While growing up I always viewed my grandparents' strict stances on what was "women's work" and what was "men's work" to just be traditional or old- fashioned. but after reading chapter twelve I recognize those outlooks to be distinctly gender inequality. For as far back as I can remember there have been starkly- defined tasks for the males and females when visiting my grandparents. They live in northern Minnesota so their property requires a fair amount of upkeep and we help with as much as possible while there. My grandpa, dad, and brother would be charged with things like cutting down dead trees, fixing the dock, trimming weeds along the shore, and maintaining the fishing boat. Meanwhile, my grandma, mom, sister, and myself kept busy with garden work, cooking, laundry, general cleaning inside or outside the cabin, and getting whatever refreshments or tools the guys may happen to need.
It was always incredibly frustrating to be made feel inferior by phrases like "You'll get hurt; let the boys do that." After a large fire wiped out a major portion of my grandparents' property during my senior year of high school I finally had the chance to prove to them that I was much more capable than they thought. A ton of clean up needed to take place so they took all the help they could get. Of course, they were extremely surprised to witness a girl so competent in the woods and with tools; I was far more useful than my brother. Since then my grandparents no longer underestimate women to quite the same extent and when we visit them the division of tasks is a little bit more open.
Tuesday, December 13, 2011
Assignment #12: Gender Inequality in the Media
While reading chapter twelve I was particularly interested in the topic of how women are portrayed in the media and how that affects young girls. It seems like the idols of adolescent girls today come almost exclusively from the pool of rich and famous women taking center stage in music, movies, and magazines. Although these successful, independent women often radiate the message of being able to accomplish anything if you set your mind to it, the underlying tones of sexuality and the possibility of a perfect body always come with it. The incredibly unrealistic standards set by Hollywood has resulted in an epidemic of young girls adopting eating disorders to follow suit. Pair that with over-the-top makeup and risque clothing and you have the resulting age-inappropriate reality that dominates grade schools around the country.
I have done some research on this issue in the past and have found that this sexualization has been directly linked to the three most common mental problems among girls and women: eating disorders, low self-esteem, and depression (American Psychology Association). There is also evidence piling up leading to the conclusion that the effect of media on mothers is incredibly influential on their daughters. Adolescent girls are completely surrounded by messages of what to look like and how to be, and it starts at an extremely young age. Barbie seems to be the epitome of unattainable goals and most girls in the U.S. play with Barbie around the age of four or five.
Although I think gender inequality is entwined in the structures of societies across the globe and heavily affects the lives of men as well, the nature of women in the media is something that is causing rampant self-image issues among adolescent girls in the U.S.
I have done some research on this issue in the past and have found that this sexualization has been directly linked to the three most common mental problems among girls and women: eating disorders, low self-esteem, and depression (American Psychology Association). There is also evidence piling up leading to the conclusion that the effect of media on mothers is incredibly influential on their daughters. Adolescent girls are completely surrounded by messages of what to look like and how to be, and it starts at an extremely young age. Barbie seems to be the epitome of unattainable goals and most girls in the U.S. play with Barbie around the age of four or five.
Although I think gender inequality is entwined in the structures of societies across the globe and heavily affects the lives of men as well, the nature of women in the media is something that is causing rampant self-image issues among adolescent girls in the U.S.
Monday, November 21, 2011
Chapter 11: The Architecture of Inequality
When reading chapter eleven I was immediately brought back to a course I took last year titled "Race: Biological Fact or Cultural Construct?" Throughout the semester we discussed various issues in the realm of past and present race issues throughout the world, with a particular focus on those rooted in the U.S. I figured that for this assignment I would ponder some of the conclusions I made as a result of that course and thoughts that were brought back to the surface in reading chapter eleven.
