Natalie Faith Hupe

I am ready to go to work!   As I have grown in knowledge throughout my life I have come to understand anything worth having must be worked for.  As I have been in school I have had to work full time while taking a full load or more to achieve my goals in life.  This milestone of graduating from Brigham Young University-Idaho has proven that hard work, diligence, and a dream can get any one where they want to be in life.

            I love to design.  I am looking forward to working in a design firm to create and promote ideas, products, services etc.  The way colors, lines, shapes, and type look on a page fascinate me.  I think it is beautiful.

            Please browse though my e-portfolio to get an idea of some of my work and my passion in life.  (There are booklets and brochures to be viewed at request.)

writing

Raining in October

I awoke that morning feeling the same way I always had--just another day of school.  It was raining in Longview just like it always did.  As I walked to school I tried to forget about the tragedy I would soon face just as I had for the past two years.  I had become numb.  Everything seemed the same.  Life had to be the same; it hurt too much to let feeling in.

School was the same; it was a new year, and I had a new resolution to be a diligent student.  That night as I was doing my homework the rain continued to pour down.  The sound of the rain was a constant vibration that reminded me of the numbness I felt.  While in the living room my mother lie in a hospital bed not far from my reach.  Suddenly, I heard a car door slam and footsteps sloshing through the puddles to the door.  It was my father.  As he came in the door I could see a loss of hope in his eyes.  He had been so tired the past few months.  I think he hurt just as much as my mother did.

Before he even put his things away he called us to the dining room for a family meeting.  My brother, sister and I gathered around the dining room table as my father closed the wooden curtains that would separate my mother and us.  He walked to the head of the table with that same loss of hope in his eyes and, looking at each of us, said, “The doctor told me there is nothing more we can do.  She should die in about two weeks…”

I remember thinking, “Can she hear us?  What is she feeling? Why is this happening?”

He continued, “Do we want her to die at the hospital or at home?”

At that point it was a no brainer for me; my brother, sister and I all took a quick glance into each others eyes and simultaneously said, “At home.”  That was it; it was decided.  My mother would die.  Not only would she die, but also she would die at home. 

The weeks passed by so quickly, and with every day I wondered when it would happen.  She had been suffering for so long now, I just wanted her to be healed.  I pushed all the feelings away that a grieving child should have; I was numb.  My principle at school noticed that I had changed, and she called me into her office to try and console me.  As my principle spoke to me all I heard was a hum in the background, and my mind just kept thinking, “Would she die today? How can this be?  Could she miraculously be healed?”

Then I heard a woman at the desk in the front of the office asking for me; as I went out to see who it was I had a gut feeling that my mother would soon die.  I was right.  The woman asking for me was Mrs. Green, a woman from our church.  The first thing that came out of my mouth, even before hello, was, “Is she dead?”

Mrs. Green looked at me to respond carefully and said, “No, not yet.  Soon.”

My heart sank.  I was scared.  I left school that day knowing the next time I entered those halls my life would be different.  No more would I wonder when she would die, no more would I hope that she could be healed, I would no longer have an excuse for not listening to my teacher in class.  The biggest change of all, though, was that I would not have a mother.  

Driving home that day was the longest drive of my life.  I kept wondering if she would die before I would even arrive home, I missed her already.  I missed her smile, her hugs, and her Christmas cookies.  I missed the way she loved me and the way she called my name.

Though I miss my mother dearly, I have learned so much since that day.  Even though my mother is not here on this earth I still see her smile, and I still feel her presence with me all the time.  I know she is proud of me and that she can see my potential.  That rainy day in October changed my life forever.

The Highest Form of Dedication

REXBURG, Idaho— What would life be like to wake up, go to school, do homework, and then practice, practice, practice, wake up the next day just to do it all over again? 

Trason Lamb, student at BYU-Idaho, said, “It just feels normal.  I admit some mornings it’s hard to wake up because I’m so sore, but it’s normal.”

For Trason he has a goal in mind, he wishes to compete at the Tae Kwon Do U.S. Open in 2010.  To accomplish his goal he must work harder then he ever has before.  Trason has dedication, discipline, and what it takes to achieve this goal.

