Monday, March 24, 2014

Monday, March 24th, 2014--10:45 pm

Greetings,

FIRST, a reminder that you may still e-mail a rough draft of out of class essay #2 sometime during this week. Please make every attempt to send it no later than Friday if possible. Also, it is best if you send it in an attachment as a Word document. Thanks.

Below you will find the following:

1. A copy of the handout from last Friday's lecture. Since we did not complete the discussion, remember to keep it with your English 20 papers and carry it with you to class until I finish the lecture.

2. Packet # 6 and Packet #7 assignments

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English 20-- College Composition II
C. Fraga

How to Critically Read an Essay

Educated adults exist in a delusional state, thinking we can read.

In a most basic sense, we can.

However, odds are, some of us cannot read, at least not as well as we would like.

Too many college students are capable of only some types of reading and that becomes painfully clear when they read a difficult text and must respond critically about it.

Intelligence and a keen memory are excellent traits and most students have learned to read in a certain way that is only useful for extracting information. Thus, students are often fairly well skilled in providing summary.

However, the act of reading to extract information and to read critically are vastly different!

The current educational system in American primary schools (and many colleges) heavily emphasizes the first type of reading and de-emphasizes the latter.

In many ways, THIS MAKES SENSE.

Reading to extract information allows a student to absorb the raw materials of factual information as quickly as possible. It is a type of reading we all must engage in frequently.  However, each type of reading calls for different mental habits. If we do not learn to adjust from one type of reading to another when necessary, we cripple our intellectual abilities to read critically.

DIFFERENCES BETWEEN READING TO EXTRACT INFORMATION AND READING CRITICALLY.

  1. They have different goals.  When students read to extract information, usually they seek facts and presume the source is accurate.  No argument is required.  On the other hand, when students read critically, they try to determine the quality of the argument.  The reader must be open-minded and skeptical all at once, constantly adjusting the degree of personal belief in relation to the quality of the essay’s argument.
  2. They require different types of discipline.  If students read to learn raw data, the most efficient way to learn is repetition.  If students read critically, the most effective technique may be to break the essay up into logical subdivisions and analyze each section’s argument, to restate the argument in other words, and then to expand upon or question the findings.
  3. They require different mental activity.  If a student reads to gain information, a certain degree of absorption, memorization and passivity is necessary. If a student is engaged in reading critically, that student must be active!!! He or she must be prepared to pre-read the essay, then read it closely for content, and re-read it if it isn’t clear how the author is reaching the conclusion in the argument. 
  4. They create different results.  Passive reading to absorb information can create a student who (if not precisely well read) has read a great many books. It creates what many call “book-smarts.”  However, critical reading involves original, innovative thinking.
  5. They differ in the degree of understanding they require.  Reading for information is more basic, and reading critically is the more advanced of the two because only critical reading equates with full understanding.

ULTIMATELY, WHAT WE WANT IS THE CONSCIOUS CONTROL OF OUR READING SKILLS, SO WE CAN MOVE BACK AND FORTH AMIDST THE VARIOUS TYPES OF READING.

FIVE GENERAL STAGES OF READING

1.      Pre-Reading—examining the text and preparing to read it effectively (5 minutes)







2.      Interpretive Reading—understanding what the author argues, what the author concludes, and exactly how he or she reached that conclusion.







3.      Critical Reading—questioning, examining and expanding upon what the author says with your own arguments.  Skeptical reading does not mean doubting everything you read.






4.      Synoptic Reading—putting the author’s argument in a larger context by considering a synopsis of that reading or argument in conjunction with synopses of other readings or arguments.





5.      Post-Reading—ensuring that you won’t forget your new insights.





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PACKET #6


"Why Does Health Care Cost so Much?:
http://www.thedoctorwillseeyounow.com/content/healthcare/art2809.html?getPage=1
(Please note: this article is three pages in length.)