My first thoughts were those regarding the issue of hypertension among African Americans in the United States and how it has been a common site for race-based practices in the field of medicine. Once seen as a health problem directly related to the race of this group in our population, it is now correlated with the major societal stresses, particularly socioeconomic status, that African Americans face on a daily basis due to living in a society with a history of racism. Fairly recent studies have shown that the low economic status and unhealthy lifestyle habits that accompany it are more to blame than any genetic component. Fighting the problem of hypertension in the U.S. can be more effective now that professionals in the field can target at-risk individuals with more accuracy. This particular scenario seems to combine issues of stereotype and institutional racism.
Although it is a major leap for humankind to begin breaking ties with racial viewpoints, we are now faced with the threat of ending up too far in the other direction. A new element is stepping into the picture of race relations that is sometimes referred to as "color-blind racism". I was surprised to find this concept omitted from our textbook and find it particularly interesting. This label describes when a person classifies everyone as equal and completely disregards any form of racial characteristics. At first thought this doesn't seem like a negative perspective to have, but the issue arises on a more personal level. Identity is the means by which we relate to the world around us, project ourselves to others, and most importantly, form opinions about ourselves. I think it is the most unique mode of expression that humans possess and color-blind racism completely tosses out a piece of that. Despite the fact that a large portion of people have had their connection to their own race tainted by the racist and discriminatory tendencies of others, a person's race is still a part of how they identify themselves in the world, both individually and in a group.
Amanda
My first thoughts were those regarding the issue of hypertension among African Americans in the United States and how it has been a common site for race-based practices in the field of medicine. Once seen as a health problem directly related to the race of this group in our population, it is now correlated with the major societal stresses, particularly socioeconomic status, that African Americans face on a daily basis due to living in a society with a history of racism. Fairly recent studies have shown that the low economic status and unhealthy lifestyle habits that accompany it are more to blame than any genetic component. Fighting the problem of hypertension in the U.S. can be more effective now that professionals in the field can target at-risk individuals with more accuracy. This particular scenario seems to combine issues of stereotype and institutional racism.
Although it is a major leap for humankind to begin breaking ties with racial viewpoints, we are now faced with the threat of ending up too far in the other direction. A new element is stepping into the picture of race relations that is sometimes referred to as "color-blind racism". I was surprised to find this concept omitted from our textbook and find it particularly interesting. This label describes when a person classifies everyone as equal and completely disregards any form of racial characteristics. At first thought this doesn't seem like a negative perspective to have, but the issue arises on a more personal level. Identity is the means by which we relate to the world around us, project ourselves to others, and most importantly, form opinions about ourselves. I think it is the most unique mode of expression that humans possess and color-blind racism completely tosses out a piece of that. Despite the fact that a large portion of people have had their connection to their own race tainted by the racist and discriminatory tendencies of others, a person's race is still a part of how they identify themselves in the world, both individually and in a group.
When color-blind racism steps into the picture this self-identifier is completely removed and people are left with a sort of hole. It is undoubtedly a positive thing when people in our society can make the transition to a non-racist mindset, but totally wiping out the race concept seems to cause problems as well. The solution lies in a safe balance between the two. I think the ideal stance is to primarily acknowledge the characteristics and elements of a racial identification that the individuals within that group set for themselves and correlate their race with, while still being skeptical of stereotypes and ideas of inequality and hierarchy. This means that the main qualities connected to different race groups are positive ones that the members feel they project and are proud of. It is definitely important to still acknowledge the problems that tend to occur within racial groups, but to look at them with a critical eye and to assess the possible social causes for these issues. This is no doubt a difficult mindset to adopt when examining what we are currently working with in terms of race relations, but I believe that this mentality is the way in which people in the 21st century should approach the issue of race.
Amanda
American Ideals of Family
While at work yesterday I noticed something that reminded me of the chapter we covered discussing family. I work as a nanny for a little eight month old boy and while putting away diapers in the nursery my attention was drawn to the picture on the outside of the Pampers box. Although it was a really simple picture, many implications were presented regarding the type of lifestyle and family being advertised. A smiling baby wearing only a diaper was the focus of the picture and he was in the hands of his mother who was wearing a wedding ring. Although you could only see the hands, it was easy to tell that they were a woman's.