Tae Kwon Do is an interesting sport that requires much dedication and determination.  This sport takes much time and patience, but is well worth the effort because of the principles it teaches.

“To be great at this sport you must be willing to allow yourself to dedicate your life and heart to it,” Benjamin Hupe said.  Benjamin Hupe has been a Tae Kwon Do addict for 15 years, and has achieved the highest degree of the black belt.  He has gone from a student to an instructor, and he knows what it takes to become great.

There are several levels in Tae Kwon Do.  Those levels are expressed in belt colors.  The order is: White, being the lowest level, Yellow, Orange, Green, Purple, Blue, Brown, Red, and Black, being the highest with eight degrees within the color.  

Trason is a first degree black belt.  In August of this year he will go to Master Augustine, his instructor, to be tested to become a second degree black belt.

At first glance Trason seems to be just another student, some typical preppy boy from Oregon. 

One might think he is shy but arrogant.   At one look you would see he takes pride in his appearance with his hair styled perfectly in a faux-hawk, and the front of his pink collared polo tucked neatly into his stylish jeans as if to show off the belt buckle.

Based on appearances alone would you think that this boy had a mystery about him?  Would you think that he had a hidden desire that he would accomplish?  Would you think he had the dedication and power it would take to make it to the Tae Kwon Do U.S. Open in 2010?

Trason Lamb attends Brigham Young University-Idaho as a junior.  BYU-Idaho is a private school that requires every student to live by certain standards.  By even going to this school you sign a contract stating that you will live by your honor.

The core principles of the university add to the core principles of Tae Kwon Do.

Among many things this sport has taught him he carries the “5 Tenets of Tae Kwon Do” with him wherever he goes so that he may remember what he stands for. 

As Trason pulled out his cell phone, to reveal these “5 Tenets”, he said, “The “5 Tenets of Tae Kwon Do” are first, courtesy, second, integrity, third, honor, fourth, perseverance, and fifth, indomitable spirit.”

Trason appreciates these principles in his life.  Not only has Trason enjoyed practicing Tae Kwon Do, but also he has learned how to integrate the “5 Tenets” in his own life.

Trason said, “I noticed a change in myself when I started Tae Kwon Do.  Before I started this sport I was hard to control, but because I learned about these “5 Tenets” I was able to control myself. It also made it a lot easier for my parents to control me too.”

Trason grew up with a loving family in Oregon, where he was home schooled.  As part of the home schooling process his mother decided that each child should pick at least one athletic activity to be involved with to meet and interact with other children. 

            “My sister picked gymnastics, but I wanted to do something manly,” Trason said.

            At age ten Trason started his Tae Kwon Do experience.  He smirked as he said, “As a kid I just did it to do it.  Now that I’m older I appreciate all aspects of the sport.”

When Trason is at home with his family he has a team that he practices with, but since he is at school 7 months out of the year, he has to practice by himself.

There are many aspects in the sport of Tae Kwon Do including: sparing, forms and attack and defense.  This leaves much to practice for each day.  Within each aspect of Tae Kwon Do there are different styles.  Trason prefers the Olympic style.

            “It’s more about the art and control of sparing rather than the fight,” Trason said, concerning his love for the Olympic style of the sport.

A typical day for Trason would be waking up in the morning, going to school, coming home, accomplishing homework, working, and then from 7:00 p.m. until about 11:00 p.m. he trains. 

He has a strict regimen of diet and exercise.  The first hour of training is dedicated to strength and aerobic building, he runs a few miles then builds muscles and strength.  At about 9 p.m. every day he then strictly practices Tae Kwon Do until about 11 that evening. This strict schedule shows much diligence on Trason’s part.                        This control that Trason has learned has aided in his quest to the Tae Kwon Do U.S. Open, where he will compete against national teams across the world.  He is very motivated and diligent in his practice. 

“Tae Kwon Do consumes my life right now.   I wouldn’t have it any other way,” Trason said concerning his schedule, “Just getting to the competition is good enough for me.”

The Tae Kwon Do U.S. Open is a tough competition.  The National Teams involved in the competition have mostly been practicing Tae Kwon Do for several years and have a discipline that cannot be measured to anything else. 

Alexis Burris, a Tae Kwon Do expert of two and a half years, said, “It’s hard to get that far in Tae Kwon Do and not love it.” 

