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Concepts of Kinship and Biology

Concepts of Kinship and Biology. Does kinship ultimately refer to biology? In this essay, I will explore the ways in which kinship ultimately refers to biology. I will first define what kinship is and how it is viewed from the western perspective. From there I will provide accounts of biology and genealogies and provide a basic definition. I will approach the argument how modern ideas and technology are changing kinship if defined through biological means. I will illustrate examples of genetics, new types of parents, how the family is a public discourse. I then will look at how kinship is viewed in reference to biology and genealogy. If it is defined as being consanguinity, it is flexible and can be expanded to accept new types of kinship. It is argued that kinship is not ultimately biological as the idea assists people to overcome infertility, to give everyone a chance to have a family and new types ultimately expand the concept of kinship. I will conclude by stating that the family a social system, it will adapt t how society changes as well as a cultural construct that represents the ritual and symbolic identity of bondage also the underlying of economic exchange that characterize reciprocity but to ultimately refer to biology I shall conclude kinship is held within the mind of an individual. From this, the opportunity in modern state to conceive is available to every individual. A key aspect of a family is kinship. Malinowski believed kinship to be consist of emotional attachments of individuals that exist to fulfill a purpose through customs that provide current meaning for members of that society. However, Freud saw that the key to understanding kinship would explain adaptive functions to the unconscious mind and how these adaptations derive from social problems (namely incest taboo) lead to the foundations of individual identities. The society was the family. The As with the principle hunting and fishing. Schneider believes western and American culture defines kinship as a system of relation, where it reflects real or assumed biological connections. From this, he also argues that what differentiates kinship from other systems is genealogy. It separates people from their friends, co-workers and neighbours (Stone 2001).The social notion of a family is based on the idea that our relationships with an obligation towards people we identify as part of the family will in some way be different from and often, by implication, closer than other relationships, such as friendships. Anthropologists look at relationships by blood or marriage as grounds for kinship as a social institution. In the Amazon, kinship is dually the origin for social organization (Levi-Strauss, 1982) and social relatedness (Carsten, 2000). This is seen as a ‘socio-cultural’ explanation. However, when collecting genealogies, biological explanations of kinship are not prescribed. Genealogies are a method in which to trace an individuals kin and family relationships for reference and address. Kinship relations are based on genealogies consistent with their folk culture theory and their idea of human production (1973 Cited in Stone 2001). The limitations of kindred and descent-based groups are shifting constantly. According to rules of kinship relationships distinct to biological roots, practices are flexible and integrate systems. These have no relation to any biological relationships. There are two opposing arguments of kinship values and defines it. Kinship and family cannot be defined in one aspect, it is multifaceted; it can be both founded on nature or culture’ (Akesson 2001) especially evident in consanguinity, friendship, affinity and name-sharing. The compadrazgo in Mexico form a trinity of kinship based on close ties between parents, godparents and child. Encountering a symbol of spiritual belonging providing a cultural idiom of behaviour which constitutes groups in society, indentifying a range of social relationships. As a form of address and reference metacommiunication by Gregory Bateson. A ritual of language between its fellow kinsmen. An immediate feature of kinship in New Guinea informs us that kin and family relationships can form and expand if people acknowledge nonkin relationships as a formula to genealogy. If regards are towards defining social relationships by means of kin or not, then a close relation towards someone can be stipulated. Consequently, the unusual sight of brother sister and cousins informally are as sibling in the sense of fellow kinsmen, even if the Trobrianders have no consanguineal or affinal relationship. ‘It is not the physical bond of common blood; it is the social acknowledgment and interpretation of it’ (Malinowski 1913) Like in Hawaii society, the general use of kin terminology compared to the western tradition, children call all members of their parental guardian’s father and mother because parenthood is unfeasible to ascertain. Personal names in referring to or addressing individuals shows this method of communication as being of genealogical relationships. A ritual in which continues a kinship relationship between the community in everyday interaction. Unblood related attachments of persons bond together as cousins in Hawaiian society can establish a relationship by naming each other kin meaning cousin. However, in accepting the naming and bondage implications this means the behavior and expectations of cousin is also implied. The treatment of such should be of equal status and respect regardless of any age. Such use of kin terms illustrates Schneider’s argument that the recording and listing of kinship terms does not mean that their designation will follow accordingly (1968). As such, a modeled family in Chinese historical sources was seen as hierarchical clan members and lineage of social strata. Government based kinship ethics and kinship forms of power, it is appropriate that Confucius always looked back to the ancient past of the Three Dynasties. (Lewis 1990: 28-36). Members of each clan were said to be descendents of a mutual mythological ancestor. And shared a common emblem (totem), which signified their common character. Arguable, relating kinship to hierarchal status, orders the strengthening of state which results in kinship partnership in a political social life. Using the idiom of kinship implies that all exchanges even political are based on trust, are uncompetitive, and lack selfishness sand that relationship have long-term stability. Theses are fictive affinal and even blood kin these ideological assumptions do not