Month: February 2022
Resolving of over Eaters Issue
In the meeting that I went to It was a group that helps people who have eating disorder. I went to one “open” meeting. I was able to attend and observe how the 11 therapeutic characteristics can be evident and beneficial in the meetings. Just like any mental disorder, eating disorders involves recognizing how people shows a problem in eating too less or too much or other type of eating disorders that can be generally called as bulimia or anorexia. Moreover, eating disorder is not a problem mainly about weight or food but a problem that deals with stress- and emotionally-related issues. Just like any other mental disorder, this particular problem is not that easy to change but meetings such as this one have been recognized to be really helpful in supporting the people who are suffering from it.
My assumptions about the program prior to attending involves how they imagine the different types of people who would be present in the meetings. I believe that the majority of the participants of the meeting would be women who have carried some issues about their weight and eventually resulting to an eating disorder. Another of my assumptions was that the participants would be young adults who are experiencing too much stress in life. Moreover, that the meeting would be dramatic or how there would be a lot of crying or patience to give for every participant who is suffering from the said problem.
When the meeting took place, I saw that the majority of the participants were female young adults, approximately aged 18-35 years old. There were four men, aged approximately 25-35 years old, who were also part of the meeting. There were 18 participants in the meeting, the coordinator of the meeting was a mature-looking woman who looked very friendly and approachable. I believe the way the coordinator of the meeting presented herself has helped the majority of the participants to open up freely about their struggles. When it comes to analyzing the characteristics of leadership styles observed in the meeting, the coordinator was able to lead effectively with some of these leadership styles, which helped the participants to effectively do the same and effectively gain the help they needed.
One of the characteristics of leadership styles shown during the meetings was effective communication. Indeed, the coordinator or the leader of the meeting was an excellent communicator, which is considered to be an essential characteristic. When someone knows when to speak, ask questions and give praise is considered to be as significant as knowing when to listen to others, which has been a very effective tool that the leader has used during the meeting. It can be observed how the leader was able to clearly communicate the goal of the meeting and her pure desire to help one another to face their problems.
Another leadership style that has been relevant and evident during the meeting was honesty. The leader was able to effectively show this by being honest herself about how she also had an eating disorder in the past. The leader was able to inspire the participants because of her credibility and one that came from being truthful about herself. Moreover, she was able to highlight honesty in herself and what her team was able to follow effectively. Another characteristics of leadership styles that the leader was able to portray during the meeting was her positivity. With the way she remained positive but also empathetic with the participants, she was able to motivate the group to give their best in helping themselves while they were at it. In view of this, the participants indeed became successful in helping themselves to fight their eating disorders.
I was able to identify some of the 11 therapeutic characteristics that were evident in the meeting, which includes the instillation of hope, universality, altruism, group and cohesiveness. The instillation of hope and universality are the most evident therapeutic characteristics that can was observed during the meeting knowing that the group who were part of the meetings were people who were suffering from eating disorders. Considering that they are facing the same issue, it is easy to recognize how they are inspired to help themselves and not just isolate themselves. With the help of this type of meeting, even by just being present at one of these, can already instill hope to anyone especially when the coordinator or the leader who leads the meetings is effective and capable of creating an atmosphere that helps everyone to be participative in every activity needed for them to really reach their goal of helping themselves fight or win the problem that they are facing.
Altruism was another therapeutic characteristic that has been observed during and after the meeting. Altruism involves helping others when they are in trouble, which was evident in the meeting that I joined as to how the leader herself and some of the participants were aggressive enough to offer a specific help to some participants, such as how they would give their time in a week just to meet with one of them to have someone who would help them with their issue. Group cohesiveness was another therapeutic characteristic observed as to how majority of the participants discussed how they were able to feel that they belong when they became a part of this group, and which helped them survive with the problem that they were facing.
Overall, the meeting that I attended revealed how the therapeutic characteristics, with the help of the effective contribution and performance of the leader or coordinator, were very effective in helping the participants with eating disorders. After the meeting, the participants, as well as the leader, were really intimate when it comes to helping one another with their issue such as how there are some who even prayed for their friends or new-found accountability partners in helping themselves with their problem. The overall experience was able to help me realize the importance of one another especially the role of having the capability of being a good communicator and becoming a supportive individual.
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Resolving of Over Eaters Issue. (2022, Feb 03).
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https://studydriver.com/2022/02/page/6/
Gender Inequality in Film Industry
It is no secret that the film industry is made-dominated. According to Lauzen (2018), staff involved in the film production process from conceptualisation to release and distribution consisted of only 20% females in the year 2018 (pg. 1). To see a successful woman in the film industry is a rarity. Although initiatives have been created to help eradicate this immense inequality between females and males in the film industry, gender stereotypes and bias are still standing in the way of significant progress.
While roles in the production process such as producing, designing, and editing have seen an increase in the number of women, the reason for such progress is a sexist one. Women are given the task of slicing films together because it is comparable to sewing, a traditionally feminine activity. Similarly, the increase in the number of female producers can be attributed to producers being “facilitators who get stuff done rather than captains of the ship.” (Francke, 2016). Although there are a larger number of women in the aforementioned roles, the intention behind giving women those roles are insincere and based on unfair stereotypes. In addition, production crew members that deal with the most physical labour have remained mostly male dominated on the basis of yet another sexist stereotype that lugging around heavy camera and sound equipment is too physically taxing for women. The notion that women are not physically capable of handling heavy equipment is absurd considering women have been involved in military combat roles in the US since the ban was abolished in 2013, making up 15% of the nation’s mobilised troops (Gibbons-Neff, 2018). Women are also actively involved in physically taxing jobs such as firefighting and police work. Even so, due to the popular preconceived notion that women are physically incapable compared to men, traditionally masculine roles that require the individual to make big impactful decisions or perform some form of heavy lifting such as directing, cinematography, and music composition stay at a disappointing 12%, 8%, and 6% female makeup respectively (Quick, 2018).
Granted, one might argue that although progress in gender equality in the film industry has remained stagnant, it has led to uproar and anger among the film community, inspiring them to take action—which has led to louder initiatives being taken up that will create a female-friendly film industry in due time. One of these initiatives in the 4% challenge which was be created in order to remedy gender inequality in the media industry. According to the website for the 4% Challenge (2019), the challenge was initiated to feature at least one female director on a feature film in 18 months. Supported by big names in the media industry such as J.J. Abrams, Reese Witherspoon, and John Legend, many major Hollywood studios such as Paramount and Warner Bros. have taken the leap into bringing inclusivity to directing roles in film (Sakoui, 2019), —signalling the start of a major shift in gender equality in creative media roles.
Nonetheless, using these initiatives as a point to prove some sort of positive progress is rather tone-deaf, considering the biasness and unfair standards placed upon women in the film industry. Women that have worked in such roles are far from being treated as equals to their male counterparts. Female directors are still faced with unfair standards and expectations. According to Coles (2016), Failures made by female directors—amongst other creative roles, are gender-specific. In other words, if a female director fails to make it big in the box office, it is because she is a woman, not because of her abilities or personal shortcomings. In comparison, if a male director were to fail to make it big in the box office, his shortcomings are individualised (pg. 3). For this reason, even if there were to be an increase in women working in lead production roles, gender bias and stereotypes will still plague their working environment and create an unfair playing field against male counterparts.
Hence, while it can be argued that gender inequality in the film industry has inspired both individuals and big conglomerates to create equality initiatives that may or may not lead to an increase in the number of women in lead production roles, true progress cannot be made unless gender bias and stereotypes are completely eradicated or at the least, suppressed.
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Gender Inequality in Film Industry. (2022, Feb 03).
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https://studydriver.com/2022/02/page/6/
Is there an Equal Representation of Gender in Politics
The roles of women in the twenty-first century differs a lot from that of the past centuries. They have gone from being just wives whose main goals were to clean the house and cook for their husbands when they get off work, they have gone from being mothers who were to clean diapers and take care of children, they have evolved to the breadwinners of the family. They went from being not able to vote to being the one in power. They graduated in their lives and started to think independently and participate equally in outside world along with the men. However, there are still a lot of barriers that women have not been able to break down. Among the barriers for women to break down is the struggle for gender inequality in politics all around the world. In this line of work, females have been perceived as the weaker race and have been said to be incapable of making the right decisions regarding issues that has to do with politics.