Alexis has enjoyed Tae Kwon Do since her family first started and her passion for the sport is what pushed her to become an instructor a year after she first was introduced to the sport.  Alexis expressed that you must have ‘passion’ to get any where in the sport.  Alexis said that if you want to make it to the Tae Kwon Do U.S. open you must have ‘determination and desire to stick with it.’

Benjamin and Alexis both agreed that Tae Kwon Do really helped them find out who they were and what they wanted out of life. 

“It gave me confidence, it helped me come out of my shell,” Alexis said.

“When I first became an instructor my mom was very ill with cancer.  She actually passed away from cancer while I was teaching one night.  This sport became a way for me to overcome the pain of my mothers death.  I was really quiet and Tae Kwon Do helped me let all of that baggage go and become myself,” Benjamin said. 

Tae Kwon Do is a great sport that teaches self-discipline, determination, patience, and what it means to never give up. 

Alexis said, “To make it as a Tae Kwon Do U.S. Open Competitor it will take “a lot of time and practice.”   Competitions are intense.  It takes a lot of pain.”

Benjamin and Alexis both have a passion for Tae Kwon Do.  They both agreed that after a good practice every muscle hurts and sometimes its hard to get up the next morning, but if you have a passion and a drive for the sport it can be overcome. 

            Through lots of hard work and determination any one can become a Tae Kwon Do addict.  “The passion and life lessons gained as a Tae Kwon Do addict has benefitted my life forever.  I am ever grateful to the sport for what it has taught me and what it will continue to teach me,” Benjamin said.

            Trason Lamb feels the same way about the sport, which is why he is working so hard to get to the Tae Kwon Do U.S. Open.    For Trason Lamb getting to the Tae Kwon Do U.S. Open means that he can do anything he puts his mind to.

            Trason Lamb is ready and willing to prove to himself that he can be dedicated and accomplish any thing.  What are you ready to do?

research design

Islamic Youth in Europe

 

Step 1: Definition of the Problem

The Problem: There are many Middle Eastern Islamic Families migrating to Europe.  The culture has a very strong influence on the youth in the Middle East. The research study will evaluate the affect that the Western European culture has on Islamic youth after they have immigrated. It is vital to know if these youth relate more with their Muslim roots or with the newfound European way of life. The top 10 countries in Western Europe (Denmark, Netherlands, France, Belgium, United Kingdom, Spain, Sweden, Italy, Switzerland and Austria), with the most immigration will be used for this study. The research will find out what country the teenager (or parent) has immigrated from and find out if the country has a direct correlation with the above situation.  Youth is defined as immigrant Islamic (practicing or non-practicing Muslim) youths age: 14- 22. Traditional Islamic Muslims are individuals who adhere to the five pillars of Islam and are active participants in their religion. Culture is defined as traditionalism in a country and the practices and beliefs the general populous follow and recognize as acceptable.

Questions: Pages 21-25

1.     Is the topic too broad? The topic is not too broad.  The target is of a certain age group, and particular culture.  The ages targeted are 14-22 male and female youth, as defined above.

2.     Can the problem really be investigated? Yes, the problem can be investigated with the right number of participants and the right questions, using qualitative and quantitative research to find answers.  (Focus groups and surveys will also be utilized.)

3.     Can the data be analyzed? Yes, the data can be analyzed.  The research is to know about their behavior and their thoughts on the culture they practice.  Through focus groups the researchers will examine behavior and test which culture is more prominent.

4.     Is the problem significant? The problem is significant.  With the growing number of Middle Eastern Families migrating to Western Europe it is important for advertisers to know how to speak to this growing population.  Will these people have an appeal for the European style, or will they relate more to something from their own country?  Advertisers must know how to appeal to this audience. 

5.     Can the results of the study be generalized? The results of the study can be generalized.  The information provided can be used in advertising, understanding their culture in Europe, for Sociological studies, and Psychological studies.

