Subbing

Over the last year I have signed up as a substitute for a few different schools in my area. I have tried really hard to keep myself in the upper level grades such as 5/6 or 9 through 12. Last week, I stepped out of my comfort zone and I substituted for a teacher who teaches first and second grade. That was a very eye-opening experience for me and trying to follow sub notes to help 13 children with sometimes different tasks only makes me appreciate teachers more. I do the best I can with sub plans, but I don't know how these teachers manage to teach their students and do the things that they do in such organized and caring ways. I looked at the work these students are doing and I felt gratitude anew for the teachers in my life that have brought me to this point. I am now a college graduate and I was able to do so because each and every teacher I've ever had has encouraged me to succeed and has worked with me to do better. There are some really amazing teachers out there and I'm grateful for every single one of them. I am sure I will continue to substitute and will continue to get put into classes and age groups that do not feel inherently comfortable to me. I will hopefully grow to not only feel more comfortable with teaching younger children, but to continue to feel thankful for the good teachers out there who care for and work so hard to help those children grow academically. I'm lucky to have these opportunities.

Sexual and Gender Diverse Adolescents and the Failures of Traditional Education in Public Education: Annotated Bibliography

Annotated Bibliography

I am considering using the sources listed below to write a research paper on whether abstinence-only sexual education as taught in public schools is as effective as comprehensive sexual education programs in reducing negative effects from sexual activity in students which are defined as increases in teen pregnancy rates and sexually transmitted diseases. I am not fully confident of my topic yet and I might need to narrow the focus of my thesis.

1. Blount, J. M. (2016). Controlling Sex: Modern Histories of Sex Education. Reviews in American History, 44(4), 611-620.

This article discusses the recent publication of both scientific and historical studies that have been published on the history of sexuality. This article was published by Johns Hopkins University Press. The authors recognize that writings in sexual education history are lacking due to a few challenges -good scholarship requires understanding young people as sexual beings and acknowledging the sexuality of adults who work with them- but suggests that these challenges can be overcome if they are understood and correlated into collected data. Some themes recognized by the authors in sexual education historical scholarship are the political controversy over sexual education, the segregation of students by gender and race in teaching situations, tendencies to normalize and perpetuate specific gender and sexuality norms, and racial stereotypes. This article reviews both published articles and books in which the history of sexuality has been researched and presented and suggests either faults or successes of each. This article really won’t be of much help for use in a short cited paper as almost all materials reviewed are books which require a great deal of time to read, utilize, and cite appropriately. I did enjoy reading the article and perusing its recommendations; if the time frame for paper preparation and development was longer, the sources cited in the article would be quite helpful. This was the article that I enjoyed the most out of all the ones read.

2. Denny, G., & Young, M. (2006). An Evaluation of an Abstinence‐Only Sex Education Curriculum: An 18‐Month Follow‐up. Journal of School Health, 76(8), 414-422.

This article discusses research into how successful abstinence-only sexual education programs are in achieving their stated goals: that students will abstain from all sexual contact and activity except within the context of marriage. Research data was collected as part of an 18 month follow-up evaluation with both students and teachers recruited from fifteen school districts; curriculum was taught to participating upper elementary, middle school and high school students. The research suggests that for some students, this form of sexual education led to less sexual activity and more positive knowledge and greater intent to remain abstinent was achieved long term. Research conducted included attempts to create controlled conditions for teaching and organizing data, both pretests and post test for participants. Sample size was quite large and the questionnaires (tests) given to students were extensive; however, the study is fairly limited due to the inability to randomly choose research participants, concerns about validity of self reported data, and a sizable group of students that did not participate in the follow up research. This article is consistent to the results reported in #3 and may be based on the same data set. However, as some of the data listed appears to be contradicted by other sources, I think this article needs to be carefully assessed to see if it is biased or if the data isn’t being presented appropriately. I think this could be an great secondary source if the article can be validated as the information provided does give specific data supporting positive results for abstinence-only education.

3. Denny, G., Young, M., Rausch, S., & Spear, C. (2002). An evaluation of an abstinence education curriculum series: Sex Can Wait. American Journal Of Health Behavior, 26(5), 366-377.

This article presents findings from a study of the effects of a particular abstinence program titled “Sex Can Wait.” The series was taught to students in upper elementary, junior high, and high school levels with the goals of the program being to delay sexual initiation, develop life skills and self esteem in participants, and produce positive changes both in attitude towards abstinence and recent sexual behavior. To obtain the results described, participants for the study were recruited from fifteen school districts, divided by grade level into two separate groups. One group was taught the “Sex Can Wait” protocols and the second group was taught the “current practice” protocol. Teachers also received training in the “Sex Can Wait” curriculum which follows the guidelines set up in Title V. The data collected suggests that teachers are satisfied with the training provided to them, followed the curriculum as presented, and that positive impact outcomes for students in some grade levels was achieved. The authors also state that the research shows that for some grade levels new knowledge was not retained after the program completion, suggesting some failure either in the teaching or curriculum itself. However, final findings describe some positive outcomes for elementary and high school students that were taught the “Sex Can Wait” protocol including abstinent behavior and transitional sexual behavior (from virgin to non-virgin status.) However, based on questions acknowledged during the study, sexual behavior was defined as vaginal virginity and heterosexual penile penetration, suggesting that all other forms of sexual intimacy were neither acknowledged or studied. This suggested to me that the data may be missing many aspects of teen sexual behavior, skewing the results. This research was funded by the Office of Adolescent Pregnancy Programs which is a program through the office of the US Department of Health and Human Services. This research appears to be the same project and data presented in the article listed as #2 in this bibliography with more authors listed in this specific publication of the results. More data limitations were cited in this article than in #2 as well, suggesting better recognition of research limitations. I think that it would be a good source to use to show some positive outcomes from abstinence-only education as the majority of the articles I found support comprehensive sex education.

4. Hess, A. (2010). Hold the sex, please: the discursive politics between national and local abstinence education providers. Sex Education, 10(3), 251-266. doi:10.1080/14681811.2010.491632

This article discusses research into how abstinence-only sexual education is understood by both national organizations and by the local education providers. Using in-depth interviews with 21 grantees in New York State and participant observations from two federally supported abstinence only education conferences, this article compares and contrasts the beliefs and practicalities of the national movements that frame abstinence as both scientifically and morally legitimate and local providers who interpret their work through the lens of community norms. Some of the topics covered include how abstinence education frames student’s views on safe sex, marriage, homosexuality, decision making, good health, and foundational skills for building healthy partner relationships. It concludes with recognizing that while the federal guidelines on abstinence education discourage atypical interpretations, local education providers continue to liberally interpret the guidelines to develop strategies promoting positive student growth and sexual decisions. This source should be useful as it describes some of the different ways that abstinence education is viewed and taught, which is important when determining the effectiveness of the teaching criteria. This article has challenged my preconceived views on abstinence-only teaching protocols – I had assumed abstinence-only education meant just that- to encompass the reality of teaching a combination of both comprehensive and abstinence sexual education.

5. Jeffries, W. L., Dodge, B., Bandiera, F. C., & Reece, M. (2010). Beyond abstinence-only: relationships between abstinence education and comprehensive topic instruction. Sex Education, 10(2), 171-185. doi:10.1080/14681811003666317

This article discussed whether abstinence-only education methods are used as an end point or as part of a sexual education program that covers contraception, gender and sexual identity, etc. Using a small sample survey group of Florida teachers who were teaching subjects that made them likely to be the teachers of sexual education, this survey tried to determine the relationship between the two ways of teaching sexual education: comprehensive and abstinence-only. This study suggest that sexual education teachers who teach abstinence-only sexual education also teach topics classified that are usually part of comprehensive sexual education. However, as this study is modest due to small sample size, geographical location, political pressure on teaching and funding, and possible selection bias, it is important to recognize the limitations in the research study itself. As this study does have some limitations, it isn’t a great primary source for a research paper. However, the small sample size they used in this research is similar to some of the other papers I viewed, so this paper could be used to support their conclusions.

