonstrations to help approximately sixty schools.
(Dr. Jack Shonkoff)"According to a UNICEF report in 2006, more than 30 governments had established national early childhood development policies, and over 70 countries had some type of national commission to coordinate such programs across ministries and sectors. However, much remains to be done: More than half of the world’s governments still do not have any formal policy or coordination mechanism in place related to early childhood development"
This inspired me. It was wonderful to learn that there are Early Childhood advocates across the world and how people come together regardless their backgrounds to pave a better future for young children.
Poverty struck everywhere including United States, but at vary degree of severity. For most part of the world, poverty bonded to people and that hindered many opportunity for growth. From what I read, policy and practice have not yet craved in stones for more than half of the world. This means that the equity and excellence of the early childhood education are in a very different position in these countries than it is in United States and a few other well-developed countries.
I certainly hope to see thriving policy and practice in Early Childhood Education in these parts of the world with robust growth and successes. Perhaps, their policy and practice will be much more defined with stability that we would ever imagine.
I was disappointed to find that the audio interview with Dr. Jack Shonkoff did not come with transcript. I would have liked to know what the interview was all about.
Friday, March 25, 2011
Sharing Web Resources
Save the Children is an international website that provide information on how the organization supports families and children across the world. For this assignment, I decided that I would like to share a resource called Campaigns to Help Children in Need (http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6147403/k.3306/Campaigns_to_Help_Children_in_Need.htm). Because this information is relevant to my current professional development, I am learning much more about how children's lives are being impacted by economists, politicans, and neuroscientists. At a point, I did not realize how much children's lives are easily flourished or destroyed.
Campaigns to Help Children in Need emphasized that when children's needs are being met, they will be more likely to survive and success. Save the Children organization quoted:
"Of the children under the age of 5 who die each year, almost 2/3 could be saved with the simple low-cost interventions delivered by health workers in clinics and in their communities. With attention from developing country governments and donor nations, we can help them bring lifesaving care to more hard-to-reach communities and make the survival of children a reality worldwide."
This statement caught my attention. It clearly named politicans, economists, and neuroscientists by using 'governments' and 'donor nations.' These professionals have the "power" to make the differences in children's lives by making policies, creating new vaccinations, and making investments to increase the quality of their lives. This made me realized that every nation needs economists, neuroscientists, and politicans who advocate children and step up to make the differences. Their positions are highly recognized and demanded.
Our home country is undertaking a major recession that is impacting the young children in every way such as nutrition, education, lifestyle, home circumstance, and so forth. Although our country may not show the worst aspect of children's lives as other countries that are shown through Save the Children organization, I feel that it is imperative for our country to encourage economists, neuroscientists, and politicans who are strong advocates for early childhood education to fight for our children by using evidences and models that demonstrate the significant differences between increase investments and lack of investments in early childhood education.
I am starting to believe in advocating by choosing right people (economists, neuroscientists, and politicans) as Save the Children stated, "urgent action to implement quality education and build peace in conflict-affected countries." Keep in mind that conflict-affected countries are common across the world, but it does not mean to exclude countries like United States. We need to recognize the "conflict" and its impact on children.
Campaigns to Help Children in Need emphasized that when children's needs are being met, they will be more likely to survive and success. Save the Children organization quoted:
"Of the children under the age of 5 who die each year, almost 2/3 could be saved with the simple low-cost interventions delivered by health workers in clinics and in their communities. With attention from developing country governments and donor nations, we can help them bring lifesaving care to more hard-to-reach communities and make the survival of children a reality worldwide."
This statement caught my attention. It clearly named politicans, economists, and neuroscientists by using 'governments' and 'donor nations.' These professionals have the "power" to make the differences in children's lives by making policies, creating new vaccinations, and making investments to increase the quality of their lives. This made me realized that every nation needs economists, neuroscientists, and politicans who advocate children and step up to make the differences. Their positions are highly recognized and demanded.
Our home country is undertaking a major recession that is impacting the young children in every way such as nutrition, education, lifestyle, home circumstance, and so forth. Although our country may not show the worst aspect of children's lives as other countries that are shown through Save the Children organization, I feel that it is imperative for our country to encourage economists, neuroscientists, and politicans who are strong advocates for early childhood education to fight for our children by using evidences and models that demonstrate the significant differences between increase investments and lack of investments in early childhood education.