Women have been denied the chance to air their political views. Aristotle said “ if liberty and equality,as it is thought by some are chiefly to be found in democracy, they will be best attained when all persons alike share in government to the utmost”. This means that there is no real equality until all individuals are not only involved in government but have the same say in legitations. According to research, record has shown that there are only twenty four women who have been elected to the position of head of state. Gender inequality is probably the most common form of discrimination, due to the fact that it exists in different parts of the occupational field most especially in politics. These days women have come a long way to achieve equality but as feminists and modern women say, women have to work twice as hard to get half of the respect that men get in their careers. In most political parties , women have been insufficiently represented due to the popular stereotypes about female behaviour for example, the popular opinion that females are the weaker gender.
In congressional Enactment of Race-Gender, Mary Hawkesworth wrote “ female legislators were explicitly excluded from congressional committee press conference and remained unrecognized for speaking by their male colleagues and where female members of congress employed techniques akin to “grovelling” to influence their male peers” ( page 358-359). This indicates that there is a privilege that men have that women would need to take into consideration when making contributions to their political parties. The political aspect f a state should reflect the gender makeup of the state’s society. However, it seems there are still less women in political positions. Political parties should be made to open ub about the diversity of their candidates to show the ratio between their male and female members. The format of elections which is chosen by the political party’s list allows men to be placed at the very top since they believe the males to be more popular among the people of the state. Gender issues and inequality has been biased with women being the unfavourable group in the society. Different organizations have been formed in the society which denies women the rights and privileges freely given to men because the society favours males. Men still believe that women should not be in places of power or have the power to make decisions and give out orders because they believe that they are the stronger gender ,therefore, they should be in charge.
However, given that the exclusion of women from politics has and is still one of the important keys to the cultural definition of gender of a state, politics should be the first platform or institution to get rid of any form of gender inequality among the people of the institution. Gender equality is one of the biggest forms of discrimination faced today that human beings are trying to cope with, if this issue can be resolved it could open the gates to a better policy making economy.
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Is There an Equal Representation of Gender in Politics. (2022, Feb 03).
Retrieved November 4, 2025 , from
https://studydriver.com/2022/02/page/6/
Gender Inequality “The Scarlet Letter”
In the novel, The Scarlet Letter by Nathaniel Hawthorne, The author uses the lack of gender equality throughout the poem, Hester, a female is forced to take responsibility for her actions, but Chillingworth a male is never harassed or villafies as much as Hester, even though he was involved in the sexual activity as well.
Nathaniel Hawthorne, best known for American novelist, dark romantic, and short story writer. Hawthorne was an American novelist, dark romantic, and short story writer. Like, Young Goodman Brown, The Birthmark, and many more short stories. Also, his work in famous book The Scarlet letter, has influenced and attracted many reader's attention over the years, and we can find this book referenced in many different articles. This book was deliberately written as Queer theory, or gender studies criticism, which questions and problematizes gender identity and sexual orientation in literary texts. The narrator Hawthorne is a sincere and thoughtful writer, he narrated the unfortunate fate story of Hester Prynne, by which he disclose the low status of women during the 17th century of Puritan, New England. Moreover, he reveals a lot of merciless, ruthless, and brutal actions has occured because of prejudices against the women of Puritan society. Although, Hester Prynne did not let the isolation and shame by the community affect her, she made herself stronger, braver and more determined to fight for the equality between men and women.
The Scarlet Letter reflects the actuality of the 17th century in Puritan America. The novel displays an example of what women had to endure during that time period. Despite the fact that the women were strong, brave, kind and devoted, their lives were still miserble at the hands of a patriarchic society. As a result, it revealed the dark side of the Puritan doctrine but only this, it also showed their determination in imposing a lower status on their community females. The brave female main figure of the novel, Hester Prynne is such an amazing noble character, and a pioneer for women rights.
Nathaniel Hawthorne created a new female image for his novel, where Heter Prynne showed the central character and, is not the same as the other women of her time. Although, Hester enourmously suffered from the shame of her society and being isolated by them but from inside her, she could not accept the Puitan judgemnet of her act. Because her believe is dignified for the desire of love and freedom, which is not wrong. She survived from her punishment with her noble and kind character, and also maintained her self-respect. She has the qualities of self-reliance, rebellious spirit and a strong mind, where she finds comfort in her own thoughts and create a new female image. The female image explained by Hawthorne will change with the qualities Hester has represented for the feminist awarness and also some of the things that will change the concept of traditional female image. These qualities represent for the feminist consciousness and also some of the elements that make the difference between the traditional female image and the one illustrated by Hawthorne. Hester’s character of great strength establish the fact that women might not have a lower status in society than men because/but she dares to impossible power and tenaciously fight for the unfair rules. Also, females dignity and worth gets highlighted when a women awakens herself and opens her consiousness which enables women to do things that they have never done before. The awakening of the female consciousness enables women to do things that they have never done before and the worth and dignity of women become highlighted.
At first, in the novel Hester has been convicted as a victim than a heroine for women. The Puritan authorities decided to convict Hester with bright red alphabet “A”, which symbolizes the adultery she is held reponsible for, when her husband was lost in a sea. She is forced to be humiliated by the Puritan coomunity with their disgusted gazes and they were treating her disrespectfully, which she witnessed. The people in the community made Hester an example of sin with their sanctimonious eyes. She also confronted with the continuous doubt of her child’s (pearl) origin.
Hester Prynne`s revolutionary spirit not only substantiates her feminist values but also helps her defy authority and stand up to the colonial rule combined by the Puritan Church and the state. The 17th century American Puritan society managed to cast disgrace upon female passions and Puritan membership was often described as being based on the ability of the community members to judge the appearance instead of people`s interior conscience. As a result, the Puritan society was considered unable of understanding the essence of humanity. The main unwritten law of the Puritans in order to be a part of the “Holy community” was to comply with the rules of Puritanism and make sure that no one is breaking or revolting against them. Hester is young and beautiful and she gave birth to a child without knowing who the father was. This, according to the Puritan community, was a punishable act, thus, she was forced to wear the scarlet letter on her chest and suffer public shaming. Despite the fact that she is being punished, Hester does not kneel in front of her prosecutors and instead she shows that she has an extreme force of character and holds her head high accepting what happens to her without shedding a tear.
Hester is an example of strength and an act of rebellion because she decided to wear the big “A” letter with pride and elaborated it with a golden thread instead of being ashamed of wearing, which showed her skills in her thread work. She is a type of women who chllenges the Puritan society rules. She censured any type of clothing which is dark and plain. She kept herself neutral and confident while she was being tortured from inside but forced herself to be in graceful manner from outside.
Hester knew that the steps she is taking will have bad effects and tragic consequences because from her own life experience, she knew that in the community women are expected to depend on men.
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Gender Inequality "The Scarlet Letter". (2022, Feb 03).
Retrieved November 4, 2025 , from
https://studydriver.com/2022/02/page/6/
Eating Disorders Among Gollege-age Women
Among many college-age women with high weight and shape concerns, an 8-week, Internet-based cognitive-behavioral intervention can significantly improve weight and shape concerns for up to 2 years and reduce risk for the future eating disorders, at least in some high-risk groups. To our knowledge, this is the first study to show that EDs can be prevented in high-risk groups.
Unhealthful weight regulation methods and body image concerns, which predispose people to clinical and subclinical eating disorders, are common among high school and college students. For instance, 9% of high school senior girls in the United States reported self-induced vomiting or laxative use to control their weight in the past month according to a national study by the Centers for Disease Control and Prevention. The number of school women with body image concerns is even more prevalent. These attitudes and behaviors are associated with low confidence and self-esteem, shame, and other psychological problems. Self-induced vomiting and laxative use can lead to significant physical consequences, including dental erosion, esophageal tears, and other medical problems, and also are risk factors for the development of eating disorders.
