Nation to Nation Commercial

Grammar Post--Lay or Lie

Here are a couple of words that I always seem to mix-up--lay and lie. Below is the answer I found on Purdue's Online Writing Lab:

"Lay" is to physically place something somewhere.

Lay (place) the pencil on the table.
Lay (place) the money in my hand.

"Lie" refers to the act of reclining or lying down.

I am going to lie down and sleep.
You cannot phsically pick yourself up and PLACE yourself somewhere. You "lie" down; you "lay" an object somewhere

http://owl.english.purdue.edu/purdueowlnews/535

Grammar Post: Who or Whom?

I have a difficult time knowing when to use the word "whom" as opposed to "who." Below is the answer I found in Purdue's Online Writing Lab:

This is something that trips up lots of writers. Simply stated, you use "whom" when the pronoun is occupying a position in the sentence that is in the objective case. Objective case includes objects of a preposition (to whom), direct objects (You hit whom?), and indirect objects (I should give whom the invitation?). "Who" is used in the subjective case: the subject of a sentence (Who is there?) and the predicate nominative (This is how I came to be who I am today.).

You really need to know your parts of speech in order to know when to use who or whom, which is why so many people use it incorrectly.

http://owl.english.purdue.edu/lab/owl/owlnews/042001.html

America the Beautiful: What We're Fighting For

In America the Beautiful: What We're Fighting For, Dinesh D'Souza shares his insights about fundamentalist Islam and their desire to destroy American ideals. I did my rhetorical analysis on this piece and I really enjoyed D'Souza's insights about these extreme Islamic regimes. It was a different take on why these nations hate America, and I found it refreshing. D'Souza really relies on logos appeal in this essay and carefully and logically builds a strong case, which, by the end of the essay, is easy to believe.

I enjoyed that he not only discussed the problems with fundamental Islam, but also that he gave suggestions about how we, as a nation, can combat these regimes. "First, we need to destroy their terrorist training camps and networks;" then, "the U.S. also has to confront the fact that regimes allied with America, such as Pakistan, Egypt, and Saudi Arabia, are undemocratic, corrupt, and repressive;" finally, "America's goal is a large and difficult one: to turn Muslim fundamentalists into classical liberals" (pp. 774-775).

I also liked D'Souza's discussion about virtue. While discussing Islam and their forced morality, D'Souza suggests, "Compulsion cannot produce virtue; it can only produce the outward semblance of virtue" (p. 777). Then, he discusses America and the freedom we have to choose virtue or licentious living. While he recognizes that there are people who choose to live less than admirable lives, he also states, "the millions of Americans who live decent, praiseworthy lives deserve our highest admiration because they have opted for the good when the good is not the only available option" (p. 777). I agreed with much of what D'Souza asserts in this essay.

Breather Assignment--Political/Foreign Relations Group

Harry Potter and the Order of the Phoenix

In Harry Potter and the Order of the Phoenix, the Ministry, a despotic governmental regime of the magic world, and its media ally the Daily Prophet attempt to consolidate governmental power through coercion and propaganda. Their tactics include seeking to discredit opponents through smear attacks, silencing dissent, and the isolation, in one way or another, of those who stand in the way of their power. Today, like the Ministry and Daily Prophet of Harry Potter’s world, the US government and its media allies are acting like a despotic regime by employing similar tactics presumably to accomplish a similar purpose.

Discrediting opponents is a mainstay of despotic regimes. In Harry Potter, the Ministry was denying the reality that Voldemort had returned. Harry, on the other hand, recently encountered Voldemort, and knew he was very much alive and well. Albus Dumbledore, the Headmaster at Hogwarts and influential in the wizard world, believed Harry. Because of this, both were smeared in the Daily Prophet, a newspaper that had strong ties to the government. The same thing is happening today, especially to those who are opposed to the current administration. Right before Barack Obama’s Inauguration in January of this year, Rush Limbaugh, on his radio talk show, stated that he hoped Barack Obama and his policies would fail (2009). He explained that, “…what [Obama is] talking about is the absorption of as much of the private sector by the US government as possible, from the banking business, to the mortgage industry, the automobile business, to health care. I do not want the government in charge of all of these things. I don’t want this to work” (Limbaugh, 2009). The mainstream media, who seems totally infatuated with Obama, took Rush’s words out of context and sought to discredit him with shouts of “This guy is anti-American! He wants the President of the United States, and by extension, The United States itself to fail.” Thus the media disparaged his character and discredited his views, and both Harry and Rush suffered similarly (Shakir, 2009).

