About Me

Thursday, May 14, 2020

Cultural Resume

Lourdes U. Alonso
My personal reactions' journey is my main focus of this multicultural resume.  The spiritual values instilled in me at an early age helped me screen out the ugliness and allowed me to move on without begrudging anyone.   I was born to Ursula Adriano Untalan and Thomas Flores Fleming.  Born in Barrigada, Guam by a midwife named Nankala'.  I was born and raised in the wooden house my Dad designed and built.  I moved to the mainland when I was 14 years old.  
RACIAL EXPERIENCE
0 TO 10 YEARS OLD -  BARRIGADA, GUAM  -  1956 – 1966 Early on in our home, roles were assigned without question according to one’s age and gender. For example, my Mom did all the cooking, cleaning, and raising all 9 children.  Cooking and cleaning were Mom’s work, the breadwinner was Dad.  Our job was to excel in school and the art of music.  Every sibling had to learn an instrument by grade school.  Prayers replaced depression.  It is these early years too that I learned that suicide is a sin, and death is entry to the everlasting life.  
When I was ten years old I experienced my first racial slur. The neighbor’s whispers about our family name (Fleming) being ‘Americano’ and that we looked ‘mixed’, and known to be ‘of‘Gupalao’ race’,--- and I remember hearing an adult neighbor said it out in a disparaging tone.  I never repeated it to my Mother as I considered her feelings.  Gupalao is a derogatory word for Micronesian.  It was my own feelings of inferiority, for my Mother, of her dark skin and my curiosity of how she kept to herself and her family.  Still I sensed her power of having a deep sense of herself and probably never even was affected by mine and others’ ignorance.   My Mom’s mix of ¼ blood Filipino and Chamorru and alas, born in Yap Island, was immediately a gossip item that increased as her art in the garden flourished.  And still, I find the need to defend her by saying to myself little did they know that a book was written about her in the early 1930s for their fashionable and refined lifestyle when she was very young growing up in Yap supported by their hard work in their Copra Trading business there.

11 TO 13 YEARS OLD  - 1967 - 1969
Around this age I noticed that there was a unified sense that we had to be perfect little respectful girls and separate from our peers who were ‘wild’.  We made sure we did not wear any makeup or short skirts or else our elderly Aunties would indiscreetly pinch us till our skin turned blue.  These same Aunties curse girls whom choose to break the unspoken rule of being virtuous. 
When a group is criticized because of being different, my mother would constructively mention all the positive aspects of them.  For instance, she’d say “the Filipinos have a great bustling society with a lot more professionals than Guam does”, and shakes her head in disgust; she tells us of how the navigational skills of the outer islanders are still practiced, then questions the locals, “why do they think they’re better than anyone?”
There was an ‘air’ of prejudice towards the Filipinos and other small population of Micronesian in contrast to the high regards given to the ‘Americanos’.  The close-knit Chamorru neighborhood in Barrigada welcomed the White contract teachers, inviting them to their fiestas.  As I now recall, there were no Filipino or Outer-Islanders in our neighbor.  I witnessed first-hand the effect of such ramification of such discrimination at Ypao Beach.  There was a big celebration happening in the park and being that it was a public park, we freely entered the pavilion, only to be attacked by a large angry crowd of young Filipinos wielding chains, sticks and one of them had a machete, we ran like death upon us as fast as we could back to the car.  I did not feel resentment against those young men.  Instead, I only felt an exhilarating episode in my lifetime.   I did not know it then, but truly, I now can say my parents’ teachings on values of human kindness from the time I could hear, allowed me that understanding of their rebellious anger.  “No group should be made to feel ashamed of themselves.  (Sue, 2007, p. 20)
14 TO 18 YEARS OLD 1971 - 1974
Ethnocentrism became ever-present during this period.  A neighborhood girl moved in from Saipan.  Reflecting back on how she must have been an object of curiosity to the community because she was “Saipanese,” this girl made it her job to be discriminatory first.   I suppose having caught wind of my parents’ birthplace in Yap; she would constantly tease me about it.  As a result of her clever and aggressive nature, she became quite popular, needless to say, accepted quickly into the community.
Later into my teens, I experienced injustice in the form of power of one’s position in the workplace.  It happened on my first day in high school in Guam.   I was late for my Counselor’s appointment; he outright called me a liar when I told him I couldn’t find his office.  I learned immediately to be leery of men of authority.  The following year in California, a racial antagonistic attack against me, chased off from a restaurant sitting area, it hurt.  It hurt most because it came from a White businessman.  This came at the worst time to experience socio-economic disparity.  We had just moved to California in 1971. In Guam, my Dad was always a self-employed carpenter and when the H2 workers were brought into the island it pushed him right out of the workforce. So being an immigrant, and the bottom of the totem pole, I felt the ugliness of racial prejudice.  Once again, I feel grateful for my religious values, because I do not harbor ill-feelings against these White men, but an awareness of that pain which I will never inflict on anyone as what was inflicted onto me.  
Education
The University of Guam, Master of Arts in Counseling
Skills
Understanding the diverse populations and being aware that for people to function better in our society, I will recognize the heart and soul of the human being, his societal group, and the universal dimensions.
Referrals
Dr. M. Artero

MOTSIYAS...COOKING WITH WHAT YOU GOT

COOKING WITH WHAT YOU’VE GOT

Motsiyas is one of my favorite dishes and a traditional one here on Guam, yet I have no recollection of it being served in my childhood home. I imagine the reason can’t remember ever eating this dish while growing up is that, with nine kids and the proliferation of canned goods in the cupboards of the early 1960s, my mother dismissed the individually wrapped morsels as just too time consuming to prepare. 