6. Kohler, P. K., Manhart, L. E., & Lafferty, W. E. (2008). Abstinence-only and comprehensive sex education and the initiation of sexual activity and teen pregnancy. Journal of Adolescent Health, 42(4), 344-351.

This article uses research comparing the sexual health risks of individuals aged 15-19 years due to either abstinence-only sexual education or comprehensive sexual education protocols. Results on students who received no sexual education were collected as well and suggest that students who received a comprehensive sexual education were less likely to report teen pregnancy than those individuals who reported no sexual education at all or abstinence-only programming. Also, abstinence-only programs didn’t reduce the likelihood of engaging in vaginal intercourse. However, individuals who participated in either comprehensive sexual education or abstinence-only sexual education did not report reduced rates of sexual transmitted diseases. Another conclusion was that teaching about contraception was not associated with teenage sexual activity. This article presented statistics that show sexual behavior among teens happens at similar rates in all developed nations, however negative consequences such as teen pregnancy and STDs happen at a higher rate in the United States. The authors also acknowledge that all forms of education supported by federal funding under current law must include abstinence-only messaging. Data was collected through a nationwide survey sponsored by the National Center of Health Statistics, was based on probability samples, and was restricted to 1719 never-married heterosexual teens aged 15-19, and reported sexual education and behavior. One point of interest is that the authors acknowledge that they only used subjects that reported hetero-normative urges and behavior, which acknowledged that a large fraction of the population was left out of the study. While reading several of the other papers, I had to really hunt in the data to determine that particular sexualities and sexual practices were omitted. I found it very useful to have that information acknowledged at the outset.

7. Kirby, D., Short, L., Collins, J., Rugg, D., Kolbe, L., Howard, M., … Zabin, L. S. (1994). School-based programs to reduce sexual risk behaviors: a review of effectiveness. Public Health Reports, 109(3), 339–360.

This article reviews 23 studies of school-based programs that cataloged adolescent sexual behavior, documented negative consequences to adolescents who participate in sexual activity, and assessed ways to reduce risky sexual behavior by this population. It was determined that not all sexual and AIDS educational programs had significant effects on young adult sexual behavior, but specific programs did delay the initiation of intercourse, reduced the frequency of intercourse, reduced the number of sexual partners, and increase the use of contraception. The results include the fact that there is not sufficient evidence to show that either abstinence-only sexual education or comprehensive sexual education delay intercourse or affect other sexual behaviors. How the authors determined which studies were selected for review was carefully described and all studies selected were heavily cited with appropriate documentation of research methodology. This article is laid out in an easy to read format and includes many cited studies that I can use.

8. Rubenstein, R. (2017). Sex Education: Funding Facts, Not Fear. Health Matrix: Journal Of Law-Medicine, 27525-554.

This article uses research from many other sources to develop its thesis that sexual education in America is inconsistent both in content and application and also in its effectiveness in producing positive outcomes. It discusses how the way abstinence-only sexual education and comprehensive sexual education are compared to each other is fundamentally flawed. In short, the author states that no study can be correct in choosing which form of education is more effective when the two forms of sexual education compared do not share common goals. Comprehensive sexual education is taught to try to reduce negative impacts of sexual activity on participants and that abstinence-only programs are taught to reduce all sexual activity. Drawing on statistics and research data from many organizations, this article addresses the failures of abstinence-only education due to the teaching of medically inaccurate information, the presentation of heterosexual and gender norms as scientific fact, and the use of negative analogies (chewed gum, licked cupcakes, dirty toothbrushes, spit in cups, etc.) It suggests as a model the “California Healthy Youth Act,” which has provisions requiring scientifically and medically accurate teachings, material appropriate and inclusive of diverse learners, appropriate safety and effectiveness statistics for contraception, and passive consent procedures that require all students to be taught the required information unless the parent objects. The article compares and contrasts different ways of teaching both abstinence only educational models and comprehensive sexual education that emphasizes the failures of both types of programs when information is inaccurate or not included. The authors’ recommendations include cutting all federal funding for abstinence programs and moving funding towards programs that provide comprehensive sexual education with the provisions includes in the “CHYA” mentioned previously. This source does have a very specific slant and, while the information appears reliable from the sources cited, recognizing a potential bias is important. This source is pretty helpful because it does have a lot of carefully bulleted information with clear cited research, making the data mentioned in the paper easier to analyze and use.

9. Santelli, J., Ott, M. A., Lyon, M., Rogers, J., Summers, D., & Schleifer, R. (2006). Abstinence and abstinence-only education: a review of US policies and programs. Journal of Adolescent Health, 38(1), 72-81.

This article tries to recognize the broad support for adolescent education in this country while acknowledging the controversial ways that education is determined and taught. The authors determine that abstinence is a necessary and appropriate topic in comprehensive sexual education protocols, but recognize that abstinence only education has not been shown to be effective in producing lower rates of teenage pregnancies or sexually transmitted diseases. The authors of this article find, after reviewing several studies on both types of education, that the emphasis on abstinence-only education and federal funding of such is undermining more effective teaching protocols for sexual education and




10. Silva, M. (2002). The effectiveness of school-based sex education programs in the promotion of abstinent behavior: a meta-analysis. Health Education Research, 17(4), 471-48

This article presents findings from 12 studies conducted from 1987 to 2002 which focused on the overall effect of educational interventions on abstinent behavior. The author discusses the differences between the values expressed in abstinence-only and comprehensive sexual education, but recognizes that both programs strive to foster positive decision making and problem solving skills in students to help students make healthy decisions for themselves. Primary sources for research data were located using ERIC, PyschLIT, MEDLINE, and the Social Science Citation Index and these sources were then winnowed using eligibility criteria listed in the article. The findings indicate a small effect of abstinent interventions with significant variations shown in groups represented by parental participation and percentage of female participants. This article has a lot of sources and readily discusses some of the ways the author recognizes limitations in the studies analyzed; however, this will be a challenging source to use as I found it extremely difficult to understand. It feels like an article that I could really learn a lot from if I had someone knowledgeable to help me figure out the parts that I do not understand.

11. Stanger-Hall, K. F., & Hall, D. W. (2011). Abstinence-only education and teen pregnancy rates: why we need comprehensive sex education in the US. PLoS One, 6(10), e24658.

This article uses statistics and research studies to examine the rates of teen pregnancy and sexually transmitted disease in teenagers over the course of ten years during which abstinent education was the most funded and taught curriculum. One statistic emphasized is that the United States ranks first among all developed nations in both teen pregnancy and sexually transmitted diseases and that these numbers have risen steadily after ten years of abstinence teaching. When choosing information to study, material was collected from the Education Commission of the States to determine state laws on sexual education and the level of emphasis on abstinence in state laws and policies. Data on confounding factors (socio-economics, educational attainment, ethnic composition and Medicaid waivers for family planning) was collected and correlated to discover whether these factors had an effect on teen pregnancy or sexually transmitted diseases. When the data were analyzed, there was a positive correlation between abstinence education and teen pregnancy; the more emphasis on abstinence-only sexual activity, the higher the rate of teen pregnancy and STDs occurred. The authors recommend less federal spending on abstinence education and higher funding towards comprehensive sexual education to lower rates of sexual transmitted diseases and teen pregnancy. The authors also recommend that the federal government create requirements or guidelines for schools to follow so that sexual education is consistent and teachers are well trained. The hope is that these guidelines would help bring the level of negative sexual outcomes for teens down to the current rates of other developed countries. This article agrees with other papers that I have found and makes similar recommendations for successful changes. The way it is written also makes it easy to understand for me so it would make a good source for me to use. I think this article gives me a good jumping off point to frame my thesis argument and then I can use other articles to help confirm or question the data listed.

12. Weed, S. E., Ericksen, I. H., Lewis, A., Grant, G. E., & Wibberly, K. H. (2008). An abstinence program's impact on cognitive mediators and sexual initiation. American Journal of Health Behavior, 32(1), 60-73.

