2016/07/31

Cornerstone Community Outreach

Cornerstone Community Outreach
4615 N Clifton Ave
Uptown Chicago, IL 60640
(773) 506-4904
http://www.yelp.com/biz/cornerstone-community-outreach-chicago-2?utm_source=ashare&ref=yelp-android

Gigio's Pizzeria

Gigio's Pizzeria
4643 N Broadway St
Uptown Chicago, IL 60640
(773) 271-2273
http://www.yelp.com/biz/gigios-pizzeria-chicago-2?utm_source=ashare&ref=yelp-android

2016/07/30

Post 7 mile run

Post 7 mile run. Training for my 18th marathon.


Lucky 7

Started my training! Seven was my lucky number today. Luckily there was no sunrise, or i would've been distracted by taking pictures in route to Evanston. While running i was waiting on it to rain on me, but it didn't; even though i would've gladly welcomed it.

I rarely listen to music when i run, but for this run I had Timbaland "The Way I Are", and Fugees "Ohh La La La" stuck in my head.

I need space

I can relate; the only time i got my space is when i would finally lash out, because my other half just didn't get it. Space meaning, can i atleast get a few hours away from you or a day? Your smothering me!

2016/07/29

Website

Glimpse of my website; I'm borderline about to publish

Charity Miles

Special Olympics Chicago

I'm raising money for Special Olympics Chicago!

Special Olympics Chicago's mission is to provide year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy and participate in a sharing of gifts, skills and friendship with their families, other Special Olympics athletes and the community. You can support my participation in this race and Special Olympics Chicago by making a donation of your choice. Your donation to Special Olympics of Chicago will support a community of acceptance and inclusion for all people. More than 5,000 individuals enjoy programs throughout the year and your participation will have a direct impact. These athletes set goals, train, and celebrate accomplishments just like you!

Link: https://t.co/oyMx94BDgS
Thomas Gouard

Hillary Clinton

"I'm not here to take away your guns. I just don't want you to be shot by someone who shouldn't have a gun in the first place.” —Hillary

2016/07/28

Hillary Clinton

“Enough with the bigotry and bombast. Donald Trump's not offering real change, he’s offering empty promises.” —Hillary

Hillary Clinton

Let’s put ourselves in the shoes of young black & Latino people who face the effects of systemic racism and feel their lives are disposable. - Hillary Clinton

Hillary Clinton

"Donald Trump can't even handle the rough-and-tumble of a presidential campaign...Imagine him in the Oval Office facing a real crisis." - Hillary Clinton

Hillary Clinton

"Bernie Sanders and I will work together to make college tuition-free for the middle class and debt-free for all." —Hillary

Hillary Clinton

"When we have millions of hardworking immigrants contributing to our economy, it would be self-defeating and inhumane to kick them out." - Hillary Clinton

Chuck Norris

For you Pokémon users out there, it's over! Chuck Norris wins!

Ubiquitous

OutKast - B.O.B.






Minutes away from submitting my last homework assignment, and OutKast "B.O.B." instantly popped in my head. The energy in this video is how I feel, after being done with eight weeks of lectures, and assignments being crammed. : )


2016/07/26

Child Development Reading Assignment

T F 1. Acceptance by their peer group is more important to schoolchildren than having a few close friends.   Why is the answer you selected Correct? What chapter and what page of the text did you find your response?

This statement is true, because according to Chapter 13; page 385 it states that: Children want to be liked; consequently they learn faster and feel happier when they have friends. If they had to choose between being friendless but popular (looked up to by many peers) or having close friends but being unpopular (ignored by peers) most would choose to have friends (Bagwell & Schmidt, 2012. A wise choice.

T F 2. Older children change friends more often than do younger children.  Why is the answer you selected Correct? What chapter and what page of the text did you find your response?

This statement is true, because according to Chapter 13; page 385 it states that: Friendships become more intense and intimate over the years of middle childhood, as social cognition and effortful control advance. Six- year-olds may be friends with anyone of the same sex and age who is willing to play with them cooperatively. By age 10, children demand more of their friends. They share secrets, change friends less often, become more upset when a friendship breaks up, and find it harder to make new friends.    

T F 3. Those in middle childhood tend to choose best friends whose backgrounds, interests, and values are similar to their own.  Why is the answer you selected Correct? What chapter and what page of the text did you find your response?

This statement is true, because according to Chapter 13; page 385 it states that:  Older children tend to choose friends whose interest, values, and backgrounds are similar to their own. By the end of middle childhood, close friendships are almost always between children of the same sex, age, ethnicity, and socioeconomic status (Rubin et al., 2013). This occurs not only because children naturally become more prejudiced over the course of middle childhood (they do not) but because they seek friends who understand and agree with them.
T F 4. Bullying during middles childhood seems to be universal. Why is the answer you selected Correct? What chapter and what page of the text did you find your response?

