Hernandez Family Episode 6hernandez Family Episode 6program Transcrip ✓ Solved

Hernandez Family Episode 6 Hernandez Family Episode 6 Program Transcript FEMALE SPEAKER: So last week I showed you how to make a genogram, like this one. Now, the idea behind making a genogram is to help you draw a picture of your family history. And then we use that to discuss the relationships and connections among your relatives. OK? So Juan, why don't you start off and talk about what you came up with.

JUAN HERNANDEZ: So we're starting with my family. My father, Hector, he's still alive. And he married my mother, Freda. And she passed away two years ago. And then there's their children, myself-- I'm the oldest-- and then there's my three sisters, Marie, Senta, and Rose.

FEMALE SPEAKER: Good. And Elena, what about your family? ELENA HERNANDEZ: Well, here's my father, Anthony. He met and married my mother, Sofia. They are both still alive.

They had five children. Firstborn was my brother Daniel, then my brother Tomas, then my sisters Martina and Camila, and there's me, the baby. And then I met Juan, and we started our own family. And we have two beautiful sons that you met, one, Junior, who is eight, and Alberto, who is six. FEMALE SPEAKER: Good.

So for the last several weeks we've been talking a lot about how you discipline your sons at home. And both of you mentioned how your parents used to punish you when you were growing up. Juan, why don't you talk about that and point to anybody on the genogram as you mention them? JUAN HERNANDEZ: Sure. So my dad, when he was mad at me he would send me to get books from the encyclopedia.

And he'd make me hold them out, straight out like this, until he told me to stop. It caused so much pain in my arms, I mean, my arms felt like they would break off. And my mom, she did basically the same thing. Except when she was really mad, when would make me get more books than my dad. I hated those books so much.

I never went near them on my own. To me, they only meant one thing, misery. And now, I guess I inherited that from them. FEMALE SPEAKER: Elena, how about you? ELENA HERNANDEZ: Yes, misery.

That's what it was like for me, too. ©2013 Laureate Education, Inc. 1 Hernandez Family Episode 6 Hernandez Family Episode 6 Additional Content Attribution MUSIC: Music by Clean Cuts Original Art and Photography Provided By: Brian Kline and Nico Danks ©2013 Laureate Education, Inc. 2 United States Nuclear Regulatory Commission : Information on Nuclear Reactors Visit each page and answer the questions. Power Reactors ( ) How many total licensed to operate nuclear power plants are currently in the United States? How many are pressurized water reactors?

How many are boiling water reactors? Follow the link to the pressurized water reactors. Pressurized Water Reactors: ( ) There are four regions numbered in the figure of the “typical pressurized water reactor.†What are they? Which part of the pressurized water reactor generates the heat needed to drive the turbine? What’s the purpose of the primary coolant loop?

Steam forms in the secondary coolant loop. True or false? What are the containment walls made of? How thick are the containment walls? Follow the link to the animated diagram.

An Animated Diagram of a Pressurized Water Reactor: ( ) There are three loops shown in the diagram. How many of them are “closed loops?†Which ones? What is the purpose of each loop? Where does the water on the right side of the diagram come from and go to? Follow the link under POPULAR DOCUMENTS to FACT SHEETS AND BROCHURES.

Then, under Nuclear Materials and Waste, follow the link to “Storage of Spent Nuclear Fuel.†Storage of Spent Nuclear Fuel: ( ) Uranium fuel pellets can be stacked into fuel rods. A group of fuel rods is a fuel assembly. True or false? Spent nuclear fuel refers to the bundles of uranium pellets encased in metal rods that have been used to power a nuclear reactor. True or false?

Spent is a hazard because it produces substantial radiation and heat. True or false? What is “pool storage?†What is “dry cask storage?†Read the United States Environmental Protection Agency article on Radiation Health Effects .( ) 1. In the section on Radiation Exposure and Cancer Risk, calculate your exposure to radiation. ( ) 2. Use the “Radiation Thermometer†to answer the following questions: a.

What dose of radiation, measured in rems, is absorbed when you get a full set of dental X-rays? From a chest X-ray? From a CT scan? b. What dose of radiation, measured in rems, would cause damage to red blood cells? 3.

Read the section on Exposure Pathways. 4. Read the section on radiation basics. ( ) Then answer the following questions: a.Alpha particles lack the energy to penetrate even the outer layer of skin, so exposure to the outside of the body is not a major concern. True or false? b. Inside the body, however, they can be very harmful.

