DOCSLIB.ORG

Kinship Terminology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
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 Some citations from unpublished editions of texts by Alfred Kiyana use abbreviations: B = Buffalo; O = Owl (for these, see Goddard 1990a:340). 244 FOX (MESQUAKIE) KINSHIP TERMINOLOGY 245 Ego's Generation (relative-age set) (8) nesese-ha 'my older brother' (Br) (9) nemiseha 'my older sister' (Si) (10) nesima 'my younger brother or sister' (Br, Si) (relative-sex set) (11) netehkwema 'my sister (man speaking)' (Si) (12) netawemawa 'my brother (woman speaking)' (Br) (13) netotema 'my brother (man speaking); my sister (woman speaking)' (Br, Si) Children's Generation (14) nekwisa 'my son' (So) (15) neta-nesa 'my daughter' (Da) (16) nenicanesa 'my child' (17) nenekwaha 'my nephew' (Neph) (18) nesemiha 'my niece' (Niece) Grandchildren's Generation (19) nosisema 'my grandchild' (GrCh) Affines (20) nemesoma 'my father-in-law' (21) nohkoma 'my mother-in-law' (22) nihta-wa 'my brother-in-law (man speaking)' (23) netakwa 'my sister-in-law (woman speaking)'2 (24) ninemwa 'my sister-in-law (man speaking); my brother-in-law (woman speaking)' (25) nenekwana 'my son-in-law' (26) nesemya 'my daughter-in-law' (27) nenapema 'my husband'3 (28) niwa 'my wife' 2Miswritten with (ni-) in the sources. 3 From Tax; omitted by Callender. 246 IVES GODDARD (29) nt hkana 'my friend'4 The brief glosses conventionally presented with these terms are not to be taken as generally applicable English translations; they are mnemonic la­ bels that must be interpreted with reference to the structural principles of the system. The application of these terms to (male) Ego's consanguineal relatives is indicated in Figure 1 (from Callender 1978:612; a diagram for female Ego is in Tax 1937:250 and Callender 1962:15). Certain features of this set of terms are worth noting at the outset. There is no separate term for the father's brother, the term 'father' being used instead. There are separate but historically related terms for 'mother' and 'mother's sister', but although earlier descriptions kept these separate, Callender's diagram collapses them as "Mo." This curious case of the ana­ lysis becoming more real than the data is further discussed below. There are two sets of sibling terms, a relative-age set (8-10) and a relative-sex set (11-13), which provide two possible terms for every relative referred to as a sibling, but the diagram substitutes the abbrevations "Br" and "Si" for this complexity.* B. Structural Principles The Fox kinship system is of a type called Omaha by social anthropologists. Such systems are often found in societies like the traditional Mesquakie that have strongly defined patrilineal descent groups. Lounsbury (1964:359-366) has given an elegant formulation of the principles by which the basic kinship terms (in Tax 1937) are extended from nearer to more distant relatives in such a system. His rules have the effect of reducing or converting the specifications of more distant kin to briefer designations for which there are basic terms. The central distinctive principle of Omaha Type I systems, like that of Fox, is summarized by the skewing rule (I) and its reciprocal corollary (II):6 Principle (I) Skewing rule: FaSi . —• Si . (Read: father's sister's whatever is rewritten as sister's whatever.) M follow Callender (1962:121) in listing this term with the kinship terms, while conceding that it may not be possible to defend its inclusion. The dual sets of sibling terms are an old Algonquian feature, discussed in Goddard (1973:40-43). The abbreviations in these formulas refer to primary kintypes. Hence "Fa" means 'father, male parent', uSi" means 'sister, female sibling', etc. This contrasts with the use of the same abbreviations in Figure 1, where, for example, "Fa" means: the term nosa, conventionally glossed 'father'. The author takes no responsibility for this ambiguity, which seems endemic to the kinship literature. Â=• --A A=• i 1=• Â=• :I 1=.------.