Global 3 ch 2 unit 5 halfway
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Soc200 workshop2
This document is a transcript from a workshop on marriage and family that covers topics around dating, mate selection, and premarital sex. It discusses the history and functions of dating in different cultures and time periods. It also examines views on premarital sex and common myths around dating. The workshop includes a panel discussion on the advantages of remaining single and views on premarital sex. It explores different types of love and theories of mate selection, providing a Christian viewpoint that choosing a marriage partner is important and should seek God's will and wisdom from others.
Gender identity
Gender identity is a person's internal sense of their own gender, which may or may not correspond to their sex assigned at birth. Gender has three dimensions - body, identity, and social. Body refers to how one views their own body and how others interact with them. Identity is the name one uses to convey their internal sense of self, which can be binary, non-binary, or ungendered. Social includes gender expression, roles and expectations, and how society enforces conformity to gender norms. Research shows that transgender or same-sex parents can provide stable, nurturing environments for children.
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This document defines key terms like stereotype, gender, masculine and feminine. It then lists stereotypical masculine traits such as independent, aggressive, and competitive and stereotypical feminine traits such as emotional, passive, and graceful. The document provides bibliographic references to conclude.
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Gender identity refers to a person's internal sense of their own gender, whether male, female, neither, or both. It is distinct from biological sex and gender roles. Gender identity is self-identified and involves both inherent and environmental factors. Gender roles refer to societal expectations of masculine and feminine characteristics and behaviors. There are various gender identities including cisgender, transgender, non-binary, and agender.
Gender stereotype difination, effects, causes, and solutions
GENDER STEREOTYPES
Gender stereotype is beliefs about the personal attributes of females and males.
Personal attributes?
Personal attributes basically means traits that make up your personality, which define who you are as a person.
For example these could be personal attributes to describe someone: outgoing, extrovert, open.
Attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex,
GENDER STEREOTYPES
Gender stereotype is beliefs about the personal attributes of females and males.
Personal attributes?
Personal attributes basically means traits that make up your personality, which define who you are as a person.
For example these could be personal attributes to describe someone: outgoing, extrovert, open.
Attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex,
In social psychology, a stereotype is a fixed, over generalized belief about a particular group or class of people.
Term “Stereotype "was coined by “Walter Lippmann”. He defines the term in his 1922 book, Public Opinion, as “the pictures in our heads" that we have of a specific group of people.
Gender is the classification by which words as feminine, masculine or the sex of the person. Define as Gender expression includes all the ways a person communicates their gender based on societal factors such as gender norms and perceptions.
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Young children are just beginning to develop their understanding of gender identity. The document discusses several key points: children see gender in rigid categories at first but become less influenced by biological factors over time; play activities and social interactions help shape a child's emerging gender identity; and research finds children tend to take on stereotypical gender roles in pretend play but become more flexible in adolescence.
Gender Stereotypes
There are four main types of gender stereotypes: personality traits, domestic behaviors, occupations, and physical appearance. Personality trait stereotypes include women being shy and passive while men are tough and aggressive. Domestic behavior stereotypes suggest women belong in the home doing housework and childcare while men do household repairs. Occupation stereotypes associate women with careers like nursing and teaching that pay less than male-dominated jobs like construction. Physical appearance stereotypes depict women as short and slender and men as tall with broad shoulders. Overall, gender stereotypes tend to position men as dominant over women and emphasize women's inequality.
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This document discusses various theories and trends related to dating in the 21st century. It covers how dating has evolved from the 1950s due to factors like women's rights, technology, and social changes. Theories discussed include evolutionary psychology, social exchange theory, proximity theory, and filter/screening theory. Dating is defined as ranging from casual to committed relationships. Students will work in groups to create a dating guide for the 21st century applying their knowledge of attraction theories.
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This document is a transcript from a workshop on marriage and family that covers topics around dating, mate selection, and premarital sex. It discusses the history and functions of dating in different cultures and time periods. It also examines views on premarital sex and common myths around dating. The workshop includes a panel discussion on the advantages of remaining single and views on premarital sex. It explores different types of love and theories of mate selection, providing a Christian viewpoint that choosing a marriage partner is important and should seek God's will and wisdom from others.
Gender identity
Gender identity is a person's internal sense of their own gender, which may or may not correspond to their sex assigned at birth. Gender has three dimensions - body, identity, and social. Body refers to how one views their own body and how others interact with them. Identity is the name one uses to convey their internal sense of self, which can be binary, non-binary, or ungendered. Social includes gender expression, roles and expectations, and how society enforces conformity to gender norms. Research shows that transgender or same-sex parents can provide stable, nurturing environments for children.