Three details of this photo stood out to me as being particularly significant: the baby was smiling, he was being held, and his mother was wearing a wedding ring. The smile obviously implied that he was happy and in a joyful home, the presence of the hands implied support and loving attention from his parents, and the wedding ring implied commitment between his parents and a socially-accepted relationship. It is interesting to analyze the advertisements we are constantly surrounded by and try to figure out what we are actually being "sold".
Three details of this photo stood out to me as being particularly significant: the baby was smiling, he was being held, and his mother was wearing a wedding ring. The smile obviously implied that he was happy and in a joyful home, the presence of the hands implied support and loving attention from his parents, and the wedding ring implied commitment between his parents and a socially-accepted relationship. It is interesting to analyze the advertisements we are constantly surrounded by and try to figure out what we are actually being "sold".
Monday, November 7, 2011
Chapter 9: The Structure of Society
I have spent the majority of my life thus far with “student” as my primary status in society. School has been my priority from September through June for as long as I can remember and it feels weird to know that after I graduate in May that will not be true for the years to come. When contemplating the education structure of the United States I am immediately reminded of the frustration I have regarding the constant focus of reaching standards and getting good grades rather than gaining usable knowledge about life and the world around us. Over the last three or so years I have gradually become more and more aware that the most important thing I should be learning in college is how to learn. I think it’s really crucial to be curious about the world and be able to hunt down answers to your questions outside of a university setting. In order to be valuable to employers we need to be able to teach ourselves to a certain extent and demonstrate that we are resourceful.
It seems that the current education structure is too focused on teaching a high volume of content rather than making sure students are actually absorbing what they are receiving in the classroom and know how to apply those skills to the real world. Although I see this as a shortcoming of the education system of the past several years it has forced me to become a more independent learner and rely on myself to hone my learning skills, which will help prepare me for life after graduation. Despite being able to overcome this educational downfall I'm sure there are plenty of students who aren't aware of this and are missing out on a key component of the learning process. Regardless, I feel extremely lucky to have the opportunity to experience college when so many do not.
Have a good week,
Amanda
Monday, October 31, 2011
Assignment #8: Constructing Difference
In the discussion of deviance in chapter eight labeling theory is described primarily in the context of criminal behavior and its impacts on the lives of convicts. While reading this section of the chapter I couldn't help but think of another form of deviance labeling that wasn't mentioned, that of a juvenile delinquent or simply a trouble maker in grade school. Growing up I remember there always being the "problem kids" in class that regularly gave the teacher a hard time. They acted out and encouraged others to do so as well while usually failing to execute the academic tasks at hand. It seemed that as the year progressed and the teacher became worn down from these antics they would just sort of give up and gradually stop investing as much time and effort in those particular students. Of course, there were teachers here and there that refused to let a potentially good kid slip through the cracks, but in the cases of the really misbehaved kids they just had to draw a line at some point.
In the town I grew up in the majority of the children went to the same elementary school, middle school, and high school so I graduated senior year with the same trouble makers that were in my kindergarten class. Obviously there were a few exceptions, but for the most part the same kids I remember causing issues when we were little were getting detentions and suspended in high school, a handful of them not even making it to graduation. In the context of chapter eight I am curious if their label of "trouble maker" or "lost cause" by teachers in their elementary school years set up the lackluster outcome of their high school years and beyond. Word of mouth from one teacher to another could have diminished the opportunity for these kids to get adequate attention and possibly the chance to turn things around and become better students.
This potential link between kids that regularly misbehave early in their school careers and continued problems thereafter is an example of labeling theory because the deviant label generates deviant behavior. Other factors such as a lack of support at home cannot be forgotten but it is definitely plausible that labeling theory plays a part too. I can only imagine the difficulty teachers have in coming at each day with a fresh mind and not lumping their students into the "good kids" and the "bad kids."