This article discussed the research performed by the authors into whether abstinence education for virgin seventh graders in Virginia has an effect on delaying or limiting sexual behavior. The main points of the study were to assess the impact of abstinence education programs on the initiation of sexual intercourse in teenagers and to learn more about the mechanisms that learn more about the stimuli that move adolescents to initiate sexual intercourse. The results suggest that abstinence-only education can achieve significant delay of sexual initiation in teenage participants. The data were collected in a one year evaluation of an abstinence education curriculum being used in Virginia public school systems. The program complied with the guidelines set by Title V and was taught as a nine unit course as part of the required physical/ health education classes held in participating public schools. Data collection included pre- and post self reports in which the authors paid particular attention to developing questions for optimal accuracy. This article appears to be well researched and the authors provided many useful citations; however, a few phrases throughout the document felt incendiary and stereotyped. This article clearly defined sex and discussed how the results can vary depending on how sexual activity is defined.

Habit Energy

If you are anything like me and have anxiety, sometimes I find myself doing things over and over for the comfort and the release from the anxiety that follows me everywhere. I clean, spend time on the treadmill, clean some more, homework, then clean some more... you can probably sense the pattern fairly quickly. I find the most relief when I am cleaning, on the treadmill or sleeping... and that's about it. Weekends are spent working on schoolwork or teaching classes and so I am sitting continuing to work on book analysis, lesson plans, and climate change discussions...... and I came upon this quote.

Trying to change our habits is hard...
Pick one thing to start...
Then do one more thing.

I have read this quote a few times in the last few weeks and I always find myself pondering it and really thinking about how I can apply in in my life. I have been trying to make small financial changes as well as conservation changes for the earth as well, but I would like to take this advice to try and change some of my personal compulsions.

When you read this quote, what comes immediately to your mind? What would you like to change? Where would you start?

A Short Film Review - "Exit Through the Gift Shop"

Warning- this review is full of spoilers.....

I found myself baffled and perplexed by this documentary- a hard feat to accomplish as it is my favorite film genre. I sat and watched amazing street artists who stencil, paint, and glue their way into our visual culture and lives… and the man named Thierry Guetta who became obsessed with filming these artists in action and over time became their co-conspirator… and then drops the filming to become a street artist in his own right named Mr. Brain Wash… in some ways selling out the artists who taught and educated him on their craft and allowed him to film them because of their belief that he would help express the importance of their art and their passion… this was an interesting mind cluster of high proportions!

Thierry started filming those in his everyday world as a coping mechanism for loss and to record the movements of those around him so that they could “live forever in those moments.” Over time he started following and filming street artists beginning with ‘Invader’ and moving on through many artists to high profile street painters Shepard Fairey and Banksy. One of the important aspects of the filming of these artists and their work was his accidental documenting of a risky and short lived art form. As Banksy states, “Most art is made to last hundreds of years, but street art has a short life span… It needs to be documented.” This footage has given us the opportunity to see artwork that no longer exists and talk to some of the artists who create it and learn their motivations and desires that they put into their craft. We also see and feel some of the danger and risk of arrest that these artists accept to contribute their work to society as a whole- “I liked the danger… it made me feel good.” In a very real way, these artists create an art gallery outside in our everyday world.

Watching Thierry become an artist helped me to realize that I do ‘color’ my art with a perceived view of the artist and my understanding of their motivation/ passion. I didn’t find much of his work useful- it felt ridiculous and trendy. I didn’t really feel anything by minor interest, annoyance, or boredom looking at his copious quantity of work. I loved his motivation and success, but didn’t understand it or applaud it. I loved Banksy’s work and his desire to create but keep himself and his art anonymous from his ‘real world’ persona. I liked the way that street art “gained real power from perceived power” and how Thierry was able to help some of these artists see the reactions to their work from the public creating a true feedback loop.

Banksy said a few things that really hit home for me. One is that “there aren’t supposed to be rules.” The idea of creation is just that… taking old or miscellaneous things and remaking them into something new and different from the sum of its parts. Thinking about how making and following specific rules to mass create work a bit like a shoe factory didn’t feel right to me. Another statement was, “Maybe art is a bit of a joke…” and I think he is right. Creation of any kind creates emotion of some sort and humor/laughter should clearly be understood to be part of that creative ideal. Another way to put that is “One man’s trash is another man’s treasure”- Tyler Glenn. However the most amazing thing that I took from Banksy was his realization that as Thierry had no clue how to make a movie, maybe he (Banksy) should try… and the result is this evocative documentary.

I love the way that each person’s art builds upon those who have come before them- how even an evocative picture of Barack Obama by a street artist has become such a cultural image recognized by so many. Yet most people probably have no idea how the image came about. I love the way that Banksy helped create this documentary even though he didn’t agree with all the ways that the art in it was defined. I loved learning and watching the different techniques used to create the art… even if that art may be covered over tomorrow. Lastly, I adored watching the teachers' semi dismay over the creations of their protégée… for this is a feeling that all teachers have at some point… for they must let the student learn the principles and then let them go to create their own path. A lesson for us all.

pictures from: http://www.banksyfilm.com/

Bloodborne Pathogens Answer Key

Here are the answers I promised for the test I posted yesterday. I have also included some page numbers in the manual for those who are so inclined and have a manual. :)

1. A - (p. 4)

2. A - (p. 5 (6)

3. C - (p. 5)

4. B - (p. 4, 5)

5. C - (p. 4)

6. A - (p. 7)

7. D - (p. 8-9)

8. A - (p. 16-17)

9. B - (p. 9-10)

10. D - (p. 4)

11. D - (p. 9)

12. C - (p. 11)

13. A - (p. 5)

14. D

15. B - (p. 9-10)

16. D

17. B

18. C

19. D

20. B - (p. 5)

21. B - (p. 5)

22. D - (p. 9-10)

23. C - (p. 3, 11)

24. D

25. B - (p. 5)

pictures from: http://gotpulse.com/Bloodborne-Pathogen-Training.html

Bloodborne Pathogens Course Practice Test

As a Basic Life Support Instructor, I sometimes take the time to create practice tests for students to see how well the information has been maintained. The American Heart Association doesn't always have a test for a class and I sometimes have students ask for a pretest to get ideas on what the class covers. I wrote this test a few years ago and thought I would put it here for people to use. I will post the answers for it tomorrow. :)



1. What are Bloodborne Pathogens?
A. Germs in the blood that make people sick
B. Germs in the air that make people sick
C. Germs in all bodily fluids that make people sick
D. Germs in the environment that make people sick

2. Bloodborne pathogens training teaches....
A. How to act if an exposure to a bloodborne pathogen occurs
B. The employee to quickly leave the scene of a blood spill
C. How to clean up a blood spill without personal protective equipment
D. Safe handling of blood without wearing gloves

3. What does the 'P' in PACT stand for?
A. Power
B. Pathogen
C. Protect
D. Pulmonary

4. The main ways bloodborne pathogens can enter the body and make you sick include...
A. Picking up a towel with a small drop of blood while wearing gloves
B. Getting stuck with a sharp object that has blood on it
C. Wearing gloves with blood on them
D. Wearing gloves and picking up a container that has blood inside it

5. Which one of these symptoms is not a symptom of HIV/ AIDS?
A. Swollen glands and unexplained fever
B. Poor appetite with rapid weight loss
C. Manic or strong energy
D. Increased chance of catching other illnesses

6. Universal precautions refers to what?
A. Treating all bodily fluids as if it is infectious.
B. Wearing UV sunglasses outside.
C. Never leaving your house.
D. Protecting yourself against Universal aliens.

