Essay about Gender Roles and Stereotypes - 1763 Words

Girls are supposed to play with dolls, wear pink, and grow up to become princesses. Boys are suppose to play with cars, wear blue, and become firefighters and policemen. These are just some of the common gender stereotypes that children grow up to hear. Interactions with toys are one of the entryway to different aspects of cognitive development and socialism in early childhood. As children move through development they begin to develop different gender roles and gender stereotypes that are influenced by their peers and caregivers. (Chick, Heilman-Houser, Hunter, 2002; Freeman, 2007; Leaper, 2000) Play is frequently used to asses cognitive and social development because it is cost-effective, can lead to direct interventions, and can be†¦show more content†¦Practitioners might then assign higher levels of play complexity to children based on the familiarity and greater exposure that they have had to a toy. For example girls would have higher play complexity because they alre ady tend to play with dolls which naturally elicit higher play complexity. (Cherney et al., 2003) Children tend to make gender-typed selections by the age of 18-20 months. (Cherney et al., 2003; Zosuls, Tamis-LeMonda, Shrout, Bornestein, Greulich, 2009) Gender labeling is the child’s advance to a conscious awareness to separate by gender categories, and the ability to use gender category information deliberately. (Fagot, Leinbach, O’Boyle, 1992) Girls began gender labeling significantly earlier than boys. (Zosuls et al., 2009) By the age of two or three children will begin displaying gender stereotypes in the selection of toys (gender-typing) and in their display of gender roles. (Cherney et al., 2003; Chick et al., 2002; Eichstedt, Serbin, Poulin-Dubois Sen, 2002) The increase in gender labeling through age predicted increase in gender-typed play suggesting that knowledge of gender categories might influence gender typing behavior before the age of two. (Miller, Lu ryer, Zosuls, Ruble, 2009; Zosuls et al., 2009) Boys tend to show more stereotyped reasoning in play in that they are more likely to categorize ambiguous toys as masculine, and play longer with toys that they consider to be masculine. Girls differ in that they useShow MoreRelatedGender Roles : Stereotypes And Stereotypes1873 Words   |  8 PagesI will investigate gender roles alongside misogyny and sexism examining how ideologies have changed overtime focusing on negative and positive representations of women compared to men through crime dramas. Since the feminist movement in the 70’s various crime dramas have increasing numbers of smart, strong leading female protagonists which is now seen as acceptable, advancing contemporary portrayals of women in television by not conforming to stereotypes eradicating them, helping to battle outdatedRead MoreGender Stereotypes And Gender Roles Essay1415 Words   |  6 PagesRoles are often assigned to boys and girls in accordance with the sex assigned at birth. We refer to these as gender roles. Gender roles begin to be imposed as early as birth. The nursery in the hospital assigns either a blue name plate for a boy or a pink name plate for a girl. These roles are continuously reinforced by family. Children learn at an early age that boys and girls are different. Children observe gender roles and in many cases these roles are eventually accepted as an unquestionableRead MoreGender Roles And Gender Stereotypes Essay1449 Words   |  6 PagesProspectus: Gender roles and gend er stereotypes in advertising My position: I believe advertisements that reinforce female gender roles and stereotypes are damaging to society. 2. Non-favorable Incidents: The examination of the â€Å"Victoria’s Secret† ad for a line of undergarments labeled â€Å"The Showstopper.† The headline is â€Å"Show nothing but your shape,† and the image is a thin woman with big breasts staring seductively. The image clearly sets a tone that this is what is a stand of ideal beauty. AndRead MoreGender Stereotypes And Gender Roles1241 Words   |  5 PagesWe will never be able to control how gender stereotypes are formed. Gender roles were naturally created as a result of human evolution and the different modes of living that were adopted by humans. Humans, however remain the driving force behind reinforcing gender roles and stereotypes with different mediums. Such as television, art, and writing. In order to understand how gender is portrayed in contemporary American comedy this paper will analyze the characters from the television show, It’s AlwaysRead MoreGender Roles And Stereotypes1719 Words   |  7 PagesWhether it is consciously or unconsciously, we humans tend to characterize people by their gender. â€Å"Often, gender expectations or stereotypes shape our thoughts and interactions with others