A Justice Site
A Justice Site
| Term: 200404 | CRN: 41013 | |
| Student Name | Comments: What jeanne knows about your learning; what you know about your learning; | |
| Antoine, Taneisha M | Parking Project | |
| Batiste, Kristian | Hearing the Other in Anwserability By Kristian Batiste, Darcy Alsop. and Tamrin Gardner |
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| Beene, William | "This passage is in response to last weeks topic. In regards to good faith listening, there is a serious issues in inputing good faith listening into human rights. The right of humans are violated and overlooked at times. As human beings and taxpayer, we must push toward listening to validity claims. I was also wondering if you could E-mail some information of what to exspect at the art gallery. Thank You, and have a great turkey day." On Nov. 24, 2004. Not on transform_dom. On Tuesday, December 14, 2004: "Jeanne, I have not been recieving e-mail responses from you, why?" Well, let's see if I can answer that for you. (1) I don't know you, which probably means you haven't been around. (2) On the day before Thanksgiving you're asking about the exhibit planned all semseter? (3) There's a new issue of Dear Habermasevery week, and you refer only to "this week's topic." (4) I don't think you can give a valid response that is taking the place of your actual presence in class in 25 words or less. (5) When talking to a teacher whose class you have avoided all semester, I suggest you not demand why you haven't heard from her. Sets a bad scene, if you know what I mean. (6) When did you discover transform_dom? Today? (7) If you expect not to fail this class, I reckon you better see me on Thursday. How's that? Sorry, I couldn't make it in on Thursday. D until I hear from you. jeanne | |
| Boone, Kasie Fatima | "wanted to post to you the projects that I did or help do for the Naked Space Gallery: 1. Group project with Kasie Boone and Stephanie Thorne; 2. The "Mirror"-an intro-spective piece on self reflection in the world; 3. The "Life Chances Game"- a game board that explores one's life opportunites and set backs when it comes to race, socio-economic,wealth, material property etc." Melody. Message No. 2088. Kasie, you've hardly written to me at all, or I've missed it. Hello! B until I hear from you. jeanne "Hi Jeanne - There is alot that I have taken from this class, which will be very difficult for me to sum up in such a short memo. But I did want to address a question that I felt needed clarity. When I hear you talk of dominant discourse, the first thing that comes to mind is exploitation. Exploitation, to me is knowing that this situation is happening, but you sit there and continue to let it occur. Knowing what WE ALL know and allowing the destruction, the hurt, and the pain to continue without change is a true dissappointment. A little girl asked me the other day what will happen to us, now that Bush is still president? I had a very hard time explaiining that it is up to ALL of us to make changes in order for this world to be on an eye to eye level. A lot of our knowledge starts from the home and if we are not sitting our children down and explining the needs and wants of society, expoitation will never end. I love how you expressed that there is no separation. There is no "us"and "them, and until you said that I realized that I was apart of the problem. We, as human beings need to understand that in order for our socialized attitude to become exposed to illucutionary discourse, primary goals need to be in motion, creating change throughout the world, but also continuing to spread knowledge of respect, discipline, and equality. . . . Thank You, Kasie Boone. habermas.org" Very insightful comment, Kasie. Its a damnded good explanation of dominant discourse. Lots of threads for discssion there. And thanks for getting back to me so soon. Grade change to A. My clerical mistake. Sorry. jeanne | |
| Brown, Eurydice M | need evidence of learning. C- until I hear from you. jeanne | |
| Burnett, Raquel Christina | Need evidence of learning. F until I hear from you. | |
| Carlos, Janeth | "Wow! It still amazes me to see a map that depicts how many people voted for Bush. With such a divide, with such differing mind sets how can we come together and agree on what's right for the people. I know there is no "right" answer, but is there an answer that pleases and benefits us all?" Message # 870; "Our project consisted of three parts. A poster on the principles of Academic Integrity for Faculty, the building blocks of Academic Integrity and the definition of "cheating" a poster and 30 reports from a 4th grade class. . . . The project was on transforming the dominant discourse that academic integrity is the sole responsibility of the student and all that it entails is plagiarism. Although students have a responsibility to uphold their end of Academic Integrity, so does the faculty. We feel the Faculty at any school has the responsibility to provide an environment and teaching style that promotes learning. Trust and mutual respect in the teacher-student relationship should be paramount. Reading a lecture three weeks in a row and then giving the student a test in not teaching. . . . The building blocks are an example of how faculty and student work together to achieve goals. However, when a block is missing, disregarded or taken out the whole building will collapse. It is important to keep lines of communication open between students and faculty. . . . A class of 4th graders were asked for their thoughts on Academic Integrity and Plagiarism. The original question presented to them was, "What do you think plagiarism is?" They were not given any information, they were just asked to answer to the best of their knowledge. Some students did not know what that word meant, but most students answered the question by saying it was something bad, cheating, copying someone else, and some even said that people who plagiarized could go to jail. After the papers were collected the teacher explained the definition of plagiarism and held a small discussion. This was an interested project because we learned that Academic Integrity starts in Elementary. . . . We also passed out a flyer that contained about 40 quotations on respect. . . . Overall, your classes were a great experience; we have learned that our voices need to be heard in order for us to transform our society. We need to address our concerns and make people aware of issues. We must speak out and demand answers to problems that are disregarded. "Actions speak louder than words". Transform_dom was a great experience. . . . Thanks!" Message No. 2045. This is a wonderful report of your project. And I'm delighted that you managed to cooperate across all four classes. I would like to have you share the materials you used, and your poster (a picture, at least, please) so that we could replicate your experiment at several schools, including CSUDH next semester. I'd also like to suggest some cognitive connections to the three substantive classes you took part in: Agencies: integrity is usually demanded of the client, with a violation of that integrity called fraud, like welfare fraud. But your experiment emphasizes that professional integrity demands the same ethics and honesty of agency workers as of the client. Law: Integrity in this area might suggest that the law or regulations or rules should not be written with solely the professional's perspective in mind, but should attempt some illocutionary understanding of the client. Women and Poverty: The whole matter of integrity ceases to be considered when we who have successfully managed a traditional role in this society assume that we can then superimpose our own perspective on those who have somehow been damaged by the system. | |
