🔥🔥🔥 Explain How Different Social Professional And Cultural Contexts May Affect Relationships
American Journal explain how different social professional and cultural contexts may affect relationships Orthopsychiatry. In: S. Wikiversity has learning resources about Social capital. The approach to recruitment is Summary: The Importance Of Feminism important element in assuring voluntariness. Paragraph c requires researchers to consider all reasonably foreseeable risks that may result from participation. Scientific explain how different social professional and cultural contexts may affect relationships is a property explain how different social professional and cultural contexts may affect relationships various aspects of science.
Cultural Diversity - Tips for communicating with cultural awareness
Gender Differences Substantial evidence suggests that the experience of intergenerational relationships varies for men and women. Race-Ethnicity and SES Heterogeneity Family scholars have noted important variations in family dynamics and constraints by race-ethnicity and socioeconomic status. Directions for Future Research Research on intergenerational relationships suggests the importance of understanding greater complexity in these relationships in future work. Sibling Relationships Sibling relationships are understudied, and the research on adult siblings is more limited than for other family relationships. Race-Ethnicity and SES Heterogeneity Although there is less research in this area, family scholars have noted variations in sibling relationships and their effects by race-ethnicity and socioeconomic status.
Directions for Future Research Research on within-family differences has made great strides in our understanding of family relationships and remains a fruitful area of growth for future research e. Conclusion Relationships with family members are significant for well-being across the life course Merz, Consedine, et al. Conflict of Interest None reported. References Bangerter L. L The Gerontologist , gnw S Variations on sibling intimacy in old age. Generations , 25 , 34— E From social integration to health: Durkheim in the new millennium. The future of marriage.
C Elevated depressive symptoms among caregiving grandparents. Health Services Research , 39 , — Marital quality in black and white marriages. Journal of Family Issues , 26 , — J Gay and lesbian partnership: Evidence from California. Demography , 45 , — A Marital quality and negative experienced well-being: An assessment of actor and partner effects among older married persons. W Advances in families and health research in the 21st century. Journal of Marriage and Family , 72 , — Midlife sibling relationships in the context of the family. The Gerontologist , 44 , Social relationships and health. American Psychologist , 59 , — Socioeconomic status, family processes, and individual development. Journal of Marriage and the Family , 72 , — Sibling support in older age.
Journal of Gerontology , 49 , S—S M Adult sibling caregiving for persons with traumatic brain injury: Predictors of affective and instrumental support. Journal of Rehabilitation , 74 , 10— B Families, resources, and adult health: Where do sexual minorities fit? Journal of Health and Social Behavior , 54 , Journal of Marriage and Family , 75 , — Journal of Family Psychology , 21 , — Grandparent coresidence and family well-being. Promises I can keep: Why poor women put motherhood before marriage. The emergence and development of life course theory. In Mortimer J. Being a good mom: Low-income, black single mothers negotiate intensive mothering. Journal of Family Issues , 36 , — Coresident grandparents and their grandchildren: Washington, DC: U.
Census Bureau. Why emotion work matters: Sex, gender, and the division of household labor. Journal of Marriage and Family , 67 , — A labor of love or labor itself. Journal of Family Issues , 23 , — Working sandwich generation women utilize strategies within and between roles to achieve role balance. Ambivalent relationship qualities between adults and their parents: Implications for the well-being of both parties. Depression and the psychological benefits of entering marriage. Journal of Health and Social Behavior , 48 , Effects of social support and self-esteem on depressive symptoms in Japanese middle-aged and elderly people.
Journal of Epidemiology , 10 , 63— One or two parents? Half or step siblings? Journal of Population Economics , 18 , — G Grandparents raising grandchildren: The role of social support in coping with caregiving challenges. Do positive feelings hurt? Disaggregating positive and negative components of intergenerational ambivalence. Journal of Marriage and Family , 77 , — Maternal differential treatment in later life families and within-family variations in adult sibling closeness. The Gerontologist , 57 , S K Marriage, health, and immune function: A review of key findings and the role of depression.