In recent years, a number of potentially modifiable risk factors for eating disorders have been identified. Across populations and in longitudinal studies, excessive weight and shape concerns have been consistently associated with the onset of subclinical and clinical level eating disorders. Given their importance as a risk factor, many investigators have attempted to scale back weight and shape concerns. An Internet-based cognitive-behavioral intervention called Student Bodies, is effective in reducing weight and shape concerns. However, all of those previous studies were short-term with small sample sizes
https://jamanetwork.com/journals/jamapsychiatry/article-abstract/668198
There is evidence that universal prevention programs that target everyone in a sampling frame produce smaller effects than selected interventions that target only those at high risk for eating pathology. Several universal disorder prevention programs are simpler for high-risk participants than for the complete sample. High-risk individuals may be more motivated to engage in prevention programs, which may result in greater benefits. In addition, low-risk individuals may have less room for improvement on the outcomes. Thus, we hypothesized that intervention effects would be larger for selected programs versus universal programs. Because the key distinction between selected and universal programs is that the former are offered to high-risk individuals, we use the term “risk status of participants” to refer to this variable.
Females are at much higher risk for eating pathology than are males. Thus, females might be expected to be more likely to engage in eating disorder prevention programs than males. Younger adolescents might also possess limited insight, given that their abstract reasoning skills are still developing, which may constrain their ability to benefit from interventions. There might also be a floor effect because the rates of eating pathology are low during early adolescence. Thus, we hypothesized that prevention programs would produce larger effects for middle- to late-adolescent participants relative to preadolescent and early-adolescent participants.
Substance abuse prevention programs with an interactive format have been found to produce larger intervention effects than didactic programs. Participants in interactive programs may show greater intervention effects because this format helps them engage in the program content, which facilitates attitudinal and behavioral change. Interactive programs are also more likely to have participants apply the skills taught in the intervention, which should facilitate skill acquisition. Thus, we predicted that interactive programs would be more effective than didactic programs.
Thus, we hypothesized that intervention effects will be significantly larger for programs delivered by dedicated interventionists versus endogenous providers. Researchers have concluded that brief single-session eating disorder prevention interventions, typically one hour in length, are insufficient to produce lasting attitudinal and behavioral change. Multisession interventions may allow participants to reflect on intervention material between sessions, thereby maximizing internalization of program tenants. Multisession interventions also give participants a chance to try new skills and then return to the group for troubleshooting advice. We hypothesize that intervention effects would be stronger for. Intervention content should also influence whether a program produces effects. Interventions that target established risk factors for eating pathology should be more effective than those that focus on nonestablished risk factors.
- https://www.annualreviews.org/doi/full/10.1146/annurev.clinpsy.3.022806.091447#_i5
Many sociocultural factors affect the development of eating disorders. In families, for example, mothers’ and fathers’ own body dissatisfaction and dieting behaviors have been associated with their children’s eating-related attitudes and behaviors. Parental weight-related teasing, negative comments about body shape, pressure to lose weight, and encouragement to diet have also been associated with body dissatisfaction, dieting, disordered eating behaviors, and eating disorders among both females and males. Furthermore, parents who engage in high levels of parental control, expressed emotionality, critical comments, hostility, or emotional overinvolvement and negate their child’s emotional needs are more likely to have children who develop eating disorders.
Peer influences on the development of eating disorders can also be broken down into a variety of factors. Peer pressure to conform to cultural ideals has been consistently identified as an important factor associated with the development of disordered eating behaviors, especially among adolescents. In particular, girls may learn attitudes and behaviors from their peers, such as the importance of being thin and dieting behaviors, through modeling, teasing, and conversations about body image and eating. Some studies have solely focused on the perceptions of either the general public or those with eating disorders. Both types of studies have identified a common set of risk factors, with public perceptions and the perceptions of individuals with eating disorders varying slightly. Overall, both populations have a basic understanding of what eating disorders are and characteristics of each eating disorder. However, despite this knowledge, many adults without eating disorders may be unsympathetic to those suffering from eating disorders, believe that having an eating disorder would not be distressing, and report that eating disorders are not difficult to treat.
The studies to date that have focused on identifying public perceptions of the factors associated with the development of eating disorders have surveyed individuals drawn from communities or schools. Typically, these samples have been quite large, numbering over 100 or even several hundred, and have included both females and males. Despite this, one pitfall of the research so far is that it's often involved relatively small sample sizes, starting from 15 to 36. Only two studies have included samples over 50 individuals.
Similar to public perceptions of causal factors, people with eating disorders also identify individual and sociocultural factors. Individual factors commonly identified among samples of those who were diagnosed with eating disorders include perfectionism, emotional problems or distress, stress, unhappiness with appearance, high expectations of self, and lack of control. Behaviors and attitudes related to body image, such as weight loss activities, body image distortion, and a belief that thinness equals happiness, were also frequently identified as factors that related to the development of their disorders. Hereditary factors and sexual abuse were not indicated.
- https://jeatdisord.biomedcentral.com/articles/10.1186/s40337-015-0069-8
Eating disorders do not occur uniformly in all cultures at all times. An obsession with slimness—a core feature of eating disorders—is concentrated in cultures in which food is abundant. In cultures of scarcity, the perfect body shape is far more likely to be rotund, suggesting that ideals tend toward what's difficult to realize . In this sense, then, a culture of caloric abundance may be considered a cause of eating disorders. It is important to note from the outset, however, that this cause is not specific; growing up in a culture of abundance, while perhaps increasing the chances of your developing an eating disorder, does not make it likely that you will develop an eating disorder; after all, most people in even the most affluent of cultures do not develop eating disorders. A culture of abundance should be considered at the most a background cause. Such a culture may value slimness, but whether a specific individual takes this valuation to a pathological extreme depends on additional factors. For instance, there is variation in the extent to which people internalize our culture's valuation of slimness, and the extent of such internalization predicts body dissatisfaction, drive for thinness, and certain bulimic characteristics. What factors, though, determine the extent to which the worth of thinness is internalized? We must refer to more individual factors
Initially, it had been believed the idealization of slimness, and therefore the consequent tendency toward eating disorders, was concentrated within the upper-SES strata of the culture of abundance, where in any case , abundance is even greater. As our culture becomes increasingly homogenized, with media images of a thin ideal physique now permeating every corner of society, eating disorders have become correspondingly more democratic. Not surprisingly, the media are often blamed for the incidence of eating disorders, on the grounds that media images of idealized physiques motivate or maybe force people to aim to achieve slimness themselves. The more intense this dissatisfaction, the more likely that one will undertake attempts to lose weight.
Like the media, peer influence is often cited as a contributor to eating disorders. Adolescent girls learn certain attitudes and behaviors from their peers, both by example and encouragement and by way of teasing for failure to adhere to peer norms. Adolescent female friendship cliques tend to be homogenous with reference to body-image concerns, suggesting direct peer influence; however, the likelihood remains that cliques don't influence their members so much as «recruit» them on the idea of shared concerns. It is difficult to weigh the relative importance of peer influence, as opposed, say, to the influence of the media or the family, which teach an equivalent lessons; some evidence suggests that peers and family are more potent influences than the media, whereas other studies find the reverse. Moreover, peer influence, like these other influences, is so broad and pervasive that it need to cause more pathology than actually occurs. analysis reminds us that not all peers are equally concerned about attaining a slim physique, so blanket condemnation of peer influence or pressure is unwarranted.
Media and peer pressure no doubt impinge more powerfully on females than on males, but we should not be too complacent about explaining the huge disproportion of females among eating disorder patients solely in terms of these influences. At the very least, we must consider the possibility that it is not simply that our culture exhorts females to be thin; it may be the case that females are more attentive than are males to such exhortations, for various reasons that are examined below.
Among American women, blacks were thought to be «protected» from eating disorders owing to the reduced pressure on them to be thin. Black men prefer heavier women than do white men, and black women and children have larger ideal physiques. Thus, when black women develop an eating disorder, it is more likely to be binge eating disorder, an eating disorder that does not prominently feature a drive toward thinness Still, recent case reports suggest that the diffusion of the thin ideal has reached the black subculture as well.