Gender stereotypes
This document defines key terms like stereotype, gender, masculine and feminine. It then lists stereotypical masculine traits such as independent, aggressive, and competitive and stereotypical feminine traits such as emotional, passive, and graceful. The document provides bibliographic references to conclude.
Gender Identity
Gender identity refers to a person's internal sense of their own gender, whether male, female, neither, or both. It is distinct from biological sex and gender roles. Gender identity is self-identified and involves both inherent and environmental factors. Gender roles refer to societal expectations of masculine and feminine characteristics and behaviors. There are various gender identities including cisgender, transgender, non-binary, and agender.
Gender stereotype difination, effects, causes, and solutions
GENDER STEREOTYPES
Gender stereotype is beliefs about the personal attributes of females and males.
Personal attributes?
Personal attributes basically means traits that make up your personality, which define who you are as a person.
For example these could be personal attributes to describe someone: outgoing, extrovert, open.
Attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex,
GENDER STEREOTYPES
Gender stereotype is beliefs about the personal attributes of females and males.
Personal attributes?
Personal attributes basically means traits that make up your personality, which define who you are as a person.
For example these could be personal attributes to describe someone: outgoing, extrovert, open.
Attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex,
In social psychology, a stereotype is a fixed, over generalized belief about a particular group or class of people.
Term “Stereotype "was coined by “Walter Lippmann”. He defines the term in his 1922 book, Public Opinion, as “the pictures in our heads" that we have of a specific group of people.
Gender is the classification by which words as feminine, masculine or the sex of the person. Define as Gender expression includes all the ways a person communicates their gender based on societal factors such as gender norms and perceptions.
Gender and identity
Young children are just beginning to develop their understanding of gender identity. The document discusses several key points: children see gender in rigid categories at first but become less influenced by biological factors over time; play activities and social interactions help shape a child's emerging gender identity; and research finds children tend to take on stereotypical gender roles in pretend play but become more flexible in adolescence.
Gender Stereotypes
There are four main types of gender stereotypes: personality traits, domestic behaviors, occupations, and physical appearance. Personality trait stereotypes include women being shy and passive while men are tough and aggressive. Domestic behavior stereotypes suggest women belong in the home doing housework and childcare while men do household repairs. Occupation stereotypes associate women with careers like nursing and teaching that pay less than male-dominated jobs like construction. Physical appearance stereotypes depict women as short and slender and men as tall with broad shoulders. Overall, gender stereotypes tend to position men as dominant over women and emphasize women's inequality.
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This document discusses various theories and trends related to dating in the 21st century. It covers how dating has evolved from the 1950s due to factors like women's rights, technology, and social changes. Theories discussed include evolutionary psychology, social exchange theory, proximity theory, and filter/screening theory. Dating is defined as ranging from casual to committed relationships. Students will work in groups to create a dating guide for the 21st century applying their knowledge of attraction theories.
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This document discusses gender and gender stereotypes. It defines gender as the attitudes, feelings, and behaviors associated with a person's biological sex in a given culture. Gender stereotypes are beliefs about traits of females and males. The document presents common female stereotypes such as women being nurturing and weak, and male stereotypes like men being aggressive and strong. It examines the effects of gender stereotypes, such as impaired performance and increased stress. The conclusion is that stereotypes should change as relations between groups change over time.
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Students interested in pursuing higher education in USA are advised to send request to E-mail:tk_home@rediffmail.com
Schools may also write to us for giving presentation to sr.students for exposure and knowledge.
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We Would love to learn, Free sharing the lesson that we had done at our University of South East- Asia, Seim Reap, Cambodia.
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We Would love to learn, Free sharing the lesson that we had done at our University of South East- Asia, Seim Reap, Cambodia.
Global 3 ch 1 unit 3
We Would love to learn, Free sharing the lesson that we had done at our University of South East- Asia, Seim Reap, Cambodia.
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Interaction with an official from Guinness World Record performing a responsi...T.K(Tapash Kumar) Home
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Sexism is unfair treatment or discrimination against people based on their sex or gender. It often stems from harmful gender stereotypes that see women as inferior. Throughout history, women have faced discrimination and been seen as witches or less capable. While sexism exists in many societies, the document notes it can be particularly problematic in Guatemala where women face wage gaps and judgment based on their appearance or culture. Several contributors reflect that sexism damages society by limiting women's opportunities and that change needs to start at home by teaching children respect regardless of gender.