in subtle yet perceptible ways† (Block 1). When children enter the school environment, they will likely experience a number of issues relating to gender. They will continue to encounter gender issues throughout their lifetime, so it is important that we teach them to address these issues appropriately. TeachersRead MoreGender Stereotypes And Gender Roles954 Words   |  4 Pages Gender can be a hot topic within cultures; a male or female does not want to be told that they can or cannot do something based on their gender. Every culture views gender roles differently, and some cultures are more serious about gender than others. Many times, male and female actions are determined by what a person has been taught is right; furthermore, gender roles are a set of societal norms that are the behaviors that a sex is generally known to do and what is considered accepted of a personRead MoreGender Stereotypes And Gender Roles1261 Words   |  6 Pagesbeen expected to act a certain way depending on their sex. These societal expectations are called gender roles. (Rathus, 2010, p.447). These roles begin to develop even before a child is even out of the womb. A mother may decorate their nursery pink if they are having a daughter because â€Å"girls like pink,† and â€Å"boys like blue.† Gender roles should not be confused with gender stereotypes. A gender stereotype is a narrow way of thinking about how men and woman are obligated to behave. For example, men haveRead MoreGender Roles And Gender Stereotypes1102 Words   |  5 PagesDefined Gender Roles Creating a Lack of Reality in Children’s Literature Distinction is a concept that is learned at a very young age. It is used as a tool to distinguish between race, religion, language, age and especially gender. Where certain topics regarding race and religion may be considered more taboo, the definition of gender is always open for discussion but it is not always depicted in all forms of the word. Children can feel isolated if they cannot relate to individuals they look up toRead MoreGender Stereotypes And Gender Roles1246 Words   |  5 PagesGender roles are defined as the â€Å"widely accepted societal expectations about how males and females should behave† (Rathus, 2010). From gender roles, we, the people of society, are able to determine whether someone identifies as a male or a female. Both biological and social factors tend to determine what gender roles a person takes on. However, there are also gender stereotypes, which are â€Å"the fixed and oversimplified beliefs about the ways in which men and women ought to beha ve† (Rathus, 2010).Read MoreGender Stereotypes And Gender Roles980 Words   |  4 Pageswhat it means to be a boy or a girl in our society. As children grow and develop, the gender stereotypes they are exposed to at home are reinforced by many elements in their environment and are thus perpetuated throughout childhood followed by adolescence. One major societal issue uprising with the way children are raised in today’s society is the gender specific dressing for boys and girls. The history with gender specific dressing is a one sided masculine enforced point of view for centuries. As

Personal Interest in the Criminal Justice System Essay

We are all faced with articles and news reports detailing crime occurring all over the world, crime that affects all types of communities, crime relating to religious, gender and age differences to name but a few. I have always paid close attention to the punishments handed out to criminals, in which I always seem to find myself debating on whether these punishments have been fair or are un just. I am particularly interested in the Criminal Justice System, and the different agencies involved such as the Youth Justice Board and the Police Service. I am extremely keen to learn more about their aims and how they operate, and work together, as well as the history behind them. I aspire to become Social Worker, working primarily with†¦show more content†¦I studied AVCE Health and Social Care and found that the modules and research I undertook throughout this course was a great foundation into further study. During my first year of this course I was given the opportunity to conduct a research method relating to the ‘Dietetics’ module I was studying. I studied two participants with different dietary requirements, one participant was vegetarian and the second was diabetic. I investigated using both primary and secondary methods what they would eat on a daily basis, then created a weekly eating plan for them both based on the research I gathered. I went onto to an alyse and compare the two, finally concluding the research. I really enjoyed this as it was an invaluable experience being able to work on such an independent basis and get involved in practical study, using a range of different methods and