This statement is true, because according to Chapter 13; page 386 it states that: Bullying is defined as repeated, systematic attacks intended to harm those who are unable or unlikely to defend themselves. It occurs in every nation, in every community, and in every kind of school (religious or secular, public or private, progressive or traditional, large or small) and perhaps in every child. As one girl said, “There’s a little bit of bully in everyone” (Guerra et al., 2011, p. 303). 
T F 5. Bullies and their victims are usually of the same gender. Why is the answer you selected Correct? What chapter and what page of the text did you find your response? 

This statement is true, because according to Chapter 13; page 387 it states that: Boys bully more that girls, usually physically attacking smaller, weaker boys. Girl bullies usually use words to attack shyer, more soft-spoken girls. Young boys can sometimes bully girls, but by puberty (about age 11), boys who bully girls are not admired (Veenstra et al., 2010), although sexual teasing is. Especially in the final years of middle childhood, boys who are thought to be gay become targets, with suicide attempts one consequence (Hong et al., 2012)

T F 6. Bullies generally are not socially perceptive. Why is the answer you selected Correct? What chapter and what page of the text did you find your response? 

This statement is false, because according to Chapter 13; page 387: Often they are socially perceptive, picking victims who are rejected by most classmates (Veenstra et al., 2010). Over the years of middle childhood, they become skilled at avoiding adult awareness, attacking victims who will not resist or tell.

T F 7. Children in a shared home environment tend to react to family situations in a similar way. Why is the answer you selected Correct? What chapter and what page of the text did you find your response?
This statement is true, because according to Chapter 13; page 373 it states that: Many studies have found that children are much less effected by shared environment (influences that arise from being in the same environment, such as for two siblings living in one home, raised by their parents) than by nonshared environment (e.g., the different experiences of two siblings).

Most personality traits and intellectual characteristics can be traced to genes and nonshared environments, with little left over for the shared influence of being raised by the same parents. Even psychopathology, happiness, and sexual orientation (Burt, 2009; Langstrom et al., 2010; Bartels et al., 2013) arise primarily from genes and nonshared environment.

T F 8. Foster parents are more dedicated to their children than are adoptive parents. Why is the answer you selected Correct? What chapter and what page of the text did you find your response?

This statement can be either true or false, because as stated in Chapter 13; page 379: Adoptive and same-sex parents function well for children, as do stepfamilies if a single biological parent chooses a new partner who will be a good parent. Especially when children are under age 2 and the stepparent forms a close and loving relationship with the biological parent, the children may thrive (Ganong et al., 2011). Of course, no structure always functions well, but circumstances (such as biological connections, or adoptive choices) nudge in the right direction.
T F 9. School-age children typically are more self-critical than they were as preschoolers. Why is the answer you selected Correct? What chapter and what page of the text did you find your response?

This statement is True, because according to Chapter 13; page 369 it states that: For all children, this increasing self-understanding and social awareness come at a price. Self-criticism and self-consciousness rise from ages 6 to 11, and “by middle childhood this (earlier) overestimate of their ability or judgments decreases” (Davis Kean et al., 2009, p. 184) while self-esteem falls. Children’s self-concept becomes influenced by the opinions of others, even by other children whom they do not know (Thomaes et al., 2010)

T F 10. Children’s ability to cope with stress may depend on their resilience when dealing with difficult situations. Why is the answer you selected Correct? What chapter and what page of the text did you find your response?

This statement is true because according to Chapter 13; page 370 it states that: Resilience has been defined as “a dynamic process encompassing positive adaptation within the context of significant adversity” (Luthar et al., 2000, p. 543).

·         Resilience is dynamic, not a stable trait. That means a given person may be resilient at some periods but not others.

·         Resilience is a positive adaptation to stress. For example, if parental rejection adaptation, not mere passive endurance. That child is resilient.

·         Adversity must be significant. Some adversities are comparatively minor (large class size, poor vision), and some are major (victimization, neglect). Children need to cope with both kinds, but not all coping qualifies them as resilient 

Work will win when wishing wont

The Six W's: Work will win when wishing won't. -Todd Blackledge
 

Dr Henry Howard Holmes

I will be transferring to Kennedy King College in the fall semester of 2016. I go to the post office on a regular basis, and looked up one in the area of my new campus for fall 2016, and little did I know Englewood's post office had some history to it; history by the name of H H Holmes, and a castle that formerly sat where Englewood post office is to this day. In this post office he tortured, killed, and experienced with humans and animals. Sounds very sick, and creepy! I dug up a little information to share in this blog of H H Holmes.

