Essay on Gender Differences - 591 Words

Gender Differences When each of us was in our mothers womb and shortly after we were conceived we did not have anything or anyone influencing the way we acted. After birth within a couple of months, although we do not remember but we can observe, our fathers and mothers were bearing an influence on our lives. While we were growing up and still to this day our surroundings influenced the way we think and behaved in our daily lives. We know people who are different in many ways and people who are similar to us in many ways. These differences and similarities take on different characteristics some are more subtle and some are very out right noticeable. However, for each individual the differences and similarities from one person†¦show more content†¦An outrageous example being that the female is to stay at home with the kids and the male is to go off to work and support the family. Let me say this; I would love to stay home and have my wife go off to work, not that it is easy but I just don t like work. These traits that people portray have been a cause of culture bearing down on society for a long time influencing people to become masculine or feminine. Though this is a tough statement to defend because it has been happening for so long that it seems normal. It seems as though there is a direct relationship between the male being masculine and the female being feminine, but is there? After the reading and thinking in depth about this subject I now question the actual relationship of the masculine male and the feminine female. To put an answer to my stated question I would say that in todays society the two are directly related. Society has forced males to be the masculine guys that work on cars drink beers and watch football. And in just the opposite case the women have been molded to think that they are supposed to cook dinner and clean the house. More frequently however, I have seen somewhat of an evening out in the role of the standard male and female. As people become more educated and better understand that females and males are just biologically different in some ways people seem to be realizing that they do not have to play a masculine or feminine role in life.Show MoreRelatedGender Differences in Depression3018 Words   |  13 PagesDIRECTIONS IN PSYCHOLOGICAL SCIENCE 173 Gender Differences in Depression Susan Nolen-Hoeksema1 Department of Psychology, University of Michigan, Ann Arbor, Michigan Abstract From early adolescence through adulthood, women are twice as likely as men to experience depression. Many different explanations for this gender difference in depression have been offered, but none seems to fully explain it. Recent research has focused on gender differences in stress responses, and in exposure to certainRead MoreGender Differences1265 Words   |  6 PagesGender differences In todays society, people are becoming more aware of the problem of stereotypes. Although we are meant to live in a fluid society, the portrayal of rigid stereotypes by the media does not help to reduce this problem. Many issues involving sexual status and gender stereotypes have been disputed, including the ethical reasoning behind why stereotypes should be dismissed and avoided in advertising. Male and female stereotypes have always been present in our daily lives, but theyRead MoreGender Differences2073 Words   |  9 PagesGender and sexuality Males and females are classed differently from the moment they are pronounced boy or girl. Gender determines the differences in power and control in which men and women have over the socioeconomic determinants of their health, lives and status in their community. Our society moulds how men and women should and should not behave and can be observed in all parts of our society. As a result of these Gender stereotypes men and women have issues which affect their health which areRead MoreGender Differences And Gender Inequality1717 Words   |  7 Pages Gender differences and gender inequality are sometimes used interchangeably but do not refer to the same thing. The two concepts are common in gender literature; however, they are not uniform across different cultures based on the degree of conservative attitudes present. The significant differences between sexes and used as arguments against equal rights primarily against women’s rights. Hence, the gender issue has contin ually been created in light of the standard views or conceptions ofRead MoreDifferences Between Gender And Gender845 Words   |  4 Pagesexuality and Gender Generally, we think there are two sexes and two genders: male and female. Many sociologists have based their theories of sex and gender on this binary system. From birth we are taught to act either like a lady or like a man, there is no in between. We believe gender is shaped by biology, that it is a doing, and it originates from our cultures yet, gender nonconforming people may challenge these theories. First, although we believe there are only two sexes, there are actuallyRead MoreGender Differences And Gender Equality1171 Words   |  5 Pages Throughout history, gender differences and gender equality have been issues that have faced many social, and unjustifiable conflicts. Women most importantly pay the consequences for wanting equality and justice. Since the beginning of time, women were perceived to be the submissive role in a household, and in the workplace. Fighting for their equal rights women and men are unified to get the same results, to be treated the way they deserve, and to be able to think freely about what they standRead MoreImpact of Gender Difference on Teamwork5205 Words   |  21 Pagesâ€Å"PSYCHOLOGY† IMPACT OF GENDER DIFFERENCE ON TEAMWORK PREPARED BY Sheikh M. Sikandar Impact of gender differences on TABLE OF CONTENTS INTRODUCTION Background of the study Related research Summary 2 Impact of gender differences on LITERATURE REVIEW RESEARCH METHODS Conceptual framework RESULT CONCLUSION DISCUSSION Recommendation Limitation of the study REFERENCES INTRODUCTION Boys or girls- Who are better or smarter? This is a well known worldwide phenomena and controversyRead MoreEarning Differences by Gender1121 Words   |  5 PagesDespite women outnumbering men in U.S. colleges and the implementation of legislation like the 1963 Equal Pay Act the pay differences persist. 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Why Should We Protect Sharks

Sharks have a fierce reputation. Movies such as Jaws and sensationalized shark attacks in the news and on TV shows have led the public to believe that sharks need to be feared, or even destroyed. Of the 400 or so species of sharks, however, few seek human prey. In reality, sharks have much greater reason to be afraid of us than we do of them. Both sharks and humans would be better off if rather than blindly fearing them, we tried to understand them instead. Understanding the Sharks Role in the Ecosystem Its true that sharks are ruthless predators, which leaves some people wondering if it really matters that millions of these marine killers are themselves killed each year. The short answer is yes. Sharks are important for a variety of reasons, many of which have to do with policing the ecosystems in which they live. A number of shark species are apex predators, which means theyre at the top of the food chain and have no natural predators of their own. The role of apex predators is to keep other species in check. Without them, the negative impact on an ecosystem could be severe for several reasons. Removal of an apex predator can lead to increased populations of smaller predators, which in turn, may cause a decline in prey populations overall. Likewise, while it was once thought that culling shark populations might result in an increase in commercially valuable fish species, this has not proven to be the case. In fact, sharks actually help maintain robust fish stocks by feeding on weak, unhealthy fish, which decreases the chances for disease to spread through fish populations. Threats to Sharks Their natural biology—It takes sharks a long time to reach sexual maturity and reproduce, and the typical female shark produces few offspring per mating cycle. As a result, once a population is threatened, it can take a long time to recover.Shark Finning—While the shark meat isnt always considered valuable, many species are prized for their fins, which are used to make shark fin soup and traditional medicines. Finning is a cruel practice in which a sharks fins are lopped off and the live shark is then tossed back into the sea to die. The fins dont have much flavor, but they have a prized texture or mouth-feel. Bowls of shark fin soup can cost more than $100. Many governments have developed laws that require sharks to be landed with their fins intact but the practice continues.Bycatch—Sharks are often unintentionally caught in the nets of commercial fishermen along with the fish they did mean to catch. Sharks require forward momentum to breathe. When trapped in a net, they often die.Recreational  Fishing—Some species of sharks are targeted by recreational and/or commercial fishing, which can result in overfishing. Many fishing tournaments and marinas are now encouraging catch-and-release practices.Commercial Fishing—Many shark species have been harvested commercially for  their meat, liver, and cartilage, as well as their fins.Coastal Development—Many coastal areas are crucial to sharks for birthing young and as habitat for immature sharks and their prey. The more humans encroach on coastal lands, the less healthy habitat is available for sharks and other marine species.Pollutants—When sharks eat tainted fish, they store pollutants such as mercury in their tissues through a process called bioaccumulation. The more the shark feeds, the higher the cumulative level of toxins becomes.Shark Nets—According to the International Shark Attack File (ISAF), in 2018 there were 66 confirmed unprovoked shark attacks worldwide, with five reported fatalities. (This figure was lower than the 2013 to 2017 average of 84 human/shark interactions per year.) In an effort to keep humans and sharks separate, shark nets have been installed at some swimming beaches as a safety measure. When sharks get caught in these nets, unless quickly released, they suffocate and die. How You Can Help Save Sharks Want to help protect sharks? Here are some ways to help: Sharks are threatened in large part because people believe they are voracious, indiscriminate predators. This is not the case.  Learn about sharks and educate your friends and family.Support laws protecting sharks and banning shark finning  around the world.Support shark research and conservation organizations by donating time or money. The more we learn about sharks, the more we learn about their importance.Scuba dive with sharks responsibly and support reputable dive operators.Do not consume or purchase shark products such as shark fin soup, shark leather, or jewelry.

