Glen
Research Questions
1. What does it mean to be in your neighborhood/community?
To me, being in my own community means having large responsibilities. Because I live in an apartment complex, I share the floor with other residents. I am responsible for keeping the garbage chute operational for others when I do use it when I take out the trash or recyclables. I also owe my other neighbors the courtesy when using the elevators. I should make room for other riders to enter the elevator. Also, I must be a good role model to younger children in my community. My neighborhood has seen an increase in younger family populations. Overall my community is kept very clean so I also need to refrain from littering or otherwise.
2. What do you want to feel like in your neighborhood/community? Your ideal neighborhood?
My neighborhood is, basically, my ideal neighborhood. It has everything I need: convenience stores, pharmacies, banks, beautiful sites and areas to play my favorite sports. The biggest reason is because it is the neighborhood I've known my whole life. I moved there when I was younger than three and been there ever since. It's my comfort zone because of the fact that I know it so well and have been surrounded by it for nearly my entire life.
3. What are the mechanisms that either promote or discourage this ideal?
A large abundance of grocery stores makes every sort of shopping convenient to me. My neighborhood is also host to many different restaurants: Chinese, Italian, Korean, Vietnamese, etc... It attracts people from other areas, and occasionally in late evenings, patrons in nearby bars become too rowdy. I believe the only downfall to my "ideal" of a neighborhood/community would be the bars, alcohol and loud patrons.
Define...
Neighborhood - A place of residence where one resides. The area immediately nearest to the home.
Community - The region/area around the place of residence, which is a home to local businesses or attractions.
Environment - The large area where living and non-living things interact within both the neighborhood and community, but also all around outside of it's borders. This does not only include the physical environment, but I also see it as one's mental environment as well, such as their emotions, state of mind, and thinking/thought process. (Beliefs)
Nature - The physical world that includes every single thing within it. Can also be a person's tendencies or habits. Also, similar to personality where each individual is unique in their own 'environment mindset'.
To me, being in my own community means having large responsibilities. Because I live in an apartment complex, I share the floor with other residents. I am responsible for keeping the garbage chute operational for others when I do use it when I take out the trash or recyclables. I also owe my other neighbors the courtesy when using the elevators. I should make room for other riders to enter the elevator. Also, I must be a good role model to younger children in my community. My neighborhood has seen an increase in younger family populations. Overall my community is kept very clean so I also need to refrain from littering or otherwise.
2. What do you want to feel like in your neighborhood/community? Your ideal neighborhood?
My neighborhood is, basically, my ideal neighborhood. It has everything I need: convenience stores, pharmacies, banks, beautiful sites and areas to play my favorite sports. The biggest reason is because it is the neighborhood I've known my whole life. I moved there when I was younger than three and been there ever since. It's my comfort zone because of the fact that I know it so well and have been surrounded by it for nearly my entire life.
3. What are the mechanisms that either promote or discourage this ideal?
A large abundance of grocery stores makes every sort of shopping convenient to me. My neighborhood is also host to many different restaurants: Chinese, Italian, Korean, Vietnamese, etc... It attracts people from other areas, and occasionally in late evenings, patrons in nearby bars become too rowdy. I believe the only downfall to my "ideal" of a neighborhood/community would be the bars, alcohol and loud patrons.
Define...
Neighborhood - A place of residence where one resides. The area immediately nearest to the home.
Community - The region/area around the place of residence, which is a home to local businesses or attractions.
Environment - The large area where living and non-living things interact within both the neighborhood and community, but also all around outside of it's borders. This does not only include the physical environment, but I also see it as one's mental environment as well, such as their emotions, state of mind, and thinking/thought process. (Beliefs)
Nature - The physical world that includes every single thing within it. Can also be a person's tendencies or habits. Also, similar to personality where each individual is unique in their own 'environment mindset'.