7. The purpose of (rubber) gloving up is to what?
A. Provide a sterile environment.
B. Make you look professional.
C. Keep your fingerprints out of the scene.
D. Protect
4
8. What is the best way to dispose of needles and other sharps?
A. After using the sharp, carefully dispose of it into a sharps disposal container
B. After using sharp, throw object directly into nearest trash container
C. Cap the needle and discard into a trash container
D. After using the sharp, carefully dispose of it into a biohazard waste bag

9. Washing Hands and skin after exposure
A. is not always necessary
B. is done with soap and large amounts of water
C. is not necessary if gloves are worn
D. is not necessary if waterless hand sanitizers are available and used

10. Which one of these symptoms is not a symptom of Hepatitis?
A. Nausea, vomiting and abdominal pain
B. Damage to the liver
C. Unexplained tiredness
D. Inflammation and contusions all over the body

11. Personal protective equipment may include all but:
A. goggles and/ or face shields
B. gown, apron, booties or shoe covers
C. cap or hood
D. sunglasses and work gloves

12. Biohazard waste warning labels are usually what color?
A. Black
B. Red
C. Orange
D. Yellow

13. What does the 'C' in PACT stand for?
A. Clean
B. Cardiac
C. Control
D. Content

14. An exposure control plan contains specific details and instructions on how to clean up a mess with blood- containing materials. All of the following usually part of that plan except:
A. Use the appropriate personal protective equipment
B. Dispose of cleaning materials and any personal protective equipment in the appropriate waste containers.
C. use absorbent materials to wipe up large amounts of blood
D. watching your co-workers struggle to clean and taping it all for posterity

15. You have cleaned up a blood spill and have removed your gloves. To protect yourself you should also:
A. Use waterless hand sanitizer
B. Wash hands immediately with soap and large amounts of water
C. Go to the break room for a glass of water and to fill out the necessary paperwork
D. Put the gloves in the closest trash can

16. What are the main diseases of concern when discussing the blood borne pathogen standard?
A. HAV, HDV, HEV.
B. PVC, BVD, HIB.
C. PCP, H2O, CDC
D. HIV, HBV, HCV

17. How many days can Hepatitis C live in dry blood?
A. 1 day
B. 4 days
C. 7 days
D. 14 days

18. What site of the human body is the most common site for TB disease?
A. Brain
B. Kidneys
C. Lungs
D. Liver

19. Hepatitis B and C can be spread by:
A. Having unprotected sex with an infected person.
B. Blood-to-blood contact with an infected person.
C. Eating food or drinking water infected with feces.
D. Both a and b.

20. Which of these is not a common entry point for bloodborne pathogens to enter the body?
A. Eyes and nose
B. Ears
C. Cuts or injuries in skin surface
D. Mouth

21. What does the 'A' in PACT stand for?
A. Assess
B. Act
C. Asphyxiate
D. Action

22. What is the single most effective form of protection for you and others during a bloodborne pathogen exposure?
A. Vaccination
B. Not eating in contaminated areas
C. Clean clothing
D. Hand washing

23. If you are exposed to potentially infectious materials on the job, you may request a vaccine for which bloodborne disease?
A. HIV
B. Syphilis
C. Hepatitis B
D. Brucellosis

24. Bloodborne pathogens may enter your system through:
A. open sores / skin abrasions
B. dermatitis
C. mucous membranes
D. all of the above

25. What does the 'T' in PACT stand for?
A. Talk
B. Tell
C. Touch
D. Time

Feedback and comments are welcome! Enjoy :)

pictures from: http://floridahomeboundfhb.com/Initial_orientation/Bloodborne/bloodb.php, http://www.slideshare.net/glenbrooksouth/blood-borne-pathogen-training

Thoughts on the Khan Academy...

I started this assignment by looking at the Khan Academy website and watching the video about Saloman Khan and how he started his videos for family use and then eventually developed a public site. Two things struck me right away. First, I used my home laptop at the school and since I was logged into my Facebook account, the home page for the academy told me that three of my 'friends' were also 'friends' with them. That felt a little intrusive and odd that this site I had never heard of had figured out 'who I was' before I even set up an account. I also discovered pretty quickly that I couldn't watch any other videos without opening an account. While I appreciate that the site allows you to sign up for free and then you have full access to all of it, but I am very careful with how I give out my info and I felt a bit trapped at that point. I needed to watch a video or two for the discussion, but couldn't do so without giving my name, email address, and my birth date. I went ahead and did so, but I still feel a little uncomfortable with that.

The video that I started with – the interview with Salam Khan- was really interesting. I liked listening to his journey of the opportunity and the desire to help his nephews learn and how those few videos he put out that seemed to be so useful that he branched out and they eventually became the website that I just visited. I love the fact that it’s free- cost can be such an impediment for some groups of people. I know for me I am much more likely to take the time to check it out if I do not have to shell out money to do so. I next decided to try a few things that I knew to see what I thought about them. I have been teaching BLS for over a decade so I looked up CPR and they have a program for it. The program tries to teach body position and arm angles and hand placement and as soon as I figured out how the program worked I has able to successfully do it. I thought it was interesting but I wonder how much can be really learned when you are using one finger to do it. One of the things we do in class is the do the ‘maneuvers’ several times over a class to try and develop a body memory so that if you cannot mentally remember what to do, maybe your body will. I think this was a great introduction to the topic and gave you a few good ideas so I thought it was useful. I wonder if any users have felt compelled to take a real class from using the program on the site... I would love to know that answer.

I next went to a few medical videos and watch those. I worked for Mercy ambulance in a big city out west for a decade and I saw a few abdominal aortic aneurysms in people- some who survived and some who didn’t. So I did watch the video on the site about it here. I thought it was very accurate and pretty interesting. Covered all the facts I knew and two that I didn’t. I do recommend it for everyone to watch for informational purposes because many people have to have the AAA burst before they recognize they have it and makes it more challenging for medical staff to fix. The video didn’t cover all the ways to recognize them, but an aneurism is a hard thing to recognize because it depends on where they are in the body. But it covered quite a bit and all the testing that doctors do to diagnose it.

The next one I watched was on breathing and asthma that can be found here: It was just awesome and I am going to recommend it to the current teacher of the medical assistant program. I thought it was really helpful and reinforced what I knew and I gained some knowledge as well. I think I might be start using this site as a permanent feature of my education… even if they do track me and my friends ;)

What are your thoughts?

Discussions with a BLS student... February 2013

I wanted to share a ‘conversation’ I had via email this week. As many of you know, I teach BLS (basic life support) in my spare time and one of the benefits I offer my students is that they can contact me by email or phone to ask questions and voice concerns over the time frame that their card is current…so for some students that gives them two years. It doesn’t cost them any more money- it’s just one of the perks that I offer with the class. To be blunt, I rarely hear back from students. Many people take the class for work and are not too stressed as long as they are certified and many just kind of forget as they leave class and go back to their daily business. Every few months, someone will send a letter praising my skills to the hospital and I have also gotten almost universally good evaluations. (I get a ‘bad’ one every few years from one of the local public school English teachers. I was really upset the first time when the evaluation said I was ‘tangentially morbid’, but as he keeps putting it, I have learned to shrug and move on and even laugh about it. The first time he wrote it, I had to look the word up as I had no idea what it meant…which I suspect was also part of his comment. :) However, two weeks ago, I taught a CPR/First Aid class and within three days of the class, my student not only had to use some of the skills I tried to impress on him during the class, but he voiced some really legitimate concerns that I think many of us have in challenging situations. So I thought I would post the ‘conversation.’ I sometimes find trying to address some of my student’s legitimate concerns difficult because I do not feel like I am really a good writer or have an excellent grasp of how to use language to convey feelings and emotions very well. I hope that I did all right…


February 16th, 2013

Hi Sonia,
Your letter confirming training arrived. This afternoon my neighbor called, his wife had fallen, she could not get up and he could not pick her up. He asked if I could come over and help. I've known them for many years, they are both in their late 80's. I went right over. She was on the kitchen floor, her eyes were clear and focused, she said that she did not hurt anyplace only that she did not have the strength to get up. She'd had a brain tumor a couple of years ago and her balance has not been good since, he'd had a heart attack and is no condition to lift more than 5 lbs. I talked with her a while to assess the situation, she seemed to be herself, absolutely clear and lucid. Brought a chair over so that she could steady herself as I picked her up and would not have to move her too far. When she rolled up onto her knees to move I could see the other side of her face there was a large ugly purple spot the size of your palm. She said that she had been to the dermatologist earlier this week and that he had removed a spot, it had not just happened. I put my arms under hers, used my legs to pick her up and she sat down quite easily in the chair.It was tea time, a chance to talk and see how they are doing. The other night she had fallen out of bed and could not get up, they called 911, the ambulance service helped her get back into bed. What they should do is get into an assisted living center - soon, for now they are so entrenched in their home they do not want to go through moving. Getting old is hard. Thank you for the training and the letter,

DP


February 17th , 2013

Wow! That was very quick..... I had a dead phone yesterday so I needed to wait until today but it sounds like you were very helpful and you did the right thing. It doesn't sound like I would have recommended anything different and that was really great of you to help! Did you have any concerns? Did you feel basically prepared and only a little nervous? Is there anything else you wish for me to cover with you....? Anyway, good job and I loved hearing about that!

