Similarities and Differences

In thinking about the similarities and differences between how I evaluated myself as a communicator and how others evaluated me I was able to signify things that surprised and highlight insights about communication I've learned. 

Listening style profile categorized me in group number one based off the assessment i took and the judgement of my boyfriend and sorority sister evaluated me on. I believe it is important to remain open minded and keep a sense of non shockability. I believe when i verbalize to my clients “you can’t say anything that i have not heard or will make your feel uncomfortable for telling me”.

Doing this helps me in my brain to be aware of anything that may come out. Often times the students desire a non judgmental ear to listen to their troubles. I am aware that time is important and I am aware to schedule orientation appointments far in between in the event time runs longer, and gives me time to drive to my next appointment with the safety factor of not rushing. Also while giving the family the time to express all that they wanted to share. 

Knowing one’s audience is important to realize, I sometimes feel nervous when presenting in front of teens parents because I am constantly taking in to account my visual aids,tone of voice, and movements and time talking to ensure active participation and engagement. My Colleague expressed she enjoys hearing me speak because my ideas are beneficial to all areas of the work that we do with children and families. 

After working out and eating healthy and looking in the mirror at results to getting on the scale and not seeing the exact change in pounds you may have though resulted in one’s efforts. Some times we can be extremely difficult critics on ourselves than others. 

The Carmichael Show

The show that I choose to watch is the Carmichael show which comes on NBC. The episode title was "Disorganized Religion" in this episode the setting is at a home with people sitting at the table talking. The members sitting at the table consists of 4 males and two females. The dynamics of the relations appear to be a father, mother, two sons, and a reverend. I watched the video without the volume and with it, by doing so i was able to gain more insight of the conversations.

Without the sound:
I viewed the individuals sitting at the table about to partake in a meal. The table was set formally, and a bottle of wine was present, everyone's cup was filled with water except for the Reverend he had wine in his. I inferred the type of role everyone played because of the Fathers character sat at the head of the table, the other gentle man sat on the other end. One of the young men that was sitting at the table when the scene began made me sense he and the young girl character was romantically involved. The girl would lean in very close when she needed to whisper something to the young man. As they sat at the table i observed the female character place wine in the cup of the gentleman that sat closest to her at the table, he must of asked for more drink because she again placed more in the cup, so much so that it almost ran over. The male leaned over without holding the cup and slurped the drink out. He then tucks his napkin inside the top of his shirt indicating he was ready for dinner.

The mom character with the assistance of another male which i believed to be her other son sat at the table with a ham. I observed the older man praying over the food, and the girl keeps her head up and eyes open while everyone else bowed their head and closed their eyes. It appears the Rev asks her some questions about why she didn't participate along with them by bowing her head and closing her eyes and saying Amen. She smiled uncomfortably and I saw her lips mouth Amen.

With the sound
Rev Carlson sat at the table telling a story about Moses in the bible, he mispronounces the name incorrectly and began add his own dialog to the story which wasn't from the bible. Rev Carlson stated to Maxine "More wine" in which she replied "oh no thanks " he proceeds to tell her "no for me" she added a couple of drops, he followed with keep it going until it almost spilled over. The Rev told maxine he want his cup to look like an infinity pool.

The mom (Cynthia) brings the main course the ham to the table and asks the Rev to pray over the food. Everyone at the table bows their heads and closes their eyes except Maxine. Rev Carlson ends the prayer with Let us all say Amen. Maxine remained quiet and the rev repeated let us all say amen. Maxine says " I thought it would be more respectful no to join in because i'm not christian, Amen".
Maxine expresses that she is Jewish and everyone around the table adds their commentary about her statement. Cynthia questions maxine stating of course your christian what else could you be? Rev Carlson comments "Jesus was a jew; look how that turned out".

The dialog around the table continued with Maxine stating her views on the subject and Cynthia ending the conversation by changing subjects.



Watching the same episode with the sound offered so much clarity and insight into the areas of the broadcast that i was not able to pick up on. I struggled with reading the characters lips, however some of the facial expressions helped bring some sense of understanding to the scenes. It solidified that we are very much guilty of misinterpreting thing that people say based of non verbal communication. In instances of the show there were some serious topics concerning race, religion, sin, drinking, lying, and perception shown in the episode.