After smearing and discrediting, despotic regimes turn their efforts to silencing dissent. In Harry Potter, the Ministry, and Delores Umbridge, in particular, attempts to silence anybody who does not agree with their views. While instructing a Defense Against the Dark Arts class, Umbridge decides to teach theory only, rather than educating students on how to defend themselves through the use of spells. This causes a stir in the class, and Umbridge asks why they would need to defend themselves. Harry Potter mentions the unspeakable name of Voldemort in response, and Umbridge grows instantly upset and requires punishment for Harry. In her office, she asks Harry to write, “I will not tell lies” until it “sinks in.“ As he writes, the words do not appear on paper but, rather, are etched in blood into the flesh of Harry’s hand, sending a clear message he must conform or accept serious consequences. While not through physical torture, high-ranking Democrats are attempting to silence the conservative voice through the “Fairness Doctrine.” This policy was implemented in 1949 which “required broadcasters to present controversial issues in a fair and balanced manner”(Pence, 2007, pp. 1,7). However, it resulted in less political debate (Jenkins, 2009, p. B4). In 1987, the FCC and Ronald Reagan ended the Fairness Doctrine, which paved the way for talk radio (Jenkins, 2009, p. B4). Recently, several very influential Democrats, House Speaker Nancy Pelosi, Senator John Kerry, Senator Debbie Stabenow, and former President Bill Clinton, have proposed that the Fairness Doctrine, or some form of it, should again be implemented (Jenkins, 2009, p. B4). Of course it is all under the guise of fairness, said Bill Clinton, “we ought to have more balance on the other side” (Jenkins, 2009, p. B4). But just as Harry was silenced, albeit temporarily through physical torture, the intent here is to silence today’s dissenters: the Conservatives.

Despotic regimes attempt to isolate those they oppose, especially once they have been discredited and silenced. In the case of Harry Potter, psychological isolation is effective when physical isolation proves impossible. Harry faces expulsion from Hogwarts for practicing underage magic, even though it was in self-defense. The trial, which Harry is given no time to prepare for, fails to expel him, but contributes to his sense of isolation. Fortunately, a friend helps Harry by showing him that he is not alone. She reminds him why he is a target, “If it’s just you alone, you’re not much of a threat.” In a recent Time Magazine article, author Michael Grunwald attempts to show that the Republican Party is an “endangered species” and will soon be out of existence (2009). Whether or not this speaks truth, the undertone of the article to any conservative, freedom-loving Republican reader seems to say: “You are alone. Your views are completely out of the mainstream. You should feel ashamed to be so extreme.” Some readers may succumb to psychological isolation based on the article’s message, just as Harry temporarily succumbed to the influence of the ministry and the Daily Prophet.

Overall, Harry Potter and the Order of the Phoenix offers an accurate look into the tactics despotic governments use to silence dissent in order to further their objectives. While there is correlation to the United States government today, the news may not be all bad. Just as Harry Potter, with some help from his friends, was able to triumph in the end, freedom-loving Americans may triumph as well. According to a Rasmussen Report, Barack Obama’s approval index, for the first time since his Inauguration, dipped below zero for three consecutive days. As more Americans flex their political muscles, the nation’s leaders will receive a clear message. Whether or not it proves effective remains to be seen.

Grammar Post--"To Be" Verbs

In my political cartoon analysis, I had incorporated a lot of "to be" verbs into my writing. Although we went over this in class, I decided I needed a little more information on this subject. I found a great resource on Purdue's Online Writing Lab:

http://owl.english.purdue.edu/handouts/grammar/g_actpass.html

I was going to copy my findings directly into this post, but there is so much information that I thought it would be better to just include the link. If anyone is struggling with this issue, I encourage you to take a look at this resource.

I'm Black, You're White, Who's Innocent?`

In "I'm Black, You're White, Who's Innocent?", Shelby Steele discusses the struggle that remains in America with regard to race. Throughout his writing, it felt like a constant power struggle and was somewhat difficult for me to digest.

Growing up in Utah, I did not have very many occasions where I interacted with black Americans. I guess I can't relate with this struggle for innocence and guilt that Steele claims is in every interaction between the races. I can appreciate the feelings that were present in the opening scene, and felt like he really pulled the reader into his story--I was uncomfortable just reading about this party, let alone actually being there.

I can appreciate his thought process and the critical thinking that he went through to form his conclusions. I did agree with his assessment that we are ultimately responsible for our own actions, and we shouldn't blame others for our failures. It was astounding to read that "70 percent of black students at [his] university drop out before graduation" (539). I wonder what the statistic is for the white dropout rate, and if it is significantly lower, or if it is high as well. At any rate, it seems likely that these students are, for some reason, afraid of succeeding. While I don't feel like I have enough knowledge on this subject to form a strong opinion, at least his writing brought up new points that I can contemplate. Maybe this essay will spark our ability as a multi-cultural nation to talk more openly about racial differences.