resources. One of the things I enjoyed most during my academic studies was participating in the debates and discussions surrounding the courses, everyone was exposed to varied opinions and observations and different views were challenged which I loved to be part of. I really enjoy topical discussions as I can consider different views and opinions I may not have previously considered. I love visitingShow MoreRelatedRole of the Public Prosecutor1277 Words   |  6 PagesRole of the Public Prosecutor in the Criminal Justice System In independent India, it goes without saying that the criminal justice system (hereafter CJS) must function within the framework of the principles enunciated by the Constitution. Broadly speaking, these are as follows : The guarantee of equality before the law Equal protection of the laws Prohibition of discrimination imposed upon the State Deprivation of life / personal liberty only in accordance with procedure establishedRead MoreComputer Technology And The Field Of Criminal Justice Professionals Essay1747 Words   |  7 Pagesfield of Criminal Justice is no exception. The usage of computer technology and other devices is pivotal and can assist Criminal Justice professionals with the tasks they face on a daily basis. 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Writing A Report- The Title Clinical Teaching And Building Team Work

Question: Writing a Report about the Assessment 2, title Clinical teaching about Building Team work. Answer: Overview The clinical teaching report shall help in incorporating relevant teaching and learning approaches. The aim of this report is to reflect upon the feedback provided to the participants. Following a thorough process of communication, feedback was also received from the session participants. The clinical plan was delivered four months back with the purpose of gathering knowledge and skills of registered nurses. The purpose of clinical teaching plan is to develop the sense of belongingness in the beginners as a nurse. The plan also helped the nurses to provide systemic and individualized care in patients with a holistic approach. The target audience for the above purpose are clinical educators and practitioners. The learning outcome of the clinical plan is to have a conceptual understanding on belongingness and the ways to develop the feeling of care towards patients (O'Connor, 2014). Feedback The objective of clinical teaching was to help the patients recover from mental problems. The teaching objective was also to help the nurses apply nursing interventions. The participants stated that the mentors were highly experienced and qualified that gave the training an excellent blend. There were several learning opportunities discovered by the participants. The mentors gave the freedom to learn, question and critically analyse situations. However, the participants stated that there were assumptions made that they were familiar with concepts, terms, procedures and geography of everything (Hooper et al., 2016). The patients at HDU Mental health Centre acknowledged the teamwork among the staffs. The recovery also improved at the medical centre as they nurses offered emotional support, respect and empathy. The patients were allowed to participate in decisions and preferences were respected. The team worked on different cases at the medical centre and arrived at decisions regarding therapies and treatment jointly. However, some negligence was reported by the patients regarding communication. There was delay in the communication process as the nurses were trying to hand over their work to other nurses. There was delay in medications for the same reason (Velo Smedley, 2014). Evaluation I used the Kirkpatrick's Four-Level Training Evaluation Model to analyze the training effectiveness. The four levels namely, reaction, learning, behaviour, and results. Firstly, the reaction was measured to analyze how well the training was received by audience. The second level measures the knowledge resulting from the training. The behaviour of the participants was also measured based on the training received. The participants behaviour was measured to assess if the participants learned everything right. The final results of the training were measured if the team work was enhanced (Tan Newman, 2013). The questionnaire was also prepared to evaluate the training session. It was economical and well administered that could cover the large group of nursing participants. General comments and trainers knowledge and skills were assessed using the questionnaire. Observation was made if the technical proficient skills in the student nurses increased. The participants were further asked if t hey developed a sense of belongingness. The patients were also asked if they were treated with care. The difference in opinion before and after