I am starting to believe in advocating by choosing right people (economists, neuroscientists, and politicans) as Save the Children stated, "urgent action to implement quality education and build peace in conflict-affected countries." Keep in mind that conflict-affected countries are common across the world, but it does not mean to exclude countries like United States. We need to recognize the "conflict" and its impact on children.
Friday, March 18, 2011
Getting to Know Your International Contacts—Part 1
For this assignment, I studied http://www.childhoodpoverty.org/index.php?action=countryo and selected to focus on India. A good friend of mine is the leading reason why I am interested in learning about India. He is an Indian and a great storyteller.
The poverty in India stumped me. Apparently, I did not realize that India has 1.03 billions people residing in the country. In 2000's, there were approximately 260 millions of people living in poverty. There is a laundry list of why poverty occurs in this country. To name a few, gender, education, and rural play roles in poverty. As a female, I am truly thankful for the opportunity to explore equality in United States. Unlike United States, females are considered unworth in India. Therefore, females encounter more severe discriminations and are often uneducated. Education is a major issue, because many young children work. Often they do not have the access to the school facility, so work becomes their routine. Once indians recieve education, their employment opportunity rises. Lastly, rural has pros and cons. Rural is a place where people grow their food, but it leads to social isolation. Social isolation often brings poverty based on little education, lack of access, and much more.
The life in Indian is very hard to fathom. Perhaps, I've been turning a blind eye to many countries that are perhaps worse off than United States. This saddened me. Now that I've learned abundantly about the poverty, so I hope to advocate for our young children in our country for a better life to prevent further destructions (ie: health, mental, physical, emotional, and cognitive).
The poverty in India stumped me. Apparently, I did not realize that India has 1.03 billions people residing in the country. In 2000's, there were approximately 260 millions of people living in poverty. There is a laundry list of why poverty occurs in this country. To name a few, gender, education, and rural play roles in poverty. As a female, I am truly thankful for the opportunity to explore equality in United States. Unlike United States, females are considered unworth in India. Therefore, females encounter more severe discriminations and are often uneducated. Education is a major issue, because many young children work. Often they do not have the access to the school facility, so work becomes their routine. Once indians recieve education, their employment opportunity rises. Lastly, rural has pros and cons. Rural is a place where people grow their food, but it leads to social isolation. Social isolation often brings poverty based on little education, lack of access, and much more.
The life in Indian is very hard to fathom. Perhaps, I've been turning a blind eye to many countries that are perhaps worse off than United States. This saddened me. Now that I've learned abundantly about the poverty, so I hope to advocate for our young children in our country for a better life to prevent further destructions (ie: health, mental, physical, emotional, and cognitive).
Wednesday, March 9, 2011
Sharing Web Resources
We must become the change we want to see.
—Mahatma Gandhi, Indian philosopher
—Mahatma Gandhi, Indian philosopher
Save the Children is an organization I selected to study and pursue based on its vision of changing the world starting with children. Save the Children (http://www.savethechildren.org/) first recognize adults from diverse backgrounds who are commit to accountability, innovation and collaboration to help children and families across the world. How the organization "save" the children follows with providing meals, hopes, opportunities to become literate, and ways to fight poverty and medical to fight off the diseases. Save the Children has official offices in United States, Asia, Latin America/Caribbean, Middle East/Eurasia, and Africa. The organization has specialized programs: child protection, Education and Child Development, Health and Nutrition, HIV/AIDS, and Livelihoods to supply specific supports in different circumstances.
Save the Children offers opportunities for individuals who are interested in making the differences in children and families' lives. The opportunities include: sponosor a child, volunteer, career, and through donations.
Personal Notes on Save the Children:
What drew my attention to this organization was its participation in the diversity. Currently, Save the Children is focusing on particular areas such as Libya and Egypt where turmoil is happening to provide assistances to children such as shelter, meals, sense of secure in midst of the voilence and traffickers. The issues in different areas are just about the same in our homeland with exceptions. Children in these mentioned locations are at higher risk in became victims of war and politics. It is easy to turn a blind eye to a certain circumstance that happens in our homeland in which we recognize is happening in other countries. Chilren are our future who will build and destroy the kingdoms when we grow old and pass, so it is imperative that we understand the changes and issues. Then we can guide them through the changes with proper knowledge.