Social Media Should Be Used Responsibly - 1861 Words

As technology advances, the amount of people online is also growing. Among these people, a great amount of them are teens. These teens are accessing the Internet through various digital devices and communicating with one another through methods such as texting and emailing. Today, teens and young adults are the ones who make up one of the largest groups on social media outlets. According to the Pew Report, â€Å"Teens, Social Media, and Privacy,† 95% of teens are on the Internet and 81% of them use social media sites. In the opinion piece â€Å"Social Media Should Be Used Responsibly† by Katie Atkinson, social media outlets â€Å"were created for harmless networking and fun, but have instead turned into some of the greatest tools to harm others with† and thus, cyber bullying came into existence. Cyber bullying is â€Å"a modern form of bullying performed using electronic forms of contact† (Fabio Sticca Sonja Perren). 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Problem Solving of Behavioral Change of A Student

Question: Discuss about theProblem Solving of Behavioral Change of A Student. Answer: Behavior Change A Description of Scenario 3 Regarding the Themes. Intelligence demonstrated by the excellent results displayed by Brook in both class 7 and 8. He also exhibits good cognitive development through his ability to solve problems and decision making in any person (Rogoff, 1990). The theme of good memory is evident in the excellent results that he portrays all through class 7 and 8. Questions in class seven and eight most often do test the memory and in some instances intelligence (Alloway, 2010). The fact that he was a helpful student in class 7 shows that initially displays a theme of social and well-being. For him to be helpful, he must have interacted with those he was helping hence the aspect of socialization. And the fact that he was helpful to show that he cared about other peoples welfare regarding dignity, emotional, mental and physicals aspects. In class 8 we are told that Brook has become rude. There is an aspect of negative moral development. Initially, Brook did uphold the moral values and would care about other peoples feeling and would rather help maintain a healthy atmosphere. But the fact that in class eight he has been rude violates the moral values he had. Rudeness is not whatsoever associate with a good atmosphere. In fact, it presents a situation that mental and emotional distress to those that he addresses rudely. The rebellious act he presents in class eight shows a theme of negative influence from family, peer, media, and schooling. Media may have contributed to this behavior through misleading shows and programs (Slater, 1999). Parents may have come in very handy in case they dont agree on anything (Kazdin, Esveldt-Dawson, French, Unis, 1987). Where the family, in fact, dont make a joint decision through consultations. And the other party feels that his or her role and presence in the house is being ignored and to remind the husband or the wife of his or her presence and the need for a joint decision-making they rebel on every decision the other half does make. He would want to remove this steaming pressure inside him, and one of the available ways is through being rebellious to her teachers and fellow students (Abbey, Abramis, Caplan, 1985). His unruly behavior may have also been causing by his peers. Class eight is an adolescent age and is said to be so sensitive as they always want rec ognition', or they want a position' in the society (Spear, 2000). By observing his peers behavior and through some misleading advice,' he would change and become rebellious. Schooling forms a significant part in this as it is in schools that he finds his age group who influenced him to be rebellious. A situation of finding a positon and recognition in the school that he attends acts as a driving force to this (Brown, Clasen, Eicher, 1986). My Response as a Teacher that is Informed by the Themes. My informed response will heavily rely on five areas; creation of Brook's confidence me, seeking information, problem-solving, encouragement and evaluating the results. Problem-solving entails all the processes of finding the core reasons of a problem and working towards reaching a solution (Bandura, 1977). Creation of Brooks confidence in me As a concerned teacher, my first step in problem solving will be to sit down with Brook and engage him in a conversation. I will start the rapport by informing him how an excellent student he is in academics. This in itself will act as a pace starter for the conversation to make him feel at home with me. Given his good grades and report, I will encourage him to continue with that very spirit of academic excellence. By so doing he will feel delighted and more willing to open up to me compare (Barlow, Hersen, Barlow, Nock, Hersen, 2009). Seeking of Information The next step will be the introduction of the concerns that I have seen. I will inform him of the changes that I have seen in him. Remind him of how he displayed the value of