| Charles, Dashaun Latwain | Respect Table and Project. "Hey Jeanne, everyone is relating their project to what they have learned in the class. I relate life to the experience and knowledge of your lectures and website (DEAR HABERMAS). I did two projects; one on the elements of respect and the other on telling authority (the police) what they want to hear. I also made the flyers and posted them, as a way of letting our voice be heard. I just wanted to let you know personally that you have broadened my outlook on life. I now go through day by day recoginizing the acts of dominant discourse which is what we hear throughout society; what has been socially constructed. My actions now seek to look beyond our social construction as a way of learning and understanding the other in regards of being more effectively related (illocutionary discourse). Throughout the semester as a group we have acted on encouraging and motivating others that despite their circumstances they do matter in governance discourse (considering all valid claims and making decisions that effect us all). We have acted on voting in the 2004 election, informed our campus on various perspectives of respect, and also collaborated on changing our societal structures by putting on our exhibit. I give 2 thumbs up to both you and Pat. THANKS!!! Dashaun Charles. Message No. 2198. Dashaun, your explanation of the concepts on which we focused is beautifully said in your own words. And you tied each concept in skillfully to the activities you undertook. Good work. jeanne | |
| Cortez, Fanika C | "Through the course of the semester I was faced with many very interesting topics both in class and on line. I have acquired a new more open perspective on things like dominant discourse and its powerful effects. I would have never questioned things that way that I do now. My perspective has certainly been questioned more than a couple of times and as a result I have found a new and more profound respect for the point of view of others around me. Through the art project that I did for the class, I was able to change my perspective on me and what role I have in this society. I realized that most of my decisions have been influenced by my son and my family. All of these years I had only been looking at the world through those eyes. Now I can step back and see how other things can and have affected me without me having any knowledge of it. THANK YOU SO MUCH FOR ALL THAT YOU HAVE TAUGHT ME" Fanika Cortez. Message No. 2348. Fanika, since I didn't get to hear much from you in class, I would appreciate if you would explain your project in more detail for me. Thank you. jeanne | |
| Cross, Shirnee | Have evidence. Will find it. jeanne | |
| Delton, Evette | Dear Jeanne. My name is Evette Delton, I am writing you this message to let you know that I worked on the elder abuse project with Brenda Davis who is in you 395 class. I also worked with Shirley in preparing the snacks that we had both nights at the exhibit. I also worked at the exhibit on both nights. I even talked with you on both night while sitting down at one of the tables. My name on the project is spelled Yvette Delton you can spell my name two ways. I also really enjoyed myself at the exhibit and your class. Thank You, Evette Delton. Thank you, Evette, for responding so quickly. The elder abuse project was much appreciated by many of our attendees. You all did a good job on it. Next semester, be sure you tell me sooner what you've done, so I won't make a mistake and leave you out, as I did this time. jeanne | |
| Dunn, Shirley | <Have I got you in two places, Shriley? What about 367? Would appreciate evidence of learning. jeanne | |
| Engly, Leakhena | Need evidence of learning. F until I hear from you. Leakhena, could you resend the information for me to post? jeanne | |
| Galaway, Sylvia | "May I make one suggestion? The class was titled "Women in Poverty." I suddenly became one, due to my husband's sudden addiction to Crystal Meth, until my parents rescued me. I know that Rudi can be a handful, but I really wanted to hear what his Patsy had to say. Women in poverty happen all over...I really think that I could have learned more about addiction and why my husband was going from a scholar and teacher to a being a Meth addict fom her. So many other students told me that they also wanted to hear her story in order to learn from it. . . . So....would it all be possible for Patsy to spend time with us during the exhibit? She could easily be part of it by being available to answer questions and tell her story to those who want to know it. This way it would take no time away from your class time, but also give all of us who want to get to know about her an opportunity to do so." Message No. 1637. An excellent compromise solution, Sylvia. Can you get word to Rudi? jeanne . . . Sylvia has material for us on crystal meth, but her program crashed. We'll get it up soon. jeanne "Jeanne, I do not see my grades posted. Can you let me know why that is and also what my grade is? Yes, toroweb is very slow. jeanne I really enjoyed your class. It was refreshing to just be able to talk about things while all along learning what the variuous kinds of discourses are all about. I did learn that I CAN make a difference even though I'm not even a citizen....as long as I know how to employ all I know and who I know, who may know someone else who can get my point across. I was not the student you would have had 1 year ago. As you know my husband became addicted to Meth, and I've been struggling with the disppearance of the man I knew ever since...a man who loved me, who I loved, was my partner in all we had to conquer, who was the one who encouraged me to go back to school at 38 years old, the one who let me know that I CAN do it, that I'm not too old for it, who was proud of me for me 4.0 GPA ....and then became so abusive that it took me this long to even realize that my love cannot bring him back. (My 4.0 GPA was an obsession in his eyes). I'm just now barely getting back to being myself with the help of my friends and family. If it were not for my parents, I would be a woman in poverty. I soooooo want there to be more info out there on this insane drug. I want EVERYONE to know that it exists and what it does to you and and all who love you. Our class is over now, but I'd still like your help on getting the knowledge out there. . . . . Have Happy Holidays, Sylvia" Message No. 2426. Sylvia, transform_dom and the website will continue to function. That offers you a forum for getting information on crystal meth out there. Drugs have become a terrible part of our lives, partially through the mishandling of dominant discourse. Time to transform that. Happy holidays, jeanne. | |
| Garcia, Armando Rafael | great job in class participation; good representation with Dean; Because, as some of you know institutionalization is real and so is the pattern that develops in a persons life after they have commited crime for most of their lives. residivsm happens and in providing for justice to be served in this case its gonna take more than just springen' um loose. Remember these are people not dollar signs or numbers. message #502; good example of thinking more deeply aboaut the issue; | |
| Goldsberry, Bryan Demond | "WOW this semester has really been an eye opener. ive been blessed to have you for multiple classes. ive learned to think at an higher level and that there is no absolute truth or one way of thinking. i've learned to examine issues from several different perspectives. For example my project on respecting our troops, i used to get upset to hear people speak negatively against the war because my little brother was in iraq for the 15 months. i can now see and i tried to convey it in my project that you CAN support our troops without supporting the war or dubya for that matter. Jeanne you've showed me how to get active and that i have the power to create change and you wouldnt believe the amount of people who are going thought the same thing with loved ones serving in iraq. thank you for giving me the strength to get active and develop dialog with other. thank Jeanne, Bryan Goldsberry" Message No. 2196. Thank you for sending me the message number, Bryan. I am particularly pleased that you have seen you way clear to support of the troops as a separate social issue from the political and economic decisions that led to the war itself. That's an important issue, and one that I hope your project helped people to see. jeanne | |