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2) Cognitive development influences the learning of gender roles from a young age through observation, reinforcement, and punishment from parents and others.
3) Societal and cultural influences further prescribe appropriate looks, personalities, and roles for males and females through widespread gender stereotypes. These stereotypes tend to characterize males as instrumental and females as communal.
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This document discusses gender and gender stereotypes. It defines gender as the attitudes, feelings, and behaviors associated with a person's biological sex in a given culture. Gender stereotypes are beliefs about traits of females and males. The document presents common female stereotypes such as women being nurturing and weak, and male stereotypes like men being aggressive and strong. It examines the effects of gender stereotypes, such as impaired performance and increased stress. The conclusion is that stereotypes should change as relations between groups change over time.
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This document provides information about preparing for marriage, including selecting a marriage partner. It discusses various theories for how people select mates, such as propinquity theory which suggests people marry those they know, and exchange theory which views relationships as an exchange of qualities. It also discusses compatibility factors like shared interests, personalities, and filters people use in selecting partners such as biological factors, social class, religion, and psychological needs. The document provides activities for students to reflect on qualities and characteristics they desire in a partner and to think critically about what makes for a successful marriage.
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Youth are usually portrayed negatively in media as thugs or hooligans, except when they are victims of crime or violence, when they are depicted positively. This creates a contrast between "hoodies" and "alter boys", with hoodies referring to bad boys engaged in illegal activities and alter boys referring to those doing positive work. The document uses examples of images that show this contrast between a "hoodie" intimidating with a gun versus an "alter boy" who gets super powers from a spider bite and fights crime.
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This document summarizes Tessa Perkins' stereotype theory, which proposes that stereotypes are not always negative, rigid, or false. The theory outlines 5 key points about stereotypes: they are not always negative, held only about minority groups, rigid/unchanging, or completely false. The media plays a large role in shaping stereotypes. While stereotypes can be problematic, the theory argues they are also flexible and sometimes based in truth.
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We Would love to learn, Free sharing the lesson that we had done at our University of South East- Asia, Seim Reap, Cambodia.
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This document is from a 2015 Global Studies course at the University of South East Asia. It covers concepts of culture, including definitions of culture, material and non-material culture, culture shock, and ethnocentrism. It discusses how culture provides a lens and moral framework that people internalize unconsciously. It emphasizes that while cultures differ, culture itself is a universal human phenomenon. The document encourages practicing cultural relativism by understanding other cultures on their own terms rather than judging them.
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The document provides information about Knowledge Trust, a public charitable trust registered in India. It operates 3 educational institutions - TempleCity Institute of Technology and Engineering, TempleCity Institute of Basic Sciences, and Millennium Industrial Training Centre. The trust owns land and buildings worth Rs. 61.56 crores used by the institutions. Currently it has 1058 students and annual revenue of Rs. 8.74 crores from student fees. The trust projects growth in student numbers and revenue over the next 5 years. It offers two investment options for an investor to take partial or full ownership of the trust's assets and institutions.
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We Would love to learn, Free sharing the lesson that we had done at our University of South East- Asia, Seim Reap, Cambodia.
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We Would love to learn, Free sharing the lesson that we had done at our University of South East- Asia, Seim Reap, Cambodia.
Interaction with an official from Guinness World Record performing a responsi...
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The document provides information about Knowledge Trust, a public charitable trust registered in India. It operates 3 educational institutions - TempleCity Institute of Technology and Engineering, TempleCity Institute of Basic Sciences, and Millennium Industrial Training Centre. The trust owns land and buildings worth Rs. 61.56 crores used by the institutions. Currently it has 1058 students and annual revenue of Rs. 8.74 crores from fees. The trust projects growth in student numbers and revenue over the next 5 years. It offers two investment options for an investor to take partial or full ownership of the trust's assets and institutions.
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We Would love to learn, Free sharing the lesson that we had done at our University of South East- Asia, Seim Reap, Cambodia.
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We Would love to learn, Free sharing the lesson that we had done at our University of South East- Asia, Seim Reap, Cambodia.
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We Would love to learn, Free sharing the lesson that we had done at our University of South East- Asia, Seim Reap, Cambodia.
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This document discusses social organization and status. It begins by defining social organization and noting that families are the basic social organization that other groups extend from. It then distinguishes between two types of social status: achieved status which is earned through one's accomplishments, and ascribed status which is fixed and inherited. The document also defines social roles as sets of norms that guide behavior, distinguishing between occupational roles based on one's job and relational roles governing interactions with others.
