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Most marriages in the author's three generation family involved similar social characteristics like ethnicity, class, and religion between partners. Instances of divorce were fewer in marriages between similar people, as shared views fostered harmony. While earlier generations married within their own ethnic groups, recent generations have seen more interethnic marriages. Religious homogamy also brought strong identities and satisfaction to marriages of past generations in the family.
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Same-Sex Parent Socialization Understanding Gay andLesbian .docx
Same-Sex Parent Socialization: Understanding Gay and
Lesbian Parenting Practices as Cultural Socialization
Marykate Oakleya, Rachel H. Farrb, and David G. Scherera
aDepartment of Psychological and Brain Sciences, University of Massachusetts-Amherst, Amherst,
Massachusetts; bDepartment of Psychology, University of Kentucky, Lexington, Kentucky
ABSTRACT
Cultural socialization refers to the processes by which parents
communicate cultural values, beliefs, customs, and behaviors to
their children. To date, research on cultural socialization has
focused primarily on racial- and ethnic-minority families, and
more contemporary studies have examined these practices
among international and transracial adoptive families. In
general, four main themes have emerged in the literature:
Cultural Socialization, Preparation for Bias, Promotion of
Mistrust, and Egalitarianism. Since families with same-sex
parents continue to experience stigma in society, there is reason
to believe these parents engage in cultural socialization
strategies specifically around issues of sexual orientation. Yet,
current research on cultural socialization has not explicitly
investigated same-sex parenting. Thus, the present study
examined same-sex parent socialization among families headed
by sexual-minority parents (52 fathers, 43 mothers) using a
preexisting socialization framework. Findings revealed that the
majority of parents endorsed behaviors designed to promote
children’s awareness of diverse family structures and prepare
them for potential stigma-related barriers socialization along
three dimensions: Cultural Socialization, Preparation for Bias,
and Proactive Parenting. These results contribute to our
empirical understanding of same-sex parenting and justify the
need to broaden our conceptualization of cultural socialization
to be more inclusive of these diverse family structures.
KEYWORDS
Gay and lesbian parents;
cultural socialization;
children; parenting strategies
Introduction
Parents transmit values, information, and social perspectives to their children
through dynamic family processes collectively referred to as cultural socialization
(Lee, 2003). Research on cultural socialization has traditionally focused on racial-
and ethnic-minority parents and the strategies they use to instill a sense of racial
or ethnic pride in their children and to help prepare them for potential race- or
ethnicity-related barriers they might encounter (for reviews, see Hughes, Smith,
CONTACT Marykate Oakley [email protected] 135 Hicks Way, Department of Psychological and
Brain Sciences, University of Massachusetts-Amherst, Amherst, MA 01003, USA.
© 2017 Taylor & Francis Group, LLC
JOURNAL OF GLBT FAMILY STUDIES
2017, VOL. 13, NO. 1, 56–75
http://dx.doi.org/10.1080/1550428X.2016.1158685
http://dx.doi.org/10.1080/1550428X.2016.1158685
Johnson, Stevenson, & Spicer, 2006 and Priest et al., 2014). More contemporary
research has examined cultural socialization among other minority grou.
Same-Sex Parent Socialization Understanding Gay andLesbian .docx
Same-Sex Parent Socialization: Understanding Gay and
Lesbian Parenting Practices as Cultural Socialization
Marykate Oakleya, Rachel H. Farrb, and David G. Scherera
aDepartment of Psychological and Brain Sciences, University of Massachusetts-Amherst, Amherst,
Massachusetts; bDepartment of Psychology, University of Kentucky, Lexington, Kentucky
ABSTRACT
Cultural socialization refers to the processes by which parents
communicate cultural values, beliefs, customs, and behaviors to
their children. To date, research on cultural socialization has
focused primarily on racial- and ethnic-minority families, and
more contemporary studies have examined these practices
among international and transracial adoptive families. In
general, four main themes have emerged in the literature:
Cultural Socialization, Preparation for Bias, Promotion of
Mistrust, and Egalitarianism. Since families with same-sex
parents continue to experience stigma in society, there is reason
to believe these parents engage in cultural socialization
strategies specifically around issues of sexual orientation. Yet,
current research on cultural socialization has not explicitly
investigated same-sex parenting. Thus, the present study
examined same-sex parent socialization among families headed
by sexual-minority parents (52 fathers, 43 mothers) using a
preexisting socialization framework. Findings revealed that the
majority of parents endorsed behaviors designed to promote
children’s awareness of diverse family structures and prepare
them for potential stigma-related barriers socialization along
three dimensions: Cultural Socialization, Preparation for Bias,
and Proactive Parenting. These results contribute to our
empirical understanding of same-sex parenting and justify the
need to broaden our conceptualization of cultural socialization
to be more inclusive of these diverse family structures.
KEYWORDS
Gay and lesbian parents;
cultural socialization;
children; parenting strategies
Introduction
Parents transmit values, information, and social perspectives to their children
through dynamic family processes collectively referred to as cultural socialization
(Lee, 2003). Research on cultural socialization has traditionally focused on racial-
and ethnic-minority parents and the strategies they use to instill a sense of racial
or ethnic pride in their children and to help prepare them for potential race- or
ethnicity-related barriers they might encounter (for reviews, see Hughes, Smith,
CONTACT Marykate Oakley [email protected] 135 Hicks Way, Department of Psychological and
Brain Sciences, University of Massachusetts-Amherst, Amherst, MA 01003, USA.
© 2017 Taylor & Francis Group, LLC
JOURNAL OF GLBT FAMILY STUDIES
2017, VOL. 13, NO. 1, 56–75
http://dx.doi.org/10.1080/1550428X.2016.1158685
http://dx.doi.org/10.1080/1550428X.2016.1158685
Johnson, Stevenson, & Spicer, 2006 and Priest et al., 2014). More contemporary
research has examined cultural socialization among other minority grou.
Same-Sex Parent Socialization Understanding Gay andLesbian
Same-Sex Parent Socialization: Understanding Gay and
Lesbian Parenting Practices as Cultural Socialization
Marykate Oakleya, Rachel H. Farrb, and David G. Scherera
aDepartment of Psychological and Brain Sciences, University of Massachusetts-Amherst, Amherst,
Massachusetts; bDepartment of Psychology, University of Kentucky, Lexington, Kentucky
ABSTRACT
Cultural socialization refers to the processes by which parents
communicate cultural values, beliefs, customs, and behaviors to
their children. To date, research on cultural socialization has
focused primarily on racial- and ethnic-minority families, and
more contemporary studies have examined these practices
among international and transracial adoptive families. In
general, four main themes have emerged in the literature:
Cultural Socialization, Preparation for Bias, Promotion of
Mistrust, and Egalitarianism. Since families with same-sex
parents continue to experience stigma in society, there is reason
to believe these parents engage in cultural socialization
strategies specifically around issues of sexual orientation. Yet,
current research on cultural socialization has not explicitly
investigated same-sex parenting. Thus, the present study
examined same-sex parent socialization among families headed
by sexual-minority parents (52 fathers, 43 mothers) using a
preexisting socialization framework. Findings revealed that the
majority of parents endorsed behaviors designed to promote
children’s awareness of diverse family structures and prepare
them for potential stigma-related barriers socialization along
three dimensions: Cultural Socialization, Preparation for Bias,
and Proactive Parenting. These results contribute to our
empirical understanding of same-sex parenting and justify the
need to broaden our conceptualization of cultural socialization
to be more inclusive of these diverse family structures.
KEYWORDS
Gay and lesbian parents;
cultural socialization;
children; parenting strategies
Introduction
Parents transmit values, information, and social perspectives to their children
through dynamic family processes collectively referred to as cultural socialization
(Lee, 2003). Research on cultural socialization has traditionally focused on racial-
and ethnic-minority parents and the strategies they use to instill a sense of racial
or ethnic pride in their children and to help prepare them for potential race- or
ethnicity-related barriers they might encounter (for reviews, see Hughes, Smith,
CONTACT Marykate Oakley [email protected] 135 Hicks Way, Department of Psychological and
Brain Sciences, University of Massachusetts-Amherst, Amherst, MA 01003, USA.
© 2017 Taylor & Francis Group, LLC
JOURNAL OF GLBT FAMILY STUDIES
2017, VOL. 13, NO. 1, 56–75
http://dx.doi.org/10.1080/1550428X.2016.1158685
http://dx.doi.org/10.1080/1550428X.2016.1158685
Johnson, Stevenson, & Spicer, 2006 and Priest et al., 2014). More contemporary
research has examined cultural socialization among other minority grou ...
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Interracial Marriage Essay
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Same-Sex Parent Socialization Understanding Gay andLesbian .docx
Same-Sex Parent Socialization: Understanding Gay and
Lesbian Parenting Practices as Cultural Socialization
Marykate Oakleya, Rachel H. Farrb, and David G. Scherera
aDepartment of Psychological and Brain Sciences, University of Massachusetts-Amherst, Amherst,
Massachusetts; bDepartment of Psychology, University of Kentucky, Lexington, Kentucky
ABSTRACT
Cultural socialization refers to the processes by which parents
communicate cultural values, beliefs, customs, and behaviors to
their children. To date, research on cultural socialization has
focused primarily on racial- and ethnic-minority families, and
more contemporary studies have examined these practices
among international and transracial adoptive families. In
general, four main themes have emerged in the literature:
Cultural Socialization, Preparation for Bias, Promotion of
Mistrust, and Egalitarianism. Since families with same-sex
parents continue to experience stigma in society, there is reason
to believe these parents engage in cultural socialization
strategies specifically around issues of sexual orientation. Yet,
current research on cultural socialization has not explicitly
investigated same-sex parenting. Thus, the present study
examined same-sex parent socialization among families headed
by sexual-minority parents (52 fathers, 43 mothers) using a
preexisting socialization framework. Findings revealed that the
majority of parents endorsed behaviors designed to promote
children’s awareness of diverse family structures and prepare
them for potential stigma-related barriers socialization along
three dimensions: Cultural Socialization, Preparation for Bias,
and Proactive Parenting. These results contribute to our
empirical understanding of same-sex parenting and justify the
need to broaden our conceptualization of cultural socialization
to be more inclusive of these diverse family structures.
KEYWORDS
Gay and lesbian parents;
cultural socialization;
children; parenting strategies
Introduction
Parents transmit values, information, and social perspectives to their children
through dynamic family processes collectively referred to as cultural socialization
(Lee, 2003). Research on cultural socialization has traditionally focused on racial-
and ethnic-minority parents and the strategies they use to instill a sense of racial
or ethnic pride in their children and to help prepare them for potential race- or
ethnicity-related barriers they might encounter (for reviews, see Hughes, Smith,
CONTACT Marykate Oakley [email protected] 135 Hicks Way, Department of Psychological and
Brain Sciences, University of Massachusetts-Amherst, Amherst, MA 01003, USA.
© 2017 Taylor & Francis Group, LLC
JOURNAL OF GLBT FAMILY STUDIES
2017, VOL. 13, NO. 1, 56–75
http://dx.doi.org/10.1080/1550428X.2016.1158685
http://dx.doi.org/10.1080/1550428X.2016.1158685
Johnson, Stevenson, & Spicer, 2006 and Priest et al., 2014). More contemporary
research has examined cultural socialization among other minority grou.
Same-Sex Parent Socialization Understanding Gay andLesbian .docx
Same-Sex Parent Socialization: Understanding Gay and
Lesbian Parenting Practices as Cultural Socialization
Marykate Oakleya, Rachel H. Farrb, and David G. Scherera
aDepartment of Psychological and Brain Sciences, University of Massachusetts-Amherst, Amherst,
Massachusetts; bDepartment of Psychology, University of Kentucky, Lexington, Kentucky
ABSTRACT
Cultural socialization refers to the processes by which parents
communicate cultural values, beliefs, customs, and behaviors to
their children. To date, research on cultural socialization has
focused primarily on racial- and ethnic-minority families, and
more contemporary studies have examined these practices
among international and transracial adoptive families. In
general, four main themes have emerged in the literature:
Cultural Socialization, Preparation for Bias, Promotion of
Mistrust, and Egalitarianism. Since families with same-sex
parents continue to experience stigma in society, there is reason
to believe these parents engage in cultural socialization
strategies specifically around issues of sexual orientation. Yet,
current research on cultural socialization has not explicitly
investigated same-sex parenting. Thus, the present study
examined same-sex parent socialization among families headed
by sexual-minority parents (52 fathers, 43 mothers) using a
preexisting socialization framework. Findings revealed that the
majority of parents endorsed behaviors designed to promote
children’s awareness of diverse family structures and prepare
them for potential stigma-related barriers socialization along
three dimensions: Cultural Socialization, Preparation for Bias,
and Proactive Parenting. These results contribute to our
empirical understanding of same-sex parenting and justify the
need to broaden our conceptualization of cultural socialization
to be more inclusive of these diverse family structures.