Sonia G


February 19th, 2013

Hi Sonia,
"Did you have any concerns?" – YES!
Should I being doing this? What If? and still have concerns. The rest of that day and the next day it was still was very much on my mind. More than just this incident - their ability to take care of themselves and that further incidents could cause them pain & suffering. In class the other night you were crystal clear that confidentiality and respect to privacy is paramount. The day after helping them I met a mutual friend and close neighbor in town. I questioned myself as to whether I should say anything or not, I did tell this neighbor about what had happened. It concerns me that I did right or wrong informing this individual about what had happened. As a neighborhood group we have all been very close over the years and helped to take care and watch out for each other through illness and death. Thank you,

DP


February 21st , 2013

So let's chat about that. You are correct- confidentiality and privacy are very, very important. However, there is a loophole in that idea that I didn't really stress so let's go over it. The reason that privacy and confidentiality is so important is that we want people to trust us to give us the information we need to help. However, that information must be given away to others in certain cases. If the patient may cause harm to others, then absolutely we must share the information. If someone is threatening harm to themselves then we must also share that information. We must share it for a few simple reasons, but I think the most important reason is that we cannot allow harm to happen to ourselves... otherwise we become useless to help others. If we keep a secret that later causes us to feel guilt, shame and fear... that causes us to not want to help others anymore... that very much causes harm to ourselves and isn't ok either. So there are legitimate reasons for breaking confidentiality. The situation that you are describing appears to be one of them. If the young lady is likely to continue to fall and to be more likely to get hurt, it is important (if possible) to try with their help to make a plan or come up with ideas to try and develop ways to make the falling less likely. For instance, questioning what the patient feels has caused the last few falls will help a lot. (Does she get dizzy when standing up from sitting, house full of trip hazards, anything situational that consistently puts her at risk?). What then can potentially be changed to help the patient be less likely to fall… You mentioned that her husband can't pick her up if she falls because of his back... Any other family or close friends nearby? One thing that some families and communities have done is to create an informal group for older people in need (this situation is a perfect reason for one). So a small group of like minded, motivated people could talk together and create a plan for helping this family to stay in their home... It sounds like they have no wish to go into assisted living from what you said... So the people in the group would all know each other and have easy contact information for each other. Each person would 'agree' to take a bit of responsibility over the family for a certain amount of time (morning, day, etc...). So they would be available to check on them, visit and help if needed. Once a week or so the group meets either in person or by phone for a few minutes to chat about each person's experiences that week, concerns and any good changes that need to be made- it is awesome if the meetings include the people who need the help. It helps for them to be able to give input on what's working, what's not and what they think they need. Also, a group can share lots of confidential things and when they stay in the group, it’s all good. Does that make sense? Helping your community, the people in it and feeling confident and able to do so is truly the goal... at least for me. I really appreciate your writing and sharing your concerns with me and I hope you will feel more comfortable over time.

To your question of should I be doing this...? Well, that is really up to you. We all have strengths and weaknesses and things that are easy or difficult for each of us. I do not know you very well, but I think I know a few things from our brief time. You are responsible and motivated (you decided you wanted the class, signed up, and even with rescheduling showed up for it. You came with payment, paid attention and asked questions.). You know yourself pretty well (you admitted even when asked a few times that you really probably would never use the book. You felt comfortable being honest about it and didn't feel any concern or need to fib so that I would give you a book and you would toss it later. ). The fact that you feel concerned about these friends/neighbors, etc. suggests you have empathy towards others and concern for their well being and are willing to give of yourself. Some people perform first aid because it makes them feel good about themselves- because they can tell others how wonderful they are and what wonderful things they have done. Your concerns do not appear to be about yourself. You seem concerned with making sure you do the right things and really helping. So it is my thought that you should keep doing this if you feel comfortable enough to try. The more you do it, the more experience will help teach you important things. And over time, many things in your assessment of situations and people will become so easy and just a part of what you do that you will be able to spend more time giving and helping instead of worrying about whether you are remembering everything, etc... Those are just my thoughts though. Please do not think that I am telling you what you must do, etc... I hope I helped answer that question.

What else can I help with? Did this help at all?

Sonia G


February 23rd, 2013

Hi Sonia,
Thank you very much for your thoughtful response to my concerns. It is truly helpful to be able to communicate and receive feedback from someone who understands the causes and roots of concerns such as I had.

Just got off the phone talking with the neighbor who we're concerned about, today they're doing fine. Tomorrow, will go to see them and perhaps have a cup of tea. Over the next few days will talk with a couple of the other neighbors and see if we can come up with a schedule

The days are getting longer ~ Happy photosynthesis!

DP


I really love knowing that everyone in a while, I have a student who has really listened and not just with their head…but with their heart and soul too. They have heard things that I wasn’t even sure that I managed to get out…how do you teach people to have empathy towards others if they do not already have it? I won’t pretend that is a skill I have. Whenever I prepare for a class, I always ask for the spirit to be with me while I am teaching so that the important parts of my message can be discerned and not lost in my 'hyper-whirlwind' that I call me. I am so grateful for these skills and I am so glad that they can help others and give me satisfaction and joy too! Can’t wait for my next class!

The Life and Art of Carl Heinrich Bloch

A week or so ago, I found something interesting when I was doing the research for another blog post. I discovered an artist named Carl Bloch. :) I realized that I already recognized a lot of his work and hadn't realized that it was all made by the same man... or even who that man was. So I wanted to take a few minutes today and share a little bit about him and his artwork- I am guessing that several of my readers will have the same recognitions on some of the artwork that I did.

Carl Heinrich Bloch was born on May 23, 1834 in Copenhagen, Denmark. He was the son of a merchant named Joergen and his wife Ida Bloch. His parents were hopeful for him to join the ranks of sea captains or the Navy. He, however, was consumed with drawing and art and loved the idea of becoming an artist- not a respectable profession according to his parents.

It was in 1849, his parent's gave in and allowed Carl to draw in his spare time in the evenings at the Royal Danish Academy of Art. He attended the W. Marstrand Model School in 1851 as well as the Academy. In 1852, he won an award for one of his drawing there and in 1855, Carl Bloch joined the Academy. In August 1859 he received a travel grant from the Academy which he used to travel to Holland, France and Italy with a fellow artist. Carl Bloch met his wife in Rome. Her name was Alma Trepka and they were married in May 1868 and later had eight children. They appeared to be happy and prosperous together until she died in January 1886. His sorrow at her death weighed much on his life.

While Mr Bloch painted (and did so very well) etching was his preferred medium for showing emotion. To the artist, the art of etching was a sublime tool to show and express these strong and pain-stricken emotions.

Mr Bloch served as a professor at the Royal Academy of Art in 1883 and also served as a vice-director. He was also decorated with “The Cross of an Order of Chivalry” and “The Medal of the Dannebrogmen”. Besides religious work, he did many other genre and portrait painting that are beautiful and enthralling as well. Some of his political works are great favorites in his country. His over twenty paintings for the King's Praying Chamber are as well as this altarpieces for the same place are considered to be among the best of his works. Carl Bloch died of stomach cancer on February 22, 1890. Even one hundred years later, many students who wish to study the life of Jesus and attempt to illustrate it, travel to Denmark to study these paintings.

The commission that he received to paint the 23 paintings for The Praying Chamber changed not only Carl Bloch's personal life but also his artistic legacy... and some have recognized Carl Bloch as perhaps the greatest artist ever to interpret the life and death of Christ. I am listing many of his paintings and a few etchings on the life of Jesus Christ below... along with scripture verses and I have tried to put them in the order they happened in the Savior's life.