always hold up. Exchanges create alliances. Families are being regulated by state governance, thus the family social life and government are institutional based on kinship forms of power. Rights and obligations to Jamaican mother and father through blood relations in providing financial support and caretaking services (Sobo 1993:79) As we can see kinships represent symbolic ideals of meaning which explain an integral and wider set of transitional symbols to convey implicit meanings for which are used regularly and ‘consciously to construct the idea of community’. No matter what they project to the world they choose what will define them. No matter what their biology is, people can socially define themselves; the self is socially constructed (Shanley 2001 and Strathern 1992)). The understanding of kinship and family is a complex set of networks and patterns of relationships intertwined with intricate meanings. Kinship provides a framework where it’s cultural context can mobilize human behaviors. Freud’s Totem and Taboo highlights the importance of religion and ritual in kinship and social organizations. However, to understand kinship one must understand the importance and relevance of and for term referred to as kinship other than accepting the restrictions of genealogy and its implications. Realizing its flexibility it constitutes boundaries is not without obligation. Paternity is established by (one of) the mothers sexual partners by giving numerous gifts to the midwife (Galvin 2001) As a social system, kinship embodies intervention, and new boundaries emerge. There is a new type of kinship because in present day, we live in a highly individuals society (Franklin 1999). An individual is defined by what they absorb from their environment. They choose what they project to the world and they choose what will define them. Practical reasons may trigger these activities whereby a male may not have any male siblings (brothers) and not able to interact or relate to his sister and look to depend on a close nit relationship with males outside of his kin group for belonging or social activities such as fishing and hunting. In exploration, parentages suffer consequences from internal fragmented kin relations extra need and related sentiments beyond ones boundaries can elevate into new cultures and subcultures. They provide men with models which are imperative to man’s relationship to society and nature. The social construction enables friends to help and assist one another and because of the development of integration with different relationships are classified as kinship and provide a sense of unity and identity. So, if human activity changes, the cultural context e.g kinship, should change as well. Thus it is the institutional aspect of people’s interactions that create a family (Strathern 1999). Weimatel observed Zumbagua in Ecuador, kinship is based on social conditions. That sharing food and time is what forms a family. Through nurturing, children and adults create binding kin relationships (1995). Individuals remain kin under the sharing of game and fish and also in physical absense if they choose this path. The ideals of the body idioms are also embodied in Amazonian societies. For example, ‘raw and the cooked’ (Levi-Strauss) shows an understanding of identity in a universal symbolic natural habitats of commensality. Through social exchange, social values and commodity exchange a semiotic use of the body creates personal identities and kinship ties. However, I f people so wish not to share or participate in obligations with to maintain an extended kinship these boundaries are optional. Therefore, there are no constraints on consanguineal kin as a system. Communities are not solely the product of biologically inherited drives releases from cultural constraints. Rather it is a product of peculiarity cultural meaning and social affairs bound in a manner that permits freedom of choice. The significance is individuality, kinship as and symbol and society an expression. It shapes and modes these peoples life’s and the ways in which they relate to each other, it’s a crucial concept in defining their social being. Furthermore, Schneider remarks that in American kinship, sexual intercourse is the natural act of procreation (Cited in Strathern). Sex is a way in which unifies male and female to share their biological substance. But, with aligning to modern procedures, new technologies of procreation allow lesbian and gay couples to have a family using assisted conception. This challenges the notion of kinship in a way that it does not involve a heterosexual couple and that the child is not biologically related to both parents. Stable family boundaries are now placed under threat (Stanley 2001). Artificial processes seem to replace natural ones (Strathern 1992). ‘Bonds between family members that people had once thought of as unchangeable to given were now viewed as established by human intention and will )Shanley 2001:88). Moreover, Kath Weston explores the topic of gay and lesbian couples having families through new reproductive systems, and she points that from this, it challenges Schneider’s account that in American kinship, families are based on procreation. For example An adopted son. The use of such language suggests that the relationship between parents and son is regarded as real as if the child were the parents’ biological offspring. Kinship is rhetoric of social relatedness, as Guemple argues (1972b), but whether based on biology or affinity, it is real as long as people see it as such. REFERENCES Freud, Sigmund. 1958 [1913]. Totem and taboo: Some points of Agreement between the Mental Lines of Savages and Neurotics. In SE. Vol. 13, PP. IX-162. Malinowski, Bronislaw. 1922. Argonauts of the Western Pacific. London. Lewis, I. M. 1971. Ecstatic Religion; An Anthropological Study of Spirit Possession and Shamanism. Harmondsworth. Levi-Strauss, Claude. 1969 [1964]. The Raw and the Cooked: Introduction to a Science of Mythology. Vol. 1. London. Schneider, Daniel. 1980. [1968]. American Kinship. Account. 2nd ed. Chicago: The University of Chicago Press Ltd. Shanley, Mary Lyndon (2001) Making Babies, Making Families: What Matters Most in an Age of Reproductive Technologies, Surrogacy, Adoption, and Same-Sex and Unwed Parents. Boston: Beacon Press. Stone, Linda. 2001. ‘Chapter One: Introduction’ In New Directions in Anthropological Kinship Oxford: Rowman and Littlefield Publisher. Ltd pp. 1-20. Strathern, Marilyn (1992) After Nature: English Kinship in the Late Twentieth Century. Cambridge University Press. Concepts of Kinship and Biology