"Why are American Healthcare Costs so High?"
(this is an approximately 8 minute video)
http://www.upworthy.com/his-first-4-sentences-are-interesting-the-5th-blew-my-mind-and-made-me-a-little-sick-2

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PACKET #7

"The Conscience  of Television:--TED TALKS
http://www.ted.com/talks/lauren_zalaznick.html 









Monday, March 17, 2014

Monday, March 17, 2014--4 pm

Greetings,

Sections 1 and 4 were able to quickly read through the sample rough draft essay #2 in class today.

Sections 7 and 11 did not have a chance to even look it over.

I am posting it below.

Students in all four sections: Please copy and paste to a Word document (or whatever program you have) and print out a copy to bring to class on Wednesday. I really want you to have a hard copy and not just access the draft from the blog while we are discussing it. Thanks! :)


What’s Eating You?   (ROUGH DRAFT)
            According to the National Eating Disorder Association, eating disorders, such as anorexia nervosa and bulimia nervosa, have the highest mortality rate of any mental illness. People suffering from these diseases die before the age of twenty-four due to complications including heart attacks and suicide. Eating disorders can be extremely traumatic both physically and emotionally, to both the sufferer and the family. Caring for someone with an eating disorder is often difficult and overwhelming at times. Once someone is diagnosed with an eating disorder, the family must watch their loved one struggle with a major medical and emotional problem that could end in death if not cared for properly. When someone is suffering from an eating disorder, they experience a tremendous amount of pain; however, this disease impacts family members more.
Eating disorders include extreme thoughts and behaviors surrounding food, weight, and body image. The disorders cause extreme emotional and physical stress that can lead to life threatening consequences if not treated. The most common diagnosed eating disorders are anorexia nervosa and bulimia nervosa. Anorexia nervosa is characterized by self-starvation and extreme weight loss. Most people who suffer from anorexia nervosa have an intense and often irrational fear of weight gain (National Eating Disorder Association). People who suffer from anorexia nervosa have psychological complications as well. These complications include anxiety as a child, low self-esteem and body image, severe depression, and an obsession with rules and perfection (Nordqvist). Because anorexia involves self-starvation, the body is denied of essential nutrients it needs to function and begins to slow down its processes in order to preserve energy. This “slow down” process can have serious medical consequences. The heart rate begins to slow down which can result in heart attack or heart failure. A person may also develop severe dehydration which can cause the kidneys to fail. With the combination of medical and psychological complications, about five to twenty percent of people suffering with anorexia will die (Nordqvist). This statistic is higher depending on how long a person is suffering with this illness.
Bulimia nervosa is characterized by binge eating followed by purging. A person suffering from bulimia often engages in compulsive binges on high-calorie foods and purges after feeling a loss of control (“What is Bulimia Nervosa?”). During an episode of binging, a person may consume up to 3,000 calories. The binge is then followed by feelings of guilt or shame, which lead to compensatory actions such as self-induced vomiting, over-exercising, self-starvation, or abuse of diuretics or laxatives (Nordqvist). Bulimia is particularly dangerous because sufferers do not display the same rapid weight loss as found in anorexia. In fact, someone’s weight may stay the same, making it easier to overlook and possibly misdiagnose (“What is Bulimia Nervosa?”).This disorder can result from many of the same psychological complications as found in people suffering from anorexia nervosa.
For many years, eating disorder diagnoses had two main entries: anorexia nervosa and bulimia nervosa. However, modern research reveals that these two categories of eating disorders fall short. The American Psychiatric Association introduced a new category of eating disorders: EDNOS, eating disorders not otherwise specified (“New Eating Disorders”). EDNOS contains sub-diagnoses for patients that do not meet exact criteria for anorexia or bulimia. This new diagnoses include “orthorexia”, a fixation with healthy or organic eating, “pregorexia”, extreme dieting and exercising while pregnant to avoid the twenty-five to thirty pound weight gain, “binge eating”, compulsive overeating, and “anorexia athletica”, which is an addiction to working out. Eating disorders develop from negative relationships and obsessions with food. These disorders can range from diagnosable illnesses to dangerous fixations.
Beginning stages of disordered eating can often be confused with “normal” adolescence behavior and early symptoms can be overlooked. Often, parents are not able to recognize signs of an eating disorder in their child. This makes the parent feel guilty and partially responsible for the diagnosis. Peggy Claude-Pierre describes, “After the diagnosis, I started reading everything I could about anorexia. I wanted to discover how I had failed my child.” This is a very common response. Many parents take full responsibility for their child’s eating disorder. Marie Caro, the mother of the French model Isabella Caro, committed suicide one year after her daughter lost her battle with anorexia (Burton). The question of blame and where it lies within anorexia and other eating disorders is very complex. Although there is no one cause for eating disorders, much has been written about the roles of family members and parenting as causes of eating disorders (National Eating Disorder Association). This information frequently contributes to the guilt parents feel after discovering their child’s eating disorder. “Everything I read told me that bad parenting, parental pressure, and family stress, among other ‘issues’ were the cause”, Claude-Pierre explains.