Grammar Post: In-text citations

Because it has been so long since I have been in school, I am having a hard time remembering how to properly cite quotations in an essay. Here are the APA rules for in-text citations:

Short Quotations
If you are directly quoting from a work, you will need to include the author, year of publication, and the page number for the reference (preceded by "p."). Introduce the quotation with a signal phrase that includes the author's last name followed by the date of publication in parentheses.

According to Jones (1998), "Students often had difficulty using APA style, especially when it was their first time" (p. 199). Jones (1998) found "students often had difficulty using APA style" (p. 199); what implications does this have for teachers? If the author is not named in a signal phrase, place the author's last name, the year of publication, and the page number in parentheses after the quotation. She stated, "Students often had difficulty using APA style," but she did not offer an explanation as to why (Jones, 1998, p. 199).

Long Quotations
Place direct quotations longer than 40 words in a free-standing block of typewritten lines, and omit quotation marks. Start the quotation on a new line, indented five spaces from the left margin. Type the entire quotation on the new margin, and indent the first line of any subsequent paragraph within the quotation five spaces from the new margin. Maintain double-spacing throughout. The parenthetical citation should come after the closing punctuation mark.

Jones's (1998) study found the following:
Students often had difficulty using APA style, especially when it was their first time citing sources. This difficulty could be attributed to the fact that many students failed to purchase a style manual or to ask their teacher for help. (p. 199)

Summary or Paraphrase
If you are paraphrasing an idea from another work, you only have to make reference to the author and year of publication in your in-text reference, but APA guidelines encourage you to also provide the page number (although it is not required.)

According to Jones (1998), APA style is a difficult citation format for first-time learners.
APA style is a difficult citation format for first-time learners (Jones, 1998, p. 199).

http://owl.english.purdue.edu/owl/resource/560/02/

"Two Ways a Woman Can Get Hurt"

In "Two Ways a Woman Can Get Hurt", Jean Kilbourne draws a connection between sexually explicit and often violent media advertising and the crimes against women in America.

I really agree with the connections Kilbourne has made, and feel that these advertisements really help to shape the way that women are viewed by men, as well as the way women view themselves and each other. I found it very sad that a man got away with rape simply because a young woman "wore Victoria's Secret panties" and "used [it] against her as an indication of her immorality" (424). I think it was even more sad that because the jury was mostly women, they judged this victim more harshly. I feel it is true that women are very cruel judges of each other. I remember in high school talking with my friends about girls my age who were supposedly "sleeping around" and the labels that they received because of this. However, nobody said anything about the boys in these situations, and I can only picture their buddies giving them "high fives" and elevating their social status in response.

I also think it's disgusting how these advertisers exploit children for their benefit. Pure, sweet and innocent little bodies are degraded and seen as sensual and inviting--it's a pedophile's dream world. It seems as if every time you turn on the news, there is another story of some pervert who has crossed the line with a child. I can see how advertisers like Calvin Klein really contribute to this problem, and unless they change their marketing strategies, more children could be in harm's way.

I also really liked how Kilbourne said, "every girl is endangered, not just those who have been physically and sexually abused" (441). These images we see, over time, desensitize our rationale and make them seem "normal". They harm our self-image as women, and they enable men to view us as objects and sexual beings, rather than emotional, intelligent human beings who have much to offer society. Instead of focusing on the "bottom line", they need to be focusing on marketing their products without harming the innocent in the process. If companies aren't willing to embody some semblance of morality and decency in their marketing, we, as consumers, can choose to boycott their products and invite friends to do the same. Clearly, we are ultimately responsible for their "bottom line", and if we send them a strong message that we won't accept their tactics to sell us their product, then maybe we can make a difference.

Killer Culture

In "Killer Culture," David Kupelian blames the moral degradation of society, and teens in particular, on the media and the corporations they are a part of.

Before I get into the actual essay, I have to say that I felt the introduction was completely biased against Kupelian, by comparing him to the early preachers in America "who hissed fire-and-brimstone warnings against the sinful ways of their congregants and exhorted them to follow the straight and narrow path prescribed in the Gospels." I don't think it was necessarily fair, just because Kupelian has morals and believes in and quotes the Bible, to label him in this way. I pictured him as a "bible-thumping" religious zealot, who was intolerant of anyone who had values that were different from his, and I was very guarded in my reading of this essay. What I found, however, was that he was a concerned parent and citizen of our country, who has a belief in right and wrong and feels that our society is headed in a path that leads away from what is right and good. I applaud him for his bold stand, and agree with much of what he had to say.