KEYWORDS
Gay and lesbian parents;
cultural socialization;
children; parenting strategies
Introduction
Parents transmit values, information, and social perspectives to their children
through dynamic family processes collectively referred to as cultural socialization
(Lee, 2003). Research on cultural socialization has traditionally focused on racial-
and ethnic-minority parents and the strategies they use to instill a sense of racial
or ethnic pride in their children and to help prepare them for potential race- or
ethnicity-related barriers they might encounter (for reviews, see Hughes, Smith,
CONTACT Marykate Oakley [email protected] 135 Hicks Way, Department of Psychological and
Brain Sciences, University of Massachusetts-Amherst, Amherst, MA 01003, USA.
© 2017 Taylor & Francis Group, LLC
JOURNAL OF GLBT FAMILY STUDIES
2017, VOL. 13, NO. 1, 56–75
http://dx.doi.org/10.1080/1550428X.2016.1158685
http://dx.doi.org/10.1080/1550428X.2016.1158685
Johnson, Stevenson, & Spicer, 2006 and Priest et al., 2014). More contemporary
research has examined cultural socialization among other minority grou.
Same-Sex Parent Socialization Understanding Gay andLesbian
Same-Sex Parent Socialization: Understanding Gay and
Lesbian Parenting Practices as Cultural Socialization
Marykate Oakleya, Rachel H. Farrb, and David G. Scherera
aDepartment of Psychological and Brain Sciences, University of Massachusetts-Amherst, Amherst,
Massachusetts; bDepartment of Psychology, University of Kentucky, Lexington, Kentucky
ABSTRACT
Cultural socialization refers to the processes by which parents
communicate cultural values, beliefs, customs, and behaviors to
their children. To date, research on cultural socialization has
focused primarily on racial- and ethnic-minority families, and
more contemporary studies have examined these practices
among international and transracial adoptive families. In
general, four main themes have emerged in the literature:
Cultural Socialization, Preparation for Bias, Promotion of
Mistrust, and Egalitarianism. Since families with same-sex
parents continue to experience stigma in society, there is reason
to believe these parents engage in cultural socialization
strategies specifically around issues of sexual orientation. Yet,
current research on cultural socialization has not explicitly
investigated same-sex parenting. Thus, the present study
examined same-sex parent socialization among families headed
by sexual-minority parents (52 fathers, 43 mothers) using a
preexisting socialization framework. Findings revealed that the
majority of parents endorsed behaviors designed to promote
children’s awareness of diverse family structures and prepare
them for potential stigma-related barriers socialization along
three dimensions: Cultural Socialization, Preparation for Bias,
and Proactive Parenting. These results contribute to our
empirical understanding of same-sex parenting and justify the
need to broaden our conceptualization of cultural socialization
to be more inclusive of these diverse family structures.
KEYWORDS
Gay and lesbian parents;
cultural socialization;
children; parenting strategies
Introduction
Parents transmit values, information, and social perspectives to their children
through dynamic family processes collectively referred to as cultural socialization
(Lee, 2003). Research on cultural socialization has traditionally focused on racial-
and ethnic-minority parents and the strategies they use to instill a sense of racial
or ethnic pride in their children and to help prepare them for potential race- or
ethnicity-related barriers they might encounter (for reviews, see Hughes, Smith,
CONTACT Marykate Oakley [email protected] 135 Hicks Way, Department of Psychological and
Brain Sciences, University of Massachusetts-Amherst, Amherst, MA 01003, USA.
© 2017 Taylor & Francis Group, LLC
JOURNAL OF GLBT FAMILY STUDIES
2017, VOL. 13, NO. 1, 56–75
http://dx.doi.org/10.1080/1550428X.2016.1158685
http://dx.doi.org/10.1080/1550428X.2016.1158685
Johnson, Stevenson, & Spicer, 2006 and Priest et al., 2014). More contemporary
research has examined cultural socialization among other minority grou ...
I Have,” I Would,” I Won’t” Hooking Up Among Sexually Dive.docx
“I Have,” “I Would,” “I Won’t”: Hooking Up Among Sexually Diverse
Groups of College Students
Scott S. Hall
Ball State University
David Knox
East Carolina University
Kelsey Shapiro
Ball State University
Incorporating the intention to “hook up” with whether one has hooked up can distinguish groups with
unique sets of background characteristics and experiences pertaining to hooking up within the college
culture. A large, gender-balanced sample of college students (N � 3,893) from 2 universities that
represented sizable numbers of diverse sexual identities was analyzed for the current study. Results
indicated that within each sexual identity, men were more likely than women to have hooked up (“I
have”) and to be willing to hookup if they hadn’t (“I would”). Across sexual identities, gay/lesbian and
bisexual individuals were more likely to have hooked up than were straight individuals. Gay and straight
individuals were more likely than bisexual individuals to intend to avoid hooking up (“I won’t”).
However, multivariate analyses that accounted for various background, attitudinal, and sexual experi-
ences appeared to account for much of the variation by sexual identity.
Public Significance Statement
This study identified that men as a group and individuals identifying as gay, lesbian, or bisexual were
more likely to have “hooked up” and to be willing to hook up if they hadn’t. Such differences among
sexual identities lessened when diverse beliefs and experiences were accounted for.
Keywords: hooking up, sexual identity, intentions
“Hooking up” has become a major focus of research in sexuality
and relationships of emerging adults, especially college students.
Though definitions vary, a hookup is typically understood to be a
sexual encounter that occurs between individuals who have no
relationship commitment, sometimes who are strangers (Garcia,
Reiber, Massey, & Merriwether, 2012; Lewis, Atkins, Blayney,
Dent, & Kaysen, 2013). Motivations for hooking up include not
having a formal dating scene alternative, sexual gratification,
wanting to fit in, fun/adventure, being too busy for a steady
relationship (e.g., demands of a college-student life), and hope for
a transition into a romantic relationship (Uecker et al., 2015). The
college context promotes hooking-up encounters, with an apparent
cultural expectation that hooking up is integral to embracing the
full college experience (Bogle, 2007; Garcia et al., 2012). Re-
searchers continue to investigate the profile of individuals likely to
hook up, their motivations for doing so, and the outcomes of the
experience.
Yet some college students report never having hooked up (Gar-
cia et al., 2012). Such individuals may be categorized as those who
avoid such encounters (e.g., the strongly religious) or those who
have not had the opportunity. Those who have not hooked up could
thus be meaningfully different from one another, depending on
their intentions related to hooking up. Understanding the charac-.
Heterosexuals’ attitudes toward same-sex parenting: The case of Portugal
Heterosexuals’ attitudes toward same-sex parenting: The case of Portugal
summer 2005 contexts 33Contexts, Vol. 4, Issue 3, pp. 33-3.docx
summer 2005 contexts 33
Contexts, Vol. 4, Issue 3, pp. 33-37, ISSN 1536-5042, electronic ISSN 1537-6052. © 2005 by the American Sociological Association. All rights reserved.
Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Rights and Permissions
website, at www.ucpress.edu/journals/rights.htm.
how cohabitation is
reshaping american families
feature article susan l. brown
Rapid growth in unmarried cohabitation over the past few decades has fundamentally altered American family life.
By providing a context for intimate partnerships and childbearing outside marriage, cohabitation challenges our
understanding of the family.
Most couples marrying today already know what living with
their spouse will be like. That’s because they have been living
together long before they walk down the aisle. The most com-
mon path to marriage is cohabitation, not dating. Once
described as “living in sin” or “shacking up,” cohabitation has
become an experience that most high school seniors, according
to a recent Monitoring the Future survey, agree is “a good idea.”
The rapid increase in “living together” is changing the con-
tours of American families at the same time that it calls into
question our conventional notions of “the family.” Unlike mar-
riage, which is governed by the state, heterosexual cohabita-
tion operates largely outside the purview of the law. The
growth in heterosexual cohabitation exemplifies the infor-
malization of the family and the increased emphasis on emo-
tional (rather than legal) ties to others. Cohabitation is a
distinct family form, neither singlehood nor marriage. We can
no longer understand American families if we ignore it.
the growth in cohabitation
Living together gained momentum during the 1960s,
when traditional moral strictures began to unravel and “the
pill” made sex outside of marriage more commonplace.
Historically, unmarried cohabitation was most common
among the lower classes, for whom marriage held few social,
legal, or economic benefits (see “Unmarried with Children,”
Contexts, Spring 2005). As cohabitation became more wide-
spread, many commentators mistakenly characterized it as a
college-student phenomenon. In reality, college-educated
Americans are the least likely to cohabit. This same myth also
perpetuated a stereotype of cohabitors as never married and
childless, when in actuality a slight majority of cohabitors have
been married previously, and 40 percent of cohabiting unions
involve children. By comparison, 45 percent of married-cou-
ple families have minor children living with them.
Cohabitation today shapes the lives of many Americans.
The 2000 Census counted close to five million opposite-sex
couples living together in America. In 1970, there were just
500,000 cohabiting couples. More than half of young adults
in their 20s and 30s have experienced cohabitation. Cohabiting
unions are relatively short-lived, lasti ...
Prof.dr. halit hami öz sociology-chapter 14-marriage and family
KAFKAS ÜNİVERSİTESİ/KAFKAS UNIVERSITY
SOCIOLOGY
Course
LECTURE NOTES AND POWER POINT PRESENTATIONS
Prof.Dr. Halit Hami ÖZ
Kars, TURKEY
hamioz@yahoo.com
Establishing Family During Adulthood
Introduction
Adulthood - Adult and Family Development
Finding a Mate: Courtship Patterns
Parent-Arranged Marriages
The American Dating System
Marriage
Types of Marital Relationships
The Family Life Cycle
Leaving Home and Becoming a Single Adult
Developmental Tasks of The Family Establishment Phase
Establishing a Home Base to Call Their Own
Sociology Essays On Family
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My Family Sociology Analysis
Social class affects families in every conceivable way. Family for.docx
Social class affects families in every conceivable way. Family form, marriage, divorce, and childrearing are all related to class. Social class is a complex concept that centers on the distribution of economic resources. That is, when a number of people occupy the same relative economic rank in the stratification system, they form a social class. There are no clear-cut boundaries, except perhaps those delineating the highest and lowest classes. A social class is not a homogeneous group, given the diversity within it, yet there is some degree of identification with other people in similar economic situations. Also, people have a sense of who is superior, inferior, or equal to them (Eitzen et al., 2013).
The class system in the United States is marked by striking differences in income. Income is the amount of money brought into a household in 1 year (Andersen and Collins, 2010b:71). Table 6.2 shows the average household income for each fifth of the population from 1970 to 2011. This illustrates the growing income gap between the bottom fifth and the top fifth of the population. However, it is open to different interpretations of how income inequality is maintained.
Table 6.2 Share of Aggregate Income by Each Fifth of Households, 1970, 1980, 1990, 2000, 2004, 2007, 2010, 2011
Sociologists agree that there are social classes and that income or money is the basis for classification. However, they disagree on the meaning of class for family life. Although this oversimplifies the debate, there are two different ways to think about class. The cultural approach argues that family patterns are responsible for inequality. The structural approach argues that class inequalities themselves produce different family patterns. Each approach gives us a distinctive view of family.
Objective: Explain the impact of race on family life
Like the class and gender systems, racial stratification has structural foundations. The meaning and significance of race was fundamentally changed in the beginning of the twenty-first century. The blatant forms of racism that existed in the past have given way to new, more subtle practices (Lewis et al., 2004:4). Furthermore, the United States is moving from being predominantly White to being a global society of diverse racial and ethnic peoples. Does this mean that the United States is becoming integrated and moving beyond racial disparities? Many people think that multicultural attitudes and a “color-blind” climate have replaced old-fashioned racism. After all, President Barack Obama, a Black man, holds the nation’s highest office. This makes his family the nation’s official “first family.” Today, people of color are visible in public positions. While these changes are important, they do not signal a post-racial society. This section of the chapter shows how racial inequality is a powerful force in shaping family life in the twenty-first century. The theme of this chapter is that the inequalities of class, race, and gen.