Other parents feel an immense amount of shame. Eating disorders can be shameful because a parent may not want to admit that their child has one. “In the four years my daughter was anorexic, I never told a single person. I did not even tell my father. I was ashamed that she had that kind of disease. I was ashamed of myself for feeling ashamed” (Godbey). The feeling of shame is associated with the idea that a parent is the main cause for the eating disorder. When someone develops this kind of life-threatening illness, it is hard for loved ones to come to terms with why it happened. Many parents also feel hopeless in treating a disease when it is hard to find the underlying cause. Judy Avrin explains, “I spent a great time in denial about Melissa’s eating disorder. Her father didn’t understand the diagnosis. We felt hopeless”. Parents are at a constant battle. They are battling for their child’s life, parenting while they combat their own feelings of denial and guilt, and they are battling with the many misconceptions about eating disorders. This becomes increasingly stressful on the parents. Many times parents begin to ignore their own personal life in order to care for a child with an eating disorder. This often affects other relationships that the parent has, including the relationships with their other children.
Caring for a child with an eating disorder causes changes for a family. Often times, the family has to re-organize themselves around the illness. This re-organization has very significant effects on all members of the family, including the siblings. Siblings of a child suffering from anorexia, bulimia, or EDNOS face many difficult challenges while growing up with this unwanted guest in their home. Because the child with an eating disorder needs a great amount of attention, the parents’ find it difficult to divide that attention to the other children. Meal times can be excruciatingly difficult. “My sister decided that she couldn’t eat with me at the table. I was a little overweight and her illness decided that my fat was contagious. My parents had me eat in the living room with Grandma at meal times” (“My Sister and Me: Anorexia Nervosa).  Karin Jasper, Ph.D, has spent a great deal of time studying eating disorders and the effects on the siblings. She explains that naturally siblings feel resentful towards the illness. The stress often drives a wedge between the ill child and the siblings. Karin Jasper says, “One of my patient’s sisters found the illness difficult to deal with. She moved away from home. She never went back to living at home. She said she felt the house would have exploded because she didn’t understand why her sister was being so selfish”.
According to the National Eating Disorder Association, during the treatment period eating disorders can cause a child to react and behave irrationally. The ill child resorts to lying and has extreme mood swings that involve hitting, screaming and biting. The child will lash out at whoever is around due to frustration. These extreme emotions can affect the siblings as well. Addy recalls, “I remember my sisters screaming sessions. She would just scream at dinner time. To be honest, it just made me annoyed and I would normally lose my appetite. I just stopped eating with my family.” Sarah K. Ravin, Ph.D. explains that family meals with an ill child can sometimes become explosive. The ill child may feel overwhelmed with the parents’ attempts to get them to eat. Out of frustration, the child may say or do things that are very harsh to both the parents and anyone in their path, including the siblings. Siblings often say that they dread meals because they know they will either be very tense or explosive. An anonymous blogger recalls, “My sister used to say really mean things to me. I know it wasn’t her, but she would just tell me to fuck off and die. She also threw things at me. All of this would normally happen a few hours before dinner, during dinner, or a few hours after” (“My Sister and Me: Anorexia Nervosa”).
Sarah K. Ravin also explains that children feel a like they lose a sense of a social life. Because the parents spend much time planning, preparing, and supervising meals, the siblings feel that they cannot spend time with their parents socially. Parents also spend a great deal of time driving to and from appointments for their ill child. “I remember I had to ask different friends to take me to soccer practice. My parents would also miss games because Liz was having a meltdown the morning of my games”, an anonymous blogger illustrates (“My Sister and Me: Anorexia Nervosa”). Ms. Ravin further explains that siblings may feel a great deal of embarrassment and do not invite their friends over. They also have difficulties deciding if they should even explain their family situation to friends. Brothers and sisters will experience a variety of emotions while their sibling is ill. They can range from worry about their sibling’s health to resentment about the illness. “This can affect how the child copes with their own feelings and emotions. They may not know how or who to talk to. They also have to deal with the stigma of a mental illness at a very young age”, Sarah K Ravin says. 