Presentation 3 (social roles)
Social interaction and social structure are closely related concepts in sociology. Social interaction refers to how people respond to one another, while social structure describes how society is organized into predictable relationships and hierarchies. A person's social status can be ascriptive, based on attributes like gender or race, or achieved through their own efforts and occupations. Statuses come with social roles and expectations, and role conflict can occur when a person has incompatible roles. Social groups and institutions also play a key role in shaping social structure and transmitting culture according to different sociological perspectives.
Lesson 11 - Social Stratification.pptx
This document discusses social stratification and social mobility. It defines social stratification as the systematic categorization of individuals and institutions in a society based on roles, functions, statuses, family relations and occupational status. Political stratification is similarly defined based on power relations and status. Social desirables like power, wealth and prestige are discussed. The document also covers social mobility, open and closed societies, types of social mobility including horizontal, vertical, upward, downward, inter-generational and intra-generational mobility. It discusses how social inequality is produced through gender stereotyping, sexism, and racism.
Sc2220 lecture 9 2012
This document summarizes key concepts from a lecture on gender studies, including: the history of gender studies; gender socialization and systems; explanations for the gender wage gap such as choices women make, gendered organizations, and discrimination; the "double shift" worked by women; and the marginalization of men in domestic work. It also discusses cultural bias against stay-at-home fathers and the concept of gendered institutions.
Social structure, institution, socialization (ch 8, 9, 10)
Social structures are organized through statuses and roles. Statuses are positions in society, while roles are expectations for how people in a status should behave. Statuses can be achieved through individual accomplishments or ascribed at birth.
Socialization is the lifelong process through which individuals learn cultural norms and develop a self-identity. It occurs through various social agents like family, schools, peers and the workplace. The self develops through interactions with others and internalizing their perspectives.
Power and influence take various forms, from force which treats people as objects, to authority which can be based on competence, legitimacy or personal appeal. Manipulation aims to influence without open communication, while persuasion involves evaluating arguments independently. Social institutions like family and
Social structure, institution, socialization (ch 8, 9, 10)
Social structures are organized through statuses and roles. Statuses are positions in society, while roles are expectations for how people in a status should behave. Statuses can be achieved through individual accomplishments or ascribed, such as those given at birth. Roles exist independently of individuals and can cause problems if conflicting demands are placed on a person. Society consists of social institutions that fulfill important needs through established statuses, roles, values and norms. The process of socialization teaches people to function within their culture through various socializing agents. Power and influence in society can take various forms, from force and manipulation to legitimate authority and personal authority based on expertise or pleasing others.
Ashford 4 - Week 3 - Instructor GuidanceSourcehttpthejo.docx
Ashford 4: - Week 3 - Instructor Guidance
Source:http://thejobmouse.com/2011/10/22/ryan%e2%80%99s-family-steakhouse-sued-for-firing-79-year-old-woman/
SOC 120 Ethics & Social Responsibility
Week 3 Guidance
Source:http://churchandstate.org.uk/2011/04/the-right- wing-network-behind-the-war-on-unions/
Weekly Activities
Here is what you will be doing this week:
· Read Chapter 4 in the text: Individual Rights in the Workplace
· Post to Discussion Board 1 on Ageism (due by Day 3, Thursday)
· Post to Discussion Board 2 on Regulating Off-Duty Conduct (due by Day 3, Thursday)
· Respond to two discussion posts by classmates in each discussion (by Day 7, Monday)
· Submit a 3-page draft of your final paper (due by Day 7, Monday)
Statuses, Roles and Social Structures
What are the components that make up a society? This may seem like a simple question, but it actually is quite complex, as society is enormously complicated. An initial response might be that society is composed of individuals. After all, it is people that make up society, right? Certainly, society is a concept that generally, for our purposes, refers to humans (although it can be used for other species as well), and many humans together form a society. But, interestingly, sociologists could come up with other responses that show that society is not really made up of the individuals that comprise it; or, perhaps more accurately, it is not the individuals alone that make up society, as society is much more than just the sum of all the individuals.
A more sociological approach is to look at the basic components of society as being statutes and roles, rather than individuals. A status is a social construct―it is an idea or perception that has been created through people’s social and cultural practices and beliefs. And to define these terms, a status is a position that a person occupies in society, and the role is what the person does in that status, or the expectations that others have for someone in that status. So, for example, in a classroom one status is teacher, and some of the expectations that are attached to the status of being a teacher are leading the class, offering instruction, giving assignments, helping students who are struggling and the like. All of these expectations form the role of teacher; because others have, through experience, formed expectations of what teachers should do, teachers see all of these as their job description. Another status in a classroom is a student. What are some of the roles attached to the status of student?