In Beach S. American Sociological Review , 82 , — Reciprocity in relationships: Socio-economic and health influences on intergenerational exchanges between third age parents and their adult children in Great Britain. The British Journal of Sociology , 56 , — Examining family structure and half-sibling influence on adolescent well-being. Grandmothers at work - juggling families and jobs.
R Social integration: A conceptual overview and two case studies. In Avison W. New York: Springer. Marital biography and health at mid-life. Journal of Health and Social Behavior , 50 , Journal of Marriage and the Family , 75 , — F Social ties and mental health. Marriage and health: His and hers. Psychological Bulletin , , — The psychological well-being of grandparents who provide supplementary grandchild care: A systematic review. Journal of Family Studies , 23 , — Beyond parental status: Psychological well-being in middle and old age.
Journal of Marriage and Family , 64 , — Parenting stress of grandparents and other kin as informal kinship caregivers: A mixed methods study. Children and Youth Services Review , 69 , 29— Widowhood, gender, and depression: A longitudinal analysis. Research on Aging , 29 , 56— Some evidence for health-related marriage selection. American Journal of Human Biology , 26 , — Same-sex cohabitors and health: The role of race-ethnicity, gender, and socioeconomic status. Journal of Health and Social Behavior , 49 , — Bad marriage, broken heart? In a multicultural, democratic society and globally connected world, students need to understand the multiple perspectives that derive from different cultural vantage points.
Cultures are dynamic and change over time. The study of culture prepares students to ask and answer questions such as: What is culture? What roles does culture play in human and societal development? What are the common characteristics across cultures? How is unity developed within and among cultures? What is the role of diversity and how is it maintained within a culture?
How do various aspects of culture such as belief systems, religious faith, or political ideals, influence other parts of a culture such as its institutions or literature, music, and art? How does culture change over time to accommodate different ideas, and beliefs? How does cultural diffusion occur within and across communities, regions, and nations? Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place.
They will acquire knowledge and understanding of culture through multiple modes, including fiction and non-fiction, data analysis, meeting and conversing with peoples of divergent backgrounds, and completing research into the complexity of various cultural systems. Young learners can explore concepts of likenesses and differences among cultural groups through school subjects such as language arts, mathematics, science, music, and art. In social studies, learners interact with class members and discover culturally-based likenesses and differences. They begin to identify the cultural basis for some celebrations and ways of life in their community and in examples from across the world.
In the middle grades, students begin to explore and ask questions about the nature of various cultures, and the development of cultures across time and place. They learn to analyze specific aspects of culture, such as language and beliefs, and the influence of culture on human behavior. As students progress through high school, they can understand and use complex cultural concepts such as adaptation, assimilation, acculturation, diffusion, and dissonance that are drawn from anthropology, sociology, and other disciplines to explain how culture and cultural systems function.
Studying the past makes it possible for us to understand the human story across time. The historical experiences of societies, peoples and nations reveal patterns of continuity and change. Historical analysis enables us to identify continuities over time in core institutions, values, ideals, and traditions, as well as processes that lead to change within societies and institutions, and that result in innovation and the development of new ideas, values and ways of life.
Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place. Study of the past makes us aware of the ways in which human beings have viewed themselves, their societies and the wider world at different periods of time. Knowing how to read, reconstruct and interpret the past allows us to answer questions such as: How do we learn about the past? How can we evaluate the usefulness and degree of reliability of different historical sources? What are the roots of our social, political and economic systems? What are our personal roots and how can they be viewed as part of human history?
Why is the past important to us today? How has the world changed and how might it change in future? How do perspectives about the past differ, and to what extent do these differences inform contemporary ideas and actions? Children in early grades learn to locate themselves in time and space. They gain experience with sequencing to establish a sense of order and time, and begin to understand the historical concepts that give meaning to the events that they study. The use of stories about the past can help children develop their understanding of ethical and moral issues as they learn about important events and developments.