Saturday, March 15, 2014

Saturday, March 15, 2014--3:30 pm

Greetings,

As we get closer to Spring Break, the semester really starts to move quickly, as you surely know as veteran students. :)

To recap a few things:

1. As discussed in class, I will be a bit more flexible with the out of class essay #2 rough draft due date. It is scheduled to be submitted no later than Monday, March 17th at midnight. I am extending this date to Friday, March 21st, at midnight. If you can submit it earlier, that's great.

2.  The due date for the first revision of out of class essay #2 is Wednesday, March 19th. If this causes a serious difficulty for anyone, please talk to me.

See you Monday!

Wednesday, March 12, 2014

Second Posting for Wednesday, March 12, 2014

oops.

One more reminder.

If you choose to revise out of class essay #1, the first revision is due no later than next Wednesday, March 19th. Please follow the guidelines in the syllabus about submitting a revision.

And, as we discussed in class today, if you plan to submit a rough draft of out of class essay #2, and for circumstances out of your control, you may have to submit the rough draft a bit later than the actual due date, please let me know and we can probably work something out.


Wednesday, March 12, 2014--6:20 pm

Greetings...

a few reminders from today's class:

1. remember to bring the handout of paragraph excerpts on Friday (from out of class essay #1 that was distributed in class today.)

2. remember to bring reading packet #4 to class on Friday

3. remember to bring your viewer's journal to class on Friday.

Note:  I overheard a few students talking about the Breaking Bad Viewer's Journal, and at least one student mentioned that he was not worried about actually DOING the Journal since "she's not going to collect it or look at it anyway."

That would be incorrect. :)
 It is worth 20 points and must be submitted along with out of class essay #3.

Just sayin'
:)

Tuesday, March 11, 2014

Greetings,

Below is the assignment for Packet #5, due next Wednesday.
"Abraham Verghese: A Doctor's Touch."
http://www.ted.com/talks/abraham_verghese_a_doctor_s_touch

ALSO:
Tomorrow, at the very start of class, Sections 4, 7 and 11 will be having a guest speaker who will give a brief overview of the WPJ. Please make an extra effort to be on time for class. (Section 1, no worries! :) You will also have this overview; I just have not received the schedule for your class as of today.)


Sunday, March 9, 2014

PLEASE READ ASAP! Sunday, March 9, 2014--6:05 pm

Greetings....

Two things...

1. Sigh. Section 4 is sadly, not the winner.

2. Another sigh. I have been ignoring the fact that a migraine was flirting with me...but I am going to have to succumb. And no, it has nothing to do with the essays I have been reading all weekend. :)
Bottom line, I think I am going to have to cancel classes tomorrow to be on the safe side. I apologize and hope that you read this tonight before classes tomorrow.

See you Wednesday.

Saturday, March 8, 2014

Saturday, March 8th, 2014--11:57 pm

Greetings...