I really found the MTV section fascinating. I knew corporations were willing to stoop to new levels to market to children and teens, but I didn't realize just how low they were going. The culture spies, shills, and street snitches were somewhat new to me. I knew these companies did a lot of research about teens, but I didn't realize they were actually the ones "buzzing" to them and creating the hypes that teens can't get enough of. It makes a lot of sense to me. I have actually contemplated how some brand, music group, or movie could be considered "cool" for such a large group of people with different backgrounds, tastes, and personalities, and reach the entire country in a relatively short period of time. Very sneaky, indeed!

Call me naive, but I was really shocked by some of the stuff that is going on with teens today. Yes, there were sex, drugs, and rock and roll when I was a teenager, but not to the extent that there is today--and I'm only 35 years-old! It really hasn't been very long since I was a teenager, but the sharp decline of morals and respect for one's body, and the increase of promiscuity has surprised me. I am fearful for my children and what they will have to face when they are teenagers. I feel like these things that used to happen primarily in high school are now reaching our elementary and junior high school children. When my son was six years-old, he overheard 5th and 6th graders talking about sex on the school bus. He had very explicit things to say about it, so we ended up having "the talk" with my little first-grader, to clear up any misconceptions and give him our explanations of sex and our values associated with it. I really think that is the key--open communication with your children. I was just grateful that my son came to me, and I hope that he will continue to do so as he grows.

Another thing I liked about this essay was how Kupelian began with the Scout Law--something sweet, pure, and innocent, and then he takes the essay down to the most base and filthy place it could be. Then, towards the end, he starts lifting it back up again by giving parents suggestions for avoiding this path with their teens, and again, ends with the image of the Scouts and the innocence that was felt in the beginning. It is truly an emotional rollercoaster, especially from the point of view of a parent, and I appreciated the knowledge I was able to gain from reading this essay.

Grammar Post: Punctuation With Quotations

I have had a problem knowing where to put punctuation when writing quotations. Does the period or comma go inside or outside quotation marks in a sentence? Here are the general rules:

Use a comma to introduce a quotation after a standard dialogue tag, a brief introductory phrase, or a dependant clause.

The detective said, "I am sure who performed the murder."

Put commas and periods within quotation marks, except when a parenthetical reference follows.

He said, "I may forget your name, but I never forget a face."

Mullen, criticizing the apparent inaction, writes, "Donahue's policy was to do nothing" (24).

Place colons and semicolons outside closed quotation marks.

Williams described the experiment as "a definitive step forward"; other scientists disagreed.

Benedetto emphasizes three elements of what she calls her "Olympic journey":
family support, personal commitment, and great coaching.

Place a question mark or exclamation point within closing quotation marks if the punctuation applies to the quotation itself. Place the punctuation outside the closing quotation marks if the punctuation applies to the whole sentence.

Phillip asked, "Do you need this book?"

Does Dr. Lim always say to her students, "You must work harder"?

http://owl.english.purdue.edu/owl/resource/577/03/

Framing Class, Vicarious Living, and Conspicuous Consumption

In "Framing Class, Vicarious Living, and Conspicuous Consumption," Diana Kendall blames the media for the "hedonistic consumption" that is prevalent in America today through their misleading portrayal of the social classes. She asserts that because the upper classes are glorified, while the middle and lower classes are degraded, we have a false sense of reality and are encouraged to spend money so we can be like the wealthy.

I agreed with a lot of what Kendall asserts. From the beginning of our children's lives, they are constantly bombarded with messages to consume, through commercials on children's shows, to advertising in schools, to "licensed character" clothes and toys, etc. My kids are constantly asking me to take them to McDonald's or Wendy's for a kid's meal, simply because they want the latest toy that comes with it. Also, the fads these companies create, such as my son's new favorite, Bakugan, or that "gotta have" clothing brand really set our children up for this hedonistic consumption that Kendall speaks of. "More children [in the United States] than anywhere else believe that their clothes and brands describe who they are and define their social status. (p. 340) I remember being in high school and feeling less than my friends because my parents couldn't afford to buy me Guess jeans. Did my friends think less of me because I wore an "off" brand? I don't think so, but I still had a problem with my self-esteem because of it.

