409b-g23-report2 Fall 2005 Dr. Leon James, Instructor. University of Hawaii.

Step 1:

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

xx-409b-g23-report2.doc. Replace the xx with your last name (which will be the name of the folder where you upload all your own work).

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:

Read all the questions first. There are five questions you must answer from the set given below. The entire question should always be pasted at the beginning of your answer and marked "The Question I am answering is Question xx"

Step 3:

Add a Section called "My Report on the Previous Generation." Select 3 students from G22 and summarize what they did for their Report 2. Their class folder is at:  www.soc.hawaii.edu/leon/409bs2005/

Step 4:

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 5 (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
Instructions for this report are at:
www.soc.hawaii.edu/leonj/leonj/leonpsy23/409b-g23-report2.htm 
I am answering Questions xx, xx, xx, xx and xx.

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

Class Home Page: www.soc.hawaii.edu/leonj/leonj/leonpsy23/classhome-g23.htm   

My Home Page: www.soc.hawaii.edu/leon/409bf2005/yourfoldername/home.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 (or HTML) Save the file under the name   xx-409b-g23-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. Sometimes you need to upload a folder along with the file -- see FTP Uploading Instructions at:  www.soc.hawaii.edu/leonj/leonj/leonpsy23/g23-ftp.htm  . After uploading the file view it with your Web 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 7 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 by the general public looking for information on this topic.

You will be publishing two reports on the Web this semester as part of your contribution to the generational curriculum on the unity model of marriage (report 2) and on information literacy (report 1).  Thousands of people who navigate the Web find these generational student reports through Web search engines when they are looking for topics on marriage or information literacy. Your contribution will contribute first, to yourself for improving your understanding of gender relationships and your information literacy skills; second, for future students who will be reading your reports, and third, for the public at large. Your research, observations, and conclusions will be beneficial to others who will read your reports in the ensuing years. Long after you're no longer a student, your generational reports will still be serving the public and science.

Note on Privacy: Students can use a pseudonym or pen name on their reports instead of their real name. Students who publish their reports on the Web can delete their reports after being graded. They can also request to have their reports deleted from the Web after the semester at any time in the future by emailing Dr. James. Usually the request is honored on the same day it is received. Students can also submit their reports in typing, privately to the instructor instead of publishing them on the Web. This will not affect their grade.

Here are the Questions

You must select your Questions as follows:

That makes 5 questions in all. Each answer should be at least three pages long (single spaced).

No paragraph can exceed 7 lines. There must be a blank space after each paragraph.

Each question must be pasted at the beginning of your answer.

Be sure that your answers show the sub-divisions for each question (a), (b), etc. and the sub-sub-divisions (i), (ii), etc. This is a requirement for every Question.

Note: When sub-section (a) says "Consider Table xx in the lecture Notes", you must paste that Table in sub-section (a), otherwise the reader doesn't know what you are talking about.

Question 1:

It is sometimes wrongly asserted that men have less feelings than women.

(a) Show that this is not true by discussing the threefold self and the role of the affective in relation to the cognitive and sensorimotor.

(b) Illustrate your argument with examples that come from

(i) your personal life and
(ii) from the media.

(c) Do men and women have the same awareness of

(i) their own feelings and
(ii) their partner’s feelings—how do they differ?

(d) How does this difference affect the dynamics and progress of the relationship?

(e) Anything else you have to say.

Question 2:

(a) Contrast the four views of gender relationships expressed by Tannen in Gender Issues, Schlessinger in The Proper Care and Feeding of Husbands, Coleman in The Lazy Husband, and James in The Unity Model of Marriage.

(b) Your analysis should also include a chart or table that shows the differences between the four books in a systematic way.

(c) As well, give your personal opinion on the elements or entries in your chart.

(d) How do your own views compare to what’s in the chart?

(e) How are your ideas influenced by each of these four three different perspectives on marriage?

(f) Anything else you have to say.

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.

(a) Explain why this turnabout can happen and what is its cause. Be sure to use some aspect of  the theory given in the Lecture Notes.

(b) 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.

(d) The unity model says that men are resistant to mental intimacy and to conjugial unity. Collect data to either confirm or disconfirm this prediction. Interview several women of varying ages (to the extent possible). Make up a checklist consisting of 10 to 20 items that highlight what the women have said about their experiences with men's resistance to intimacy. Discuss the list and what it can be used for.

(e) Anything else you have to say.

Question 4:

(a) Select one or more techniques explained in the Lecture Notes in the last section called Making Field Observations.