Amanda
In the town I grew up in the majority of the children went to the same elementary school, middle school, and high school so I graduated senior year with the same trouble makers that were in my kindergarten class. Obviously there were a few exceptions, but for the most part the same kids I remember causing issues when we were little were getting detentions and suspended in high school, a handful of them not even making it to graduation. In the context of chapter eight I am curious if their label of "trouble maker" or "lost cause" by teachers in their elementary school years set up the lackluster outcome of their high school years and beyond. Word of mouth from one teacher to another could have diminished the opportunity for these kids to get adequate attention and possibly the chance to turn things around and become better students.
This potential link between kids that regularly misbehave early in their school careers and continued problems thereafter is an example of labeling theory because the deviant label generates deviant behavior. Other factors such as a lack of support at home cannot be forgotten but it is definitely plausible that labeling theory plays a part too. I can only imagine the difficulty teachers have in coming at each day with a fresh mind and not lumping their students into the "good kids" and the "bad kids."
Amanda
Monday, October 24, 2011
Assignment #7: Family
Sorry for the major delay in recent posts; this semester has been a doozy thus far. Posts for assignments 4,5, and 6 will follow shortly.
The definition of "family" in the modern United States seems to be one with elusive properties. The family structures accepted by society are constantly shifting and adjusting to other aspects of our daily lives. Some common traits of today's family units include adoption, same sex marriage, blended families, interracial marriage, and non-tradition parental roles. I have particular interest in discussing the last characteristic listed because my family provides an example of it.
I am the oldest child of three and my mom earned our household's main source of income while my dad took care of us kids from when my sister (the youngest) was born when I was eight until about a year ago. My parents had my brother and I in daycare for awhile when I was fairly young and, even after trying several different providers, they were unsatisfied with the care available for how much they could afford. This led them to the decision that only one of them would work while the other stayed home with us when my sister was born. At that time my mother's job was earning more money and was much more reliable that my father's job, so he was the one to care for us during the day.
This strays from the traditional roles of the father being the breadwinner while the mother cares for the children. Although there have been significant developments in what is considered acceptable in family structures, people still seem surprised when learning that this is how our family has run for the past 14 years. Despite the role reversal, my mom is still the more nurturing one and my dad is more of the authoritarian as pictured in mainstream U.S. culture. My parents have constructed our family values based on traditional ones such as trust and spirituality; we just reach them through a different means than typically assumed of America families. I'm guessing that this family structure is becoming more and more common as economic and political conditions put additional stresses on families to adopt new methods of enduring.
Best,
Amanda
The definition of "family" in the modern United States seems to be one with elusive properties. The family structures accepted by society are constantly shifting and adjusting to other aspects of our daily lives. Some common traits of today's family units include adoption, same sex marriage, blended families, interracial marriage, and non-tradition parental roles. I have particular interest in discussing the last characteristic listed because my family provides an example of it.
I am the oldest child of three and my mom earned our household's main source of income while my dad took care of us kids from when my sister (the youngest) was born when I was eight until about a year ago. My parents had my brother and I in daycare for awhile when I was fairly young and, even after trying several different providers, they were unsatisfied with the care available for how much they could afford. This led them to the decision that only one of them would work while the other stayed home with us when my sister was born. At that time my mother's job was earning more money and was much more reliable that my father's job, so he was the one to care for us during the day.
This strays from the traditional roles of the father being the breadwinner while the mother cares for the children. Although there have been significant developments in what is considered acceptable in family structures, people still seem surprised when learning that this is how our family has run for the past 14 years. Despite the role reversal, my mom is still the more nurturing one and my dad is more of the authoritarian as pictured in mainstream U.S. culture. My parents have constructed our family values based on traditional ones such as trust and spirituality; we just reach them through a different means than typically assumed of America families. I'm guessing that this family structure is becoming more and more common as economic and political conditions put additional stresses on families to adopt new methods of enduring.