Update!
Section 11 is now out of the running for B/R gift certificates.
Stay tuned to see if Section 4 can pull it off!

:)


Friday, March 7, 2014

Friday, March 7, 2014--10:50 pm

Greetings...

Just an update on Baskin-Robbins gift certificates...
:)
The news thus far is that section 1 and section 7 are out of the running.

Stay tuned for more updates over the weekend.

Meanwhile, have an especially wonderful and safe weekend.


Wednesday, March 5, 2014

Wednesday, March 5th, 2014--9 pm

Greetings,

Just a very quick reminder to bring a blue or green book to class on Friday for In-Class Essay #1, along with your Viewer's Journal and any other notes you may find useful while writing your response.

If you happened to miss class today, you may find it beneficial to contact another student for more specific information about the essay.


Tuesday, March 4, 2014

Tuesday, March 4th, 2014

Good evening,

Do you perhaps have three minutes to spare?
Take a break from whatever you are doing, were doing, or were about to do.
Your entertainment for the evening.
You're welcome! :)

https://www.youtube.com/watch?v=OonDPGwAyfQ

Monday, March 3, 2014

Monday, March 3, 2014--12:30 pm


Greetings,

Below you will find a copy of Out of Class Essay #2 assignment, which was distributed and discussed in class today.

Also, please remember to bring a hard copy of the sample essay from the previous blog entry. We will discuss it in class on Wednesday. If you wish, you can also access it on an electronic device. In any case, please have it read by class on Wednesday, and be prepared to discuss its strengths and weaknesses.

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English 20, Spring 2014--C. Fraga

Date assigned: Monday, March 3
Rough draft (optional): due no later than Monday, March 17 (please submit as a Word document via e-mail BY midnight. Note that I have changed the time from 5 pm to midnight)
Final draft due: Monday, April 14

NOTE: you have six weeks to plan, research, write and revise this essay. This gives you plenty of time so you can, if you wish, NOT work on it during spring recess and STILL have five weeks, which is a generous amount of time. Manage it wisely.

Details/Requirements:
1. MLA format
2. A minimum of 5 outside sources on your Works Cited page. If you utilize personal interviews, be sure there are not MORE interviews than resources from professional and/or academic publications. The best place to start is the home page of the Sacramento State Library. By this time in your college career, you should be very familiar with the AMAZING databases available to you, just a click away!
3. Please, no Wikipedia or encyclopedias as primary sources
4. No formulaic, 5 paragraph essay

OUT OF CLASS ESSAY ASSIGNMENT #2
Among many things, the series Breaking Bad focuses on the family entity and what happens when something quite extraordinary occurs—how do various members of the family cope, adjust, and/or “deal” with the event/situation? (In the case of this series, obviously it is Walter’s cancer that is the ‘event’).

I am not referring to the everyday “bumps in the road” that occur for all families. Instead, I am asking you to consider the family unit when faced with an especially challenging situation. These situations could include but are not limited to:
death                              bipolar disorder                       
birth                              asberger’s syndrome
infidelity                              complications from a stroke
serious injury                        alcoholism
dementia                                                            drug abuse
serious illness                        incarceration
divorce                              anorexia
unemployment                        bulimia
new employment                  spousal abuse
moving to a new home/state/area/country
the return of a war veteran
moving BACK home after initially moving OUT
suicide
severe depression
‘coming out’ in the LBGT community
adoption
autism
deafness
sexual abuse

Select ONE situation that you are most interested in exploring. You will conduct research (and possibly personal interviews) in order to write an essay that offers the reader a brief background on the topic and makes an assertion about what elements impact a family in the most challenging of ways and supports it logically and interestingly.

If you wish to focus on a situation that you are familiar with firsthand, that is fine. However, this essay is not a narrative. It is a research and analysis essay. In other words, you can certainly utilize personal observations and experiences but you CANNOT rely on them to in any way be the main supports for your essay.

Your thesis might read something like this:

When a family member develops dementia, the challenges are often devastating, yet the disease definitely impacts family members more than the dementia patient.

