409b-g21-report2 Fall 2004 Dr. Leon James, Instructor. University of Hawaii.

Step 1:

In your word processor create a file. Save the file under the name

409b-g21-report2.doc.

Be sure to use the exact same file name, lower case letters, with the hyphens and no spaces. You will be using this file to enter all the sections as you progressively write them.

Step 2:

There are five questions to answer and they are given below. The question should be pasted at the beginning of your answer. The questions must be answered on the basis of the Required Readings listed in the Lecture Notes. After doing that, you can also answer from your own perspective, if you want to. You must select your Questions as follows:

That makes 5 questions in all.

Step 3:

Add a Section called Advice to Future Generations. Tell them what they should know to succeed in this course and what they can expect to get out of it.

Step 4 (three parts):

(a) At the top of your document type the following Title:

Report 2:
My Understanding of the Unity Model of Marriage

By your name or pseudonym

Instructions for this report are at:

www.soc.hawaii.edu/leonj/leonj/leonpsy21/409b-g21-report2.htm 

(b) Put these two required links at the bottom of the file:

Class Home Page: www.soc.hawaii.edu/leonj/leonj/leonpsy21/classhome-g21.htm 

My Home Page: www.soc.hawaii.edu/409bf2004/yourfoldername/409b-g21-report2.htm
 (note: replace /yourfoldername/ with the actual name of the folder, which should be your last name).

(c) Spell check your document. Give the Save As...command and select Web Page. Save the file under the name

409b-g21-report2.htm (use this exact name, with hyphens, and no spaces, lower case letters)

Upload this file. Do not upload the Word file in .doc format. You must upload the .htm version by saving it as a Web Page.. After uploading the file view it with your browser by going to your folder on the Web. Check it for mistakes and to see if it looks as you want it to look.

• Do all the links work?

• Are the Sections clearly marked?

• Is there confusion about where something starts or ends?

• Are all your paragraphs separated by a blank line ? (It's easier to read that way)

• Are all your paragraphs less than 10 lines?

Make the changes in your word processor and upload the new version. It will replace the old version. Check it again and repeat until it's just right.

++++++++++

Your Report 2 is now complete and published on the Web. Congratulations! You have proven you can gain technical competence in Web publishing and report writing. Now your valuable report will be used by future generations, by students from other places surfing the Web, by researchers interested in data or theory on marriage and relationships, and by the general public looking for information on this topic.

Here are the Questions

You must select your Questions as follows:

That makes 5 questions in all. There are no length specifications for the answers.

Question 1:

It is sometimes wrongly asserted that men have less feelings than women. Show that this is not true by discussing the threefold self and the role of the affective in relation to the cognitive and sensorimotor. Illustrate your argument with examples that come from (a) your personal life and (b) from the media. Do men and women have the same awareness of (a) their own feelings and (b) their partner’s feelings—how do they differ? How does this difference affect the dynamics and progress of the relationship?

Question 2:

Contrast the three views of gender relationships expressed by Deborah Tannen in Gender Issues, Laura Schlessinger in The Proper Care and Feeding of Husbands, and Leon James in The Doctrine of the Wife. Give a summary of your analysis by creating a chart or table that shows the differences between them in a systematic way. Give your opinion on the elements or entries in your chart. How do your own views compare to what’s in the chart? How are your ideas influenced by these three different perspectives on marriage?

Question 3:

A husband and wife seem to get along real well together, enjoying the same activities, having fun, being popular with friends, etc. Then they have a fight over some disagreement and they show disrespect and hatred for each other. Explain why this turnabout can happen and what is its cause. Discuss how married partners can reverse this flip-flop cycle so that it never occurs again. In your explanation be sure to apply the unity model, the threefold self, and the conjoint self, as explained in the Lecture Notes.

Question 4:

Select one or more techniques explained in the Lecture Notes in the last section called Making Field Observations. Do a mini-experiment in which you use the techniques to analyze interactions between couples – either yourself in a couple relationship, or some other couples you know. Describe what you did, what you found, and how you explain it. Be sure to use the unity model in your explanations, but you can also give alternative explanations, in addition to your explanations with the unity model.

Question 5:

Select six student reports on marriage from Generation 20, as listed in the Readings section of the Lecture Notes. You must select any two students from Report 1, any two from Report 2, and any two from Report 3. Summarize each of the six reports. Be sure to put a link to the students' reports. Add a General Conclusion Section in which you discuss your reactions to what they did – (a) their ideas, (b) their method, (c) their explanations. What did they gain from doing their reports? How do their ideas influence what you yourself think about these issues?

