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Definition of the Disengagement Theory of Aging

Disengagement theory outlines a process of disengagement from social life that people experience as they age and become elderly. The theory states that, over time, elderly people withdraw, or disengage from, the social roles and relationships that were central to their life in adulthood. As a functionalist theory, this framework casts the process of disengagement as necessary and beneficial to society, as it allows the social system to remain stable and ordered. Overview of Disengagement in Sociology Disengagement theory was created by social scientists  Elaine Cumming and William Earle Henry, and presented in the book  Growing Old, published in 1961. It is notable for being the first social science theory of aging, and in part, because it was controversially received, sparked further development of social science research, and theories about the elderly, their social relationships, and their roles in society. This theory presents a social systemic discussion of the aging process and the evolution of the social lives of elderly  and was inspired by functionalist theory. In fact, famed sociologist Talcott Parsons, who is regarded as a leading functionalist, wrote the foreword to the Cummings and Henrys book. With the theory, Cummings and Henry situate aging within the social system and offer a set of steps that outline how the process of disengagement occurs as one ages  and why this is important and beneficial to the social system as a whole. They based their theory on  data from the Kansas City Study of Adult Life, a  longitudinal study that tracked several hundred adults from middle to old age,  conducted by researchers at the University of Chicago. Postulates of the Theory of Disengagement Based on this data Cummings and Henry created the following nine postulates that comprise the theory of disengagement. People lose social ties to those around them because they expect death, and their abilities to engage with others deteriorate over time.As a person begins to disengage, they are increasingly freed from social norms which guide interaction. Losing touch with norms reinforces and fuels the process of disengagement.The disengagement process for men and women differs due to their different social roles.The process of disengaging is spurred by an individuals desire to not have their reputation damaged by losing skills and abilities while they are still fully engaged in their social roles. Simultaneously younger adults are trained to develop the knowledge and skills necessary to take over the roles played by those who disengage.Complete disengagement happens when both the individual and society are ready for this to occur. A disjunction between the two will occur when one is ready but not the other.People who have disengaged adopt new social roles so as not to suffer a crisis of identity o r become demoralized.A person is ready to disengage when they are aware of the short time remaining in their life and they no longer wish to fulfill their current social roles; and society allows for disengagement in order to provide jobs for those coming of age, to satisfy the social needs of a nuclear family, and because people die.Once disengaged, remaining relationships shift, rewards of them may change, and hierarchies may also shift.Disengagement occurs across all cultures but is shaped by the culture in which it occurs. Based on these postulates, Cummings and Henry suggested that the elderly are happiest when they accept and willingly go along with the process of disengagement. Critiques of the Theory of Disengagement The theory of disengagement caused controversy as soon as it was published. Some critics pointed out that this was a flawed social science theory because Cummings and Henry assume that the process is natural, innate, and inevitable, as well as universal. Evoking a fundamental conflict within sociology between functionalist and other theoretical perspectives, some pointed out that the theory completely  ignores the role of class in shaping the experience of aging, while others critiqued the assumption that the elderly have seemingly no agency in this process, but rather are compliant tools of the social system. Further, based on subsequent research, others asserted that the  theory of disengagement fails to capture the complex and rich social lives of the elderly, and the many forms of engagement that follow retirement (see The Social Connectedness of Older Adults: A National Profile by Cornwall et al., published in  American Sociological Review  in 2008). Noted contemporary sociologist Arlie Hochschild also published critiques of this theory. From her view, the theory is flawed because it has  an escape clause, wherein those who do not disengage are considered troubled outliers. She also critiqued Cummings and Henry for failing to provide evidence that disengagement is willingly done. While Cummings stuck to her theoretical position, Henry subsequently disavowed it in later publications and aligned himself with alternative theories that followed, including  activity theory and continuity theory. Recommended Reading Growing Old, by Cumming and Henry, 1961.Lives Through the Years: Styles of Life and Successful Aging, by Wiliams and Wirths, 1965.Disengagement Theory: A Critical Evaluation, by George L. Maddox, Jr.,  The Gerontologist,  1964.Disengagement Theory: A Critique and Proposal, by Arlie Hochschild,  American Sociological Review  40, no. 5 (1975): 553–569.Disengagement Theory: A Logical, Empirical, and Phenomenological Critique, by Arlie Hochshchild, in  Time, Roles, and Self in Old Age, 1976.Revisiting the Kansas City study of adult life: roots of the disengagement model in social gerontology, by J. Hendricks,  Getontologist, 1994. ​​Updated  by Nicki Lisa Cole, Ph.D.