Within the past few years, several studies have found that attachment processes are abnormal in eating-disordered populations; insecure attachment is common during this group. Eating disorder patients generally describe a critical family environment, featuring coercive parental control. Adolescents who perceive family communication, parental caring, and parental expectations as low and those who report sexual or physical abuse are at increased risk for developing eating disorders. In contrast, perceived parental encouragement of autonomy is associated with less dieting behavior possibly serving a protective function against eating disorders.
Mothers of girls with eating disorders may well have an influence on their daughters' pathology. They think that their daughters should lose more weight and describe them as less attractive than do comparison mothers or the women themselves. Mothers of eating disorder patients are more dissatisfied with the general functioning of the family system and are themselves more eating-disordered than are mothers of girls who do not have eating disorders. Direct maternal comments appear to be more powerful influences than is simple modeling of weight and shape concerns, although even modeling does appear to affect elementary schoolchildren's weight and shape-related attitudes and behaviors. Mothers' critical comments prospectively predicted eating disorder outcome for their daughters.
Mothers who themselves have an disorder tend to possess a negative influence on their children's attitudes and behaviors, feeding them irregularly, using food for nonnutritive purposes, and expressing concern about their daughters' weight as early because the age of two . By 5 years of age, these children exhibit greater negative affect than do the offspring of mothers without eating disorders and are at serious risk for the later development of an eating disorder. In fact, maternal eating disorders produce childhood feeding problems in offspring, and 50% of children of mothers with eating disorders have psychiatric disorders. Most studies of family functioning are, predictably, correlational, making it difficult to determine whether family dysfunction contributes to eating disorders, eating disorders contribute to family dysfunction, or some common factor contributes to both.
- https://www.annualreviews.org/doi/full/10.1146/annurev.psych.53.100901.135103#_i7
Poor interoceptive awareness is typically cited as a key feature of eating disorders, yet the precise nature of the deficits and their relationship to eating pathology remains unclear. Interoceptive awareness includes both acceptance of affective experience and clarity regarding emotional responses. Participants were 50 disorder patients who completed a checkup , clinical interview and symptom self-report measures. Results of regression analyses controlling for BMI and illness duration indicated that non-acceptance, not lack of clarity, was significantly related to dietary restraint. Findings suggest that negative reactions to emotional responses may contribute to the event or maintenance of dietary restraint. Results highlight the necessity to research the experience of arousal in individuals with eating disorders using experimental methods that deconstruct the components of interoceptive awareness, and thus the potential utility of treatments that increase comfort with affective experience for people with more restrictive patterns.
- https://www.tandfonline.com/doi/abs/10.1080/02699930902985845
To conduct a regional, follow-up evaluation to assess the implementation and effectiveness of the National Eating Disorders Screening Program , conducted in high schools nationwide within the spring of 2000.Four New England high schools participated during a postscreen evaluation 1 to 2 months after implementation of NEDSP. A 35-item, self-report postscreen survey was administered to students in classrooms with assistance from school health staff and teachers. Data from 592 girls and 435 boys were included within the analysis within the four high schools participating within the program evaluation.
NEDSP helped to spot students in danger and encouraged students to talk to others about their screening score and disorder symptoms. One-quarter of women and one-fifth of boys reported talking with a minimum of one adult about their EAT-26 screening score. Overall, the scholars felt that the program was helpful and would recommend it to their friends. Early detection of eating disorders in adolescents may shorten the interval between onset of symptoms and treatment, which has the potential to scale back the length of illness and morbidity associated with untreated eating disorders.
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Eating Disorders among Gollege-age Women. (2022, Feb 03).
Retrieved November 4, 2025 , from
https://studydriver.com/2022/02/page/6/
History of me too Movemenet
Throughout history, women have continuously fought for their rights and for their voices to be heard. Dating all the way back to 1848, the women's rights movement took its start with the Seneca Falls Convention. These movements didn’t stop there. In today’s society women are unceasingly fighting back to have a voice. One of the most prominent movements occurring today is the Me Too Movement. Social activist Tarana Burke created the Me Too movement in 2006. Burke created this movement to bring awareness to sexual assault and sexual harassment. Many cases have arisen since then regarding unspoken incidences of sexual assault. To the media's surprise, many of these victims/perpetrators are well-known, successful people. The victims affected don’t solely lie in Hollywood, but are seen in sports, politics, military and even the people closest to you. One of the most important cases today is the Les Moonves Case, dealing with sexual harassment in the workplace.
Although founded in 2006, the movement didn’t spark until 2017 when actress Alyssa Milano composed a tweet simply asking people to respond with “me too” to bring awareness to exactly how many people are affected by sexual assault. By the end of the day around 200,000 people responded to her tweet. This was in retort to the Harvey Weinstein case that caused an up rise in the Me Too movement. Harvey Weinstein was an academy award-winning film producer who created many known movies. A group of six women came forward and accused Weinstein and his brother of sexually assaulting them. This led to Weinstein’s demise and he was soon fired from the company.
Social norms can be defined as an agreed upon behavior that society deems acceptable. Societal reaction to a certain situation defines what is normal and what is deviant. Back then sexual harassment was not deemed deviant. Instead, sexual assault was something that no one talked about because it wasn’t anyone’s business but the two who it was between. Women silently endured sexual violence against them for fear that the government wouldn’t protect them and for fear that they would be seen as the bad guy. This stemmed from the patriarchal society that took place and still lingers in today’s society. The patriarch started with the agricultural economy because the women were seen as the homemakers while the men were the ones who worked hard physical jobs and provided for the family. Women were valued less than the males and the government played an immense role in this mentality. Equality didn’t exist in the constitution until after the civil war after passing the 13th, 14th, and 15th amendment. Things like coverture existed that placed women below men. Coverture was a legal concept that dealt with the status of a married woman. This law stated that women who are married are “covered” by their husbands. They no longer have their own identity and no legal standings. Under coverture women could not own, sell or buy property. Anything owned by a woman was now handed over to her husband to do with as he pleased. They had no rights to handle money so anything a wife made, she had to give to her husband (nyhistory). Upon marriage, women were considered automatically consensual to sexual intercourse. Forcible rape was legal if you were married and even if you were separated. This is where society got the idea of keeping sexual assault “in the house”, meaning you doesn’t speak of it because this is not anyone’s business but the husband and wife. This normalized sexual assault and added to the reason why women endured this violence in silence. Societies reaction to this was a sense of normality. Sex based work laws also contributed to the mistreatment of women. Women’s opportunities and participation in many professions were limited. Restrictions were justified by workplace hazards that only men were believed capable of managing safely. People thought that women should not be employed in a particular occupation because they bear special responsibilities not shared by men, such as bearing children. Comparing these ideas to today’s society, it is evident that there was a change in societal norm because none of this would be legal if it were to happen now. Societal norms have changed now and these ideas are no longer tolerated. Although societal norms and reactions have changed, past ideas and actions still linger in our society.
The Me Too Movement aims to attack the lingering patriarchal ideas from the past. The movement has made impact in not only Hollywood but also in sports, politics and the military. More and more women, and men, have been coming forward for their voices to be heard. In the realm of sports, women are coming forward to tell their stories about sexual assault carried out by Larry Nassar, a former physician for the American gymnastics team. Since the case more than 250 women have come forward to tell their story on how they were victims to Nassar’s sexual abuse. In today’s politics, an American attorney, jurist and Supreme Court justice nominee, Brett Kavanaugh, is being accused of sexually assaulting a woman back when he was 15. Christine Blasey Ford is coming forward with allegations that Kavanaugh drunkenly forced himself onto her at a party when they were younger (businessinsider). Because of the Me Too movement, Ford feels like she can finally come out with her story because of the strong support that the movement provides. One of the biggest allegations in the news today is about the CEO of CBS, Les Moonves. Les Moonves represents the patriarchal ideas that still linger in today’s society. Moonves has held high power in the media industry for more than 20 years. Ironically Moonves was a major voice in the #MeToo movement after founding the “Commission on Eliminating Sexual Harassment and Advancing Equality in the workplace.” This is ironic because four women came out with allegations regarding sexual misconduct in the workplace. All four women claimed that Moonves would touch them or kiss them during meetings and two claimed that he threatened their careers if they denied his advances. Before the movement, all four women said that they feared speaking out would lead to the retaliation of Moonves. Moonves denies these allegations but admits to having consensual sexual relations with people in the company (newyorker). His abuse of power is significant because it represents the misconduct of many people in society who use their power over others. Moonves has now stepped down and will not be returning to CBS.
