FUSION and FALLOUT of the NUCLEAR FAMILY by Jean Egdorf
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Kinship Terminology
Fox (Mesquakie) Kinship Terminology IVES GODDARD Smithsonian Institution A. Basic Terms (Conventional List) The Fox kinship system has drawn a fair amount of attention in the ethno graphic literature (Tax 1937; Michelson 1932, 1938; Callender 1962, 1978; Lounsbury 1964). The terminology that has been discussed consists of the basic terms listed in §A, with a few minor inconsistencies and errors in some cases. Basically these are the terms given by Callender (1962:113-121), who credits the terminology given by Tax (1937:247-254) as phonemicized by CF. Hockett. Callender's terms include, however, silent corrections of Tax from Michelson (1938) or fieldwork, or both. (The abbreviations are those used in Table l.)1 Consanguines Grandparents' Generation (1) nemesoha 'my grandfather' (GrFa) (2) no hkomesa 'my grandmother' (GrMo) Parents' Generation (3) nosa 'my father' (Fa) (4) nekya 'my mother' (Mo [if Ego's female parent]) (5) nesekwisa 'my father's sister' (Pat-Aunt) (6) nes'iseha 'my mother's brother' (Mat-Unc) (7) nekiha 'my mother's sister' (Mo [if not Ego's female parent]) 'Other abbreviations used are: AI = animate intransitive; AI + O = tran- sitivized AI; Ch = child; ex. = example; incl. = inclusive; m = male; obv. = obviative; pi. = plural; prox. = proximate; sg. = singular; TA = transitive ani mate; TI-0 = objectless transitive inanimate; voc. = vocative; w = female; Wi = wife. Some citations from unpublished editions of texts by Alfred Kiyana use abbreviations: B = Buffalo; O = Owl (for these, see Goddard 1990a:340). 244 FOX -
The Bat Boy & His Violin
Set 3 3–5 Guide for The Bat Boy & His Violin: What’s the Story? “Strike three, you’re out!” shouts the umpire. The Dukes are losing The Bat Boy again. They’re known as the worst team in the Negro National League, and the 1948 season is turning out to be their worst & His Violin by Gavin Curtis yet—at least until Reginald comes along. Reginald’s father, the Dukes’ manager, brings his son to the games because he needs a bat boy, but Reginald would much rather play the violin. Reginald’s father does not seem to appreciate or even understand his son’s musical ability. But when Reginald fills the ballpark with the stirring sounds of Mozart, Beethoven, and Bach, the Dukes start winning. Eventually they lose to the famous Monarchs, but win or lose, Reginald’s father develops a renewed pride in his son and his gift for music. ISBN 978-1-57621-249-3 2000 Embarcadero, Suite 305 Oakland, CA 94606-5300 y(7IB5H6*MLMOTN( +;!z!”!z!” 800.666.7270 * 510.533.0213 * fax: 510.464.3670 e-mail: [email protected] * www.devstu.org KL-G319 Illustrations by Todd Graveline Illustrations by Todd AfterSchool elcome to KidzLit® The purpose of this program is simple—to help you build a love of Funding for the Developmental Studies Center has been generously provided by: reading and strong relationships at your site. You don’t have to be a W trained teacher or a literature expert to be a successful AfterSchool The Annenberg Foundation, Inc. The MBK Foundation KidzLit leader. -
The Developmental Effects on the Daughter of an Absent Father Throughout Her Lifespan
Merrimack College Merrimack ScholarWorks Honors Senior Capstone Projects Honors Program Spring 2020 The Developmental Effects on the Daughter of an Absent Father Throughout her Lifespan Carlee Castetter Merrimack College, [email protected] Follow this and additional works at: https://scholarworks.merrimack.edu/honors_capstones Part of the Child Psychology Commons, and the Developmental Psychology Commons Recommended Citation Castetter, Carlee, "The Developmental Effects on the Daughter of an Absent Father Throughout her Lifespan" (2020). Honors Senior Capstone Projects. 50. https://scholarworks.merrimack.edu/honors_capstones/50 This Capstone - Open Access is brought to you for free and open access by the Honors Program at Merrimack ScholarWorks. It has been accepted for inclusion in Honors Senior Capstone Projects by an authorized administrator of Merrimack ScholarWorks. For more information, please contact [email protected]. Running head: EFFECTS OF ABSENT FATHER The Developmental Effects on the Daughter of an Absent Father Throughout her Lifespan Carlee Castetter Merrimack College Honors Senior Capstone Advised by Rebecca Babcock-Fenerci, Ph.D. Spring 2020 EFFECTS OF ABSENT FATHER 1 Abstract Fatherless households are becoming increasingly common throughout the United States. As a result, more and more children are growing up without the support of both parents, and this may be causing developmental consequences. While there has been significant research conducted on the effect of absent fathers on children in general, there has been far less research regarding girls specifically. As discovered in this paper, girls are often impacted differently than boys when it comes to growing up without a father. The current research paper aims to discover just exactly how girls are impacted by this lack of a parent throughout their lifetimes, from birth to adulthood. -
