Psych 409b (Tuesday)  Spring  2007   G26
Dr. Leon James, Instructor, University of Hawaii
The Web address of this document is: 
www.soc.hawaii.edu/leonj/leonj/leonpsy26/409b-g26-report1.htm

In your word processor create a file. Save the file as a Web Page calling it jones-409b-g26-report1.htm (use your last name instead of jones). 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.

Once the file is saved as a Web page, it will stay a Web file no matter how often you work on it and save it. When you complete the report and upload it to the required class folder, you will be able to see with your Web browser what the page looks like, and change whatever you want.

Once uploaded always look at the file with your Web browser by going to your folder on the Web. Do this as part of the uploading process. Sometimes the uploading process doesn't work as expected, and your document might look strange or unreadable. 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. Be sure to save it again. Now upload it, and it will replace the older version. Now go to your folder 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. Make sure you click on all the links to test them.

Once you've examined the document with your Web browser, and are satisfied with the result, copy the Web address of your document (in the address window), and paste it into an email message to the instructor, which provides a record of when your report was completed. In the Subject line type: report 1 uploaded. The body of the message should contain only the Web address -- test it to see if it works. If you have other things to say, send a separate email.

Before you begin typing in your report add the required title and links at the top, as shown between the horizontal lines below:

Report 1
Disjunctive vs. Conjunctive
Discourse and Behavior in Couples
By Your First and Last Name or Pseudonym

Instructions for this report are at:
www.soc.hawaii.edu/leonj/leonj/leonpsy26/409b-g26-report1.htm
G26 Lecture Notes on the Unity Model of Marriage: 
www.soc.hawaii.edu/leonj/leonj/leonpsy26/409b-g26-lecture-notes.htm 

Must reminders:

1. No paragraph can be more than 7 lines long or 150 words
2. All paragraphs must be separated by a blank line (just one).
3. The report must be single spaced.
4. All links must be tested after uploading to make sure they work.
5. Your report must be at least 15 pages long (use Print Preview under the File Menu to count the pages)
6. The specified Section Headings in Bold must be clearly visible in your report.
7. The report has the two required links at the very bottom of the file, and they work (see below).

Section A: Categorizing Interactions Using the Ennead Chart

Analyze and contrast two movies. The first is Prime (2005) Uma Thurman, Merill Streep, Byan Greenberg. See:   www.primemovie.net/index.php The second one is a movie of your choice that is contrastive (e.g., one that portrays more positive interactions of the couple’s threefold self).

Chart the relationship of the couple in each movie. Use Sections 15, 16, 17, and 17a in the Lecture Notes to keep track of some typical samples of the couple’s verbal or non-verbal interactions, and what zones they belong to on the chart. Give a sub-title for each zone for which you have examples. The sub-title should help the reader interpret the content of the items you categorized in that zone. You don't have to put these examples of interactions in the box of the chart -- only the zone number and the sub-title you made up for it. Then, in the text below the chart, you list and explain all the examples you have, indicating which zone is involved.

(a) Make up a sub-title in bold for this sub-section. Describe the story in just one paragraph. Then use “he said-she said” sequences to show what they are doing in that scene (e.g., “She is trying to get him to address her point, and he won’t. Instead, he is being evasive or acting like he is out of it, maybe even stupid or slow witted – which gets her more and more emotionally disturbed.” etc.). Add descriptions of what happens in the scene so the reader can understand the context.

Note: Make each example you choose to cover only a brief exchange, no more than a few seconds each. You can choose several such brief samples from one longer scene, or, from different scenes. Your purpose is not so much to discuss fully the movie and the scenes, but rather to sample and represent the type of gender interactions the movie portrays.

(b) Make up a sub-title in bold for this sub-section. Analyze your data. Describe the contrast between the two movies.

(c) Make up a sub-title in bold for this sub-section. State your conclusions by discussing the psychological mechanisms of how such movies can influence young people and the rest of the population in terms of their relationships and in marriage. Discuss whether or how these effects show up in your experience or that of the people you know.

Since the interactions you give for analysis are very brief, you need to give the reader enough context about what’s going on in order to understand how you are interpreting the brief exchange.

Section B: Findings of a Prior Generation

Read the following student reports from G25, Report 1 that discuss their observations of anti-unity values (AUVs) that are regularly portrayed in the media.

(a) Make up a sub-title in bold for this sub-section. Discuss what the students were trying to show in that Section. Describe some of the methods they used. Describe some of their findings. Make sure you refer to the name of the students you report on and give a link to their report.

(b) Make up a sub-title in bold for this sub-section. Describe your reactions to their findings. Explain what you thought of this before your analysis with the course focus. Describe your current osition on this issue and whether it makes a difference to you or to the people you know.

(c) Make up a sub-title in bold for this sub-section. Describe the relevance of your findings relevant to your own interactions in everyday life at work, at home, in families, in public places, in close relationships, in the teenage generation. Describe some effects that these portrayals could have on young girls and boys.

(d) Make up a sub-title in bold for this sub-section. Describe some of the psychology literature about this topic, as you described it in your report. You'll need to do some research. You can use any of your textbooks as a source, or journal literature. Use our library's Web site of electronic resources to search and access the text of these journal articles on your topic.   http://library.manoa.hawaii.edu/  Make sure you give the full reference to articles you use.

Section C: Disjunctive vs. Conjunctive Verbal Interactions

(a) Make up a sub-title in bold for this sub-section. Read Section 17a of the Lecture Notes. Summarize what it says about conjunctive and disjunctive verbal interactions between a couple.

(b) Make up a sub-title in bold for this sub-section. State your opinion about (i) the definition or distinction, and (ii) its relevance or applicability to your own environment.

(c) Make up a sub-title in bold for this sub-section. Select snippets of dialog presented in Tannen's Gender Discourse book. Analyze each snippet explaining whether conjunctive or disjunctive in relation to the definition you gave above.

Section D: Conclusion and Advice to Future Generations

(a) Make up a sub-title in bold for this sub-section. 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?

(b) Make up a sub-title in bold for this sub-section. 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 E: Links

(the two required links at the very bottom of the file)

My Home Page:   www.soc.hawaii.edu/leon/409bs2007/lastname/lastname-home.htm
G26 Class Home Page:  www.soc.hawaii.edu/leonj/leonj/leonpsy26/classhome-g26.htm

Inspect your report in your Web browser after uploading, and make sure of these seven things:

Reread the instructions. Make sure you have taken care of every sentence. Your report will be more useful to readers if you make sure you follow instructions in every detail. Ask questions in class to help you understand better these various details.

Quick check:

1. No paragraph is more than 7 lines long or 150 words
2. All paragraphs are separated by a blank line.
3. The report is single spaced.
4. All links work.
5. Your report is at least 15 pages long (use Print Preview under the File Menu to count the pages)
6. It has the Section Headings in Bold specified in these instructions.
7. It has the two required links at the very bottom of the file, and they work.

Send email to Dr. James at leon@hawaii.edu with "Report 1 uploaded" in the Subject Line and the Web address of the report in the body of the email, with nothing else. If you have questions or comments, use another email message.

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 leon@hawaii.edu. 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 G26 Class Home Page:  www.soc.hawaii.edu/leonj/leonj/leonpsy26/classhome-g26.htm