Although the movement is meant for good, it has received backlash. The movement not only pertains to women but to men too. Famous actor Terry Cruz has received backlash when he came out with his story. Actor and former NFL player claims to have been the victim of sexual assault performed by a “high-level Hollywood executive”, but says he never came out with it when it happened for fear of being “ostracized”. He’s receiving negative responses from fans due to the fact that he’s a man. Social media goers have been poking fun at his incident, which represents the problematic idea that men cannot be sexually assaulted. Backlash also includes worries pertaining to false convictions and the future hesitance of hiring women in workplaces.
The #MeToo movement gives a voice for those who were too afraid to have one before. Many allegations and cases have risen to the surface in hopes of justice for the victims. The movement has impacted sports, military, entertainment and politics. Many other countries have watched the movement going on in the U.S and have taken steps as well to come out with their stories of sexual abuse and harassment. In order for society to change both men and women have to work together to protect and care for each other.
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Human Sexuality Gender Inequality
Introduction
In the contemporary human society, media texts have a great influence on what individuals consume, think, talk, and believe. In essence, media has occupied significant part in peoples’ daily undertakings. The latter seems to be the major determinant on how one perceives and understands the world. Preliminary research findings have demonstrated that media has a unique way of representing social variables like gender, race, and sexuality. In this respect, this paper is focused on the analysis of gender representation in individual text, Freddie Mercury. Moreover, articles including “Five Sexes, Revisited”, “Love, Tears, and the Male Spectator”, and “Feminism/Patriarchy/Masculinity” have been given special attention in the attempt to address gender based issues reflected in the modern and indigenous media contexts. Based on the assumptions of constructivism, one is led to believe that images used in representing gender have a great influence on how people perceive men and women in the society.
Discussion
Notably, the issue of gender representation in media needs a critical analysis, with an objective of shedding more light on the predetermined beliefs pertaining to race, sex, sexuality, gender, and by large, symbolic, conflict, and functional interactionism. It is hard to understand where individuals stand when it comes to the topic of sexual ambiguity. As Fausto-Sterling (19) stipulates, there are many controversies surrounding the two-sex system that are embedded in our society today. In fact, if an individual walks on the streets, he/she may be confronted by different types of images representing males and females. In television programs or movies, images of men and women constitute basic pictorials, which may influence a person either subconsciously or consciously. Owing to the perspective that media has a great influence on the way an individual would perceive the world and social interactions in particular, it is crucial to access how gender has been portrayed in media texts, for example, movies and written articles. A quick review of the literature, “The Five Sexes, Revisited’’ reveals a great deal on how women and individuals with genital ambiguity may be perceived in the modern societies. Intersexuality, for example, has formed the basis for arguments based around sexual varieties in the contemporary media texts. For instance, from the article, it is quite clear that sexual rights of individuals with genital ambiguity (a situation whereby, a man or a woman has both male and female chromosomes, internal sex structures, hormones and the external genitalia (Fausto-Sterling, 20)) may be violated. As a result, women, for example, Chase, who is remembered today for active involvement in the fight for intersexual rights, even confirms that females have been perceived as disadvantaged individuals in the society, who may be sexually violated by men at any moment. However, a thorough review of literature materials reveals that much has changed since the beginning of the 19th century. For example, women have risen in the fight against female exploitation, harassment, and sexual oppression by male individuals in the society. For instance, feminism movements and organizations like “me-too movement” and ISNA (Intersex Society of North America) have been leading the war against the social negatives associated with being a woman in the society (Fausto-Sterling, 20). However, the issue of masculinity has not gained a reciprocal momentum in the fight for social injustices and violation of male rights in the present day communities (MacKinnon 48). Most media materials have focused attention on gender based issues, with the balance slowly shifting to favor women. In essence, the target audience for such media texts may use the images as reference points for making self-identification in terms of role attributes in the society (gender and racial identity) (Fausto?Sterling 23). As such, it becomes quite impossible to reason that media does not influence an individual’s self-conceptualization and their perceptions about the world.
It is also equally necessary to evaluate political and traditional problems associated with gender issues. For example, the struggle for gender equality and women’s rights has greatly affected the way in which gender is portrayed in music such as Freddie Mercury. As an artist, he provides suitable indicators and reflections of conflicts and symbolic interactions on gender based issues in the 20th century. Freddie Mercury has been preferred because of the representations of different characteristics that define gender issues in the society (Blake 83). As MacKinnon suggests, his role in music helps to define the issues in masculinity, which is largely associated to cultural terms such as the idea of ‘being a man’ that depicts men are tough and they are rooted to have no emotions (49). MacKinnon emphasizes on the need for awareness on defensiveness, which can be used as a vantage point from which individuals can use to read the traditional traits of masculinity (50).
According to previous research regarding gender issues in media, the basic arguments have revealed that men and women are perceived differently (MacKinnon, 51). Current studies regarding gender based issues have revealed that such variations on masculinity have not received much attention according to media portrayals (MacKinnon, 49). Perhaps, males have been perceived as the female oppressors. In fact, some media texts, for example, “Love, Tears and the Male Spectator” have revealed that issues pertaining to masculinity have been underexplored in the context of social consequences associated with being a man or a woman in the society. As such, MacKinnon states that situations around gender based concerns have maintained a similar trend in representation and framing across the various forms of media (51). More specific, it has been demonstrated that females have been underrepresented in media texts, for example movies. On the other hand, men have been portrayed as successful individuals who have higher status and career oriented in the society, yet women are in most circumstances represented as submissive independent beings poor career development. Even though it has been generally argued that gender is a two sided social issue, which includes both femininity and masculinity, it is difficult to find media text that addresses both issues at the same time (MacKinnon, 52). In most cases, media representations, and more specifically how women are being perceived (MacKinnon, 52) have prioritized femininity. For instance, “Queer theorists” have maintained that media texts in the present day societies have dedicated special attentions to the perceived differences between males and females in the society (MacKinnon, 38). Originally, even religious publications like, the Bible and Quran portrayed ample evidence of gender inequalities. For example, men are perceived as more powerful and should always lead the woman in most, if not all daily undertakings, including decision making activities as stated by Fausto?Sterling (23). Most portrayals used to represent women are based on negative aspect, with rare positives. Most media platforms do not pay attention to male portrayals. Even if both issues (masculinity and femininity) are addressed, for example in music, femininity may tend to dominate content of the material. In some cases, certain representations may be used to gain deeper insights into socio-political issues, pertaining to ideas of political movements like feminist movements, whose objective is aimed at mitigating female oppression in the society.
Social Constructivism Theoretical Approach
Social constructivism theory is among the perspectives used in analyzing and understanding male and female representations in the various media materials. The theory’s primary idea is based on the notion that the global communities and relationships are socially constructed through functional, conflict, and symbolic interactions. In essence, the world is in constant dynamics of the perceived social wrong or right. According to Blake, social meaning is derived from the various interactions among the individuals in the societies (71). Moreover, concepts and definition of objects and symbols are constantly malleable depending on the state of contemporary cultural situations. More specific, this implies that people tend to construct meanings from language use, which may depend on the use of different concepts and their respective meanings. In this regard, presentation of men and women in media remains the central focus. Also, the theory attempts to analyze how gender roles are derived from presentation of women and men in media.