Standardized Assessment Lesson Plan

Select one of the standardized tools you researched in your “Clinical Field Experience B” assignment. Based on the developmental or academic area the tool is assessing, select one of the students from the observed classroom who would benefit from a differentiated lesson plan. Create a lesson for that student using the “COE Lesson Plan Template” that could be used to: Build student skills in that assessment developmental or academic area. Gather more information about the student’s level of performance in the selected developmental or academic area using one formative and one summative assessment. Additionally, include a 250-300 word rationale explaining why the lesson plan and assessments are appropriate for the student you selected. Submit the lesson plan and rationale as one deliverable. While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

University of the Cumberlands Data visualization Discussion

i need help writing an essay University of the Cumberlands Data visualization Discussion.

Subject: Analyzing and VisualizingInformation: “Why do we need to understand data visualizations? More and more data around us and data are increasingly used in decision-making, journalism, and making sense of the world. One of the main ways people get access to data is through visualizations, but many people feel like they do not have the skills and knowledge to make sense of visualizations. This can mean that some people feel left out of conversations about data.”Please go through this link: http://seeingdata.org/developing-visualisation-literacy/rate-these-visualisations/.What to do:Look at the visualizations by clicking on the images below. You can choose to open the visualization in a NEW tab or window (we recommend this) or view it in a pop-up window if you prefer to stay on this page. Some are interactive (i), and some are static (s).Place the images on the grid. When you have looked at one, go to the grid and position the image according to whether you liked or did not like and learned or did not learn something from the visualization (‘learning something’ could also mean confirming something you already knew). Only place the visualizations that you have looked at onto the grid. Click SUBMIT.Compare your views with others. You can compare your responses to the visualizations with those of others by clicking COMPARE.Task: Choose three of your favorite visualizations. Write a 3 – 5 sentence summary of why you chose the visualizations. What caught your attention? Were they effective in presenting the provided data? If possible, explain how you would do to improve the visualization?Instructions:Need minimum of 300 wordsNeed 2 APA References
University of the Cumberlands Data visualization Discussion