Social and emotional well-being by helping others when he was in class seven. Then next I would inform him of his behavioral drift, from good to bad in that he recently has become rude and rebellious (Meichenbaum, 1977). Actual Problem-Solving In this stage I would incorporate five-stage model that would efficiently solve Brooks problem and would probably change his recent behavior for a better one; Understand the Problem Here I would let the student tell me what he thinks has been the cause of this change of behavior. I would do this by encouraging the student to describe the nature of the problems in his words. I will make the student understand the nature of the problems he has recently shown and how they may change him forever and even alter their goals (D'Zurilla, Goldfried, 1971). Describe any Barriers In this section, I will introduce a few examples of barriers that his new behavior can create for him, for example, a bad recommendation letter from the principle, poor relationship with colleagues and managers in areas of work, loss of the job as a result of excessive rebellions and others. I will encourage the Brook to verbalize these impediments as it is a major step if a change in behavior is ever going to be realized (Getzels, Jackson, 1962). Identification of Various Solutions After Brook has fully internalized the nature and parameters of being rude and rebellious, I will let him suggest a solution, or I could even present a couple of relevant to the problem and let him choose what he feels comfortable and efficient to him. By availing the different problem-solving technique am letting Brook know that his rudeness and rebellious behavior can be solved through various methods and that no single strategy will fully work in addressing these two. Try out a Solution When working out through an approach or combine strategy, I would encourage Brook to keep an accurate and up to date record of his decisions, thoughts, and procedure as it is an important part of problem-solving. I would also encourage him to work through a selected strategy until it is clear that they are working and that he has changed. It may need to be modified in case it yields an unexpected result. I would also encourage him to monitor the steps he undertakes as part of the solution. I would do this by telling him not to rush through the selected strategies to achieve the best behavior in him but move carefully and frequently monitor their progress. I would also encourage him to put a problem aside in case it is too difficult to handle and process and then came to it later. Like in the event in the event of rudeness is giving him to much trouble and has an effect on resolving both problems he should first deal with rebelliousness and when he is clean of it then focus on rudenes s. Evaluation of the Results Here I will encourage Brook and also take part in an assessment of his behavioral results. This will be through the multiple opportunities to assess his behavioral change as a situation to be rude or rebellious present itself. This process involves risk taking, independence, and self-assurance. This last stage will give Brook a clear image whether he is making progress of not (Hayes, Strosahl, Wilson, 1999). References Abbey, A., Abramis, D. J., Caplan, R. D. (1985). Effects of different sources of social support and social conflict on emotional well-being. Basic and Applied Social Psychology, 6(2), 111-129. Alloway, T. P. (2010). Improving working memory: Supporting students' learning. Sage. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191. Barlow, D. H. N., Hersen, M., Barlow, M. D., Nock, M., Hersen, M. (2009). Single case experimental designs: Strategies for studying behavior for change (No. Sirsi) i9780205474554). Brown, B. B., Clasen, D. R., Eicher, S. A. (1986). Perceptions of peer pressure, peer conformity dispositions, and self-reported behavior among adolescents. Developmental Psychology, 22(4), 521. D'Zurilla, T. J., Goldfried, M. R. (1971). Problem-solving and behavior modification. Journal of abnormal psychology, 78(1), 107. Getzels, J. W., Jackson, P. W. (1962). Creativity and intelligence: Explorations with gifted students. Hayes, S. C., Strosahl, K. D., Wilson, K. G. (1999). Acceptance and commitment therapy: An experiential approach to behavior change. Guilford Press. Kazdin, A. E., Esveldt-Dawson, K., French, N. H., Unis, A. S. (1987). Effects of Parent Management Training and Problem solving Skills Training Combined in the Treatment of Antisocial Child Behavior. Journal of the American Academy of Child Adolescent Psychiatry, 26(3), 416-424. Meichenbaum, D. (1977). Cognitive behavior modification. Cognitive Behaviour Therapy, 6(4), 185-192. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press. Slater, M. D. (1999). Integrating application of media effects, persuasion, and behavior change theories to communication campaigns: A stages-of-change framework. Health Communication, 11(4), 335-354. Spear, L. P. (2000). The adolescent brain and age-related behavioral manifestations. Neuroscience Biobehavioral Reviews, 24(4), 417-463.