Kinship Definition in the Study of Sociology

Kinship is the most universal and basic of all human relationships and is based on ties of blood, marriage, or adoption. There are two basic kinds of kinship ties: Those based on blood that trace descentThose based on marriage, adoption, or other connections Some sociologists and anthropologists have argued that kinship goes beyond familial ties, and even involves social bonds. Defininition Kinship is a system of social organization based on real or  putative  family ties, according to Encyclopaedia Britannica. But in sociology, kinship involves more than family ties, according to the Sociology Group: Kinship is one of the most important organizing components of society. ... This social institution ties individuals and groups together and establishes a relationship among them. Kinship can involve a relationship between two people unrelated by lineage or marriage, according to David Murray Schneider, who was a professor of anthropology at the University of Chicago who was well known in academic circles for his studies of kinship. In an article titled What Is Kinship All About? published posthumously in 2004 in Kinship and Family: An Anthropological Reader, Schneider said that kinship refers to: the degree of sharing likelihood among individuals from different communities. For instance, if two people have many similarities between them then both of them do have a bond of kinship. At its most basic, kinship refers to the bond (of) marriage and reproduction, says the Sociology Group, but kinship can also involve any number of groups or individuals based on their social relationships. Types Sociologists and anthropologists debate as what to types of kinship exist. Most social scientists agree that kinship is based on two broad areas: birth and marriage; others say a third category of kinship involves social ties. These three types of kinship are: Consanguineal: This kinship is based on blood—or birth: the relationship between parents and children as well as siblings, says the Sociology Group. This is the most basic and universal type of kinship. Also known as a primary kinship, it involves people who are directly related.Affinal: This kinship is based on marriage. The relationship between husband and wife is also considered a basic form of kinship.Social: Schneider argued that not all kinship derives from blood (consanguineal) or marriage (affinal). There are also social kinships, where individuals not connected by birth or marriage may still have a bond of kinship, he said. By this definition, two people who live in different communities may share a bond of kinship through a religious affiliation or a social group, such as the Kiwanis or Rotary service club, or within a rural or tribal society marked by close ties among its members. A major difference between consanguineal or affinal and social kinship is that the lat ter involves the ability to terminate absolutely the relationship without any legal recourse, Schneider stated in his 1984 book, A Critique of the Study of Kinship. Importance Kinship is important to a person and a communitys well-being. Because different societies define kinship differently, they also set the rules governing kinship, which are sometimes legally defined and sometimes implied. At its most basic levels, according to the Sociology Group, kinship refers to: Descent: the socially existing recognized biological relationships between people in the society. Every society looks at the fact that all offspring and children descend from their parents and that  biological relationships  exist between parents and children. Descent is used to trace an individual’s ancestry. Lineage: the line from which descent is traced. This also called ancestry. Based on descent and lineage, kinship determines family-line relationships—and even sets rules on who can marry and with whom, says Puja Mondal in Kinship: Brief Essay on Kinship. Mondal adds that kinship sets guidelines for interactions between people and defines the proper, acceptable relationship between father and daughter, brother and sister, or husband and wife, for example. But since kinship also covers social connections, it has a wider role in society, says the Sociology Group, noting that kinship: Maintains unity, harmony, and cooperation among relationshipsSets guidelines for communication and interactions among peopleDefines the rights and obligations of the family and marriage as well as the system of political power in rural areas or tribal societies, including among members who are not related by blood or marriageHelps people better understand their relationships with each otherHelps people better relate to each other in society Kinship, then, involves the social fabric that ties families—and even societies—together. According to the anthropologist George Peter Murdock: â€Å"Kinship is a structured system of relationships in which kins are bound to one another by complex inter ­locking ties.† The breadth of those interlocking ties depends on how you define kin and kinship. If kinship involves only blood and marriage ties, then kinship defines how family relationships form and how family members interact with one another. But if, as Schneider argued, kinship involves any number of social ties, then kinship—and its rules and norms—regulates how people from specific groups, or even entire communities, relate to each other in every aspect of their lives.