the training was measured (Koharchik et al., 2015). Follow Up Clinical supervision is an essential practice that helps the profession. The supervision shall help in quality improvement and assurance. In the supportive role, the supervisors shall help in building morale, assessing strengths, weaknesses and preventing burnout. The follow-up supportive function is critical as it shall enhance the quality of care provided to the patients. The primary goal of clinical supervision is to protect the welfare of the patient. Supervision also helped in building a good relationship between clients (White, Ewan, Ewan, 2012). It also helped in changing the beliefs about the way people change in clinical supervision. The important factors were considered to be applied in counselling. The discussions also helped in achieving a level of comfort to talk about sensitive issues. The workshops and educational classes helped the nursing students in conducting themselves in a manner for philosophy, recovery and patient satisfaction. The counsellors progress was che cked with the clinical goals as set forth in the individual development plan (Plakht et al., 2013). Barriers or Challenges The clinical teaching plan involved certain barriers. The learning needs were not very clear as the objectives were not sufficiently stated and integrated. Here was little coordination as the clinical faculty assumed that the concepts shall be covered by other faculty. This left the participants or students to determine themselves of the various subjects to patient care. Few students attitude were the greatest barrier to learning as they had expectation of spoon feeding. Some mentors also overestimated their teaching strengths as they did not recognize teaching as a discipline (Reilly Oermann, 2013). The physical settings for audio-video were not up to the mark. The busy, complex setting of a teaching hospital is not an ideal environment in which to teach all the competencies future physicians need to master. The patient participation and student differences also act as hindrance in the learning environment. Not all students learn at the same rate, and the explanation of concepts wa s quick at times. A few students did not get sufficient time to get acquainted with the concepts (Oermann, 2016). Lessons Learned There are several ingredients that would help in making the learning environment thriving. There is scope for building better relationships with students at the first day. There should be rounds arranged for icebreaking to establish better relations. The faculty and staff must reach out to every participant in the training session. For better understanding, the mentors must use humour and other strategies to relate to the students. The strategy can also be used to present the information regarding rules and regulations (O'Mara et al., 2014). There should be no assumptions made that the students might be familiar with certain concepts and terms. The mentors must always start from the scratch. It may be time consuming but it shall pay off in the long run. The students must be allowed to make decisions so that they are confident. Technology must be used in a better way and efforts shall be made to make the classroom digital. It is a great way to engage the students and helps the student s in understanding and learning better (Papathanasiou, Tsaras, Sarafis, 2014). Philosophy of Clinical Teaching In my opinion, teaching shall be successful by measuring the effectiveness of student success, not only in the related professional field but also for the future professional careers. I recognize the impact of my attitude, behaviour and instructions not only shaping the perception of nursing, but also the future practice. As described in the adult learning theory, unique life experiences must frame from learning experiences. There is a need to bridge the gap between classroom knowledge and clinical practice. The learning environment must also provide the students with an environment to achieve the learning goals with minimum distraction. Nursing must be put forward as a theory of contribution to humanity. I value fairness, compassion, respect, trust, mutual learning and contribution. It is my goal that by sharing my talents and experiences, that I might help to better the greater whole, demonstrated through my interactions with patients, students and colleagues, in hospitals, at inst itutes of learning, and in our world community (Billings Halstead, 2012). References Billings, D. Halstead, J. (2012).Teaching in nursing. St. Louis, Mo.: Saunders Elsevier. Hooper, J., Benton, K., Mancini, M., Yoder-Wise, P. (2016). Optimal Clinical Instruction in Nursing Education Programs: Recommendations From the Field.Journal Of Nursing Regulation,7(2), 53-59. https://dx.doi.org/10.1016/s2155-8256(16)31078-x