Children begin to recognize that stories can be told in different ways, and that individuals may hold divergent views about events in the past. They learn to offer explanations for why views differ, and thus develop the ability to defend interpretations based on evidence from multiple sources. They begin to understand the linkages between human decisions and consequences. The foundation is laid for the further development of historical knowledge, skills, and values in the middle grades.
Through a more formal study of history, students in the middle grades continue to expand their understanding of the past and are increasingly able to apply the research methods associated with historical inquiry. They develop a deeper understanding and appreciation for differences in perspectives on historical events and developments, recognizing that interpretations are influenced by individual experiences, sources selected, societal values, and cultural traditions. They are increasingly able to use multiple sources to build interpretations of past events and eras. High school students use historical methods of inquiry to engage in the examination of more sophisticated sources.
They develop the skills needed to locate and analyze multiple sources, and to evaluate the historical accounts made by others. They build and defend interpretations that reconstruct the past, and draw on their knowledge of history to make informed choices and decisions in the present. Social studies programs should include experiences that provide for the study of people, places, and environments. The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.
Students learn where people and places are located and why they are there. They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations. They study the causes, patterns and effects of human settlement and migration, learn of the roles of different kinds of population centers in a society, and investigate the impact of human activities on the environment. This enables them to acquire a useful basis of knowledge for informed decision-making on issues arising from human-environmental relationships.
During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. They study the communications and transportation networks that link different population centers, the reasons for these networks, and their impact. They identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and places.
Learners develop an understanding of the growth of national and global regions, as well as the technological advances that connect students to the world beyond their personal locations. Why is location important? How do people interact with the environment and what are some of the consequences of those interactions? What physical and other characteristics lead to the creation of regions? How do maps, globes, geographic tools and geospatial technologies contribute to the understanding of people, places, and environments?
In schools, this theme typically appears in units and courses dealing with geography, regional studies, and world cultures. Student experiences will encourage increasingly abstract thought as they use data and apply skills in analyzing human behavior in relation to its physical and cultural environment. In the early grades, young learners draw upon immediate personal experiences in their neighborhoods, towns and cities, and states, as well as peoples and places distant and unfamiliar, to explore geographic concepts and skills.
They learn to use maps, globes, and other geographic tools. They also express interest in and concern for the use and misuse of the physical environment. During the middle grades, students explore people, places, and environments in this country and in different regions of the world. Students in high school are able to apply an understanding of geospatial technologies and other geographic tools and systems to a broad range of themes and topics. As they analyze complex processes of change in the relationship between people, places, and environments, and the resulting issues and challenges, they develop their skills at evaluating and recommending public policies. Given the nature of individual development in a social and cultural context, students need to be aware of the processes of learning, growth, and interaction at every level of their own school experiences.
The examination of various forms of human behavior enhances an understanding of the relationships between social norms and emerging personal identities, the social processes that influence identity formation, and the ethical principles underlying individual action. Questions related to identity and development, which are important in psychology, sociology, and anthropology, are central to the understanding of who we are. Such questions include: How do individuals grow and change physically, emotionally and intellectually? Why do individuals behave as they do? What influences how people learn, perceive, and grow? How do people meet their basic needs in a variety of contexts?
How do individuals develop over time? How do social, political, and cultural interactions support the development of identity? How are development and identity defined at other times and in other places? The study of individual development and identity will help students to describe factors important to the development of personal identity. They will explore the influence of peoples, places, and environments on personal development. Students will hone personal skills such as demonstrating self-direction when working towards and accomplishing personal goals, and making an effort to understand others and their beliefs, feelings, and convictions.