Details of Mary and the Angel (Luke 1:30–32, 35... "The angel said unto her, Fear not, Mary: for thou hast found favour with God. And, behold, thou shalt … bring forth a son, and shalt call his name Jesus. He shall … be called the Son of God.”)



Mary's Visit to Elizabeth (Luke 1:41–42... "And it came to pass, that, when Elisabeth heard the salutation of Mary, the babe leaped in her womb; and Elisabeth was filled with the Holy Ghost: And she spake out with a loud voice, and said, Blessed art thou among women, and blessed is the fruit of thy womb.")


Detail of The Annunciation to the Shepards (Luke 2:10–11... "And the angel said unto them, Fear not: for, behold, I bring you good tidings of great joy, which shall be to all people. For unto you is born this day in the city of David a Saviour, which is Christ the Lord.")




The Birth of Jesus (Luke 2:7... "And she brought forth her firstborn son, and wrapped him in swaddling clothes, and laid him in a manger; because there was no room for them in the inn.”)









The Nativity Etching











Fleeing to Egypt (Matthew 2:13-15... "And when they were departed, behold, the angel of the Lord appeareth to Joseph in a dream, saying, Arise, and take the young child and his mother, and flee into Egypt, and be thou there until I bring thee word: for Herod will seek the young child to destroy him. When he arose, he took the young child and his mother by night, and departed into Egypt: And was there until the death of Herod: that it might be fulfilled which was spoken of the Lord by the prophet, saying, Out of Egypt have I called my son.")


The Shedding of Innocents (Matthew 2:16-18... "Then Herod, when he saw that he was mocked of the wise men, was exceeding wroth, and sent forth, and slew all the children that were in Bethlehem, and in all the coasts thereof, from two years old and under, according to the time which he had diligently inquired of the wise men. Then was fulfilled that which was spoken by Jeremiah the prophet, saying, In Rama was there a voice heard, lamentation, and weeping, and great mourning, Rachel weeping for her children, and would not be comforted, because they are not.")



The Twelve-Year-Old Jesus in the Temple (Luke 2:46–47... "After three days they found him in the temple, sitting in the midst of the doctors, both hearing them, and asking them questions. And all that heard him were astonished at his understanding and answers.”)




Get Thee Hence, Satan (Matt. 4:10... Then saith Jesus unto him, Get thee hence, Satan: for it is written, Thou shalt worship the Lord thy God, and him only shalt thou serve. Then the devil leaveth him, and, behold, angels came and ministered unto him.")


Christ and the Samaritan Woman (John 4:13-14... "But whosoever drinketh of the water that I shall give him shall never thirst; but the water … shall be in him a well … springing up into everlasting life.”)






The Marriage at Cana (John 2:9, 11... "When the ruler of the feast had tasted the water that was made wine, and knew not whence it was: (but the servants which drew the water knew;) the governor of the feast called the bridegroom... This beginning of miracles did Jesus in Cana of Galilee, and manifested forth his glory; and his disciples believed on him.")


The Sermon on the Mount (Matt. 5:1–3... "When he was set, his disciples came unto him: And he opened his mouth, and taught them, saying, Blessed are the poor in spirit: for theirs is the kingdom of heaven.”)






The healing of the Daughter of Jairus (Luke 8:49-56... "While he yet spake, there cometh one from the ruler of the synagogue's house, saying to him, Thy daughter is dead; trouble not the Master. But when Jesus heard it, he answered him, saying, Fear not: believe only, and she shall be made whole. And when he came into the house, he suffered no man to go in, save Peter, and James, and John, and the father and the mother of the maiden. And all wept, and bewailed her: but he said, Weep not; she is not dead, but sleepeth. And they laughed him to scorn, knowing that she was dead. And he put them all out, and took her by the hand, and called, saying, Maid, arise. And her spirit came again, and she arose straightway: and he commanded to give her meat. And her parents were astonished: but he charged them that they should tell no man what was done.")




Go Ye Therefore







Christ Healing the Sick at the Pool of Bethesda (John 5:5–6... "A certain man … had an infirmity thirty and eight years. When Jesus saw him lie, and knew that he had been now a long time in that case, he saith unto him, Wilt thou be made whole?”)



The Transfiguration (Mark 9:2, 4... "And after six days Jesus taketh [with him] Peter, and James, and John, and leadeth them up into an high mountain apart by themselves: and he was transfigured before them. And there appeared unto them Elias with Moses: and they were talking with Jesus.")




Christ Healing the Blind Man (John 9:1, 6–7... "And as Jesus passed by, he saw a man which was blind from his birth. When he had thus spoken, he spat on the ground, and made clay of the spittle, and he anointed the eyes of the blind man with the clay, And said unto him, Go, wash in the pool of Siloam, (which is by interpretation, Sent.) He went his way therefore, and washed, and came seeing.")



Suffer the Little Children to Come unto Me (Matt. 19:13–14... "Then were there brought unto him little children, … and the disciples rebuked them. But Jesus said, Suffer little children, and forbid them not, to come unto me: for of such is the kingdom of heaven.”)




The Resurrection of Lazarus (John 11:43–44... "And when he thus had spoken, he cried with a loud voice, Lazarus, come forth. And he that was dead came forth, bound hand and foot with graveclothes: and his face was bound about with a napkin. Jesus saith unto them, Loose him, and let him go.")



Christ Cleansing the Temple (John 2:15–16... "And said unto them … , Take these things hence; make not my Father’s house an house of merchandise.”)








The Last Supper (Luke 22:15–16... "And he said unto them, With desire I have desired to eat this passover with you before I suffer: For I say unto you, I will not any more eat thereof, until it be fulfilled in the kingdom of God.")




Christ at Gesthemane (Matthew 26:36-39...“Then Jesus came with them to a place called Gethsemane, and said to the disciples, Sit here while I go and pray over there. And He took with Him Peter and the two sons of Zebedee, and He began to be sorrowful and deeply distressed. Then He said to them, "My soul is exceedingly sorrowful, even to death. Stay here and watch with Me.")


Peter's Denial (Luke 22:61–62... "And the Lord turned, and looked upon Peter. And Peter remembered the word of the Lord, how he had said unto him, Before the cock crow, thou shalt deny me thrice. And Peter went out, and wept bitterly.")







The Repentance of Peter



The Crucifixion (John 19:28, 30... "After this, Jesus knowing that all things were now accomplished, that the scripture might be fulfilled, saith, I thirst. When Jesus therefore had received the vinegar, he said, It is finished: and he bowed his head, and gave up the ghost.")



The Burial of Christ (John 19:40–42... "Then took they the body of Jesus, and wound it in linen clothes with the spices, as the manner of the Jews is to bury. Now in the place where he was crucified there was a garden; and in the garden a new sepulchre, wherein was never man yet laid. There laid they Jesus therefore because of the Jews' preparation day; for the sepulchre was nigh at hand.")





The Road to Emmaus (Luke 24:13-16... "And, behold, two of them went that same day to a village called Emmaus, which was from Jerusalem [about] threescore furlongs. And they talked together of all these things which had happened. And it came to pass, that, while the communed [together] and reasoned, Jesus himself drew near, and went with them. But their eyes were holden that they should not know him.”)


The Doubtful Thomas (John 20:27-28... "Then saith he to Thomas, Reach hither thy finger, and behold my hands; and reach hither thy hand, and thrust it into my side: and be not faithless, but believing. And Thomas answered and said unto him, My LORD and my God.")






Peter's Remorse













Here is a self portrait that is currently on exhibit in Italy of the artist.

The next few paragraphed were published in 1991 in an article for the Ensign magazine. They were written by Jay M. Todd and describe how the LDS church received permission to use the paintings for its work/worship:

Twenty-eight years ago, a selection of paintings on the life of Jesus by nineteenth-century Danish painter Carl Heinrich Bloch was published for members of the Church (see Improvement Era, Nov. 1962). Since then, scenes from that selection have been used many times in Church manuals and publications. Now, in this issue of the Ensign, they are published together again to tell the matchless story of the Lord.