Question 6:

Consider Table 6 in the Lecture Notes, which is in the Section on Making Field Observations. It gives 20 examples of Behavioral Indicators of One's Relationship Model, along with Yes/No specifications for the three models. First explain what this table is trying to show and how it is doing that (give a couple of examples to illustrate concretely). Include brief explanations for what the three models are. Second, create a similar table of 20 new items that you make up yourself, and fill in the Yes/No columns. Calculate the percent overlap. Third, Discuss what your results show and how such an approach could be expanded to help couples be more aware of their interaction pattern.

Question 7:

Analyze the book The Proper Care and Feeding of Husbands by Laura Schlessinger. Use the unity marriage model in the Lecture Notes to characterize the threefold self of the husbands that wrote to her. Find 10 brief quotes from what they wrote, and analyze each one, showing the character of their threefold self. Discuss the author’s philosophy or psychology of relationships between men and women. How do you see her approach and what is your evaluation of it?

Question 8:

Consider Table 5 in the Lecture Notes, which is in the Section on Making Field Observations. It lists Areas of Observation for observing interactions between the partners in a couple. Use some of the listed areas to make observations about the threefold self of a couple you know, or you and your partner as a couple. How do these data help you in assessing the quality of the partners’ relationship in relation to the nine zones of the unity model? How do you explain these observations--what do they show or why are things this way with that couple? Explain how you now understand gender relationships in terms of dominance, equity, unity, biology, culture, and spirituality.

Question 9:

Consider Tables 7a and 7b in the Lecture Notes, which is in the Section on Making Field Observations. It shows how you can use the ennead chart to identify the level of feeling, thinking, and acting between married partners. It illustrates the application using the concept of "happiness."   Create two similar tables using the concepts "being close" and "not getting along." To specify the details, think of yourself in a relationship, or some other couple you know, either real or on TV.

Question 10:

Consider Table 8 in the Lecture Notes, which is in the Section on Making Field Observations. It shows how to construct behavioral illustrations that fit the patterns of contrast between the three models. Make up 5 new items for each of the four patterns shown there. See if you can think of a fifth pattern, with illustrations. Once you have the new table ready, copy the items on a separate page (without the three model columns), and give it to a some of your friends to fill out regarding their own behavior as a couple (Yes or No for each item). Discuss the results. Now relate these findings to the ennead chart in the Lecture Notes.

Question 11:

Consider Tables 1a, 1b, 1c in the Lecture Notes, which is in the Section called Sensorimotor, Cognitive, and Affective Conjunction  It shows how to construct an ennead chart using the threefold self and the three levels of mentality creating the preference for each model. One illustration is given in the area of sexual behavior. Copy Table 1c and replace the characterization of each illustration into an example of your own. Think of a couple you know in reality or from TV. The three tables should cover these three topics: sexual behavior, money management, and a third area of your own choosing.

Question 12:

Consider Table 9 in the Lecture Notes, which is in the Section on Making Field Observations. It lists two dozen AUVs – anti unity values that are commonly portrayed in the media – soaps, comedy, drama. Select at least two programs for which you can watch several episodes or shows. Briefly describe a few scenes from each show to illustrate the portrayal of gender interactions that are contrary to having a successful marriage. Describe the affective, cognitive, and sensorimotor aspects of these interactions. What are your reactions to these observations? What is your explanation as to why these interactions are portrayed so often? What might be the consequences for couples and society?

Question 13:

Create three dialogues between a husband and wife. Each dialog should represent one of the three models of marriage discussed in the Lecture Notes. Analyze and contrast the dialogues to show how they each illustrate one of the models. Focus on the threefold self (this is a requirement). Use the entire ennead chart, or parts thereof, to discuss and contrast the dialog segments you analyze. Each dialog should contain at least 6 talking turns by each of the two partners, and no more than 12 each. A talking turn can be as brief as a nod or grunt, and as long as several sentences. Preface each dialog with a paragraph explaining the context of the conversation and the topic.

G21 Models for Report 2

http://www.soc.hawaii.edu/leonj/409bf2004/arakawa-longboy/report2.htm

http://www.soc.hawaii.edu/leonj/409bf2004/valle/409b-g21-report2.htm

http://www.soc.hawaii.edu/leonj/409bf2004/leung/409b-g21-report2.htm

http://www.soc.hawaii.edu/leonj/409bf2004/sabey/409b-g21-report2.htm

http://www.soc.hawaii.edu/leonj/409bf2004/garhartt/409b-g21-report2.doc.htm

http://www.soc.hawaii.edu/leonj/409bf2004/lacy/409b-g21-report2.doc.htm

http://www.soc.hawaii.edu/leonj/409bf2004/mitake/409b-g21-report2.htm

Additional Models

www.soc.hawaii.edu/leon/409bs2005/hanai/409b-g22-report1.htm

Back to G21 Class Home Page:
www.soc.hawaii.edu/leonj/leonj/leonpsy21/classhome-g21.htm