Or…

When a couple divorces, it most certainly impacts the children still living at home; however, it is the older children who have already moved away that are most affected by the split.

Saturday, March 1, 2014

Saturday, March 1, 2014--6:30 pm

Greetings,

TWO ITEMS OF IMPORTANCE--READ IMMEDIATELY.

In this blog entry, you will find two items.

One is a sample student essay.  Please copy and paste it into a document, and then print out and bring to class MONDAY, MARCH 3.

Also, you will see the assignment for Packet #4--due to be completed by Monday, March 10th.
As you may expect, the topic is derived from the Breaking Bad series, Season 1.
As Walter deals with his cancer diagnosis, the family must also deal with the cost of treatment.
Our next focus will be health care in the United States, and in particular, the cost of health care.

PACKET 4--(two articles and a short video)

"Why does health care cost so much in America? Ask Harvard's David Cutler."
http://www.pbs.org/newshour/rundown/why-does-health-care-cost-so-much-in-america-ask-harvards-david-cutler/

"Chronically ill facing high drug costs under U.S. health law."
http://thegazette.com/2014/02/28/chronically-ill-facing-high-drugs-costs-under-u-s-health-law/

"The Snoop Dogg-y Spoof of President Obama That's Too Good Not to See."
http://www.upworthy.com/the-snoop-dogg-y-spoof-of-president-obama-thats-too-good-not-to-see?c=ufb1

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SAMPLE STUDENT ESSAY--PRINT OUT AND
 BRING TO CLASS ON MONDAY, MARCH 3. 