Representation
In the contemporary societies, language appears to be the key medium through which individuals interact with one another. May be the most interesting concern here is how language is used to construct meaning. Basically, language incorporates symbols and signs, of which men and women form part. As such, language is medium of communication based on signs, which include but not limited to written words, spoken words, sounds, and images. With such briefings, the concept of gender and media may become simple to understand and relate in the modern communities. However, masculinity has been in many circumstances underexplored as evident in the various media texts (MacKinnon, 39)
The Concept of Gender in Media
Generally defined, gender may be perceived as a social construction, which entails both men and women, and their role attributes in the society, which depends on specific cultural beliefs. Media has been used in several circumstances to highlight the various gaps between females and males and their respective role identifications in the form of pictorial presentations. Media tends to focus on the issue of power difference between men and women through the roles assigned to femininity or masculinity (MacKinnon 49). For example, women are always assigned roles that make them more subordinate to men, who are always perceived as their superiors (MacKinnon 53). Female individuals may be presented as independent people, who must be watched and taken care of by male characters. In his music, Freddie Mercury demonstrates that females and males have been represented in manner suggesting that gender gap is a real issue in the society.
In several media texts, women are represented as physically weak compared to male characters, who may be assigned the role of oppressor, dictator and a bully to female characters. Such media reflections suggest that women are both emotionally and physically weak in comparison to men. Moreover, women are represented as submissive individuals, who must obey orders from their male counterparts without questioning. In the music, women have been represented in a way suggesting that they are emotional compared to men, who in most cases, are portrayed as unemotional (Blake 102). As such, the major depiction of females in media materials suggests that they are dependent on males in the various aspects of their daily undertakings. However, some media texts have portrayed mothers as more nurturing and helping individuals in the community compared to men, who are represented as rather self-serving. More information on “Freddie Mercury” reveals that females are fearful and afraid of confronting insecurity issues that surrounds their lives, while men are reflected as brave and heroines in the society (Blake 195). Besides, more revelation from media portrayals demonstrates that women are troublesome in matters that involve personal decision making skills. On the contrary side, men are presented in manner reflecting that leaders and solution providers to the various problems facing people in modern societies, for example, family feuds, land disputes, civil wars, and problems that may be brought forth by natural calamities.
Conclusion
Media has a great influence over socially constructed norms and meanings regarding gender based issues. For example, media texts like movies, radio programs, television programs, and music may be designed in ways that reflect issues emanating from gender gaps. However, most media themes have been based on matters pertaining to femininity. Freddie Mercury has been a trait in the society that shows the gender issues faced and the challenges that women have. Females have been reflected as individuals who are basically concerned with beauty and would give anything to remain young and youthful. Moreover, they are depicted as physically and emotionally weak individuals who rely on mean for security including critical decision making. Though the issue of gender is a two sided social phenomenon, most concerns have been based on feminism. Masculinity, on the other hand, has been rarely discussed, but if any, men may be portrayed as powerful individuals, who make major decisions for both domestic and economic issues (MacKinnon 50). In addition, they are portrayed as physically strong and unemotional individuals who are assertive, perpetrators, and independent individuals (MacKinnon 49). In this way, media texts may be looked at as tools that are used by individuals in gaining self-identification in terms of gender and perception of the world.
Works Cited
- Blake, Mark. Freddie Mercury: A Kind of Magic. Omnibus Press, 2016.
- Fausto?Sterling, Anne. 'The five sexes, revisited.' The sciences 40.4 (2000): 18-23.
- MacKinnon, Kenneth. Love, tears, and the male spectator. Fairleigh Dickinson Univ Press, 2002.
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Critical and Creative Thinking in Biology
Everyone has individual ideas and thought processes, but we are either a critical thinker, a creative thinker, or both. Critical thinking is objective and logical, while creative thinking is subjective and flexible. Critical thinkers stick to set rules and questions, but creative thinkers make up their own rules and questions that push boundaries. Using the WISE method from the article “Critical thinking and WISE” (n.d.), I was able to analyze the works of some of the greatest biologists in history. Using the questions and acronyms from this article, I was able to look at them from a different point of view and understand why they did what they did.
Rule Follower or Breaker
I am very straight-forward and a rule follower. If I were to look at myself as another person, I would say that I appear to be a critical thinker on the outside. Although secretly, I can be a creative thinker on the inside. So much of my past experiences have been about facing a challenge and achieving a solution. I am a hard-worker and a problem-solver that looks for numerous ways to establish a change. I believe that I am motivated intrinsically, and I know I can accomplish what I set my mind to do. “Critical thinking must involve self-directed, self-monitored, self-disciplined, and particularly self-corrective thinking” (Benguria, n.d.).
I know that I am mostly a critical thinker by the way I first see a problem. I usually look for a guideline to help me find a solution, but if I do not have one, I will then try to fix it myself with new or old resources. An example of this is when I was younger and started to struggle in math, so I tried to resolve it by myself. I followed along in class, read my books, and did my homework- but the information was still not clicking in my brain. Instead I used a creative approach, and I thought of alternative methods to learn math. This resulted in my watching YouTube tutorials, asking my grandma for help, and even going into school an hour early for tutoring with my teacher. When my critical thinking did not prevail, I turned to creative thinking to find other methods that I did not realize at first. Although I did not know it then, I used WISE (Wonder, Investigate, Speculate, and Evaluate) to solve my problem, and I continue to use this method daily.
Father of Modern Genetics
Gregor Mendel, known as the 'Father of Modern Genetics,” discovered the principles of heredity through growing pea plants and observing their changes. He started his journey to greatness at a young age as he was always one for problem-solving. His family could not afford to send him to college, but he went to the University of Olmutz and made money by tutoring his peers. He was a fighter, and although he was stricken with depression many times, he gathered himself together, stuck with his academics, and graduated in 1843 (Biography.com Editors, 2017). His father wanted him to take over the family farm, but instead, he began studying as a monk at the St. Thomas Monastery in Brno. The monastery showed him new styles of learning and teaching through research (Biography.com Editors).
Mendel observed and made notes on everything he did which is an important aspect of being a critical thinker. He studied his “existing space” by using resources from the library and other monks (Dittrich, 2019). In 1854, he explored how different traits were passed on in plants and generated new ideas; he focused on aspects that discriminated his project. Originally, it was thought that hybrids would turn back to their primary form, but these experiments were performed over short periods versus Mendel’s experiments which lasted eight years and showed different results (Biography.com Editors, 2017).
After analyzing the results in the pea plants, Mendel realized that there are dominant and recessive traits passed randomly from the parent plants to the offspring, known as the Law of Segregation. He also proposed the Law of Independent Assortment that states genes autonomously separate from one another when passed on to the offspring (Biography.com Editors).
Mendel persisted through various obstacles because he thought his way around them. He did not fall to the expectations of his family or peers; instead, he did make a new path for himself. Keeping his goal in mind and taking in fresh information along the way made him a great critical thinker. It took much hard work and self-discipline learned from his time in the monastery. He analyzed his studies and assessed previous work so that he could come up with the most accurate results- a crucial aspect of “Process Matters” (2019). He would have never succeeded in his work if he did not ask questions and inquire new possibilities in his field.
Father of Immunology
Edward Jenner, an English surgeon from Berkeley, was known as the Father of Immunology for discovering a vaccination for smallpox. He began his medical career as an apprentice for a surgeon at just thirteen years old! (King, 2017) He learned much about medicine, surgery, and nature during his eight years of practice (King). Following his apprenticeship, Jenner became a house pupil of John Hunter, one of the most prominent surgeons in London at that time. Hunter was an anatomist, biologist, and experimentalist, and together, they both were some of the greatest critical thinkers. Hunter taught Jenner the following: “Why think- why not try the experiment?” This is a fantastic example of how his mind worked because Jenner would rely on experimental investigations before settling on observation alone.
Jenner had his hands in almost everything; in addition to his apprenticeship, work experience, biology and anatomy interests, he was going into clinical surgery and joined two medical groups (King, 2017). According to King, Jenner wrote a few medical papers in the 1770s and made observations on nesting habits of cuckoo birds and their migration. His free time was occupied by playing the violin and writing music for the club. Jenner never let his mind stop, and he was constantly questioning what was already “known.” “Herbert Simon said, ‘Problem-solving involves not only the search for alternatives but the search for the problems themselves.’” (Dittrich, 2019).