---Â=• 0 '"rj 0 ~;1: ~ .......;r. ·;1:· A ~ ... ~.. ~ :·1~: :>< Neph NI- Fa Pet-Aunt Fa Pet-Aunt Grfa GrMo Br SI MaWne Mo Mat-Une Mo Grfa GrMo ~ M (/) .0 }.}.}.}. }.}.}.}.}.}.}.}. }.}.}.}-. q GrCh GrCh Br SI Ne NI Br SI Ne NI GF GM Fa Pat- 5o Da Ne N1 Met· Mo Br SI Mat· Mo Br SI GF GM Mat- Mo > Aunt Une Une Une ......~ ... - ..__,M =• ~ ~~: !1;. z...... I~~~ ..~ :I: (/) ~ J.. • ...-----L--. ::Il...... Ne ph Nlece Br SI Br ego SI Br SI Met-Une Mo '"0 ~ M ~ ~~~~~~~~~~~ s::....... z 0 t-' ~~~AÀ~À~ÀhÀhh~ÀÀh~~ÂÀ~ 0 GrCh Mat- Mo Br SI 5o Da Ne NI 0 Une -< Figure 1: Callender's (1978:612) chart of Fox kinship terminology (male Ego), based on Tax (1937). ~ ""'--l 248 IVES GODDARD Principle (II) Reciprocal corollary of skewing rule: . (w)BrSo — . (w)Br . (w)BrDa - . (w)Si (Read: a female relative's brother's son is rewritten as her brother, ana a female relative's brother's daughter is rewritten as her sister.) The skewing rules have the effect of equating certain pairs (and sets) of rel­ atives in different generations in the same patrilineal lineage. For example, mother's brother's son is equated with mother's brother, and therefore is called by the same term (6). The rule applies iteratively, and hence the mother's brother's son's son, and his son, and his son, etc., are all equated to mother's brother. The effect of this is that all the males in one's mother's patrilineage from one's uncle or uncles on down are called by the same 'ma­ ternal uncle' term. Another rule (III) equates siblings of the same sex: Principle (III) Merging rule and its corollary: (m)Br ... — (m). (w)Si . - (w). (m)Br — . (m) . (w)Si - . • (w) (Read: Male's brother's whatever is rewritten as male's whatever. Female's sister's whatever is rewritten as female's whatever. A male relative's brother is rewritten as the male relative. A female relative's sister is rewritten as the female relative.) Lounsbury also formulates a half-sibling rule (IV), but this does not affect the overall structure. Principle (IV) Half-sibling rule: FaSo — Br; MoSo — Br; FaDa — Si; MoDa — Si (Read: One's parent's child is rewritten as one's sibling.) A few examples of the extensional use of the basic terms will illustrate the operation of these principles (these can be traced on Figure 1). (30) A man's brother's children and a woman's sister's children are 'son' (14) and 'daughter' (15) (by Principle III). In other words, brothers call each other's children 'son' and 'daughter', as do sisters. (31) Father's sister's children are called the same as sister's children (Princi­ ple I). A man therefore calls them 'nephew' (17) and 'niece' (18), but a woman (by Principle III) calls them 'son' (14) and 'daughter' (15), since this is what she calls her sister's children. Note, however, that the equa­ tion of father's sister and sister operates only as a link; the father's sister herself is called by a distinct term from the sister. (The three suspension dots in the formulas indicate this obligatory linkage.) FOX (MESQUAKIE) KINSHIP TERMINOLOGY 249 (32) Mother's brother's children are called the same as mother's siblings (Prin­ ciple II); hence mother's brother's son is also called mother's brother (6), as is his son, and his son, and so on down within the same patrilineal lineage. (33) Grandparent's siblings' are called grandparents (partly Principle III, part­ ly by definition; but see §G). (34) Mother's mother's brother's son is called grandfather (Principle II), as is his son, and his son, and so on down in the mother's mother's patrilineal lineage. A daughter of any of these men is called a grandmother. (35) Father's brother is called father, in accordance with Principle III. Paralleling the equation in (35), Principle III also specifies that mother's sister is called mother, but this is not the case. The term for mother's sister (7) is, in fact, distinct from that for mother (4). Lounsbury (1964:364-366) discusses at some length the implications of this fact for his analysis. He ar­ gues that the equivalence rules determine a superclass "MOTHER," which has the subclasses "lineal mother" (4) and "collateral mother" (7).
