{"id":35149,"date":"2024-01-23T00:16:10","date_gmt":"2024-01-23T08:16:10","guid":{"rendered":"https:\/\/blogs.georgefox.edu\/dlgp\/?p=35149"},"modified":"2024-01-23T00:16:10","modified_gmt":"2024-01-23T08:16:10","slug":"the-sprinkler-system-sistem-pemercik","status":"publish","type":"post","link":"https:\/\/blogs.georgefox.edu\/dlgp\/the-sprinkler-system-sistem-pemercik\/","title":{"rendered":"The Sprinkler System (Sistem Pemercik)"},"content":{"rendered":"

When I first flipped through the pages of the book, Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome <\/em>Knowledge,<\/em> a wave of questions inundated my mind. The initial thought that struck me was, how will I navigate through the contents of this book? Can I retain all this information? What insights am I expected to extract for my blog? The sheer magnitude of these inquiries overwhelmed me. In that moment, I admonished myself, “Shela, pause!” I took a moment, closed my eyes, and… I then applied the reading and note-taking techniques advocated by Adler, Mortimer Jerome, and Charles Van Doren in “How to Read a Book,” as well as Ahrens, S\u00f6nke\u2019s approach in “How to Take Smart Notes: One Simple Technique to Boost Writing, Learning, and Thinking.” Progressing through the chapters one by one, I took notes in both English and Malay. Gradually, my mind began to establish connections with each chapter and concept, and a sense of peace came upon my heart. I must admit, this proved to be a challenging read for me.<\/p>\n

During my tenure as a Procurement Strategy Lead, I collaborated with engineers overseeing intricate projects for utility plants, including hydro, steam, and nuclear facilities. As the designated subject matter expert in procuring services, equipment, and materials for construction projects, I initially found myself perplexed by seemingly unusual requests. One experience involved the procurement of a water sprinkler system for installation in the middle of the Willamette River in Oregon. The peculiar nature of this request left me questioning its purpose. \u00a0What is the purpose of procuring and installing a sprinkler system in a river? It was not until I attended a CE class that the pieces of the puzzle fell into place. The sprinkler system, it turned out, had a unique function\u2014to deter birds from preying on the fish, particularly Salmon, in the river. In Oregon, safeguarding the Salmon is a priority due to their migratory patterns and the delicate balance of their habitat. This revelation marked a significant “aha moment” for me.<\/p>\n

[1] <\/sup>According to Jan H Meyer and Ray Land, eds.\u00a0\u00a0<\/em>Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge<\/em>,<\/em> the concept of a threshold is often associated with troublesome knowledge. I consider the study of Sociology: Social Construction as troublesome knowledge. Moving to United States, it was challenging and disturbing to grasp the existence of systemic racism \u2013 how naive of me!<\/p>\n

It did not occur to me that the concept of race itself is recognized as a social construct, meaning that the categories and distinctions we make based on race are not inherently biological but are created and shaped by societal factors.<\/p>\n

From 2020 to 2022, my employer assigned me to formalize and manage the Supplier Diversity Program incompliant with the [2]<\/sup> State of Oregon (DEI Initiative) Action Plan. By attending forums and seminars, I learned about systemic racism, emerging from the social construction of race and is sustained through institutions such as education, criminal justice, healthcare, and housing. For me understanding systemic racism as a social construction involved recognizing how historical and cultural factors have contributed to the establishment of discriminatory systems and structures in the United States. It also involved me in acknowledging the ways in which power dynamics and institutional practices perpetuate racial disparities.<\/p>\n

Through an organization called [3]<\/sup> Partners in Diversity, addressing systemic racism required a critical examination of these social constructions, challenging and dismantling discriminatory policies and practices, and by actively working towards creating more equitable and just systems. This perspective aligned me with the threshold concept in sociology that emphasizes the understanding of social construction and its impact on shaping perceptions and experiences related to race.<\/p>\n

Following our reading assignment for this week, I resonate with \u2018transformative concept\u2019 a \u2018shift in our thoughts\u2019. \u00a0\u00a0Transformative concept is sometimes called transformation learning and focuses on the idea that learners can adjust their thinking based on new information. I explored Jack Mezirow\u2019s transformative learning, similar to transformative concept by Jan H. Meyer and Ray Land. Jack Mezirow is known as the founder of transformative learning. Mezirow began this theory of transformational learning when he did studies on adult women who went back to school. [4]<\/sup> \u201cMezirow\u2019s one theory of learning, and particularly focuses on adult education and young adult learning. Mezirow’s initial research led him to theorize that adults do not apply their old understanding to new situations, instead they find they need to look at new perspectives in order to get a new understanding of things as they change. Mezirow theorized that these students had important teaching and learning opportunities connected to their past experiences. Mezirow found that critical reflection and critical review could lead to a transformation of their understanding. Adult education and adult learning is key in this theory, as children often do not have the same kind of transformation with their learning experiences. Mezirow found that adult learning involves taking the very things we believed and thought as a child, and letting critical reflection and teaching impact the transformation to what we should believe and understand now. Mezirow’s theory has developed into a larger idea that our world view is changed the more we learn, and that helps us grasp new concepts and ideas.\u201d<\/p>\n

<\/a>[1]<\/a>\u00a0Jan H Meyer and Ray Land, eds.\u00a0\u00a0Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge<\/em>\u00a0(New York: Routledge, 2006).<\/p>\n

[2[ https:\/\/www.oregon.gov\/das\/Docs\/<\/u>DEI_Action_Plan_2021.pdf <\/a><\/p>\n

[3] https:\/\/www.patnersindiversity.com<\/a><\/u><\/p>\n

[4] https:\/\/www.wgu.edu\/blog\/<\/u>What Is The Transformative Learning Theory<\/a><\/p>\n

 <\/p>\n

Willamette Falls Dam<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

When I first flipped through the pages of the book, Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge, a wave of questions inundated my mind. The initial thought that struck me was, how will I navigate through the contents of this book? Can I retain all this information? What insights am I expected […]<\/p>\n","protected":false},"author":198,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[1],"tags":[1429],"class_list":["post-35149","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-meyer","cohort-dlgp03"],"acf":[],"_links":{"self":[{"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/posts\/35149","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/users\/198"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/comments?post=35149"}],"version-history":[{"count":1,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/posts\/35149\/revisions"}],"predecessor-version":[{"id":35151,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/posts\/35149\/revisions\/35151"}],"wp:attachment":[{"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/media?parent=35149"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/categories?post=35149"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/tags?post=35149"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}