Birth order may not shape personality after all
Guarino, Ben . The Washington Post (Online) , Washington, D.C.: WP Company LLC d/b/a The
Washington Post. Mar 14, 2019.
ProQuest document link
FULL TEXT
Birth order, according to conventional wisdom, molds personality: Firstborn children, secure with their place in the
family and expected to be the mature ones, grow up to be intellectual, responsible and conformist. Younger
siblings work harder to get their parents' attention, take more risks and become creative rebels.
That's the central idea in psychologist Frank J. Sulloway's "Born to Rebel," an influential book on birth order that
burst, like a water balloon lobbed by an attention-seeking third-born, onto the pop psychology scene two decades
ago. Sulloway's account of the nuclear family claimed that firstborn children command their parents' attention and
resources, so later-borns must struggle to carve out their niche. Sibling behaviors then crystallize into adult
personalities.
"I thought —and I still think —it's very plausible and intuitive," said Ralph Hertwig, a psychologist at the Max Planck
Institute for Human Development in Berlin, who published a study on unequal parental investment with Sulloway in
2002.
The trouble is the growing pile of evidence, Hertwig's included, that's tilted against it.
Birth order does not appear to influence personality in adults, according to several ambitious studies published in
the past few years. This new wave of research relied on larger data sets and more robust statistical methods than
earlier reports that claimed to find a relationship between birth order and personality. Hertwig, for his part,
predicted he would find evidence that later-borns are daredevils when he embarked on a recent study of risky
behaviors. He did not.
"Our results indicate that birth order does not influence the propensity to take risks in adults," Hertwig's
collaborator Tomás Lejarraga, director of the Decision Science Laboratory at Spain's University of the Balearic
Islands, said of their study on birth order published this week in the Proceedings of the National Academy of
Sciences. "There seems to be a growing consensus that birth order does not influence personality in a way that
can be measured in adulthood."
The latest study had three prongs: biographical data of explorers and revolutionaries; a survey of 11,000 German
households; and an elaborate assessment, called the Basel-Berlin Risk Study, which measured risky behavior of
1,500 people through interviews and experiments.
The Basel-Berlin Risk Study, a day's worth of about 40 psychological tests, "is one of the most exhaustive attempts
to measure risk preference," Lejarraga said. Researchers asked participants about driving too fast, unprotected sex
and other dicey behaviors. The participants also performed simple experiments. Hertwig gave the example of a
game in which subjects had two options: receiving $10 (the s.
IIt’s not only in newspaper headlines—it’s even on magazine .docxwilcockiris
I
It’s not only in newspaper headlines—it’s even on magazine covers.
TIME, U.S. News & World Report and even Scientific American
Mind have all run cover stories proclaiming that an incompletely
developed brain accounts for the emotional problems and irrespon-
sible behavior of teenagers. The assertion is driven by various stud-
ies of brain activity and anatomy in teens. Imaging studies some-
times show, for example, that teens and adults use their brains some-
what differently when performing certain tasks.
As a longtime researcher in psychology and a sometime teacher
of courses on research methods and statistics, I have become in-
creasingly concerned about how such studies are being interpreted.
Although imaging technology has shed interesting new light on
brain activity, it is dangerous to presume that snapshots of activity
in certain regions of the brain necessarily provide useful information
about the causes of thought, feeling and behavior.
w w w. s c i a m m i n d . c o m S C I E N T I F I C A M E R I C A N M I N D 57
MythThe of the
We blame
teen turmoil
on immature
brains. But
did the brains
cause the
turmoil, or did
the turmoil
shape the
brains?
Teen Brain
By Robert Epstein
P
E
T
E
R
D
A
Z
E
L
E
Y
G
e
tt
y
I
m
a
g
e
s
58 S C I E N T I F I C A M E R I C A N M I N D A p r i l / M a y 2 0 07
This fact is true in part because we know that
an individual’s genes and environmental histo-
ry—and even his or her own behavior—mold the
brain over time. There is clear evidence that any
unique features that may exist in the brains of
teens— to the limited extent that such features
exist— are the result of social influences rather
than the cause of teen turmoil. As you will see, a
careful look at relevant data shows that the teen
brain we read about in the headlines—the imma-
ture brain that supposedly causes teen prob-
lems—is nothing less than a myth.
Cultural Considerations
The teen brain fits conveniently into a larger
myth, namely, that teens are inherently incompe-
tent and irresponsible. Psychologist G. Stanley
Hall launched this myth in 1904 with the publi-
cation of his landmark two-volume book Ado-
lescence. Hall was misled both by the turmoil of
his times and by a popular theory from biology
that later proved faulty. He witnessed an explod-
ing industrial revolution and massive immigra-
tion that put hundreds of thousands of young
people onto the streets of America’s burgeoning
cities. Hall never looked beyond those streets in
formulating his theories about teens, in part be-
cause he believed in “recapitulation”— a theory
from biology that asserted that individual devel-
opment (ontogeny) mimicked evolutionary devel-
opment (phylogeny). To Hall, adolescence was
the necessary and inevitable reenactment of a
“savage, pigmoid” stage of human evolution. By
the 1930s the recapitulation theory was com-
pletely discredited in biology, but psychologists
and the .
1 how you look in pictures tells a lot about youMy English
1. Researchers found that judges were able to identify certain personality traits like extroversion and self-esteem based solely on controlled photos of people. However, they struggled to determine most other traits from these photos.
2. When the photos showed people smiling and standing naturally, judges were highly accurate in identifying nine out of ten personality traits. The study confirms the importance of first impressions based on appearance.
3. The researchers concluded that a person's appearance, especially whether they are smiling, communicates important information about their personality and traits to others.
In 1874 Francis Galton in his book English Men of Science: Their Nature and Nurture found
Out of 180 prominent scientists firstborns were overrepresented.
The greater chance of success for firstborns was because of their
Upbringing (In line with Victorian era understanding) : eldest sons had
A greater chance of having their education paid for by their parents,
Parents gave their eldest sons more attention as well as responsibility, and
With limited financial resources, parents might care just a little bit better for their firstborns.
All the circumstances in which a child comes into the world wealth end up making a person who they are.
Whether they’re born male or female, in war or peace,
But the birth-order effect seems to particularly enthuse and preoccupy us.
Perhaps it may be a vague interplay of personality and environment, expectations and discernment.
Scientific American MIND, vol. 33.1 (January-February 2022).pdfprakashchikte7
- A new study found that suicide rates among Black children and adolescents have been increasing between 2003 and 2017, especially among Black girls whose rate of increase was more than twice that of Black boys.
- The reasons for this are unclear but may include high rates of adverse childhood experiences, experiences of racial discrimination, lack of access to mental healthcare due to stigma, and unique risks faced by Black girls including higher rates of sexual violence and the compounding effects of sexism and racism.
- More attention needs to be paid to recognizing signs of distress in Black youth, especially subtle behaviors that may indicate conditions like depression, PTSD, or ADHD rather than attributing behaviors solely to those diagnoses. Outreach specific to the needs of Black
The Child’s Psychological Use of the Parent: A Workshop James Tobin, Ph.D.
This workshop is designed for parents who would like to improve the quality of their relationship with their children. Dr. Tobin provides a roadmap for parents based on a core paradox of the human condition, i.e., the initial need to bond (to form and sustain early life) and the subsequent need to separate/individuate (in order for the child to secure a distinct personal identity unencumbered by unresolved issues with the family of origin). According to Dr. Tobin, both the parent and the developing child simultaneously press for separation/individuation and resist it. This workshop attempts to alert parents to the underlying dynamics that prolong this ambivalence and provides pragmatic suggestions for how parents can be "of use" psychologically so that their child is more successfully primed for the achievement of autonomy.
Sibling Birth Spacing Influence on Extroversion, Introversion and Aggressiven...inventionjournals
Sibling spacing refers to the birth interval between consecutive children in the family. The family is the basic unit of socialization. Family interactions and other dynamics such as birth order and sibling spacing shape the personality of children. This study investigated the relationship between sibling birth spacing and, extroversion and introversion characteristics of adolescents in Nairobi, Kenya. The study adopted mixed methods research paradigm with the correlation design. Purposive and simple random sampling techniques were used to select three schools for the study sample and participants. From each of the three schools, twenty five students were selected to make a total sample of 75 participants. The data collection instruments for the study were standardized questionnaires and observation guides. Data was collected and analyzed using Pearson correlation analysis and Analysis of Variance. The study concluded that close sibling spacing tends to produce extraverted and highly aggressive children while wide sibling spacing tends to produce introverted and less aggressive children. The study further found that the only children, ranked highest in introversion and, lowest in aggressiveness and extraversion. The study recommended that sibling spacing knowledge should be used by school career guidance masters as locally available method of predicting personality.
Cognitive Biases and Effects You Should Know AboutKevlin Henney
Cognitive biases are statistical, social, and memory errors that affect all human beings. They skew the reliability of evidence and significantly impact decision making by prioritizing information that confirms preexisting beliefs over contradictory information. Studies show people are overly optimistic and tend to overestimate their knowledge while underestimating the likelihood of being wrong. Larger portion sizes can induce people to eat more due to "unit bias," the sense that one portion is the appropriate amount. Wise crowds are characterized by diversity of opinions, independence of members, decentralization, and aggregation of information.
Cognitive Ability and Vulnerability to Fake Newshttpsgetpocke.docxpickersgillkayne
Cognitive Ability and Vulnerability to Fake News
https://getpocket.com/explore/item/cognitive-ability-and-vulnerability-to-fake-news?utm_source=pocket-newtab
Researchers identify a major risk factor for pernicious effects of misinformation.
Scientific American
· David Z. Hambrick
· Madeline Marquardt
Photo by gguy44 / Getty Images.
“Fake news” is Donald Trump’s favorite catchphrase. Since the 2016 election, it has appeared in hundreds of tweets by the President, decrying everything from accusations of sexual assault against him to the Russian collusion investigation to reports that he watches up to eight hours of television a day. Trump may just use “fake news” as a rhetorical device to discredit stories he doesn’t like, but there is evidence that real fake news is a serious problem. As one alarming example, an analysis by the internet media company Buzzfeed revealed that during the final three months of the 2016 U.S. presidential campaign, the 20 most popular false election stories generated around 1.3 million more Facebook engagements—shares, reactions, and comments—than did the 20 most popular legitimate stories. The most popular fake story was “Pope Francis Shocks World, Endorses Donald Trump for President.”
Fake news can distort people’s beliefs even after being debunked. For example, repeated over and over, a story such as the one about the Pope endorsing Trump can create a glow around a political candidate that persists long after the story is exposed as fake. A 2017 study published in the journal Intelligence suggests that some people may have an especially difficult time rejecting misinformation. Asked to rate a fictitious person on a range of character traits, people who scored low on a test of cognitive ability continued to be influenced by damaging information about the person even after they were explicitly told the information was false. The study is significant because it identifies what may be a major risk factor for vulnerability to fake news.
Ghent University researchers Jonas De keersmaecker and Arne Roets first had over 400 subjects take a personality test. They then randomly assigned each subject to one of two conditions. In the experimental condition, the subjects read a biographical description of a young woman named Nathalie. The bio explained that Nathalie, a nurse at a local hospital, “was arrested for stealing drugs from the hospital; she has been stealing drugs for 2 years and selling them on the street in order to buy designer clothes.” The subjects then rated Nathalie on traits such as trustworthiness and sincerity, after which they took a test of cognitive ability. Finally, the subjects saw a message on their computer screen explicitly stating that the information about Nathalie stealing drugs and getting arrested was not true, and then rated her again on the same traits. The control condition was identical, except that subjects were not given the paragraph with the false information and rated Nathalie only o.
IIt’s not only in newspaper headlines—it’s even on magazine .docxwilcockiris
I
It’s not only in newspaper headlines—it’s even on magazine covers.
TIME, U.S. News & World Report and even Scientific American
Mind have all run cover stories proclaiming that an incompletely
developed brain accounts for the emotional problems and irrespon-
sible behavior of teenagers. The assertion is driven by various stud-
ies of brain activity and anatomy in teens. Imaging studies some-
times show, for example, that teens and adults use their brains some-
what differently when performing certain tasks.
As a longtime researcher in psychology and a sometime teacher
of courses on research methods and statistics, I have become in-
creasingly concerned about how such studies are being interpreted.
Although imaging technology has shed interesting new light on
brain activity, it is dangerous to presume that snapshots of activity
in certain regions of the brain necessarily provide useful information
about the causes of thought, feeling and behavior.
w w w. s c i a m m i n d . c o m S C I E N T I F I C A M E R I C A N M I N D 57
MythThe of the
We blame
teen turmoil
on immature
brains. But
did the brains
cause the
turmoil, or did
the turmoil
shape the
brains?
Teen Brain
By Robert Epstein
P
E
T
E
R
D
A
Z
E
L
E
Y
G
e
tt
y
I
m
a
g
e
s
58 S C I E N T I F I C A M E R I C A N M I N D A p r i l / M a y 2 0 07
This fact is true in part because we know that
an individual’s genes and environmental histo-
ry—and even his or her own behavior—mold the
brain over time. There is clear evidence that any
unique features that may exist in the brains of
teens— to the limited extent that such features
exist— are the result of social influences rather
than the cause of teen turmoil. As you will see, a
careful look at relevant data shows that the teen
brain we read about in the headlines—the imma-
ture brain that supposedly causes teen prob-
lems—is nothing less than a myth.