Quotes:
" Every four seconds a child survives thanks to the basic healthcare provided by local health workers."
"one child dies every three seconds largely from preventable and treatable causes due to the lack of basic health care." (Save the Children emphasized that there is a great need for health workers.)
Thursday, March 3, 2011
Establishing Professional Contacts and Expanding Resources
Establishing professional contacts and expanding resources seemed like a challenging assignment. I was not sure what I wanted to do, but I knew I always wanted to learn more about international countries. I decided to contact a member of The Global Alliance of NAEYC in Canada and a member of UNICEF in Honduras. As of now, I have not yet heard anything from either one. I'm hoping something will come along later this week.
Honestly, I have hardly ever browse international organizations that focus on early childhood education. As a part of this assignment, I came across to:
http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6540957/k.AD3E/HrNew_Volunteers.htm
I started to realize that there are rich information in different websites. I selected Save the Children based on the fact that it supports children in 120 countries including United States. Through this, I hope to learn much more about Early Childhood Education.
Honestly, I have hardly ever browse international organizations that focus on early childhood education. As a part of this assignment, I came across to:
http://www.savethechildren.org/site/c.8rKLIXMGIpI4E/b.6540957/k.AD3E/HrNew_Volunteers.htm
I started to realize that there are rich information in different websites. I selected Save the Children based on the fact that it supports children in 120 countries including United States. Through this, I hope to learn much more about Early Childhood Education.
Tuesday, February 8, 2011
My Supports
There is a laundry list of factors in my environment that supports my emotional, physical, social and practical needs. The factors are much more complex, because I have a disability and I require certain kinds of accommodations.
People who support my needs:
My sisters provide supports. One of them proofreads and edits my papers that I prepare for classes. My English is not as elegant as hers. I speak in two different languages, which took me a very long time to become proficent in English at average level and I am still learning. They contact me every now and then to give me updates on family issues.
My parents provide tremendous supports. Although they are divorced, I maintain contact with them separately. My mother had always fought for me to have the access to a high quality education. In this day, she continues to give support such as mother-daughter conversation where I can vent all my problems to her. She teaches me some life lessons that I may not have experienced yet. As for my father, he does not provide a lot of support. However, he is there for me when I want a fatherly advice. Both of them learned American Sign Language for my sake so I could have communication access at home and build a relationship with them.
My husband, Kristopher, gives me numerous supports such as help with chores around the house, emotional and physical supports in our marriage, a friendship and relationship support where we can converse about different things, and he provides monetary for our practical needs. We also share common ground--our deafness and we are able to relate our obstacles and accomplishments.
Katie, one of several good friends, gives me the support in building friendship. We have been friends since we were 11 year olds. If I can't communicate my fears, worries, frustrations or just want to talk with someone else, she is the person I turn to. We share advice and support each other through hard and good times. She is also deaf and that gives me the freedom to befriend with who shares the same language.
Communication modes that support me:
American Sign Language is my primary language. I learned this language at age of 4 months old. It is a venue for me to articulate my needs, wisdoms, and to be a person. Without this, I would have a hard time communicating with others with speech alone. American Sign Language also connects me to others who are "like" me.
Blackberry Torch is a great technology that permits me to communicate with my relatives, friends, spouse, and employers rapidly regardless of my disability. I use text daily to communicate with my husband, parents, sisters, friends, and neighbors. Without this, I would have to heavily depend on someone with normal hearing to communicate for me as a third party and that hinder my independence. I am an independent person and would not like to depend on someone. It is percieved as negative and pity. I do not want that on my shoulders.
Facebook is a great place to maintain contact with friends who live far and near. I find it very blessing, because many of my friends who are deaf and/or hard of hearing live far away and have their own lives. This allows me to interact with them virtually. This also present an opportunity for me to build friendship with some hearing people who have no signing skills, but are interested in developing friendship. Without this, my world would be much more isolated. I live in a hearing world and it is already difficult for me to build friendship with "normal" people.
Sorenson Videophone is a amazing advanced technology that functions as a telephone with video. I use this to communicate with hearing people using video relay service operators who translate sign language into spoken English and the another way around. I also use this to call my friends (deaf) and chat with them on videophone. Again, if this did not exist, I would have to use mail and depend on someone to become a third party communicator. This would not allow me to develop a personal relationship with others. A third party is always an awkward aspect of the relationship.