In the early grades, young learners develop their personal identities in the context of families, peers, schools, and communities. Central to this development are the exploration, identification, and analysis of how individuals and groups are alike and how they are unique, as well as how they relate to each other in supportive and collaborative ways. In the middle grades, issues of personal identity are refocused as the individual begins to explain his or her unique qualities in relation to others, collaborates with peers and with others, and studies how individuals develop in different societies and cultures.
At the high school level, students need to encounter multiple opportunities to examine contemporary patterns of human behavior, using methods from the behavioral sciences to apply core concepts drawn from psychology, sociology, and anthropology as they apply to individuals, societies, and cultures. Institutions are the formal and informal political, economic, and social organizations that help us carry out, organize, and manage our daily affairs. Schools, religious institutions, families, government agencies, and the courts all play an integral role in our lives. They are organizational embodiments of the core social values of those who comprise them, and play a variety of important roles in socializing individuals and meeting their needs, as well as in the promotion of societal continuity, the mediation of conflict, and the consideration of public issues.
It is important that students know how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed. The study of individuals, groups, and institutions, drawing upon sociology, anthropology, and other disciplines, prepares students to ask and answer questions such as: What is the role of institutions in this and other societies? How am I influenced by institutions? How do institutions change? What is my role in institutional change? Students identify those institutions that they encounter.
They analyze how the institutions operate and find ways that will help them participate more effectively in their relationships with these institutions. Finally, students examine the foundations of the institutions that affect their lives, and determine how they can contribute to the shared goals and desires of society. Young children should be given the opportunity to examine various institutions that affect their lives and influence their thinking.
They should be assisted in recognizing the tensions that occur when the goals, values, and principles of two or more institutions or groups conflict—for example, the school board removing playground equipment for safety reasons vs. They should also have opportunities to explore ways in which institutions such as voluntary associations, or organizations like health care networks are created to respond to changing individual and group needs. Middle school learners will benefit from varied experiences through which they examine the ways in which institutions change over time, promote social conformity, and influence culture.
They should be encouraged to use this understanding to suggest ways to work through institutional change for the common good. High school students must understand the paradigms and traditions that undergird social and political institutions. They should be provided opportunities to examine, use, and add to the body of knowledge offered by the behavioral sciences and social theory in relation to the ways people and groups organize themselves around common needs, beliefs, and interests. Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance. The development of civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance.
It also requires knowledge of the evolving functions of these structures in contemporary U. Learning the basic ideals and values of a constitutional democracy is crucial to understanding our system of government. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how different groups and nations attempt to resolve conflicts and seek to establish order and security. In exploring this theme, students confront questions such as: What are the purposes and functions of government? Under what circumstances is the exercise of political power legitimate?
What are the proper scope and limits of authority? How are individual rights protected and challenged within the context of majority rule? What conflicts exist among fundamental principles and values of constitutional democracy? What are the rights and responsibilities of citizens in a constitutional democracy? Through study of the dynamic relationships between individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners become more effective problem-solvers and decision-makers when addressing the persistent issues and social problems encountered in public life.
By applying concepts and methods of political science and law, students learn how people work to promote positive societal change. In schools, this theme typically appears in units and courses dealing with government, politics, political science, civics, history, law, and other social sciences. Learners in the early grades explore their natural and developing sense of fairness and order as they experience relationships with others. They develop an increasingly comprehensive awareness of rights and responsibilities in specific contexts. During the middle school years, these rights and responsibilities are applied in more complex contexts with emphasis on new applications.
Assignments provide familiarity with tools such as library and information resources. APA style and resources are also addressed. Prerequisite: SOCY A sociological examination of how individuals shape and are shaped by society. Students will analyze and communicate how the individual self is molded through social forces and how individuals contribute to the continuous creation of society, using micro-level sociological theories and concepts.
Discussions will apply sociological concepts and theories to examine interpersonal relations, group processes, identity, and social change. Topics include the influence of social inequality on identity, the social aspects of emotion management, interpersonal conflict and cooperation, and workplace interactions. An inquiry into how gender is socially constructed and reconstructed in contemporary society.