Cultural Considerations
The teen brain fits conveniently into a larger
myth, namely, that teens are inherently incompe-
tent and irresponsible. Psychologist G. Stanley
Hall launched this myth in 1904 with the publi-
cation of his landmark two-volume book Ado-
lescence. Hall was misled both by the turmoil of
his times and by a popular theory from biology
that later proved faulty. He witnessed an explod-
ing industrial revolution and massive immigra-
tion that put hundreds of thousands of young
people onto the streets of America’s burgeoning
cities. Hall never looked beyond those streets in
formulating his theories about teens, in part be-
cause he believed in “recapitulation”— a theory
from biology that asserted that individual devel-
opment (ontogeny) mimicked evolutionary devel-
opment (phylogeny). To Hall, adolescence was
the necessary and inevitable reenactment of a
“savage, pigmoid” stage of human evolution. By
the 1930s the recapitulation theory was com-
pletely discredited in biology, but psychologists
and the .
1 how you look in pictures tells a lot about youMy English
1. Researchers found that judges were able to identify certain personality traits like extroversion and self-esteem based solely on controlled photos of people. However, they struggled to determine most other traits from these photos.
2. When the photos showed people smiling and standing naturally, judges were highly accurate in identifying nine out of ten personality traits. The study confirms the importance of first impressions based on appearance.
3. The researchers concluded that a person's appearance, especially whether they are smiling, communicates important information about their personality and traits to others.
In 1874 Francis Galton in his book English Men of Science: Their Nature and Nurture found
Out of 180 prominent scientists firstborns were overrepresented.
The greater chance of success for firstborns was because of their
Upbringing (In line with Victorian era understanding) : eldest sons had
A greater chance of having their education paid for by their parents,
Parents gave their eldest sons more attention as well as responsibility, and
With limited financial resources, parents might care just a little bit better for their firstborns.
All the circumstances in which a child comes into the world wealth end up making a person who they are.
Whether they’re born male or female, in war or peace,
But the birth-order effect seems to particularly enthuse and preoccupy us.
Perhaps it may be a vague interplay of personality and environment, expectations and discernment.
Scientific American MIND, vol. 33.1 (January-February 2022).pdfprakashchikte7
- A new study found that suicide rates among Black children and adolescents have been increasing between 2003 and 2017, especially among Black girls whose rate of increase was more than twice that of Black boys.
- The reasons for this are unclear but may include high rates of adverse childhood experiences, experiences of racial discrimination, lack of access to mental healthcare due to stigma, and unique risks faced by Black girls including higher rates of sexual violence and the compounding effects of sexism and racism.
- More attention needs to be paid to recognizing signs of distress in Black youth, especially subtle behaviors that may indicate conditions like depression, PTSD, or ADHD rather than attributing behaviors solely to those diagnoses. Outreach specific to the needs of Black
The Child’s Psychological Use of the Parent: A Workshop James Tobin, Ph.D.
This workshop is designed for parents who would like to improve the quality of their relationship with their children. Dr. Tobin provides a roadmap for parents based on a core paradox of the human condition, i.e., the initial need to bond (to form and sustain early life) and the subsequent need to separate/individuate (in order for the child to secure a distinct personal identity unencumbered by unresolved issues with the family of origin). According to Dr. Tobin, both the parent and the developing child simultaneously press for separation/individuation and resist it. This workshop attempts to alert parents to the underlying dynamics that prolong this ambivalence and provides pragmatic suggestions for how parents can be "of use" psychologically so that their child is more successfully primed for the achievement of autonomy.
Sibling Birth Spacing Influence on Extroversion, Introversion and Aggressiven...inventionjournals
Sibling spacing refers to the birth interval between consecutive children in the family. The family is the basic unit of socialization. Family interactions and other dynamics such as birth order and sibling spacing shape the personality of children. This study investigated the relationship between sibling birth spacing and, extroversion and introversion characteristics of adolescents in Nairobi, Kenya. The study adopted mixed methods research paradigm with the correlation design. Purposive and simple random sampling techniques were used to select three schools for the study sample and participants. From each of the three schools, twenty five students were selected to make a total sample of 75 participants. The data collection instruments for the study were standardized questionnaires and observation guides. Data was collected and analyzed using Pearson correlation analysis and Analysis of Variance. The study concluded that close sibling spacing tends to produce extraverted and highly aggressive children while wide sibling spacing tends to produce introverted and less aggressive children. The study further found that the only children, ranked highest in introversion and, lowest in aggressiveness and extraversion. The study recommended that sibling spacing knowledge should be used by school career guidance masters as locally available method of predicting personality.
Cognitive Biases and Effects You Should Know AboutKevlin Henney
Cognitive biases are statistical, social, and memory errors that affect all human beings. They skew the reliability of evidence and significantly impact decision making by prioritizing information that confirms preexisting beliefs over contradictory information. Studies show people are overly optimistic and tend to overestimate their knowledge while underestimating the likelihood of being wrong. Larger portion sizes can induce people to eat more due to "unit bias," the sense that one portion is the appropriate amount. Wise crowds are characterized by diversity of opinions, independence of members, decentralization, and aggregation of information.
Cognitive Ability and Vulnerability to Fake Newshttpsgetpocke.docxpickersgillkayne
Cognitive Ability and Vulnerability to Fake News
https://getpocket.com/explore/item/cognitive-ability-and-vulnerability-to-fake-news?utm_source=pocket-newtab
Researchers identify a major risk factor for pernicious effects of misinformation.
Scientific American
· David Z. Hambrick
· Madeline Marquardt
Photo by gguy44 / Getty Images.
“Fake news” is Donald Trump’s favorite catchphrase. Since the 2016 election, it has appeared in hundreds of tweets by the President, decrying everything from accusations of sexual assault against him to the Russian collusion investigation to reports that he watches up to eight hours of television a day. Trump may just use “fake news” as a rhetorical device to discredit stories he doesn’t like, but there is evidence that real fake news is a serious problem. As one alarming example, an analysis by the internet media company Buzzfeed revealed that during the final three months of the 2016 U.S. presidential campaign, the 20 most popular false election stories generated around 1.3 million more Facebook engagements—shares, reactions, and comments—than did the 20 most popular legitimate stories. The most popular fake story was “Pope Francis Shocks World, Endorses Donald Trump for President.”
Fake news can distort people’s beliefs even after being debunked. For example, repeated over and over, a story such as the one about the Pope endorsing Trump can create a glow around a political candidate that persists long after the story is exposed as fake. A 2017 study published in the journal Intelligence suggests that some people may have an especially difficult time rejecting misinformation. Asked to rate a fictitious person on a range of character traits, people who scored low on a test of cognitive ability continued to be influenced by damaging information about the person even after they were explicitly told the information was false. The study is significant because it identifies what may be a major risk factor for vulnerability to fake news.
Ghent University researchers Jonas De keersmaecker and Arne Roets first had over 400 subjects take a personality test. They then randomly assigned each subject to one of two conditions. In the experimental condition, the subjects read a biographical description of a young woman named Nathalie. The bio explained that Nathalie, a nurse at a local hospital, “was arrested for stealing drugs from the hospital; she has been stealing drugs for 2 years and selling them on the street in order to buy designer clothes.” The subjects then rated Nathalie on traits such as trustworthiness and sincerity, after which they took a test of cognitive ability. Finally, the subjects saw a message on their computer screen explicitly stating that the information about Nathalie stealing drugs and getting arrested was not true, and then rated her again on the same traits. The control condition was identical, except that subjects were not given the paragraph with the false information and rated Nathalie only o.
BOOK REVIEWS How to write a book review There are two .docxmoirarandell
BOOK REVIEWS: How to write a book review
There are two approaches to book reviewing:
Descriptive reviews give the essential information about a book. This is done with description and
exposition, by stating the perceived aims and purposes of the author, and by quoting striking passages
from the text.
Critical reviews describe and evaluate the book, in terms of accepted literary and historical standards,
and supports this evaluation with evidence from the text. The following pointers are meant to be
suggestions for writing a critical review.
Basic requirements
To write a critical review, the reviewer must know two things:
Knowing the work under review: This demands not only attempting to understand the author's purpose
and how the component parts of the work contribute to that purpose, but also knowledge of the
author: his/her nationality, time period, other works etc.
Requirements of the genre: This means understanding the art form and how it functions. Without such
context, the reviewer has no historical or literary standard upon which to base an evaluation.
Reviewing essentials
Description of the book. Sufficient description should be given so that the reader will have some
understanding of the author's thoughts. This account is not a summary. It can be woven into the critical
remarks.
Discuss the author. Biographical information should be relevant to the subject of the review and
enhance the reader's understanding of the work under discussion.
Appraise the book. A review must be a considered judgment that includes:
a statement of the reviewer's understanding of the author's purpose
how well the reviewer feels the author's purpose has been achieved
evidence to support the reviewer's judgement of the author' achievement.
While you read:
Read the book with care.
Highlight quotable passages.
Note your impressions as you read.
Allow time to assimilate what you read so that the book can be seen in perspective.
Keep in mind the need for a single impression which must be clear to the reader.
The review outline
A review outline gives you an over-all grasp of the organization of the review, to determine the central
point your review will make, to eliminate inessentials or irrelevancies, and to fill in gaps or omissions.
Examine the notes you have made and eliminate those with no relationship to your central
thesis.
By organizing your discussion topics into groups, aspects of the book will emerge: e.g., theme,
character, structure, etc.
Write down all the major headings of the outline and fill in the subdivisions.
All parts should support your thesis or central point.
First draft
Opening paragraphs set the tone of the paper. Possible introductions usually make a statement about
the:
Thesis
Authorial purpose
Topicality of the work or its significance
Comparison of the work to others by the same author or within the same genre.
Book Review #3- The Spirit Catches You and You Fall Down”Ch.docxmoirarandell
Book Review #3- “The Spirit Catches You and You Fall Down”
Chapters 7-12
Do you believe removing Lia from her parent's care was the right choice for her overall wellbeing? Why or why not?
How did the author find an interpreter that was successful in serving as a cultural broker between herself and the Lees?
How did Jeanine Hilt advocate for the Lee family?
Explain how Neil Ernst and the Lees may have differed culturally in their understanding of the value or perception of the Ernst's’ family vacation.
Give three reasons why many Hmong may have resisted leaving the refugee camp (Ban Vanai) in Thailand.
.
Book required Current Issues and Enduring Questions, by Sylvan Ba.docxmoirarandell
Book required: Current Issues and Enduring Questions, by Sylvan Barnet (Links to an external site.), Hugo Bedau (Links to an external site.), John O'Hara (Links to an external site.) ISBN 1319035477 which should be edition 11
REQUIREMENTS:
· Organize ideas in well-developed, coherent, and stylistically sophisticated analytical essays.
· Evaluate and improve his/her writing process by revising and editing his/her won essays
· Apply logical reasoning to identify and evaluate authors’ use of rhetorical techniques, participate in critical thinking class discussions and activities, and compose clearly organized and effectively argued written analyses of those texts.
· Identify, analyze, and question stated and unstated assumptions of texts and draw meaningful inferences about the intentions of authors in context.
· Discuss a variety of argumentative and analytical assignments and demonstrate the effective use of rhetorical strategies and an awareness of style.
· Use a variety of research skills to expand analysis of a primary source, evaluating and incorporating secondary source materials that encompass the social, historical, and critical aspects that provide context for the argument.
About Myself:
Name: James Greene
Occupation: Senior Logistic Analyst/Lead For NAVSUP Fleet Logistic Center (FLC) San Dirgo In Support of Littoral Combat Ships (LCS)
Major: AA In Business Administration this my last I need to achieve goal. Working toward a BA in Business Management from University Of Redlands.
Retired Navy Veteran retired in Jun 2010
Married all three of my children attend Southwestern
Ordain Pastor
Hobbies:
Live Concerts
Bowling
Movies
Traveling
Book required:
Current Issues and Enduring Questions, by
Sylvan Barnet
(Links to an external
site.)
,
Hugo Bedau
(Links to an external site.)
,
John O'Hara
(Links to an external
site.)
ISBN
1319035477
which should be edition 11
R
EQUIREMENTS
:
·
Organize ideas in well
-
developed, coherent, and stylistically sophisticated analytical essays.
·
Evaluate and improve his/her writing process by revising and editing his/her won essays
·
Apply logical reasoning to identify a
nd evaluate authors’ use of rhetorical techniques,
participate in critical thinking class discussions and activities, and compose clearly organized
and effectively argued written analyses of those texts.
·
Identify, analyze, and question stated and unstated
assumptions of texts and draw meaningful
inferences about the intentions of authors in context.
·
Discuss a variety of argumentative and analytical assignments and demonstrate the effective
use of rhetorical strategies and an awareness of style.
·
Use a variet
y of research skills to expand analysis of a primary source, evaluating and
incorporating secondary source materials that encompass the social, historical, and critical
aspects that provide context for the argument.
About Myself:
Name: James Greene
Occupation: Senior
Logistic Analyst/Lead .
Book Review #1- The Spirit Catches You and You Fall Down”Chapte.docxmoirarandell
Book Review #1- “The Spirit Catches You and You Fall Down”
Chapters 1-3
Explain why Foua Yang’s birthdate may have been different in various locations in the medical charts?
Describe how the history of the Hmong people as discussed in chapter two may have influenced Foua and Nao Kao’s perception of the physicians and nurses who appear to be in charge of their daughter’s care?