Load more

Recommended publications
  • Placement of Children with Relatives
    STATE STATUTES Current Through January 2018 WHAT’S INSIDE Placement of Children With Giving preference to relatives for out-of-home Relatives placements When a child is removed from the home and placed Approving relative in out-of-home care, relatives are the preferred placements resource because this placement type maintains the child’s connections with his or her family. In fact, in Placement of siblings order for states to receive federal payments for foster care and adoption assistance, federal law under title Adoption by relatives IV-E of the Social Security Act requires that they Summaries of state laws “consider giving preference to an adult relative over a nonrelated caregiver when determining a placement for a child, provided that the relative caregiver meets all relevant state child protection standards.”1 Title To find statute information for a IV-E further requires all states2 operating a title particular state, IV-E program to exercise due diligence to identify go to and provide notice to all grandparents, all parents of a sibling of the child, where such parent has legal https://www.childwelfare. gov/topics/systemwide/ custody of the sibling, and other adult relatives of the laws-policies/state/. child (including any other adult relatives suggested by the parents) that (1) the child has been or is being removed from the custody of his or her parents, (2) the options the relative has to participate in the care and placement of the child, and (3) the requirements to become a foster parent to the child.3 1 42 U.S.C.
    [Show full text]
  • 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.
    [Show full text]
  • Parent-Child Interaction Therapy with At-Risk Families
    ISSUE BRIEF January 2013 Parent-Child Interaction Therapy With At-Risk Families Parent-child interaction therapy (PCIT) is a family-centered What’s Inside: treatment approach proven effective for abused and at-risk children ages 2 to 8 and their caregivers—birth parents, • What makes PCIT unique? adoptive parents, or foster or kin caregivers. During PCIT, • Key components therapists coach parents while they interact with their • Effectiveness of PCIT children, teaching caregivers strategies that will promote • Implementation in a child positive behaviors in children who have disruptive or welfare setting externalizing behavior problems. Research has shown that, as a result of PCIT, parents learn more effective parenting • Resources for further information techniques, the behavior problems of children decrease, and the quality of the parent-child relationship improves. Child Welfare Information Gateway Children’s Bureau/ACYF 1250 Maryland Avenue, SW Eighth Floor Washington, DC 20024 800.394.3366 Email: [email protected] Use your smartphone to https:\\www.childwelfare.gov access this issue brief online. Parent-Child Interaction Therapy With At-Risk Families https://www.childwelfare.gov This issue brief is intended to build a better of the model, which have been experienced understanding of the characteristics and by families along the child welfare continuum, benefits of PCIT. It was written primarily to such as at-risk families and those with help child welfare caseworkers and other confirmed reports of maltreatment or neglect, professionals who work with at-risk families are described below. make more informed decisions about when to refer parents and caregivers, along with their children, to PCIT programs.
    [Show full text]
  • Children and Stepfamilies: a Snapshot
    Children and Stepfamilies: A Snapshot by Chandler Arnold November, 1998 A Substantial Percentage of Children live in Stepfamilies. · More than half the Americans alive today have been, are now, or eventually will be in one or more stepfamily situations during their lives. One third of all children alive today are expected to become stepchildren before they reach the age of 18. One out of every three Americans is currently a stepparent, stepchild, or stepsibling or some other member of a stepfamily. · Between 1980 and 1990 the number of stepfamilies increased 36%, to 5.3 million. · By the year 2000 more Americans will be living in stepfamilies than in nuclear families. · African-American children are most likely to live in stepfamilies. 32.3% of black children under 18 residing in married-couple families do so with a stepparent, compared with 16.1% of Hispanic origin children and 14.6% of white children. Stepfamily Situations in America Of the custodial parents who have chosen to remarry we know the following: · 86% of stepfamilies are composed of biological mother and stepfather. · The dramatic upsurge of people living in stepfamilies is largely do to America’s increasing divorce rate, which has grown by 70%. As two-thirds of the divorced and widowed choose to remarry the number of stepfamilies is growing proportionately. The other major factor influencing the number of people living in stepfamilies is the fact that a substantial number of children entering stepfamilies are born out of wedlock. A third of children entering stepfamilies do so after birth to an unmarried mother, a situation that is four times more common in black stepfamilies than white stepfamilies.1 Finally, the mode of entry into stepfamilies also varies drastically with the age of children: while a majority of preschoolers entering stepfamilies do so after nonmarital birth, the least frequent mode of entry for these young children (16%) fits the traditional conception of a stepfamily as formed 1 This calculation includes children born to cohabiting (but unmarried) parents.