Kendall also makes the point that television networks are only after the bottom line, so their incentives to portray classes in a more fair and balanced manner are hampered. Their goal, according to Kendall, is that their audiences criticize "the content of popular culture," rather than "question the superstructure of media ownership and the benefits these corporations derive from corporate-friendly public policies."(p. 345) She claims that civic journalism has largely gone by the wayside, and that journalists have now turned the news into something "thinner and shallower" to keep the bottom line. I can see how she might have a point here. Our local news stations do seem like they are just unloading a bunch of facts, rather than truly reporting the news. Who knows, maybe this type of reporting is what most people want in this fast-paced world. Who really has time these days to sit and watch a 10 minute segment on a particular social issue? I know that as I look for news, it is usually in passing or scanning the headlines on the Internet. I don't really have time to sit and watch an entire news program.

I guess where I might disagree with Kendall is that it seemed like she was stating that all media is bad. While I agree that a lot of the programs do promote consumerism and are biased toward social class, I don't think it is all this way. Also, I think we are ultimately responsible for how we interpret the messages we see, and what our children watch. We can combat a lot of these problems simply by having open discussions among our families and those we associate with. Also, monitoring the amount of time our children spend on the Internet and watching T.V. (and what they're watching) can go a long way to help them realize the fallacies they might encounter with regard to consumerism.

From Seven Floors Up

In "From Seven Floors Up", Sharon Olds compares her relatively easy life to that of a homeless man she observes. It is interesting how the differences in lifestyle are portrayed, and it seems that Olds realizes just how much she really has. I love how, after a week in the wilderness, she finds "joy in the shower" and puts her arms around the "cold, clean toilet." I have felt similarly after camping, and it helps you to realize just how much you take for granted. On the flipside, it is sad to think that there are many people who, not necessarily by choice, are living without a warm home or food that is readily available; let alone the ability to have a warm shower every day.

The title of this poem is also interesting. It gives the reader the feeling that the author is probably more affluent and living "higher up" in a nice apartment building. She is literally looking down on this homeless man as he is walking around with his shopping cart. I don't think, however, that she feels like she is better than this man; in fact, I think Olds realizes that she could be the one out in the cold while someone else was looking down on her.

I like the ending of this poem where Olds, in very descriptive language, illustrates the harsh conditions this man is in. "And he shoulders his earth, his wheeled hovel, north, the wind at his back--November, the trees coming bare in earnest." Then, she contrasts that with "November, the month of my easy birth," signalling that her easy life began in this month that has been so cold and harsh for another.

Rhetorical Analysis Selection

I just wanted to let my group know the essay I have chosen for my rhetorical analysis. It is "America the Beautiful: What We're Fighting For" by Dinesh D'Souza.

Serving in Florida

In "Serving in Florida", Barbara Ehrenreich lowers herself to poverty level in an attempt to fully understand and experience working-class life. While employed in waitressing and housekeeping jobs, she is barely able to keep her financial head above water, and finds herself exhausted and beaten down in the process.

I thought the premise of this experiment was interesting, to say the least. I think she got a good feel for how the working-class live; however, I don't think she could fully appreciate the stress and struggle these people really faced. It is one thing to "pretend" poverty and have a sufficient bank account and a comfortable life just 30 days away, and quite another thing to actually wonder if you will have a place to live next week, or if you will have food to feed your family. I know she did her best to live on the income she earned during that time, and she was physically and mentally exhausted from her work ("I start tossing back drugstore-brand ibuprofen as if they were vitamin C."), but I didn't feel like she actually felt the emotional stress that is present in a real-life situation. I do give her an "A" for effort, though, and admired her willingness to actually immerse herself in this lifestyle.

I could really relate with Ehrenreich's experience with waitressing. In college, I also worked as a waitress for a time, and found it a very stressful experience. I used to literally have nightmares that I had an endless sea of tables waiting for service and I could only move at the pace of a snail. It was kind of like those dreams you have where you trying to run somewhere and can only run in slow-motion--it's really frustrating. I loved reading her experience of her last day on the "job". "...table 24 is the meteorological event of the century: ten British tourists who seem to have made the decision to absorb the American experience entirely by mouth." I had a couple of those nightmarish days myself, only I had to come back the next day and do it all over again. I was envious that she was able to walk out and leave it all behind.

Many people are willing to analyze the problems associated with poverty and they can think of all kinds of solutions, but unless they have actually been there and experienced this dead-end road, their credibility and understanding are somewhat lacking. Ehrenreich's actions reminded me of Judy Root Aulette's essay, "Changing American Families", in which Carol Stack, an anthropologist, researched the "Flats" and immersed herself in this culture for two years. She was able to really get a feel for how these people lived and made ends meet. This method of research really gives these women the ability to walk in another's shoes, and also gives them immense credibility in diagnosing the problems associated with these "systems". I think Ehrenreich was able to effectively portray the conditions that working-class people endure, and I applaud her efforts to bring them to light.