How do you think to have an interpreter might have improved the outcomes of Lia’s numerous emergency room visits up to this point?
Discuss the differences in conceptual frameworks that may have led Foua and Nao Kao and the caregivers at Merced County hospital to misunderstand one another during Lia’s admissions?
How may have Foua and Nao Kao experienced cultural pain during the experience of Lia’s birth in the United States?
Assignment File(s)
NM 245 Book Review assignment overview
[MSWord]
Previous
Next
.
Book reportGringo viejo- Carlos FuentesThe written book repo.docxmoirarandell
Book report
Gringo viejo- Carlos Fuentes
The written book report must include the following (5 paragraphs,3-4 pages,
in spanish
). always include a bibliography with the name of the book and the author, publisher, and copyright date.
A. introduction-
name, author of the book and brief background of the author. Also, in the introduction there should be a summary of the storys main idea{theme}, or briefly describe what the book is about
B.Body of the report
- the body of the report is made up of several paragraphs. you can start with a paragraph about the main characters, this may or may not include a physical description of the characters, but it will definitively include a description of their personalities.
c.
Figure out which type of conflict or problem exists in the story, and explain it in another paragraph.
no plagerism, double spaced, in spanish
.
Book reference Kouzes, James M. and Posner, Barry Z. The Leadership.docxmoirarandell
This document provides instructions for a personal leadership audit assignment based on Kouzes and Posner's book "The Leadership Challenge". Students are asked to complete a 2-3 page paper in APA format that answers questions about definitions of leadership, different leadership types, the five practices of exemplary leadership, characteristics of effective leaders, their own leadership style, past managers' styles, and traits of contemporary leaders.
BOOK PICTURE I POSTED TOO. Go to the the textbook, study chapt.docxmoirarandell
BOOK PICTURE I POSTED TOO.
Go to the the textbook, study
chapter 8
on the media, and discuss these issues:
1.Planned obsolescence: provide
Examples
that should not be in the book but from your own life experience)
Fig. 8.7 in the textbook: Violence in the media, and video games.
Examples
should from your own life experience,
Media globalization: Examples. Is it good or bad for the cultural values of the countries involved?
China and the Internet censorship: Why China is doing what it is doing?
.
Book ListBecker, Ernest The Denial of D.docxmoirarandell
Book List
Becker, Ernest The Denial of Death
Castaneda, Carlos The Journey to Ixlan
Castaneda, Carlos The Active Side of Infinity
Jung, C.G. Modern Man in Search of a Soul
Moore, Thomas Care of the Soul
May, Rollo The Cry for Myth
Peck, M. Scott The Road Less Traveled
Keen, Sam Inward Bound
Huxley, Adlous The Doors of Perception
Jaynes, Julian The Origin of Consciousness in the
Breakdown of the Bicameral Mind
Storr & Stevens Freud & Jung
Singer, June Boundaries of the Soul
Esters, Clarissa Pinkola Women Who Run With the Wolves
Grof, Stanislav Spiritual Emergency
Jung, C.G. Memories, Dreams, Reflections
Hillman, James We’ve Had a Hundred Years of Psychotherapy
And the World’s Getting Worse
Hesse, Herman Steppenwolf
Chodron, Pema The Places that Scare You
Grof, Christina & Stan The Stormy Search for the Self
Jung, C.G. Flying Saucers
Jung, C.G. Psychology and the Occult
Freud, Sigmund Civilization and its Discontents
M. Scott Peck People of the Lie
Baumeister, Roy Evil: Inside Human Violence and Cruelty
Frankl, Viktor Man’s Search for Meaning
Storr, Anthony The Essential Jung
Strassman, Rick DMT: The Spirit Molecule
Watson, John B. Behaviorism
Freud, Sigmund The Interpretation of Dreams
Stevens, Jay Storming Heaven: LSD and the American
Dream
Fromm, Erich Escape from Freedom
Jung, Carl Answer to Job
Kubler-Ross, Elizabeth Death and Dying
Skinner, B.F. Beyond Freedom and Dignity
Amundsen, Christan Insights From the Secret Teachings of Jesus
Ruiz, Don Miguel The Four Agreements
Moody, Raymond Life After Life
Jonas, Hans The Gnostic Religion
Ellis, Albert
The Myth of Self-Esteem: How
Rational Emotive Behavior Therapy Can
Change Your Life Forever.
May, Rollo The Discovery of Being: Writings
.
This very short document contains a brief mention of a book list and random number table but provides no further details about either. It gives only a high-level indication of two items without any contextual or explanatory information.
Book is Media Literacy. Eighth EditionW.JamesPotte.docxmoirarandell
Book is
Media Literacy. Eighth Edition
W.
James
Potter
University
of
California,
Santa
Barbara
Respond to the following in a minimum of 175 words:
Describe the process of creating meaning.
Provide an example of how you might assign meaning to a media message you have encountered.
.
Book Forensic and Investigative AccountingPlease answer t.docxmoirarandell
Book: Forensic and Investigative Accounting
Please answer the questions listed below and submit in a word document.
Exercise 41.
What are Howard M. Schilit’s seven financial shenanigans?
Exercise 71.
Go to the FBI internet site or search other sources and prepare a report as to the fraudulent activities in these companies. How did the people pull off the fraud?
a.
Quest Communication.
b.
AmeriFunding.
.
Book Criminoloy Second EditionRead Chapter 6. Please submit .docxmoirarandell
Book "Criminoloy Second Edition
"
Read Chapter 6. Please submit your responses to the following questions via the drop box:
1. What is
social disorganization
? How does it contribute to crime? What were Shaw and McKay's findings with regards to the
Concentric Zone
model?
2. Define
anomie. How does this "cause" crime.
3. Briefly explain Robert K. Merton's
Mean/Ends Theory (Modes of Adaptation).
4. According to Robert Agnew, what are the 3 major types of
negative relationships
which cause
strain
?
5. What would
Albert Cohen
say caused crime? What are
middle-class measuring rods
?
6. How do
Sykes and Matza
differ from Cohen in their belief of crime causation?
7. Briefly explain the
violent subculture theory
of Marvin Wolfgang.
.
Book Discussion #2 Ideas(may select 1 or more to respond to).docxmoirarandell
Book Discussion #2 Ideas
(may select 1 or more to respond to) submit to Discussion Drop Box by 3/1 at 11:59 pm
:
1. Write on contrasting Kant's approach to ethics with consequentialism. Which do you think is better, and why?
2. Explain Kant's principle of universalizability and the principle of humanity. Do they ever give conflicting advice? If so, which do you think is a better guide to our moral obligations?
3. Kant claims that humans have a special kind of value not possessed by anything else on earth. How does he justify this claim? What are the implications of this view regarding the moral status of non-human animals? Do you find this view plausible?
4. What gives actions
moral worth
, according to Kant? Compare Kant's view on this subject with the view of the utilitarian. Which view do you think is preferable, and why?
See RUBRIC and Example tabs (Maximum 30% similarity). Submit in Discussion Drop Box. No late assignments.
.
BOOK 1984 MiniProject What makes a human beingOne .docxmoirarandell
BOOK 1984
MiniProject: What makes a human being?
One of the themes of 1984 is human dignity. In Part Two, Winston’s dreams and memories of his
mother lead him to an appreciation of the proles and to the realization that “the proles had stayed
human” (165). In Part Three, O’Brien refers to Winston as “the last man...the guardian of the
human spirit” (270).
Step 1: Write to analyze and explain your perspective on what it means to be human. Your writing
should be 1-2 pages typed and printed. Think about all of the qualities that make a person
“human” according to Winston—qualities that Winston says the Party has taken away and that
Winston has had to “relearn by conscious effort” (165). Consider those qualities in your analysis
and emphasize and/or add the qualities that you feel are most important to being human. Be sure
to reflect the importance of each of the qualities both within the novel as well as importance to the
human experience.
Step 2: Choose from the options below or create your own (must be approved) to present/
illustrate your analysis:
2. Create a “recipe” that contains all of the essential “ingredients” that make up a human being.
3. Write your own lyrics to a song that explains what it means to be human.
4. Reflect key events from Winston or Julia’s point of view (ex. diary, social media account, video).
5. Make a written, audio, video, visual recording of Winston’s diary throughout the novel.
6. Create an interview with one of the characters (ex. News broadcast, talk show).
10. Create your own original ending for the novel.
Conflict Resolution Strategies
Outline
Conflict Resolution Strategies – FH (Cultural Clashes in Workplace)
I. Understanding the conflict
· Identify contributing factors to conflicts in work environment.
· Identify the parties involved in the conflict.
· Approach towards achieving resolution.
II. Goals
· The short-term goal of conflict resolution.
· The long-term goals of conflict resolution.
III. The actual practice of conflict
· Theoretical information which is the description of conflict resolutions that is to be used.
· Inventive practices that show why this initiative is unique in resolving conflict.
· The step by step instructions of resolving conflict in the workplace.
IV. Conclusion
· The guidebook towards achieving conflict resolution.
· Resources necessary for establishing better conflict resolution.
· Contact information for conflict management groups.
GYPSYLOXX™ Conflict resolution Training ManualWelcome to the GLX Team
The GLX mission is to start a movement to inspire the youth to become their own person; to create a distinctive look that is modern, upscale and versatile; as well as doing our best to assure ultimate Customer satisfaction. As a member of the GLX team, you are responsible for creating a friendly work environment by exhibiting the positive traits listed in this manual.
We were very impressed with your experience and/or skill set and we think you w.
Bonds are a vital source of financing to governments and corpora.docxmoirarandell
Bonds are a vital source of financing to governments and corporations of all types. In this discussion forum, you will have the opportunity to discuss possible sources of risks from the investors’ perspective.
For your initial post, assess what you think are the top three biggest risks for investors associated in bond investments, and explain why. Support your claims with references to at least one recent relevant news article from a credible financial media source (i.e., Bloomberg Business Week, Wall Street Journal, Yahoo Finance, etc.)
.
Bond Company adopted the dollar-value LIFO inventory method on Janua.docxmoirarandell
Bond Company adopted the dollar-value LIFO inventory method on January 1, 2013. In applying the LIFO method, Bond uses internal cost indexes and the multiple-pools approach. The following data were available for Inventory Pool No. 3 for the two years following the adoption of LIFO:
Ending Inventory
At Current
At Base
Year
Cost
Year Cost
Cost index
1/1/13
$305,000
$305,000
1.00
12/31/13
334,360
321,500
1.04
12/31/14
441,440
356,000
1.24
Under the dollar-value LIFO method the inventory at December 31, 2014, should be
.
Boley A Negro Town in the American West (1908) The commu.docxmoirarandell
Boley: A Negro Town in the American West (1908)
The community of Boley, in the Creek Nation of Indian Territory, or what is now Oklahoma,
was one of thirty black towns founded in the West after the Civil War and settled by immigrants
from the South and Middle West. Blacks first arrived in Oklahoma as the slaves of Cherokees
and Creeks. The Indians had been displaced from the Carolinas and Georgia during the 1830s
and forced to relocate by foot along the "Trail of Tears" to new lands in Oklahoma. In 1908, a
year after Oklahoma was granted statehood, Booker T. Washington described the town's
development.
The large proportions of the northward and westward movement of the negro population recall
the Kansas exodus of thirty years ago, when within a few months more than forty thousand
helpless and destitute negroes from the country districts of Arkansas and Mississippi poured into
eastern Kansas in search of "better homes, larger opportunities, and kindlier treatment."
It is a striking evidence of the progress made in thirty years that the present northward and
westward movement of the negro people has brought into these new lands, not a helpless and
ignorant horde of black people--but land-seekers and home-builders, men who have come
prepared to build up the country. In the thirty years since the Kansas exodus the southern negroes
have learned to build schools, to establish banks and conduct newspapers. They have recovered
something of the knack for trade that their foreparents in Africa were famous for. They have
learned through their churches and their secret orders the art of corporate and united action. This
experience has enabled them to set up and maintain in a raw western community, numbering
2,500, an orderly and self-respecting government.
In the fall of 1905 I spent a week in the Territories of Oklahoma and Indian Territory. During the
course of my visit I had an opportunity for the first time to see the three races--the negro, the
Indian, and the white man--living side by side, each in sufficient numbers to make their influence
felt in the communities of which they were a part, and in the Territory as a whole. . . .
One cannot escape the impression, in traveling through Indian Territory, that the Indians, who
own practically all the lands, and until recently had the local government largely in their own
hands, are to a very large extent regarded by the white settlers, who are rapidly filling up the
country, as almost a negligible quantity. To such an extent is this true that the Constitution of
Oklahoma, as I understand it, takes no account of the Indians in drawing its distinctions among
the races. For the Constitution there exist only the negro and the white man. The reason seems to
be that the Indians have either receded--"gone back," as the saying in that region is on the
advance of the white race, or they have intermarried with and become absorbed with it. Indeed,
so rapidly has this interma.
BoF Professional Member Exclusive articles & analysis availa.docxmoirarandell
BoF Professional Member Exclusive: articles & analysis available only to you. View the archive.
lg Professional !
CEO TALK
Burberry Stops Destroying Product and Bans Real Fur
A PR backlash enveloped Burberry following the revelation that it destroyed £28.6 million worth of unsold product last year. Now, the company is ending the practice and banning animal fur. In a global exclusive interview, BoF's
Imran Amed sits down with Burberry CEO Marco Gobbetti to decode the thinking behind the move.