Learn the French Verb Conjugation for Attraper

In French, the verb attraper  means to catch or to pick up. What if you wanted to say I picked up? Then you would need to conjugate the verb into the past tense, which is either jattrapais or jai attrapà ©. There are, of course, other conjugations for  attraper  which French students will want to know. A quick lesson in transforming it to match the present, future, and past tenses will help. Conjugating the French Verb  Attraper Attraper  is a  regular -ER verb. This means that its relatively easy to conjugate because it follows a prescribed pattern. Once you learn which endings to use, you can apply that knowledge to similar verbs such as  attacher  (to attach) and  blesser (to hurt). In order to find the correct conjugation, use the chart and pair the subject pronoun -- the I, you, we, etc., or in French  j, tu, nous  -- with the appropriate tense for your sentence. For example, I catch is jattrape and we will pick up is nous attraperons. Subject Present Future Imperfect j attrape attraperai attrapais tu attrapes attraperas attrapais il attrape attrapera attrapait nous attrapons attraperons attrapions vous attrapez attraperez attrapiez ils attrapent attraperont attrapaient The Present Participle of  Attraper The  present participle  of attraper  is a verb, but it can also act as an adjective, gerund, or noun when needed. To make this change, we simply replace the -er  with -ant  to form the word attrapant. Another Past Tense of  Attraper You have two options when using attraper  in the past tense. One is the imperfect and the other is  known as passà © composà ©, which is more common and a little easier. In order to use the passà © composà ©, you will need two elements. First, is the appropriate conjugate for  avoir,  which is an  auxiliary verb. Second is the  past participle  attrapà ©Ã‚  and this does not change with the subject pronoun. As an example, to say I picked up in French, you will use jai attrapà ©. In a similar fashion, we caught is nous avons attrapà ©. Notice how the  ai  and  avons  are the conjugates of  avoir. More  Attraper  Conjugations When you are starting out, feel free to concentrate on the present, future, and past tenses of  attraper. As you dive further into French, you may also find a need for some of the following verb forms. You will find the subjunctive and conditional useful when the action is suspect, in question, or uncertain. The passà © simple and imperfect subjunctive are primarily found in formal writing. While these are not common, its good to at least be able to recognize them and associate them with  attraper. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive j attrape attraperais attrapai attrapasse tu attrapes attraperais attrapas attrapasses il attrape attraperait attrapa attrapt nous attrapions attraperions attrapmes attrapassions vous attrapiez attraperiez attraptes attrapassiez ils attrapent attraperaient attraprent attrapassent One final verb form is helpful to know and that is the imperative. This is used in direct requests and demands and theres no need to use the pronoun here. Instead of tu attrape, simplify it to attrape. Imperative (tu) attrape (nous) attrapons (vous) attrapez