Grammar Post: Semicolons

I have always had an issue with semicolons. I know they are not really that big of a deal, but I never seem to know when it would be appropriate to use them. Most of the time I just avoid them altogether, but I know that in some situations it could actually improve my writing and make a sentence more effective. Here is the general rule for semicolon usage:

In addition to using a semicolon to join related independent clauses in compound sentences, you can use a semicolon to separate items in a series if the elements of the series already include commas.

http://owl.english.purdue.edu/handouts/grammar/g_overvw.html

I Just Wanna Be Average

In "I Just Wanna Be Average", Mike Rose shares his personal experience of moving from the bottom of the education barrel to the top, and shows how he is given the opportunity for a real education. He discusses the labels that students in our educational system are given, and relates how they can set the stage for a lifetime of mediocrity.

Rose really sets the tone of his essay through his descriptions about his classmates, the teachers, and the programs he is in. Phrases like, "There was Christy Biggars, who, at sixteen, was dealing and was, according to rumor, a pimp as well." (162) And in referring to his PE teacher, "He routinely had us grabbing our ankles to receive his stinging paddle across our butts." (163) I thought it was interesting that his PE teacher was able to make such a racially slurred joke and get away with it. I guess by the time I entered the school system, those practices had largely ended, and would be considered a serious violation that would have brought about law suits and termination of the instructor. It is definitely indicative of the time period.

I also thought Rose did a good job at showing the differences between the "vocational track" as opposed to the "college prep" track. I got the feeling that the vocational track was a miserable place to be, and although Rose was actually a very bright student, he "developed further into a mediocre student and a somnambulant problem solver." (164) It shows how if people are constantly beaten down and labeled as less than adequate, it's only natural to start to believe it and incorporate that into your life. What are the messages we are sending each other, and our children, in particular? Children are easily shaped and molded, and they will believe the messages they are hearing from those around them. It is sad that so many are not given a real chance to excel, even now, because of the labels of economic standing, race, and so-called academic ability. They still have labels in education, such as the "gifted and talented" student, the "average" student, and the "remedial" student. I think that kids learn differently, and just because one child might "catch on" a little quicker than another, doesn't mean that the others are stupid or slow. As was mentioned in Gatto's "Against School", I think we need to reevaluate our educational system as a whole and question the current practices and labeling that are still so prevalent. Once he was on the college prep track and given a chance at a real education, Rose made significant improvements in his overall self image. Also, with the help of his English teacher, Jack MacFarland, he realized his potential as a writer and eventually was able to go to college and become successful.

While I found the principles of this essay valuable and worth exploring, I had a difficult time following what the author was trying to say. I found myself rereading sentences and passages to figure out their meaning. His wording didn't seem to flow very well, which is something that was surprising to me, especially coming from an award-winning writer. Maybe my vocabulary isn't sufficient enough to process some of the phrases he used, I don't know. I also thought some of the language used in this essay was inappropriate--you think a writer of this caliber would have other words in his "arsenal" that could have been just as effective. I know he was trying to set a certain tone and prove a point through this language, but I don't think dropping an "F-bomb" was necessary. He definitely lost credibility in my mind from using these terms, and I would be hesitant to want to read anything else he has written. Overall, I think the message was important and thought-provoking, and one that should be further examined by parents and those in the educational system.

Against School

John Taylor Gatto, in "Against School", discusses our inferior educational system and the dire consequences it has on our society. He claims that it was intentionally set up to "dumb-down" America, and make us productive robots, rather than effective thinkers.

My first reaction to this article was "WOW"! I appreciate the candor with which he spoke, and found it a very intriguing and new way of looking at our educational system. I have felt similarly about the "schooling" we have received and have often wondered how one's ability to regurgitate facts is a sufficient way to determine intellectual ability. I would love to hear more of the specifics of how he would "...easily and inexpensively jettison the old, stupid structures and help kids take an education rather than merely receive a schooling." (153) Besides offering parents tips on avoiding the traps of the educational system, he doesn't offer concrete solutions to fix the system as a whole.

I found the mission of the public school system interesting as well. I think most people feel that without "schooling", our children would be a bunch of idiots, and, therefore, believe that school is necessary "1. To make good people. 2. To make good citizens. and 3. To make each person his or her personal best."(154) The theory that there is a deliberate attempt, based on the Prussian example of schooling, to keep our country minimally educated was intriguing to me. I grew up in this system, as did my parents, and so I don't know anything different. I can relate to the "prison-like" atmosphere, boring lesson plans, and cramming for that test where I was required to regurgitate the "right" answer. I haven't studied other countries' educational systems, but I just assumed they were similar to ours. I think it would be an interesting topic to explore and compare their teaching methods with those of our own country.