The first time I actually tasted this dish was when I returned to the island in the 80s.  It was at San Dimas Fiesta in the southern village of Malesso and after just one bite from the greasy tinfoil packetbegan my investigation—if you can call badgering old men for their recipes at parties an investigation.  

I visualized how one might prepare for this dish.  I saw myself running to catch a wild chicken, and within only seconds of scurrying, I managed to twist its neck, slice through its quivering throat, and drain its blood into a pot of boiling water steameda reminder of my slow pace.   This macabre fantasy was not my invention, but rather a memory.  

In 1960s Barrigada, walking home from elementary school, I passed a scene exactly as I described.  Except it was a crooked old man, tall and lanky, sweating, with a cigarette in his mouth.  Hknocked the rooster against a post and twisted its neck right out of its misery.   I ran from that grotesque scene as fast as I could, glimpsing a big black pot roasting over tangantangan fire as I took one last peek through the leaves of a pink hibiscus bush. It didn’t occur to me that the recipe I would spend years seeking and countless hours perfecting had just happened upon me!

Each time I prepare Motsiyas, some other memories come back as clear as the drops of water that roll gently on my face off of the leaves I pick early in the morning to ensure freshness.  As I begin the leaf gathering, washing, and chopping, I wonder why the traditional preparation of the dish’s ingredients are gizzards, feet, livers, and all the undesirable parts of the chicken.  And then, I ask myself why only the leaves.  Why not the fruit of the pumpkin, or tomatoes?  And stuffing them into the necks?     I began to recollect the stories my Mom, Dad, my teacher Mrs. Antonia Perez at San Vicente School, stories during the days of the Japanese Occupation in 1941 till the Liberation in July 21st 1944. 

The one story that stirs as I cook this dish is of Mrs.Antonia Perez’s.  She began with how as a 9-year-old, she walked around with one red shoe, because she found only one, and thought that it was better than none, most exiting still, that it was patented red and can easily slip her right foot in. The story of the war told through the eyes of when she was that little girl, remained so, despite that now she’s my teacher.   As I listened, all ears, feelings of pain welled inside of me.   It is the cruelty she elaborated on as the soldiers paddled away at children, women, and old men’s back to execute the perfect vegetable and fruit gardens, food for the Japanese army.  

Unfortunately, the perfect garden is for the plates and palates of the enemy.  The Chamorro’s were to eat only the leaves, the roots, the undesirable parts of any food.

Still, Motsiyas, forever remains a mystery for me and do ask any old-timer its methods of preparation.  Indeed, it is always the same.  After hearing all its ingredients stuffed into the neck then wrapped in banana or pumpkin leaves, I began to theorize that this dish was a creation from one’s survival art technique.

Truly the delight when it is served is with a heartfelt love of eating, and more so, cooking with what you’ve got. 

Here’s the recipe. Pay close attention to the ingredients:



Gizzardsdonne & donne leavesonions garlic
Liverpumpkin tips& leavessea salt
Chicken feettomato leaveslemon juice *
coconut milk
Boil down wild chicken
Add meat mixture chopped with onions garlic, salt.    Add leaf ingredients on for a few minutes then drain mixture saving the chicken broth.   Stuff ingredients down the chicken neck, plug ends with more leaves, drop into the broth with added lemon juice *optional, coconut milk

So when my mother decided right out of the blue that she was going to serve us for dinner one evening in 1980, I paid close attention.  Here is her easy way of preparation.

Let’s start in the garden.  Here’s a shot of our donne.  I use all the above ingredients but replace feet and gizzards with only chopped chicken breasts, salt pepper seasoned with fresh coconut milk and pumpkin tips placed in a palmful you fit in fresh steamed banana leaves wrapped and tied pillows.
to drop into hot boiling chicken broth. A dish known in Chamorro as Motsiyas.
I remember clearly what I learned from my Mom that one time!  And that is the easiest way to prepare this old recipe passed down from family to family.

Friday, October 20, 2017

lou alonso's ePortfolio: Rota Rocks

lou alonso's ePortfolio: Rota Rocks

lou alonso's ePortfolio: Rota Rocks

lou alonso's ePortfolio: Rota Rocks: m

Maslow



I am wholeheartedly grateful to this compassionate observer of mankind.  I believe that 

his motivation theory and understanding the first stage of human needs is the very 

reason we have the school lunch programs today for our impoverished children.  