South Africa
South Africa ~School Classes In South Africa, students generally take six to nine subjects at a time, and each class meets either every day or for extended sessions every other day. In South Africa, stu- dents are evaluated on daily homework, class participation, and periodic written exams. Boys and girls study in the same classes and are not seated apart in class. Th e class sizes vary depending on the school or subject. COUNTRY FACTS: School Relationships School is very formal and students are always expected to address school staff by the Capital: Pretoria surnames with the prefi x Mr. or Mrs. Population: 49,109,107 Extracurricular Activities Area, sq. mi.: 470,693 South African high school students are oft en very involved in school based extracur- ricular activities, and these activities are where most students develop their friendships. Real GDP per capita: 10,300 South Africans have freedom to participate in which ever extracurricular activities that Adult literacy rate: 87% (male); they like. 86% (female) Ethnic make-up: black African School Rules South African high schools have a “zero tolerance” policy regarding cell phone usage 79%, white 9.6%, colored 8.9%, and fi ghting. Th ese activities are not allowed at all in school and the penalties for en- Indian/Asian 2.5% gaging in them are oft en severe and in some cases will include expulsion. Religion: Zion Christian 11.1%, Pentecostal/Charismatic 8.2%, Family Life In South Africa, most households consist of parents, or a parent, and their children. Catholic 7.1%, Methodist 6.8%, Rarely do grandparents, aunts, uncles or cousins live in the same house, but extended Dutch Reformed 6.7%, Anglican relatives may come to stay if the fi nancial situation requires it. -
A Prairie Parable the 1933 Bates Tragedy
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Great Plains Quarterly Great Plains Studies, Center for 2009 A Prairie Parable The 1933 Bates Tragedy Bill Walser University of Saskatchewan Follow this and additional works at: https://digitalcommons.unl.edu/greatplainsquarterly Part of the Other International and Area Studies Commons Walser, Bill, "A Prairie Parable The 1933 Bates Tragedy" (2009). Great Plains Quarterly. 1235. https://digitalcommons.unl.edu/greatplainsquarterly/1235 This Article is brought to you for free and open access by the Great Plains Studies, Center for at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Great Plains Quarterly by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. A PRAIRIE PARABLE THE 1933 BATES TRAGEDY BILL WAlSER It was one of the more harrowing episodes of as a relief case. But it was only the child who the Great Depression. Ted and Rose Bates had died when the suicide plan went terribly wrong, failed in business in Glidden, Saskatchewan, in and the parents were charged with murder and 1932 and again on the west coast of Canada the brought to trial in the spring of 1934. following year. When they were subsequently The sorry tale of the Bates family has come turned down for relief assistance twice, first to epitomize the collateral damage wrought in Vancouver and then in Saskatoon, because by the collapse of rural Saskatchewan during they did not meet the local residency require the Great Depression of the 1930s. A popu ments, the couple decided to end their lives in lar Canadian university-level textbook, for a remote rural schoolyard, taking their eight example, uses the tragedy to open the chapter year-old son, Jackie, with them rather than on the Depression.1 Trent University historian face the shame of returning home to Glidden James Struthers, on other hand, employs the incident as an exclamation point. -
Matrifocality and Women's Power on the Miskito Coast1
KU ScholarWorks | http://kuscholarworks.ku.edu Please share your stories about how Open Access to this article benefits you. Matrifocality and Women’s Power on the Miskito Coast by Laura Hobson Herlihy 2008 This is the published version of the article, made available with the permission of the publisher. The original published version can be found at the link below. Herlihy, Laura. (2008) “Matrifocality and Women’s Power on the Miskito Coast.” Ethnology 46(2): 133-150. Published version: http://ethnology.pitt.edu/ojs/index.php/Ethnology/index Terms of Use: http://www2.ku.edu/~scholar/docs/license.shtml This work has been made available by the University of Kansas Libraries’ Office of Scholarly Communication and Copyright. MATRIFOCALITY AND WOMEN'S POWER ON THE MISKITO COAST1 Laura Hobson Herlihy University of Kansas Miskitu women in the village of Kuri (northeastern Honduras) live in matrilocal groups, while men work as deep-water lobster divers. Data reveal that with the long-term presence of the international lobster economy, Kuri has become increasingly matrilocal, matrifocal, and matrilineal. Female-centered social practices in Kuri represent broader patterns in Middle America caused by indigenous men's participation in the global economy. Indigenous women now play heightened roles in preserving cultural, linguistic, and social identities. (Gender, power, kinship, Miskitu women, Honduras) Along the Miskito Coast of northeastern Honduras, indigenous Miskitu men have participated in both subsistence-based and outside economies since the colonial era. For almost 200 years, international companies hired Miskitu men as wage- laborers in "boom and bust" extractive economies, including gold, bananas, and mahogany. -