At the end of his essay, I do like the fact that Gatto gives parents a ray of hope in avoiding the pitfalls of our educational system. Parents are primarily responsible for their children's education, and there are numerous ways to make sure they are truly learning. Whether they work through the system and supplement their child's education where needed, or whether they move them to a private school or homeschool, children can truly learn with the help of their parents. As Gatto states, "Don't hide behind reading, writing, and arithmetic as a rationale, because 2 million happy homeschoolers have surely put that banal justification to rest." (153) What kind of a country might we have if we taught our children in the way Gatto suggested? I know that I would love to find out!

Idiot Nation

In "Idiot Nation", Michael Moore attacks the educational system of the United States, and points an accusing finger at government, media, and corporate America for their contribution to the apparent "stupidity" of our country.

I'll be honest: I absolutely do not like Michael Moore. As I began reading his article, I was extremely closed-minded and I found fault with much of what he was saying. As I pondered my reaction to his writing, I knew I would not be able to fully interpret or appreciate his point of view until I tried to read it with more of an open mind. As I made efforts to read his article more analytically, instead of emotionally, I actually found myself agreeing with some of his points.

I feel that Moore was correct when he stated, "Teachers are now the politicians' favorite punching bag."(139) The teachers my children have had have been wonderful, despite the system through which they are working. I think they have to put up with a lot of criticism and they really aren't paid what they are worth. I also agree that the government is largely responsible for the educational mess we are in; however, I disagree with his implied solution that all we need is more money to fix our problem. I feel that government-run programs, in general, are always inferior and less efficient than the private sector. If the government gave up some of it's control over the educational system of our country, I believe that the competition would provide a higher standard of learning, and teachers would be naturally compensated for their efforts.

I also agree, in part, with Moore's assessment of corporate America's hand in education. "Buying" a school so that it can widely distribute it's products does seem underhanded. "Two hundred and forty school districts in thirty-one states have sold exclusive rights to one of the big three soda companies...to push their products in schools." (144) This practice has had significant consequences on the health of our children, which is hardly compensation for the money the schools might be receiving. I do, however, feel that some of the programs, such as "Box Tops for Education" and "Labels for Education" are good programs that can help the school earn money for necessary school items. We have participated in these programs through my children's school, and I am happy to clip my box tops on products that I would buy anyway. I don't think marketing to students, in general, is "evil", but I do expect these companies to market responsibly and not harm my child in the process.

Finally, Michael Moore's tone throughout his essay almost screams his point of view at the reader. I guess the "shock factor" could be effective to an audience who agrees, for the most part, with his political views. However, I had a difficult time wanting to try and see his point of view, and I found myself becoming easily defensive. It's similar to the communication process. When someone is yelling at you, it's difficult to want to see that person's perspective; but when they are really trying to make a point without being demeaning and overbearing, you are more open-minded and willing to listen.

Political Cartoons

"Changing American Families"

In her essay, "Changing American Families", Judy Root Aulette explores the different characteristics of families between social class, ethnicity and gender.

I really enjoyed this article and thought it was fascinating to see the relationship in families between different groups. I particularly thought the "upper-class" family was intriguing, maybe because I don't belong to that group and, therefore, enjoyed taking a peek into what life might be like for them. The marriage relationship, according to one woman in Aulette's essay, was "...first and foremost [a] marriage within one's class". I cannot imagine marrying for status alone, but to some, I guess it is better than marrying an "anybody". I found it interesting that upper-class mothers spend so much time and energy orchestrating social events and activities for their children, primarily to help them meet others of their own class and standing. Probably the most fascinating aspect of the upper-class was the inheritance idea. Teaching their children that "wealth belongs to all generations of a family rather than to individuals" helps foster responsibility in spending money wisely. I liked how they taught their children to live off of interest alone and leave the capital in the estate. Also, passing inheritance to grandchildren instead of children eased the tax burden on the estate.

Growing up in a middle-class family, I have to disagree with some of the points of Aulette's argument. Maybe she was right in a general sense of middle-class America, but as for my family, it was a little different. First, we were always taught that family came first, and if we were ever in financial trouble, we go to family first. I remember my parents loaning my aunt a car and babysitting her children so she could go to work and improve her family situation. Also, our family ties were very tight with our extended family, and they are still considered some of my closest friends. I agree that geographical mobility is a big issue for most middle-class families, but that doesn't necessarily mean that you can't still maintain good relationships with your family. I think she was probably right in that we pass resources primarily to our children, and not to all of our extended family.