Competent Communicator

I’ve never met President Obama or ever had the chance to be in his presence however in the event I was I would first like to give him a hug, secondly I’d like to sit and chat with him while racking his brain and asking all the questions imaginable. “It has been noted that President Obama possesses an ability to use oration to win the hearts and minds of listeners”. McGraw Hill, 2008

He has shown great skill in using key communication practices to inspire people, securing their loyalty and passionate support.   Together, these outstanding communication practices enabled Barack Obama to overcome obstacles that would have hindered another politician—his age, his race, his "exotic" name, his unconventional personal story—to become the president-elect of the United States. We have much to learn from him, as we see in the book Say It Like Obama (McGraw Hill, 2008)

My first inkling of knowing about him was seven years ago I was a college Sophomore, Aside from the fact this was the first election I would be able to be apart of I was so exited, I simply loved the idea that I could rally with other youth and register people in the community to vote and explain the concept of exercising your right to choosing the next leader of the free world.

I still remember hearing him on the TV, “his ability to use communication in all of its forms—from body language, to voice inflection, to gestures—to establish a strong first impression and to sustain that positive impression” and listening to how he encourage all to become apart of supporting the campaign even if you only had $5.00 send it and you’ve made all the difference in pledging your support.  

The day my classmates and I walked to our local voting areas and placed our ballots in Support of our 44^th President of the United States of America was simply amazing and committed to my memory for years to come. I believe I’ll be able to share my experience with my children and describe what was going on, how I felt, and the history that was made.

I enjoy listening to President Obama speak on television I feel like his voice commands that you listen and it is my desire to give him respect. His words echo in the ears of the American people so much so that it is clear and concise about the direction he chooses to lead. It doesn’t matter the setting our present is in to know that he is a class act and portrays himself as a gentleman, family man and overall visionary. “It is through his ability to use communication to tear down barriers and build up bridges, focusing on areas of commonality that enable him to gain support from a diverse set of people”.  McGraw Hill, 2008

References:

McGraw Hill, (2008) retrieved from  www.sayitlikeobama.com

Shel Leanne (2008) The Communicative Power of Barack Obama: How He Became President-Elect  retrieved from http://www.fastcompany.com/1070311/communicative-power-barack-obama-how-he-became-president-elect

 

Final Blog Assignment

Three consequences of learning about the international early childhood field for your professional and personal development 

Creating consistent, reliable contact with the International Contacts had it’s challenges, however working through by continuing to make repeated contact, widening the search of resources and acknowledging to classmates this was not a lone issue. 

Limited resources on calling directly to the organizations and hearing the individuals voices to

clarify questions and or seek further understand centered around topics. 

Being able to read updated information and view pictures on the Facebook page and website could have served as a beneficial resource instead the information present on the sites were severely out dated.

One goal for the field related to international awareness of issues and trends and the spirit of collegial relations. 

Inspiring and mobilizing efforts on eradicating poverty through studying abroad programs by creating resources and funds for internships ,educational opportunities with renewed emphasis on cultural awareness. Similar to the opportunities created at Austin College students for an international experience, and support to the  students experiences with tangible resources. In order to enhance global learning in obvious and subtle ways, through faculty development, student scholarships, and infrastructure to support and coordinate programs and resources, including the creation of a Center for Global Learning that will promote cultural awareness among all Austin College students.Austin College (2014)

References: 

Page,O. Austin College. Quality Enhancement Plan (2014). Retrieved from www. Austincollege.edu

Getting to know your International Contacts-Part 3

I reviewed the UNESCO’s “Early Childhood Care and Education” webpage. The three new ideas or insights gained about issues related to international early childhood education are the use of a resources through The Association for the Development of Education in Africa (ADEA) and UNESCO’s Regional Office in Dakar. Launching the children's books centered on  “Childhood Cultures” through the experiences of the main characters Bouba and Zaza, the series seeks to develop life and socialization skills outside the family context among children aged 3 to 8. It is also aimed at older children, parents and teachers.  ADEA,UNESCO (2015) Partner organizations in Africa will facilitate 192 reading clubs and workshops to develop local authors capable of writing and publishing supplementary reading materials in local languages. ILA, (2015). The series covers topical subjects affecting the lives of African families that parents are sometimes reluctant to address. These include various topics such as war and conflict, the HIV/AIDS pandemic, the issue of water resources and environmental protection. ADEA,UNESCO(2015).

There is an Interview section where articles are located, one in particular with Katerina Markelova, wrote "young people in the world, so different and so alike", Interview with Monique Coleman an advocate,singer, and actress whom high-lights how the internet gives young people a voice the main purpose of this show Monique created was to help young people see that even the people you look up to share similar interests and are basically the same, and to break stereotypes. 

Lastly, videos depicting A UNESCO project giving displaced youth in the Kurdistan region of Iraq fresh hope of going back to school or finding work through courses in literacy, English, computer and life skills as well as psychosocial support. 