6.     What costs and Time are in the Analysis?

Costs

o   Translators

o   Focus Groups

o   Focus Groups Mediator

o   Food and lodging for Mediators and Translators

o   Facilities to hold focus groups

o   Finding participants

o   Lists to send out surveys to willing participants

o   Sending out surveys by e-mail

o   Analysts

o   Experiment- Participant Compensation 

o   Experiment Facilities

o   Experiment analysis

o   Pay for 3 Researchers

         Time

o   2 months to finding participants

o   4 months to administer surveys and focus groups

o   4 months to analyze data

o   1 month to compile all information and submit to scholarly journals

o   I year to get published

o   6 years for the longitudinal study

7.     Is the approach appropriate to the project? Yes, because it is sensitive to the participants and culture.  Also the study is both qualitative and quantitative.

8.     Is there any potential harm to the subjects? There will not be any potential for physical harm to the subjects, although, the possibility for emotional harm is there.  If the studies show that the youth would rather follow the European culture, or if a certain youth discovers that they want to be associated with the European culture; it may cause them to feel differently emotionally.

 

Step 2: Review Existing Research and Theory

 

Source 1:

Oppedal, Brit, Espen Røysamb. Young Muslim Immigrants in Norway: An Epidemiological Study of Their Psychosocial Adaptation and Internalizing Problems. Applied Development Science. 2007, Vol. 11, No. 3, 112–125, Copyright # 2007 by

Lawrence Erlbaum Associates, Inc.

 

This source is important because it provides a glimpse of what the research is trying to accomplish. It is a study conducted in Norway that examines the lives of Muslim teenagers, the same target audience we are examining, by researching their Psychosocial adaptation in the country. There were 1666 immigrants studied and the majority (63.3%) were born outside of the country of Norway.  The study also takes an in depth look at comparison of the individuals whose family come from different Islamic countries in the Middle East and Africa.

It is relevant to the research because the target audiences are the same. It provides insights into dividing the research into categories like national ethnicity. And it provides an insight into the home life and psychological well-being of the individuals.

 

Source 2:

Grillo, Ralph. Islam and Transnationalism. Journal of Ethnic and Migration Studies

Vol. 30, No. 5, September 2004, pp. 861-878

      This source provides information about the various ethnic groups in the Middle East and their immigration to Western Europe. It addresses the differences between traditional and passive followers of Islam and the trends within various nations. It studies the correlation between identities that they fall under and practices held by each sect.

      This does not specifically address the youth target market but addresses the population as a whole. It gives insight into questions that would be specific and receive the best results for the study.

 

Source 3:

Hellyer, Hisham A. British Muslims: Past, Present and Future. Centre for Research in Ethnic Relations University of Warwick England. Muslim World; Apr2007, Vol. 97 Issue 2, p225-258, 34p

 

This case study discusses the difficulty of integrating Muslims into European societies. It delves into the prejudice that Muslims face in Britain and how society doesn’t allow Islamic immigrants to be “British.”

      It is relevant to the research because it examines the very issue the researchers are trying to prove. It gives insight into one particular country they are examining and explains reasons as to why integration is difficult.

 

Step 3: Hypotheses

 

The research hypotheses is that: Immigrant Islamic Youth from the Middle East living in Western Europe do not assimilate into Western European culture but rather follow their traditional religious and cultural beliefs set forth by the individual countries they immigrated from.

 

Step 4: Methodology and Research

 

1. The total population consists of Islamic youth, male and female, ages 14-22 who are first generation or immigrants from Middle Eastern countries. They live in the 10 largest Islamic immigrant populated countries within Europe, namely: Denmark, Netherlands, France, Belgium, United Kingdom, Spain, Sweden, Italy, Switzerland and Austria. Our participant list would be gathered by random selection of various sized cities in Europe. The researchers will obtain lists through language training schools and through secondary schools within the chosen cities. They will use a non-probability purposive sample including subjects that are selected specifically because of their ethnic background. Sampling error will occur, the researchers will categorize the cities individually by their size and evaluate them and compare only through population size, to find the error. By examining in relation to size they can lower the sampling error and have more accurate numbers.

 

2. The hypothesis will require both qualitative and quantitative research. The qualitative research includes a six year experiment that evaluates psychological feelings of new immigrants ages (14-20) in a longitudinal panel study. The experiment evaluates changes in feelings over particular issues and standards over the course of the participants adolescent maturation.
   Each year the participant comes in to complete the study their picture will be taken to be able to see the change in their dress.  The qualitative research is through focus groups.