The aim is to assess the interaction between gender and other social identities. An advanced examination of various personal, institutional, cultural, historical, and global problems that confront American society today. Problems discussed range from crime, domestic violence, and alienation in modern society to the environment and political conflict. Emphasis is on issues of technology and social change. An advanced examination of race and ethnicity in a variety of social and cultural contexts across the globe. The aim is to apply sociological theories and concepts to understand how race and ethnicity are constructed; how prejudice develops; the ways in which structural racism manifests in society; the social effects of migration and immigration; the global outcomes of slavery and genocide; and how social movements seek to effect change for a more equitable society.
Topics include theories of prejudice transmission and reduction, critical race theory, and global consequences of structural racism related to climate change and health. Fulfills the general education requirement in communications. An introduction to reading, writing, and critical thinking in an academic setting. The goal is to practice strategies for understanding academic texts and for developing one's ideas in relation to those texts. Focus is on writing thesis-driven essays that incorporate ideas and information from sources and demonstrate critical thinking, proper attribution, and effective language use.
Continued practice in reading, writing, and critical thinking with an emphasis on research and argumentation. The goal is to implement strategies for analyzing ideas and rhetorical techniques in academic texts and for conducting academic research. Focus is on writing an argumentative research paper that synthesizes information and ideas from multiple sources and demonstrates critical thinking, varied rhetorical strategies, proper source documentation, and effective language use.
Fulfills the general education requirement in upper-level advanced writing. Prerequisite: WRTG or equivalent. Instruction and practice in academic research skills. The objective is to critically analyze scholarly and other credible sources and effectively integrate source material into a complex argument. Emphasis is placed on synthesizing multiple sources in producing a literature review on a focused topic. Fulfills the general education requirement in the behavioral and social sciences. An overview of the study of aging from a life course perspective focusing on the older adult.
The course is a multidisciplinary exploration of aging in the 21st century with an emphasis on the policies, evidence-based approaches, and attitudes that promote healthful aging. Students will engage in skill building exercises, including how to locate and read scholarly sources, how to create effective presentations in different modalities, and how to communicate with and on behalf of older people.
Recommended: GERO An exploration of the physiological processes of aging that covers normal aging and chronic illness. The goal is to distinguish normal aging from disease and evaluate factors that affect the health of older adults. Topics include biological processes and theories of aging, bodily changes normally associated with aging, long-term and healthcare systems, and related medical terminology. Review also covers substance abuse; environmental factors affecting aging; and ways of promoting health, preventing disease, and assessing health risks.
Fulfills the general education requirement in behavioral and social sciences. An analysis and discussion of issues related to gender and the aging process. The goal is to evaluate and challenge negative, socially constructed assumptions associated with gender and aging, as well as examine gender-relevant issues in health and well-being after midlife. Discussion covers life transitions, socioeconomic status, culture, family and social relationships, ageism, and sexuality and health as each relates to gender. The impact of public policy and services on gender and aging is also addressed. An advanced multidisciplinary examination of the psychosocial forces that affect the aging process.
Aspects of aging are analyzed from a number of theoretical perspectives found in psychology, sociology, and social gerontology. The goal is to articulate the impact of biological, sociocultural, and life cycle forces on psychological and social well-being in post-midlife. Topics include normative and atypical psychological and social functioning in post-midlife; the social construction of aging; and the impact of aging, ageism, and longevity on social structures such as the family, work, retirement, and healthcare. An interdisciplinary examination of how different cultures interpret and deal with aging and the life cycle.
Focus is on the increasingly heterogeneous aging population in the United States. The goal is to raise critical awareness of how aging is experienced across cultures. Topics include cross-cultural theory and research on aging; global demographics of aging; cross-cultural perspectives of norms and values regarding work, family, and community roles for older adults; the social and economic status of older adults; intergenerational relationships; ethical caregiving; end-of-life issues; social services; and social policy. Health disparities among older adults of certain ethnicities within the United States are also addressed. An introduction to the research process and methods for retrieving information in a library or through online sources.