Smallpox was exceedingly common and deadly in the eighteenth century. At first, the only form of fighting the disease was a vaccination called variolation, infecting a healthy person with the disease of a sickly person (King, 2017). This usually did not work and ended in further infection of others. After hearing about a person who had an illness called cowpox and could not get smallpox, Jenner had an idea. He concluded that having cowpox would prevent a person from contracting smallpox (King). His experiment with cowpox showed positive results as a form of prevention for smallpox. In 1798, Jenner published his findings in a book called An Inquiry into the Causes and Effects of the Variolae Vaccinae. His solution was unbelievable at first, but those who did believe him tried to steal his solution. He kept pushing his cure and eventually received worldwide recognition and honors. Following along with “Critical Thinking and WISE,” Jenner’s hypothesis turned into reality when he found the cure for smallpox and enabled the public to a healthier, longer life.
English to Biology
Rachel Carson, a marine biologist from America, was very creative and engaged with her surroundings as she was one of the first people to warn the world about environmental pollution. Initially, she intended to be a writer but changed her major from English to biology (The Editors of Encyclopedia Britannica, 2018). Her interest in writing shows how she continuously thought through information and explained her findings in a fascinating and succinct way. She graduated from John Hopkins University and then taught at the University of Maryland. Afterwards, she pursued postgraduate studies at the Marine Biological Laboratory in MA (The Editors of Encyclopedia Britannica).
Carson was an aquatic biologist with the US Bureau of Fisheries, and she was editor in chief for three years (The Editors of Encyclopedia Britannica). She published books and articles recognized for their scientific accuracy, and her book The Sea Around Us was a national best seller, won a National Book Award, and was translated into thirty languages. Another one of her books, Silent Spring, was also a best seller and emphasized the danger of pollution in the environment (Lear, 2000). Her ease of explanation and writing empowered her to engage with a large audience and spread her ideas all over the world.
Carson said that too much pesticide use would overexpose humans and nature to chemicals. She not only asked questions about why humans thought they could control nature, but she provided scientific evidence and other solutions to the problems (Lear, 2000). She saw a problem and took on pollution with an unconventional perspective. According to the article 'What is Creative Thinking,” Carson clearly illustrates each of the key parts of being a creative thinker (The Balance Careers, n.d.). She analyzed the world for what it was using a different perspective, and she was open-minded, intuitive in her problem-solving, organized, and expressive in her many books and articles.
Conclusion
In the field of biology, scientists must be able to think creatively and critically. I believe it is difficult to sort them as one or the other because it depends on one’s worldview. In my opinion, most of their contributions were thought through both critically and creatively. This is how most problems should be solved to be thoroughly evaluated. Each scientist above contributed greatly to their field by pursuing their inquiries, analyzing their questions, scrutinizing information, determining validity, and spreading their findings. Mendel, Jenner, and Carson are great role models in biology, and I aspire to be open to new evidence and use it to make the world better as they did.
References
- Benguria, K. (n.d.). Critical thinking and WISE. Retrieved from https://uk.instructure.com/courses/1953010/files/92169690?module_item_id=23866031
- Biography.com Editors. (2017, April 28). Gregor Mendel Biography. The Biography.com Website; A&E Television Networks. Retrieved from https://www.biography.com/scientist/gregor-mendel
- Dittrich, M. (2019). Process matters: 5 mindsets to structure your problem-solving process. Retrieved from https://uxdesign.cc/process-matters-5-mindsets-to-structure-yourproblem-solving-process-4f7ddc354461
- King, L. (2017). Edward Jenner | English surgeon. In Encyclopædia Britannica. https://www.britannica.com/biography/Edward-Jenner
- Lear, L. (2000). The Life and Legacy of Rachel Carson. Rachelcarson.org; Beacon Press. Retrieved from http://rachelcarson.org/
- The Balance Careers. (n.d.) What is Creative Thinking? Definition and Examples of Creative Thinking. Dotdash publishing. Retrieved from https://www.thebalancecareers.com/creative-thinking-definition-with-examples-2063744
- The Editors of Encyclopedia Britannica. (2018). Rachel Carson | American biologist. In Encyclopædia Britannica. https://www.britannica.com/biography/Rachel-Carson
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Analysis of the Role of Women in Macbeth
The Plot of Macbeth would have never advanced if the prophecy given by the witches did not make Macbeth eager to take power away from Duncan and become king himself. Many of Shakespeare’s female characters have also been eager to obtain power, however, attaining power was not as casual as it was for men. Women were not thrust into leadership roles as easily as men were; they had to seek them out Andronicus are all examples of women who took action to control their own lives and the lives of those around them. This paper will analyze the power that these three characters assert and will answer the questions of how do women assert power in Shakespeare, and, what role does gender play in power Shakespeare did not write any of his plays with the intention for them to be seen as feminist because that thought did not exist in his time. As Peter Erikson writes in his essay, “Shakespeare, Feminist Criticism Of,” “Shakespeare cannot be usefully labeled either misogynist or feminist since he occupies an intermediate position between these extremes” (Erikson 1). The following analysis will be about how women are portrayed in Shakespeare’s plays, not why he chose to portray them a certain way. Power will be defined, as the opportunity to take action and lead others in an outcome that is desirable to you. Using this definition, the women in these Shakespearean plays are able to assert power when they mask or ignore their femininity, whether purposefully or not. These women are only powerful when they can control the men around them, and they lose that power when men feel threatened by the effects of female speech and sexuality. Lady Macbeth is one of the most dynamic characters in all of Shakespeare
because no other character is as manipulative as she is. For the first half of Macbeth, it is Lady Macbeth who puts herself in a position of power by taking the lead in the decision to murder Duncan. To get her power, Lady Macbeth not only openly rejects her femininity, but the thought of belonging to any gender at all.
The first time the audience meets Lady Macbeth is in 1.5. She has just read a letter from Macbeth telling her about the prophecy that he will be king and how he was jusof Cawdor. Lady Macbeth knows this means Macbeth has to kill Duncan and she is immediately skeptical of Macbeth’s abilities. She says”Yet I do fear thy nature.It is too full o’th’ milk of human kindnessTo catch the nearest way. Thou wouldst be great, Art not without ambition, but without The illness should attend it”
It is interesting that Lady Macbeth thinks of Macbeth as being too kind, when the audience has only heard of him as a fierce warrior. In telling King Duncan of his victory against Macdonald, the Captain says, “For brave Macbeth- well he deserves that name!” (I.ii.16). Joan Larson Klein explains this behavior in her essay, “Lady Macbeth ‘Infirm of Purpose.’” Klein states, “It is Lady Macbeth, not Macbeth who feels the bonds of kind, Lady Macbeth who has, as women were supposed to have, something of the milk of human kindness in he This shows Lady Macbeth’s association with
femininity equating to weakness. Since, as Klein states, women were expected to have a certain level of kindness in them, Lady Macbeth is saying that Macbeth has too much womanliness to commit a murder. In return, she is also acknowledging the fact that she cannot commit the murder herself because as a woman, she naturally possesses too much kindness to do so. Lady Macbeth begs Macbeth to come home quickly so that she can persuade him to murder Duncan before he can talk himself out of it by saying, “That I may pour my spirits in thine ear/ And chastise with the valour of my tongue/ All that impedes thee from the golden round Lady Macbeth is taking on the role of the aggressor in Duncan’s murder because she is already prepared to convince her husband to accept what the witches said his fate was. It is interesting that Shakespeare chose to use the phrase “with the valour of my tongue” because The Oxford English Dictionary defines valour it as, “worth or importance due to personal qualities or to rank,” and also, “the quality of mind which enables a person to face danger with boldness or firmness; courage or bravery, esp. as shown in warfare or conflict; valiancy, prowess Lady Macbeth has a high rank in their relationship, and also has the ability to face danger.Only six women are in the story, but they play important roles. Lady Macbeth's quest for power -- on her husband's behalf -- eventually drives her mad. Three witches and the goddess Hecate represent witchcraft. Their supernatural powers and manipulative strategies negatively affect Macbeth and the outcome of the play. Lady Macduff serves as a strong contrast to Lady Macbeth.