Herman Webster Mudgett, aka Dr. Henry Howard Holmes, is one of America’s first noted serial murderers. He killed at least 27 women during the 1893 World’s Columbian Exposition (e.g., World’s Fair) in Chicago. In addition to murder, Holmes enjoyed performing extreme forms of torture and mutilation on those he lured into traps. He is perhaps best known for what would later be dubbed the Murder Castle, a two-story maze designed by Holmes with numerous trap doors, hidden passages, and torture chambers. Many researchers have been fascinated with peering behind the fa├žade that Dr. Holmes contrived and looking into his formative years for clues to what might have led to his later atrocities. As is often the case with serial murderers, the childhood of Holmes was shaped by physical abuse, difficulties in socializing with peers, and cruelty towards animals.


"H.H. Holmes: One of America's First Recorded Serial Killers." Concordia University St Paul Online. Jerrod Brown, Eric Hickey, Blake Harris, Amanda Wilson, Danielle Price, Janae Olson and Pamela Oberoi, 2015. Web. 26 July 2016.

 
 
Englewood post office

2016/07/23

Raymond Park in Evanston


Public Art Project at Raymond Park 


Thanks to Google maps, I found this tiny park. I wanted to cycle in Evanston, and needed a turnaround point. This was it! Peaceful park, with a playground for children. This is one of those peaceful; you can take a nap type of parks, and also have a picnic! I do see many more trips to this park in the future.


Took a long break outside of my apartment to log in my workout on Charity Miles, and to post a few things on Yelp.

Life is too short

Life is too short not to make the best and the most of everything that comes your way everyday. -Sasha Azevedo

UFC 203 CM Punk Vs Mickey Gall Promo


The run is done

Run, done! It's 81° out right now; thank God i didn't register for a race this weekend!

2016/07/22

Isaiah 40:31

But those who hope in the LORD will renew their strength. They will soar on wings like eagles - Isaiah 40:31

2016/07/21

Child Development Reading Assignment

1. Which of the major developmental theories are stage theories? Which are not? Stage theories:

Psychoanalytic, Cognitive Not staged theories: Behaviorism, Sociocultural, Humanism and Evolutionary 

2. Which theories emphasize individual conscious organization of experience? unconscious urges? observable behavior? the interaction of nature and nurture? 

Psychoanalytic emphasizes conscious organization Behaviorism emphasizes unconscious urges Developmental emphasizes observable behavior Social Learning, and Sociocultural emphasizes the interaction of nature and nurture

3. Which theories emphasize the impact of early experience on development? 

Psychoanalytic, Bandura’s, and Cognitive

4. How does each theory view the child? Psychoanalytic: 

Develop trust or mistrust for people, know to feed themselves by laws of nature. Behaviorism theory: Holds the condition as crucial, early habits and patterns can be unlearned or reversed. Developmental: Child is raw material for foundation of human growth that pieces itself together. Dynamic: Impacts mold as a person, nature and nurture. Without both the child will struggle to survive. Cognitive: Shaping of attitude, beliefs, and behaviors.

5. How do the theories view adult development? 

Psychoanalytic theory: Adults should be able to love and work, should have contributed to the next generation of children. Behaviorism: Adults have already observed others as role models and replicated them as a conditioned practice. They become the role models at this time. Developmental: Adults are the nearly finished house being built for decades. Dynamic: They change, but rely on past experiences to progress. Cognitive: Adults can be logical and reason analytically not just emotionally. Have learned from their past.


6. Which theories have been criticized for being too subjective? too mechanistic? too deterministic? for neglecting the role of biological maturation in guiding development? 

 The psychoanalytic theory has been faulted for being too subjective; behaviorism, for being too mechanistic; cognitive theory, for undervaluing emotions; sociocultural theory, for neglecting individuals; and universal theories, for slighting cultural, gender, and economic variations.

Child Development Reading Assignment

1: Describe how an infant's gross motor skills develop over the first year. 

