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INTRODUCTION TO THE COURSE William Bailey University of Arkansas wbailey@uark.edu I call this exercise "Vote Your Opinion." I make a list of 12 issues that are part of the American society that have some negative impact on the family. For example: 1. Lack of Affordable Health 2. War in Iraq and Afghanistan 3. Instability of Couple and Family Relationships 4. Threat of Terrorist Attack 5. Current U.S. Financial Situation and the Global Economy 6. Illegal Immigration 7. Sexually Charged Society 8. Use of Drugs, Alcohol, and Tobacco 9. Stress, Change and Materialism 10. Gay Marriage Rights *You could have your students develop the list of issues that they think are the top 10 or 12. I then place the items in a random manner on Surveymonkey.com, though you could use any survey software. I send them an email that links to the location of the survey on the web. The instructions state: Rank in order the following issues facing the family today with the most important issue marked 1 and the least with a 10 or 12. If they have trouble with ranking the issues, I suggest they start with #1 and #10 (or 12) and go to middle. Surveymonkey.com results indicate the mean score of all the rankings at the end of each column on the Report page. Therefore, I can spot the rank order immediately and do not have to calculate the score. Of course, the lowest mean is the most important or #1 issue and the highest mean is number 10 or 12 on their list. I usually give the students 2 class periods to complete the assignment. I place the mean scores in a table that I then place into a Power Point and share with the class. It starts an interesting discussion. Since I have been doing this for years, I also share with them the results from previous classes in order that they can see change or the consistency across time. I presented a poster on the results from 5 years or 10 semesters with the average class containing 160 students at NCFR last year. The top five issues have not changed over those years. I also ask a couple of questions from the results using Multiple Choice or T/F questions on the first class exam.

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James C. Gaylord Saint Leo University james.gaylord@saintleo.edu I teach Marriage and the Family online and via CD Rom. Even though I am not face-to-face with my students, there can be discussions among my students via email. Even in these circumstances, I request an autobiography from each student and ask if there are any issues that may be of a sensitive nature. If there are issues the student may not wish to bring up in class, relate to, or discuss publicly, I handle these situations on a case by case basis. Often questions in the course can be answered privately between the student and me. You would be surprised how many students take the private approach and feel greatly relieved after talking about their matters. Amanda Duffy Randall University of Nebraska at Omaha arandall@unomaha.edu As an introductory exercise, I have family therapy students describe a favorite room in the house they grew up in. The exercise is to paint a verbal picture of the room and why it is significant to them. The discussion often reveals much about the childhood experience in the family of origin, and I then request them to think about the memories their children will construct from the present or future family environment. Marianne G Pindar Lackawanna College - Hazleton Center pindarm@lackawanna.edu As a means of introduction in the Marriage and Family Course, I take my students to the computer lab in the first class. Here they create online email accounts via hotmail or yahoo or similar. Next they provide all the address they created to me. I randomly provide each student with one of the email addresses I've just collected (except their own of course). The assignment is to email that new address and set up a dialogue. They are to pretend this is the computerized selection of their "Ideal life mate." They are to correspond CONSTANTLY for two weeks, around the clock if necessary. They are NOT to divulge their identity. All students are sworn to secrecy for the duration of this project. They are to keep a journal of thoughts, ideas, feelings and future possibilities. The concept here is to show how expectations on both sides of the relationship change with regard to time, circumstance etc. My students took away a new understanding of the degrees of tolerance they themselves possess. Where do you draw the line after a polite introduction at the onset to the extremes of a controlling partner or a passive partner or a partner who is totally indifferent about everything? It is a fun learning experience for everyone. It breaks the ice and sets the tone for the rest of the semester's lectures.

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Mel Moore University of Northern Colorado mel.moore@unco.edu Incorporating Family Films into Online Courses Online courses often suffer from a lack of visual content, and films shown in classrooms are typically cut from courses when they are translated to an online format. What I do is assign educational family films that are available through multiple sources so that all students, no matter where they are, have access to them during the same limited time period. Two family films that have worked well in terms of being available to all students at no cost are Daughter from Danang (2002, 60 minutes, PBS) and China’s Lost Girls (2005, 43 minutes, National Geographic). Daughter from Danang is a great example of how family roles and expectations vary across cultures and are socially constructed. After being adopted by an American mother at the age of seven and then abandoned by her when entering adulthood, the main character faces circumstances over the course of the film that lead her to reconsider who she considers her mother to be, along with what it means to be a sibling and a daughter. It is a powerful documentary that results in much discussion about a variety of family issues, along with strong reactions from students, including tears and anger. Written materials cannot compete with the vivid images of the real story of this woman’s evolving family life. In China’s Lost Girls, students see the profound impact of China’s one child per family policy. The film explores the struggles some families experience because of their traditional preferences for male babies, the consequences of the policy for many female babies, and the impact on the larger society in terms of smaller family sizes, a disproportionate number of male children, and the creation of remedial family planning laws. Again, this is a memorable film for students that yields a variety of remarkable discussion arenas, including the unintended impact of family policies, the role of government in family size and behaviors, and the impact of gender-related family traditions. Here is how you can make both of these films available to all students in your online family courses no matter where students are and for no cost. I explain all of these options so that there are no excuses for not seeing the assigned film when indicated in the syllabus. Both films are available in our university’s library to be checked out for free. Of course, our library only has one copy of each film, and many students taking online courses do not come to or even live anywhere near campus. A second free option then for viewing these films is available at snagfilms.com. This website offers free access to many documentaries that can be viewed immediately online with occasional commercial interruptions. Otherwise, this is a free and legal source of film viewing, although the film selection is limited. Both films also are available on Netflix.com which allows students to “rent” them for a small monthly fee (less than 10 dollars). This technique does require that you check each semester to make sure that the assigned films are still available at the sites or sources you delineate.

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Shawn Christiansen Southern Utah University christiansen@suu.edu When I teach the introduction to basic theories in family studies, I bring a picture mobile to class. The mobile has clips to attach different pictures of family members. The mobile illustrates the principles of wholeness (the whole is greater than the sum of its parts) and interdependence in family systems theory. When you touch one part of the mobile, the whole family is affected. I also use the song "Put another log on the fire" to illustrate decision making related to social exchange theory. I use the story by Robert Munsch "Love You Forever" to illustrate Family Development Theory and stages of family life that our brought about by changes in child development. This story also illustrates that Family Development and Individual Development occurs across multiple generations. Finally, I have case studies that students must analyze using theories discussed in class such as Family System theory, Social Exchange Theory, Family Development Theory, Conflict Theory, and Structural Functional theory. Mark Miller East Texas Baptist University mmiller@etbu.edu Where was your shirt made? I have them check each other's tags, and come up with the countries, many of which they have never heard. I use this to point out how much we exploit poor countries, and how connected we are to them.

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Solution manual the marriage and family experience 11th edition strong  

solution manual the marriage and family experience 11th edition strong. Full file at http://testbank360.eu/solution-manual-the-marriage...

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