Reflection
From our mental mapping process, I'm going to take away the variables that give our neighborhoods an identity (including mine). This stood out to me the most because they would impact not only your view on the said neighborhood, but also the perspectives of others. Symbolic things stood out, or key places. My group noticed that we all mentioned public spaces: restaurants, parks, dog runs, stadiums and other stores. These were things that brought in changing demographics and views on the neighborhood. On the topic of demographics, we also noticed that it has changed over time. I was raised in my neighborhood, and therefore it made me feel more comfortable there. All the little things influence how we feel, view and understand our neighborhoods.
To answer any new questions that may come up during the research process, I will use things from different perspectives or viewpoints. I cannot simply look at my own neighborhood through my eyes, it has to be something that everybody else can see and interpret.
If the research I conducted were to be shared, I would share things about the history of my neighborhood. It wasn't always like it is today. Demographics, stores and businesses have all changed drastically in the past decade or so, being the majority of my lifetime.
The mental mapping methodology we used was an interesting twist on gathering research questions. It was a combination of visuals, symbolism and personal perspective by the subject. Benefits it provided were ideal for this project. It showed the viewpoint of the person on their own neighborhood, what parts or areas they considered their neighborhood and what was symbolic to them. Getting the personal perspective of the neighborhood was effective because we were asked to illustrate it as we saw it. Also, it made us think deeper about our comfort levels. Symbolism ties in with this in which we would reason why we would feel safe (or unsafe) when facing these symbolic things. It could be people, places, non-tangible things and sometimes animals or pets. Some other effective things about this method could be that it included some of the viewpoints of others. Even though we are focusing on our own perspectives, the viewpoints of others weighed in on how one's neighborhood is viewed. We touched upon stereotypes of neighborhoods or assumptions. These were influenced by factors such as local attractions or people. I didn't take note of anything ineffective, just outside of the actual mapping. Conversations sometimes lulled but we often found many themes we had in common (my group members and I). To capture more about what we are interested in learning about our neighborhoods, we could actually visit our neighborhoods and get reactions from other people (maybe in a field trip?) and to take notes that way. We could also research the past or history of our neighborhoods.
From our mental mapping process, I'm going to take away the variables that give our neighborhoods an identity (including mine). This stood out to me the most because they would impact not only your view on the said neighborhood, but also the perspectives of others. Symbolic things stood out, or key places. My group noticed that we all mentioned public spaces: restaurants, parks, dog runs, stadiums and other stores. These were things that brought in changing demographics and views on the neighborhood. On the topic of demographics, we also noticed that it has changed over time. I was raised in my neighborhood, and therefore it made me feel more comfortable there. All the little things influence how we feel, view and understand our neighborhoods.
To answer any new questions that may come up during the research process, I will use things from different perspectives or viewpoints. I cannot simply look at my own neighborhood through my eyes, it has to be something that everybody else can see and interpret.
If the research I conducted were to be shared, I would share things about the history of my neighborhood. It wasn't always like it is today. Demographics, stores and businesses have all changed drastically in the past decade or so, being the majority of my lifetime.
The mental mapping methodology we used was an interesting twist on gathering research questions. It was a combination of visuals, symbolism and personal perspective by the subject. Benefits it provided were ideal for this project. It showed the viewpoint of the person on their own neighborhood, what parts or areas they considered their neighborhood and what was symbolic to them. Getting the personal perspective of the neighborhood was effective because we were asked to illustrate it as we saw it. Also, it made us think deeper about our comfort levels. Symbolism ties in with this in which we would reason why we would feel safe (or unsafe) when facing these symbolic things. It could be people, places, non-tangible things and sometimes animals or pets. Some other effective things about this method could be that it included some of the viewpoints of others. Even though we are focusing on our own perspectives, the viewpoints of others weighed in on how one's neighborhood is viewed. We touched upon stereotypes of neighborhoods or assumptions. These were influenced by factors such as local attractions or people. I didn't take note of anything ineffective, just outside of the actual mapping. Conversations sometimes lulled but we often found many themes we had in common (my group members and I). To capture more about what we are interested in learning about our neighborhoods, we could actually visit our neighborhoods and get reactions from other people (maybe in a field trip?) and to take notes that way. We could also research the past or history of our neighborhoods.