Behavior Management of Exceptional Children Free Essays

BEHAVIOR MANAGEMENT OF EXCEPTIONAL CHILDREN: TRANSITION SERVICES Transition Services is defined by the 1997 Amendments to the Individuals with Disabilities Act (IDEA) as a coordinated set of activities for a student, designated within an outcome-oriented process, which promotes movement from school to post-school activities including: post-secondary education, career training, adult services, independent living, community participation, and integrated employment (including supported employment. The coordinated set of activities shall be based upon the individual needs of each student, taking into consideration his/her preferences and interests. IEP goals and objectives are required for the following areas: * Instruction * Related Services * Community Experiences * Development of employment and other post-school adult living objectives * Daily living skills and functional vocational evaluation are required. We will write a custom essay sample on Behavior Management of Exceptional Children or any similar topic only for you Order Now â€Å"The importance of the transition specialist, or career education specialist, in the types of projects cannot be underestimated. The relationships these staff members maintain with the participants are crucial to the structure and success of these services†(Bullis and Cheney, 1999). Vocational Assessments Vocational Evaluation is a comprehensive process that systematically uses work activities, (either real or simulated), as the focal point for assessment of capabilities, vocational exploration and guidance. The purpose of vocational evaluation is to assist individuals in vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, cultural, and economic data into the assessment process to determine realistic vocational areas. Transition Planning Transition planning begins at a very early age. It continues through each educational phase of the student’s life, culminating with adult living. A continuum of services focuses upon a student’s preparation for transition through participation in career awareness activities, career exploration, vocational training and employment. A continuum of Transition Services has been developed to serve as a guideline for transition planning. The continuum begins at preschool and ends at age 22. Transition planning is documented in the Individualized Education Program (IEP) beginning at age 14. â€Å"There is a lack of student and parent output, little documentation of transition plan specifics for each student, and IEP that were almost exclusively academically focused with no obvious links between goal/objectives and transition outcomes. Indeed, these weaknesses in the use of the IEP process and document planning for transition directly affect the implementation of transition services†(Collet-Klingenberg, L. L. , 1998). It is the responsibility of the IEP chairperson – usually the special education teacher – to arrange IEP / transition planning meetings for students at age 14 and older. The IEP notice to parents must include the following information: * The purpose of the IEP meeting is to develop / review the IEP and to consider Transition Services for inclusion into the IEP. * The student is invited to attend the IEP meeting. * Appropriate agency representatives have been identified and invited to the IEP / transition planning meeting. The IEP transition meeting must include all required IEP participants, plus two other representatives, as follows: * Parents or Legal Guardians * Special Education Teacher * Regular Education Teacher * Public Agency Representative (if appropriate) * Student * Other Individuals at the discretion of the parent or agency * Interpreter, when the parent or legal guardian is deaf or not proficient in the English language. * Career Education Teacher / Coordinator If the student does not attend the meeting, steps should be taken to ensure that his/her preferences and interests are considered. If an invited agency representative is unable to attend the meeting, other steps shall be taken to obtain participation. The IEP /Transition Planning meeting participants will provide input for expected outcomes. The following questions may be discussed. * What are the interest, preferences, and goals of the student after graduating or exiting school? * What support would be required to reach post-secondary goals? * Will the student be referred to an adult agency? * What type of adult agency service(s) is needed after graduation, if any? Who will be responsible for the referral(s) (i. e. special education teacher, the school based staff, parent, student, others? * Who will follow-up to ensure that the linkage between the school and adult agency(ies) was established? The IEP Team will develop transition goals and objectives that focus on the desired adult outcomes (long range transition goals). Students’ preferences, strengths and limitations, career / vocational skills develop ment, needed support services, job availability, medical and transportation requirements are also considered. Parents’ expectations of desired student outcomes should be obtained and considered. What exactly is the Transition Plan? The Transition Plan is a part of the IEP. It includes long-range transition goals, indicating the students’ preferences and interests after exiting school, are identified. â€Å"The skills needed to be successful in post secondary educational and vocational; settings, such as self-awareness, awareness of appropriate career options, and the ability to engage in self-advocacy when necessary, takes many years to develop† (Janiga,s. , J. ; Costenbader, V. 2002). Transition Services needed to achieve the long-range goals are determined. Agencies involved in transition planning while the student is still in school should be identified. That involvement is considered â€Å"agency linkages†. Transition goals and objectives are written. Agency responsibilities should be recorded in the IEP on the Transition Plan. Transition activities (objective s), persons responsible for the activities, and timelines are recorded. If an agency fails to fulfill its responsibilities, the IEP Team must reconvene to identify alternative strategies. Transition plans are reviewed, discussed and developed annually. The special education teacher, who completes the Transition Checklist, maintains a summary of transition planning. The Transition Checklist is reviewed and updated annually at the IEP meeting. A copy of the Transition Checklist is provided to the parent / guardian for further reference and planning. To assist in the development of transition plans at the IEP meeting Guidelines for transition services agenda is used. The guidelines outline what should be done before, during and after the IEP meeting. Records Keeping The special education teacher maintains a portfolio for each student, beginning at age 14, or grade 9. The portfolio documents a collection of evidence of the student’s skills, abilities, and employment competencies (see your school’s Special Education Coordinator or your school-based Transition Coordinator to obtain the portfolio). The student is responsible for participation in the development and maintenance of his / her transition portfolio. Portfolios are maintained as documentation of transition services activities. Adult Agencies An adult agency representative can attend IEP / Transition meetings for students who are 16 years of age, or in the 11th grade, and thereafter, if considered necessary by the IEP Team. An agency representative may attend IEP / Transition meetings for student’s age 14 or younger, if considered necessary by the IEP Team. Some students will move from school to adult life requiring little or no more involvement with adult agencies than their non-disabled peers. Examples of such agencies or services are community colleges, vocational technological schools, other post-secondary educational institutions and the military. Other students may require time-limited adult services, such as the Rehabilitation Services Administration (RSA). There are also students who will need ongoing support from adult agencies such as the Mental Retardation and Developmental Disabilities Administration (MRDDA). The IEP Team will determine which services may be appropriate for such students. Adult agencies may include, but are not limited to, the following: * Rehabilitation Service Administration Mental Retardation and Developmental Disabilities Administration * Commission on Mental Health Services * Others Private agencies representation may be invited by parent / guardian or student of appropriate: * College / Community College * Vocational Technical Schools * Adult Education Services/ Training * Armed Forces * Others Transportation for Special Education Transport ation is a related service for special education students when it is necessary in order for a student with a disability to participate in an appropriate educational program. The Multi-Disciplinary Team (MDT) makes individual decisions about transportation during the development of the Individualized Education Program (IEP) and placement. The MDT must consider the following: * Determine a need for specialized transportation and reflect the need in the student’s IEP * Review the student’s need for transportation at any IEP review * Qualifications for transportation include the following: * Limited sensory or physical endurance Significantly reduced intellectual development; and/or reduced problem solving skills Parents must do the following in order for transportation to be provided for their children: * Provide accurate address information to the Division of Special Education and ensure that it is updated if necessary during the school year * Call your child’s principal of any address changes during the school year. It can take 3 to 10 school days to make transportation changes during the school year * Have your child ready when the b us arrives in the morning * Meet the school bus in the afternoon. BIBLIOGRAPHY Bullis, M. , ; Cheney, D. (1999). Vocational and Transition Interventions for Adolescents and Young Adults with Emotional or Behavioral Disorders. Focus on Exceptional Children, 7, 1-24. Collet-Klingenberg, L. L. , (1998). The Reality of Best Practices in Transition: A Case Study. Exceptional Children, 1, 67-78. Janiga, S. , J. ; Costenbader, V. , (2002). The transition from High School to Postsecondary Education for students with Learning disabilities: A Survey of College Service Coordinators. Journal of Learning Disabilities, 5, 462-8, 479. How to cite Behavior Management of Exceptional Children, Papers