Eighteen of the twenty paintings reproduced here are on the walls of the oratory in the Frederiksborg Castle church. Today, castle and church are a museum of national history and a Danish treasure. Because of the paintings’ utility for Church publications, representatives of the Church approached Frederiksborg Museum officials last year. We desired to rephotograph the paintings and asked if it would be possible for the scenes to be taken from the walls to receive better photographic lighting. Museum officials accepted the request, concluding also that while they were down, the paintings should be cleaned to again make vivid colors that had been dimmed by a century of accumulating dust while on public display.

Following this cleaning, the museum photographed the paintings; eighteen are reproduced on the following pages. In addition to the Frederiksborg paintings, two other paintings by Bloch are printed here: the scene at the pool of Bethesda, located at Bethesda Dansk Indre Mission, in Copenhagen, and the scene of Thomas kneeling before the resurrected Jesus, located at the church in Uggerlose, near Copenhagen.

I hope that you liked this post and please feel free to comment. What do some of these images mean to you? Which is your favorite? Are any of these images 'old hat' to you? Which ones are new? :)

The "Parent Interview" Project

For a project last semester, I interviewed some friends about their families and parenting style. I really appreciated their help and boy I learned alot! Here is the project in its entirety. :)

For the Parent Interview Project, I made a few assumptions based on what I thought you (the teacher) wanted and what I thought would help me to learn the most. One assumption that I made was that I should try and find 'different' people to interview- different in gender, backgrounds, life experience, number of kids, religion, and sexuality. Another assumption was that I should really take the time to develop three questions that I was genuinely curious in the answers, thought might be helpful for my situation at home, and would also be interesting for this paper and for reading. I have listed the questions farther down in my paper. The last assumption that I made was that as I chose so many different individuals, I would find that the families would have many differences, but also distinct similarities that could easily be 'teased' into looking at the whole group in a similar manner... that was not the case.

I sent out fourteen letters asking for responses and received five back fully filled in and ready for me to study. Out of the five, four are women and one is male. Three have been through at least one divorce and two are currently married to their first and only husband. All five individuals have children in numbers from one to eight, one adult is homosexual, two of these families have at least one child with a severe disability (autism or bi-polar disorder) and one family has an adult with PTSD. The families also live in different environments as the states that can be included are California, Nevada, Maine and Wisconsin- three families live in a semi-rural area and two live in urban areas. The religions that are involved in some of these families- whether through past involvement or current activity- are United Church of Church, The Church of Jesus Christ of Latter Day Saints (Mormon), deeply spiritual, and atheist (one member of this group is currently in college studying seminary and divinity). Also, at least three out of the five individuals appear to have grown up in dysfunctional households (one spent some time growing up in a cult, one with alcoholic parents, abuse, etc...) Lastly, one individual is currently single, three are married and one is living with her partner and her children.

When looking at the definition of family, there were many different responses, but a lot of overlapping when the answers were put side by side and compared. One individual describes their 'family' as a large group of related individuals which included younger brothers and their families, cousins and their families as well as other extended biological family ( one quote from the answer- “Curiously, it does not necessarily include my parents or my older brother.”). Two people spoke about family as a small group of people that love and support each other and has nothing to do with blood relationships or shared parentage. These individuals seemed to have a really open view of family in the sense that family can be flexible and made and broken and reformed – a “family of choice”. The last two adults had a more rigid view of family and for them, a family is a social unit connected by blood or marriage or a family is a unit created solely by God for the rearing of children and families that are bonded through marriage, His Gospel, Commandments, and Love. The last individual described a family as having a male and female at the head of the home with rigid gender roles and family assignments as quoted from the “The Family: A Proclamation to the World” as written and distributed by the Mormon church.

Definitions of effective parents and good parental behavior were described with different words by all five individuals, but when reading the responses I felt that all the answer really said the same thing:

1. “The object of parenting is not to raise a perfectly obedient child but rather a responsible and contributing member of society.” “Teach them to think and empathize and not to blindly model other's behavior.”

2. “A parent's job is to help their children become happy, fully developed people. Teaching children things they need to know and help them become independent and fully functional adults and able to make their own decisions.” Parenting behaviors: Setting limits; teaching; providing guidance; encouraging; seeking to understand the child's point of view; caring deeply; and loving unconditionally.

3. “Someone who is together, follows though on what they say and the rules of the home. Stick to your word and have structure in your home. Show unconditionally love and caring.”

4. “Someone who positively teaches a child how to be a functional member of society”

5. “A person who teaches a child empathy, consideration, caring and how to be a good decision maker- even if you do not like the decisions that they make. You raise them to think of themselves and those around them and how to accomplish their goals and fulfill their needs and love them.”

While there were a few statements edited due to lengths of answers, I kept the scope of the answers which show that with a few differences of ideas, the thoughts are the same: to raise happy, healthy people who think for themselves, have a positive outlook for themselves and others and are willing to help others. In a nutshell- to be productive and happy members of the world around them.

Answers about the necessary skills for communication really seemed to vary a great deal, although I think that the question itself may have been misunderstood or interpreted differently due to perception... and I must say that I love the idea of a communication answer being misunderstood! The irony is fairly laughable. One individual suggested an answer in a way that suggested to me that the question was interpreted the same way that I had interpreted it. They felt that openness and honesty were absolutely essential communication skills. Listening well and taking the time to make sure that you truly understood the other person's point of view and perspective -even if you didn't agree with it- is an essential skill for living in and around other people. Two people said that 'Honesty and love are key needs so that children feels secure and can rely and trust others'. Another focuses very 'literally' on the question - “Verbal and physical communication are absolutely essential- technology is not essential even if we and the media think that it is.”. And the last person talked about important times for family communication: 'Dinner is an important time to get together and talk as a family. You should also have one on one interviews with your children and they should learn manners and respecting others'.

The question about whether we are living in turbulent times was pretty illuminating to me and I think on of the most important questions asked. How 'turbulent times' was so defined by the individual sharing with me their thoughts expressed what those words meant to them personally. Some saw them through the lens of religion while another saw it through their lens of current political and economic hardship.

1. “I think a certain segment of every generation is prone to declaring themselves as living in turbulent times. My goal has always been to create a place of dependability and relative calm for my kids within the private functions of our family.”

2. “Yes. The protracted war and the economy have made this a very unsettled time. In a way, it may have brought families more together as they try and cope and support one another.”

3. “Yes. When family values are undermined by social acceptance of divorce, infidelity, violence, abuse, and other negative actions / emotions. These actions tear the underpinnings of the social unit and do not promote healthy conflict resolution and respect toward others. As a consequence the family unit is no longer stable.”

4. “Yes I do. Right now I think kids have it very hard. There are teens out there killing themselves because of being bullied. Kids are starting to have sex in middle school and that never happened when I went to school. The world is a lot different now and we need to raise our kids to be strong in the world because it is not easy.”

5. “Oh, yes. I think that all times have their 'turbulence' in them, but as a society we are angry, hateful, and fearful of all who are different. Since we all have differences, we are feeding off of each other and killing each other- or bullying and killing ourselves. I try to keep as much of it out of my home as I am able.”

It appears that a few interviewees stressed that keeping the 'turbulence' our of their homes was important as well as the idea that this particular 'time' may be turbulent... but other times were as well. One person saw the turbulence as an unwanted consequence towards harming families, while another thought that teaching the children to be strong would help them to deal with the turbulence (expressing the thought that this person does not believe the turbulence will not be going away soon.). And one person talked about how the turbulence could be used to strengthen families as they try and support each other through the 'storm'- really a great way to look at it I thought.

Everyone universally agreed that there were no “good ol' days” - one individual went so far as to say: “ The "good old days" are a fiction. In the past, there was incest, abuse, and child labor, etc... Women were controlled as objects and had few rights. The good old days never existed except in fictionalized memories”. If 'changes' were mentioned, they were mentioned as positives: women have more rights, no such thing as a woman's job or a man's job, women were controlled as objects- no more, and more along those lines. It was also almost universally agreed upon that families have always been complicated and have never been simple or truly “traditional”- families have always been complex depending on the society, that the size and shape of the family doesn't have anything to do with whether they are fully functional and healthy or dysfunctional, and good families are created and do not depend on gender or sexuality. One person thought about families and parents: “Are they making decisions that are in the best interests of the child/family or not? That is the only way to judge.” I think I agree with that statement.