Ad-busters Project
Ad Project
~Data Collection Methodology~
The first nine photos were collected from the view of my moving vehicle (I was not the driver, do not worry). The majority of the ads were along the freeway I traveled on, with the exception of the older ads (Soda Drop and the cigarette ads). They were taken at random intervals along the route of the highway. My second method was going around my own neighborhood, of downtown Manhattan. In an unbiased manner, I photographed a mixed variety of advertisements on store fronts, telephone booths, vehicles, banners and even people. A total of 24 images were collected.
~Findings and Results~
~Data Analysis~
I categorized the advertisements based on what kind of product they offered. Some were electronics, food/beverages, different companies and different services.
As pictured, the advertisements found on the freeways are geared towards drivers and even their occupants.Their purpose is for a said product to be bought by the audience (the drivers or occupants of the vehicles). Most of the ads are located along the highway in New Jersey to grab the attention of the viewers. Many of them were advertisements of places not to far from where the ad was located, making it more convenient to drivers to arrive at the destination designated by the advertisement. A pattern that I notice is that those companies, in a sense, understand who their audience is. They would assume that drivers in the area are commuting for an extended distance because it is a freeway. Food advertisements would aim to satisfy the cravings of the audience; and in one way they would leave illustrations of exactly what the audience would like - food. The other advertisements consist of products to be consumed by us - the consumers. Their goal is to pull in more customers for their service to create profits.
Locations of the advertisements vary, and so do their messages. For example, the advertisement depicting the Spot Parking Lot is placed there because the corporations would know that some drivers are in fact headed towards the airport and will need to find an area to place their vehicles. With their goal in mind, advertisers think of a location that will help their companies or product benefit from the advertisement.
The majority of the advertisements were for food or beverage products that were to be consumed by the (targeted?) audience.
~Critical Discourse Analysis~
A highlight photo is the one illustrating the man holding the sign for a Gentlemen's Club. He stands on a corner with the sign in an attempt to get more patrons inside the business. The photograph was taken in my neighborhood, which is mostly dominated by businesses offering foods and drinks. One reason it stands out is because it is unique to the neighborhood and the only business of its kind in the area. Again, with location in mind, he is positioned near a subway station, which is also in close proximity to the business itself. Because the advertisement is placed on a human being, it attracts more attention, plus, it's mobile and not a moving vehicle. It is an actual person. The message the ad is trying to get across is that a customer's business is for their own entertainment and pleasure. It highlights that the establishment offers alcoholic beverages and live entertainment, further attracting more business from some people/consumers.
~Extending the Discussion~
Why are advertisements located where they are found now? People never used to wear ads, they used to say them, read them or see them elsewhere. How does a specific audience influence the corporations representing their company or product? On location, not only where it is placed, but where it is placed within its area, community or neighborhood etc... What makes it appealing to the people there? Why are those ads found there, but not commonly in other places as well? Is it the product? The company?
~Data Collection Methodology~
The first nine photos were collected from the view of my moving vehicle (I was not the driver, do not worry). The majority of the ads were along the freeway I traveled on, with the exception of the older ads (Soda Drop and the cigarette ads). They were taken at random intervals along the route of the highway. My second method was going around my own neighborhood, of downtown Manhattan. In an unbiased manner, I photographed a mixed variety of advertisements on store fronts, telephone booths, vehicles, banners and even people. A total of 24 images were collected.
~Findings and Results~
~Data Analysis~
I categorized the advertisements based on what kind of product they offered. Some were electronics, food/beverages, different companies and different services.