| Gomez, Hilda | Have material Will upload. jeanne | |
| Gray, Carolyn | Need evidence of learning. F until I hear from you. jeanne | |
| Green, Deiandra I | Deiandra, I would appreciate if you would send evidence relating to learning for each class. Jeanne I have learned so much from SOC 395. I was a women in poverty, almost homeless not knowing where my next meal was going to come from.This class helped me to understandthat fighting for what I believe in comes first. I spoke out to anyone that would listen about president Bush and why he was the wrong choice. I was shocked to see him leading through the polls. it seemed that he ran off with the race. Why is that? because we as a whole did not educate ourselves on the election? we let the media tell us who to vote for. Because I was a woman in poverty, I have educated myself so that I don't ever have to be a woman in poverty again, and Jeanne you help me with that. Deiandra. Message No. 2422 Deiandra, I thank you for responding so quickly. This is where we should have started much, much earlier in the semester. Here, you let me know that you worked at bringing a political message on safety nets to everyone you knew and were able to talk to. That's good, and a part of what represents your grade. You say that you have learned not to be in poverty again, but that is a broad conclusion. What precissely did you learn in class that helped? Try to put your specific learning in words. Or check out transform, http://groups.yahoo.com/group/transform_dom/, read some of the messages, and/or read some of the issues on the website. By the time winter break is over, we should have your learning record under control and uploaded to the records. Good first attempt. I'll change your grade to match the A in 370, when we get it done. jeanne | |
| Jackson, Ontreal O | Need evidence of learning. F until I hear from you, jeanne | |
| Johnson, Yolanda Lynnice | "It appears that as long as there is a Republican (no offense) has control, yes. Message #754." in answer to Nancy Pena's question "Jeanne is the same thing that happened on four years ago going to > happened again."No, Yolanda, not necessarily. WE can't break this down to Republican - good, Democrat - bad. No one's got a corner on that kind of thing. Instead, I'm going to ask all of you to start with http://www.csudh.edu/dearhabermas/election2004.htm The Election,Respect, and Naked Space It's been hard to keep up with everything during the elections, but now we get back to our class content, illocutionary understanding, and transforming dominant discourse. There's where we begin to find not answers, but productive and cooperative ways to redefine ourselves as a community, a neighborhood, a nation-state." Please reflect to me that you understand that I'm asking you to have illocutionary and governance discourse, not to express ideology or answer with rhetoric. " I went to the website that shows the divide with reference to the presidential election. I was amazed to see the states that were in favor of Bush serving a second term in office." Message # 867 Yep! the Visual impact is amazing. This is why visual sociology is so important. jeanne | |
| Joo, Jae Hyun | Need evidence of learning. F until I hear from you. jeanne | |
| Malfavon, Cynthia | will try to paste the website or copy the article when I find it. I also heard tuition fees are increasing. message 490; I'm pleased to see you exchanging sources. Good kids. Andrea very informative email. You taught me things I didn't know about Prop 66; message 499; these exchanges are so important to helping you build a functional governance network - I'm proud of you; That is something I completely agree with a drug addict shouldn't be locked behind bars, they are sick people that require medical treatments. Prison is not a place for these people. Now if we speak of drug dealers, thats a different story. message #504; the issue grows more and more complex. good that you are seeing it;"Our project consisted of three parts. A poster on the principles of Academic Integrity for Faculty, the building blocks of Academic Integrity and the definition of "cheating" a poster and 30 reports from a 4th grade class. . . . The project was on transforming the dominant discourse that academic integrity is the sole responsibility of the student and all that it entails is plagiarism. Although students have a responsibility to uphold their end of Academic Integrity, so does the faculty. We feel the Faculty at any school has the responsibility to provide an environment and teaching style that promotes learning. Trust and mutual respect in the teacher-student relationship should be paramount. Reading a lecture three weeks in a row and then giving the student a test in not teaching. . . . The building blocks are an example of how faculty and student work together to achieve goals. However, when a block is missing, disregarded or taken out the whole building will collapse. It is important to keep lines of communication open between students and faculty. . . . A class of 4th graders were asked for their thoughts on Academic Integrity and Plagiarism. The original question presented to them was, "What do you think plagiarism is?" They were not given any information, they were just asked to answer to the best of their knowledge. Some students did not know what that word meant, but most students answered the question by saying it was something bad, cheating, copying someone else, and some even said that people who plagiarized could go to jail. After the papers were collected the teacher explained the definition of plagiarism and held a small discussion. This was an interested project because we learned that Academic Integrity starts in Elementary. . . . We also passed out a flyer that contained about 40 quotations on respect. . . . Overall, your classes were a great experience; we have learned that our voices need to be heard in order for us to transform our society. We need to address our concerns and make people aware of issues. We must speak out and demand answers to problems that are disregarded. "Actions speak louder than words". Transform_dom was a great experience. . . . Thanks!" Message No. 2045. This is a wonderful report of your project. And I'm delighted that you managed to cooperate across all four classes. I would like to have you share the materials you used, and your poster (a picture, at least, please) so that we could replicate your experiment at several schools, including CSUDH next semester. I'd also like to suggest some cognitive connections to the three substantive classes you took part in: Agencies: integrity is usually demanded of the client, with a violation of that integrity called fraud, like welfare fraud. But your experiment emphasizes that professional integrity demands the same ethics and honesty of agency workers as of the client. Law: Integrity in this area might suggest that the law or regulations or rules should not be written with solely the professional's perspective in mind, but should attempt some illocutionary understanding of the client. Women and Poverty: The whole matter of integrity ceases to be considered when we who have successfully managed a traditional role in this society assume that we can then superimpose our own perspective on those who have somehow been damaged by the system. | |