BY IMRAN AMED
SEPTEMBER 6, 2018 05:28
ACTION REQUIRED: You are currently missing out on important BoF Professional membership beneNts. Click here to rectify.
LONDON, United Kingdom — Burberry is stopping its longstanding practice of destroying unsold product after a firestorm of negative press and social media posts in July. That month, it emerged that the British brand had destroyed £28.6 million ($36.8 million) worth of product — including clothing, accessories
and perfume — in fiscal 2017/2018. The company has destroyed £105 million ($135 million) of unsold product in the last five years, a practice it has previously disclosed in its annual reports.
Alongside the shift, Burberry is also banning the use of animal fur — including rabbit, fox, mink and Asiatic raccoon, as well as angora — in its runway collections, beginning with new chief creative officer Riccardo Tisci’s highly anticipated debut collection set to be unveiled on September 17 at London Fashion Week.
Existing fur products will be phased out over time, however the brand will continue to sell products made with shearling.
“Modern luxury means being socially and environmentally responsible. This belief is core to us at Burberry and key to our long-term success,” said chief executive Marco Gobbetti in a statement.
But clearly, the negative publicity was a wake-up call for the British luxury behemoth. “We are in the midst of an environmental crisis exacerbated by the fashion industry,” read an open letter to Burberry from second-hand retailer ThredUp, which captured the sentiment of the backlash. “Fashion is now responsible
for 10 percent of global carbon emissions and is projected to drain a quarter of the world’s carbon budget by 2050. We respect the desire to protect your brand image but discounting your product shouldn’t be scarier than setting it on fire.”
Burberry is not the only fashion or luxury brand to have destroyed product. Last November, H&M was reported to have burned unsold products. According to the New York Times, Nike slashes its unsold sneakers. And, Richemont has reportedly destroyed more than £400 million worth of watches from high-end
brands including Cartier and Jaeger-LeCoultre.
Indeed, it is one of the industry’s dirty secrets that brands regularly destroy product to protect their intellectual property from counterfeiters and to limit the diminished brand perception that comes with disposing of excess stock through heavy discounting.
Burberry says its new.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
BOOK REVIEWS How to write a book review There are two .docxmoirarandell
BOOK REVIEWS: How to write a book review
There are two approaches to book reviewing:
Descriptive reviews give the essential information about a book. This is done with description and
exposition, by stating the perceived aims and purposes of the author, and by quoting striking passages
from the text.
Critical reviews describe and evaluate the book, in terms of accepted literary and historical standards,
and supports this evaluation with evidence from the text. The following pointers are meant to be
suggestions for writing a critical review.
Basic requirements
To write a critical review, the reviewer must know two things:
Knowing the work under review: This demands not only attempting to understand the author's purpose
and how the component parts of the work contribute to that purpose, but also knowledge of the
author: his/her nationality, time period, other works etc.
Requirements of the genre: This means understanding the art form and how it functions. Without such
context, the reviewer has no historical or literary standard upon which to base an evaluation.
Reviewing essentials
Description of the book. Sufficient description should be given so that the reader will have some
understanding of the author's thoughts. This account is not a summary. It can be woven into the critical
remarks.
Discuss the author. Biographical information should be relevant to the subject of the review and
enhance the reader's understanding of the work under discussion.
Appraise the book. A review must be a considered judgment that includes:
a statement of the reviewer's understanding of the author's purpose
how well the reviewer feels the author's purpose has been achieved
evidence to support the reviewer's judgement of the author' achievement.
While you read:
Read the book with care.
Highlight quotable passages.
Note your impressions as you read.
Allow time to assimilate what you read so that the book can be seen in perspective.
Keep in mind the need for a single impression which must be clear to the reader.
The review outline
A review outline gives you an over-all grasp of the organization of the review, to determine the central
point your review will make, to eliminate inessentials or irrelevancies, and to fill in gaps or omissions.
Examine the notes you have made and eliminate those with no relationship to your central
thesis.
By organizing your discussion topics into groups, aspects of the book will emerge: e.g., theme,
character, structure, etc.
Write down all the major headings of the outline and fill in the subdivisions.
All parts should support your thesis or central point.
First draft
Opening paragraphs set the tone of the paper. Possible introductions usually make a statement about
the:
Thesis
Authorial purpose
Topicality of the work or its significance
Comparison of the work to others by the same author or within the same genre.
Book Review #3- The Spirit Catches You and You Fall Down”Ch.docxmoirarandell
Book Review #3- “The Spirit Catches You and You Fall Down”
Chapters 7-12
Do you believe removing Lia from her parent's care was the right choice for her overall wellbeing? Why or why not?
How did the author find an interpreter that was successful in serving as a cultural broker between herself and the Lees?
How did Jeanine Hilt advocate for the Lee family?
Explain how Neil Ernst and the Lees may have differed culturally in their understanding of the value or perception of the Ernst's’ family vacation.
Give three reasons why many Hmong may have resisted leaving the refugee camp (Ban Vanai) in Thailand.
.
Book required Current Issues and Enduring Questions, by Sylvan Ba.docxmoirarandell
Book required: Current Issues and Enduring Questions, by Sylvan Barnet (Links to an external site.), Hugo Bedau (Links to an external site.), John O'Hara (Links to an external site.) ISBN 1319035477 which should be edition 11
REQUIREMENTS:
· Organize ideas in well-developed, coherent, and stylistically sophisticated analytical essays.
· Evaluate and improve his/her writing process by revising and editing his/her won essays
· Apply logical reasoning to identify and evaluate authors’ use of rhetorical techniques, participate in critical thinking class discussions and activities, and compose clearly organized and effectively argued written analyses of those texts.
· Identify, analyze, and question stated and unstated assumptions of texts and draw meaningful inferences about the intentions of authors in context.
· Discuss a variety of argumentative and analytical assignments and demonstrate the effective use of rhetorical strategies and an awareness of style.
· Use a variety of research skills to expand analysis of a primary source, evaluating and incorporating secondary source materials that encompass the social, historical, and critical aspects that provide context for the argument.
About Myself:
Name: James Greene
Occupation: Senior Logistic Analyst/Lead For NAVSUP Fleet Logistic Center (FLC) San Dirgo In Support of Littoral Combat Ships (LCS)
Major: AA In Business Administration this my last I need to achieve goal. Working toward a BA in Business Management from University Of Redlands.
Retired Navy Veteran retired in Jun 2010
Married all three of my children attend Southwestern
Ordain Pastor
Hobbies:
Live Concerts
Bowling
Movies
Traveling
Book required:
Current Issues and Enduring Questions, by
Sylvan Barnet
(Links to an external
site.)
,
Hugo Bedau
(Links to an external site.)
,
John O'Hara
(Links to an external
site.)
ISBN
1319035477
which should be edition 11
R
EQUIREMENTS
:
·
Organize ideas in well
-
developed, coherent, and stylistically sophisticated analytical essays.
·
Evaluate and improve his/her writing process by revising and editing his/her won essays
·
Apply logical reasoning to identify a
nd evaluate authors’ use of rhetorical techniques,
participate in critical thinking class discussions and activities, and compose clearly organized
and effectively argued written analyses of those texts.
·
Identify, analyze, and question stated and unstated
assumptions of texts and draw meaningful
inferences about the intentions of authors in context.
·
Discuss a variety of argumentative and analytical assignments and demonstrate the effective
use of rhetorical strategies and an awareness of style.
·
Use a variet
y of research skills to expand analysis of a primary source, evaluating and
incorporating secondary source materials that encompass the social, historical, and critical
aspects that provide context for the argument.
About Myself:
Name: James Greene
Occupation: Senior
Logistic Analyst/Lead .
Book Review #1- The Spirit Catches You and You Fall Down”Chapte.docxmoirarandell
Book Review #1- “The Spirit Catches You and You Fall Down”
Chapters 1-3
Explain why Foua Yang’s birthdate may have been different in various locations in the medical charts?
Describe how the history of the Hmong people as discussed in chapter two may have influenced Foua and Nao Kao’s perception of the physicians and nurses who appear to be in charge of their daughter’s care?
How do you think to have an interpreter might have improved the outcomes of Lia’s numerous emergency room visits up to this point?
Discuss the differences in conceptual frameworks that may have led Foua and Nao Kao and the caregivers at Merced County hospital to misunderstand one another during Lia’s admissions?
How may have Foua and Nao Kao experienced cultural pain during the experience of Lia’s birth in the United States?
Assignment File(s)
NM 245 Book Review assignment overview
[MSWord]
Previous
Next
.
Book reportGringo viejo- Carlos FuentesThe written book repo.docxmoirarandell
Book report
Gringo viejo- Carlos Fuentes
The written book report must include the following (5 paragraphs,3-4 pages,
in spanish
). always include a bibliography with the name of the book and the author, publisher, and copyright date.
A. introduction-
name, author of the book and brief background of the author. Also, in the introduction there should be a summary of the storys main idea{theme}, or briefly describe what the book is about
B.Body of the report
- the body of the report is made up of several paragraphs. you can start with a paragraph about the main characters, this may or may not include a physical description of the characters, but it will definitively include a description of their personalities.
c.
Figure out which type of conflict or problem exists in the story, and explain it in another paragraph.
no plagerism, double spaced, in spanish
.
Book reference Kouzes, James M. and Posner, Barry Z. The Leadership.docxmoirarandell
This document provides instructions for a personal leadership audit assignment based on Kouzes and Posner's book "The Leadership Challenge". Students are asked to complete a 2-3 page paper in APA format that answers questions about definitions of leadership, different leadership types, the five practices of exemplary leadership, characteristics of effective leaders, their own leadership style, past managers' styles, and traits of contemporary leaders.
BOOK PICTURE I POSTED TOO. Go to the the textbook, study chapt.docxmoirarandell
BOOK PICTURE I POSTED TOO.
Go to the the textbook, study
chapter 8
on the media, and discuss these issues:
1.Planned obsolescence: provide
Examples
that should not be in the book but from your own life experience)
Fig. 8.7 in the textbook: Violence in the media, and video games.
Examples
should from your own life experience,
Media globalization: Examples. Is it good or bad for the cultural values of the countries involved?
China and the Internet censorship: Why China is doing what it is doing?
.
Book ListBecker, Ernest The Denial of D.docxmoirarandell
Book List
Becker, Ernest The Denial of Death
Castaneda, Carlos The Journey to Ixlan
Castaneda, Carlos The Active Side of Infinity
Jung, C.G. Modern Man in Search of a Soul
Moore, Thomas Care of the Soul
May, Rollo The Cry for Myth
Peck, M. Scott The Road Less Traveled
Keen, Sam Inward Bound
Huxley, Adlous The Doors of Perception
Jaynes, Julian The Origin of Consciousness in the
Breakdown of the Bicameral Mind
Storr & Stevens Freud & Jung
Singer, June Boundaries of the Soul
Esters, Clarissa Pinkola Women Who Run With the Wolves
Grof, Stanislav Spiritual Emergency
Jung, C.G. Memories, Dreams, Reflections
Hillman, James We’ve Had a Hundred Years of Psychotherapy
And the World’s Getting Worse
Hesse, Herman Steppenwolf
Chodron, Pema The Places that Scare You
Grof, Christina & Stan The Stormy Search for the Self
Jung, C.G. Flying Saucers
Jung, C.G. Psychology and the Occult
Freud, Sigmund Civilization and its Discontents
M. Scott Peck People of the Lie
Baumeister, Roy Evil: Inside Human Violence and Cruelty
Frankl, Viktor Man’s Search for Meaning
Storr, Anthony The Essential Jung
Strassman, Rick DMT: The Spirit Molecule
Watson, John B. Behaviorism
Freud, Sigmund The Interpretation of Dreams
Stevens, Jay Storming Heaven: LSD and the American
Dream
Fromm, Erich Escape from Freedom
Jung, Carl Answer to Job
Kubler-Ross, Elizabeth Death and Dying
Skinner, B.F. Beyond Freedom and Dignity
Amundsen, Christan Insights From the Secret Teachings of Jesus
Ruiz, Don Miguel The Four Agreements
Moody, Raymond Life After Life
Jonas, Hans The Gnostic Religion
Ellis, Albert
The Myth of Self-Esteem: How
Rational Emotive Behavior Therapy Can
Change Your Life Forever.
May, Rollo The Discovery of Being: Writings
.
This very short document contains a brief mention of a book list and random number table but provides no further details about either. It gives only a high-level indication of two items without any contextual or explanatory information.
Book is Media Literacy. Eighth EditionW.JamesPotte.docxmoirarandell
Book is
Media Literacy. Eighth Edition
W.
James
Potter
University
of
California,
Santa
Barbara
Respond to the following in a minimum of 175 words:
Describe the process of creating meaning.
Provide an example of how you might assign meaning to a media message you have encountered.
.
Book Forensic and Investigative AccountingPlease answer t.docxmoirarandell
Book: Forensic and Investigative Accounting
Please answer the questions listed below and submit in a word document.
Exercise 41.
What are Howard M. Schilit’s seven financial shenanigans?
Exercise 71.
Go to the FBI internet site or search other sources and prepare a report as to the fraudulent activities in these companies. How did the people pull off the fraud?
a.
Quest Communication.
b.
AmeriFunding.
.
Book Criminoloy Second EditionRead Chapter 6. Please submit .docxmoirarandell
Book "Criminoloy Second Edition
"
Read Chapter 6. Please submit your responses to the following questions via the drop box:
1. What is
social disorganization
? How does it contribute to crime? What were Shaw and McKay's findings with regards to the
Concentric Zone
model?