Kayla Blanco
Professor Fraga
English 20-14
4 November 2013
A Child Diagnosed With Down Syndrome
        When any parent is informed that their child has Down syndrome, their world comes to a complete stop.  They are too overwhelmed by the emotional ramifications of the diagnosis.  All that is running through their minds is that raising their child will be much more challenging than one without disabilities.  In a video titled, Parents and Down Syndrome, Kim, a mother of an affected child, describes that she felt hopeless when she found out her son had Down syndrome.  In “How to Raise a Child With Down Syndrome: Advice and Resources,” author Amy Julia Becker says it felt daunting to just process the medical, social, educational, and behavioral challenges ahead.  Typically, new parents only hear the negatives about Down syndrome and receive very little support from one of the people they trust the most, their doctor.  Jane, another mother from “Parents and Down Syndrome” says that when new moms get their diagnosis, their doctors say, “Your baby has Down syndrome, when do you want to terminate?”  This shows the mindset that doctors have towards the condition—that abortion should immediately follow diagnosis.  It is as if new parents have no other choice because the outcomes and risks are unpredictable in each case.  Ultimately, the parents’ love and desire to protect and nurture their newborn baby gives them the courage to conquer upcoming challenges.  When a child is born with Down syndrome, the family faces many challenges, especially with adjusting socially, economically, and structurally.
        Down syndrome is a genetic condition that causes human birth defects.  While normal humans are born with two copies of each chromosome, one from each parent, individuals with Down syndrome have three copies of the entire, or portions of, chromosome 21.  This occurs due to non-disjunction at chromosome 21, an error in cell division that leads to a disproportionate number of chromosome copies in a human egg or sperm cell.  According to “Down Syndrome Facts,” DSACT expresses that the cause of non-disjunction is still unknown, however, the probability of this occurrence increases as the mother’s age increases.  According to an article titled, “Down syndrome phenotypes: The consequences of chromosomal imbalance” published in the Proceedings of National Academy of Sciences, Down syndrome is the major cause of mental retardation and congenial heart disease.  In addition, the condition leads to delays in physical and intellectual development (“Down Syndrome Facts”).  Children with Down syndrome have slowed growth development and distinct physical characteristics. Most affected individuals do not reach their average adult height.  Some physical features include upward slanting eyes, flattened nose, small ears, small mouth, decreased muscle tone at birth, and excess skin at the nape of the neck (“Down Syndrome”).  Intellectually, children with Down syndrome may have mild to moderate impairments and would need physical, speech, and developmental therapy services early in life (“Down Syndrome Facts”).   Although the acceptance of having a child with Down syndrome can be difficult, the hardships that affected families endure make them stronger, closer, and more focused on the things that really matter in life (“Trick or Treat: Having a child…”).
        Adjusting socially to having a child with Down syndrome can be very challenging for not only the affected person, but also for the family members as well.  In a study conducted by Sari, HY, et al. from Pediatric Nursing in Turkey, affected families had limited social contact outside the family, concealed their child’s condition from their families, and had negative reactions from strangers.  They also found that families who had children ages 1-3 had the most limitations on social contacts because their children needed more care.  One mother who was interviewed mentioned that she could not do something as simple as joining social activities or visiting people because her affected son was always sick and suffered from upper-respiratory tract infections.  She did not want to endure the troubles of bringing her son along with her to public places.  Other mothers said that they were not able to visit other people because they were afraid that their child would attract attention.  Some parents refuse to tell their families that their child has Down syndrome out of fear that it might be frowned upon.  In "Meriel’s story: having a child with Down’s syndrome," Meriel explains her struggle in revealing the news of her affected daughter to her family.  She believes that her mother is ashamed of her situation because she does not want to tell anyone.  Sari, HY, et. al also found that the families of children in all age groups experienced negative reactions from strangers.  One family recalls a time when their new neighbors expressed that they were afraid of him and thought he was “insane.”  The affected son responded very aggressively and asked self-deprecating questions to his mother, including why she gave birth to him, why his face looks the way it does, and why he cannot think and speak well.  Strangers have gone to great lengths to express their disapproval by also making references to Christianity.  In the study conducted by Sari, HY, et. al, one person said, “When you visit someone, you start to get questions like ‘You believe in God, right?’ ‘Did you marry a close relative?’ ‘Maybe this is a punishment for something you have done.’”  In a related article by Andrea Useem, titled “How Does Religion Influence the Choice to Continue a Down Syndrome Pregnancy?" she states that termination rates for prenatal Down syndrome diagnoses are high, possibly because people do not want to receive such negative reactions.  The families of children with Down syndrome are so heavily influenced by these negative responses from everyone who surrounds them that they must cope by altering their daily lives.