| Mayor, Inez Gloria | I agree with you Yvette. We spend so much money on jails and nothing on reform. There is a huge amount of drug offender in the jails. Until people understand that drugs user needs to be rehabilitated instead of being placed behind bars where they can also get drugs nothing will ever be solved. message #503;: good approach to taking a different perspective on the issue: This past Saturday there was a make-up party at my mom's house. My mom is a Mary Kay Consultant and she was having guests come over for a demonstartion of new products. Anyways I went over and brought up the election to my surprise most the women went along with the conversation quite well. They were pretty well informed about each president, and were seemed firm on who they were going to vote for, but once again they didnt seem to know to much about the props. ; however, there were a few ladies who were well informed and they discussed some of the issues with prop 66 and prop 71. We also discussed propositions 70 and 72. I can say that when we discussed proposition 71 things did start to get a little heated. The religion factor did play a key role in this. Overall things went quite well. I as well as several other people did learn about the propositions. Today is my last day to work on my family. I know that you said work within the community Jeanne, but I think my family needs to learn how to take a stand in our country and I can see progress. good update on your field work. I agree that we should focus on family first. "I worked on the project "Education Refracted Through Social Class" along with Stephanie Winchester and Amber Hernandez. This project contrasted schools located in poverty areas vs schools in higher income areas. Schools located in poverty areas had less funding, less computers or none, not enough after school acitivites and no fundraisers. We also discovered that most of the schools in poverty had a high teacher turnover. Most instructors had recently graduated from college and had little or no experience. When compared with schools located in a higher income area we seen the complete opposite. There were more computers, alot more parent teacher involvement, such as parents volunteering at schools. More fundraisers for the school. There was also new edition textbooks and better playground equipment. In conclusion the schools located in affluent areas were more organized and funded thus creating a better education for children in these areas.. . . . What I learned. Jeanne I have learned so much in your class. I learned that you have to speak up and not let others in society walk over you. I learned that voting is one way to do this. If I would have never enrolled in your class I probably would have never voted and that would have meant not getting my family to get up an vote as well. I have also learned that everyone holds different views in life and that everyone should respect them no matter how differentthey may be from your own. Jeanne I think you are a great professor and I love the way you get all of us students involved in discourse. You have a unique teaching stlye, but I must say it works. I can say, I learned more from this class than any other thissemester. Thank you! Inez Mayor. Message No. 2015. | |
| McDonald, Aaron | good work on the nile virus; we'll write it up - nag me; Project started at On Building Effective Bridges to Awareness with Agencies: The West Nile Virus Problem | |
| McElroy, Corey Mason | missing you;glad youre back, and thanks for your work in the office. I'm Never Wrong. I Know, Because I'm Your Mother This piece for the Internet exhibit came from long conversations with you and your mother. | |
| McElroy, Veldafern | very proud of your self-reflection, Val, and I'll bet your daughter is, too; I'm Never Wrong. I Know, Because I'm Your Mother This piece for the Internet exhibit came from long conversations with you and your son. | |
| Monge, Emily Z | hope you're doing well | |
| Moore, Murjani Seneica-Kena | Need evidence of learning. F until I hear from you. jeanne | |
| Morris, Delphene O | have face, or at least space in class to go with face: great response to put up career criminal info.; dropoff issue: Get all those screaming parents together and see what you all can come up with. It sounds like it can get real ugly. Besides, what are we showing our children and isn't that the problem already, our children seeing all this negative behavior displayed by adults. Maybe you could bring it up at the next PTA meeting. Whatever you do it must start with you!!!! message #481 Good emphasis on action, Delphene. WE need to learn to unite the poor, not just in making the public aware of issues, but also in finding coherent and effective action. "Everyone is appalled at the idea of increased tution fees. I was looking over some articles and I found some information that might be of an interest to everyone. STATE BUDGET 2004-2005: STUDENT FEES FOR BOTH UC, CSU governing boards approved 14-percent increases in systemwide undergraduate fees. Undergraduate fees for UC will increase from $4,984 in fall of 2003 to $5,682 in th fall of 2004. Undergraduates fees CSU will increase from $2,046 in the fall of 2003 to $2,2332 in the fall of 2004. Under the new law Higher Education Compact with the Administration, UC and CSU committed to increase undergraduate fees by no more than an average of 10 percent a year over the next three years. Therefore, given the 14 percent increase for 2004-05, fee increase will not exceed 8 percent in the subsequent two fiscal years. There is information about Graduates fees also. So, these things are not new some how we just did not keep up with Governor Arnold agenda. Just like now that the election is over many people are not doing anything except complaining. I have started reading more on political issues especially Prop. 66 because I believe as long as I am alive I have two major issues that I am faced with everday of my life. Those issues are, Will I be apart of the problem or the solution? If anyone want to see what the real deal is they can check out the California State Budget 2004-2005. ONCE AGAIN THANKS FOR THE SPACE!!!!!" Message #744." Delphene, this is such a good response to our social issue concerns. I'm coming to rely on your help in getting relevant and trustworthy information out there. Also I appreciate your succinctness in just going right to the issues, and trusting me to pick it up for the collaborative learning record. | |
| Morris, Patricia N | Need evidence of learning. F until I hear from you. jeanne | |
| Newton, Tanya M | Need evidence of learning. F until I hear from you. jeanne | |
| Oatts, Kimberlie M | Thank you for reminding me so often of your name. It helped. Need evidence of learning. B- until I hear from you. jeanne | |
| Owens, Charmaine Cecelia | good participation and attendance, Charmaine; also good activity on trnasform_dom; you need to force me back to dealing more with the army now that elections are over; | |
| Payne, Kelly L | have face to go with name now; good attendance; you need to talk to me more to let me know that you have the concepts of naked space and transforming dominant discourse down; "I think Bush won the election because of the war on > terrorism. I truly thought Kerry was going to win and it was going to be > the beginning of the end for Bush. I have visited several sites including > bet.com and cnn.com and polls indicated that people thought > overwhelmingly that Bush is the best candidate to combat terrorism. . . . Bush and his administration are so busy > concentrating on foreign issues, that they forgot about us. He is only > for the rich people and not for all people in america. Many domestic > issues are being ignored. . . . I agree with Jeanne that we must start > solving the problems that plague the communities or else it probably > will not happen. Hopefully they will wake up during the next four years." Good analysis, Kelly. You've let me know that you checked out sites for information. You drew conclusions from that information. It would be good to let me know that you see the connection between what we need to do and our community ability to transform dominant discourse. "Hello, Jeanne! How are you doing? Sorry I haven't been able to communicate on transform lately. I 've started working more hours at my job trying to make some extra holiday cash. For the last few days, I've felt sick. I am starting to feel better now. Believe it or not, I learned a lot in my Women and Poverty class. I have heard some of the terms before but didn't know exactly what they mean. But now I do. Functional