Requirements: 1. Demonstrate analysis and understanding of compulsory reading. 2. Explain and illustrate your self-reflection, by utilising examples in

Requirements: 1. Demonstrate analysis and understanding of compulsory reading. 2. Explain and illustrate your self-reflection, by utilising examples in. Requirements: 1. Demonstrate analysis and understanding of compulsory reading. 2. Explain and illustrate your self-reflection, by utilising examples in which you display characteristics of self-regulated learning during this course. 3. Illustrate your synthesis of adjustments from current to the desired performance by providing an action plan (development plan). This essay is exploring how you gained awareness of yourself, how you learn and where you can apply these learnings in your future career. It is not about what you learnt or representing the course contents. Dialogue points: • What do you believe are the strengths of your work? • What areas of development do you detect? • What could have been done differently? • Which tasks would you have done differently? • How would you adjust your work to achieve better results? • What milestones for tasks could use feedback at a point in time to inform yourprogress? The essay requires a self-reflection, demonstrating awareness as to what you have learnt about your characteristics as a learner and learning style. Additionally, creating adjustments from your current to your desired performance by providing an individual development plan, that offers some options regarding how to regulate both learning and performance. In your essay, your discussion draws upon Zimmerman’s (2002)framework, course material and any other content,experiences or activities to demonstrate an informed view.Requirements: 1. Demonstrate analysis and understanding of compulsory reading. 2. Explain and illustrate your self-reflection, by utilising examples in

UOP Reentry Correction Programs Correctional System of California Presentation

UOP Reentry Correction Programs Correctional System of California Presentation.

Assignment ContentOver the last four weeks you have learned about the correctional system, how it functions, and the various populations that it serves. The goal of corrections is not to keep people incarcerated, but to rehabilitate offenders and help them reintegrate into society. This week you will focus on reentry and community corrections programs.Imagine you work for a community corrections agency and you are investigating new program opportunities to partner with. You have been asked to present your findings in your team meeting.Research community correction programs and parole/probation in your state.Create an 8- to 10-slide Microsoft® PowerPoint® presentation in which you:
Define community corrections.Identify at least two community corrections programs available in your state.Compare the need each program is meant to address, as well as the population each is meant to serve.Explain how each program works.Describe the requirements to enter and remain in each program.Explain which program you feel is most effective and why. Provide support for your argument.Include comprehensive speaker notes. Speaker notes are essentially a script of what you would say to the audience if actually presenting your PowerPoint. If you are not familiar with PowerPoint, there is a place for speaker’s notes in the presentation. If you need assistance finding this place, please let me know.Slides should just contain bullet points while speaker’s notes should include a complete explanation of each bullet point. The majority of your written work should be in the speakers’ notes. If you need further explanation or require technical assistance with PowerPoint, just ask.A good rule of thumb for slide content is the “5-by-5 rule” which sets a goal of 5 lines per slide with 5 words in each line. This is only an approximation. Slide organization may require more or less lines or words. The idea here is not put full passages of text on your slides. If you have questions, please let me know.I do not consider/grade grammar or structure in your case notes. Your notes are not part of the formal presentation (they are part of the assignment but, they are only for personal use). I am just looking at what you would be saying to the audience and if I can understand that, we are good. I do, however, grade grammar and structure issues on the slides because the audience will see your slides.Finally, a really good presentation should be pleasing and/or easy to look at. Avoid shocking colors or colors that don’t contrast well. Yellow on red, for example, is a terrible combination. Most don’t consider red a soothing color and yellow does not contrast well with red. This is not really a graded area, this is just good advice for good presentations.Microsoft Excel is the only format permitted for this assignment. If this presents a problem, please let know and I will work it out with you. APA format is not required for your case notes or for your slides. However, a Title Page Slide and a References Slide are required. These 2 slides are not applied towards the minimum-slide requirement. So, you must submit 8 to 10 slides + a Title Page Slide + References Slide. You can (and should) include an “Introduction” slide. This slide does count.Incorporate at least two (2) sources formatted according to APA guidelines. Submit your assignment.ResourcesCenter for Writing ExcellenceReference and Citation GeneratorGrammar and Writing Guides
UOP Reentry Correction Programs Correctional System of California Presentation