    [Show full text]
  • 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.
    [Show full text]
  • Major Trends Affecting Families in Central America and the Caribbean
    Major Trends Affecting Families in Central America and the Caribbean Prepared by: Dr. Godfrey St. Bernard The University of the West Indies St. Augustine Trinidad and Tobago Phone Contacts: 1-868-776-4768 (mobile) 1-868-640-5584 (home) 1-868-662-2002 ext. 2148 (office) E-mail Contacts: [email protected] [email protected] Prepared for: United Nations Division of Social Policy and Development Department of Economic and Social Affairs Program on the Family Date: May 23, 2003 Introduction Though an elusive concept, the family is a social institution that binds two or more individuals into a primary group to the extent that the members of the group are related to one another on the basis of blood relationships, affinity or some other symbolic network of association. It is an essential pillar upon which all societies are built and with such a character, has transcended time and space. Often times, it has been mooted that the most constant thing in life is change, a phenomenon that is characteristic of the family irrespective of space and time. The dynamic character of family structures, - including members’ status, their associated roles, functions and interpersonal relationships, - has an important impact on a host of other social institutional spheres, prospective economic fortunes, political decision-making and sustainable futures. Assuming that the ultimate goal of all societies is to enhance quality of life, the family constitutes a worthy unit of inquiry. Whether from a social or economic standpoint, the family is critical in stimulating the well being of a people. The family has been and will continue to be subjected to myriad social, economic, cultural, political and environmental forces that shape it.
    [Show full text]
  • What Is a Child & Family Team Meeting?
    What is a Child & Family Team When is a Child & Family Team Meeting Location and Time Meeting? Meeting Necessary? We believe that Child & Family Team Meetings should be conducted at a mutu- A Child & Family Team Meeting (CFT) is A child has been found to be at high risk. ally agreeable and accessible location/time a strength based meeting that brings to- A child is at risk of out of home place- that maximizes opportunities for family gether your family, natural supports, and ment. participation. Please let us know your pref- formal resources. The meeting is lead by a Prior to the removal of a child from his erences regarding the time and location of trained facilitator to ensure that all partici- home. your meeting. pants have an opportunity to be involved Prior to a placement change of a child and heard. The purpose of the meeting is already in care. You have the right to…. to address the needs of your family and to Have your rights explained to you in a Prior to a change in a child’s perma- manner which is clear build upon its strengths. The goal of the nency goal. process is to enable your child(ren) to re- When requested by a parent, social main safely at home whenever possible. Receive written information or interpre- worker, or youth. tation in your native language. When there are multiple agencies in- The purpose of the Child & volved. Read, review, and receive written infor- At other critical decision points. mation regarding your child’s record Family Team Meeting is upon request.
    [Show full text]
  • Convention on the Rights of the Child
    Convention on the Rights of the Child Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989 entry into force 2 September 1990, in accordance with article 49 Preamble The States Parties to the present Convention, Considering that, in accordance with the principles proclaimed in the Charter of the United Nations, recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, Bearing in mind that the peoples of the United Nations have, in the Charter, reaffirmed their faith in fundamental human rights and in the dignity and worth of the human person, and have determined to promote social progress and better standards of life in larger freedom, Recognizing that the United Nations has, in the Universal Declaration of Human Rights and in the International Covenants on Human Rights, proclaimed and agreed that everyone is entitled to all the rights and freedoms set forth therein, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status, Recalling that, in the Universal Declaration of Human Rights, the United Nations has proclaimed that childhood is entitled to special care and assistance, Convinced that the family, as the fundamental group of society and the natural environment for the growth and well-being of all its members and particularly children, should be afforded
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Foster Care and Adoption Parenting Application PDF Document
    Form K-902-2286 Revised October 2014 FOSTER CARE AND ADOPTION PARENTING APPLICATION CHILD PROTECTIVE SERVICES (CPS) – PLACEMENT, ICPC, AND FAD Purpose: This form gathers information about a foster or adoption applicant’s demographic and personal information. This information is used by DFPS staff during the home assessment period. Instructions: In this form, “Applicant #1” is the prospective foster or adoptive parent. “Applicant #2” is that person’s spouse. Information about an adult caregiver other than a spouse who will be in the home helping to care for the child may be included in the “Applicant #2” column. To complete this form, provide all of the information outlined. Only one form per household needs to be completed. If more space is needed, use another sheet of paper. Directions: Complete this form and give it to your FAD worker once completed. FAD keeps this form secure in the family’s case record. Texas Government Code §559.002 gives you the right to know what information is collected about you by means of a form you submit to a state government agency. You can receive and review this information, and request that incorrect information about you be corrected, by contacting the person or unit to whom you submitted this form. For questions, contact the person who gave you this form. INFORMATION MEETING/ORIENTATION ATTENDANCE DATE: FAMILY INFORMATION Foster/Adoptive Family Name Home Telephone Number Email Address: Can you receive Word Document attachments? Yes No Residence Address (Street, City, State, Zip) Mailing Address (if different) County: School District: Directions to the Home: DEMOGRAPHICS Applicant #1 Applicant #2 or Adult Caregiver Full Name: First, Middle, Last Prior Names: Maiden, Previous Married, or Alias Gender: Cell Phone: Date of Birth: Social Security Number: Driver's License Number: Racial or Ethnic Background: What languages do you speak? Place of Birth: (city, state) How long have you lived in Texas? Citizenship: Are you a U.S.
    [Show full text]
  • Formal Analysis of Kinship Terminologies and Its Relationship to What Constitutes Kinship (Complete Text)
    MATHEMATICAL ANTHROPOLOGY AND CULTURAL THEORY: AN INTERNATIONAL JOURNAL VOLUME 1 NO. 1 PAGE 1 OF 46 NOVEMBER 2000 FORMAL ANALYSIS OF KINSHIP TERMINOLOGIES AND ITS RELATIONSHIP TO WHAT CONSTITUTES KINSHIP (COMPLETE TEXT) 1 DWIGHT W. READ UNIVERSITY OF CALIFORNIA LOS ANGELES, CALIFORNIA 90035 [email protected] Abstract The goal of this paper is to relate formal analysis of kinship terminologies to a better understanding of who, culturally, are defined as our kin. Part I of the paper begins with a brief discussion as to why neither of the two claims: (1) kinship terminologies primarily have to do with social categories and (2) kinship terminologies are based on classification of genealogically specified relationships traced through genitor and genetrix, is adequate as a basis for a formal analysis of a kinship terminology. The social category argument is insufficient as it does not account for the logic uncovered through the formalism of rewrite rule analysis regarding the distribution of kin types over kin terms when kin terms are mapped onto a genealogical grid. Any formal account must be able to account at least for the results obtained through rewrite rule analysis. Though rewrite rule analysis has made the logic of kinship terminologies more evident, the second claim must also be rejected for both theoretical and empirical reasons. Empirically, ethnographic evidence does not provide a consistent view of how genitors and genetrixes should be defined and even the existence of culturally recognized genitors is debatable for some groups. In addition, kinship relations for many groups are reckoned through a kind of kin term calculus independent of genealogical connections.
    [Show full text]