2. Define
anomie. How does this "cause" crime.
3. Briefly explain Robert K. Merton's
Mean/Ends Theory (Modes of Adaptation).
4. According to Robert Agnew, what are the 3 major types of
negative relationships
which cause
strain
?
5. What would
Albert Cohen
say caused crime? What are
middle-class measuring rods
?
6. How do
Sykes and Matza
differ from Cohen in their belief of crime causation?
7. Briefly explain the
violent subculture theory
of Marvin Wolfgang.
.
Book Discussion #2 Ideas(may select 1 or more to respond to).docxmoirarandell
Book Discussion #2 Ideas
(may select 1 or more to respond to) submit to Discussion Drop Box by 3/1 at 11:59 pm
:
1. Write on contrasting Kant's approach to ethics with consequentialism. Which do you think is better, and why?
2. Explain Kant's principle of universalizability and the principle of humanity. Do they ever give conflicting advice? If so, which do you think is a better guide to our moral obligations?
3. Kant claims that humans have a special kind of value not possessed by anything else on earth. How does he justify this claim? What are the implications of this view regarding the moral status of non-human animals? Do you find this view plausible?
4. What gives actions
moral worth
, according to Kant? Compare Kant's view on this subject with the view of the utilitarian. Which view do you think is preferable, and why?
See RUBRIC and Example tabs (Maximum 30% similarity). Submit in Discussion Drop Box. No late assignments.
.
BOOK 1984 MiniProject What makes a human beingOne .docxmoirarandell
BOOK 1984
MiniProject: What makes a human being?
One of the themes of 1984 is human dignity. In Part Two, Winston’s dreams and memories of his
mother lead him to an appreciation of the proles and to the realization that “the proles had stayed
human” (165). In Part Three, O’Brien refers to Winston as “the last man...the guardian of the
human spirit” (270).
Step 1: Write to analyze and explain your perspective on what it means to be human. Your writing
should be 1-2 pages typed and printed. Think about all of the qualities that make a person
“human” according to Winston—qualities that Winston says the Party has taken away and that
Winston has had to “relearn by conscious effort” (165). Consider those qualities in your analysis
and emphasize and/or add the qualities that you feel are most important to being human. Be sure
to reflect the importance of each of the qualities both within the novel as well as importance to the
human experience.
Step 2: Choose from the options below or create your own (must be approved) to present/
illustrate your analysis:
2. Create a “recipe” that contains all of the essential “ingredients” that make up a human being.
3. Write your own lyrics to a song that explains what it means to be human.
4. Reflect key events from Winston or Julia’s point of view (ex. diary, social media account, video).
5. Make a written, audio, video, visual recording of Winston’s diary throughout the novel.
6. Create an interview with one of the characters (ex. News broadcast, talk show).
10. Create your own original ending for the novel.
Conflict Resolution Strategies
Outline
Conflict Resolution Strategies – FH (Cultural Clashes in Workplace)
I. Understanding the conflict
· Identify contributing factors to conflicts in work environment.
· Identify the parties involved in the conflict.
· Approach towards achieving resolution.
II. Goals
· The short-term goal of conflict resolution.
· The long-term goals of conflict resolution.
III. The actual practice of conflict
· Theoretical information which is the description of conflict resolutions that is to be used.
· Inventive practices that show why this initiative is unique in resolving conflict.
· The step by step instructions of resolving conflict in the workplace.
IV. Conclusion
· The guidebook towards achieving conflict resolution.
· Resources necessary for establishing better conflict resolution.
· Contact information for conflict management groups.
GYPSYLOXX™ Conflict resolution Training ManualWelcome to the GLX Team
The GLX mission is to start a movement to inspire the youth to become their own person; to create a distinctive look that is modern, upscale and versatile; as well as doing our best to assure ultimate Customer satisfaction. As a member of the GLX team, you are responsible for creating a friendly work environment by exhibiting the positive traits listed in this manual.
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from the South and Middle West. Blacks first arrived in Oklahoma as the slaves of Cherokees
and Creeks. The Indians had been displaced from the Carolinas and Georgia during the 1830s
and forced to relocate by foot along the "Trail of Tears" to new lands in Oklahoma. In 1908, a
year after Oklahoma was granted statehood, Booker T. Washington described the town's
development.
The large proportions of the northward and westward movement of the negro population recall
the Kansas exodus of thirty years ago, when within a few months more than forty thousand
helpless and destitute negroes from the country districts of Arkansas and Mississippi poured into
eastern Kansas in search of "better homes, larger opportunities, and kindlier treatment."
It is a striking evidence of the progress made in thirty years that the present northward and
westward movement of the negro people has brought into these new lands, not a helpless and
ignorant horde of black people--but land-seekers and home-builders, men who have come
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something of the knack for trade that their foreparents in Africa were famous for. They have
learned through their churches and their secret orders the art of corporate and united action. This
experience has enabled them to set up and maintain in a raw western community, numbering
2,500, an orderly and self-respecting government.
In the fall of 1905 I spent a week in the Territories of Oklahoma and Indian Territory. During the
course of my visit I had an opportunity for the first time to see the three races--the negro, the
Indian, and the white man--living side by side, each in sufficient numbers to make their influence
felt in the communities of which they were a part, and in the Territory as a whole. . . .
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country, as almost a negligible quantity. To such an extent is this true that the Constitution of
Oklahoma, as I understand it, takes no account of the Indians in drawing its distinctions among
the races. For the Constitution there exist only the negro and the white man. The reason seems to
be that the Indians have either receded--"gone back," as the saying in that region is on the
advance of the white race, or they have intermarried with and become absorbed with it. Indeed,
so rapidly has this interma.
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Burberry Stops Destroying Product and Bans Real Fur
A PR backlash enveloped Burberry following the revelation that it destroyed £28.6 million worth of unsold product last year. Now, the company is ending the practice and banning animal fur. In a global exclusive interview, BoF's
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LONDON, United Kingdom — Burberry is stopping its longstanding practice of destroying unsold product after a firestorm of negative press and social media posts in July. That month, it emerged that the British brand had destroyed £28.6 million ($36.8 million) worth of product — including clothing, accessories
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Birth order may not shape personality after all Guarino, .docx
1. Birth order may not shape personality after all
Guarino, Ben . The Washington Post (Online) , Washington,
D.C.: WP Company LLC d/b/a The
Washington Post. Mar 14, 2019.
ProQuest document link
FULL TEXT
Birth order, according to conventional wisdom, molds
personality: Firstborn children, secure with their place in the
family and expected to be the mature ones, grow up to be
intellectual, responsible and conformist. Younger
siblings work harder to get their parents' attention, take more
risks and become creative rebels.
That's the central idea in psychologist Frank J. Sulloway's
"Born to Rebel," an influential book on birth order that
burst, like a water balloon lobbed by an attention-seeking third-
born, onto the pop psychology scene two decades
ago. Sulloway's account of the nuclear family claimed that
firstborn children command their parents' attention and
resources, so later-borns must struggle to carve out their niche.
2. Sibling behaviors then crystallize into adult
personalities.
"I thought —and I still think —it's very plausible and intuitive,"
said Ralph Hertwig, a psychologist at the Max Planck
Institute for Human Development in Berlin, who published a
study on unequal parental investment with Sulloway in
2002.
The trouble is the growing pile of evidence, Hertwig's included,
that's tilted against it.
Birth order does not appear to influence personality in adults,
according to several ambitious studies published in
the past few years. This new wave of research relied on larger
data sets and more robust statistical methods than
earlier reports that claimed to find a relationship between birth
order and personality. Hertwig, for his part,
predicted he would find evidence that later-borns are daredevils
when he embarked on a recent study of risky
behaviors. He did not.
"Our results indicate that birth order does not influence the
propensity to take risks in adults," Hertwig's
collaborator Tomás Lejarraga, director of the Decision Science
Laboratory at Spain's University of the Balearic
Islands, said of their study on birth order published this week in
3. the Proceedings of the National Academy of
Sciences. "There seems to be a growing consensus that birth
order does not influence personality in a way that
can be measured in adulthood."
The latest study had three prongs: biographical data of explorers
and revolutionaries; a survey of 11,000 German
households; and an elaborate assessment, called the Basel-
Berlin Risk Study, which measured risky behavior of
1,500 people through interviews and experiments.
The Basel-Berlin Risk Study, a day's worth of about 40
psychological tests, "is one of the most exhaustive attempts
to measure risk preference," Lejarraga said. Researchers asked
participants about driving too fast, unprotected sex
and other dicey behaviors. The participants also performed
simple experiments. Hertwig gave the example of a
game in which subjects had two options: receiving $10 (the safe
choice) or gambling on a 10 percent chance to
win $100.
"None of these behavioral measures showed any credible
relationship between being a later-born and taking more
risks," the study authors wrote. The household survey didn't
find a relationship between self-reports of riskiness
and birth order. Neither did examining the birth orders of
4. almost 200 people who made the "risky life decision" to
become revolutionaries or explorers, such as mountaineer
Edmund Hillary, guerrilla fighter Che Guevara and
socialist activist Rosa Luxemburg.
"This paper is very clear and it convincingly shows that there
are no birth order effects on risk-taking," said Stefan
PDF GENERATED BY SEARCH.PROQUEST.COM Page 1 of 4
Schmukle, a psychologist at University of Leipzig in Germany
who was not involved with this study.
Schmukle and his colleagues, in a study published in 2015,
assessed birth order for about 20,000 people in the
United States, Germany and Great Britain. The team found that
birth order did not alter any of five broad
personality traits. Those traits, what psychologists call the "Big
Five," were openness, conscientiousness,
extroversion, agreeableness and neuroticism. A follow-up study
on more specific characteristics, published by
Schmukle two years later, did not find any effect of birth order,
either.
Rodica Damian, a social psychologist at the University of
Houston, studied more than 370,000 high school
students and also concluded, in 2015, that birth order does not
5. influence the Big Five. This sample size, Damian
said, was "larger than all of the previous samples from the past
hundred years put together."
The studies by Schmukle and Damian found evidence that birth
order does slightly influence intelligence.
Firstborns, on average, had an advantage of an IQ point or two.
Other birth order studies have found this, too. One
hypothesis suggests that parents provide more mental
stimulation to firstborns, especially before the parents'
energy and attention are divided among their other children.
It may seem strange that effects of experiences in very early
childhood persist into adulthood. But well-designed,
long-term studies such as the Abecedarian Project, which began
in the 1970s, show the importance of enriched
experience. Compared with a control group, infants and toddlers
in the Abecedarian Project, who received high-
quality child care and played educational games, performed
better on reading and math tests in their 20s and were
more likely to go to college.
But before all you firstborns lord your enhanced brains over
your siblings, beware: The typical intelligence bonus
from birth order is so small that "at an individual level it'll
never make a difference in your life," Damian said.
6. One reason it has taken so long to challenge the idea that birth
order influences personality is that, before 2011,
social scientists struggled to publish "null effects," Damian
said. Null effects are results that show no statistically
significant relationships among variables in a study. The social
science community began to embrace null effects,
she said, after it repeatedly failed to reproduce the results of
classic experiments. There is "an increasing interest
in good quality methods and increasing tolerance for people
saying no," Damian said. With that came studies like
Damian's, Schmukle's and this week's report. These, she said,
represent the standard against which birth order
effects should be judged.
Sulloway, a psychologist at the University of California at
Berkeley, disputed the relevance of the biographical
examples in the newest study. He made a distinction, not made
by the study authors, between "technical" and
"radical" revolutionaries. Technical revolutions are a firstborn's
game, he said, thanks in part to a "slight advantage
in IQ." Sulloway gave the example of Isaac Newton's and Albert
Einstein's work in physics. Later-born radical
revolutionaries, such as evolutionary theorist Charles Darwin or
astronomer Nicolaus Copernicus, offer ideas so
unorthodox they could upset social norms, he said.
7. Later-borns also take risks in sports as well as the sciences,
Sulloway said. In a 1968 study, psychologist Richard
Nisbett suggested that later-borns disproportionately played
dangerous sports at Ivy League colleges because
firstborns were "more frightened by the prospect of physical
injury." In 2010, Sulloway observed that Major League
Baseball players are 10 times more likely to steal bases if they
were later-borns.
The late researcher Judith Rich Harris, who did not support
theories of birth order, argued that randomness
explained such observations. "Chance is probably the reason
why a larger-than-expected proportion of a sample of
stripteasers, and a larger-than-expected proportion of the
scientists who founded SETI (the Search for
Extraterrestrial Intelligence), were firstborns," she wrote.
"Taking off one's clothes in public and searching for
extraterrestrials are not the sort of dull but prestigious
occupations we usually think of in connection with the
'firstborn personality'!"
As for large studies, Sulloway countered Schmukle's null results
by citing "a somewhat more impressive and well-
controlled" 2018 study of Swedish siblings, which concluded
that firstborns were more likely to hold leadership
8. positions, whereas later-borns were more likely to be self-
employed.
Schmukle said "this effect is rather small" and could be
explained by cognitive, not personality, differences.
PDF GENERATED BY SEARCH.PROQUEST.COM Page 2 of 4
Even though birth order does not appear to shape grown-up
personalities, we are not immune to it, Damian said.
Thanks to cultural customs of primogeniture, firstborns may
take over the family business or inherit the family
fortune. Damian's current work, which is not yet published,
examines birth order and education.