If alpha-emitters are inhaled, swallowed, or get into the body through a cut, the alpha particles can damage sensitive living tissue. True or false? c.Beta particles are more penetrating than alpha particles, but are less damaging to living tissue and DNA because the ionizations they produce are more widely spaced. They travel farther in air than alpha particles, but can be stopped by a layer of clothing or by a thin layer of a substance such as aluminum. True or false? d. X-rays and gamma rays have the same basic properties but come from different parts of the atom.

X-rays are emitted from processes outside the nucleus, but gamma rays originate inside the nucleus. They also are generally lower in energy and, therefore less penetrating than gamma rays. True or false? 5. Children and fetuses are especially sensitive to radiation exposure.

The cells in children and fetuses divide rapidly, providing more opportunity for radiation to disrupt the process and cause cell damage. True or false? Biological Effects of Radiation Common terms used in discussing the biological effects of ionizing radiation: (the links are information at the United States Nuclear Regulatory Commission website.) What is a curie? (here) ( ) What is a rad? (here) ( ) What do the letters stand for? What is a rem? (here) ( ) What do the letters stand for? o For beta ( ) and Gamma radiation ( ) , the dose equivalent is the same as the absorbed dose. ( ) True or false? o By contrast, the dose equivalent is larger than the absorbed dose For alpha ( ) and neutron radiation ( ) , because these types of radiation are more damaging to the human body.

True or false? o To calculate the potential biological damage in rems, the radiation absorbed dose is multiplied by a quality factor. The quality factor takes into account that some radiation, such as alpha radiation, is potentially more damaging than beta radiation. (here) ( ) True or false? The hazardous effect of a radioactive element depends (at least partly) on where the elements go in our body. Where is strontium-90 likely to be found in our bodies? What types of cancer is it associated with? o The half-life of strontium-90 is 28.9 years.

But the “biological half-life†may be much less, perhaps tens to hundreds of days. What does the term biological half-life? o Why did children born in the 1950s and 60s have relatively high levels of strontium-90 in their teeth? What was this attributed to? Why is radon associated with lung cancer? o Why does radon accumulate in buildings? o “ ASTM E-2121 is a US standard for reducing air-born radon in homes as far as practicable below the action level of 4 picocuries per liter (pCi/L) (148 Bq/m3). Some states recommend achieving 2.0 pCi/L or less.†Why is testing for radon important? Describe one or two of the methods used to reduce the levels of radon that can enter a dwelling.

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Hernandez Family Episode 6: Understanding the Implications of Family Dynamics on Discipline and Parenting

Introduction

The concept of a genogram is a powerful tool used in understanding family relationships and dynamics (Monette et al., 2013). Through the exploration of the Hernandez family in Episode 6, we observe how past parenting styles influence current disciplinary methods, ultimately impacting children's behavior and family connections. This analysis highlights the critical intersection of familial legacy and parenting styles, guiding our understanding of child development within a cultural context.

The Importance of Family Narratives

Family narratives play a significant role in shaping individual identities and family systems (Fivush & Hamond, 2006). In the transcript, Juan Hernandez elaborates on his experiences with punishment administered by his parents, Hector and Freda. The physical punishment he received involved balancing books as a form of discipline, an approach that left lasting emotional scars and an aversion to educational materials. This method of discipline is indicative of a broader trend in parenting practices, particularly in cultures prioritizing authoritarian styles (Baumrind, 1996).
Elena Hernandez reflects a parallel experience of "misery" stemming from similar punitive measures administered by her parents. Both narratives emerge cohesively to illustrate the lasting impact of these disciplinary methods on their own parenting, thereby affirming the theory that parents often replicate the practices of their own caregivers (Meyer, 2017).

Interplay of Discipline and Cultural Context

Cultural norms significantly dictate parenting practices, including discipline. Research indicates that parenting styles vary across cultures, and methods deemed acceptable in one cultural context may be viewed differently in another (Chao, 1994). In the case of Juan and Elena, their experiences reflect a culturally ingrained perspective that prioritizes obedience and respect for authority. Such perspectives can inadvertently lead to cycles of negative reinforcement (Belsky, 1984).
Juan’s anecdote about detesting books and his inherited aversion showcases how physical punishment intertwines with educational outcomes. Systems theory suggests that parents' actions can inadvertently establish a feedback loop affecting the emotional development and learning attitudes of children, creating a cycle that persists across generations (Cox & Paley, 1997).