References:

International Literacy Association. Retrieved from http://www.reading.org/general/InternationalOutreach/AfricaOutreach.aspx

UNESCO. Media Services . http://www.unesco.org/new/en/media-services/single-view/news/adea_and_unesco_launch_bouba_and_zaza_and_childhood_cultures_an_intergenerational_african_series_of_childrens_books#.VdFRQCjRpao

Sharing Web Resources

I searched online for any websites that remotely had anything to do with the childcare facility, unfortunately what I found was a Facebook page, that hadn't been updated since 2009. Another site was on the Bahamas visiting site which gave a description of the program, which detailed that "This unique school is an option for parents who wish for their children to learn Spanish at a very young age.The school is designed for children ages 1-6 who have no prior knowledge of the Spanish language; it incorporates those who have been exposed to it, and those who speak it. “Chicos Felices”, is a community based program on learning and fun. Bahama Local (2015)
 In scanning the centers Facebook page I was able to see pictures of the children/staff and some activities they've participated in such as Community helper week; during that time community members were brought into the center and discussed their roles. It's important to bring this kind of awareness to the children because exposure leads to imagination and offers children avenues to pursue careers of their desires. 
I noticed a few differences in the classrooms in the site verse classrooms here in the States. From a couple of the photos I noticed items like clorox wipes out and within a child's reach, chords exposed and hanging freely which can cause a tripping hazard. Lastly, the children's art work appeared to be "ditto sheets" limiting the creativity of the process rather expecting the product. There wasn't an option to sign up for a newsletter however I did add the page. 

In thinking about the topic equity and excellence i believe it begins with offering children the absolute best start possible. Doing so needs to be in a space that is safe, enriched with age appropriate materials  and surrounded by educators willing to go the extra mile to see that this happens. 

Reference 
Chicos Felices. retrieved from. https://www.facebook.com/chicos.felices.33/media_set?set=a.1549876766063.58898.1809442305&type=3

Bahamas local. com retrieved from. http://www.bahamaslocal.com/listing_email/14888/Chicos_Felices.html#write_email

Getting to know your international Contacts-Part 2

I chose the podcast alternative, Harvard University’s “Global Children’s Initiative”  for this weeks assignment. Through exploring the site I was able to acquire knowledge about  the work and effort placed in knowing the importance of  protecting children from the biological consequences of significant adversity, in addition to providing them with enriched learning opportunities. Investments in the early childhood years are critical building blocks for lifelong health promotion and disease prevention, not just strategies to enhance school readiness.(Center on the developing child Harvard University, 2015)

In it's six year existence the Global Children's Initiative has sought out to  provide all children with the necessary tools to a successful future, through investing in economic productivity, positive health outcomes, and strong civil society of all nations—from the poorest to the most affluent. ( Center on the developing child Harvard University, 2015) This type of acknowledgement proves to children everywhere they hold value and it will not matter where their start was it's not a determining factor of one's end.  Center on the developing child Harvard University, 2015) 

A program of Grand Challenges Canada, Saving Brains seeks to improve outcomes for children living in poverty in Africa, Asia, the Caribbean, and Latin America. It is through interventions that nurture and protect early brain development in the first 1,000 days of a child’s life. Its activities work to support the lifelong health of children and provide selected countries with a strategy to help break the cycle of poverty.  Center on the developing child Harvard University, 2015)   

Another, building a unified science of child development to explain the early roots of lifelong health, learning, and behavior in Brazil came through the Núcleo Ciência Pela Infância (NCPI) which seeks to translate and communicate science effectively to inform the public around issues that affect children and families while preparing in science of healthy development in the design and implementation of innovative policies and programs that reduce preventable disparities and promote greater well-being for all Brazilian children. 

Lastly, GCI has provided support to the Center's Harvard-affiliated faculty members who are working closely with researchers and institutions in low- and middle-income countries around the world, including in Chile, China, Sierra Leone, and Zambia. Funding the work of these professionals ensures productive outcomes in seeking a much happier, productive and long lived future for children and families everywhere.  

Through the reading i've gathered the purpose in the strategies of the Global children's initiative which are to reduce biological and environmental risk factors in the lives of women and their children. Doing so can simultaneously reduce child mortality, improve developmental outcomes, build human capital, and reduce widespread poverty throughout the world. ( Center on the developing child Harvard University, 2015)

Reference

Center on the Developing Child Harvard University, (2015). Global children's Initiative. Retrieved from http://developingchild.harvard.edu/indez.php/activities/global.initiative/