The types or discussions that are held in the home/family varied in minutia- while the individual topics could vary and cover a wide swath (soccer, running, home renovation, animal husbandry, etc), the conversations themselves tend to focus on:

1. “But we talk about what might be going on at school or work, our plans for the future, and otherwise share interests in each others’ lives.”

2. “Activities we can do as a family.”

3. “Often we talk about my son's school and his future. As my son has matured, our discussions have become more wide ranging and adult-like in content.”

4. “We talk about everything and anything. We are a very open family. My kids are very young so things my husband and I don't talk about in front of the kids would be problems with other people but other than that just about everything.”

5. “Things we have in common, want to share, and what is happening in our lives, feelings, thoughts.”

While these answers are all different, they all have the theme of being together, loving each other and understanding and sharing with each other... which I think is a common theme for all humans in groups. We all need to feel like we belong and are appreciated and listened to.

When discussing the stresses involves in parenting and being a parent, I was a little surprised that while these individuals discussed different 'stressors', all the stressors ended up dividing neatly between emotional and physical stresses. However, even the physical stressors became emotional stressors if discussed long enough. Physical stressors discussed were the need to balance everything, to 'do everything', lack of sleep, and 'physically run down by the work involved'. Emotional stressors mentioned were the stress of watching a child struggle or have difficulties, trying to balance the needs of the children and the parent, the stress of watching children fight for their health when they are sick, and the difficulties of watching your children as they try and fail and not stepping in unless truly needed.

Family comparisons was funny... and very enlightening. I did feel like I learned a bit that was new about each person and family that I interviewed based on their responses to this question.

1. "I suppose one of those families of acrobats, where everyone is holding on to each other and balancing on each other and leaning out in different directions. There is a natural give and take, where we try to counter-balance each other and be each other’s safety net."

2. "In my home we are all experimental chefs: We work together and separately and come together often to see what we have created. Sometimes we are very congratulatory, sometimes we are mean and laugh too much, and sometimes we come together to commiserate over culinary experimental disaster. But we will continue to cook together, experiment together and help a cook who is tired of cooking."

3. "My family is like a small pack of wolves. We are independent and solitary, but we understand each other and come together when needed."

4. We don't compare ourselves. "We are a happy family."

5. "I don't really know. We have never compared our family to something. Maybe just a regular American family. We have our ups and downs but in the end we make it. "
There were some very pretty metaphors in there. I really liked the chef comparision- maybe because I love food, I am not the best cook, but I keep trying and sometimes I make something fabulous! (And sometimes....yuck!)

The last three questions are the ones that I needed to make up and ask. The questions that I devised are:

1. If you were able to change just two things about how your family works, what would they be? What would you prefer?

2. If you have been divorced before or are currently in a non traditional family, how has it changed your perspective of family? What changes do you see in how you view family from your childhood to now? Do you feel that your boundaries of what constitutes 'family' have changed over the years?

3. In what ways has your parenting style changed between your first child and your last? Between the 'newness' of first time parenting and now? Between family changes (death, divorce, etc)?

I chose these ideas from my heart and questions that I have been bouncing around in my head for a little bit now. So here are my responses.

The idea of changing something in your family was a pretty neat question. I realized as I interviewee people that this question could really help them to pinpoint something they wanted to change and work on it. If you never ask the question, it is very easy for someone to never try and make a change... because it never becomes very obvious that not only is change needed, but you can make it into smaller steps to work on and doesn't seem so challenging. Two quotes were really poignant to my mind.

1. “I wish there was less nagging involved in getting family members to take their turn at chores, and perhaps a little less questioning of decisions made by others. If I had to pick just one of these, it would be the first – I appreciate the intellectual skills of my family members, but sometimes I would love to skip a debate!”

2. “I would like my sons to really listen more and understand that if they listen to my guidance as their father they will do better in life and have less struggles. I would like to listen more deeply as a parent; to really seek to understand what my children are saying to me and why they think and feel the way they do about things.”

What I really liked about these quotes was that both of them were about communication. Both of these individuals are looking for better communication in their families and they recognize that there is a communication issue. Once it is recognized as a concern, making a plan to try and change it will be much easy. The last quote I am adding was a little sad for me to read.

1. I wish my husband didn't work as much. He works 60+ hours a week and so we don't see him as much as I hope. He will get home, eat dinner with us and we have 1-2 hour to spend time together before we put the boys down for bed. I wish my husband and I could have more time to go out together. We have date night once a week but it is usually at home doing something fun together like renting a movie, playing a game, making smoothies, ect. We can't afford to pay someone to watch our kids so we can go out and we wish we could.

This individual really seems to enjoy her family and wishes that she could have more time with her husband. More time and not less time. I can feel the caring and the wish for more of a physical presence in her home for her husband. I do hope that they will have it sometime!

For the question on divorce and changes in perspectives on family, I got some pretty amazing answers.

1. “I am a child of divorce who has been married for almost 23 years to my first (and last) husband. I feel very blessed and lucky to say that; each of my siblings has experienced at least one divorce, and I have seen the emotional toll taken. The most concerning part of fractured families is the lack of mutual respect often modeled by the parents (and clearly absorbed by the children). While my concept of family has enlarged over the years beyond the “one man, one woman, one marriage” nuclear family of the 60’s, I believe that the most important aspect of family is not gender or birth status but love.”

2. “I was from a broken home and grew up without a father and with an absentee mother, and was raised primarily by my grandmother. I have been divorced. I think that I have always viewed families more by the content of their actions than in a "traditional" way, and I think that this view has been strengthened over time.

3. “Divorce did not change my perspective of family, it reinforced what a functional family is. I.e. the divorce occurred because of dysfunctionality. As to the rest, I will say that I lived in a dysfunctional family growing up and knew that I wanted to create a healthy family. I have done this."

4. “I haven't been in that situation but my grandparents have. What i have observed from that is nothing i would ever want to experience. They have each been married 6-7 times and are in their late 50's. I see how it has effected my mom and wouldn't never like to be in that place. Her mom made her write nasty letters to her dad after the divorce and her and her dad still to this day don't talk. She has step sisters that don't like her. She feels like the outcast.” (sic)

5. Been there, done that...don't think it has changed my perspective except for cynicism. I am more careful now. (sic)

I am not sure that most of these answers actually answered my question, but I thought they were intriguing nonetheless.

The last question as changes in parenting style- I think the weakest question that I developed. However, one person's statement really stayed focus in my mind and is the one statement made throughout these interviews that I have found myself reflecting on quite a bit. It is :

1. “I now am more realistic about my children's potential, and my goals are to raise happy children that are self-sufficient and are the best people they can be. I want them to do whatever they want in life and am more accepting that their way is not my way. I think as you parent your second child, you become less stuck in what you want, and more open to what the child's unique personality and desires might be. Part of this may come from having experience with the first child, but part is from aging yourself. I know that I look at the world very differently at 49 than I did at 29. In a way, I think that I am more realistic, possibly more cynical, and that my expectations for my child, and also myself, have become grounded in reality more. Is that bad? Perhaps, but it is also comforting.”

Two individuals stated that their children came too close together to really be able to see a change in parenting style- one says that she has noticed that she is a lot more relaxed around other people's kids and helping now. One pointed out some physical changes like with her first she would carefully clean and sterilize binkies that fell on the floor- now she wipes them on her pants and pops them right back in! (I thought that was great and I laughed.)

So through this exercise, I think I have discovered quite a few things. While I already knew that people think differently from one another due to experience, etc... I have never taken an opportunity to really learn about these differences. I feel like I know so much about more not only about these individuals and their families, but how they think and view the world. I also found that I learned a little bit more about how I viewed families and the world around me as well. And I was able to open a door to a family member that I had been unsure how to approach due to family trauma and so I think that this assignment helped me to even increase my family a little bit. Thank you.