iliteracy is when a person reads something but don't understand it. Answerability is a gift that everyone has within themselves- to react and express what we are feeling. Governance discourse (discourse meaning discussion) is when ordeinary citizens can gather together and discuss the issues that are affecting the community. One goal of government discourse is to be in limbo which means that everything is open and there isn't a right or wrong answers. All perspectives and views are examined. Some sort of action or resolution may come as a result of governance discourse. Dominant discourse is the dominant/ main idea that everybody knows in society. On the other hand, illocutionary discourse is attempting to understand another person's perspective on a issue. You don't have to agree with the other person's viewpoint but it is about giving him/her respect and figuring out why he/she feels this way. Our class website is decated to Jurgen Habermas, a 20th Century sociologist who believed hope, freedom and the system of law can save us. And I can't forget Naked space. Our art exhibit, held earlier this month, best decribes this term. This space is open, limitless, and able to transform my life, your life and the lives of countless others. HAPPY HOLIDAYS!!!" Pretty good explanations of the concepts. Good for you, Kelly. Jeanne | |
| Pham, Minh-Tam Thi | good written response; I have down position in class, but need to know your face better; | |
| Pineda, Alex | "In this weeks L.A. Times theres an article about some chandeliers that have been hanged on Rodeo Drive for the holidays. There a total of 20 handcrafted chandeliers that are worth $50,000 each, plus a cost of $500,000 to install them. That is a total of 1 million dollars. Its a shame to see all this money being used to make a city look fancy, while a few miles down on Wilshire in downtown theres people that are out in the cold sleeping on the streets. Some havent had a decent meal for days. Its sad to see a lot of money used for lights and not to feed needy people. I mean how hard is it for all these expensive stores to donate money for a good cause, or go to skid row and give out money at least a dollar to all these people that have no home. This is just ridiculous!" Message No, 2013 Yes, it is ridiculous, Alex. We'll get to it on transform_dom soon. jeanne Just wanted to remind you that I Celia Piz, worked on the Drunk Driving Project with Jenny Silva, and Alex Pineda. In our project we addressed the dangers in drunk driving, along with statistics on deaths, and accidents. We also included information on how families become victims too. We provided a hands on activity, where people remove pictures of wrecked cars, and underneath uncover a picture of a girl laid out in the pavement who was hurt do to drunk driving. This points out how even if one tries to remove the wreck, what is done can never be undone. There are so many innocent lives that are taken do to drunk driving. We also addressed the laws that come into play when drinking under the influence. In addition, we provided copies of Alcohol free drink recipes, tips on how to approach friends who have been drinking, and tips for children who find themselves in a vehicle with someone who has been drinking. I really enjoyed putting this project together. I hope it helped people become more aware of the dangers in drunk driving. . . . Through my experience in your classes I learned that in order to transform our society, one has to bring people to conscious awareness of issues that bother us in our community, share the harms of these issues, express our ideas and concerns through actions and words. Through your courses we had the opportunity to do this through collaborate learning. Transform_dom made this easier. Thanks for this opportunity it was a great experience." Message No. 2062. I am very pleased that you managed to work together and do such a great job on the project. I am also delighted that we have plans to take this project into the schools to let students play the games and talk about the concept of frozen words and frozen actions that we can't later undo, in both Spanish and English. "In this weeks L.A. Times theres an article about some chandeliers that have been hanged on Rodeo Drive for the holidays. There a total of 20 handcrafted chandeliers that are worth $50,000 each, plus a cost of $500,000 to install them. That is a total of 1 million dollars. Its a shame to see all this money being used to make a city look fancy, while a few miles down on Wilshire in downtown theres people that are out in the cold sleeping on the streets. Some havent had a decent meal for days. Its sad to see a lot of money used for lights and not to feed needy people. I mean how hard is it for all these expensive stores to donate money for a good cause, or go to skid row and give out money at least a dollar to all these people that have no home. This is just ridiculous!" Message No. 2013. You know, I really wasn't expecting this thread. And then all of a sudden those damned lights went up. A million dollars, and no armor for our troops in Iraq. I've been saying that we've gone so far into logos we've omitted mythos and spirituality. But if that's logos, maybe we've just gotten dumb, dumber and . . . jeanne | |
| Pinkney, Sheryell | good attendance; not much substantive exchange yet; Sheryell, I have spoken to the judge; she will come for a workshop next semester. I expect to see you to talk about things you've learned. | |
| Piz, Celia | very pleased that your group worked together on Spanish info on elections; Beautiful work on the election with the Spanish families and community. Excellent job, and I learned a lot from it, too. You were brave to under take it.Just wanted to remind you that I Celia Piz, worked on the Drunk Driving Project with Jenny Silva, and Alex Pineda. In our project we addressed the dangers in drunk driving, along with statistics on deaths, and accidents. We also included information on how families become victims too. We provided a hands on activity, where people remove pictures of wrecked cars, and underneath uncover a picture of a girl laid out in the pavement who was hurt do to drunk driving. This points out how even if one tries to remove the wreck, what is done can never be undone. There are so many innocent lives that are taken do to drunk driving. We also addressed the laws that come into play when drinking under the influence. In addition, we provided copies of Alcohol free drink recipes, tips on how to approach friends who have been drinking, and tips for children who find themselves in a vehicle with someone who has been drinking. I really enjoyed putting this project together. I hope it helped people become more aware of the dangers in drunk driving. . . . Through my experience in your classes I learned that in order to transform our society, one has to bring people to conscious awareness of issues that bother us in our community, share the harms of these issues, express our ideas and concerns through actions and words. Through your courses we had the opportunity to do this through collaborate learning. Transform_dom made this easier. Thanks for this opportunity it was a great experience." Message No. 2062. I am very pleased that you managed to work together and do such a great job on the project. I am also delighted that we have plans to take this project into the schools to let students play the games and talk about the concept of frozen words and frozen actions that we can't later undo, in both Spanish and English. | |
| Quesada, Steve | see you most often in this class; "Why I came back to school at my age: At first school was not a place I wanted to be in. It took alot for me to come back to school, especially at my age. I didn't have the desire, will, or the energy to come back. All that change when my son was born. I wanted him to have a better live than I. I wanted him to have a great future and not to depend on a weekly check from an employer as I did. I had to be a good parent and role model for him. I had to set an example by teaching him that school was great place to get ahead if one desires" Message No.2046. This is a good start, Steve. But let's dig a little deeper. Remember what I told you about the changes in the labor market when women entered it. Did the colleges appea mostly to the working class female or the working class male? How did this affect marriage and family roles, divorce rates? When did men like you start to return to school? Think about the moves of corporations to cheap labor markets. | |