These skills emerge directly from reflexes and proceed in a cephalocaudal (head-down) and proximodistal (center-out) direction. Infants first control their heads, lifting them up to look around. Then they control their upper bodies, their arms, and finally their legs and feet. Sitting develops gradually; it is a matter of developing the muscles to steady the top half of the body. By 3 months, most babies can sit propped up in someone’s lap. By 6 months, they can usually sit unsupported. Crawling is another example of the head-down and center-out direction of skill mastery. When placed on their stomachs, many newborns reflexively try to lift their heads and move their arms as if they were swimming. As they gain muscle strength, infants wiggle, attempting to move forward by pushing their arms, shoulders, and upper bodies against whatever surface they are lying on. Usually by 5 months, infants add their legs to this effort, inching forward (or backward) on their bellies. Exactly when this occurs depends partly on how much “tummy time” the infant has had, which is affected by culture (Zachry & Kitzmann, 2011). Between 8 and 10 months after birth, most infants lift their midsections and crawl (or creep, as the British call it) on “all fours”, coordinating the movements of their hands and knees. Crawling depends on experience as well as maturation. Some normal babies never do it, especially if the floor is cold, hot, or rough, or if they have always lain on their backs (Pin et al., 2007) It is not true that babies must crawl to develop normally. All babies find some way to move before they can walk (inching, bear-walking, scooting, creeping, or crawling), but many resist being placed on their stomachs (Adolph & Berger, 2005) Overweight babies master gross motor skills later than thinner ones: Practice and balance is harder when the body is (Slining et al., 2010). As soon as they are able, babies walk, falling frequently but getting up undaunted and trying again, because walking is much quicker than crawling, and it has another advantage--- free hands (Adolph et al., 2012). The dynamic system underlying every motor skill has three interacting elements. We illustrate those three here with walking. 1. Muscle strength. Newborns with skinny legs and 3-month-olds buoyed by water make stepping movements, but 6-month-olds on dry land do not; their legs are too chubby for their underdeveloped muscles. As they gain strength they stand and then walk. 2. Brain maturation. The first leg movements---kicking (alternating legs at birth and then both legs together or one leg repeatedly at about 3 months) ---occur without much thought. As the brain matures, deliberate leg action becomes possible. 3. Practice. Unbalanced, wide-legged, short strides become a steady, smooth gait. The last item, practice, is powerfully affected by care-giving before the first independent step. Some adults spend hours helping infants walk (holding their hands or the back of their shirts) or providing walkers (dangerous if not supervised). Once toddlers are able to walk by themselves, they practice obsessively, barefoot or not, at home or in stores, on sidewalks or streets, on lawns or in mud. They fall often, but that does not stop them---“they average between 500 and 1,500 walking steps per hour so that by the end of each day, they have taken 9,000 walking steps and traveled the length of 29 football fields” (Adolph et al., 2003, p. 494).

2: Describe how a baby's hand skills develop over the first two years. 

During their first 2 months, babies excitedly stare and wave their arms at objects dangling within reach. By 3 months, they can usually touch such objects, but they cannot yet grab and hold on unless an object is placed in their hands, because of limited eye—hand coordination By 4 months, infants sometimes grab, but their timing is off: They close their hands too early or too late. Finally, but 6 months, with a concentrated, deliberate stare, most babies can reach, grab, and grasp almost any object that is of the right size. Some can even transfer an object from one hand to the other. Almost all can hold a bottle, shake a rattle, and yank a sister’s braids. Toward the end of the first year and throughout the second, finger skills improve as babies master the pincer movement (using thumb and forefinger to pick up tiny objects) and self-feeding (first with hands, then fingers, then utensils) (Ho, 2010). (See At About This Time.) As with gross motor skills, fine motor skills are shaped by culture and opportunity. For example, when given “sticky mittens” (with Velcro) that allow grabbing, infants master hand skills sooner than usual. Their perception advances as well (Libertus et al., 2010; Soska et al., 2010). As with the senses, each motor skill expands the baby’s cognitive awareness. In the second year, grasping becomes more selective. Toddlers learn when not to pull at a sister’s braids or Mommy’s earrings, or Daddy’s glasses.

3: What is the relationship among perception, sensation, and cognition? 

Perception follows sensation, when sensory stimuli are interpreted in the brain. They cognition follows perception, when people think about what they have perceived. (Later, cognition no longer depends on sensation: People imagine, fantasize, and hypothesize.) The sequence from sensation to perception to cognition requires that an infant’s sense organs function.

4: Why did Piaget call his first stage of cognition sensorimotor intelligence? 

Because most infants think by using their sense and motor skills during the first stage.

5: What is Chomsky's theory about how young children learn language? 

Chomsky labeled this hypothesized mental structure the language acquisition device (LAD). The LAD enables children, as their brains develop, to derive the rules of grammar quickly and effectively from the speech they hear every day, regardless of whether their native language is English, Thai, or Urdu.

Late cycling miles


Got a ride in this evening along the Lakefront trail in Chicago. I love the view of downtown Chicago.

Star Wars at Target


Showing some "Star Wars" love as always : )



This is cute! If it weren't so expensive I would've purchased it. Furbacca!

Rock N Roll Chicago