As pictured, the advertisements found on the freeways are geared towards drivers and even their occupants.Their purpose is for a said product to be bought by the audience (the drivers or occupants of the vehicles). Most of the ads are located along the highway in New Jersey to grab the attention of the viewers. Many of them were advertisements of places not to far from where the ad was located, making it more convenient to drivers to arrive at the destination designated by the advertisement. A pattern that I notice is that those companies, in a sense, understand who their audience is. They would assume that drivers in the area are commuting for an extended distance because it is a freeway. Food advertisements would aim to satisfy the cravings of the audience; and in one way they would leave illustrations of exactly what the audience would like - food. The other advertisements consist of products to be consumed by us - the consumers. Their goal is to pull in more customers for their service to create profits.
Locations of the advertisements vary, and so do their messages. For example, the advertisement depicting the Spot Parking Lot is placed there because the corporations would know that some drivers are in fact headed towards the airport and will need to find an area to place their vehicles. With their goal in mind, advertisers think of a location that will help their companies or product benefit from the advertisement.
The majority of the advertisements were for food or beverage products that were to be consumed by the (targeted?) audience.
~Critical Discourse Analysis~
A highlight photo is the one illustrating the man holding the sign for a Gentlemen's Club. He stands on a corner with the sign in an attempt to get more patrons inside the business. The photograph was taken in my neighborhood, which is mostly dominated by businesses offering foods and drinks. One reason it stands out is because it is unique to the neighborhood and the only business of its kind in the area. Again, with location in mind, he is positioned near a subway station, which is also in close proximity to the business itself. Because the advertisement is placed on a human being, it attracts more attention, plus, it's mobile and not a moving vehicle. It is an actual person. The message the ad is trying to get across is that a customer's business is for their own entertainment and pleasure. It highlights that the establishment offers alcoholic beverages and live entertainment, further attracting more business from some people/consumers.
~Extending the Discussion~
Why are advertisements located where they are found now? People never used to wear ads, they used to say them, read them or see them elsewhere. How does a specific audience influence the corporations representing their company or product? On location, not only where it is placed, but where it is placed within its area, community or neighborhood etc... What makes it appealing to the people there? Why are those ads found there, but not commonly in other places as well? Is it the product? The company?
Critical Education - An Autobiography
Testing - Educational Autobiography
The one thing that children, teens and young adults will prep for, stress out for and lose sleep over. The education system is literally that: a system. More like a machine. Taking kids in, throwing information at them, and then testing them to see if they "caught" the information and its little bits and pieces.
Even from a younger age, I disliked test-taking. It wasn't my style of learning, nor was it in any way helping me or the friends around me. The earliest memory I have about tests would be, possibly, back in third grade. Even back then, I had a small hatred for mathematics. Putting it into a packet and calling it a test did not improve its stigma with children in the classroom. We (my class and I) are told to sit down at desks in silence. We are handed a packet. Write your names on it. The test-taking ensues. Open the packets, analyze the question, answer correctly. There is only one correct answer. Correct answers are good, incorrect answers are a no-no.
Here is where one first step of institutionalization occurs. We are given the tests. We are told that it is imperative to do well on these tests. From a young age, we are taught to accept the idea of testing. We are taught to follow different class rules when a test-taking is in place. When it comes to high school, things change up slightly. We receive a separate page that we are designated to fill out. Name, date, student I.D number, birthday, race/ethnicity and a section to fill out if we are African-American and want some sort of scholarship thing.
Why do we need to provide all of this information? Don't we already have a school I.D that could identify us? And it's not like it is a large issue, but does our personal identification have anything to do with the test we are taking? Is it even necessary to ask that? What do the test-makers do with that information? Are we categorized beyond how we score? By how we score as a specified group of people? We are already illustrated as a numeric value with our test scores, but further categorized and sectioned into our races?
As a child in school and the education system, one thing I often do is ask a lot of questions, and sometimes, a little too frequently. Upon taking more tests in high school, I began to wonder why we need to describe our race or ethnicity for the sake of a state-wide test or regents.
I believe that testing has shaped who I am today because it has conditioned me as a student to learn/retain information for the sake of doing better in school. I was taught that doing well is connected to success. Knowing this, I made more connections on what it means to be a student and what is acceptable. It is okay to ask questions, but my actions still must remain in the bounds of "what is acceptable".