 

3. The research experiment will ensure internal validity through eliminating artifacts, such as language skills, (we will hire interpreters) and ensure the participants that their answers will be completely anonymous.

 

4. The research will be externally valid. It is a ground breaking study that will examine foreign national relations within Europe. Both qualitative and quantitative research methods will allow for the study to be generalized in many capacities.  This study will help in advertising, immigration regulations, schooling, psychology, and other studies not noted here. 

 

5. An experiment will be used in this study to understand how 14-20 year-old males and females within this circumstance change over time. The experiment will be a longitudinal panel study that consists of 75 participants from each of the ten countries being studied.  The participants will start at age 14 and will be tested every two years through the age of 20.  The studies will consist of tests to find out how they feel about certain images and styles, along with questions concerning their background and what they think about certain lifestyles, political, and moral views.  The independent variables are the participants.  The dependent variables will be whether or not they assimilate. The manipulation will be time between each test and the fact that they are exposed to a new culture. The incentives to keep the participants coming for each test would be monetary.   They will receive $100 for each test they participate in. The researchers should plan on a 25% turnover each year the tests are administered.  The turn over will eliminate artifacts in the experiment.

 

6. The researchers will use interval and ratio measurement levels.  For example they will need to define the responses of the participants in numbers so that it can be quantitative.  Some of the questions asked will apply only to males or females so they will need an absolute zero because it will not apply to one gender or the other. 

 

7. The ethical problems that could be encountered are: if the examiners do not give complete confidentiality, or within focus groups one child treating another poorly due to their comments.  The researchers would create a contract for both the examiners and the participants that would give them a way out if they felt uncomfortable disclosing their opinions in any way. This contract would have a zero tolerance for breaking any confidentiality or poor treatment.

 

8. The experiment will use longitudinal research. This is explained in number five.  The research will use content analysis by providing a code sheet to the research coders. The researchers will train the coders, and test them for reliability.

 

9. The research will need to test the hypothesis for statistical significance with a one tail test. Which will predict the results as either positive or negative to the hypothesis of whether Islamic  youth from the Middle East living in Western Europe do or/do not assimilate into Western European culture but rather follow their traditional religious and cultural beliefs set forth by the individual countries they or their families immigrated from.

 

Step 5: Collecting Relevant Data

 

The researchers will gather survey data through three means, A Longitudinal Panel Study, A Survey, and Focus Groups.

The longitudinal panel study will consist of 75 participants from each of the ten countries being studied.  The participants will start at age 14 and will be tested every two years through the age of 20.  The studies will consist of tests to find out how they feel about certain images and styles, along with questions concerning their background and what they think about certain lifestyles, political, and moral views. The incentives to keep the participants coming for each test would be monetary. They will receive $100 for each test they participate in. The researchers should plan on a 25% turnover each year the tests are administered.  The turn over will eliminate artifacts in the experiment.

      A survey (see Appendix A) will be sent through e-mail to Islamic youth in each of the ten countries being studied. Because the individuals are minors, this survey will provide general information as to the beliefs, practices, and environments of Islamic Youth. It will be used to test the hypothesis and provide information for further research. To increase response rate the questions will be generalized and the length of the questions short. The survey will also explain the purpose and ensure anonymity.

      The focus groups will be conducted in 3 various sized cities within the ten countries. The questions asked will be based off the survey answers and it will provide insight into the culture and feelings Islamic youth have as immigrants. Images will be presented, as well as advertisements that portray different aspects of Islamic and European Culture. Participants will be asked to discuss and rate their feelings on the images. The participants will receive compensation for participation.

 

 

 

Step 6: Interpretation of Results

 

The researchers will utilize Microsoft Excel to document and analyze the research. The survey sent out will be in digital format providing easy access to saving the results in Microsoft Excel.

The researchers will create spreadsheets that can be turned into graphs and charts to analyze the data from the various participating countries. The exceptions will be the write on answers of the surveys, which would be categorized individually by analysts with code sheets and then turned in to quantifiable data.