Innately, when I see a student enter in my class lacking motivation, I'd immediately ask 

if they had eaten and if not, I would send them off to the cafeteria.  If not it, I 

further holistically reach into their comfort predicament.   No doubt, the next stage; 

safety,  which today, our children are protected by the courts of law to ensure what 

necessitates transition onto the next stages so that every child is fully equipped 

to reach their highest potential for success. I feel that these are Maslow's greatest 

contribution through his work from his theories on motivation.  

I like that Maslow's belief of individuals is shaped by both biology and society and that 

the two cannot be separated.  Therefor, humans all have the possibilities to reach the 

highest level toward self-actualization, the dimension into consciousness.  It is reached 

upon satisfaction of love and belongingness.  It is the stage where one is fully aware of 

themselves and how they deal with their lives with care for others versus the 

unconscious, where the complexities of motivation is revealed.  It is evident in how 

some people just never are satisfied with meeting their most basic 

needs, for example the 'Bernie Madoff' hedge-fund family.  An extreme opposite of 

all these Jewish intellectuals that are amazingly the forerunners  in psychotherapy. 


This early development in 1940's, Maslow's personality, humanistic, transpersonal 

theory, which he appropriately called, the holistic-dynamic theory reverberates forever 

in societal contributions to American children and our society.  It 

costs more today to jail individuals than to to school them, the very reason government 

ensures the social and welfare programs for children.

It is valuable for me to list the 5 needs, in which Maslow has 

shown evidence in it's complexities whereby needs may be satisfied in hierarchical 

order, or, it may be reversed. The lower level needs, 1) physiological needs, 2) Safety 

needs, to the higher level needs 3) Love and belonging needs, 4)Esteem needs, and

Highest level, 5) self-actualizing needs.  It is important to know that it is in attaining the 

first or lower needs, only then can one move onto to attain the next level.  Upon 

reaching the highest level, one has attained self-fulfillment.  A complete lack of 

satisfaction of above may lead to less than fulfilled individuals;  inferiority complex, 

personality defects, promiscuity, and psychological dilemmas.

Knowledge of Maslow's research on self-actualization, is important that I use methods 

of cognitive therapy with tad of confrontational,  existential therapy with 'what-if' 

questioning, holistic therapy  with empathic listening and rephrasing to empower people 

needing help in these areas, 'to grow, to develop, to be capable' of  reaching their 


highest self-actualizing needs.    

Flemings of the Pacific


Click below to view history credits to University of GUam 

OBSERVATION - Why Don't Students Like School?

"Because the Mind is Not Designed for Thinking"
"Strange as it may sound, the mind is not designed for thinking--it's designed to save us from having to think. Because thinking is slow, effort-full, and uncertain, we rely on memory, not thought, to guide us whenever possible. Nonetheless, we are curious and we do like to think, so long as the issue or problem at hand is neither too easy nor too hard." Willingham, D.T.www.danielwillingham.com

When our ED443 classmate said out loud "I don't read instruction", upon signing out for a video camera, I too agreed quietly." Now from Mr. Willingham's research in the U.S. mainland, I know for sure this is not an "island thing."

The professor of cognitive psychology conveys that people are naturally curious, but they are not naturally good thinkers; unless cognitive conditions are right, people will avoid thinking.

The implication of this principle is that teachers should reconsider how they encourage their students to think in order to maximize the likelihood that students will get the pleasurable rush that comes from successful thought.

That said, all my ED443 classmates of Fall 2009 would agree that Dr. J. Cyrus did just that. She gave us all the necessary
tools with the intensive projects and assignments and requirements for active collaboration. Because knowledge itself is a social network, our teacher invited us to join using technology (too many to mention here), that is itself inherently fluid, flexible and often geared toward a bottom-up strategy of her method in facilitating the subject at hand.

It certainly raised me up from the level of having used the computer simply for a typewriter and a word processor device. I have solved many problems with the complex activities which required great effort and of course creative collaboration of all Cyrus' students I happened to meet in and out of class. The abundance of free tools given by our teacher was there for the taking.
With great practice and use of these tools, I feel confident that I can comfortably motivate my students to engage with new technologies as well.


Demonstration of Assistive Adaptive Technology Devices

I will boldly go where I have never gone before in the field of technology. The visits to University of Guam's GSAT, (Guam Service Assistive Technology felt like I've entered into a realm of power

Demonstration of AAT Device - Smart Talk and Digital Voice Recorder

I will boldly go where I have never gone before in the field of technology. The assigned visits to University of Guam's GSAT, (Guam Service Assistive Technology) felt as if I had entered into a realm of power. The shelves displayed hundreds of devices from low tech, medium tech, and high tech, awaiting the hands of education professionals to research, study, and motivate to help students struggling in school challenged with disabilities or impairments. Please view my demonstration of the ‘Smart Talk’ and the Digital Voice Recorder for valuable information.



Uploaded on authorSTREAM by annastoltz


DIGITAL VOICE RECORDER BY SONY


Uploaded on authorSTREAM by annastoltz