Boeing Operations Management - 6718 Words

BPTrends November 2005 How Boeing AT Manages Business Processes How Boeing AT Manages Business Processes Pamela Garretson and Paul Harmon Business Process Management is a hot topic in business circles today. Most companies report that they are investing in business process management. Some are focused on modeling their operations, while others focus on measuring process performance. Some are committed to Six Sigma improvement efforts, while others describe how Information Technology (IT) is being used to automate a key business process. Only a few companies, however, report that they actually use process measures in the day-to-day management of their organization. Everyone agrees that, ultimately, business process management†¦show more content†¦The PBM approach starts by defining the organization as a series of processes and by assigning process management oversight responsibilities to senior executive process owners who, in turn, drive PBM downward by assigning process responsibilities to subordinate process owners. Thus, a wide cross-section of the management structure within the C-17 Program, and now withi n Boeing AT, has process management responsibilities. In the mid-90’s, senior executives not only supported the organization’s transition to PBM but assumed leading roles, serving as training role models and participating in joint reviews of processes with the Government customer. Today, ongoing, active commitment of senior executives continues as part of day-to-day process management. Starting With a Vision and a Plan Integral to the C-17 Program’s successful deployment of not only the PBM approach but the overall implementation of the Malcolm Baldrige criteria was the implementation of a vision that focused on improving performance and quality as well as on customer satisfaction. As the PBM approach was developed and deployed, the Air Force customer participated jointly in the identification and management of key processes. The C-17 Program’s process focus began when there was considerable interest in process reengineering but less emphasis on process management. Although there were some trials and errors along the way, the C-17 Program eventually created the PBM methodology to guide its ongoingShow MoreRelatedWhat Factors Must a Firm Consider While Addressing the Make or Buy Decision?3664 Words   |  15 Pages3 (A) What factors must a firm consider while addressing the make or buy decision? 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Green Toy Soldiers free essay sample

Being an only child, my childhood mostly consisted of me being left to my imagination as both my parents worked and I had to fend off the forces of boredom alone. I had a vast collection of stuffed animals that would rival most zoos, an abundant amount of Pokemon cards and my most prized possessions; my green toy soldiers. As every normal boy has his hobby or niche, mine was the military. Instead of Saturday morning cartoons, I would educate myself on how the allies invaded Normandy. Instead of dressing as a ninja or Batman for Halloween, I would consistently dress as a soldier in full fatigues and a Kevlar helmet much too big for my head. Whenever I would win tickets at the local arcade, I would immediately spend all of them on the green toy soldiers. Throughout my childhood, I would hold battles between the valiant green army and the evil tan army of toy soldiers, always resulting in the green army prevailing. We will write a custom essay sample on Green Toy Soldiers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page These battles would take place in the thick jungles of my backyard, in the rocky sea of my bath tub or in my living room where I would build pillboxes and bunkers with tissue boxes and elaborate bases out of my unused books. As my childhood progressed, I began to meet some of my best friends through common interest in the military. It was close to ironic that I was so drawn to the military since nobody in my family has served or been significantly interested in it. In middle school I partook in a project where I had to research a college that I thought was interesting. Instead of finding a college, I discovered ROTC and like a normal child would be enamored by a bike or video game, so was I about ROTC. The thought of serving my country and getting a top education at the college of my choice completely sold me and so in the eighth grade, my dream to become an officer through ROTC began. In high school I attempted to prepare myself for the military in every activity that I did. In cross country, I imagined as I led the pack that in a few years I would do the same, but instead of leading other lanky high school runners, I would be leading future soldiers. In band I made it a point to make sure I was the most disciplined and dependable within the drum line and I was surprised at how much I looked like a soldier in the reflection of my drum with my buzz-cut and cadet style uniform. Finally in my youth ministry I truly learned what it meant to be a leader when I got the opportunity to lead retreats and God centered teens. Through all these activities I grew in maturity, character and most of all learned indispensable life lessons such as the value of being prompt and dependable. More and more, I saw that my dream was becoming reality. Then came the talk. Being an only child and the last of my family name, I perceived my parents to really resent the idea of me joining the military and from my perception, I believed they just expected me to outgrow what they considered a phase. I told my parents that I officially wanted to join the military, their reactions surprised me. They informed me that they could tell from the day that the idea of being an ROTC cadet popped into my head that I was going into the military and that I would most likely become an officer. Now that I’m filling out all the forms and applying for Army and Air Force scholarships I’m beginning to realize that I have almost completely grown into that Kevlar helmet that use to engulf my six year old head.