American Sign Language Interpreters are wonderful people! Interpreters open communication access for me at medical appointments, in classroom (mainstream), church, workshops, and many other places. Interpreters translate spoken English into American Sign Language (and another way around). I cannot imagine living in a world without interpreters. I attended public school to recieve high quality education during high school years with three different interpreters. If I did not have that, I wouldn't be as intelligent as I am right now. I would have been developmentally delayed in many areas. Interpreters allow me to have the same access as others in gathering information, interacting with others, and enjoying some entertainments (play, etc).
Community support:
Walden University is a higher education program that allows me to study beyond Bachelor degree level using on-line services (ie: class). It also permits me to interact with others without placing a third party. Walden University supports my learning and network. Through Walden University, I am able to build my English proficiency as well as etiquette. Walden University opens accessiblities for me where I can be a normal person like everyone else.
Gallaudet University in Washington, DC is the world's only liberal arts university for the Deaf and Hard of Hearing. The university is a place where I could communicate with anybody in American Sign Language regardless if the person is deaf, hearing, or hard of hearing. I recieved my Bachelor degree from this university. All faculty instructed in American Sign Language, which was a wonderful access for me as a former student to gather higher education information. I am currently an adjunct instructor at this university, which is also where I earn small portion of my income. Without Gallaudet University, I would not be able to find a job or met my husband.
Independent Bible Church is a place where my husband and I attend to learn about God and His Words. It is also a place that provides American Sign Language interpreters who translate God's messages from pastors and others to us. Through this church, we met some families who we became friends with and share resources. If there is no church, we would not be able to proclaim to the world that Jesus Christ is our Savior, that God is real and true, to learn the right ways of living, to develop faith and trust in God who created Heaven, Earth and people. Without the church, we would not have known so many friendly people.
This is our home. This is a place where we sleep, shower, eat, hang out with friends and family, and it provides the security. We feel safe and comforted in this house. It is a place where we can be ourselves. Since we are deaf, we can be rather loud or make noises that we do not realize are annoying to others. It is a home for all who need a place for refugee purpose. Without this house, we would struggle with maintaining the noises, especially in apartment complex. We would not be able to feel at ease if it was not for this house.
Entertainment accessibility:
People who support my needs:
Communication modes that support me:
Community support:
Entertainment accessibility:
Closed Caption is very important to me. It allows me to access to the same information and entertainment that others possess. I can enjoy television shows, movies, and news using closed caption. At movie theaters, there are selected major films being provided with closed caption for a short period of time. Without closed caption, I would be bored out of my mind trying to lip-read on teleivision. I would also be far behind on the world events.
Pet
This is our puppy named Willow. She is a mutt. Her mix-breeds: black lab, golden retriever, st. benard, and blood hound. Right now, we recognize black lab and blood hound. She has large paws, so we are not sure how big she is going to be within a year. She is 3 months old now. Although she is a puppy, she does not supply much of support except for a good exercise. I hope that she will become a hearing dog for us when she matures. That would be another form of a support system in my life.
All of these factors are great benefits in supporting my independence. Without these, I would not be this far in my life as a unique person with deafness. I already face barriers daily, which is hardly ever a pleasant thing to experience. Therefore, I am grateful for the supports I receive every day from people, community, and technology. Everyone on Earth has some kind of support system whether it is large or small. It can be as simple as a babysitter or a childhood friend who one never sees, but hears from once in a while.
Wednesday, January 12, 2011
Child Development and Public Health
This is supposed to be a PowerPoint. Unfortunately, I am not able to post it. Instead of PowerPoint, I am going to go ahead with this kind of posting. ENJOY!
Immunization
January 12, 2011
Infectious Diseases
1. Caused by Germs
2. Spread from person to person
3. Spread from animal to person
4. is microogranisms
What kind of Diseases?
1. Germs
2. Virus
3. Bacteria
4. Fungi
5. Parasite
How does disease spread?