| Reese, Anita Jo | Need evidence of learning. F until I hear from you. jeanne "this email is on behalf of my classmates who were in your sociology 367, sociology 395 Carolyn Gray sociology 367, and Anita Reese sociology 395 they have no access to the interent. Therefore i am sending this email on their behalf. These two students were also on the project we did for the exhibit on elder abuse" Lori Dale. habermas.org Lori, thank you for letting me know about the elder abuse study. We moved so quickly at the exhibit that it never occurred to any of us that I didn't have a full list of the participants. I'll fix that (tomorrow) on 395 a nd 367. But Carolyn Gray and Anita Reese do have access to the internet during regular semesters, at least in the lab, and certainly through me and Pat in our offices. They need to see that they provide an evidence of learning. I'm sure you all understand that evidence of learning is essential to my being able to give grades, as is the internet. How did they follow Dear Habermas and tranform_dom??? Enjoy the holidays. jeanne | |
| Rodriguez, Maria D | "Hello all, today while studing for one of my classes one assignment was to go in to the internet and see how fast my brain reacted to color and names. I was really surprised that i coldent react fast to match certain thing. I thought it was pretty cool. If you have achance check it out. (I know that it had nothing to do with this class, but its fun) www.pbs.org/wgbh/nova/everest/exposure/stroopintro.html" Message # 764; Maria, the Stroop test does so relate to our classes. One reason we use visual sociology is because we realize that color and the printed word affect the social context. If the test gave me a score I missed it, but I couldn't get my fingers used to pressing the arrows. I kept pressing the down arrow. So if you have a certain pattern of key usage that will affect how you perform on the test. If you have greater dexterity, that will affect how you perform. All of this enters the socially constructed context in which we live, and all this affects how we think and "know." "(We work with clients whoare tryin to pay their restitution). The other day my friend and i we were working on a case. The person was in there telling us that he was unable to pay restitution for this month. My friend asked the client if he had a job. He quickly state "NO". But she quickly responded "I am not surprised". I asked her why she had said. She said "look with what people we are dealing". I felt bad because she was assuming that all people that are in probation dont work. I was so surprised to see how she expressed her self of people in front of the client." Message # 871 I wish I had a ready-made answer, Maria. I don't. But knowing this friend you work with, can you think of a way toshow her that being on probation is sometimes like being trapped on the inside of one box (probation) and not able to get into the bigger box of jobs? Could we make some boxes and use some simple sock dolls to get people to visualize this? Could we use New Skin, or Why Rehabilitation Doesn't Work by Michael Witkofski, UWP, to illustrate the idea? "Our project consisted of three parts. A poster on the principles of Academic Integrity for Faculty, the building blocks of Academic Integrity and the definition of "cheating" a poster and 30 reports from a 4th grade class. . . . The project was on transforming the dominant discourse that academic integrity is the sole responsibility of the student and all that it entails is plagiarism. Although students have a responsibility to uphold their end of Academic Integrity, so does the faculty. We feel the Faculty at any school has the responsibility to provide an environment and teaching style that promotes learning. Trust and mutual respect in the teacher-student relationship should be paramount. Reading a lecture three weeks in a row and then giving the student a test in not teaching. . . . The building blocks are an example of how faculty and student work together to achieve goals. However, when a block is missing, disregarded or taken out the whole building will collapse. It is important to keep lines of communication open between students and faculty. . . . A class of 4th graders were asked for their thoughts on Academic Integrity and Plagiarism. The original question presented to them was, "What do you think plagiarism is?" They were not given any information, they were just asked to answer to the best of their knowledge. Some students did not know what that word meant, but most students answered the question by saying it was something bad, cheating, copying someone else, and some even said that people who plagiarized could go to jail. After the papers were collected the teacher explained the definition of plagiarism and held a small discussion. This was an interested project because we learned that Academic Integrity starts in Elementary. . . . We also passed out a flyer that contained about 40 quotations on respect. . . . Overall, your classes were a great experience; we have learned that our voices need to be heard in order for us to transform our society. We need to address our concerns and make people aware of issues. We must speak out and demand answers to problems that are disregarded. "Actions speak louder than words". Transform_dom was a great experience. . . . Thanks!" Message No. 2045. This is a wonderful report of your project. And I'm delighted that you managed to cooperate across all four classes. I would like to have you share the materials you used, and your poster (a picture, at least, please) so that we could replicate your experiment at several schools, including CSUDH next semester. I'd also like to suggest some cognitive connections to the three substantive classes you took part in: Agencies: integrity is usually demanded of the client, with a violation of that integrity called fraud, like welfare fraud. But your experiment emphasizes that professional integrity demands the same ethics and honesty of agency workers as of the client. Law: Integrity in this area might suggest that the law or regulations or rules should not be written with solely the professional's perspective in mind, but should attempt some illocutionary understanding of the client. Women and Poverty: The whole matter of integrity ceases to be considered when we who have successfully managed a traditional role in this society assume that we can then superimpose our own perspective on those who have somehow been damaged by the system. | |