Best,
Amanda
Monday, September 26, 2011
Assignment #3: Personal Billboards
.jpg)
.jpg)
.jpg)
.jpg)
.jpg)
.jpg)
My main reason for using personal billboards was actually not really discussed in our textbook. I have most of these emblems on t-shirts and buttons and wear them pretty regularly, but not as an indication for other people in regards to my values and interests. I wear them to hold myself accountable to my actions and how I impact the world around me. With all of the distractions in day to day life I sometimes need a little reminder as to what is really important to me. I find it frustrating when people have slogans and opinions plastered all over themselves so I try to be fairly subtle with my personal billboards. In the end I feel like a lot more can be said through a person's actions than what they have written on their shirt.
I tried numerous different ways to add my license plate and was unsuccessful, but it said KICK GAS. My choice in license plate design comes from the fact that I primarily take public transportation and have never owned a car, so it's a little bit irrelevant for me. I think the U.S. is in dire need to kick its fossil fuel habit and I am trying to do my part by keeping my gas-powered transportation to a minimum.
That's all for today,
Amanda
Friday, September 23, 2011
Building Reality in the Context of Global Development
Happy Friday!
I wanted to mention an interesting connection to the text I discovered in a book for one of my other classes. We are studying colonialism and the spread of development throughout the world and our textbook made reference to the division between "underdeveloped," "developing," and "developed" in categorizing countries. This form of classification was brought about by President Truman in January of 1949 and with it came a slew of political and economic implications. It instantaneously solidified the superiority complex of the Western/First World at the top of the scale and made all other countries less than. It institutionalized a mindset of "lack" among the so-called developing and underdeveloped nations and placed them all on one continuum with the same endpoint- to reach the status of the developed countries.
This directly relates to chapter three because it is a great example of how some people have more of a say in creating our realities than others and how language is a major component of how we view/interact with the world around us. It demonstrates how our realities are not constant, but constantly changing. A quote from the Mexican intellectual Gustavo Esteva sums up this scenario well: "Underdevelopment began, then, on January 20, 1949. On that day, two billion people became underdeveloped. In a real sense, from that time on, they ceased being what they were, in all their diversity, and were transmogrified into an inverted mirror of others' reality: a mirror that defines their identity...simply in the terms of a homogenizing and narrow minority."
There are endless other connections between how people build reality together the history of colonialism, development, and globalization but this definitive categorization of countries stood out the most.
Amanda
I wanted to mention an interesting connection to the text I discovered in a book for one of my other classes. We are studying colonialism and the spread of development throughout the world and our textbook made reference to the division between "underdeveloped," "developing," and "developed" in categorizing countries. This form of classification was brought about by President Truman in January of 1949 and with it came a slew of political and economic implications. It instantaneously solidified the superiority complex of the Western/First World at the top of the scale and made all other countries less than. It institutionalized a mindset of "lack" among the so-called developing and underdeveloped nations and placed them all on one continuum with the same endpoint- to reach the status of the developed countries.
This directly relates to chapter three because it is a great example of how some people have more of a say in creating our realities than others and how language is a major component of how we view/interact with the world around us. It demonstrates how our realities are not constant, but constantly changing. A quote from the Mexican intellectual Gustavo Esteva sums up this scenario well: "Underdevelopment began, then, on January 20, 1949. On that day, two billion people became underdeveloped. In a real sense, from that time on, they ceased being what they were, in all their diversity, and were transmogrified into an inverted mirror of others' reality: a mirror that defines their identity...simply in the terms of a homogenizing and narrow minority."
There are endless other connections between how people build reality together the history of colonialism, development, and globalization but this definitive categorization of countries stood out the most.
Amanda
Monday, September 19, 2011
Assignment #2: The Lasting Effects of 2002
This week's assignment was to do some digging into the state of the world during the year when I turned twelve. The task at hand was to look into what stories were filling newspapers and other popular publications regarding politics, the economy, social and cultural trends, etc. and comment on how those events/factors have impacted and shaped my life. The year of focus for me was 2002.