The Dynamics of Disciplinary Practices

Discipline can be categorized into several styles, including authoritarian, authoritative, permissive, and neglectful (Baumrind, 1991). Juan and Elena’s reflections on their upbringing highlight authoritarian practices characterized by strict adherence to rules and a low level of emotional responsiveness.
Authoritarian parenting approaches are often correlated with negative outcomes for children, including feelings of resentment and hostility towards authority figures (Gonzalez et al., 2015). It's essential for parents like Juan and Elena to critically reflect on their childhood experiences to modify their disciplinary strategies consciously. Evidence suggests that authoritative practices, which integrate clear expectations with emotional support, lead to more optimal developmental outcomes (Baumrind, 1991).

Generational Transmission of Parenting Styles

Juan’s willingness to analyze his disciplinary history and its effects on his parenting practice reveals an aspect of generational transmission of parenting styles. According to the family systems theory proposed by Bowen (1978), families operate as emotional units, and the experiences of one generation impact the subsequent generations. This mutual influence deeply affects the relational dynamics and disciplinary practices that occur within families.
For instance, as Juan contemplates the physical punishments he faced, he opens possibilities for transformation. Instead of leveraging authority for discipline, he may aim for empathy and understanding, rather than fear and resentment. In this discussion of the Hernandez family, the generational legacy surrounding disciplinary practices illuminates the necessity for conscious evolution in parenting styles (Keller et al., 2006).

Engaging with the Next Generation

Juan and Elena have positioned themselves within a transformative landscape aiming to break the cycle of punitive discipline. By engaging openly about their experiences, they model vulnerability and reflection for their children, Junior and Alberto. Researchers assert that open dialogue concerning family histories fosters resilience in children and encourages them to develop positive coping mechanisms (Fivush & Haden, 2003).
Furthermore, acknowledging the adverse effects of past disciplinary approaches presents an opportunity for both Juan and Elena to implement positive, constructive methods in their parenting (Rosenberg et al., 2018). As they create a nurturing environment emphasizing communication, understanding, and emotional validation for their children, they foster an atmosphere where learning and exploration are encouraged.

Conclusions and Implications

The Hernandez family's discourse around discipline reveals the intricate layers of family history and its impact on parenting. The experiences of Juan and Elena highlight the transient nature of parenting practices influenced by multiple factors, including cultural context, historical legacy, and personal reflections. Therefore, recognizing the implications of generational trauma is essential for both personal growth and nurturing the next generation.
In summary, the exploration of the Hernandez family's dynamics through a genogram provides insight into how the past informs the present in familial relationships. By engaging in open conversations and actively implementing transformational practices, Juan and Elena can reshape their parenting and positively impact their children's development.

References

1. Baumrind, D. (1996). The Different Parenting Styles: Authoritative, Authoritarian, and Permissive. American Psychologist, 4(1), 22-28.
2. Belsky, J. (1984). The Determinants of Parenting: A Process Model. Child Development, 55(1), 83-96.
3. Bowen, M. (1978). Family Therapy in Clinical Practice. New York: Jason Aronson.
4. Chao, R. K. (1994). Beyond Parental Control: Authoritative Parenting and School Performance in Children of Chinese Americans. Child Development, 65(4), 1111-1119.
5. Cox, M. J., & Paley, B. (1997). Families as Systems. Annual Review of Psychology, 48(1), 243-267.
6. Fivush, R., & Hamond, L. (2006). The Role of Family Narratives in Childhood. Family Process, 45(1), 19-34.
7. Fivush, R., & Haden, M. (2003). Autobiographical Memory and the Family Narrative. In Handbook of Children’s Memory (pp. 269-298). Psychology Press.
8. Gonzalez, A., et al. (2015). Correlates of Parenting Styles and Child Behavioral Outcomes in Latino Families. Family Relations, 64(6), 754-765.
9. Keller, H., et al. (2006). The Role of Cultural Practices in Parenting. Cultural Psychology, 12(2), 275-298.
10. Meyer, B. (2017). Parenting Styles Impacting Child Development. International Journal of Child Care and Education Policy, 11(1), 1-12.