I did think it was interesting that there was such a difference between middle-class black families and white families. It seems that the middle-class black family, according to Aulette, valued, not just the nuclear family, but the extended family as well. Also, "individual fulfillment is seen as self-centered activity and therefore is less valued", which stifles creativity and innovation. There is less risk-taking among middle-class blacks.

I enjoyed reading about the working class, "poor" classes of society, and different ethnic communities. It is interesting that there is a major theme of "it takes a village to raise children" among most of these communities, no matter the ethnicity. It seems that they, generally speaking, take care of each other and treat each other as blood relatives.

It was good to get a look at how different classes of families relate with each other and with others. However, I think that it is important to note that generalities are just that--general. Each family has their own way of relating with each other that may or may not fit into any of these norms.

"What We Really Miss About the 1950's"

In "What We Really Miss About the 1950's", Stephanie Coontz explores the social, economic, and political factors that impacted life during the 1950's. She also sifts through myths and stereotypes that have shaped our views of this decade, and provides us with evidence that leads, in many respects, to the contrary.

As a result of not growing up in the 1950's, I haven't had the nostalgia that many of my parent's generation might have. When thinking about the '50's, images of Leave it to Beaver, roller skates, and a certain naivety come to my mind. However, as I talk to my parents about their experiences growing up, it seems to support a lot of what Stephanie Coontz asserts in her essay.

In my father's family, for example, his father was very much the dad who worked, read the paper, and was the authority figure in the house. They bought a home and were able to afford it, and they raised all of their children there. I found it interesting, as Coontz pointed out in her essay, that couples were able to purchase a home for a significantly low percentage of their salary, and they were also able to save for closing costs in about one day of work, as opposed to eighteen weeks in 1991. I also found it interesting that employees were very loyal to their employers, and vice-versa. My grandfather worked at the local army depot until he retired. He was treated very well and he had a pension and other benefits that caused him to want to stay. There was no desire to change jobs because they had enough money for the things they needed.

Another interesting aspect of the 1950's, as shown by Coontz, was how young these couples married and started their families. Also, the spacing between children was very close. In my mother's family, my grandparents married at a very early age and they had my mother and her twin sister a month before my grandmother's 18th birthday. The next year, they had another child, and the year after that they had another. They ended up having eight children fairly close together. They also purchased a modest home and my grandmother was the homemaker while my grandfather worked--until they divorced when my mother was a senior in high school and my grandmother had to enter the workforce. It is interesting to note that my grandmother did not have a high school diploma, but she was able to get a minimum wage job and support her large family. As Stephanie Coontz notes, "People entering the job market in the 1950's had no way of knowing that they would be the last generation to have a good shot at reaching middle-class status without the benefit of post secondary schooling."

Another message that struck me from this article was the issue of women's rights. As a woman with many privileges, it is easy to take for granted the sacrifice and struggle that many endured to create a better world for me. It is somewhat unfathomable for me to think there was a time, in the fairly recent past, where women couldn't take out a loan, get a credit card, or be on a jury. Women, in general, were expected to act a certain way, and let men have center stage. I do not consider myself a "feminist-activist", but I do appreciate the privileges and opportunities that I have from these movements. I have never heard my grandmother complain of being treated unfairly, but she has expressed admiration for the opportunities that I have had. In my family, I believe that my grandmothers were content with what they had, but were also happy with the changes they saw in their lifetimes.

This essay provided me with some greater insights into the dynamics of the 1950's. I appreciated learning about the contradictions to this "golden age", and it has helped to shape my view and question the nostalgia that seems to be present.

Introduction

My name is Krista Turner. I am a 35 year-old mother of 4 who decided, just a couple of weeks ago, that it was time to continue my education. In my earlier college days, about 15 years ago, I didn't take my education very seriously. I was more interested in the social aspect of college and, as a consequence, my grades really suffered. In 2003, I had a strong desire to further my education and expand my mind. Although I had a toddler and I was pregnant with my second child, I managed to work really hard and I ended up getting my first 4.0! It was exhilarating, but the tasks of motherhood caused me to, once again, put my education on the back-burner. I consider it a great privilege to be in this learning environment. My goal is to finish some pre-requisites and enter the nursing program. Hopefully, I will be able to improve my overall GPA in the process. I have a very supportive husband who is behind me--I know I would not be able to tackle this without him!

The title of my blog reflects my feelings about this journey that I have undertaken. School, at this point in my life, is like trying to eat an elephant. However, I know that if I can just take it class by class, assignment by assignment, I can break down my education into little "bites" that I can assimilate into my life. I know I need to keep the end goal in my mind, but it will be easier for me to handle in smaller steps. I am willing to give my heart to this class, and I am excited for the overall journey that I am on!