| Ross, Trina | "Hello Jeanne. How are you doing? This is Trina Ross from your 395 Class titled women and poverty. Jeanne I have missed classes some days due to my job ending at 5:30p.m. I'm the late one coming in, or not been present. Don't forget, Jeanne, I discussed this matter with you and Pat, about my tardiness and absences. You informed me not to drop your class. I know I miss some important information, but I did have time to e-mail you and read information you posted on your web site Habermas. Jeanne, I really enjoy the art work; it kind of relaxes me. Some of the pictures I had to think about and try to understand the concept at the moment. The mother in the seed drawing was my favorite, because I was the flower and my child was the seed that was planted inside of me. The topic that is related to the drawings is called Discovering Mutuality Across Adversarialism. Jeanne the feminist theory was very important theory you covered in class. Jeanne, I learned a lot in your class, one of the most important things I learned is not to give up. No matter what others think of you. "We believe that both the individual and the communal collective are free to follow creative paths and are answerable for their actions to others who are affected by their decisions. " Jeanne I love this message; it lets people know that everyone has their own philosophies and paths in life. Knowledge is great, because we can pass it on to others." Trina, this message is typical of the student trying to catch up and cover all at once all that's been missed. I can tell by your reference to the Mother in the seed drawing that you're on the issue for December 26, 2004. That's one of my favorites, too. And I'm glad that you can see it in terms of your relationship to your own child. What it relates to is your feelings of protection, of giving the gift of life, and of seeing the beauty in that relationship, a beauty which is often masked by the vicissitudes of everyday events. I hop that you would also be able to related to the umbilical cord which is representative of tying that mother to that child through all the conflicts and dangers the child will face throughout life. That's what I'm looking for, your learning in your own words, whether it's from a painting or a theory or a lecture. I don't think "Discovering Mutuality Across Adversarialism" quite says it in your words. Based on this, tell me a little more about what you've learned on the site and on tranform_dom those times when work interfered with your presence. jeanne "Hello Jeanne. This Is Trina Ross again. I just wanted to make sure you're receiving my e-mails. Yes, I'm getting these e-Mails, Trina. When I saw my grade I was shocked! That's because half way through the semester we learned to use transform-dom, and everyone else (well, almost everyone else,) was able to stay in touch with me then. Your job situation meant that you didn't get to learn that with us. Jeanne listed down below are topics and important information' I learned in class. That's one good way to give me evidence of what you're learning. Jeanne I forgot to tell you the art exhibit was very nice and learnable, I hope you enjoy the art work and great ideas that people share with each other. . . . Now here's what I mean by skipping over so much evidence of learning. Yes, the exhibit was nice. I enjoyed it, too. I particularly enjoyed that so many different themes were tackled, like elder abuse, and like balancing the crazy fast-pased world of technology with our own sense of who and what we are. Now try telling me what you particularly liked, and why. The three strikes law reform not being passed was a great issue brought up in class and after you explained about the three strikes law, I had a better understanding of this law. People are sometimes punishment or sentenced for a long time, for a small crime, after the third strike. . . . Jeanne, I did a poster and titled it poverty of all classes. Now, here Trina, you gave me some very real evidence of learning. You defined what the three strikes law was about in your own words. That's what I'm looking for as evidence of learning. . . . Jeanne, just because you come from a rich background, and another person comes from a lower class background, I believe we are still the same. Now here's a whole new issue for discussion, and that discussion could happen best if you put your question on transform-dom. Believing in equality across social class is a philosophical position, a position shared by many of us at Dominguez Hills, and, hopefull, still, acrosss America. But there are those that believe that the strongest and most talented should prevail. Those are social issues on which we need to begin illocutionary discourse. I can't answer your question. We can only answer it collectively, as Americans. One thing that I did learn about women in poverty is that most of them have self esteem issues. They have no hope for goals in life. Well, I have a problem with seeing any social group as all sharing the same characteristic. Women who live in poverty do suffer from the challenges, both economic and cultural, with which they have to cope. And that does hurt their self esteem in some ways. But they are also strong, determined, good mothers, who care for and shepherd their children through what are sometimes harrowing experiences. You did say "most." But whenever we study the costs of poverty we need to remember that people are resilient and loving, and that many of them find ways to rise above problems the rich folks take to psychiatrists. Jeanne, what makes us better than the other person? Why do people judge us? Good question, Trina. I guess because we've socially constructed a culture in which everyone is continuously measured and held up to ideals, and judged, instead of just loved and shared with as who they are. Bureaucratization made that easier. It gave us dominant discurse measures of what was "good" and what "not so good" and what "bad." But those measures overlook our humanity and our enormous capacity to love and be loved. Jeanne, I know you have a lot to do, so I'm going to let you go. I have to go pick up my twins girls; they are three and a hand full. One thing I'd like to see you do, Trina, is to relate what you're learning to the situations you encounter with little girls. Jeanne, thank you for giving us information about the GWE. The extra help was great, my writing skills need improvement. OK, here's how you improve those skills. Take one or two of the issues that came up here, and rewrite them into a paragraph each. Let the rest go. I don't need every single thing you learned. I just need a reasonable sample. Jeanne, I had a hard time with the obesity support web site. I could not log on. I'll bet that means you had a problem logging onto transform_dom, too. That would explain why describing the evidence of your learning turned out to be a problem. You'll find lots of examples on tranform_dom. Good bye. See you in January, 05. Trina Ross. habermas.org. | |
| Salazar, Juana | Thank you for repeating your name for me so often.I'd still like evidence of learning I could put up. B until I hear from you. jeanne | |
| Sanchez, Arturo | Need evidence of learning. F until I hear from you. jeanne | |
| Sandoval, Miguel | good participation, Miguel, but I still need to know your face better; | |
| Scott, Alicia Joy | great job of reporting on your aunt's reaction to the elections; good activity on transform_dom; | |
| Silva, Jenny | always quiet, but good work; have enough interaction to know that you have the concepts down; have lots of material; will upload soon.Hi! Jeanne, Throughout this semester I as well as my fellow students have learned a lot and are grateful for all your teaching. One of the most important things that we had in class was the opportunity to communicate through transform_dom & transspan. Several of my classmates had the opportunity to join both groups and were able to communicate freely by expressing each of our personal ideas in both languages (English & Spanish). I also had the opportunity to share my knowledge to the Latino community. Nancy Pena and me went out to the community to share great information that our Latino community needed to know before the election. We basically went out to the community to share information about the propositions that were going to be in the ballot. . . . Furthermore, I also participated in a project with Celia Piz and Alex Pineda on Drunk Driving. It was a great experience bringing the awareness to our community of the importance of a life. As we all know, drinking and driving is not a good choice. Another very important factor that took in to account in our classes was through collaborative learning, where students had the opportunity to extend their knowledge & learn from each other." Jenny Silva Jenny, I know we had little contact time this semester; the classes were so large. But stay in touch and let's make transspan grow. Alex is going to ask to have the poster on drunk driving in his school to share with young people, and in Spanish! And I've already put up a lecture on changing discourse on the social construction of reality. jeanne | |