There's a persistent idea that Ivy League schools, for instance,
are filled with firstborns. Harvard's class of 2021 is
40 percent firstborns, 32 percent youngest children, 14 percent
middle siblings and 12 percent only children,
according to a 2017 survey of its incoming freshman. But
wealthy, well-educated families are typically small
(which means they have proportionately more firstborns) and
this could explain Harvard University's large firstborn
population, two economists suggested in 2012.
"There is a small effect where firstborns get higher levels of
education," Damian said. "If you only pay for college
9. for the firstborn, or the money runs out by the time the second-
born is old enough, then that will influence their
life."
Damian has described birth order personalities as a "zombie
theory" that lurches forward despite the evidence
against it. Once we've accepted an idea, it's often hard to let go.
We're also apt to confuse birth order and age. "Some of the
birth order effects that we observe in everyday life are
not birth order effects, but actually are age effects," Schmukle
said. Conscientiousness, for instance, increases
during adolescence into young adulthood. "It is not surprising
that, when you look at differences within families,
that firstborns are more conscientious than later-borns," he said.
But take age out of the picture, and the effect
disappears.
The possibility also remains that birth order influences
personalities in children, Hertwig said, but those effects
vanish when people become adults.
"Birth order research is 100 years old," Hertwig said, with roots
in Freudian psychoanalytic theory. "We are getting
closer and closer to the truth. But I wouldn't say yet that we
have fully understood the true picture."
10. DETAILS
Subject: Parents &parenting; Families &family life; Birth order;
Studies; Experiments;
Intelligence; Influence; Personality; Professional baseball;
Psychologists
Location: Germany
Publication title: The Washington Post (Online); Washington,
D.C.
Publication year: 2019
Publication date: Mar 14, 2019
Section: Science
Publisher: WP Company LLC d/b/a The Washington Post
Place of publication: Washington, D.C.
Country of publication: United States, Washington, D.C.
Publication subject: General Interest Periodicals--United States
Source type: Blogs, Podcasts, &Websites
PDF GENERATED BY SEARCH.PROQUEST.COM Page 3 of 4
LINKS
12. "It's not a phase," said his mother, Jean. "Anyone who meets
him says, 'Yeah, that's a boy.' "
It's only the people who have never met him who wonder.
More than 18 months into the public switch, Tyler shows no
signs of ever wanting to be Kathryn again.
I wrote about the family's wrenching decision and learning
process last year. I walked with this family through some of the
first steps it took in the public transition and watched
throughout the year as the child blossomed and flourished in
kindergarten. (The Washington Post decided to use family
members' middle names and the name they would've given
Kathryn if she had been born a boy to protect their privacy.)
I can tell you from plenty of firsthand observation that Tyler is
doing great.
"Come on! Let's play Batman!" he screamed to my younger son,
his partner in crime on a recent play date. The two boys swam
together, compared Lego guys and had sword fights.
Whenever the family watches television, Tyler roots for the boy
characters.
His home looks like a house with a son. Karate gear, soccer
balls, cars, trucks and pirate swords abound. At school, he's a
boy. Plain and simple.
"It became a lot easier once the transition was done," Jean said.
"The dust settled, and everything is relatively easy now."
At 6, Tyler is on the younger side of the transgender
community. But that's not because he is unusual. Most
transgender adults say they knew from a very young age that
they felt miscast in their bodies. And doctors agree that gender
identity usually manifests between 3 and 6 years of age.
What's different is that Tyler's parents - both schoolteachers and
coaches - decided to listen to their child. They ignored the
family members who expressed shock and disbelief. They
ignored the teasing from a neighborhood bully. They ignored
the gossip among some co-workers.
Instead, Jean and Stephen let Tyler pick his name, his clothes
and his toys. Instantly a happier, healthier child emerged from
13. the surly preschooler who was always fighting over dresses and
leotards and the word "she."
Since I recounted their journey, Jean and Stephen have met
seven other families in the area who have very young gender-
variant kids.
They are starting an informal support group, linking all the
families online to talk about things like school enrollment,
sports, bathroom use - all the logistics that come with a switch
at an early age.
Their current challenge is legally changing their child's name.
Tyler's father would like to take him and his older sister to see
his homeland, outside the United States. But the idea of
applying for a passport and traveling abroad with a girl's name
and a boy's picture on a passport scares them to death. So
they've decided to postpone any travel.
The gender change came up not long ago when Stephen took
Tyler to a night pediatric clinic with a bad cough. Dad asked the
staff to make the insurance claim out in the child's female name,
since that's who is covered. But they didn't. And now their
insurance company is eyeballing them for insurance fraud
because of a claim made for a child who doesn't legally exist.
"So it's times like this, when it surprises you, and you deal with
something new," Jean said.
To change his name legally, they face one big roadblock.
"In this county, they require you to publish a name change, to
make sure no one contests it. That guarantees him no privacy,"
she said. So they are now pushing to allow a name change under
a sealed document.
This is something courts will be seeing more of. Increasingly,
kids like Tyler are gaining mainstream acceptance.
In May, the Diagnostic and Statistical Manual of Mental
Disorders, the nation's manual for mental health diagnosis,
eliminated the term "gender identity disorder" and replaced it
with the less stigmatizing "gender dysphoria."
But inclusion in the manual ensures that people like Tyler will
have access to services - from counseling to medical procedures
14. such as puberty blockers and gender reassignment surgery - if
that's what he wants as an adult.
His parents will have to find a doctor who will begin tracking
him for signs of early puberty next year. And once there is a
sign - they are a family of early bloomers, and that trait is
genetic, Jean said - they will have to decide whether to begin
giving him puberty blockers to stop breasts and curves from
blooming.
But right now, Tyler is just 6. And although his parents stay
awake at night worrying about what a transgender adolescence
holds for them, the issues today are much simpler. Tyler enters
the boy's bathroom, but is instructed to always use a stall.
When he began asking for play dates, his mom wrestled a little
bit with whether she is obligated to tell the other parents that
under his clothes, Tyler looks like Kathryn. She decided that
unless it's a sleepover, she won't.
Tyler has taken matters into his own hands on at least one
occasion, Jean said, by telling a pal that he is transgender.
"Whatever," the kid said, and they dived back into trucks and
light-saber play.
Through his sister, Tyler has access to all things girly and
sparkly. So if the desire to identify, play or live as a girl ever
struck Tyler, the opportunity is there.
But so far, no interest.
He wears boy clothes, makes boy friends and plays typical boy
games. He gets mad when his sister tries to put makeup on him.
Yup, still a boy.
[email protected]
Twitter: @petulad
For previous columns, go to washingtonpost.com/dvorak.
Source: Washington Post, The, 07/12/2013
Item: wapo.eab8b398-ea0f-11e2-a301-ea5a8116d211
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Abstract
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[...]some of what she heard was scary: children taking puberty
blockers in elementary school and teens embarking on hormone
therapy before they'd even finished high school. In the United
States, children have been openly transitioning genders for
probably less than a decade, said Jack Drescher, a New York
psychiatrist who is a leader in the field of gender orientation.
Full Text
· Translate Full text
· Kathryn wanted pants. And short hair. Then trucks and
16. swords.
Her parents, Jean and Stephen, were fine with their toddler's
embrace of all things boy. They've both been schoolteachers and
coaches in Maryland and are pretty immune to the quirky stuff
that kids do.
But it kept getting more intense, all this boyishness from their
younger daughter. She began to argue vehemently - as only a
tantrum-prone toddler can - that she was not a girl.
"I am a boy," the child insisted, at just 2 years old.
And that made Jean uneasy. It was weird.
"I am a boy" became a constant theme in struggles over
clothing, bathing, swimming, eating, playing, breathing.
Jean and Stephen gave up trying to force Kathryn to wear the
frilly dresses Grandma kept sending. Kathryn wanted nothing to
do with her big sister Moyin's glittery, sparkly pink approach to
the world. (Moyin attends school with my son, which is how I
came to know the family. The Washington Post is using the
family's middle names to protect their identity beyond their
community, where their situation already is widely known.)
Kathryn didn't even want to be around other little girls, let
alone acknowledge that she biologically is one.
Jean tried to put her daughter's behavior to rest. She sat down
with a toddler-version of an anatomy book and showed Kathryn,
by then 3, the cartoonish drawings of a naked boy and girl.
"See? You're a girl. You have girl parts," Jean told her big-eyed
daughter. "You've always been a girl."
Kathryn looked up at her mom, incomprehension clouding her
round face.
"When did you change me?" the child asked.
The questions begin
Was something wrong with Kathryn?
Her little girl's brain was different. Jean could tell. She had
heard about transgender people, those who are one gender
physically but the other gender mentally. Who hadn't caught the
transgendered Chaz Bono drama on "Dancing With the Stars"?
"But this young? In kids?" Jean wondered. She had grown up in
17. a traditional family in the Midwest, with a mother who'd gone
to medical school after having children. Jean considered herself
open-minded, but this was clearly outside her realm of
experience.
She went online to see if a book about transgender kids even
existed. It did - "The Transgender Child: A Handbook for
Families and Professionals." Its summary read: "What do you do
when your toddler daughter's first sentence is that she's a boy?
What will happen when your preschool son insists on wearing a
dress to school? Is this ever just a phase? How can you explain
this to your neighbors and family?"
Bingo.
When it arrived at their Maryland home, Jean ripped through it,
soaking up every word. But she couldn't bring herself to share
with her husband what she'd read.
Jean, 38, and Stephen, 40, had met at a Washington area gym,
where both taught classes. They married in 2001.
Jean eventually quit teaching to stay home with her kids and
continue her education. Stephen, who comes from an immigrant
family, teaches science at a public high school, where he is
beloved by many of his students. His Facebook page floods with
their hellos and happy birthdays. He is vocal about encouraging
girls to buck the stereotypes in science.
Still, Jean wasn't sure how he'd react to her suspicions that
Kathryn might be transgender. She decided she wouldn't voice
them unless she was totally convinced herself.
She went back online and watched videos of parents talking
about their realization that their child was transgender. They all
described a variation of the conversation she'd had with
Kathryn: "Why did you change me?" "God made a mistake with
me." "Something went wrong when I was in your belly."
Many talked about their painful decision to allow their children
to publicly transition to the opposite gender - a much tougher
process for boys who wanted to be girls.
Some of what Jean heard was reassuring: Parents who took the
plunge said their children's behavior problems largely
18. disappeared, schoolwork improved, happy kid smiles returned.
But some of what she heard was scary: children taking puberty
blockers in elementary school and teens embarking on hormone
therapy before they'd even finished high school.
All of it is a new and controversial phenomenon.
In the United States, children have been openly transitioning
genders for probably less than a decade, said Jack Drescher, a
New York psychiatrist who is a leader in the field of gender
orientation. There is very little to go on, scientifically, to
support that approach, and the very idea of labeling young
children as transgender is shocking to many people.
But to others, it makes perfect sense.
"In children, gender solidifies at about 3 to 6," explained
Patrick Kelly, a psychiatrist with the division of child and
adolescent psychiatry at Johns Hopkins Children's Center.
That's about the age when girls gravitate to girl things and boys
to boy things. It's when the parents who ban baby dolls or toy
guns see their little girl swaddle and cradle a stuffed animal or
watch in awe as their boy makes guttural, spitting Mack truck
sounds while four-wheeling his toast over his eggs, then uses
his string cheese as a sword.
And it's the age when a child whose gender orientation is at
odds with his or her biology begins expressing that disconnect -
in Kathryn's case, loudly.
The American Psychiatric Association has an official diagnosis
for this: gender identity disorder in children.
Those who have it, according to the association's Diagnostic
and Statistical Manual of Mental Disorders, experience "a
persistent and intense distress about assigned sex, together with
a desire to be (or insistence that one is) of the other sex. There
is a persistent preoccupation with the dress and activities of the
opposite sex and repudiation of the individual's own sex."
And, it adds, "mere tomboyishness in girls or girlish behavior in
boys is not sufficient" to warrant the diagnosis. It requires "a
profound disturbance of the normal gender identity."
The manual is being updated this year, and a task force that
19. Drescher serves on is studying whether to remove the word
"disorder" from the diagnosis and instead call the condition
"gender incongruence."
Whatever it's called, it can't always be solved by letting girls
wear pants or boys wear dresses, psychiatrists say. Many of the
kids have gender dysphoria, a persistent dislike of their bodies.
They may shower with their clothes on so they don't have to see
themselves. Or demand to know when their penises will grow
in. Or, in extreme cases, try to cut their penises off.
Parents who ignore or deny these problems can make life
miserable for their kids, who can become depressed or suicidal,
psychiatrists say. Outside their homes, the transgendered are
frequently marginalized and scorned, pushed into an
underworld, outside of the mainstream. More often than the rest
of the population, transgender teens and adults are harassed,
assaulted, even killed. Remember that beating caught on video
at a Baltimore County McDonald's last year? Or the off-duty
D.C. police officer who was accused of standing on the hood of
a car and shooting a transgendered woman through the
windshield?
Jean didn't want Kathryn to hate herself or be subjected to hate
from others. Maybe allowing her to declare herself a boy in
preschool would make life easier in the long run.
Yet not everyone who treats gender identity disorder in children
believes in allowing them to transition to the opposite sex when
they are young.
Kenneth Zucker, a child psychologist in Toronto who is on the
psychiatric association's task force, advocates neutrality for
kids struggling with their gender identity.