Koharchik, L., Weideman, Y., Walters, C., Hardy, E. (2015). Evaluating Nursing Students Clinical Performance.AJN, American Journal Of Nursing,115(10), 64-67. https://dx.doi.org/10.1097/01.naj.0000471947.66986.4a O'Connor, A. (2014).Clinical instruction and evaluation. Sudbury, Mass.: Jones and Bartlett Publishers. Oermann, M. H. (2016). Reflections on Clinical Teaching in Nursing.Nurse Educator,41(4), 165. O'Mara, L., McDonald, J., Gillespie, M., Brown, H., Miles, L. (2014). Challenging clinical learning environments: Experiences ofundergraduate nursing students.Nurse Education In Practice,14(2), 208-213. https://dx.doi.org/10.1016/j.nepr.2013.08.012 Papathanasiou, I., Tsaras, K., Sarafis, P. (2014). Views and perceptions of nursing students on their clinical learning environment: Teaching and learning.Nurse Education Today,34(1), 57-60. https://dx.doi.org/10.1016/j.nedt.2013.02.007 Plakht, Y., Shiyovich, A., Nusbaum, L., Raizer, H. (2013). The association of positive and negative feedback with clinical performance, self-evaluation and practice contribution of nursing students.Nurse Education Today,33(10), 1264-1268. https://dx.doi.org/10.1016/j.nedt.2012.07.017 Reilly, D. Oermann, M. (2013).Clinical teaching in nursing education. New York: National League for Nursing. Tan, K., Newman, E. (2013). The evaluation of sales force training in retail organizations: a test of Kirkpatrick's four-level model. International Journal of Management, 30(2), 692. Velo, K., Smedley, A. (2014). Using reflection to enhance the teaching and learning of midwifery students.British Journal of Midwifery,22(2). Weller, J. M., Nestel, D., Marshall, S. D., Brooks, P. M., Conn, J. J. (2012). Simulation in clinical teaching and learning.Med J Aust,196(9), 594. White, R., Ewan, C., Ewan, C. (2012).Clinical teaching in nursing. London: Chapman Hall.

To Build A Fire Essays - To Build A Fire, Jack London, Fiction

To Build A Fire The significance of the words dying and death in Jack London's 1910 novel, To Build a Fire continuously expresses the man's dwindling warmth and bad luck in his journey along the Yukon trail to meet the boys at the camp. London associate dying with the man's diminishing ability to stay warm in the frigid Alaskan climate. The main character predicament slowly gets worse one level at a time finally resulting in death. The narrator informs the reader the man lacks personal experience traveling in the Yukon terrain. The old-timer warned the man about the harsh realities of the Klondike. The confident main character thinks of the old-timer at Sulphur Creek as womanish. Along the trail, the man falls into a hidden spring and attempts to build a fire to dry his socks and keep warm. With his wet feet quickly growing numb, he realizes he has only one chance to successfully build a fire or face the harsh realities of the Yukon at one-hundred nine degrees below freezing. Falling snow from a tree blots out the fire and the character realizes he had just heard his own sentence of death. Jack London introduces death to the reader in this scene. The man realizes a second fire must be built without fail. The man's mind begins to run wild with thoughts of insecurity and death when the second fire fails. He recollects the story of a man who kills a steer to stay warm and envisions himself killing his dog and craw ling into the carcass to warm up so he can build a fire to save himself. As the man slowly freezes, he realizes he is in serious trouble and can no longer make excuses for himself. Acknowledging he would never get to the camp and would soon be stiff and dead, he tries to clear this morbid thought from his mind by running down the trail in a last ditch effort to pump blood through his extremities. The climax of the story describes the man picturing his body completely frozen on the trail. He falls into the snow thinking, he is bound to freeze anyway and freezing was not as bad as people thought. There were a lot worse ways to die. The man drowsed off into the most comfortable and satisfying sleep he had ever known. The dog looked on creeping closer, filling his nostrils with the scent of death. London's portrayal of the man does not initially give the reader the theme of dying, but slowly develops the theme as the story develops. The story doesn't mention death until the last several pages. The main character changes from an enthusiastic pioneer to a sad a nd desperate man. The conclusion of the story portrays the man accepting his fate and understands the old-timer at Sulphur Creek had been right; no man must travel alone in the Klondike after fifty below. Typically, short stories written in the early 1900's often conclude the story with a death or tragedy. London's story is no exception. This story follows the pattern by illustrating events leading up to and including death. Book Reports