Are Families Dangerous Essay

Please read the essay below and respond to the following question with a 1-2  page MLA essay containing at least one quote from “Are Families Dangerous?” Please organize your essay into paragraphs and be sure that it is proofread before submitting. In developing your essay be sure to use specific arguments and illustrations, which you may draw from your personal experience, the experiences of others, and any of your reading.  Question: What reasons does Ehrenreich provide to convince her audience that families are dangerous? How persuasive do you find her assertions and examples?  You may submit your essay either as a text entry or a file upload.

INTRODUCTORY NOTE: Barbara Ehrenreich is a widely-published political essayist and social critic. She is the author or co-author of 12 books. She published the essay reprinted here originally in Time magazine under the title “Oh, Those Family Values.” See attached Article for reading and referencing.  No

ARE FAMILIES DANGEROUS?

A disturbing subtext runs through our recent media fixations. Parents abuse sons—allegedly at least, in the Menendez case—who in turn rise up and kill them. A husband torments a wife, who retaliates with a kitchen knife. Love turns into obsession, between the Simpsons anyway, and then perhaps into murderous rage: the family, in other words, becomes personal hell.

This accounts for at least part of our fascination with the Bobbitts and the Simpsons and the rest of them. We live in a culture that fetishes the family as the ideal unit of human community, the perfect container for our lusts and loves. Politicians of both parties are aggressively “pro-family,” even abortion-rights bumper stickers proudly link “pro-family” and “pro-choice.” Only with the occasional celebrity crime do we allow ourselves to think the nearly unthinkable; that the family may not be the ideal and perfect living arrangement after all—that it can be a nest of pathology and a cradle of gruesome violence.

But consider the matter of wife battery. We managed to dodge it in the Bobbitt case and downplay it as a force in Tonya Harding’s life. Thanks to O.J., though, we’re caught up in a mass consciousness-raising session, grimly absorbing the fact that in some areas domestic violence sends as many women to emergency rooms as any other form of illness, injury or assault.

Still, we shrink from the obvious inference: for a woman, home is, statistically speaking, the most dangerous place to be. Her worst enemies and potential killers are not strangers but lovers, husbands and those who claimed to love her once. Similarly, for every child like Polly Klaas who is killed by a deranged criminal on parole, dozens are abused and murdered by their own relatives. Home is all too often where the small and weak fear to lie down and shut their eyes.

At some deep, queasy, Freudian level, we all know this. Even in the ostensibly “functional,” nonviolent family, where no one is killed or maimed, feelings are routinely bruised and often twisted out of shape. There is the slap or put-down that violates a child’s shaky sense of self, the cold, distracted stare that drives a spouse to tears, the little digs and rivalries. At best, the family teaches the finest things human beings can learn from one another—generosity and love. But it is also, all too often, where we learn nasty things like hate and rage and shame.

Americans act out their ambivalence about the family without ever owning up to it. Millions adhere to creeds that are militantly “pro-family.” But at the same time millions flock to therapy groups that offer to heal the “inner child” from damage inflicted by family life. Legions of women band together to revive the self-esteem they lost in supposedly loving relationships and to learn to love a little less. We are all, it is often said, “in recovery.” And from what? Our families, in most cases.

There is a long and honorable tradition of “anti-family” thought. The French philosopher Charles Fourier taught that the family was a barrier to human progress; early feminists saw a degrading parallel between marriage and prostitution. More recently, the renowned British anthropologist Edmund Leach stated that “far from being the basis of the good society, the family, with its narrow privacy and tawdry secrets, is the source of all discontents.” Communes proved harder to sustain than plain old couples, and the conservatism of the 80’s crushed the last vestiges of lifestyle experimentation. Today even gays and lesbians are eager to get married and take up family life. Feminists have learned to couch their concerns as “family issues,” and public figures would sooner advocate free cocaine on demand than criticize the family. Hence our unseemly interest in O.J. and Erik, Lyle and Lorena: they allow us, however gingerly, to break the silence on the hellish side of family life.

But the discussion needs to become a lot more open and forthright. We may be stuck with the family—at least until someone invents a sustainable alternative—but the family, with its deep, impacted tensions and longings, can hardly be expected to be the moral foundation of everything else. In fact, many families could use a lot more outside interference in the form of counseling and policing, and some are so dangerously dysfunctional that they ought to be encouraged to disband right away. Even healthy families need outside sources of moral guidance to keep the internal tensions from imploding—and this means, at the very least, a public philosophy of gender equality and concern for child welfare. When, instead, the larger culture aggrandizes wife beaters, degrades women or nods approvingly at child slappers, the family gets a little more dangerous for everyone, and so, inevitably, does the larger world.