Children who see him get the Barbies or toy soldiers replaced
by puzzles and board games. His theory is that kids should be
allowed to grow into a gender and not be categorized.
There's some evidence - most of it anecdotal because so little
research exists - that gender dysphoria is a phase many children
outgrow.
In the United States, it's impossible to know how many children
20. have gender identity problems because the condition usually
goes unacknowledged by parents and pediatricians, said
Edgardo Menvielle, who counsels transgender kids at Children's
National Medical Center in the District. About a dozen children
from the area belong to his support group, and hundreds of
families across the country are part of his online support
network.
In the decade that Menvielle has been counseling such children,
he says that about 80 percent end up switching back to what
their biology tells them. The rest remain transgender into
adulthood.
'Not just a tomboy'
Was Kathryn going through a phase? After many hours of
research and another full summer of bathing-suit fights, Jean
didn't think so.
Kathryn was 4 when Jean finally broached the subject with her
husband.
"Have you noticed that Kathryn wants to be a boy?" she
remembered asking one night as she and Stephen were washing
the dinner dishes after putting the kids to bed.
"She's just a tomboy," Stephen replied.
Jean shook her head.
"No, Stephen, I'm pretty sure Kathryn is transgender. She's not
just a tomboy," she said. "And I think maybe we should start
letting her call herself a boy."
Stephen thought she was nuts. "I told her she was making too
much of this," he recalled.
As a teacher, Stephen knew how cruel kids could be. He
imagined his child walking into the social battlefield that is
school, insisting she was a boy when under her clothing, she
wasn't.
What about bathrooms? P.E.? The prom? How would all that
go?
Despite his resistance, Stephen promised his wife that he would
pay closer attention to Kathryn's behavior and really listen for
her "I am a boy" anthem.
21. It didn't take long.
"We were in the car. I was driving," Stephen told me.
Kathryn was in the back and grabbed a book off the seat.
"Daddy, I'm going to read you a story, okay?" Kathryn said,
opening a random book and pretending to read. "It's about a
little boy who was born. But he was born like a girl."
Stephen nearly slammed the brakes, then listened as the story
unfolded about how unhappy the little boy was.
"Okay. I'm listening, Jean," he said after he got home.
The diagnosis
They took Kathryn to a psychologist outside of Philadelphia
who specializes in treating the transgendered. Michele Angello
confirmed what Jean had long suspected: Kathryn had gender
dysphoria. She recommended that Kathryn be allowed to live as
a boy, a prospect that filled Stephen with dread but his 4-year-
old with elation.
Kathryn wanted to be called "he" right away. And Kathryn
wanted to be called Talon, then Isaac, but finally settled on a
permanent boy's name in the fall. (The Post is using Tyler, the
name his parents say they would have given him if he'd been
born a boy.)
"When we finally let Tyler shop in the boys' clothing
department, it was like the skies opened up," Jean said.
They switched to saying he/him/his and stopped using the name
"Kathryn" at home.
It was a huge upheaval, a change Jean and Stephen had to
remind themselves of every day. Then came the next challenge:
telling family, friends, teachers and other parents that their
daughter had become their son.
The reaction
Tyler made his public debut at Sunday school at their
Presbyterian church.
The teenagers who help out in class laughed that it took
Kathryn's parents so long to figure out they had a Tyler.
The pastor there was so supportive of the family that she invited
a panel from a transgender support group to come just before
22. services one Sunday in January and explain what Tyler and his
family were going through. The room was packed.
"We're so happy to be here. They usually put us in the
basement," said Catherine Hyde, the leader of the group and the
parent of a transgender teenager with a tough story.
At 4, Will told his mom: "Something went wrong in your belly.
I was supposed to be a girl," Hyde said.
She and her husband wheedled the Barbie dolls out of Will's
hands, told him over and over again that "You can't wear tutus!"
They put all their parental might into erasing his behavior.
In response, Will threatened suicide when he was 6. He hated
the five years of relentless karate lessons they insisted on to
toughen him up. Given the chance to decorate his own room, he
came up with "the pinkest, pompomiest bedroom in Howard
County," Hyde said.
They went to therapists, who said Will was probably just gay.
Hyde and her Marine husband could live with that.
"You can be as gay as you want, but if you go trans on me, it's
on your own money, your own time and out of my house," she
remembered telling her son, then 15. Hyde gives lots of
speeches and presentations about her journey. Each time I've
seen her speak, she still tears up a bit when she recounts what
she told her child.
It was years before Hyde and her husband acknowledged their
child's agony. They finally asked Will if he wanted to take
puberty blockers. He said yes. And eventually, a whole new
child, now 18, emerged.
All those years of pain, therapy, suffering and strife - that is
what Jean wants to avoid.
She hoped the people at the church would understand. Between
cookies and coffee after the presentation, many came over to
hug her.
When it came time for Tyler to make the switch at preschool,
Jean and Stephen had to write a very uncomfortable letter to all
the parents explaining what was happening.
"If I had a child with autism, I wouldn't have to do this," Jean
23. sighed.
They struggled with whether to include the words "gender
dysphoria." "I didn't want them to think there was something
wrong with our child. Just something different," she said.
They kept the medical term in there so other parents wouldn't
think this was just loose and creative parenting. "I don't want
people to think I'm just indulging a phase. That's not what this
is."
Tyler's sister, who's 8, was much more casual about describing
her transgender sibling. "It's just a boy mind in a girl body,"
Moyin explained matter-of-factly to her second-grade
classmates at her private school, which will allow Tyler to start
kindergarten as a boy, with no mention of Kathryn.
Staff members recently had a training session on gender identity
disorder to prepare not only for Tyler but also for other
transgender kids who may be arriving. This year alone, at least
two other families have contacted the school about enrolling
their transgender kids, according to its director of admissions.
Not everyone has been accepting of what Jean and Stephen are
doing. Some members of Stephen's family were incredulous
when he sent them letters about Tyler's transformation.
Jean and Stephen got into a huge fight with Tyler's gymnastics
coach, who insisted he keep wearing a leotard to practice
because his registration form said "female."
Tyler was miserable pulling on a leotard when the boys in class
all got to wear shorts and a T-shirt.
"Finally, we just got someone to change F to M on the
paperwork," Jean said angrily. "Why does the coach care so
much about what's in my child's underpants anyways?"
More than once, Jean has come home from the gym infuriated
because someone was gossiping about her child. Just the other
day, she spotted a co-worker and another adult pointing and
laughing at Tyler, who finally got to wear just swim trunks at
the pool.
Jean marched over to them and said, "I can provide you with a
lot of information about transgender children if you like."
24. They clammed up.
"You never meant to, but you become this advocate. All day,
every day," she told me, clearly exhausted.
A recent family trip to Disney World raised the issue of how to
handle the plane tickets. What if they booked the ticket in
Tyler's name, but the TSA did some kind of a full-body scan
and saw that Tyler's biology is female?
Like a peanut allergy mom with her EpiPen, the transformation
of Kathryn to Tyler means the family always travels with a
"Safe Folder." It has birth records, medical records and the all-
important diagnosis of gender dysphoria and the doctor
recommendation that Kathryn be allowed to live as a boy. Jean
never knows when an encounter with Tyler could result in a
grown-up freak-out or even a call to Child and Family Services.
It's always a fear looming over the family.
Difficult decisions
Tyler doesn't really like to talk about Kathryn or even
acknowledge she existed.
"I'm not transgender," he fumes when he hears the word, often
spoken by his mom as she explains things. "I. Am. A. Boy."
During one of my visits a few months ago, he showed me their
family picture wall, full of pictures of two girls in lovely
dresses.
"No Tyler," he pouted.
Those are issues that are easy for Tyler's parents to fix.
But in about five years, they will have to decide whether to put
Tyler on puberty blockers to keep his body from maturing and
menstruating. Using those drugs represents a leap of faith,
psychiatrists said, though the effects are reversible if the
puberty blockers are halted.
The much tougher call comes when kids are about 15 or 16. At
that age, they can begin hormone injections that will make them
grow the characteristics of the opposite biological sex.
That's a method being pioneered by Norman Spack, director of
one of the nation's first gender identity medical clinics, at
Children's Hospital Boston, and an advocate of early gender
25. transitions. Those hormone treatments essentially create a
nearly gender-neutral being, making sex-change surgery far less
painful and expensive for young adults. But the hormones also
make people infertile - a daunting and irreversible decision for
parents to make when a child is 15 or 16. Only a handful have
opted to do so, Spack said.
Jean e-mailed me an article about the drug controversy late one
night, the time that many parents stay up and fret about their
kids. "See what we're facing?!" she wrote.
She acknowledges anxieties about what lies ahead. But Jean and
Stephen aren't harboring doubts about what they are doing now.
"If Tyler wants to be Kathryn again, that's fine," she said. "But
right now, this works. He's happy. I just want my child to be
happy."
As for Tyler, he is reveling in his new identity. The constant
nagging, fighting, obsessing about being a boy is gone. Tyler is
just Tyler, a high-energy kid with a Spider-Man-themed
bedroom.
On my last visit, he took a brief break from playing with my
boys and their endless supply of space cruisers to show me a
new addition to the family picture wall. It now features a
prominent photo of Tyler in short hair and a red polo shirt. He
is smiling.
[email protected]
Word count: 3181
(Copyright The Washington Post Company, May 20, 2012)
Abstract
Translate Abstract
Whitman's beach week last year, the annual fling of the newly
graduated at Delaware's Dewey Beach, gave new meaning to the
informal aspects of buddysex. Social life that week
"transcended boundaries and cliques," says Marisa Rainey, now
a freshman at the University of California, Berkeley. "People
who never talked to you at school opened their doors and said
26. come in."
Such stories do not surprise a team of social scientists at
Bowling Green State University in Ohio who have interviewed
1,300 Toledo area students in grades 7-11 about dating and
relationships. Its federally funded survey, highly unusual for the
intimate nature of its questions, showed that among the teens
who had engaged in intercourse -- from 8 percent of 7th graders
to 55 percent of 11th graders -- one-third said they had had sex
with someone whose attachment went no further than
friendship. The proportion would have been higher if behaviors
other than intercourse had been included.
Hooking up has its advantages. It's cheaper than dating, which
in the era of $9 movie tickets is no small thing. Also, it is
intentionally vague. "You can make it clear you did something
but protect your reputation," [Julia Kay] explains. Rainey at
Berkeley says friends press the friend who wanders in at dawn:
"Did you hook up or hook up?"
More
Full Text
· Translate Full text
· By today's standards, the high school girl from Montgomery
County was a slow starter when it came to sex, having reached
ninth grade before she kissed a guy. She just couldn't see how
to fit a boy into heavy loads of honors homework, soccer
matches and baby-sitting.
By 11th grade, she had found the answer: "buddysex," or sexual
encounters with friends, in this case a half-dozen private-school
boys, no strings attached. At parties mostly, and on the
weekend. In closets and bathrooms, parents' bedrooms and
friends' parents' bedrooms. Helped along by Smirnoff Ice or, on
one occasion, bottles of Dom Perignon.
"September through December is a blur," she recalls as winter
sunlight glints off her shoulder-length blond hair and warms her
Cafe Mocha. "Let's see, I hooked up with . . . hmmm, I'll call
him Rob. Then Rob introduced me to Paul. Then there was
Colin, and B.T., and Brad, and Steve. I was having so much fun
27. I didn't even think of having a serious relationship. There was
no romance. None."
These arrangements didn't include intercourse, she says, but did
include mutual oral sex in some cases, "by the second or third
time."
"We're still all friends, though not in that way," she insists.
Really? Yes, really: "I talked to B.T. just last night. And I'm
going to Paul's basketball game on Friday."
So casually said, as if she were describing courses from the
catalogue of the college she hopes to attend.
In earlier decades this girl and others like her might have been
shunned, but no longer. For one thing, adolescents no longer see
oral sex as sex. For another, sexual liberation of the late 1960s
shattered the rules and rituals of romance for women in their
twenties. It was just a matter of time before their younger
sisters embraced the same freedoms, while still pining on
occasion for the dinners, flowers and wooing they had
abandoned.
"I know so many girls like this one," says Julia Kay, who
graduated from Montgomery Blair High School last year and
now attends Brown University.
The girl hookup culture is known in some circles as Ally
McBeal feminism. Dozens of young women described it for this
story, some as participants, others as observers. The gist of
what they said is this: Many girls don't have the time or the
energy required for an intense relationship right now, or they
can't find a guy who wants one. But they possess enormous
sexual energy and believe they have every right to enjoy it in
whatever form they choose, just as the Fox network's lusty
lawyer did.
They don't hook up with just anyone; usually, it's with someone
they know at least casually, or, if intercourse is included, with a
less printable version of "sexbuddy." They tell themselves they
stand less chance of waking up pregnant or infected that way.
At Brown, so many freshmen hook up with other freshmen in
their dorms that they've given it a name: unitcest. Ryan Rogers,
28. a senior at Walt Whitman High School in Bethesda, says she
knows only three girls at that school who are involved in
serious relationships. "That's it. For most of the rest, hooking
up is it."
Whitman's beach week last year, the annual fling of the newly
graduated at Delaware's Dewey Beach, gave new meaning to the
informal aspects of buddysex. Social life that week
"transcended boundaries and cliques," says Marisa Rainey, now
a freshman at the University of California, Berkeley. "People
who never talked to you at school opened their doors and said
come in."