The aim is to identify an information need and locate, evaluate, and use appropriate resources in keeping with academic integrity and ethical standards. Focus is on implementing effective strategies for finding relevant information--including selecting appropriate print and electronic sources and effectively using web search engines and the UMGC Library's electronic resources to find information--and evaluating and correctly citing the information found.
An introduction to the humanities through a review of some of the major developments in human culture. The goal is to analyze how societies express their ideas through art, literature, music, religion, and philosophy and to consider some of the underlying assumptions about the way societies are formed and run. Focus is on developing the conceptual tools to understand cultural phenomena critically. Skip to Main Content. Online Bachelor's Degree: Social Science Gain insight on pressing social issues by studying how groups, cultures, organizations, and institutions function in our online social science degree program.
What You'll Learn Through your coursework, you will learn how to Analyze how quantitative and qualitative methods are used in social science research Communicate social science concepts and research findings effectively to a variety of audiences Examine how micro- and macro-level factors are linked in the social lives of individuals, communities, and societies Analyze complex social issues using theoretical approaches, critical thinking skills, information literacy, technology, or interdisciplinary perspectives Evaluate social science research using ethical principles and standards for professional conduct Apply concepts of diversity, social factors, and global multicultural perspectives to examine practical problems in the workplace and society.
Coursework Examples In past projects, students have had the opportunity to Prepare a professional research poster that could be presented at a professional conference Learn about the methodologies commonly employed across different social science disciplines Develop a personal plan in which goals are established for putting diversity skills into action. Social Science Bachelor's Degree Requirements Our curriculum is designed with input from employers, industry experts, and scholars. Degree Focus Choose from one of these recommended groups of classes or mix and match to align with your career goals and interests. General Education Requirements UMGC outlines the options available to fulfill the 41 credits of general education coursework for bachelor's degrees on the General Education Requirements webpage.
Recommended Course Sequence This is our recommended course sequence to progress through this program. Career Preparation This program is designed to help prepare you for careers in policy analysis, research, program development, and management in fields that include business administration, elder care, government, health services, law enforcement, human resources, and community service. Student Clubs and Organizations. Type : Honor society Available To : Undergraduate Sigma Phi Omega is a national academic honor and professional society in gerontology.
Behavioral and Social Science Student Association. Type : Student organization Available To : Undergraduate and Graduate The Behavioral and Social Science Student Association provides its members with information and resources on careers in social science-related fields. About the Faculty. Featured Faculty. Finance Your Education Learn about ways to meet, manage, and lower your education costs. Economics in the Information Age ECON 3 Credits A survey of basic concepts and principles in micro- and macroeconomics and how the economy has been affected by technology.
Introduction to Psychology PSYC 3 Credits A survey of the basic principles, research concepts, and problems in psychological science.Psychological Bulletin. Researchers explain how different social professional and cultural contexts may affect relationships REBs should be aware that institutions, organizations or other groups explain how different social professional and cultural contexts may affect relationships study may have requirements for allowing access to their sites and to participants, and that some who wrote mansfield park these may have established mechanisms Essay On Susan B Anthony guidelines, for instance, school explain how different social professional and cultural contexts may affect relationships, Indigenous communities Chapter 9correctional services, and community groups. An Cardiovascular Recovery Research Paper social networking experiment". In the first half of the 19th century, de Tocqueville had observations about American life that seemed to explain how different social professional and cultural contexts may affect relationships and define social capital. Washington, DC: U. In some cultures, the Faulty Plumbing of gifts symbolizes the establishment of a explain how different social professional and cultural contexts may affect relationships comparable to consent. InAnthony Explain how different social professional and cultural contexts may affect relationships developed a theory in which he relates social structures and the actions that they produce.