 

Step 7: Presentation of Results

The researcher will present the results in a scholarly journal case study. The published analysis will be in the Journal of Ethnic and Migration Studies. It will use bar graphs and line charts as well as information obtained through focus groups. The survey will use various forms of scales such as the Likert scale and semantic differential scales. The researchers will analyze the data and present it in a quantifiable system of measurement.

 

Step 8: Study Replication

The information provided will be beneficial in advertising, immigration regulations, schooling, and in Sociological and Psychological studies. The study will examine foreign national relations within Europe and will provide insight into what will occur in the next twenty years within various European countries. It will benefit other professionals within the field of immigration studies because it provides a extensive overview of Islamic immigrant assimilation and culture. The research could be used in a variety of manners and would be beneficial to future research projects.

Step 9: Total Costs

o   Translators 10(30,000) = $300,000

o   Focus Groups 10(3(25 x 50)) = $37,500

o   Focus Groups Mediator 10(3 x 20,000) = $600,000

o   Food and lodging for Mediators and Translators 10(3 x 1,000) = $30,000

o   Facilities to hold focus groups 10(3 x 500) = $15,000

o   Finding participants= $40,000

o   Lists to send out surveys to willing participants = $20,000

o   Sending out surveys = $2,000

o   Analysts 10($30,000) = $300,000

o   Experiment- Participant Compensation 10(75(3 x 200)) = $450,000

o   Experiment Facilities 10(3 x 500) = $15,000

o   Experiment analysis= 10(50,000) = $500,000

o   Pay for 3 Researchers= 7 years ($30,000 x 3) = $630,000

o   Total Cost= $2,939,500

 

Appendix A

 

1. Which year were you born in? (DROP DOWN BOX w/YEARS. If not in the specified age group the survey will end for the participant.)

2. What is your gender?

A. Female

B. Male

3. What country do you currently reside in? (DROP DOWN BOX)

4. How long have you lived in this country? (DROP DOWN BOX)

5. Why did you move to this country? (DROP DOWN BOX)

6. What country does your family originate from? (DROP DOWN BOX)

7. Are you Muslim?

A. Yes

B. No

8. If yes, which Islamic Tradition do you adhere to?

A. Sunni

B. Shiite

C. Duruz

D. Alawi

E. Other: (WRITE IN BOX)

9. How often do attend Mosque?

A. 1-2 times per month

B. 3-4 times per month

C. 5 times per month or more

D. I do not attend Mosque

10. Do you think that the country you now reside in has affected your religious practices?

A. Yes

B. No

                  11. Have you been introduced to different religions since immigration?

                           A. Yes

                            B. No

                  12. Have you considered changing your religious beliefs?

                           A. Yes

                           B. No

13. On a scale between 1-10, 10 being highly represented, how well is your ethnic group represented in the media, (i.e. People of Islamic descent in media)?

A. 1-2

B. 3-4

C. 5-6

D. 7-8

E. 9-10

14. Have your clothing habits changed since immigration?

      A. Yes

      B. No

15. Do you dress to fit in with the European fashion that is around you?

      A. Yes

      B. No

16. Do you wear the hijab? (Female Question Only)

A. Yes

B. No

17. Do you think females should wear the hijab in public? (Male Question Only)

A. Yes

B. No

18. Why? (WRITE IN BOX)

19. How many hours per week do you use each type of media listed bellow? (Offer a drop down box next to each that gives options)

A. Ipod

B. Computer with Internet access

C. Computer without Internet access

D. Television

E. Radio

F. Magazines

G. Other: (WRITE IN BOX)

H. None

20. Do you feel like you fit in at school?

A. Yes, I fit in well with the other students.

B. I mostly fit in with the other students.

C. I do not fit in with the other students.

                  21. What percentage of your friends are Muslim?

 A.0-15%

B. 16-30%

C. 31-45%

D. 46-60%

E. 61-75%

F. 76-90%

G. 91-100%

22. Do you feel like you face persecutions for your religious beliefs at school?

      A. Yes

      B. No

Branch if Yes:  Why?  (WRITE IN BOX)

23.Do you feel like you face language barriers?

      A. Yes

      B. No

Branch if Yes: Give an example that has happened to you: (WRITE IN BOX)

24. What do you feel is the biggest challenge for Islamic youth in Europe? (WRITE IN BOX)

25. How does this affect you? (WRITE IN BOX)