Anticipating such freedom, some students arrived "with lists of
people they intended to hook up with," says Marina Eisner, now
at Cornell University.
A mischiefmaker among the seniors -- a guy, as it happened --
leaked word of the hookups to a junior girl still enrolled at
Whitman. This girl then sent an e-mail to various members of
the Whitman community, listing about 40 names of graduates
and who had hooked up with whom. Some names showed up
several times with different partners, according to students who
saw the list.
Such stories do not surprise a team of social scientists at
Bowling Green State University in Ohio who have interviewed
1,300 Toledo area students in grades 7-11 about dating and
relationships. Its federally funded survey, highly unusual for the
intimate nature of its questions, showed that among the teens
who had engaged in intercourse -- from 8 percent of 7th graders
to 55 percent of 11th graders -- one-third said they had had sex
with someone whose attachment went no further than
friendship. The proportion would have been higher if behaviors
other than intercourse had been included.
"The kids make a distinction between casual sex and
relationship sex," says Monica Longmore, a social psychologist
on the team. "But casual sex is not a one-night stand. It's 'He
was my boyfriend last month, I'm not dating him anymore but I
was feeling kind of blue so I did it,' or 'I used to date him, and
29. we broke up. But the sex is so good, we still do that.'
"Some have a steady hookup. They say, 'On Fridays, that's what
we do.' "
Girls haven't become more promiscuous over the last decade, in
the old-fashioned meaning of that word. As the incidence of
oral sex has increased, the proportion of high school girls
engaging in intercourse has declined from 51 percent in 1991 to
43 percent in 2001, according to the Centers for Disease Control
and Prevention.
Also, even as they seek the same sexual rush that guys
historically have enjoyed, young women confess to dreaming
about the romance of the old-fashioned pursuit: being wooed by
leisurely strolls, candlelight dinners, small gifts and other
gestures of courtship that were more common when their
mothers were their age.
Could this explain the large amounts of alcohol some girls say
they consume to make hooking up more palatable? So much has
changed, so fast, as gender rules have collapsed.
Less than a half-century ago, girls hung out mostly with other
girls, guys with other guys. A girl who was interested in a guy
never came right out and told him. She'd tell a girlfriend, who
would tell a male friend who would tell the guy in question.
Then she'd wait for the phone call.
If the call came, the two then might phone each other every
night, talking for hours before going out on their first date. The
steps after that were understood: a guy would offer a girl his
ring and the couple went steady. Maybe she got pinned or
lavaliered, then engaged and so forth.
Today the distance between genders has virtually dissolved.
Young women have taken PE with guys since elementary school
and gone to movies with them since middle school. They
compile coed Buddy Lists on their computer screens and think
nothing of instant-messaging guys or calling them on the phone.
They move into coed dorms at college and, in both high school
and college, go out frequently in coed groups.
If a couple wants to do something together, "it's not going to the
30. door and to a movie anymore," says Peggy Giordano, a
sociologist on the Bowling Green team. "The activities are the
same things you'd be doing with your friends anyway."
Dating implies commitment, says Eupil Muhn, a young man in
his first year at Georgetown University, and guys shy away
from that. "They tell me they're too young."
At Brown, advertisements for the annual fall ball, a dress-up
affair, made a big deal out of the fact that students could come
without a date.
"Otherwise, no one would have gone," says Kay.
Calling up a guy to go out, or handing him your phone number,
is no big deal in this world. When Rahima Kalala, a junior at
Eleanor Roosevelt High School in Greenbelt, saw a gorgeous
guy on the Metrobus one day "with the eyes of Lil Bow Wow,"
she didn't hesitate to slip him her home number before he got
off.
"If you want something you have to take the initiative," she
says.
She's in control. That's what many girls want, says Shannon
O'Hern, also a Brown freshman. O'Hern has a friend at another
college who hooks up regularly with a guy in the dorm. "She
decides when he can come to her room. She says, 'It's up to me.'
That's important to her." Cornell's Eisner relates a similar story
about a friend who hooks up with a young man she has known
for a while. "She's wants the guy to know she's using him as
much as he's using her."
Men might argue that women have always possessed more
control over relationships than was acknowledged. Perhaps, but
now it's in the open, and we're not just talking about who pays
for the burger.
We're talking attitude, the same assertive attitude you see in the
classroom and on the athletic field. "There's none of this 'Ooh,
I'm wearing your jacket' stuff," says Julie Nemirovsky, a
freshman at Emory University in Atlanta who has a boyfriend
on campus. Over winter break at home, she went out for coffee
with a guy she has known for years and it didn't occur to her to
31. tell her boyfriend. Why should she? "He's not my keeper," she
says.
The Bowling Green researchers were surprised by how secure
girls were about their relationships. Girls expressed
significantly more confidence than guys that they could refuse a
date, for example, or break up with someone they no longer
wanted to go out with, or control what a couple did together.
Boys were more likely to say they would change themselves for
a girl than the other way around. (Teen girl magazines
encourage these makeovers. "Find a look he -- and you -- will
love," gushes Seventeen's current prom issue, suggesting a guy
wear black Euro pants, a Ben Sherman shirt and hair gel that
will match the color of the girl's dress.)
Girls' sexual confidence shows up in surveys. In the Toledo
research, girls were more likely than guys to say they decided
how far a couple would go. In a nationwide study soon to be
released by the Kaiser Family Foundation, young women ages
15 to 24 were less likely than young men to report feeling
pressured to engage in intercourse.
The average age young women go all all the way the first time?
It's the same as it is for boys, sixteen and a half, according to a
separate release from Kaiser.
Hooking up has its advantages. It's cheaper than dating, which
in the era of $9 movie tickets is no small thing. Also, it is
intentionally vague. "You can make it clear you did something
but protect your reputation," Kay explains. Rainey at Berkeley
says friends press the friend who wanders in at dawn: "Did you
hook up or hook up?"
Most significantly, hooking up requires no commitment of time
or emotion, at least that's what is assumed. You can hook up
once during a party, once again after the party with someone
else and later in the week with a longtime friend. It seems the
perfect entertainment for young women planning to graduate
cum laude and take up medicine or law.
Many in this generation have been showered with praise and
possessions on demand.
32. They want what they want, now, and hookups certainly provide
that.
They also know that their parents expect nothing less than
academic and professional stardom. As one college freshman
notes wryly, "We're not looking to get married when we're 21
and graduate."
Since hooking up need not involve intercourse, they don't have
to worry about pregnancy. Oral sex is an acceptable alternative
and young women absolutely don't consider it sex.
"If we did, we'd be having sex all the time. We still have a
shred of self-respect," one freshman says.
In the Kaiser foundation's preliminary data, one-third of 15- to
17-year-olds, and two-thirds of 18- to 24-year-olds, said they
had had oral sex. Proportionately more whites reported it than
other race or ethnic groups.
No one uses a condom during oral sex, girls say. "That would be
considered absurd," says one. Although this generation has had
more sex education than any previous one, a sizable number
aren't aware that disease can be transmitted by mouth and that
condoms reduce that risk.
This concerns health professionals like those at Kaiser, who
publicize disturbing statistics: One out of four active teens
acquires a sexually transmitted disease every year; rates of
herpes and gonorrhea are increasing.
The hookup culture makes it more difficult for young women to
claim or prove rape. It also leads to confusion and injured
feelings, which girls talk about a lot among themselves.
If you can "hook up" with someone occasionally at a party but
not be "hanging out" with them; or be "seeing" someone, but not
"dating"; or "talking to" someone, but not really "having a
conversation," how does a girl know when she's headed toward
something serious, already there or, for that matter, when a
relationship has ended?
"It's so undefined. I hate it," says Brooke Mason, a freshman at
the University of Virginia.
In the hookup culture, if a guy wants to hook up but not date, he
33. probably doesn't care about taking it any further and a girl
shouldn't either. Hooking up also makes a later committed
relationship difficult. "If a girl wants a relationship with a guy,
we sometimes advise her not to hook up," Kay says.
Easier said than done. Plenty of girls hook up hoping for a
relationship, says researcher Giordano, and that's when they get
hurt. Conventions may have changed but feelings haven't.
Women have always shouldered the emotional burden of sexual
behavior -- after all, they're the ones who must carry the baby,
or decide to abort -- and to pretend that they can ignore their
emotions easily is poppycock.
The courtship routine of past generations produced its own high
levels of anxiety. Will he call? Did he call and Mom forgot to
tell me? Should I have kissed him good night on the first date or
waited for the second?
What has replaced that tradition may be worse. Now after a
night out, the girl asks herself not only whether the guy will
call her but whether she should call him. The cell phone and
Caller ID make it possible to see whether he's called, 24-7.
Even when you don't have any feelings for a guy you've been
with, Rainey says, you still want him to call you. "If he doesn't,
you worry, is there something wrong with me?"
"There's so much energy spent analyzing this," says Brown's
Kay. "If you're friends and then you hook up, are you still
friends or more than friends? Everything is in play."
No matter what a girl tells herself, it hurts to see the guy she
has been with hooking up with someone else, says Eisner. The
only way out of this dilemma, if you want to continue to hook
up, is to detach yourself emotionally. As Janis Joplin once sang,
freedom is just another word for nothin' left to lose.
Oh, but there is something left to lose, what dramatist Ben
Jonson 400 years ago called the "coupling of two souls." Young
women talk about this, too. If romance is reserved for the truly
serious, what guy will choose serious when he can get the other
stuff without committing more than a few hours of his time?
"Lots of guys don't even know what a date is," says Rainey.
34. "Wistful" is the only way to describe her tone.
She is sitting in a Bethesda coffeehouse over winter break,
sharing stories with old high school friends. She tells them
about the time that she and a guy at Berkeley went to a party
with friends "like we always do. Afterward, because there was a
possibility of something romantic between us, he assumed he
took me on a date. It wasn't even close. It's kind of a cheap
shortcut, guys don't have to put in any effort, not even a night
of being alone and having to converse with only you."
She sighs, as her friends all nod knowingly.
"I don't see a traditional date, ever," complains Brooke Mason.
Such discussions risk stereotyping all guys as unfeeling
cowboys and that's neither true nor fair. Senior boys in a class
at Eleanor Roosevelt High School recently talked about the
charm of pulling out a chair for a date, pouring one's heart out
to a mate, and the difference between lust and love.
Maybe they were trying to impress -- who knows? What we do
know is that in formal and informal surveys, girls place a higher
value on relationships than guys. Psychology professor
Longmore was reminded of girlish desire when her 3-year-old
daughter turned to her after watching Disney's "Beauty and the
Beast" and asked, "Mommy, when I grow up, will a man want to
dance with me?"
Longmore watches her female students study comfortably with
their male colleagues every day. She suspects that in years to
come they may not worry, as some of their mothers did, that
their identity and independence will be compromised in the
marriage bed or the corporate suite.
But when will they learn that just because you can do something
doesn't necessarily mean that you should? Who will teach them
that there is power in holding back?
If they don't date, how will they learn the skills of discernment,
empathy and patience that keep a marriage going?
"A series of fleeting liaisons will not help those traits,"
Longmore says. "That's why we want them to have dates, so
when they get married they'll have them. But if all they're doing
35. is screwing, forget it."
Among the little coffee group in Bethesda are a couple who
have been dating since their senior year, last year: Alice Barr,
now a freshman at Northwestern University, and Georgetown's
Muhn.
Barr and Muhn hold hands, and smile at each other, and, with
some urging, tell about their first kiss after a choral concert.
They get up to leave. They hug the other girls, then stroll out
the door arm-in-arm.
Four pairs of eyes follow them out.
"I think it would be nice to be courted," Mason sighs. Her
friend Julia Jacobson agrees: "I'm known as a big feminist on
campus, but I want to feel wanted."
Word count: 3156
Copyright The Washington Post Company Jan 19, 2003
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· Subject
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Love
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Abstract
37. Translate Abstract
The outcome? Levels of teen sexual activity look remarkably
similar here and abroad, but U.S. rates of teen pregnancy,
childbirth, abortion and sexually transmitted diseases are among
the highest of all industrialized nations, despite recent
decreases. At left and right above, see brief accounts of how
Western European and American perspectives compare.
Full Text
· Translate Full text
· In our bicultural household -- I am American, my husband is
Swedish -- we are trying to raise our children with the language,
cultures and values of both countries. In most cases this isn't
difficult. In one area, however, our values differ widely: My
husband, reflecting the predominant view in Sweden and much
of Western Europe, thinks sex is a normal part of adolescent
development. Like many in this country, I disagree, believing
it's better for teens to wait -- if not until marriage, at least until
they are in an adult, loving relationship.
As a health journalist, I wondered if one way of thinking is
demonstrably healthier, physically and psychologically. I
resolved to find out.
Among the findings that surprised me: Although prevalent
attitudes on teen sex differ in Western Europe and the United
States, the views of leading researchers and doctors on both
sides of the Atlantic do not. Their opinions lean much closer to
the European model. They tend to agree that the mixed message
America sends to teens about sex -- authorities say "don't"
while mass media screams "What are you waiting for?" --
endanger our children.
The outcome? Levels of teen sexual activity look remarkably
similar here and abroad, but U.S. rates of teen pregnancy,
childbirth, abortion and sexually transmitted diseases are among
the highest of all industrialized nations, despite recent
decreases. At left and right above, see brief accounts of how
Western European and American perspectives compare.
Credit: Special to The Washington Post