Legal Rights of Unmarried Fathers
Legal Rights of Unmarried Fathers The information in this pamphlet may help you if all of the following are true: • You are the father of a child, • You and the mother have never married each other, • The mother of the child was not married to anyone else when the child was born, • There are no court orders giving anyone custody of your child, and • You want to know your rights regarding custody and visitation. Ohio Custody Law for Unmarried Parents What if the Mother Won’t Allow Me to The law in Ohio says that an unmarried woman Visit My Child? who gives birth to a child has legal custody of the If the mother refuses to allow you to visit your child automatically, unless a court gives custody to child, you can file to ask the court to order a regular someone else. visitation schedule. If paternity has not been established, you may need to establish paternity This is what the law says: in order to get a visitation order. The court may An unmarried female who gives birth decide that the lack of paternity is not a good to a child is the sole residential parent enough reason to deny visitation, especially if the and legal custodian of the child until a mother agrees that you are the father. The court may court of competent jurisdiction issues an also refuse to give you visitation until paternity is order designating another person as the established. residential parent and legal custodian. Unless the mother has concerns for the health or (Ohio Revised Code Section 3109.042). -
BBC Learning English Quiznet Family
BBC Learning English Quiznet Family Quiz Topic: Family 1. When we were younger, my brother and I didn't really ______________, but now we have a good relationship. a) get on b) get off c) get away d) get to 2. My brother has 2 children; the boy is my nephew and the girl is my ________________. a) cousin b) niece c) sister d) aunt 3. My grandmother's mother is my _____________-grandmother; (there are 4 generations) a) grand b) great c) high d) big 4. Your siblings are your ____________! a) parents b) brothers and sisters c) cousins d) friends 5. I got divorced some years ago, but I still speak to my _______________. a) old wife b) before wife c) ex-wife d) previous 6. Uncles, aunts, cousins, nieces and nephews are all relatives and are sometimes known as a part of our _____________ family. a) nuclear b) outside c) distant d) extended Quiznet © BBC Learning English Page 1 of 3 bbclearningenglish.com ANSWERS Quiz Topic: Family 1. When we were younger, my brother and I didn't really ______________, but now we have a good relationship. a) get on b) get off c) get away d) get to a) If you have a good relationship, you can say you get on (well together). b) Which multi-word verb is used to describe a relationship that's either good or difficult? c) Which multi-word verb is used to describe a relationship that's either good or difficult? d) Which multi-word verb is used to describe a relationship that's either good or difficult? 2. -
Generate Sosa Numbers
Generate Sosa numbers This function generates or erases genealogical numberings of individuals in a genealogy. The possible numberings are the Sosa-Stradonitz, d'Aboville, and Sosa-d'Aboville numberings. In genealogy, these numberings make it possible to easily identify, for a given individual (the D" e Cujus"), his ancestors (Sosa numbering), his descendants (d'Aboville numbering) or both (Sosa-d'Aboville numbering). The term De Cujus comes from the Latin expression whose entire formula is "Is de cujus successione agitur" and designates that of the succession of which we are debating. The term Sosa-Stradonitz refers to two famous genealogists: on the one hand Jérôme de Sosa, a Spanish Franciscan monk, who in 1676 used this system (invented, it seems, by Michel Eyzinger at the end of the 16th century), on the other hand Stephan Kekulé von Stradonitz, who, from the end of the 19th century, took up and popularized the system advocated by Sosa. The d'Aboville numbering owes its name to the genealogist Jacques d'Aboville (1919-1979) who invented it. The Sosa-d'Aboville numbering is an Ancestris invention and combines the two previous numberings. Several numberings can coexist at the same time in the same genealogy. Ancestris allows you to add and remove them as you wish. It is also possible to maintain dynamic numbering each time an individual is created or deleted. We do not recommend this possibility on large genealogies because it is both unhelpful and resource intensive. Description From a reference individual - the De Cujus -, the Sosa numbering goes back in the past. -
