Unit 2 Seminar

1. Unit 2 Seminar Chapter 2 – Growth of Corporate and Government Power Chapter 3 – Family-related Problems

2. Unit 2 Announcements • Unit 1 Grades (discussions, seminar)-will be completed by Sunday, June 19th • Unit 3 Project is due by midnight on June 28th. • Make sure you review the project requirements and the grading rubric. • Use the rubrics as a sort of “checklist” to make sure you do everything that is asked.

3. Unit 3 Project • In the Unit 3 readings and discussions, you will learn that people are discriminated against for a variety of reasons and that some populations struggle with this more than others. • Choose one group that experiences discrimination according to your text. You can choose an ethnic group or a group determined by age such as children or the elderly.

4. Unit 3 Project • First, explain why you chose this group. • Using the text and the websites you researched in this unit, explain the connections between poverty and discrimination for your chosen group. Remember to use research from your text or other reliable sources and cite your sources appropriately. • Discuss how the agencies and organizations you researched influence poverty and discrimination for that group. Do you agree with the way they do their work? Why or why not? • Conclude with your reflections on how completing this project has influenced the work you do or want to do with clients.

5. Unit 3 Project • Your project should be between 500 and 900 words, double spaced, not including your title and reference page. • While no points will be deducted if APA formatting is incorrect, points can be deducted if there is no attempt to cite references. Please use the Research, Citation, and Plagiarism document found in Doc Sharing to help you with formatting your project.

6. Chapter 2Growth of Corporate & Government Power

7. Types of Economic Systems • Capitalism refers to a system where: • the means of production and distribution are privately held • the profit motive is the primary force guiding people’s economic behavior • and there is free competition among both producers and consumers of goods • Socialism refers to economies in which: • the means of production and distribution are collectively held so that the goods and services that people need are provided and equitably distributed

8. Types of Economic Systems • Communism refers to economies in which: • all goods are communally owned • people would not work for wages but would give according to their abilities • and there would be no scarcity of goods and services • the state would become less important and its role would dwindle

9. Mixed Economies • Mixed economies are where there is a strong element of both capitalism and socialism. • Most industry is privately owned and oriented toward profit making; however many important industries may be state owned.

10. FIGURE 2.3 Changing Occupational Structure in the United States, 1900-2006

11. Future Prospects • Alleviating problems related to power include: • reducing the size of the government and budget deficits • reorganizing government so that abuses are less likely • encouraging action by citizens that serve as a counterbalance to government and corporate power • globalizing the labor force and establishing labor rights • reorganizing the economy to reduce worker exploitation and unemployment

12. Chapter 3Family-Related Problems

13. Myth or Fact? • Divorce is a modern phenomenon and was relatively unheard of in premodern societies. • The U.S has more teenage pregnancies than any other industrial nation. Myth Fact

14. Families • Family • the social institution based on kinship that functions to replace members of society and to nurture them • In the U.S. today cultural norms call for people • To practice monogamy • To have an egalitarian family • Families in the U.S. have transitioned from an extended family to a nuclear family; yet many families form a modified extended family.

15. Attitudes Toward Marriage and Family • In the U.S. today • more people marry than ever before, well over 90% • this may reflect the long transition from “arranged marriages” to “participant-run” romances where the selection of a marital partner is based primarily on the individual desires of the prospective mates • marriage is viewed quite positively by many people, but alternatives are also becoming more popular

16. The Divorce Rate • The refined divorce rate is determined by dividing the number of divorces each year by the total number of existing marriages in that year. • The divorce rate has doubled since 1940, going from 8.8 to about 18 divorces for every 1,000 marriages • The divorce rate has gone up over the last sixty years, but has declined a little since its high point around 1980.

17. FIGURE 3.3 The Rate of Marriage and Divorce in the United States, 1940-2004

18. Societal Conditions Related to the Rising Divorce Rate • The family performs fewer functions today. • The increasing equality between men and women has created opportunities and tensions. • There is less stigma attached to divorce today. • Pressures have surfaced to simplify the legal process for obtaining a divorce.

19. Who Gets Divorced? • Couples with an increased likelihood of divorcing have the following characteristics: • social differences between the couple • low socioeconomic standing • young age at marriage • whirlwind romances

20. Divorce and Children • When parents divorce what are the consequences for the children? • The impact on children depends on their age. • Children in divorced homes seem to be more prone to delinquency. • A decline in school performance and a higher school dropout rate is a common consequence. • It is not the divorce itself that produces the negative consequences; the social and emotional conditions that often surround divorce are also a part of the problem. • Research suggests that the impact on children persists into adulthood.

21. Emerging Family Lifestyles

22. Violence in the Family • Intimate Partner Violence • Includes violence between spouses, cohabitating partners, boyfriends/girlfriends, and dates • Reasons for intimate partner violence • Use of violence to settle disputes, especially by males • Marital poverty • Sexual inequality • An inconsistency between a man’s and woman’s achievements • Social isolation

23. Violence in the Family • Child Abuse • Irrespective of social class considerations, it appears that child abuse is a behavior pattern that is passed on from generation to generation in some families. • Abuse of the Elderly • Abuse is more likely to occur when the caregiver is dependent on the elderly person under his or her care.

24. Future Prospects • The family performs important functions in society, and some type of family will undoubtedly continue to perform those functions in the future. • Despite the rapid rise in divorce in recent decades, the divorce rate will not necessarily continue to rise substantially in the future. • One of the most positive steps toward reducing family violence has been bringing the issue into the open. • Social policies related to children and the family can be highly controversial and cover such topics as teen pregnancy and child-care.

25. Unit 2 Discussions • What do you think is the “job” of the family? • What kinds of families are seen most on TV, and how does this influence what we believe to be true about families and the issues they deal with? • How do the portrayal of families and their problems by the media compare to real life families?