Running head SOCIOLOGY OF RELIGION MODULE SIX .docx
Running head: SOCIOLOGY OF RELIGION: MODULE SIX
1
TEXAS RULES AND LAWS 4
SOCIOLOGY OF RELIGION: MODULE SIX
5
Sociology of Religion: Module Six
Student's Name
Institutional Affiliation:
Sociology of Religion
In lesson six the most interesting module that I read was the one about the current issues in marriage of families and their religions. In addition to this, I enjoyed learning about the module about the good, bad and ugly in terms of religions’ social aspects. To understand the philosophy of religion properly, this two aspect need to be studied in depth and the relationship between them understood. This paper is therefore written to help in understanding this relationship between the religion and family and the social aspects of religion as indicated in the modules six as well as the further readings given in class. **More content relating to final 2 requirements***
To begin with, the first reading that interested me considers the connection between religion, and family development designs. The family development examples of individuals from The Church of Jesus Christ of Latter-day Saints, with its solid family-focused philosophy, were contrasted and those of Roman Catholics, Protestants (partitioned into liberal and moderate gatherings), and individuals with no religious inclination (Jordan, 2015). It was found that individuals with no religious inclination are less inclined to wed, more prone to separate, more averse to remarry after separation and have tendencies to have littler families than individuals from the changing religious gatherings.
At the point when contrasted with alternative religious gatherings, Latter-day Saints have bigger families, the most astounding rates of marriage and fruitfulness, and the least separation rates. Catholics likewise tend to separate less and remarry after separation less often than Protestants. Potentially no other societal foundation has a nearer connect with religion than does the family (Smoak, 2015). Late changes in family arrangement have tested Judeo-Christian morals concerning family life (Idler, 2008). Postponing marriages, rising separation rates, and learning within family estimates all run counter to the conventional prenatal, prenuptial position of most Christian religions. In light of this, changes in the regular family-lifecycle occasions the normal individual can only hope to understand, the diligence of the connection amongst family and religion remains an essential issue. In reality, the impact of religion seems, by all accounts, to be fading (Buchdah et al., 1997). Keeping in mind the end goal to comprehend the part of religion in the public arena, it will be important to keep checking the connection amongst religious and family-arranged conduct.
The modules likewise consider the interrelationship amongst religion and family by choosing a religion wi ...
Corinne Reczek The Ohio State UniversityAmbivalence in Gay
Corinne Reczek The Ohio State University
Ambivalence in Gay and Lesbian Family
Relationships
Intergenerational ambivalence—the simulta-
neous presence of both positive and negative
dimensions of a parent–child tie—is a con-
cept widely used in family studies. Scholars
have clarified the measurement of psycho-
logical ambivalence, or an individual’s own
feelings of ambivalence toward others. Yet
research has yet to demonstrate whether—and,
if so, how—individuals characterize others as
ambivalent. Moreover, relatively little is known
about ambivalence in gay and lesbian families.
In the present study 60 in-depth interviews
were analyzed to identify what the author calls
perceived ambivalence in the parent, sibling,
extended kin, and “in-law” relationships of
gay and lesbian adults. Perceived ambivalence
is revealed through gay and lesbian adults’
characterizations of family members’ simulta-
neous positive and negative overt and covert
beliefs and behavior. In addition, the author
refines the concept of collective ambivalence,
wherein perceived ambivalence typifies an
entire family unit. The findings further revealed
the importance of broader sociological factors,
such as homophobia, in structuring perceived
ambivalence.
Over the past decade, intergenerational ambiva-
lence has emerged as a central concept for
Department of Sociology, 238 Townshend Hall, 1885 Neil
Avenue Mall, Columbus, OH 43202 ([email protected]).
This article was edited by Kevin M. Roy.
Key Words: ambivalence, gay and lesbian families, intergen-
erational relationships, mid- to late life, qualitative research.
understanding relationships between adult chil-
dren and their parents (Lüscher & Pillemer,
1998). Intergenerational ambivalence brings
together psychological ambivalence—the simul-
taneous experience of opposing feelings or
emotions (Bleuler, 1922)—and sociological
ambivalence—incompatible and conflicting
expectations and norms of behavior, beliefs, and
attitudes (Connidis, 2015; Merton & Barber,
1963)—to articulate how parents and adult chil-
dren experience “opposing feelings or emotions
that are due in part to countervailing expec-
tations” for how each generation should act
(Connidis & McMullin, 2002b, p. 558; Lüscher
& Pillemer, 1998). A significant body of work
demonstrates that, much like positive and neg-
ative parent–child relationships, ambivalent
intergenerational relationships are negatively
related to psychological well-being (Kiecolt,
Blieszner, & Savla, 2011; Suitor, Gilligan, &
Pillemer, 2011), which may in turn lead to stress
spillover and proliferation into other domains
of family life (Pearlin, Aneshensel, & LeBlanc,
1997).
Despite important advances in the ambiva-
lence construct, significant gaps remain. First,
the focus has been nearly entirely on indi-
vidual feelings of psychological ambivalence
toward others, with little attention to the pres-
ence and operation of sociological ambivalence
(Connidis, 2015). Second, a focus on individu ...
Chapter12and10 4thed3 141203112934-conversion-gate01
The Real World An Introduction to Sociology 4th Edition
Challenges Ahead and ActivismWeek 10Collective B
Challenges Ahead and Activism
Week 10
Collective Behavior
What is it?
Non-institutionalized activity in which several people voluntarily engage.
Examples?
Theoretical Perspectives
Emergent-Norm Perspective
People perceive and respond to circumstances based on their own set of norms but when a situation arises that is unfamiliar, people act in groups to develop new norms
What does this sound like? (which classical theory?)
Value-Added Theory
A set of conditions must be in pace for collective behavior to occur – structural conduciveness, structural strain, generalized belief, precipitating factors, mobilization, and social control
Which classical theory does this sound like?
Assembling Perspective
Focus on collective action based on shared interest
Individuals are rational beings
Social Movements
What are they?
Purposeful, organized groups working toward a common social goal
Local, state, national, and global levels
Examples?
Stages of social movements
Preliminary stage, coalescence, institutionalization, decline
Theoretical Perspectives
Resource mobilization: Ability to acquire resources and mobilize individuals
Framing/Frame Analysis: Diagnostic, prognostic, and motivational framing
Frame alignment process
New Social Movement Theory: Understands social movements as they relate to politics, identity, culture, and social change
Examples: Ecofeminism, transgender rights movement, black lives matter movement
Social Change
How does it happen?
Changes in technology, social institutions, population, and the environment
How might these things cause change, spur collective action, or open the door for new social movements?
Activism
Vigorous direct action used to catalyze changes in social policies, institutions, and structures.
Protests, petitions, strikes, lobbying, public displays, political artwork, community education
What are some unique challenges to activism that have come up during the pandemic?
Discussion
Have any topics or social problems discussed this quarter prompted you to become involved in activism, if you weren’t involved already?
If yes, what have you become involved in and why?
What challenges do you foresee for the future of solving social problems?
Can we overcome those challenges? What would it take to overcome them?
Family & Marriage
Week 6
Key Take Aways
Opinions on family and marriage as well as trends in marriage and divorce have changed drastically over the years
Nuclear families are not the only type of family
Marriage can create advantages for couples and their children, but it can also be a source of inequality both within and between families
Research and discussions on marriage and family in the US tend to leave out lots of things (which we’ll discuss)
Overview
Textbook Definition
Family: “a group of two or more people who are related by blood, marriage, adoption, or a mutual commitment and who care for one another”
Families throughout history & the status of the nuclear family ...
Case Study 1 Applying Theory to PracticeSocial scientists hav.docx
Case Study 1: Applying Theory to Practice
Social scientists have proposed a number of theories to explain juvenile delinquency. Each has its own strengths and weaknesses. For this assignment, go to the following Website, located at http://listverse.com/2011/05/14/top-10-young-killers/ and select one of the juvenile case studies.
After reading the case, select one (1) of the psychological theories discussed in Chapter 4 of the text.
Write a two to three (2-3) page paper in which you:
1. Summarize three (3) key aspects of the juvenile case study that you selected.
2. Highlight at least three (3) factors that you believe are important for one to understand the origins of the juvenile’s delinquent behavior.
3. Apply at least two (2) concepts from the theory that you chose from the text that would help explain the juvenile’s behavior.
4. Identify one (1) appropriate strategy geared toward preventing delinquency that is consistent with the theory you chose.
5. Use at least three (3) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.
Discussion-
"The Changing Family System"
Using what you’ve learned this week, respond to the following prompts in your post:
· Explain at least two (2) roles that different parenting styles play in shaping the overall behavior of children. Next, indicate the significant impacts that each role has in contributing to delinquent behavior among juveniles.
· Think about the following question: Should juvenile delinquents be removed from their home and parent(s) and placed in a foster home or group home if the child continues to commit criminal acts after repeated attempts at treatment and confinement? Based on this question, discuss your thoughts on this subject. Provide support for your response.
Discussion-
"Exploring Monopolies and Oligopolies"
Watch this video, Oligopolies and Monopolistic Competition, to help you prepare for this week’s discussion.
Reply to these prompts by using the company for which you currently work, a business with which your familiar, or a dream business you want to start:
· With your selected business in mind, determine if it is competitive, monopolistic competitive, an oligopoly, or pure monopoly. Explain how you drew your conclusion about its market structure.
· How does the business/firm in this industry determine the price it will charge for the products or services it sells?
Discussion-
"Considering Tradeoffs You Make Every Day"
Let's talk about two tradeoffs we face every day: how we spend our time and money.
We can only do two things with income: spend it or save it. Time is the ultimate resource. We can choose to spend time working to earn an income or we can do other things, broadly classified as leisure. Reply to these prompts to start your discussion:
· How does a change in interest rate affect your decision to spend or save? How would a change in the interest rate affect a firm's decision to invest or save?
· How might an increas.
Case Study - Option 3 BarbaraBarbara is a 22 year old woman who h.docx
Case Study - Option 3: Barbara
Barbara is a 22 year old woman who has recently graduated from college with a psychology degree. She is currently working as a waitress at a popular restaurant near campus, and says she has always planned to attend law school. Barbara was born in a New Orleans, Louisiana. Her mother is an African American who is an assistant manager at a grocery store. Her father is Caucasian and works at a department store. Barbara reports that she was a shy, unattractive child, but that in general her early childhood was "pretty happy." Barbara says that during elementary school, she was constantly harassed by classmates about being of mixed race. Still, she says that she felt very close to her family during this period. She now insists that "I am not black or white, I am me."
Barbara is sexually active and engages in sexual activity with different men at least 1 time a week. Barbara indicates that she does not need protection because she is on the pill. She says she is simply too young to settle down. During her junior year of high school, Barbara had her first serious boyfriend, Morris, who was a high school classmate. She describes the relationship as warm and supportive and they became sexually active during her senior year of high school. They broke up soon after the first sexual interaction. In college, Barbara has dated and she acknowledges some bisexual experimentation. Barbara says that she prefers heterosexual relationships, however.
Although Barbara appears to be a natural athlete, she leads a relatively sedentary lifestyle. She does not exercise regularly and indicates that it is just not enjoyable.
Barbara does not like her job at the restaurant, but seems unwilling to look for other employment. She says that she feels "very jittery" whenever she gets ready for work, and she uses any excuse to take days off. She also refuses to associate with fellow employees, and reports getting very anxious when she was given a surprise birthday party. Recently, she has lost interest in cleaning her house and seldom cooks for herself. She also attends less to her personal grooming.
Diagnosis – Social Anxiety Disorder/Minor Depression
DSM-5 – Diagnostic Criteria for Social Anxiety Disorder
1. Fear or anxiety specific to social settings, in which a person feels noticed, observed, or scrutinized.
2. Typically the individual will fear that they will display their anxiety and experience social rejection,
3. Social interaction will consistently provoke distress,
4. Social interactions are either avoided, or painfully and reluctantly endured,
5. The fear and anxiety will be grossly disproportionate to the actual situation,
6. The fear, anxiety or other distress around social situations will persist for six months or longer and
7. Cause personal distress and impairment of functioning in one or more domains, such as interpersonal or occupational functioning,
8. The fear or anxiety cannot be attributed to a medical disorder, s.
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I Have,” I Would,” I Won’t” Hooking Up Among Sexually Dive.docx
“I Have,” “I Would,” “I Won’t”: Hooking Up Among Sexually Diverse
Groups of College Students
Scott S. Hall
Ball State University
David Knox
East Carolina University
Kelsey Shapiro
Ball State University
Incorporating the intention to “hook up” with whether one has hooked up can distinguish groups with
unique sets of background characteristics and experiences pertaining to hooking up within the college
culture. A large, gender-balanced sample of college students (N � 3,893) from 2 universities that
represented sizable numbers of diverse sexual identities was analyzed for the current study. Results
indicated that within each sexual identity, men were more likely than women to have hooked up (“I
have”) and to be willing to hookup if they hadn’t (“I would”). Across sexual identities, gay/lesbian and
bisexual individuals were more likely to have hooked up than were straight individuals. Gay and straight
individuals were more likely than bisexual individuals to intend to avoid hooking up (“I won’t”).
However, multivariate analyses that accounted for various background, attitudinal, and sexual experi-
ences appeared to account for much of the variation by sexual identity.
Public Significance Statement
This study identified that men as a group and individuals identifying as gay, lesbian, or bisexual were
more likely to have “hooked up” and to be willing to hook up if they hadn’t. Such differences among
sexual identities lessened when diverse beliefs and experiences were accounted for.
Keywords: hooking up, sexual identity, intentions
“Hooking up” has become a major focus of research in sexuality
and relationships of emerging adults, especially college students.
Though definitions vary, a hookup is typically understood to be a
sexual encounter that occurs between individuals who have no
relationship commitment, sometimes who are strangers (Garcia,
Reiber, Massey, & Merriwether, 2012; Lewis, Atkins, Blayney,
Dent, & Kaysen, 2013). Motivations for hooking up include not
having a formal dating scene alternative, sexual gratification,
wanting to fit in, fun/adventure, being too busy for a steady
relationship (e.g., demands of a college-student life), and hope for
a transition into a romantic relationship (Uecker et al., 2015). The
college context promotes hooking-up encounters, with an apparent
cultural expectation that hooking up is integral to embracing the
full college experience (Bogle, 2007; Garcia et al., 2012). Re-
searchers continue to investigate the profile of individuals likely to
hook up, their motivations for doing so, and the outcomes of the
experience.
Yet some college students report never having hooked up (Gar-
cia et al., 2012). Such individuals may be categorized as those who
avoid such encounters (e.g., the strongly religious) or those who
have not had the opportunity. Those who have not hooked up could
thus be meaningfully different from one another, depending on
their intentions related to hooking up. Understanding the charac-.
Heterosexuals’ attitudes toward same-sex parenting: The case of Portugal
Heterosexuals’ attitudes toward same-sex parenting: The case of Portugal
summer 2005 contexts 33Contexts, Vol. 4, Issue 3, pp. 33-3.docx
summer 2005 contexts 33
Contexts, Vol. 4, Issue 3, pp. 33-37, ISSN 1536-5042, electronic ISSN 1537-6052. © 2005 by the American Sociological Association. All rights reserved.
Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Rights and Permissions
website, at www.ucpress.edu/journals/rights.htm.
how cohabitation is
reshaping american families
feature article susan l. brown
Rapid growth in unmarried cohabitation over the past few decades has fundamentally altered American family life.
By providing a context for intimate partnerships and childbearing outside marriage, cohabitation challenges our
understanding of the family.
Most couples marrying today already know what living with
their spouse will be like. That’s because they have been living
together long before they walk down the aisle. The most com-
mon path to marriage is cohabitation, not dating. Once
described as “living in sin” or “shacking up,” cohabitation has
become an experience that most high school seniors, according
to a recent Monitoring the Future survey, agree is “a good idea.”
The rapid increase in “living together” is changing the con-
tours of American families at the same time that it calls into
question our conventional notions of “the family.” Unlike mar-
riage, which is governed by the state, heterosexual cohabita-
tion operates largely outside the purview of the law. The
growth in heterosexual cohabitation exemplifies the infor-
malization of the family and the increased emphasis on emo-
tional (rather than legal) ties to others. Cohabitation is a
distinct family form, neither singlehood nor marriage. We can
no longer understand American families if we ignore it.
the growth in cohabitation
Living together gained momentum during the 1960s,
when traditional moral strictures began to unravel and “the
pill” made sex outside of marriage more commonplace.
Historically, unmarried cohabitation was most common
among the lower classes, for whom marriage held few social,
legal, or economic benefits (see “Unmarried with Children,”
Contexts, Spring 2005). As cohabitation became more wide-
spread, many commentators mistakenly characterized it as a
college-student phenomenon. In reality, college-educated
Americans are the least likely to cohabit. This same myth also
perpetuated a stereotype of cohabitors as never married and
childless, when in actuality a slight majority of cohabitors have
been married previously, and 40 percent of cohabiting unions
involve children. By comparison, 45 percent of married-cou-
ple families have minor children living with them.
Cohabitation today shapes the lives of many Americans.
The 2000 Census counted close to five million opposite-sex
couples living together in America. In 1970, there were just
500,000 cohabiting couples. More than half of young adults
in their 20s and 30s have experienced cohabitation. Cohabiting
unions are relatively short-lived, lasti ...
Prof.dr. halit hami öz sociology-chapter 14-marriage and family
KAFKAS ÜNİVERSİTESİ/KAFKAS UNIVERSITY
SOCIOLOGY
Course
LECTURE NOTES AND POWER POINT PRESENTATIONS
Prof.Dr. Halit Hami ÖZ
Kars, TURKEY
hamioz@yahoo.com
Establishing Family During Adulthood
Introduction
Adulthood - Adult and Family Development
Finding a Mate: Courtship Patterns
Parent-Arranged Marriages
The American Dating System
Marriage
Types of Marital Relationships
The Family Life Cycle
Leaving Home and Becoming a Single Adult
Developmental Tasks of The Family Establishment Phase
Establishing a Home Base to Call Their Own
Sociology Essays On Family
Sociology and Socialization Essay
Essay On Family Identity
Sociology
Essay about sociology and the family
My Family Sociology Analysis
Social class affects families in every conceivable way. Family for.docx
Social class affects families in every conceivable way. Family form, marriage, divorce, and childrearing are all related to class. Social class is a complex concept that centers on the distribution of economic resources. That is, when a number of people occupy the same relative economic rank in the stratification system, they form a social class. There are no clear-cut boundaries, except perhaps those delineating the highest and lowest classes. A social class is not a homogeneous group, given the diversity within it, yet there is some degree of identification with other people in similar economic situations. Also, people have a sense of who is superior, inferior, or equal to them (Eitzen et al., 2013).
The class system in the United States is marked by striking differences in income. Income is the amount of money brought into a household in 1 year (Andersen and Collins, 2010b:71). Table 6.2 shows the average household income for each fifth of the population from 1970 to 2011. This illustrates the growing income gap between the bottom fifth and the top fifth of the population. However, it is open to different interpretations of how income inequality is maintained.
Table 6.2 Share of Aggregate Income by Each Fifth of Households, 1970, 1980, 1990, 2000, 2004, 2007, 2010, 2011
Sociologists agree that there are social classes and that income or money is the basis for classification. However, they disagree on the meaning of class for family life. Although this oversimplifies the debate, there are two different ways to think about class. The cultural approach argues that family patterns are responsible for inequality. The structural approach argues that class inequalities themselves produce different family patterns. Each approach gives us a distinctive view of family.
Objective: Explain the impact of race on family life
Like the class and gender systems, racial stratification has structural foundations. The meaning and significance of race was fundamentally changed in the beginning of the twenty-first century. The blatant forms of racism that existed in the past have given way to new, more subtle practices (Lewis et al., 2004:4). Furthermore, the United States is moving from being predominantly White to being a global society of diverse racial and ethnic peoples. Does this mean that the United States is becoming integrated and moving beyond racial disparities? Many people think that multicultural attitudes and a “color-blind” climate have replaced old-fashioned racism. After all, President Barack Obama, a Black man, holds the nation’s highest office. This makes his family the nation’s official “first family.” Today, people of color are visible in public positions. While these changes are important, they do not signal a post-racial society. This section of the chapter shows how racial inequality is a powerful force in shaping family life in the twenty-first century. The theme of this chapter is that the inequalities of class, race, and gen.
Running head SOCIOLOGY OF RELIGION MODULE SIX .docx
Running head: SOCIOLOGY OF RELIGION: MODULE SIX
1
TEXAS RULES AND LAWS 4
SOCIOLOGY OF RELIGION: MODULE SIX
5
Sociology of Religion: Module Six
Student's Name
Institutional Affiliation:
Sociology of Religion
In lesson six the most interesting module that I read was the one about the current issues in marriage of families and their religions. In addition to this, I enjoyed learning about the module about the good, bad and ugly in terms of religions’ social aspects. To understand the philosophy of religion properly, this two aspect need to be studied in depth and the relationship between them understood. This paper is therefore written to help in understanding this relationship between the religion and family and the social aspects of religion as indicated in the modules six as well as the further readings given in class. **More content relating to final 2 requirements***
To begin with, the first reading that interested me considers the connection between religion, and family development designs. The family development examples of individuals from The Church of Jesus Christ of Latter-day Saints, with its solid family-focused philosophy, were contrasted and those of Roman Catholics, Protestants (partitioned into liberal and moderate gatherings), and individuals with no religious inclination (Jordan, 2015). It was found that individuals with no religious inclination are less inclined to wed, more prone to separate, more averse to remarry after separation and have tendencies to have littler families than individuals from the changing religious gatherings.
At the point when contrasted with alternative religious gatherings, Latter-day Saints have bigger families, the most astounding rates of marriage and fruitfulness, and the least separation rates. Catholics likewise tend to separate less and remarry after separation less often than Protestants. Potentially no other societal foundation has a nearer connect with religion than does the family (Smoak, 2015). Late changes in family arrangement have tested Judeo-Christian morals concerning family life (Idler, 2008). Postponing marriages, rising separation rates, and learning within family estimates all run counter to the conventional prenatal, prenuptial position of most Christian religions. In light of this, changes in the regular family-lifecycle occasions the normal individual can only hope to understand, the diligence of the connection amongst family and religion remains an essential issue. In reality, the impact of religion seems, by all accounts, to be fading (Buchdah et al., 1997). Keeping in mind the end goal to comprehend the part of religion in the public arena, it will be important to keep checking the connection amongst religious and family-arranged conduct.
The modules likewise consider the interrelationship amongst religion and family by choosing a religion wi ...
Corinne Reczek The Ohio State UniversityAmbivalence in Gay
Corinne Reczek The Ohio State University
Ambivalence in Gay and Lesbian Family
Relationships
Intergenerational ambivalence—the simulta-
neous presence of both positive and negative
dimensions of a parent–child tie—is a con-
cept widely used in family studies. Scholars
have clarified the measurement of psycho-
logical ambivalence, or an individual’s own
feelings of ambivalence toward others. Yet
research has yet to demonstrate whether—and,
if so, how—individuals characterize others as
ambivalent. Moreover, relatively little is known
about ambivalence in gay and lesbian families.
In the present study 60 in-depth interviews
were analyzed to identify what the author calls
perceived ambivalence in the parent, sibling,
extended kin, and “in-law” relationships of
gay and lesbian adults. Perceived ambivalence
is revealed through gay and lesbian adults’
characterizations of family members’ simulta-
neous positive and negative overt and covert
beliefs and behavior. In addition, the author
refines the concept of collective ambivalence,
wherein perceived ambivalence typifies an
entire family unit. The findings further revealed
the importance of broader sociological factors,
such as homophobia, in structuring perceived
ambivalence.
Over the past decade, intergenerational ambiva-
lence has emerged as a central concept for
Department of Sociology, 238 Townshend Hall, 1885 Neil
Avenue Mall, Columbus, OH 43202 ([email protected]).
This article was edited by Kevin M. Roy.
Key Words: ambivalence, gay and lesbian families, intergen-
erational relationships, mid- to late life, qualitative research.
understanding relationships between adult chil-
dren and their parents (Lüscher & Pillemer,
1998). Intergenerational ambivalence brings
together psychological ambivalence—the simul-
taneous experience of opposing feelings or
emotions (Bleuler, 1922)—and sociological
ambivalence—incompatible and conflicting
expectations and norms of behavior, beliefs, and
attitudes (Connidis, 2015; Merton & Barber,
1963)—to articulate how parents and adult chil-
dren experience “opposing feelings or emotions
that are due in part to countervailing expec-
tations” for how each generation should act
(Connidis & McMullin, 2002b, p. 558; Lüscher
& Pillemer, 1998). A significant body of work
demonstrates that, much like positive and neg-
ative parent–child relationships, ambivalent
intergenerational relationships are negatively
related to psychological well-being (Kiecolt,
Blieszner, & Savla, 2011; Suitor, Gilligan, &
Pillemer, 2011), which may in turn lead to stress
spillover and proliferation into other domains
of family life (Pearlin, Aneshensel, & LeBlanc,
1997).
Despite important advances in the ambiva-
lence construct, significant gaps remain. First,
the focus has been nearly entirely on indi-
vidual feelings of psychological ambivalence
toward others, with little attention to the pres-
ence and operation of sociological ambivalence
(Connidis, 2015). Second, a focus on individu ...
Chapter12and10 4thed3 141203112934-conversion-gate01
The Real World An Introduction to Sociology 4th Edition
Challenges Ahead and ActivismWeek 10Collective B
Challenges Ahead and Activism
Week 10
Collective Behavior
What is it?
Non-institutionalized activity in which several people voluntarily engage.
Examples?
Theoretical Perspectives
Emergent-Norm Perspective
People perceive and respond to circumstances based on their own set of norms but when a situation arises that is unfamiliar, people act in groups to develop new norms
What does this sound like? (which classical theory?)
Value-Added Theory
A set of conditions must be in pace for collective behavior to occur – structural conduciveness, structural strain, generalized belief, precipitating factors, mobilization, and social control
Which classical theory does this sound like?
Assembling Perspective
Focus on collective action based on shared interest
Individuals are rational beings
Social Movements
What are they?
Purposeful, organized groups working toward a common social goal
Local, state, national, and global levels
Examples?
Stages of social movements
Preliminary stage, coalescence, institutionalization, decline
Theoretical Perspectives
Resource mobilization: Ability to acquire resources and mobilize individuals
Framing/Frame Analysis: Diagnostic, prognostic, and motivational framing
Frame alignment process
New Social Movement Theory: Understands social movements as they relate to politics, identity, culture, and social change
Examples: Ecofeminism, transgender rights movement, black lives matter movement
Social Change
How does it happen?
Changes in technology, social institutions, population, and the environment
How might these things cause change, spur collective action, or open the door for new social movements?
Activism
Vigorous direct action used to catalyze changes in social policies, institutions, and structures.
Protests, petitions, strikes, lobbying, public displays, political artwork, community education
What are some unique challenges to activism that have come up during the pandemic?
Discussion
Have any topics or social problems discussed this quarter prompted you to become involved in activism, if you weren’t involved already?
If yes, what have you become involved in and why?
What challenges do you foresee for the future of solving social problems?
Can we overcome those challenges? What would it take to overcome them?
Family & Marriage
Week 6
Key Take Aways
Opinions on family and marriage as well as trends in marriage and divorce have changed drastically over the years
Nuclear families are not the only type of family
Marriage can create advantages for couples and their children, but it can also be a source of inequality both within and between families
Research and discussions on marriage and family in the US tend to leave out lots of things (which we’ll discuss)
Overview
Textbook Definition
Family: “a group of two or more people who are related by blood, marriage, adoption, or a mutual commitment and who care for one another”
Families throughout history & the status of the nuclear family ...
Similar to Running Head FAMILY ANALYSISFAMILY ANALYSISFamily Analysis.docx (20)
I Have,” I Would,” I Won’t” Hooking Up Among Sexually Dive.docx
I Have,” I Would,” I Won’t” Hooking Up Among Sexually Dive.docx
Heterosexuals’ attitudes toward same-sex parenting: The case of Portugal
Heterosexuals’ attitudes toward same-sex parenting: The case of Portugal
summer 2005 contexts 33Contexts, Vol. 4, Issue 3, pp. 33-3.docx
summer 2005 contexts 33Contexts, Vol. 4, Issue 3, pp. 33-3.docx
Prof.dr. halit hami öz sociology-chapter 14-marriage and family
Prof.dr. halit hami öz sociology-chapter 14-marriage and family
Social class affects families in every conceivable way. Family for.docx
Social class affects families in every conceivable way. Family for.docx
Running head SOCIOLOGY OF RELIGION MODULE SIX .docx
Running head SOCIOLOGY OF RELIGION MODULE SIX .docx
Corinne Reczek The Ohio State UniversityAmbivalence in Gay
Corinne Reczek The Ohio State UniversityAmbivalence in Gay
Chapter12and10 4thed3 141203112934-conversion-gate01
Chapter12and10 4thed3 141203112934-conversion-gate01
More from cowinhelen
Case Study 1 Applying Theory to PracticeSocial scientists hav.docx
Case Study 1: Applying Theory to Practice
Social scientists have proposed a number of theories to explain juvenile delinquency. Each has its own strengths and weaknesses. For this assignment, go to the following Website, located at http://listverse.com/2011/05/14/top-10-young-killers/ and select one of the juvenile case studies.
After reading the case, select one (1) of the psychological theories discussed in Chapter 4 of the text.
Write a two to three (2-3) page paper in which you:
1. Summarize three (3) key aspects of the juvenile case study that you selected.
2. Highlight at least three (3) factors that you believe are important for one to understand the origins of the juvenile’s delinquent behavior.
3. Apply at least two (2) concepts from the theory that you chose from the text that would help explain the juvenile’s behavior.
4. Identify one (1) appropriate strategy geared toward preventing delinquency that is consistent with the theory you chose.
5. Use at least three (3) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.
Discussion-
"The Changing Family System"
Using what you’ve learned this week, respond to the following prompts in your post:
· Explain at least two (2) roles that different parenting styles play in shaping the overall behavior of children. Next, indicate the significant impacts that each role has in contributing to delinquent behavior among juveniles.
· Think about the following question: Should juvenile delinquents be removed from their home and parent(s) and placed in a foster home or group home if the child continues to commit criminal acts after repeated attempts at treatment and confinement? Based on this question, discuss your thoughts on this subject. Provide support for your response.
Discussion-
"Exploring Monopolies and Oligopolies"
Watch this video, Oligopolies and Monopolistic Competition, to help you prepare for this week’s discussion.
Reply to these prompts by using the company for which you currently work, a business with which your familiar, or a dream business you want to start:
· With your selected business in mind, determine if it is competitive, monopolistic competitive, an oligopoly, or pure monopoly. Explain how you drew your conclusion about its market structure.
· How does the business/firm in this industry determine the price it will charge for the products or services it sells?
Discussion-
"Considering Tradeoffs You Make Every Day"
Let's talk about two tradeoffs we face every day: how we spend our time and money.
We can only do two things with income: spend it or save it. Time is the ultimate resource. We can choose to spend time working to earn an income or we can do other things, broadly classified as leisure. Reply to these prompts to start your discussion:
· How does a change in interest rate affect your decision to spend or save? How would a change in the interest rate affect a firm's decision to invest or save?
· How might an increas.
Case Study - Option 3 BarbaraBarbara is a 22 year old woman who h.docx
Case Study - Option 3: Barbara
Barbara is a 22 year old woman who has recently graduated from college with a psychology degree. She is currently working as a waitress at a popular restaurant near campus, and says she has always planned to attend law school. Barbara was born in a New Orleans, Louisiana. Her mother is an African American who is an assistant manager at a grocery store. Her father is Caucasian and works at a department store. Barbara reports that she was a shy, unattractive child, but that in general her early childhood was "pretty happy." Barbara says that during elementary school, she was constantly harassed by classmates about being of mixed race. Still, she says that she felt very close to her family during this period. She now insists that "I am not black or white, I am me."
Barbara is sexually active and engages in sexual activity with different men at least 1 time a week. Barbara indicates that she does not need protection because she is on the pill. She says she is simply too young to settle down. During her junior year of high school, Barbara had her first serious boyfriend, Morris, who was a high school classmate. She describes the relationship as warm and supportive and they became sexually active during her senior year of high school. They broke up soon after the first sexual interaction. In college, Barbara has dated and she acknowledges some bisexual experimentation. Barbara says that she prefers heterosexual relationships, however.
Although Barbara appears to be a natural athlete, she leads a relatively sedentary lifestyle. She does not exercise regularly and indicates that it is just not enjoyable.
Barbara does not like her job at the restaurant, but seems unwilling to look for other employment. She says that she feels "very jittery" whenever she gets ready for work, and she uses any excuse to take days off. She also refuses to associate with fellow employees, and reports getting very anxious when she was given a surprise birthday party. Recently, she has lost interest in cleaning her house and seldom cooks for herself. She also attends less to her personal grooming.
Diagnosis – Social Anxiety Disorder/Minor Depression
DSM-5 – Diagnostic Criteria for Social Anxiety Disorder
1. Fear or anxiety specific to social settings, in which a person feels noticed, observed, or scrutinized.
2. Typically the individual will fear that they will display their anxiety and experience social rejection,
3. Social interaction will consistently provoke distress,
4. Social interactions are either avoided, or painfully and reluctantly endured,
5. The fear and anxiety will be grossly disproportionate to the actual situation,
6. The fear, anxiety or other distress around social situations will persist for six months or longer and
7. Cause personal distress and impairment of functioning in one or more domains, such as interpersonal or occupational functioning,
8. The fear or anxiety cannot be attributed to a medical disorder, s.
Case Study - Cyberterrorism—A New RealityWhen hackers claiming .docx
Case Study - Cyberterrorism—A New Reality:
When hackers claiming to support the Syrian regime of Bashar Al-Assad attacked and disabled the website of Al Jazeera, the Qatar-based satellite news channel, in September 2012, the act was another act of hacktivism, purporting to promote a specific political agenda over another. Hacktivism has become a very visible form of expressing dissent. Even though there have been numerous incidents reported by the media, the first case of hacktivism was documented in 1989 when a member of the Cult of the Dead Cow hacker collective named Omega coined the term in 1996. However, hacktivism is not the only form of cyber protest and conflict that has everyone from ICT professionals to governments scrambling for solutions. Individuals, enterprises, and governments alike rely in many instances almost completely on network computing technologies, including cloud computing. The international and ever-evolving nature of the Internet along with inadequate law enforcement and the anonymity the global architecture offers creates opportunities for hackers to attack vulnerable nodes for personal, financial, or political gain.
The Internet is also rapidly becoming the political and advocacy platform of choice, bringing with it both positive and negative consequences. Increasingly sophisticated off-the-shelf technologies and easy access to the Internet are significantly increasing incidents of cyberterrorism, netwars, and cyberwarfare. The following are a few examples.
• According to The Israel Electric Company, Israel is attacked 1,000 times a minute by cyberterrorists targeting the country’s infrastructure—water, electricity, communications, and other services.• The New York Times, quoting military officials, said there was a seventeen-fold increase in cyberattacks targeting the US critical infrastructure between 2009 and 2011.• The 2010 Data Breach Investigations Report has data recording more than 900 instances of computer hacking and other data breaches in the past seven years, resulting in some 900 million compromised records. In 2012, the same study listed 855 breaches, resulting in 174 million compromised records in 2011 alone, up from 4 million in 2010.• Another study of 49 breaches in 2011 reported that the average organizational cost of a data breach (including detection, internal response, notification, post notification cost) was $5.5 million. This number was down from $7.2 million in 2010.14 The Telegraph (London) reported that “India blamed a new ‘cyber-jihad’ by Pakistani militant groups for the exodus of thousands of people from India’s north-eastern minorities from its main southern cities in August after text messages warning them to flee went viral.”
There have been recorded instances of nations allegedly engaging in cyberwarfare. The Center for the Study of Technology and Society has identified five methods by which cyberwarfare can be used as a means of military action. These include defacing or di.
Case Study - APA paper with min 4 page content Review the Blai.docx
Case Study - APA paper with min 4 page content
Review the
Blaine
case on the capital structure by understanding the case well enough to help the CEO make informed analysis and decisions on the issues listed in the second paragraph.
I want you to, of course, show me that you understand the situation but then to add the
.
Case Study - Global Mobile Corporation Damn it, .docx
Case Study - Global Mobile Corporation
“Damn it, he's done it again!”
Charlie Newburg had to get up and walk around his office, he was so frustrated. He had been
reviewing the most recent design, parts, and assembly specifications for Global Mobile's latest
smart phone (code named: Nonphixhun) that had been released for production the previous
Thursday. The files had just come back to Charlie's engineering services department with a
caustic note that began, “This one can't be produced, either…” It was the fourth time production
had returned the design.