My first observation when beginning this assignment was that the events I was encountering most often were of a negative nature. I felt overwhelmed and surprised by the sheer number of accounts surrounding instances of attacks and bombings related to the war in Afghanistan, plane and train accidents, civil unrest resulting in violence, and other such devastating occurrences around the world. This quickly brought back memories of growing up and dreading every time my parents would turn on the news or recount something they had heard on the radio while driving home from work.
Thinking further about these circumstances and how they relate to my life today I am reminded of all the excuses I present to myself week after week as to why I don't keep up more with current events. Each time I make an attempt to educate myself on the happenings of the world I find myself fleeing immediately because of how staggering our problems can seem, always present and always growing. This feels like one of the ways in which society has the ability to train us into a particular habit. If I expect to be faced with stressful and intimidating information each time I turn on the news I will eventually stop doing it. Obviously it is important to be informed about what is going on in the world around me and I don't allow myself to be oblivious to reality, but growing up during a time in U.S. history when war is the constant makes that quite a bit more difficult.
A more specific event in 2002 that has continued to influence my life was the establishment of the No Child Left Behind Act. Although it was signed into existence in 2001, it didn't start having an impact on education until 2002. Since its creation I have gradually witnessed the downward slope in the effectiveness of our schools from a few different perspectives: from being a student myself, from having siblings eight and five years younger than me in the public school system, from having a father in politics working for the betterment of Minnesota, and from being a caregiver to a young school-aged girl with mental disabilities.
Since NCLB the grand majority of curriculum in public schools is now simply geared toward getting as many students as possible to do well on standardized testing. These tests are crucial for schools because their results determine the funding that the school receives. I felt all through high school that curriculum went way too fast for me to actually internalize the material and that by a year later I had already forgotten most of what I learned. It seemed like a constant pattern of binge and purge, doing whatever it took to pass the tests in each of my classes.
My younger siblings are having an even harder time now than I did because the results of this legislation have had ten years to develop. Almost all of the elective classes at their high school (the same one that I attended) are now gone because the curriculum has become so standardized and streamlined. They have a really hard time staying interested because they are now restricted to the "boring" subjects due to such drastic cutbacks. My dad has been in regular communication with faculty at that school and several others and has recounted conversations with numerous teachers who feel the same frustrations and lack of interest as the students. They worry about the preparedness of their students for the real world because the courses that had previously provided a well-rounded learning experience are now gone.
The last way in which the No Child Left Behind Act is still impacting my life comes from my experiences as a personal care attendant. The young girl I used to care for was unable to speak, write, read, or fulfill any other functions that would be required to execute standardized testing in a public school. Despite the school district being aware of this information and her constant enrollment in special education classes, she was still forced to take these tests that control the outcome of school funding distribution. Obviously her test was left blank and I can only imagine how many other families can recount this same situation for their disabled children. This is yet another example of the ineffectiveness of the NCLB legislation.
There were quite a number of other events I found really interesting to think about but I'm sure you've had enough of my thoughts for one day :) When first reading the assignment prompt for this week I did not expect for it to have such an impact on how I regard past events. After completing this really straightforward task I am left wondering how the happenings of today are going to influence my life ten years or so from now.
Best,
Amanda
My first observation when beginning this assignment was that the events I was encountering most often were of a negative nature. I felt overwhelmed and surprised by the sheer number of accounts surrounding instances of attacks and bombings related to the war in Afghanistan, plane and train accidents, civil unrest resulting in violence, and other such devastating occurrences around the world. This quickly brought back memories of growing up and dreading every time my parents would turn on the news or recount something they had heard on the radio while driving home from work.
Thinking further about these circumstances and how they relate to my life today I am reminded of all the excuses I present to myself week after week as to why I don't keep up more with current events. Each time I make an attempt to educate myself on the happenings of the world I find myself fleeing immediately because of how staggering our problems can seem, always present and always growing. This feels like one of the ways in which society has the ability to train us into a particular habit. If I expect to be faced with stressful and intimidating information each time I turn on the news I will eventually stop doing it. Obviously it is important to be informed about what is going on in the world around me and I don't allow myself to be oblivious to reality, but growing up during a time in U.S. history when war is the constant makes that quite a bit more difficult.