| Soleimani, Pedram | we need to play a little catchup, so that I know you have the main concepts down; have material; will upload soon. jeanne | |
| Soto, Sergio | Good that you came to talk with me. Look forward to your work. "What I gained from participating in the soc 395 and naked space exhibit is an exposure to the reality of issues that I usually hear about but had never place an actual human value to. Many pieces touched me in a manner that challenged my way of viewing issues, but the pieces that dealt with drinking and driving and the fact that so many had been affect by this tragic occurrence which is so easily prevented moved me. Thinking back before the discussion on transform and Naked Space I had never really thought about the far reaching effects of a person's intoxicated decision. The experience of my friend and project partner Peter really gave a reality to the depth of such a tragedy; this is because I then could place a human face to that issue. This is an example of the depth of new understanding in the various issues presented so eloquently by all the participants who definitely broadened my understanding of the depth of everyday issues that affect so many who are so close to all of us. This was a valuable lesson to me as I learned to recognize and question a problem. After that one can act to rectify it and empower themselves and the community." Message No. 2090. Sergio, I'm glad you came in to see me so that we found you and Peter again. I was impressed with your project and hope that you'll stay in touch to help me with some of my computer imagery. Thanks for bringing the CD. I'll get to it when learning records are up. And I'm glad that you learned to give a face to issues that had not had one for you before. Empathy is a part of that sensibility we gain through spiritual and/or transcendental awareness. | |
| Swint, Sheree Michele | need face and position; not sure where you are in here; The traffic surrounding the school in the morning and afternoons was stupid. I wrote a letter to the principal also with no response. Two weeks later a little girl was hit in the cross walk. Only then did they put school security out there to direct traffic. message #481. "When will it ever be possible for us to have a president to just represent all of the people? This Democratic and Republican stuff is just another form of seperation and discrimination. This is just sickening. Whether a citizen is rich or poor should not matter. The president's job is to be concerned about the country as a whole. It's really sad that our own government discriminates against its own citizens." Message #??? I lost the number, can you find it, Sheree? Let's look at The Election,Respect, and Naked Space as a means of turning these feelings into a transformation of dominant discourse. Also let's connect this up to the fact that issues of gender and poverty mean that this lack of representation hit poor women particularly. | |
| Sykes, Mia | Need evidence of learning. F until I hear from you. jeanne | |
| Tran, Hao Q | as usual you're quiet, but attendance and attention indicate you're fine in keeping up; do share on tranform or talk to me; "As you guess: I am late to answer because I have a reason: Your lectures, messages in transform, and classmates’ discussions suggested many issues for me (because of my cultural background and life experience after Vietnam War). For “Woman and Poverty: I would like to share about “Vietnamese women sold on EBAY”; Jobs lost in USA, how women in poverty of the third world countries paid for it? Senses of respect for Women in Poverty. For the topic about War, War (Vietnam and Iraq) and Women in Poverty; War and cultural clash… For me, these suggestions acted as raw data, I must think and rethink how to connect these pieces of a puzzle. Finally, concepts like “Dominant discourse, Governance discourse, Answerability,…” provided me the connection." I can well imagine that much of what is happening in Iraq brings back memories. I'm glad you are taking the time to think it over, and that answerability helps. "In Fahrenheit 9/11 documentary DVD, Michael Moore had a part (“Eyes Witness”, I think) in which a reporter described and explained with a video how US soldiers created cultural clash in Iraq: from a simple gestures like pushing “women in the back” to indecent ones like touching genital organ of an old man. We saw also pictures of abuse in Iraqi jails by US soldiers. With my experience of Vietnam War, I can tell you that a lot of behaviors that the media did not or did not be allowed to show to the public. We knew reactions from indigenous populations in South Korea and Japan toward US soldiers. . . . Of course, during the Vietnam War, I knew nice and very nice US soldiers; people loved these persons, and cried at the new of death. Unfortunately, “we” have had “enemies” who were well prepared to emphasize indecent behaviors to nourish HATE. . . . At the death of your cat, this following example came in my mind while I was thinking about this topic. Suppose that the VC (Vietnamese Communist) soldiers invade the USA. As their “normal” behavior, they kill your cat or dog to eat; how do you feel? . . . I share above thinking not because I hate US soldiers; but please consider as governance discourse, as an opposite point of view. So we will be aware: less people get hurt, more people respected." Yes, Hao Tran, I suspect that such sharing of experiences is a factor in respect. | |
| Wilkins, George LaVerne | thanks for all the help; your attendance (albeit eyes closed) indicates that you have the concepts and linkings down; would appreciate some substantive indication of same; George, the list of 21 questions was a bit of overkill. What is needed to introduce a different validity claim is issues that you know to be considered differently so that you can offer an alternative explanation as an illocutionary effort. That's not reflected in your memo. Please go back and submit a brief discussion piece to transform-dom where other students know why you cared so much about introducing this. | |
| Williams, Shantise N | delighted that you stayed to share with me last week; but I still want evidence of learning to put up. B until I hear from you. jeanne | |
| Winchester, Stephanie L | "I worked on the project "Education Refracted Through Social Class" along with Stephanie Winchester and Amber Hernandez. This project contrasted schools located in poverty areas vs schools in higher income areas. Schools located in poverty areas had less funding, less computers or none, not enough after school acitivites and no fundraisers. We also discovered that most of the schools in poverty had a high teacher turnover. Most instructors had recently graduated from college and had little or no experience. When compared with schools located in a higher income area we seen the complete opposite. There were more computers, alot more parent teacher involvement, such as parents volunteering at schools. More fundraisers for the school. There was also new edition textbooks and better playground equipment. In conclusion the schools located in affluent areas were more organized and funded thus creating a better education for children in these areas.. . . . What I learned. Jeanne I have learned so much in your class. I learned that you have to speak up and not let others in society walk over you. I learned that voting is one way to do this. If I would have never enrolled in your class I probably would have never voted and that would have meant not getting my family to get up an vote as well. I have also learned that everyone holds different views in life and that everyone should respect them no matter how differentthey may be from your own. Jeanne I think you are a great professor and I love the way you get all of us students involved in discourse. You have a unique teaching stlye, but I must say it works. I can say, I learned more from this class than any other thissemester. Thank you! Inez Mayor. Message No. 2015. | |