Newburg, director of engineering for the Global Mobile Corporation, was normally a quiet
person. But the Nonphixhun project was stretching his patience; it was beginning to appear like
several other new products that had hit delays and problems in the transition from design to
production during the eight months Charlie had worked for Global Mobile. These problems were
nothing new at Global Mobile's Asian factory; Charlie's predecessor in the engineering job had
run afoul of them, too, and had finally been fired for protesting too vehemently about the other
departments. But the Nonphixhun phone should have been different. Charlie and the firm's
president, Hannah Hoover, had video-conferenced two months earlier (on July 3, 2006) with the
factory superintendent, Tyson Wang, to smooth the way for the new phone's design. He thought
back to the meeting …
• “Now, we all know there's a tight deadline on the Nonphixhun,” Hannah Hoover said, “and
Charlie's done well to ask us to talk about its introduction. I'm counting on both of you to find
any snags in the system, and to work together to get that first production run out by October
2. Can you do it?” “We can do it in production if we get a clean design two weeks from
now, as scheduled,” answered Tyson Wang, the factory manager. “Charlie and I have already
talked about that, of course. I've spoken with our circuit board and other parts suppliers and
scheduled assembly capacity, and we'll be ready. If the design goes over schedule, though, I'll
have to fill in with other runs, and it will cost us a bundle to break in for the Nonphixhun.
How does it look in engineering, Charlie?” “I've just reviewed the design for the second
time,” Charlie replied. “If Marianne Price can keep the salespeople out of our hair, and avoid
any more last minute changes, we've got a shot. I've pulled my technical support people off of
three other overdue jobs to get this one out. But, Tyson, that means we can't spring engineers
loose to confer with your production people on other manufacturing problems.” “Well
Charlie, most of those problems are caused by the engineers, and we need them to resolve the
difficulties. We've all agreed that production problems come from both of us bowing to sales
pressure, and putting equipment into production before the designs are really ready. That's
just wh.
Case Study #3Apple Suppliers & Labor PracticesWith its h.docx
Case Study #3
Apple Suppliers & Labor Practices
With its highly coveted line of consumer electronics, Apple has a cult following among loyal consumers. During the 2014 holiday season, 74.5 million iPhones were sold. Demand like this meant that Apple was in line to make over $52 billion in profits in 2015, the largest annual profit ever generated from a company’s operations. Despite its consistent financial performance year over year, Apple’s robust profit margin hides a more complicated set of business ethics. Similar to many products sold in the U.S., Apple does not manufacture most its goods domestically. Most of the component sourcing and factory production is done overseas in conditions that critics have argued are dangerous to workers and harmful to the environment.
For example, tin is a major component in Apple’s products and much of it is sourced in Indonesia. Although there are mines that source tin ethically, there are also many that do not. One study found workers—many of them children—working in unsafe conditions, digging tin out by hand in mines prone to landslides that could bury workers alive. About 70% of the tin used in electronic devices such as smartphones and tablets comes from these more dangerous, small-scale mines. An investigation by the BBC revealed how perilous these working conditions can be. In interviews with miners, a 12-yearold working at the bottom of a 70-foot cliff of sand said: “I worry about landslides. The earth slipping from up there to the bottom. It could happen.”
Apple defends its practices by saying it only has so much control over monitoring and regulating its component sources. The company justifies its sourcing practices by saying that it is a complex process, with tens of thousands of miners selling tin, many of them through middle-men. In a statement to the BBC, Apple said “the simplest course of action would be for Apple to unilaterally refuse any tin from Indonesian mines. That would be easy for us to do and would certainly shield us from criticism. But that would also be the lazy and cowardly path, since it would do nothing to improve the situation. We have chosen to stay engaged and attempt to drive changes on the ground.”
In an effort for greater transparency, Apple has released annual reports detailing their work with suppliers and labor practices. While more recent investigations have shown some improvements to suppliers’ working conditions, Apple continues to face criticism as consumer demand for iPhones and other products continues to grow.
Essay directions –
Students will have to identify and analyze the above ethical dilemma. Write a 750 – 1000 word, double-spaced paper, and APA style.
Students are expected to identify the key stakeholders, discussion of the implications of the ethical dilemma, and answer the case study questions. Each paper should have the following sections: • Introduction of the case• The ethical dilemma • Stakeholders • Questions • Conclusions • References .
CASE STUDY (Individual) Scotland In terms of its physical l.docx
CASE STUDY (Individual): Scotland
* In terms of its physical landscape, where is the region that is experiencing a devolutionary process located and what type of climate is prevalent? (use Figure 2.5 and 2.4 of the textbook).
* According to the sources you have consulted, do these physical/natural characteristics have played any role in the historical background for this devolutionary process? How?
* How do the people that inhabit the region you are studying speak about their relationship to the land and the environment? Do they express any ideas on biodiversity conservation?
* Do they say anything about their homeland? If the region you are studying has a website (official or not), what role do maps play on their web site/s?
* Is this region located close to or far from the center of power of the country (the national capital city)?
* Does this condition have any impact on the reasons why they would like to gain at-least more autonomy to make their own decisions?
* According to the source/s you have consulted, what are the main reason/s why this population would like to break-up from the country in which they live in?
Do this/these source/s mention any explanation/s based on cultural or ethnic characteristics? For example, speaking a different language? Which one? Professing a different religion? Which one? Economic disparities
.
Case Study #2 T.D. enjoys caring for the children and young peop.docx
Case Study #2
T.D. enjoys caring for the children and young people in the schools where she works, but sometimes she is faced with tough situations such as suspected child abuse and neglect, teen pregnancy, and alcohol and drug use among teenagers. She works hard to ensure that the children in her schools receive the best care possible.
Question:
Several third graders reports having received no breakfast at home for more than a week. T.D. is exercising Advocacy for the students under her care. What type of actions she might be doing to exercise advocacy for the students?
Discuss this:
Moral distress is a frequent situation where health care providers should face. Please define and discuss a personal experience where you have faced Moral distress in your practice.
Discuss how health promotion relates to morality.
Discuss your insights about your own communication strengths and weaknesses. Identify situations in which it may be difficult for you to establish or terminate a therapeutic relationship.
*
formatted and cited in current APA style with support from at least 2 academic sources.
.
CASE STUDY #2 Chief Complaint I have pain in my belly”.docx
CASE STUDY #2
Chief Complaint:
“I have pain in my belly”
History of Present Illness (HPI):
A 25-year-old female presents to the emergency room (ER) with complaints of severe abdominal pain for 2 weeks . The pain is sharp and crampy It hurts if I run, sit down hard, or if I have sex
PMH:
Patient denies
Drug Hx:
Birth control
Allergies:
NKA
Subjective:
Nausea and vomiting, Last menstrual period 5 days ago, New sexual partner about 2 months ago, No condoms, he hates them No pain, blood or difficulty with urination
Objective Data:
PE:
B/P 138/90; temperature 99°F; (RR) 20; (HR) 110, regular; oxygen saturation (PO2) 96%; pain 5/10
General:
acute distress and severe pain
HEENT:
Atraumatic, normocephalic, PERRLA, EOMI, conjunctiva and sclera clear; nares patent, nasopharynx clear, good dentition. Piercing in her right nostril and lower lip.
Lungs:
CTA AP&L
Card:
S1S2 without rub or gallop
Abd:
INSPECTION: no masses or thrills noted; no discoloration and skin is warm to; no tattoos or piercings; abdomen is nondistended and round
• AUSCULTATION: bowel sounds (BS) are normal in all four quadrants, no bruits noted
• PALPATION: on palpation, abdomen is tender to touch in four quadrants; tenderness noted on light palpation, deep palpation reveals no masses, spleen and liver unremarkable
• PERCUSSION: tympany heard in all quadrants, no dullness noted in abdominal area
GU:
• EXTERNAL: mature hair distribution; no external lesions on labia
• INTROITUS: slight green-gray discharge, no lesions
• VAGINAL: normal rugae; moderate amount of green discharge on vaginal walls
• CERVIX: nulliparous os with small amount of purulent discharge from os with positive cervical motion tenderness (CMT)
• UTERUS: ante-flexed, normal size, shape, and position
• ADNEXA: bilateral tenderness with fullness; both ovaries without masses
• RECTAL: deferred
• VAGINAL DISCHARGE: green in color
Ext:
no cyanosis, clubbing or edema
Integument:
intact without lesions masses or rashes
Neuro:
No obvious deficits and CN grossly intact II-XII
Then answer the following questions:
What other subjective data would you obtain?
What other objective findings would you look for?
What diagnostic exams do you want to order?
Name 3 differential diagnoses based on this patient presenting symptoms?
Give rationales for your each differential diagnosis.
-
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
.
Case Study #1Jennifer is a 29-year-old administrative assistan.docx
Case Study #1
Jennifer is a 29-year-old administrative assistant married to Antonio, an Italian engineer, whom Jennifer met four years earlier while on a business trip for her marketing company. The couple now lives in Nebraska, where Antonio works for the county's transportation department and Jennifer commutes an hour each way to her marketing office. They have been trying to start a family for over a year. Eight months ago, Jennifer miscarried in her second month of pregnancy. Antonio's parents love Jennifer and often ask her if she is expecting again, hoping to encourage her to focus on her next baby. Jennifer's mother passed away two years ago and her father's health is rapidly deteriorating. Jennifer faces the probability of placing her father in a skilled nursing care facility within the next few months, against his wishes.
At work, Jennifer runs a tight ship. She is organized and prepares lists to assure that everything is done according to schedule. Everyone counts on Jennifer and she takes pride in never letting people down.
Jennifer has visited her physician numerous times in the last six months, complaining of headaches, backaches, and indigestion. Jennifer insists that she is happy and is not feeling stressed, yet she finds herself making more mistakes at work, unable to keep up with housework, and feeling tired and overwhelmed; she has begun to question her effectiveness as an employee, wife, daughter, and potential mother. Her pains seem to be increasing, but her doctor cannot find a physical cause for her discomfort.
Case Study #2
Michael is a 40-year-old airline pilot who has recently begun to experience chest pains. The chest pains began when Michael signed his final divorce papers, ending his 15-year marriage. He fought for joint custody of his two children, ages 12 and 10, but although he wants to be with them more frequently, he only sees them every two weeks. This schedule is, in great part, a result of his employer's announcement that budget constraints would result in layoffs. Michael worries that without his job he will be unable to support his children and lose the new townhouse that he purchased. Michael's chest pains are becoming more frequent and he fears that he may be dying.
Review case studies 1 and 2.
Choose one case study.
Complete the following questions in 150 to 200 words each. Be as detailed as possible and use the information you have learned throughout this course.
• What are the causes of stress in Michael’s or Jennifer’s life? How is stress affecting Michael’s or Jennifer’s health?
• How are these stressors affecting Michael’s or Jennifer’s self-concept and self-esteem?
• How might Michael’s or Jennifer’s situation illustrate adjustment? How might this situation become an opportunity for personal growth?
• What defensive coping methods is Michael or Jennifer using? What active coping methods might be healthier for Michael or Jennifer to use? Explain why you would recom.
Case Study # 2 –Danny’s Unhappy DutyEmployee ProfilesCaro.docx
Case Study # 2 –Danny’s Unhappy Duty
Employee Profiles
:
Carol Brown, Danny Winthrop, Thomas Fletcher
Carol, the Department Secretary for Purchasing and General Stores, has been
working at St. Louis Memorial Hospital for sixteen years, four of which have
been for the present Manager, Dan Winthrop. Carol likes her Boss, who gives
his employees more leeway than most. Carol’s main interests are her work and
her home—traits also typical of the other people who work in the Department.
Carol feels she is part of a close, cooperative group of employees.
Dan, or Danny, as he likes to be called, arrived at St. Louis Memorial four years
ago as a replacement for a Department manager who had been at the Hospital
for a number of years. Danny’s predecessor, Bill Taylor, was very strict in
everything from insisting that employees take exactly one-half hour for lunch
breaks to not having a coffee pot in the Department. When Danny came on
board as a Department Manager, his management style was much less strict.
The result was that Danny’s employees were much happier, and began to meet
and exceed expectations in getting their work done. St. Louis Memorial’s
previous CEO was a good friend and frequently complimented Danny on his
efficient and effective staff. Now a new CEO, Thomas Fletcher, has been hired
by the Hospital’s Board of Directors. Things are about to change.
Thomas Fletcher, new CEO and a recent graduate from a superior school of
hospital management, has always believed in “doing things by the book”.
Thomas originally had wanted to become a doctor, but decided two years into
the process that it was going to take him too long, and that he would be better
off becoming an administrator. He likes the idea of being an administrator,
and wants to be a good one. He has decided to start out his career at St. Louis
Memorial, of the smaller hospitals in the St. Louis area, but hopes to progress to a
a much larger facility in about four years, once he develops a track record at
St. Louis Memorial.