A more specific event in 2002 that has continued to influence my life was the establishment of the No Child Left Behind Act. Although it was signed into existence in 2001, it didn't start having an impact on education until 2002. Since its creation I have gradually witnessed the downward slope in the effectiveness of our schools from a few different perspectives: from being a student myself, from having siblings eight and five years younger than me in the public school system, from having a father in politics working for the betterment of Minnesota, and from being a caregiver to a young school-aged girl with mental disabilities.
Since NCLB the grand majority of curriculum in public schools is now simply geared toward getting as many students as possible to do well on standardized testing. These tests are crucial for schools because their results determine the funding that the school receives. I felt all through high school that curriculum went way too fast for me to actually internalize the material and that by a year later I had already forgotten most of what I learned. It seemed like a constant pattern of binge and purge, doing whatever it took to pass the tests in each of my classes.
My younger siblings are having an even harder time now than I did because the results of this legislation have had ten years to develop. Almost all of the elective classes at their high school (the same one that I attended) are now gone because the curriculum has become so standardized and streamlined. They have a really hard time staying interested because they are now restricted to the "boring" subjects due to such drastic cutbacks. My dad has been in regular communication with faculty at that school and several others and has recounted conversations with numerous teachers who feel the same frustrations and lack of interest as the students. They worry about the preparedness of their students for the real world because the courses that had previously provided a well-rounded learning experience are now gone.
The last way in which the No Child Left Behind Act is still impacting my life comes from my experiences as a personal care attendant. The young girl I used to care for was unable to speak, write, read, or fulfill any other functions that would be required to execute standardized testing in a public school. Despite the school district being aware of this information and her constant enrollment in special education classes, she was still forced to take these tests that control the outcome of school funding distribution. Obviously her test was left blank and I can only imagine how many other families can recount this same situation for their disabled children. This is yet another example of the ineffectiveness of the NCLB legislation.
There were quite a number of other events I found really interesting to think about but I'm sure you've had enough of my thoughts for one day :) When first reading the assignment prompt for this week I did not expect for it to have such an impact on how I regard past events. After completing this really straightforward task I am left wondering how the happenings of today are going to influence my life ten years or so from now.
Best,
Amanda
Introduction
Hello Readers,
I thought it would be helpful to start off with a little introduction about myself and why I am writing this blog. My name is Amanda and I am currently working toward a degree in Environmental Studies at Hamline University. I was born and raised here, in Minnesota, and love just about everything it has to offer. I try to spend as much time outside as possible and enjoy nature and outdoor activities no matter the season. I love being a student but am eager to finish my last year of school and move on to the next phase of my life.
The creation of this blog was prompted by an online course I am taking this semester, Introduction to Sociological Thinking. My posts here will be in response to our weekly assignments, as well as my ponderings regarding aspects of life and how they relate to our class subject matter. My blog address and title were named with this theme of societal examination in mind. I hope you find it interesting and please feel free to comment and ask questions. I would love to hear your thoughts :)
Have a good Monday,
Amanda
I thought it would be helpful to start off with a little introduction about myself and why I am writing this blog. My name is Amanda and I am currently working toward a degree in Environmental Studies at Hamline University. I was born and raised here, in Minnesota, and love just about everything it has to offer. I try to spend as much time outside as possible and enjoy nature and outdoor activities no matter the season. I love being a student but am eager to finish my last year of school and move on to the next phase of my life.
The creation of this blog was prompted by an online course I am taking this semester, Introduction to Sociological Thinking. My posts here will be in response to our weekly assignments, as well as my ponderings regarding aspects of life and how they relate to our class subject matter. My blog address and title were named with this theme of societal examination in mind. I hope you find it interesting and please feel free to comment and ask questions. I would love to hear your thoughts :)
Have a good Monday,
Amanda
Subscribe to:
Comments (Atom)