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Difference Between Coaching And Mentoring

Complete Parts 1-3 below as preparation for developing your coaching plan. Approach each part as a way to help the principal at your school understand the differences between coaching and mentoring, as well as consider important questions related to the coaching plan.

Part 1:

Create a chart, diagram, or other visual display of the characteristics, roles, and responsibilities of coaching and mentoring. Highlight the similarities and differences between the two.

Part 2:

Prepare a handout, brochure, poster, or other job aid that you can share with the principal and teachers on your campus that addresses the following questions:

  1. What factors must you keep in mind when working alongside a new principal?
  2. What questions must you ask before determining a new coaching model or program?
  3. What are the strengths of the staff and how can these strengths be utilized in your coaching plan?
  4. In what areas will teachers need the most support? How will you determine these areas of need?
  5. How should goals for student learning be determined? How should those goals be addressed?

Part 3:

Develop a list of five questions to ask the principal as you develop your coaching plan. Provide a rationale for each question and an explanation of how the principal’s responses will help guide you in developing an effective coaching plan.

what was the muddiest concept in one of the readings?

Individual Post #1 Instructions

Your task in this post is to respond to the three topic 1 readings.

Let your curiosity be your guide in how you respond, but here are some possible questions you might answer:

what was the muddiest concept in one of the readings?

what did you disagree with?

what was your ‘Aha!’ moment?

what do you want to learn more about?

…feel free to ask (and answer) your own question.

 

Many educators, both in public (K-12, higher ed) and private (corporate, non-profit) education systems have found themselves in a situation that requires them to think for the first time about how their learners access learning opportunities. Due to coronavirus and COVID-19, most public spaces have been physically closed, including schools and businesses of all kinds, but required to stay open to continue operations through some sort of technology. This has led to an inevitable question:

What is the best technology for education?

Some might think it is a learning management system, like Moodle, or D2L Brightspace, or maybe Zoom, or MS Teams, or AI. The list could go on for a very long time, as you may have experienced in the spring of 2020. The fact is, none of these technologies can do anything to teach. All of these technologies are completely reliant on the input of a caring and competent person to engage with the people on the other side of the ‘screen’, who are the learners. And that is a focus of this first topic in EDCI 339.

As you read Stommel (2018), think about ways that we are constrained by the technologies we use. For instance, where is this post displayed in CourseSpaces? Is that an ideal space? How does Moodle (the software that UVic calls CourseSpaces) and the technical infrastructure define how we interact with each other? With the content?

Second…

How can community develop in these remote and technologically mediated learning environments?

One strategy that we are employing in EDCI 339 is to have you work in Learning Pods (groups) so that you can have a smaller group of people with whom we hope you will connect and support during the course. This is a structure based on the practice of cooperative learning, a set of strategies that create the conditions for significant levels of interaction between learners in a course.

To help you get an idea of how this structure is theorized in higher ed, the topic 1 reading from Vaughan, Garrison, and Cleveland-Innes (2013)[chapter 1], (which is a free download!) describes the idea of a Community of Inquiry which consists of three presences:

· cognitive

· teaching

· social

Finally…

How should educators respond to the proliferation of “educational” technologies that are really just ways for corporations to steal learner work and data?

Your third reading this topic, (Regan & Jesse, 2019), explores the ethics of big data in educational environments. Why do we allow, no, why do we pay companies like TurnItIn to scrape learners’ work (assignments) through invasive surveillance only to have them profit from your work.

Identifying Milestones And Behavior Patterns

Foundations of Child Development

Milestones Chart

 

  Theorist
  Maturation

Gesell

Constructivism

Piaget, Vygotsky, Montessori, Bronfenbrenner

Behaviorism

Pavlov, Skinner, Watson, Bandura

Domain Physical

Infants

(zero to 18 months)

Toddlers

(18 months to three years)

Preschoolers

(three and four years)

     
  Cognitive

Infants

(zero to 18 months)

Toddlers

(18 months to three years)

Preschoolers

(three and four years)

     
  Social

Infants

(zero to 18 months)

Toddlers

(18 months to three years)

Preschoolers

(three and four years)

     
  Emotional

Infants

Infants

(zero to 18 months)

Toddlers

(18 months to three years)

Preschoolers

(three and four years)

     

 

 

 

   
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