1. Communicable diseases
2. Modes of Transmission: Airborne, Fecal Oral, Bloodborne
Common Infections
1. Diarrhea
2. Pharyngitis
3. Sinusitis
4. Pneumonia
5. Skin infections
Vaccine-Preventable Diseases
Epidemic, Pertussis, Haemophilius Influenzae Type B (HIB), Meningitis, Fifth disease, Chicken pox, Measles, Tetanus, Influenza, Hepatitis A, Respiratory Syncytial Virus (RSV)
Bloodborne Infections
1. Hepatitis B
2. Hepatitis C
3. Human Immunodeficiency Virus (HIV)
Children Across the World
1. They are refugees.
2. They are at high risk for viral hepatitis, intestinal infections, tuberculosis, HIV, Skin infections, and other infectious diseases.
Immunization in Afghanistan
It is challenging for children in Afghanistan to receive immunization regularly. Violence, distance, lack of community support, and lack of medical access prevent young children from being vaccinated.
Facts:
1. 2.1 millions children do not receive vaccinations.
2. 1/4 million children die before their fifth birthday.
3. The major illness that kill children are: Measles, Influenza, and Polio. There are many other diseases such as malaria that is contagious in the country.
Here is a link where you can read an article about immunization in Afghanistan: http://unama.umissions.org/Default.aspx?tabid=1741&ctl=Details&mid=1882&ItemID=8650#
Children are our FUTURE
Chilren are our future. Children are part of our daily life. Children make the differences in our lives. It is important that we acknowledge that for them to survive, we must provide medical accessibility to ensure that their health thrive.
It is our duty as Early Childhood Education professionals to advocate the significance of immunization. This is one of many ways we could do to reduce mortality among children and increase health awareness among the communities across the world.
On personal note, I became deaf by Measles. I was too young to receive vaccination (2 months old). I was very fortunate not to be blind or mentally retarded in which Measles is well-known for causing these in young children.
Immunization Charts for children from birth to 18
It is important that Early Childhood Education professionals advocate families across the world through continuing education, health practices, and share the knowledges with the communities.
Sorte, J., Daeschel, I., & Amador, C., Nutrition, Health, Safety for Young Children: Promoting Wellness. Pearson, Upper Saddle River, NJ, 2011.
Immunization
January 12, 2011
Infectious Diseases
1. Caused by Germs
2. Spread from person to person
3. Spread from animal to person
4. is microogranisms
What kind of Diseases?
1. Germs
2. Virus
3. Bacteria
4. Fungi
5. Parasite
How does disease spread?
1. Communicable diseases
2. Modes of Transmission: Airborne, Fecal Oral, Bloodborne
Common Infections
1. Diarrhea
2. Pharyngitis
3. Sinusitis
4. Pneumonia
5. Skin infections
Vaccine-Preventable Diseases
Epidemic, Pertussis, Haemophilius Influenzae Type B (HIB), Meningitis, Fifth disease, Chicken pox, Measles, Tetanus, Influenza, Hepatitis A, Respiratory Syncytial Virus (RSV)
Bloodborne Infections
1. Hepatitis B
2. Hepatitis C
3. Human Immunodeficiency Virus (HIV)
Children Across the World
1. They are refugees.
2. They are at high risk for viral hepatitis, intestinal infections, tuberculosis, HIV, Skin infections, and other infectious diseases.
Immunization in Afghanistan
It is challenging for children in Afghanistan to receive immunization regularly. Violence, distance, lack of community support, and lack of medical access prevent young children from being vaccinated.
Facts:
1. 2.1 millions children do not receive vaccinations.
2. 1/4 million children die before their fifth birthday.
3. The major illness that kill children are: Measles, Influenza, and Polio. There are many other diseases such as malaria that is contagious in the country.
Here is a link where you can read an article about immunization in Afghanistan: http://unama.umissions.org/Default.aspx?tabid=1741&ctl=Details&mid=1882&ItemID=8650#
Children are our FUTURE
Chilren are our future. Children are part of our daily life. Children make the differences in our lives. It is important that we acknowledge that for them to survive, we must provide medical accessibility to ensure that their health thrive.
It is our duty as Early Childhood Education professionals to advocate the significance of immunization. This is one of many ways we could do to reduce mortality among children and increase health awareness among the communities across the world.
On personal note, I became deaf by Measles. I was too young to receive vaccination (2 months old). I was very fortunate not to be blind or mentally retarded in which Measles is well-known for causing these in young children.
Immunization Charts for children from birth to 18
Sorte, J., Daeschel, I., & Amador, C., Nutrition, Health, Safety for Young Children: Promoting Wellness. Pearson, Upper Saddle River, NJ, 2011.
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