In many cases, affected families endure financial struggles in caring for their child with Down syndrome.  Children with Down syndrome are likely to develop serious health conditions that require extra medical attention than a typical child.  This varies on a case-by-case basis.  In “Down syndrome phenotypes: The consequences of chromosomal imbalance,” Korenberg, et. al explain that Down syndrome is a major cause of congenital heart disease and is associated “with congenital anomalies of the gastrointestinal tract, an increased risk of leukemia, immune system defects, and an Alzheimer-like dementia.”  The cost of treating these conditions, if applicable, can be very expensive.  According to Waitzman’s 1996 analysis result of direct medical costs by individuals with Down syndrome, the annual per-capita medical costs for a child age 0-1 is $27,265.  It decreases for children between the ages of 2 and 17, but then rises to $7,529 for children 18 years and over.  This could be difficult for anyone raising a child with developmental disabilities because the treatments for these conditions are very costly.  Most parents intend to provide enough financial support to ensure that their children are economically stable in the future, but this can be very difficult for families with affected children.  At often times, they are unable to do so because of their economic situations (Sari, HY et. al).   Although the average cost of a child with Down syndrome may vary due to the uniqueness of every case (mild or moderate), the cost is still much higher than a child with no developmental disabilities.
        In addition to adjusting socially, families must adjust structurally to ensure that they are providing enough care for the child with Down syndrome.  Parents cope by making changes in their work schedules and by gaining assistance from their other children, if applicable.  Some parents are pressured into making career sacrifices that would allow them more time to take on more responsibilities.  In several cases, some mothers will switch from working full-time to part-time in order to make themselves more available to their child (“Cost”).  For families with multiple children, most parents would ideally divide their time equally amongst their kids, but becomes impossible to do so for children with Down syndrome because they require extra attention.  This leads other siblings to take personal responsibility for their affected sibling when needed.  In an interview with Yannick Aranas, a college student, describes his personal experiences growing up with his affected younger brother.  “Isaiah is very dependent--he will not execute his personal humanly needs like eating and using the bathroom until he is told to,” he says.  As a result, Yannick needed to take the personal responsibility of caring for his brother while his parents were at work.   “Maybe that is why I never tried any activities when I was younger.  I did not learn how to play an instrument or play a sport like my friends did.  I am not quite sure when in my life I was able to fully understand his condition, but looking after him was something that I had to do.”  The family structure is not only affected in the present, but also in the future.  At often times, individuals with Down syndrome are placed in a home for the remainder of their adulthood, while others remain under the care of their families.  “When I get older, I want to take my parents’ responsibility of caring for Isaiah.  I will have him live with me when I start my own family because I do not want to put him in a ‘home.’  I want him to live normally with a family that loves him.”  Even though it is a struggle to provide extra care for a child or sibling with Down syndrome, it allows the child to live their life as normally as possible while strengthening the family bond.
        There is no doubt that parents would rather have a child with no disabilities.  However, with the right information, a strong support system, and extensive care, Down syndrome does not need to have a negative label.  In fact, in Amy Julia Becker’s article, “How to Raise a Child With Down Syndrome: Advice and Resources,” she quotes Sue Levine’s six-year study published in American Journal of Medical Genetics that 99% of people with Down syndrome feel happy with their lives. Becker also reports that having a family member with Down syndrome has been an eye-opening and inspiring experience.  As their child grows and develops more, most mothers are glad that they did not terminate their pregnancy because of everything that they have learned so far about raising a child with a disorder.  From the video titled, “Parents and Down Syndrome,” Lynn, a mother of a Down syndrome child, tells other expecting parents that even though it does not feel like it at first, it is truly a blessing to have a child with Down syndrome.  Moreover, siblings of the child with the condition have grown to be more patient and accepting because of the hardships that they have endured (Becker).  Roughly 79% of parents have learned to appreciate the small things in life and believe that true success is not measured by accomplishments or possessions, but by the love and small victories.  Certainly, raising a child with Down syndrome comes with many challenges, but the joys definitely outweigh the struggles.
Works Cited
Aranas, Yannick. Personal interview. 1 Nov. 2013.
Becker, Amy Julia. "How to Raise a Child With Down Syndrome: Advice and Resources."   Parents.com, 2012. Web. 26 Oct. 2013.
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"Down Syndrome Facts." Down Syndrome Association of Central Texas (DSACT). N.p., n.d. Web. 26 Oct. 2013.
"Down syndrome phenotypes: The consequences of chromosomal imbalance." Proceedings of The National Academy of Sciences 91 (2012). Web. 26 Oct. 2013.
"Meriel’s story: having a child with Down’s syndrome." Telling Stories. N.p., n.d. Web. 26 Oct. 2013.
Parents and Down Syndrome - CBN.com. 2012. The Christian Broadcasting Network. Web. 27    Oct. 2013.
Sari, HY, G Baser, and JM Turan. “Experiences of Mothers Of Children With Down Syndrome.” Pediatric Nursing 18.4 (2006): 29-32. CINAHL Plus with Full Text. Web. 25 Oct. 2013
"Trick or Treat: Having a child with Down syndrome will ruin your life." Bringing The Sunshine (No Matter the Weather). N.p., 27 Oct. 2011. Web. 26 Oct. 2013.
Useem, Andrea. "How Does Religion Influence the Choice to Continue a Down Syndrome Pregnancy?" NBC New York. N.p., 5 Sept. 2008. Web. 26 Oct. 2013.
Waitzman, . Table III.8-1: Annual Per-Capita Medical Costs of . Chart. Chapter III.8 ed. N.p.: n.p., n.d. N. pag. Web. 27 Oct. 2013.