Family Life Merit Badge Pamphlet
FAMILY LIFE BOY SCOUTS OF AMERICA MERIT BADGE SERIES FAMILY LIFE “Enhancing our youths’ competitive edge through merit badges” Family Life Note to the Counselor Some of the issues surrounding requirement 6 for the family meeting could be considered of a personal nature. Use discretion when reviewing this requirement with the Scout. 1. Prepare an outline on what a family is and discuss this with your merit badge counselor. Tell why families are important to individuals and to society. Discuss how the actions of one member can affect other members. 2. List several reasons why you are important to your family and discuss this with your parents or guardians and with your merit badge counselor. 3. Prepare a list of your regular home duties or chores (at least five) and do them for 90 days. Keep a record of how often you do each of them. Discuss with your counselor the effect your chores had on your family. 4. With the approval of your parents or guardians and your merit badge counselor, decide on and carry out a project that you would do around the home that would benefit your family. Submit a report to your merit badge counselor outlining how the project benefited your family. 5. Plan and carry out a project that involves the participation of your family. After completing the project, discuss the following with your merit badge counselor: (a) The objective or goal of the project (b) How individual members of your family participated (c) The results of the project 6. Do the following: (a) Discuss with your merit badge counselor how to plan and carry out a family meeting. -
Kids & Family Reading Reporttm
KIDS & FAMILY READING REPORT TM CANADIAN EDITION “I think it’s important to read both for learning and for fun because it helps to build a better imagination and vocabulary.” — Father, infant boy, Alberta TABLE OF CONTENTS A Letter from the Co-Presidents of Scholastic Canada .............................................................2 Key Canadian Findings ........................................................................................................................4 SECTION 1: The State of Kids & Reading in Canada ....................................................................8 SECTION 2: What Canadian Kids & Parents Want in Books ................................................... 26 SECTION 3: Reading Aloud ............................................................................................................. 50 SECTION 4: Reading in Canadian Schools .................................................................................. 66 SECTION 5: Summer Reading ........................................................................................................ 76 Appendix A: Methodology .............................................................................................................. 86 Appendix B: Demographics of the Sample ................................................................................. 88 031 A LETTER FROM THE CO-PRESIDENTS OF SCHOLASTIC CANADA Scholastic Canada is pleased to share with you the findings from our first Kids & Family Reading Report™, Canadian Edition. We are delighted -
National Foster Care Month 2016
National Foster Care Month 2016 HONORING, UNITING, AND CELEBRATING FAMILIES A SUCCESSFUL INTERNATIONAL REUNIFICATION A Social Worker’s Story In early 2014, after the State of Washington received multiple allegations that a 6-year-old boy was being neglected by his father, a child protective services investigation found the father had severe mental health issues, including schizophrenia, which interfered with parenting his son, Bryan. The boy had unmet dental, health, physical, and educational needs, and had missed a lot of school due to unstable housing and his father’s paranoia that Bryan had been implanted with a “chip.” The father and son were always on the move, making it hard to locate them. In June 2014, the father requested assistance from the Department of Child and Family Services (DCFS) because "they were being followed," and the boy was immediately placed in protective custody. Bryan entered foster care while social workers searched for family. Although the father and son reported that the boy’s mother was deceased, DCFS discovered that she was alive and residing in Mexico. DCFS contacted her about the dependency petition. The father was given a service plan to improve his parenting but, after a few months, he had made no progress and only had sporadic visits with his son. The court decided to pursue reunification with Bryan's mother, although she hadn’t had contact with her son for 5 years. DCFS contacted Casey Family Programs' Yakima Field Office in April 2015 to assist with this reunification. I immediately contacted the Mexican Consulate and learned that there was already an approved home study by Desalloro Infantil y Familias (DIF) of Mexico (the equivalent child and family agency).