So, while we might think of a classroom as consisting of individuals, what we really have are individuals who are occupying specific statuses and playing specific roles. Note that these statuses and roles consist of roughly the same qualities irrespective of any specific individual; the expectations for a teacher are roughly the same whether it is Mr. Gomez or Ms. Yamamoto who is the specific teacher in the classroom. Each has to do many of.
Social interaction so clear idea
Social interaction is the foundation of society. It involves how people respond to and communicate with one another. There are different types of social interaction including direct physical interaction and symbolic interaction using language and symbols. Social interaction occurs between individuals, between individuals and groups, and between individuals and culture through engaging with media and social norms. Sociology studies these social interactions and how they shape social structures and institutions in society.
SociologyExchange.co.uk Shared Resource
The document discusses identity development and the factors that shape social identity. It explores different theoretical perspectives on how identity is formed, such as functionalism which views identity development as affecting the needs of society, and feminism which argues that social influences are more important than biological factors in shaping gender identity. Identity is shaped through the socialization process and one's roles, relationships, and experiences over time.
Status
Status refers to an individual's position or rank within a social group. There are two main types of status: ascribed status and achieved status. Ascribed status is assigned by birth or social identity, such as gender, age, family, etc. It is fixed and difficult to change. Achieved status is earned through personal efforts, skills, and accomplishments. It is based on individual merit and can change over time. Both types of status influence one's social roles and the respect given by others in the group.
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Social structure, institution, socialization (ch 8, 9, 10)
Social structure, institution, socialization (ch 8, 9, 10)
Social structure, institution, socialization (ch 8, 9, 10)
Social structure, institution, socialization (ch 8, 9, 10)
Ashford 4 - Week 3 - Instructor GuidanceSourcehttpthejo.docx
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Global 3 ch 2 unit 5 halfway
- 1. COURSE: GLOBAL STUDIES II YEAR: 2015 University of South East- Asia 1
- 2. Chapter 2 Society and Social Groups UNIT 5 SOCIAL STATUS (16)
- 3. Social Status STATUS - In sociology, status refer to the position that an individual occupies. It doesn’t matter who you are, whether rich or poor, every person has status/es they occupy. It may be of great prestige (lawyer, astronaut, etc.) or very little prestige ( fast food attendant, valet, etc.)
- 4. SOCIAL STATUS - a large number of people with similar amounts of income and education who work at jobs that are roughly comparable in prestige.
- 5. STATUS SET Sociologist use the term status set to refer to all the statuses or positions that you occupy. You may be a daughter, sister, cousin, classmate, friend, employee, and spouse at the same time.
- 6. Ascribed status and Achieved status ASCRIBED STATUS involuntary you inherited them at birth race, sex, parents’ social class
- 7. Ascribed status and Achieved status ACHIEVED STATUS voluntary you earn or accomplish these these are the results of your efforts: to be a student, a friend, a spouse, a minister, a priest, a doctor, etc.) or results of your lack of effort: you became a school dropout, a former friend, a former husband, you became a beggar, etc.
- 8. Ascribed and achieved statuses A person can have a combination of ascribed and achieved statuses. Take into consideration Princess Diana of Wales: she was a wife, mother and Princess of Wales. Her being a princess is achieved because she married Prince Charles. When they divorced, it was also an achieved status of being a divorcee, a former Princess, and former wife.
- 10. STATUS SYMBOLS These are items that are used to identify a status e.g. Uniforms for students, police, firefighters, etc. IDs for different positions and companies Wedding rings for married people Aprons for cooks and chefs Business suits and ties for corporate people, etc.
- 12. Master statuses A master status is something that cuts across the other statuses that you hold. It can be something ascribed ( male or female) or achieved (being wealthy). It is something that people recognized you most of all. Just like in the case of Stephen Hawking: he is a very intelligent person in the field of physics, but people also see him as a disabled person, suffering from Lou Gehrig’s disease.
- 14. Roles Roles are the behaviors, obligations and privileges attached to a status. The difference between role and status is that you occupy a status, but you play a role (Linton, 1936). Our roles are a sort of fence that helps keep us doing what society wants us to do. It make us know what is appropriate, for us to know what are the things we can and cannot do.
- 16. Groups A group consists of people who regularly and consciously interact with one another. The members of the group share similar values, norms, and expectations. The groups to which we belong represent powerful forces in our lives.