The Challenge: Communication, Criticism and Discipline, Leadership, Motivation,
Rules and Policies
Danny knows his employees quite well. They are generally a happy, cohesive, and cooperative group. They joke around a lot among themselves, but get the work done more than satisfactorily. All of them seem to give a
gr.
Case Study – Multicultural ParadeRead the Case below, and answe.docx
Case Study – Multicultural Parade
Read the Case below, and answer the following questions:
(No references needed, 2 pages double space, label the answer without copying the question in the paper)
1. What images come to mind when you hear the term “costume”? In what ways might it be considered demeaning?
2. Often people conflate “culture,” “ethnicity,” “heritage,” “race,” and “nationality,” or use them interchangeably. How are these concepts different from one another? Is a “Multicultural Day” different than an “International Day”?
3. How is Ms. Morrison’s definition of “cultural clothing” different from her definition of “ethnic heritage”? Did her explanation clarify things for Keisha and Emily?
4. How might activities that require students to share part of their ethnic heritage alienate students or contribute to students’ and teachers’ existing stereotypes and biases?
5. Connect to 3 of the core themes:
(Equity in Education/ Theories of Learning, Culture, and Identity/ Teaching and Learning in a Multicultural Society/ Research and Educational Knowledge )
-------------------------------------------------------------------------------------------------------------------------------
Case Study:
In an effort to celebrate the growing racial and ethnic diversity at Eastern School, the school’s Diversity Committee decided to sponsor Multicultural Day. Numerous performers were hired for assemblies and presentations. During the day’s feature event, the “Culture Parade,” students were asked to showcase cultural clothing as they walked through the hallways. Teachers were encouraged by the committee to discuss clothing from countries outside the United States and to invite students who had such clothing to bring it to school for the parade.
Ms. Morrison was excited about Multicultural Day because many of her students had parents who were immigrants. She imagined the day as an opportunity for those students to teach others about their cultures.
A week before the event, Ms. Morrison brought a kilt to class and explained its significance to the students. “This represents my Scottish heritage,” she said, “and I am proud to show it to you today.” She then asked whether students had “special costumes” at home that represented their cultures. Several students raised their hands, which prompted Ms. Morrison to discuss the events planned for Multicultural Day, including the parade.
During dismissal the day before the parade Ms. Morrison announced, “Don’t forget to bring your costumes to class tomorrow!”
The next day, Ms. Morrison was pleased to see several Hmong and Liberian students came with bags of clothing. She saw that two other students, Emily and Keisha, brought clothing, so she inquired about what was in their bags. Emily, a white student excitedly pulled out her soccer uniform, and Keisha, an African American student, pulled jeans and her favorite sweatshirt out of her bag. Ms. Morrison told the two girls she appreciated the.
Case Study THE INVISIBLE SPONSOR1BackgroundSome execut.docx
Case Study : THE INVISIBLE SPONSOR1
Background
Some executives prefer to micromanage projects whereas other executives
are fearful of making a decision because, if they were to make the wrong
decision, it could impact their career. In this case study, the president of the company assigned one of the vice presidents to act as the project sponsor on a project designed to build tooling for a client. The sponsor, however, was reluctant to make any decisions.
Assigning the VP
Moreland Company was well-respected as a tooling design-and-build
company. Moreland was project-driven because all of its income came
from projects. Moreland was also reasonably mature in project management.
When the previous VP for engineering retired, Moreland hired an executive from a manufacturing company to replace him. The new VP for engineering, Al Zink, had excellent engineering knowledge about tooling but had worked for companies that were not project-driven. Al had very little knowledge about project management and had never functioned as a project sponsor. Because of Al’s lack of experience as a sponsor, the president decided that Al should “get his feet wet” as quickly as possible and assigned him as the project sponsor on a mediumsized project. The project manager on this project was Fred Cutler. Fred was an engineer with more than twenty years of experience in tooling design and manufacturing. Fred reported directly to Al Zink administratively.
Fred's Dilemma
Fred understood the situation; he would have to train Al Zink on how to
function as a project sponsor. This was a new experience for Fred because subordinates usually do not train senior personnel on how to do their job. Would Al Zink be receptive?
Fred explained the role of the sponsor and how there are certain project documents that require the signatures of both the project manager and the project sponsor. Everything seemed to be going well until Fred informed Al that the project sponsor is the person that the president eventually holds accountable for the success or failure of the project. Fred could tell that Al was
quite upset over this statement.
Al realized that the failure of a project where he was the sponsor could damage his reputation and career. Al was now uncomfortable about having to act as a sponsor but knew that he might eventually be assigned as a sponsor on other projects. Al also knew that this project was somewhat of a high risk. If Al could function as an invisible sponsor, he could avoid making any critical decisions.
In the first meeting between Fred and Al where Al was the sponsor, Al asked Fred for a copy of the schedule for the project. Fred responded: I’m working on the schedule right now. I cannot finish the schedule until you tell me whether you want me to lay out the schedule based upon best time, least cost, or least risk.
Al stated that he would think about it and get back to Fred as soon as possible.
During the middle of the next week, Fred and Al m.
CASE STUDY Experiential training encourages changes in work beha.docx
CASE STUDY: Experiential training encourages changes in work behavior and growth in one’s abilities, which is accomplished through a multitude of methods. Experiential training has proven to be cost-effective while motivating employees as well as improving self-awareness, personal accountability, teamwork skills, and communication skills (Ritchie, 2011). Additionally, the training methods provide trainees with direct experience, the opportunity to reflect on that experience, and share models to help trainees to deduce using both present and past experience, while accommodating learning styles and strengths (Ritchie, 2011). Valkanos and Fragoulis identify several reasons why experiential training provides value:
1. Ongoing advances in technology requiring changes in knowledge, skills, and abilities
2. Divergence between theory and practice
3. Mergers and acquisitions of enterprises which tend to bring new jobs, organizational culture, and work content
4. Constant environment of change, from working conditions to processes and procedures relating to organizational issues, quality, and new products or services, and requiring new competencies, duties, or work content (Valkanos & Fragoulis, 2007, p. 22).
Method
Description
On-the-job Training
Receives instructions on the functions of their job in their assigned workplace.
Simulators
Teaches employees on how to operate equipment in a given context
Role Playing
Developing interpersonal and business skills, such as decision-making, communication, conflict resolution, and solving complex problems.
Case Study
Develops critical thinking skills to include analytical, higher-level skills, and exploring and resolving complex problems.
Games
Develops general business and organizational principles addressing application in a variety of situations.
Behavior Modeling
Used when learning goals are a rule and inflexible procedures. Provides skills and practice to modify and model behavior.
In-basket Techniques
A variety of items placed in an envelope that reflects what might be found in an inbox. This activity is used to assist trainees in developing and applying their strategic and operational skills.
(Blanchard & Thacker, 2013, pp. 222-223)
References:
· Blanchard, P. N., & Thacker, J. W. (2013). Effective training: Systems, strategies, and practices (5th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
· Valkanos, E., & Fragoulis, I. (2007). Experiential learning – its place in in‐house education and training. Development and Learning in Organizations: An International Journal, 21(5), 21-23. doi:10.1108/14777280710779454
Discussion Question--Choose one perspective in which to respond.
Non-HR Perspective: Your department is not meeting performance expectations. What steps do you take to resolve the issue? Is training a possible solution; if so, which of the above training methods would be the most effective in addressing the issue? Would you, at any point, involve HR--if so, at what point and why?.
Case Study Hereditary AngioedemaAll responses must be in your .docx
Case Study: Hereditary Angioedema
All responses must be in your own words. Answers that have been copied and pasted will not receive credit.
1. Translate “angioedema”. [Note: I am not looking for a description of the disorder. Rather, I would like you to translate the medical term itself.]
2. The complement system is described as a ‘cascade system’. How does the system fit into this description of being a cascade? [Suggestion: Google the definition of cascade, then think about the complement system in light of the definition]
3. Is complement involved in the innate, or the adaptive immune system, or both? Please explain you answer.
4. What role does C1INH play in the complement system? Why is it so important?
5. What was the physiologic cause of Richard’s abdominal pain?
6. How can one distinguish the swelling of HAE from the swelling of allergic angioedema?
7. What is bradykinin’s role in HA?
8. Do you think Richard’s infancy colic was related to his HA? No need to research this. Just use your intuition. Explain your thinking.
9. What is typically used to treat attacks of HAE?
10. Swelling in the extremities is not dangerous. What other areas of the body are subject to swelling? What is the most dangerous location for swelling to occur and why is it the most dangerous?
2018
BUS 308 Week 2 Lecture 1
Examining Differences - overview
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. The importance of random sampling.
2. The meaning of statistical significance.
3. The basic approach to determining statistical significance.
4. The meaning of the null and alternate hypothesis statements.
5. The hypothesis testing process.
6. The purpose of the F-test and the T-test.
Overview
Last week we collected clues and evidence to help us answer our case question about
males and females getting equal pay for equal work. As we looked at the clues presented by the
salary and comp-ratio measures of pay, things got a bit confusing with results that did not see to
be consistent. We found, among other things, that the male and female compa-ratios were fairly
close together with the female mean being slightly larger. The salary analysis showed a different
view; here we noticed that the averages were apparently quite different with the males, on
average, earning more. Contradictory findings such as this are not all that uncommon when
examining data in the “real world.”
One issue that we could not fully address last week was how meaningful were the
differences? That is, would a different sample have results that might be completely different, or
can we be fairly sure that the observed differences are real and show up in the population as
well? This issue, often referred to as sampling error, deals with the fact that random samples
taken from a population will generally be a bit different than the actual population parameters,
but will be “close” enough to the actual.
case studieson Gentrification and Displacement in the Sa.docx
case studies
on Gentrification and Displacement
in the San Francisco Bay Area
Authors:
Miriam Zuk and Karen Chapple
Chapter 3: Nicole Montojo
Chapter 4: Sydney Cespedes, Mitchell Crispell, Christina Blackston, Jonathan Plowman, and
Edward Graves
Chapter 5: Logan Rockefeller Harris, Mitchell Crispell, Fern Uennatornwaranggoon, and Hannah Clark
Chapter 6: Nicole Montojo and Beki McElvain
Chapter 7: Celina Chan, Viviana Lopez, Sydney Céspedes, and Nicole Montojo
Chapter 8: Alexander Kowalski, Julia Ehrman, Mitchell Crispell and Fern Uennatornwaranggoon
Chapter 9: Mitchell Crispell
Chapter 10: Logan Rockefeller Harris and Sydney Cespedes
Chapter 11: Mitchell Crispell
Partner Organizations:
Causa Justa :: Just Cause, Chinatown Community Development Center, Marin Grassroots, Monument
Impact, People Organizing to Demand Environmental & Economic Rights (PODER), San Francisco
Organizing Project / Peninsula Interfaith Action , Working Partnerships USA
Acknowledgements:
Research support was provided by Maura Baldiga, Julian Collins, Mitchell Crispell, Julia Ehrman, Alex
Kowalski, Jenn Liu, Beki McElvain, Carlos Recarte, Maira Sanchez, Mar Velez, David Von Stroh, and
Teo Wickland. Report layout and design was done by Somaya Abdelgany.
Additional advisory support was provided by Carlos Romero. This case study was funded in part by
the Regional Prosperity Plan1 of the Metropolitan Transportation Commission as part of the “Regional
Early Warning System for Displacement” project and from the California Air Resources Board2 as part
of the project “Developing a New Methodology for Analyzing Potential Displacement.”
The Center for Community Innovation (CCI) at UC-Berkeley nurtures effective solutions that expand
economic opportunity, diversify housing options, and strengthen connection to place. The Center
builds the capacity of nonprofits and government by convening practitioner leaders, providing techni-
cal assistance and student interns, interpreting academic research, and developing new research out
of practitioner needs.
communityinnovation.berkeley.edu
July 2015
Cover Photographs: Robert Campbell, Ricardo Sanchez, David Monniaux, sanmateorealestateonline.com/Redwood-City, marinretail-
buzz.blogspot.com, trulia.com/homes/California/Oakland , bloomingrock.com, sharks.nhl.com/club/gallery, panoramio.com
1 The work that provided the basis for this publication was supported by funding under an award with the U.S. Department of Hous-
ing and Urban Development. The substance and findings of the work are dedicated to the public. The author and publisher are solely
responsible for the accuracy of the statements and interpretations contained in this publication. Such interpretations do not neces-
sarily reflect the views of the Government.
2 The statements and conclusions in this report are those of the authors and not necessarily those of the California Air Resources
Board. The mention of commercial products, their source, or their u.