(b) 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.

(c) 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.

(d) Anything else you have to say.

Question 5:

(a) Select six student reports on marriage from Generation 20 and/or 21 (in any combination), as listed in the Readings section of the Lecture Notes.

(b) Summarize each of the six reports. Be sure to put a link to the students' reports.

(c) Add a General Conclusion Section in which you discuss your reactions to what each student did and said –

(i) their ideas,
(ii) their method,
(iii) their explanations.

(d) What did they gain from doing their reports?

(e) How do their ideas influence what you yourself think about these issues?

(f) Anything else you have to say.

Question 6:

(a) 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.

(b) First explain what this table is trying to show and how it is doing that (give a couple of examples to illustrate concretely).

(c) Give brief explanations for what the three models are.

(d) Create a similar table of 20 new items that you make up yourself, and fill in the Yes/No columns.

(e) Calculate the percent overlap.

(f) Discuss what your results show.

(g) How can such an approach be expanded to help couples be more aware of their interaction pattern.

(h) Anything else you have to say.

Question 7:

(a) Analyze the book The Proper Care and Feeding of Husbands by Laura Schlessinger, summarizing its perspective, and discussing the author’s philosophy or psychology of relationships between men and women.

(b) Find 10 brief quotes from what the husbands wrote, analyzing each one, showing the character of their threefold self. Use the unity model in the Lecture Notes to characterize the threefold self of the husbands that wrote to her.

(c) How do you see Dr. Laura's approach and what is your evaluation of it?

(d) Anything else you have to say.

Question 8:

(a) 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.

(b) 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.

(c) How do these data help you in assessing the quality of the partners’ relationship in relation to the nine zones of the unity model?

(d) How do you explain these observations--what do they show or why are things this way with that couple?

(e) Explain how you now understand gender relationships in terms of dominance, equity, unity, biology, culture, and spirituality.

(f) Anything else you have to say.

Question 9:

(a) 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."  

(b) Create two similar tables using the concepts "being in love" and "being jealous." To specify the details, think of yourself in a relationship, or some other couple you know, either real or on TV.

(c) Anything else you have to say.

Question 10:

(a) 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.

(b) Make up 5 new items for each of the four patterns shown there.

(c) See if you can think of a fifth pattern, with illustrations.

(d) 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).

(e) Discuss the results.

(f) Now relate these findings to the ennead chart in the Lecture Notes.

(g) Anything else you have to say.

Question 11:

(a) 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.

(b) Explain what has been discussed in class and the Lecture Notes as "sexual blackmail." Describe the development of your thinking regarding this concept, from initial reaction to now. Collect some data on how others you know react to this concept when you explain it to them. How do you interpret their reactions and comments?

(c) Copy Table 1c and replace the characterization of each illustration (in each cell) 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:

(i) housework
(ii) jealousy, and
(iii) a third area of your own choosing.

(c) Anything else you have to say.

Question 12:

(a) 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.

(b) Select at least three 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.

(c) Now describe the affective, cognitive, and sensorimotor aspects of these interactions.

(d) What are your reactions to these observations?

(e) What is your explanation as to why these interactions are portrayed so often?

(f) What might be the consequences for couples and society?

(g) Anything else you have to say.

Question 13:

(a) Create three dialogues between a husband and wife. Each dialog should represent one of the three models of marriage discussed in the Lecture Notes. Each dialog should contain at least 8 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.

(b) 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.

(c) Anything else you have to say.

Question 14:

(a) Describe the unity model in relation to the eternal significance of marriage and the mental state of the couple's threefold self

(b) Describe any resistance you have experienced regarding the unity model, including

(i) the idea of unity as a higher state of life than all others
(ii) the eternal significance of marriage
(iii) Swedenborg's observations of marriages in heaven.

(c) Describe the reactions of friends when you tell them about the unity model and marriages in heaven.

(d) How has the unity model influenced your thinking? What benefit do you think do class members acquire when studying the unity model in this course?

(d) Anything else you have to say.

Question 15:

(a) Describe the Web presence of Schlessinger, Tannen, Coleman, and Swedenborg. What does one find when looking them up with google?

(b) What do people say about them?

(c) Do they seem to have influence?

(d) Are they popular?

(e) How do you react to this Web information now that you are familiar with these four authors?

(f) Discuss some of their ideas with friends and see how they react.

(g) Anything else you have to say.

Back to G23 Class Home Page:
www.soc.hawaii.edu/leonj/leonj/leonpsy23/classhome-g23.htm