This led to me asking, what does it mean to be a student? We are categorized, put onto shelves and organized. I, for example, am a honors student and an AP student (I've taken two classes). I know that I occasionally "struggle" with math classes this year. All of these things give me some sort of status, while competing against other students as well. The theory (or stigma) states that honor class students are more "highly valued" in the eyes of the education system. This, in turn, holds back general education (G.E) students within their status. This method of categorizing sticks stigmas and ideologies to students. It as an unfair process, but it goes along with society and the educational theory, where, supposedly, more "higher educated" students are valued more than others.
Testing in schools serve as a basis to categorize students numerically. In my opinion, I see two stages in which students are categorized. Stage one is where their numeric data is turned into how much they are valued. Higher test grades signify a smarter, more educated student. (Therefore, more important and highly valued). Stage two is where they are taken from their position in stage one, and further categorized based on their race. These bits of information about us serve to identify us.
The one thing that children, teens and young adults will prep for, stress out for and lose sleep over. The education system is literally that: a system. More like a machine. Taking kids in, throwing information at them, and then testing them to see if they "caught" the information and its little bits and pieces.
Even from a younger age, I disliked test-taking. It wasn't my style of learning, nor was it in any way helping me or the friends around me. The earliest memory I have about tests would be, possibly, back in third grade. Even back then, I had a small hatred for mathematics. Putting it into a packet and calling it a test did not improve its stigma with children in the classroom. We (my class and I) are told to sit down at desks in silence. We are handed a packet. Write your names on it. The test-taking ensues. Open the packets, analyze the question, answer correctly. There is only one correct answer. Correct answers are good, incorrect answers are a no-no.
Here is where one first step of institutionalization occurs. We are given the tests. We are told that it is imperative to do well on these tests. From a young age, we are taught to accept the idea of testing. We are taught to follow different class rules when a test-taking is in place. When it comes to high school, things change up slightly. We receive a separate page that we are designated to fill out. Name, date, student I.D number, birthday, race/ethnicity and a section to fill out if we are African-American and want some sort of scholarship thing.
Why do we need to provide all of this information? Don't we already have a school I.D that could identify us? And it's not like it is a large issue, but does our personal identification have anything to do with the test we are taking? Is it even necessary to ask that? What do the test-makers do with that information? Are we categorized beyond how we score? By how we score as a specified group of people? We are already illustrated as a numeric value with our test scores, but further categorized and sectioned into our races?
As a child in school and the education system, one thing I often do is ask a lot of questions, and sometimes, a little too frequently. Upon taking more tests in high school, I began to wonder why we need to describe our race or ethnicity for the sake of a state-wide test or regents.
I believe that testing has shaped who I am today because it has conditioned me as a student to learn/retain information for the sake of doing better in school. I was taught that doing well is connected to success. Knowing this, I made more connections on what it means to be a student and what is acceptable. It is okay to ask questions, but my actions still must remain in the bounds of "what is acceptable".
This led to me asking, what does it mean to be a student? We are categorized, put onto shelves and organized. I, for example, am a honors student and an AP student (I've taken two classes). I know that I occasionally "struggle" with math classes this year. All of these things give me some sort of status, while competing against other students as well. The theory (or stigma) states that honor class students are more "highly valued" in the eyes of the education system. This, in turn, holds back general education (G.E) students within their status. This method of categorizing sticks stigmas and ideologies to students. It as an unfair process, but it goes along with society and the educational theory, where, supposedly, more "higher educated" students are valued more than others.
Testing in schools serve as a basis to categorize students numerically. In my opinion, I see two stages in which students are categorized. Stage one is where their numeric data is turned into how much they are valued. Higher test grades signify a smarter, more educated student. (Therefore, more important and highly valued). Stage two is where they are taken from their position in stage one, and further categorized based on their race. These bits of information about us serve to identify us.