409b-g24-report2 Spring 2006 Dr. Leon James, Instructor. University of Hawaii.

Instructions for Report 2
Due Date:  April 25


Step 1:

In your word processor create a file. Save the file under the name xx-409a-g24-report2 but change the default for the type of file as "Web page (filtered)". 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 two students from G22 and two from G23, and summarize what they did for their Report 2. Their class folders are at:  www.soc.hawaii.edu/leon/409bs2005/  and  www.soc.hawaii.edu/leon/409bf2005/

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:
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/leonpsy24/classhome-g24.htm   

My Home Page: www.soc.hawaii.edu/leon/409bs2006/xx/xx-home.htm
(replace xx with your last name)

(c) Spell check your document. Give the Save As...command and select "Web Page (filtered)"  Save the file under the name   xx-409b-g24-report2.htm   (use this exact name, with hyphens, and no spaces, lower case letters and replace xx with your last name).

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/leonpsy24/g24-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.

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.  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; 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:

  • Questions  4, 10, and 13 (all three)
  • Either Question 1, 7, 11, 12  (one of them)
  • Either Question 8, 9, 2, 3, 5, 6 (one of them)
  • 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 each answer shows the sub-divisions for that question (a), (b), etc.  You must type in a sub-heading or title for each sub-division. The title should reflect the content of that sub-section.

    Question 1:

    (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?

    Question 2:

    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.

    Question 3:

    (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.

    Question 4:

    (a) Select at least one student report on marriage from each of Generation 20, 21, 22, and 23, as listed in the Readings section of the Lecture Notes at:

    (b) Summarize each of the selected reports. Be sure to put a link to the student's report.

    (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) Summarize what they gained from doing their reports?

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

    Question 5:

    (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 paste this table into this section, give a link to it, then explain in your own words what this table is trying to show and how it is doing that (give a couple of examples that you make up in order to illustrate concretely).

    (c) Give brief explanations in your own words 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. The Table should have the Title: Here is My Own Table on ...

    (e) Calculate the percent overlap.

    (f) Discuss what your results show.

    (g) Discuss how this approach can be applied to help couples be more aware of their interaction pattern.

    Question 6:

    (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?

    Question 7:

    (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 assess 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.

    Question 8:

    (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. Discuss what these Tables mean to you, how you understand what they prove.

    Question 9:

    (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. Be specific.

    Question 10:

    (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) Discuss what these data show or prove.

    Question 11:

    (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 10 numbered talking turns by each of the two partners, and no more than 20 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.

    Question 12:

    (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?

    Question 13:

    (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 report how they react.

    Back to G24 Class Home Page:  www.soc.hawaii.edu/leonj/leonj/leonpsy24/classhome-g24.htm 

    Back to Lecture Notes on the Unity Model of Marriage: