Psych 409b (Tuesday) Fall 2006 G25
Dr. Leon James, Instructor, University of Hawaii
The Web address of this document is:
Instructions For Your
In your word processor create a file. Save the file as a Web Page
calling it yourlastname-409b-g25-report1.htm
Do not use spaces or upper case letters in any file or folder name. Make sure you use the hyphens in the file name, exactly as shown. Make sure you save it as a Web page, not as a .doc file. Now the file is saved as a Web page and when you complete the report you can just upload it.
Once uploaded look at the file with your Web browser by going to your folder on the Web. Make sure you try all the links, and that the document looks the way you want it. If not, go back to your word processor and make the changes. Now be sure to save it again. Now upload it, and it will replace the older version. Now go there with your Web browser and give the Refresh command -- a must or else the changes won't show up. Repeat the process until you are satisfied. Email the file address to the instructor, which provides a record of when your report was completed.
Before you begin typing in your report add the required title and links at the top, as shown between the horizontal lines below:
My Field Observations of Disjunctive vs. Conjunctive
Discourse and Behavior in Couples
By Your First and Last Name or Pseudonym
Instructions for this report are at:
G25 Lecture Notes on the Unity Model of Marriage:
Section A: AUVs in the Media
Consider Table 9 in the Lecture Notes, which is in Section 20. It lists two dozen AUVs – anti unity values that are commonly portrayed in the media – soaps, comedy, drama. Paste this Table in your report with a link to the original and a note: This Table is from:
Now in your own words explain what are AUVs in relation to the unity model of marriage, using some of the items listed in the Table.
Section B: Findings of a Prior Generation
Read the following student reports from G24, Report 1 that discuss AUVs.
What were the students trying to show? What method did they use? What were their findings? How do you react to their findings? Have you thought of this before regarding the portrayal of gender relations in the media you have been watching? How is this relevant to your own interactions in everyday life such as at work or at home? Describe some effects that these portrayals could have on young girls and boys. Search the Web to see if you can confirm some of your conclusions. Summarize and give the links.
Section C: My Own Findings on AUVs in the Media
Select a variety of TV series from which you can watch some episodes -- sit coms, drama, reality shows, kids shows, etc. Briefly describe some scenes from their recent episodes to illustrate how the media portray gender interactions in talk and behavior. Summarize your observations by making two lists, one titled "Illustrations of Disjunctive Talk and Behavior" and the other "Illustrations of Conjunctive Talk and Behavior." Be sure to indicate the origin in the media of each item on the list that represent your observations. Comment and explain what conclusions you draw from the two lists.
Describe your reactions to these observations. Discuss them with friends. What are their reactions? What do you think of their reactions or how do you interpret them? What is your explanation as to why these types of interactions are portrayed so often in the media? What might be the consequences for couples and society? What effects is this attitude likely to have on adolescent and young women and men?
Section D: Disjunctive vs. Conjunctive Verbal Interactions
Do some research and select a few dialogues you can find between a man and a woman that illustrate many of the observations you made in the earlier Sections. The dialog may come from any print or online source. Am alternative would be to record a conversation between a man and a woman, then transcribe portions of it that illustrate gender relationships as discussed in this course. Analyze portions of the exchange that you can discuss relative to the dominant-equity-unity continuum discussed in the Lecture Notes. Focus especially on the contrast between disjunctive vs. conjunctive interactions. Almost every exchange between a couple can be categorized into one or the other.
Section E: Conclusion and Advice to Future Generations
Summarize what you have learned so far by studying the dominance-equity-unity model of marriage. What might be the benefit of this to you? Are any of the concepts or ideas presented in the course difficult for you to accept, and why? How would you apply, modify, or extend the ideas in the course?
Give advice to future generations who will be doing a similar report in the future. Give them tips on how to do a good report of their own. Tell them what they can benefit from doing all the work this course requires.
Section F: Links
(the two required links at the very bottom of the file)
My Home Page:
G25 Class Home Page: www.soc.hawaii.edu/leonj/leonj/leonpsy25/classhome-g25.htm
Inspect your report in your Web browser after uploading, and make sure of these seven things:
Send email to Dr. James at firstname.lastname@example.org with "Report 1 uploaded" in the Subject Line and the Web address of the report in the body of the email.
Your Report 1 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 on the marriage relationship, and by the general public looking for information on the unity model of marriage.
You will be publishing two reports on the Web this semester as part of your contribution to the generational curriculum on the marriage relationship. Thousands of people who navigate the Web find these generational student reports through Web search engines when they are looking for topics on marriage. 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.
Note on Privacy: Students can use a pseudonym on their reports instead of their real name. Students who publish their reports on the Web can delete their reports at any time. 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 at email@example.com. 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.
Back to G25 Class Home Page: www.soc.hawaii.edu/leonj/leonj/leonpsy25/classhome-g25.htm
Back to G25 Lecture Notes on the Unity Model of Marriage: