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Changes in U.S. families and reflect on the evolution of the American family as portrayed in television

Purpose

This assignment provides you with the opportunity to explore some of the changes in U.S. families and reflect on the evolution of the American family as portrayed in television.

This assignment is aligned with the module learning objectives #2, 3, 4, and 6. 

Background

In the United States over 95 percent of people believe the combination of husband, wife, and children constitutes a family. This two-parent family structure is known as a traditional nuclear family, referring to heterosexual married parents and children as the nucleus, or core, of the group. However, the “typical” American family has changed radically over the last 60 years. Today, only about 64 percent of children live in homes with two parents who are married, representing an all-time low (Pew Research Center).  American’s today are marrying later than ever before, divorcing sooner, cohabitating or choosing to remain single.  Whereas married couples dominated the family structure in years past, only 30 percent of millennials feel that a successful marriage is an important part of life or defines a family.

U.S. families are changing in response to factors such as: higher rates of cohabitation, growing acceptance of divorce, a fast-growing blended family structure, same-sex nuclear families, single parent households and more career options for women, and the growing cost of housing and childcare.

Television is a powerful medium that has continually reinvented images of the American family over the past sixty years. Arguably, television has created an idealized image of the American family and not always portrayed a realistic depiction of what the typical family structure looks like. As you learned in Module 3, Media is a powerful agent of socialization that often dictates what we ‘think we should be doing.’ However, as times have changed, so have the images of family on television. This assignment will explore some of those changes and ask you to reflect on the evolution of the American family as portrayed in television.

*You will find a link to the document of shows to choose from here Family in TV Land –Show Options and at the end of the paper description.

Overview

For this assignment you will write a 2–3-page paper that explores the portrayals of family on TV. The paper will be based on information that you collect from watching shows that portray a traditional family and a nontraditional family (selected from the Family in TV Land –Show Options ). As you are watching the shows you should take notes in order to perform a content analysis. You will then synthesize your observations and the content analyses of the family portrayals on TV into the 2–3-page paper. The paper should include the following:

  1. A definition for a traditional family and a nontraditional family
  2. A brief description of each show
  3. A description of how each show portrays a family
  4. The content analyses
  5. A Sociological Analysis

Directions

The assignment begins with “Father Knows Best” (1954-1963). The website for the show “Father Knows Best”.Links to an external site. gives a lot of information about the show, its characters, and content. I want you to read one of the magazine articles on this website from TV Guide that was published during the time the show was syndicated. This information will provide a foundation and context for your paper. You should take notes on what you learned about the show including audience reception, characters, and the content of the show. 

Next, you will watch a full-length episode of three (3) shows: “Father Knows Best”, a traditional show and a nontraditional show. You will then begin a content analysis of the three (3) shows.

Content Analysis

  1. Watch a full-length episode of “Father Knows Best” (these can be found on the “Father Knows Best” websiteLinks to an external site. or on YouTubeLinks to an external site.. ( https://fatherknowsbest.us ) 
  2. Choose a show from the Traditional family list and watch at least one full episode
  3. Choose a show from the Nontraditional family list and watch at least one full episode

In the episode(s) you will be looking for: 

  • Gender roles and family structure (mother, father, children)
  • Roles and expectations of family members
  • Parents as figures of authority
  • Children (chores, manners, obedience to authority)
  • What norms, values or beliefs are assumed in the shows? How are they presented?
  • Communication styles
  • Content of the show (what message was the show trying to send to the audience?)
  • How is the content reflective of the average American family at the time? (or not)
  • Take note of:
    • race
    • occupations
    • class
    • sexual orientation
    • identity

Sociological Analysis

  1. The heart of the essay is the sociological analysis.
  2. Choose at least one theoretical view (functionalism, conflict theory, symbolic interactionism) through which to analyze your chosen family shows.
  3. Reflect on how well your show selections support a theoretical view of family.  Use your identified families as support for or an argument against the theoretical view of family in society. Address the following questions:

Family in TV Land :

Traditional: The George Lopez show

Non traditional: Modern Family 

Submission

Submit your paper as an attachment by clicking the Start Assignment button above.

Please note the following: 

The assignment will be submitted via Turnitin to check for plagiarism. Please find the plagiarism policy in the Course Syllabus. All submitted student work will be added as source documents in Turnitin reference database for the purpose of detecting plagiarism of such assignments in the future. 

The concept of the American family has evolved significantly over the decades, shaped by changes in social, cultural, and economic dynamics. Television has reflected and, in some cases, influenced this evolution, serving as a lens through which societal norms and values about family life are viewed.

Key Changes in U.S. Families

  1. Diverse Family Structures:
    • Traditional nuclear families (two married parents with children) are no longer the dominant norm.
    • Single-parent families, blended families, child-free couples, and multigenerational households have become increasingly common.
    • Same-sex couples and adoptive families have gained visibility and legal recognition.
  2. Roles and Gender Norms:
    • Women have entered the workforce in greater numbers, shifting……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

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Explore and reflect on self- development as a leader to build self-awareness

ASSESSMENT 1 PART B BRIEF
Subject Code and Title MGT 601 Dynamic Leadership
Assessment Assessment 1, Part B: Reflexive Report
Individual/Group Individual
Length Up to 2,000 words
Learning Outcomes a) Explore and reflect on self- development as a leader to build self-awareness
b) Through critical reflection on key leadership theories develop a personal leadership development strategy.
c) Analyse and develop the capacity to influence, motivate and inspire others in your workplace and/or community organisations.
Submission By 11:55pm AEST/AEDT Friday at end of Module 3.2 (Week 6)
Weighting 30%
Total Marks 100 marks
Context:
The learning design of this subject is to focus on your own leadership journey and not to study leadership as some remote, theoretical concept that applies to other people. This assessment enables you to build self-awareness and a clear sense of how you came to be the person and emerging leader that you are today. It encourages deep reflection on your life and leadership journey to your present position. It helps you to increase your understanding of your current leadership capabilities and potential. The assessment requires you to establish a mentoring relationship with another student in the class so that you can provide mutual learning support and exchange constructive feedback with each other.
Your Task:
Your task in Assessment 1 Part B is to reflect on you own leadership journey up until now, your current role or position, how you influence others, how you lead, contribute to or react to organisational and cultural changes and your current level of self-awareness and selfconfidence to lead others in your organisation and/or community.
Assessment 2, which is due at the end of the subject, builds on the first and asks you to prepare a plan for the next stage of your leadership journey. The assessments are integrated pieces of work and you should bear in mind the final part as you work on this part. All assessments need to be strongly based on the established theories and models of leadership to help you interpret and explain your leadership challenges.
Working with Your Partner:
Partners will be allocated by your Learning Facilitator after you post your personal introduction on the “Welcome and Introductions” Discussion Forum. Partners will be allocated on the basis of maximum diversity of backgrounds to enrich your learning experience. Where possible, partners will be in similar time zones. More detailed guidelines for working with your partner are provided at the end of this section.
• You should include a summary of the feedback you receive from your partner and others, combined with your reflection and interpretation of this feedback in the context of your leadership journey.
• You may wish to also include a summary of the feedback that you gave your partner and reflect on it. Feedback often says as much about the person who gives as the person who receives it. The feedback summaries can be included as appendices, where they will not be included in the word count.
While the assessment includes feedback from the interaction with your partner, each person is to submit his or her own, individual report.
More detailed guidelines for working with your partner are shown at the end of this brief.
Possible Structure:
A possible structure for your report is shown below. This is a suggestion only and is not mandatory. Other structures would be appropriate, provided that they enable you to demonstrate your learning according to the rubric shown in the brief for the first assessment.

  1. A clear logic flow, using a “Contents” page and section headings, will help your readers to follow your thinking.
  2. The use of an “Executive Summary” as a précis or abstract of your report.
  3. An “Introduction” to set the context
  4. The body of your report should address the following issues. The percentages in brackets indicate a suggested proportional length of each section.
    • Who has recognised your leadership in the past? This is not about jobs you have held, this is about recognising the people you have influenced. (10%)
    • Key “moments of truth” in your background to date. This should not be a chronology or a CV. It is a reflection on a small number of the most influential aspects or turning points in the establishment of your natural leadership behaviours. This is not to be fictional or invented – please reflect deeply on the nature of your interactions with others around you over time and consider the moments when you felt empowered or aligned with the moment. (15%)
    • Summarise the results of two other personality or leadership style inventories that you have completed, and your interpretation of the results. Are they basically aligned with the results from Gallup? Identify and explain any variances you identify. (15%)
    • Explain the process of giving and receiving constructive feedback with a peer, and the outcomes and the of that activity. (15%)
    • The implications of the feedback and your reflection on its significance. It could include your preliminary thinking on how you might use these insights in future, to be expanded in your second submission. (25%)
    • Links to theory and conceptual frameworks discussed specifically in the topics in this subject that relate to your experiences and feedback. This is to happen throughout the report and be consistent with the topic areas of this subject. The important point is that you anchor your submission with appropriate models or theories that have been presented in this subject as a minimum. (20%)
  5. A “Conclusion” to capture your key learnings is desirable in a business subject. Detailed, supporting information such as psychometric results and planning templates should be placed in an appendix, where they will not be included in the word count.
    Reflexive Writing – First Person:
    You should write in the first person, because this is about YOU, your reflections and your interpretations. (eg “I considered this advice to be….. because it had a big impact on my……..and it helped me to understand my………..”).
    Try to be as specific as possible, use brief examples to illustrate your points and try to select examples that enable you to demonstrate learning against the attributes in the rubric.
    All other principles of academic writing apply, including strict referencing, acknowledgement of the work of others and avoidance of plagiarism.
    Referencing:
    You should include a list of specific references that you have actually used in your report. For this assessment, a minimum of three journal articles, academic papers or textbooks is expected. References to any secondary sources or web sites are additional. The reference list and Executive Summary (if you choose to use one) and any appendices will not be included in the word count.
    It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing
    Submission Instructions:
    Submit your Self-Reflective Analysis in Assessment 1 Part B submission link in the Assessment section found in the main navigation menu of the subject Blackboard site. A rubric will be attached to the assessment. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
    Marking Rubric:
    Your reports will be marked against the rubric which is show on the next pages. Please ensure that your submission addresses all five of the Assessment Attributes in the rubric.
    Guidelines for Working with Your Partner
    The following information should help you to start to build a mentoring relationship with your partner.
    In commencing the relationship, it will be helpful to work through the following steps:
  6. Make initial contact through the “Group” facility on the home screen. Your Learning Facilitator will advise you of your Group number after you have posted a personal introduction on the “Welcome and Introductions” Discussion Forum.
  7. Establish an oral confidentiality agreement with each other so that you are both clear that you will not disclose personal information to others. It is appropriate to describe concepts, learnings and insights about the leadership journey of yourself and your partner in your assessment submission but not personal details that can be identified with an individual.
  8. Agree on how you will communicate with each other. You can use a range of tools within the “Group” facility on Blackboard, including emails, blogs, wikis, file exchange etc. Only you and your partner will have access to your group tools. You may prefer to establish a separate text or voice channel, such as Skype, if you prefer.
  9. Provide your partner with brief background details on your role, employment and current leadership challenge to set the context.
  10. Provide more detailed information on your personal leadership journey and current challenges. The questions in the paper by George et al on Authentic Leadership are a good starting point for you and also to ask your partner about. You can also share the contents of your reflexive journal.
  11. Listen carefully to your partner’s story and current challenges, probe respectfully to encourage deeper reflection and understanding and suggest alternative approaches where appropriate. Please respect each other’s boundaries and do not go beyond what each is comfortable to disclose. This is intended to be mentoring and not psychotherapy!
  12. As you progress through the modules, record any insights about your leadership journey in your reflexive journal. You may wish to exchange journals or a summary of key points with your partner.
  13. In asking and learning about your partner’s leadership journey, it is likely that you will develop deeper insights into your own journey.

Learning Rubric: Assessment 1B Reflexive Report
Assessment Attributes Fail (Unacceptable) 0-49% Pass
(Functional) 50-64% Credit
(Proficient)
65-74% Distinction
(Advanced)
75 -84% High Distinction
(Exceptional) 85-100%
REFLECTION & SELF
AWARENESS
30% Little or no reference to own experiences or observations on leadership. Occasional references to own experiences and learnings about leadership. Frequent references to own leadership experiences or observations, with reflection on outcomes and learning. Frequent and deep reflection on own leadership experiences, clear reflection and new insights. Multiple, deep reflections, significant new insights on own leadership and evidence of changing behaviours.
FEEDBACK TO &
FROM OTHERS
20% Little or no evidence of feedback either received or given. Basic description of feedback received and given but with little or no interpretation. Clear description of feedback received and given with useful interpretation and reflection in implications Comprehensive description and analysis of feedback received and given with clearly expressed interpretation of implications and impact. Very insightful presentation of feedback received and given with explicit interpretation of implications and indicators of changing behaviours.
APPLICATION OF
CONCEPTUAL
FRAMEWORKS
20% Little or no reference to the conceptual frameworks or theoretical models of leadership. Basic coverage of at least one relevant conceptual framework for leadership development. Clear coverage and comparison of at least two models or frameworks for development, including some evaluation. Coverage of multiple models of development with clear evaluation and selection of most appropriate for own development. Clear understanding and brief evaluation of multiple modes and justification of selection of most appropriate.
RESEARCH &
REFERENCING
20% Reference to nominated or supplied readings only.
Inadequate referencing. Evidence of some relevant reading and research beyond the core readings.
Adequate referencing. Evidence of substantial, relevant, additional reading and research.
Full referencing. Evidence of substantial, additional reading and research with application to own development plan.
Full referencing. Evidence of comprehensive additional reading & research with insightful application to own development plan.
Full and extensive referencing.
MGT601_Dynamic Leadership_ Assessment 1 Part B Page 6 of 7
WRITTEN
PRESENTATION
10% No clear logic flow or structure.
Difficult to understand. Basic logic flow and structure.
Clear expression of concepts. Mainly correct grammar and spelling.
. Clear logic flow and structure, with table of contents, Introduction, Conclusion, etc
Clear expression of concepts. Correct grammar and spelling. Excellent logic and structure. Accurate Executive Summary. Conclusion accurately captures key leanings.
Clear expression of concepts. Correct grammar and spelling Excellent logic and structure. Concise, accurate Executive Summary.
Conclusion accurately captures deep learning’s and insights.
Clear expression of concepts. Correct grammar and spelling
MGT601_Dynamic Leadership_ Assessment 1 Part B Page 7 of 7

Explore and reflect on self- development as a leader to build self-awareness

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Reflect upon the nursing practice issue of interest that you identified in earlier discussion assignments.

Reflect upon the nursing practice issue of interest that you identified in earlier discussion assignments. In addition, consider the intervention that you proposed to improve the issue. With both the issue and the proposed practice change in mind, respond to the following: 1. What type of evidence produced through qualitative research would be helpful to better understand the selected practice issue? 2. How might qualitative research findings shape your efforts to improve the issue? 3. Describe an example (real or hypothetical) of a qualitative research design that would provide valuable evidence regarding this issue.

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reflect on what you learned in this module

In Discussion 3:

  • reflect on what you learned in this module
  • write your reaction and thoughts, your observations, and conclusions. What was the most important take away and why?
  • follow these 4 requirements for full credit (50 points):
  • cite at least two sections from Corbett for Module 3
  • Cite one of the primary documents
  • 200 word minimum
  • reply to two of your classmates’ comments.

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  • Customer satisfaction. Customer satisfaction. We have an outstanding customer care team that is always ready and willing to listen to you, collect your instructions and make sure that your custom writing needs are satisfied
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Pull out 3 quotes from the above sources that you found especially interesting or that you want to reflect on in this assignment.

I. 3 QUOTES 

  • Pull out 3 quotes from the above sources that you found especially interesting or that you want to reflect on in this assignment.
  • Be sure to indicate which source each quote is from and provide either a minute-mark for video quotes or page number(s) for readings.II. REFLECTIONS

WRITE at least 500-750 words (There is a word counter in the bottom right corner of the text box.)

  • What are some of your thoughts related to the quotes you presented above? It’s fine to focus on one or two of the quotes. 
  • Especially for those of you going into the medical field, I encourage you to reflect on the MEDICAL MODEL of disability. Do you see any advantages to that model? What ethical concerns do you have of working with patients primarily from that model? 

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  • What are some of your thoughts related to the quotes you presented above? It’s fine to focus on one or two of the quotes. 

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Watch the two videos and reflect on how the Sixth and Eighth Amendment protections were or can be preserved in each of the videos.

Watch the two videos and reflect on how the Sixth and Eighth Amendment protections were or can be preserved in each of the videos.

https://players.brightcove.net/268012963001/Sy9lbkRKl_default/index.html?videoId=ref:cd-crim-anim-CJanim8-CA02554&secureConnections=true&secureHTMLConnections=true&autoStart=false

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Reflect on what these patterns say about the nature of representation

Instructions

Research the proportion of women, African Americans, Native Americans, Hispanic Americans, Asian Americans and openly gay or lesbian members of Congress.

  1. Reflect on what these patterns say about the nature of representation.
  2. Why do some groups tend to be underrepresented in Congress?
  3. Why do you see a trend in which more women and minorities are being represented?
  4. Do you think the underrepresentation of women and minorities affect Congress’s business?
  5. How might we as a people address this situation and strive towards equal representation? Make sure to cite sources used.

Writing Requirements (APA format)

  • Length: 1.5-2 pages (not including title page or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page (minimum of 2 scholarly sources in addition to textbook if cited)

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Reflect on the intersectional nature of diversity and its impact on one’s individual framework of perception

5-2 Final Project Milestone Three: Diversity, You, and Society Assignment

For this third milestone, you will reflect on content that will inform your multimedia presentation, which you will include in Final Project Part Two. You will reflect on the intersectional nature of diversity and its impact on one’s individual framework of perception, one’s discipline of study, and society in general. The milestone will be submitted as a presentation draft that includes speaker’s notes. Please note that for this milestone assignment, audio narration is not required.

Make sure you support your response with the readings from this module and additional resources.

To complete this assignment, review the Milestone Three Guidelines and Rubric PDF document

5-2 Final Project Milestone Three: Diversity, You, and Society Assignment

For this third milestone, you will reflect on content that will inform your multimedia presentation, which you will include in Final Project Part Two. You will reflect on the intersectional nature of diversity and its impact on one’s individual framework of perception, one’s discipline of study, and society in general. The milestone will be submitted as a presentation draft that includes speaker’s notes. Please note that for this milestone assignment, audio narration is not required.

Make sure you support your response with the readings from this module and additional resources.

To complete this assignment, review the Milestone Three Guidelines and Rubric PDF document

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Writing to Reflect: Mindful Leadership in the Face of Change

Write a minimum 750-word (without the cover page)reflective journal entry on this assigned article in Microsoft Word using the advice provided by Elizabeth Powell in her article “Writing to Reflect: Mindful Leadership in the Face of Change”  

Note:

** make sure to discuss and reflect on key points of the documents **

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demonstrate the ability to acquire knowledge and the capacity to critically reflect on key concepts and information presented in class.

Word length: 1000
The aim of this assessment is for students to be able to demonstrate the ability to acquire knowledge and the capacity to critically reflect on key concepts and information presented in class.
This assessment is to be submitted on Moodle.
This task will help you to prepare for Assessment 2.
You will complete four entries into your annotated bibliography portfolio which will demonstrate your learning of the academic skills and the key concepts required to complete your essay. This assessment will also guide you in preparing for future assessments.
You are required to locate four (5) journal articles or book chapters relating to your essay topic. You will then need to complete an entry in your annotated bibliography portfolio for each source stating the following:

  1. The full reference of the source in APA7 format;
  2. A brief statement of the main purpose of the article;
  3. A summary of the content;
  4. A brief evaluation of the credibility of the source; and
  5. How you will use the source in answering the essay question.
    You are required to paraphrase the article/book chapter in your annotated bibliography portfolio entries. This means you must use your own words. You cannot directly quote the source.
    Do NOT utilize sources such as www.tutor2u.com and other such web materials as these in no way constitute academic references for the purpose of your assignments. If you rely on such sources for theoretical support, you will be deemed NOT to have met the requirements of the assessment.
    Course
    SAP101 Australian Society, Systems and Policies T2-2021
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    • Enjoy our bonus services. You can make a free inquiry before placing and your order and paying this way, you know just how much you will pay. demonstrate the ability to acquire knowledge and the capacity to critically reflect on key concepts and information presented in class.
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