Case Studt on KFC Introduction1) Identify the type of .docx
Case Studt on KFC
Introduction
1) Identify the type of business organization and strategies
2) Key players
Body
1. Opportunities
2. Threats
Closing/Conclusion
1. Make recommendations
2. Offer a plan for implementation
.
Case Study Crocs Revolutionizing an Industry’s Supply Chain .docx
Case Study Crocs: Revolutionizing an Industry’s Supply Chain Model for
Competitive Advantage
If the products sell extremely well, we will
build more in season, and will be back on the
shelves in a few weeks. And we’ll build even
more, and even more, and even more, in that
same season. We’re not going to wait with a
hot new product until next year, when hope-
fully the same trend is alive.
—Ronald Snyder, CEO of Crocs, Inc.1
On May 3, 2007, Crocs, Inc. released its results for the
first quarter of the year. The footwear company,
which had sold its first shoes in 2003, reported reve-
nues of $142 million for the quarter, more than three
times its sales for the first quarter of 2006. Net in-
come, at $0.61 per share was more than 17 percent
of sales, nearly four times higher than the previous
year.2 These results far exceeded market expecta-
tions, which had been for earnings of $0.49 per share
on $114 million of revenue.3 As part of the earnings
release, the company announced a two-for-one stock
split. Immediately after the announcement, the stock
price jumped 15 percent.
The growth and profitability of Crocs, which made
funky, brightly colored shoes using an extremely com-
fortable plastic material, had been astounding. Much
of this growth had been made possible by a highly
flexible supply chain which enabled the company to
build additional product to fulfill new orders quickly
within the selling season, allowing it to respond to un-
expectedly high demand—a capability that was previ-
ously unheard of in the footwear industry. This ability
to fulfill the needs of retailers also made the company
a very popular supplier to shoe sellers.
This success also raised questions about how
the company should grow in the future. Should it
vertically integrate or grow through product line
extension? Should it grow organically or through ac-
quisition? Would potential growth paths exploit
Crocs’ core competencies or defocus them?
CROCS, INC.
In 2002, three friends from Boulder, Colorado went
sailing in the Caribbean. One brought a pair of foam
clog shoes that he had bought from a company in
Canada. The clogs were made from a special mate-
rial that did not slip on wet boat decks, was easy
to wash, prevented odor, and was extremely com-
fortable. The three, Lyndon “Duke” Hanson, Scott
Seamans, and George Boedecker, decided to start a
business selling these Canadian shoes to sailing en-
thusiasts out of a leased warehouse in Florida, as
Hanson said, “so we could work when we went on
sailing trips there.”4 The founders wanted to name
the shoes something that captured the amphibious
nature of the product. Since “Alligator” had already
been taken, they chose to name the shoes “Crocs.”
The shoes were an immediate success, and word
of mouth expanded the customer base to a wide
range of people who spent much of their days stand-
ing, such as doctors and gardeners. In October 2003,
as the business began to grow, th.
Case Studies Student must complete 5 case studies as instructed.docx
Case Studies: Student must
complete 5 case studies
as instructed by course
materials. Fill out form below for 5 different people (imaginary is okay).
Master Herbalist Questionnaire
Date: _____________________
Name: _________________________________ Age: ______ Birth date:_____________
Address: ________________________________________________________________
Home Phone: _________________________ Work Phone:________________________
Height: _________ Weight: _________ 1 year ago:__________ 5 years ago:_________
Occupation: _______________________________________ Full Time Part Time
Living situation: Alone Friends Partner Spouse Parents Children Pets
What are your major health concerns and intentions for your visit today?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Please list any other health care providers or consultants you are currently working with:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Please list any current health conditions diagnosed by a medical doctor:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Please use this form
as a source of
reference when
conducting your
Case-Studies.
Treat this part as information only as you are not to treat or prescribe treatment for any specific diseases
It is important to know if the client is receiving treatment from other practitioners and what these entail
Since legally you are not allowed to diagnose disease, it is helpful to get one from an MD
When was your last physical exam?
________________________________________________________________________
Please list all herbs, vitamins, and dietary supplements you are currently taking, includingdosage and frequency:
________________________________________________________________________
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________________________________________________________________________
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________________________________________________________________________
List all medication.
Case Studies in Telehealth AdoptionThe mission of The Comm.docx
Case Studies in Telehealth Adoption
The mission of The Commonwealth
Fund is to promote a high performance
health care system. The Fund carries
out this mandate by supporting
independent research on health care
issues and making grants to improve
health care practice and policy. Support
for this research was provided by
The Commonwealth Fund. The views
presented here are those of the author
and not necessarily those of The
Commonwealth Fund or its directors,
officers, or staff.
For more information about this study,
please contact:
Andrew Broderick, M.A., M.B.A.
Codirector, Center for Innovation
and Technology in Public Health
Public Health Institute
[email protected]
The Veterans Health Administration:
Taking Home Telehealth Services to
Scale Nationally
Andrew Broderick
ABSTRACT: Since the 1990s, the Veterans Health Administration (VHA) has used infor-
mation and communications technologies to provide high-quality, coordinated, and com-
prehensive primary and specialist care services to its veteran population. Within the VHA,
the Office of Telehealth Services offers veterans a program called Care Coordination/
Home Telehealth (CCHT) to provide routine noninstitutional care and targeted care man-
agement and case management services to veterans with diabetes, congestive heart fail-
ure, hypertension, post-traumatic stress disorder, and other conditions. The program uses
remote monitoring devices in veterans’ homes to communicate health status and to cap-
ture and transmit biometric data that are monitored remotely by care coordinators. CCHT
has shown promising results: fewer bed days of care, reduced hospital admissions, and
high rates of patient satisfaction. This issue brief highlights factors critical to the VHA’s
success—like the organization’s leadership, culture, and existing information technology
infrastructure—as well as opportunities and challenges.
OVERVIEW
Since the 1990s, information and communications technologies—including tele-
health—have been at the core of the Veterans Health Administration’s (VHA’s)
successful system-level transformation toward providing continuous, coordinated,
and comprehensive primary and specialist care services. The VHA’s leadership
and culture; underlying health information technology infrastructure; and strong
commitment to standardized work processes, policies, and training have all con-
tributed to the home telehealth program’s success in meeting the chronic care
needs of a population of aging veterans and reducing their use of institutional
care and its associated costs. The home teleheath model also encourages patient
activation, self-management, and helps in the early detection of complications.
To learn more about new publications
when they become available, visit the
Fund's website and register to receive
Fund email alerts.
Commonwealth Fund pub. 1657
Vol. 4
January 2013
www.commonwealthfund.org
www.commonwealthfund.org
mailto:[email pro.
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Running Head FAMILY ANALYSISFAMILY ANALYSISFamily Analysis.docx
- 1. Running Head: FAMILY ANALYSIS FAMILY ANALYSIS Family Analysis 6 Family Analysis Family Analysis Introduction It is common for people, across the world, to associate endogenously based on cultural and social characteristics. While some of this can be explained by geographical propinquity and demographic factors, it has been established that group norms and values have a tendency of promoting homogamy and discouraging heterogamy. A fundamental assumption for the encouragement of marital homogamy is the perception that people sharing similar norms, beliefs, values and social statuses cope more easily with one another. In simple terms, sociocultural homogamy encourages harmonious relationships while heterogamy raises the probability of
- 2. unhappiness and discord. Socio-physiological and sociological theories of mate selection and love are generally in tandem with the homogamy proposition (Reiss, 1980). However, there have been many outliers who choose to favor marital unions with people of dissimilar socio-cultural characteristics. Nonetheless, they all end up returning to the pulling of similarities that comprise homogamy. A close look at my family genealogy establishes that cultural and social similarities have helped foster valuable consensus between family members on the fundamental life priorities and reduced instances of divorce that result from disharmony in worldviews and tastes (Janssen, 2005). Homogamy Analysis Ethnicity Class Religion Same Different Same Different Same Different 1. Parents Same Same Same 2. Paternal Grandparents Different Same
- 3. Same Different 3. Maternal Grandparents Same Different Same 4. Paternal Great Grandparents Different Same Same 5. Maternal Great Grandmothers Parents Different Different 6. Paternal Great Great Grandparents Same Same Same 7. Maternal Great Great Grandparents Same Same
- 4. Same Religion According to my family genealogy, most marriages have been between people of similar religious backgrounds. The choice of marriage partners has been based on religious faiths. The small number that has married outside of their religious denominations have experienced constant frictions in their relationships, which has ultimately led to separation and divorce. However, increased levels of commitment and satisfaction have been seen with associations that are formed on the basis of religious similarities. Class Research has established that associations tend to be formed based on socioeconomic statuses. In line with these findings, my family members have been marrying people of either similar class or those close to their classes. Male partners who have married female partners of a slightly similar class have been stable over time. Unhappiness and divorce have been characteristic of marriages that were based on dissimilar socioeconomic class. Ethnicity Interethnic marriages are an increasing percentage of associations (Fu and Heaton 2008), a move driven by high levels of racial-ethnic diversity, immigration, and changing attitudes in many countries (Powell et al. 2010). Contrastingly, earlier marriages from my grandparents were done within racial and ethnic groups. This ethnic homogamy brought about strong social identities, sodality within the marriages and maintenance of culture. However, my grandparents have set the pace for diverging into marrying people of different ethnic backgrounds. Conclusion Across the three generation family genealogy, a majority of people chose to marry people with similar social characteristics to that of their own. They shared the same views and opinions
- 5. about life issues and had access to similar living standards. Instances of family frictions and divorce were fewer in marriages between similar characters as harmony and happiness were fostered by the similar features of ethnicity, class, and religion. This goes a long way in supporting the proposition that homogamy increases marital success and that ethnicity, class and religious norms, values and beliefs are significant to a majority of people. References Brubaker, R. (2009). Ethnicity, Race, and Nationalism. Annual Review of Sociology, 35, 21-42. Cherlin, A. J. (2004). The Deinstitutionalization of American Marriage. Journal of Marriage and Family, 66, 848-861. Fu, X. & Heaton, T. B. (2008). Racial and Educational Homogamy: 1980 to 2000. Sociological Perspectives, 51, 735- 758. Janssen, J.P.G. (2002). Do Opposites Attract Divorce? Dimensions of Mixed Marriage and the Risk of Divorce in the Netherlands. Nijmegen: ICS-dissertation. Powell, B., Bolzendahl, C., Geist, C. & Steelman, L. (2010). Counted Out: Same-Sex Relations and Americans' Definitions of Family, New York, NY: Russell Sage Foundation. Reiss, I. (1980). Family Systems in America, 3rd Ed. New York: Holt, Rinehart & Winston.
- 6. APPENDIX: A My Three Generation Genogram Courtesy of About Genealogy http://genealogy.about.com http://genealogy.about.com Yourself: Wesly Allen Born: March 8, 1995,Texas StudentMother: Mary Allen Born: June 27,1980, Utas Events OrganiserFather: Davis Allen Born: December 12, 1978, Texas BankerMaternal Grandmother: Clinton Miller Born: October 31, 1958, New York AccountantMaternal Grandfather: Lewis Miller Born: January 7, 1952, Washington DC LecturerPaternal Grandmother: Jane Rodriquez Born: September 21, 1950, New York Actres Divorced: November 1975Paternal Grandfather: Allen Jonson Born: February 13, 1943, Illinois Economist Died: February 26, 2010 Maternal Great-Grandmother: Mercy Brown Born: February 8, 1926, Detroit Doctor Divorced: 1955 Died: October 11, 1981Maternal Great-Grandfather: Jackson
- 7. Brown Born: September 11, 1923, Illinois Banker Divorced: 1941 Died: January 29, 1998Maternal Great-Grandfather 2: Mark Davids Born: May 5, 1922, Utas Carpenter Divorced: 1942 Died: April 3, 1995Paternal Great-Grandmother: Janett Blige Born: December 1, 1922, New York Singer Divorced: 1941 Died: May 4, 1978Paternal Great-Grandmother 2: Sally Rodriquez Born: August 1, 1923, Detroit Teacher Divorced: 1948 Died: April 27, 2003Paternal Great-Grandfather 2: Mark Rodriquez Born: January 29, 1921, Detroit Teacher Divorced: April 13, 1947 Died: December 10, 1993Maternal Great-Grandmother 2: Hellen Miller Born: July 1, 1925, Texas Nurse Divorced: 1946 Died: September 9, 2004Paternal Great-Grandfather: Allen Howard Born: October 22, 1919, Illionois Accountant Divoced: 1939 Died: March 3, 1982