The three witches play an evil, mystical role in the play. They have the ability to see into the future and predict that Macbeth will become the king of Scotland. Their prophesies jump-start Macbeth's murderous ways. Shakespeare gives the witches supernatural abilities but forces the audience to consider whether they dictate Macbeth's outcome or if Macbeth seals his own fate -- raising the question of free will. The witches are creepy, manipulative and evil and enjoy watching Macbeth fail as a husband, friend and leader. They set a moody, pessimistic tone for the play and foreshadow Macbeth's impending doom.
Lady Macduff is Lady Macbeth's opposite. She's a loyal, devoted mother who prioritizes the raising of her children. She rebukes her husband for leaving the family to pursue vengeance on Macbeth for killing Duncan. Lady Macduff knows that two wrongs don't make a right and desperately wants to save her family, knowing that Macbeth is intent on killing them all. Shakespeare uses this female figure to show positive traits -- devotion, goodness, high moral standing, unselfishness and inner strength. Lady Macduff's strong mental state provides a stark contrast to Lady Macbeth's increasing madness.
Hecate, the goddess of witchcraft, plays a minor role in the play, but Shakespeare uses her to incorporate mysticism and supernatural elements into the story. She helps the three witches concoct and implement their plans to ruin Macbeth and is likely their controller. Shakespeare might want the audience to question the motives of the Greek gods -- to suggest they don't always have the best interests of humans in mind. Hecate foreshadows Macbeth's downfall when she says, 'Security is mortals' chiefest enemy.'
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Role of Women in Shakespeare’s “Much Ado about Nothing”
For my milestone I chose the theme of the “(stereotypical) role of women” and “Much Ado About Nothing” as my Shakespearean play. My reason for choosing the theme “role of women,” personally is because I identify as a feminist, and I gravitate toward anything that distinguishes characters and individuals from the female stereotype. My initial reason for choosing, “Much Ado About Nothing” is because I’ve been wanting to read it. My other primary is because I knew, just by watching the movie trailer, that there is a large variety of strong women in leading roles in this play. Taken together, my goal in looking at the stereotypes within “Much Ado About Nothing” is to discuss how Shakespeare both acknowledges, engages, and seemingly rejects notions and stereotypes about women that were held by many during the Elizabethan Era.
In the Elizabethan era, and arguably today, most written work- either literature or plays gender stereotypes define the role of women. During the Elizabethan era, the general thought was that - “women are the primary caretaker of children and elders. Females have a caring nature, have skill at household-related work, attractive physically. Occupational roles associated with gender are midwifes, teacher, nurse, cook, maid, housekeeper etc. Feminist would argue that the traditional gender roles are oppressive for women. (Self-Growth) The Elizabethans had very clear expectations of what the roles for women were, in general men were the breadwinners and women were housewives and mothers. On average, a woman gave birth to a baby every two years. Childbearing was considered a great honor to women as children were a blessing from God. Elizabethan society was a patriarchal society, women were seen as the weaker sex not just in terms of emotionally, but physically. It was believed that women needed someone to look after them. If they were married their husband was expected to look after them. If they were single, their father, brother or another male relative was expected to take care of them. (Elizabethi) Women were also denied access to formal, public-school but could be educated at home by private tutors. Women were not allowed to enter certain professions, such as medicine or politics, but were able to work in domestic services such as maids, nurses and cooks.
As for my chosen play, “Much Ado About Nothing” is based on the battle of the sexes and the relationships that are developed between the female and male characters of the play. In the play Shakespeare does an amazing job at distinguishing the female stereotype of the Elizabethan Era, he develops this through two of his female characters who happen to be the leads of the play Hero and Beatrice. The play is considered one of Shakespeare best works. The play was written around 1598 toward the end of the Elizabethan Era. The story takes place during the 16th century during the Italian Wars in Messina, in the play he mentions a battle which was most likely the Battle of Lepanto of 1571. Like many of Shakespeare’s plays, the plot is not original and probably got his source material that inspired his play from some Italian texts. For example, Hero and Claudio marriage in the play was inspired by a poem written in 1591 by Lodovico Ariosto called Orlando Furioso. Another example, La Prima Parte de le Nouelle by Matteo Bandello inspired Shakespeare setting Messina. The Renaissance context applied to the Elizabethan Era, since (Renaissance thinking started in Italy before moving into England).
The treatment of my theme in the play showed how Shakespeare used the characters and plots of Much Ado About Nothing to communicate his ideas about gender to audience. In Much Ado About Nothing the two main characters Hero and Beatrice are subjected to expectations and limitations because of their gender. Also, Hero is accused of something which gets her type cast as a whore. Women where either seen as a wife or whore. Much Ado About Nothing influence captivated and offended Elizabethan audience. Because Shakespeare poked fun at their traditions and expectations surrounding marriage and love. But also, because the play blurred the distinction between traditional female and male gender roles, but some people in society were fixated on the idea of people who have both female and male traits.
During the past few weeks my theme “role of women” was represented in week 4, Twelfth Night, when the character Viola disguise herself as a male to find a job. In the play gender plays helps display how gender, a socially constructed identity can be performed and impersonated with the use of costume, voice, and mannerisms. (Shmoop) The audience is shown first-hand how gender identity plays a vital role in how Viola is treated, by men and women when she assumed the identity of a man. Another play that represent the role of women was the Taming of the Shrew which showed patriarch at its worst. Petruchio the lead male character is determined to be his wife’s lord and master, by abusing her, humiliating her, starving her and more. Katherine has no choice and is basically her husband’s property which means she has to play nice if she wants to eat, sleep and be treated properly.
Contemporary Context
In Much Ado About Nothing the two main characters are limited due to their gender. Society did not permit wives to work outside of their homes if their husbands were employed. The theme of “stereotypical role of women” are represented in both in the Elizabethan era and 20th century, society is governed by patriarchal societies in the belief that a woman’s place was in her home, birthing a raising her children and taking care of her husband. Women are to be seen and not heard, women could not vote, had no authority, no legal positions, only certain women were allowed to work in certain occupations. But in the 20th century women roles changed due to the World War 1 which demanded that women partake in roles they had never done before, the period served as one that marked female independence. Before the 20th century did not permit women to work outside their homes if their husbands were employed. The role of women was restricted to taking care of their home, husband and children. However, during the Elizabethan era Many women (upper class women) were educated such as the queen herself, Lady Burghley, Mary Dudley, Lady Sidney and Countess of Pembroke. Women were not allowed to go to school or college but could be educated at home by tutors. (QE)There difference between the two era’s is that the twentieth century men are actually forced to rely and depend on women. In the 20th century the effects of the war provided motivation for the impending recognition of women’s contribution to society. In which allowing all women to work beside men and have political rights to vote etc. The changing roles of women were not only evident in the workplace but also in the general treatment in society. The 20th century woman began partaking in knowledge sharing, publishing books and materials that called for the liberation of women including their gender roles. I guess I would say that in the Elizabethan era only certain women in certain classes were allowed certain privileges, but in the 20th century all women (and I use all very loosely) were allowed to work, learn and almost seen as an equal to men.
The stereotype of role of women endures through time because a good chunk of the world is governed by patriarchal society. Society has a set of ideas about how we expect women to behave, dress and present themselves. For example, women are supposed to be feminine which means naïve, sexually inexperienced, passive, soft and accepting etc. Shakespeare on the other hand acknowledge, engages and rejects the notion and stereotypes about women that were held by many during the Elizabethan Era. In todays world the stereotype of role of women still exist but the twentieth century gives us the interpretation of having to change its ways due to certain circumstances. The role of women had a drastic change during and after the World War 2. The changes in both economic and social roles of women at the time were seen as a desperate attempt by the society to redeem it following the occupation of most men in the war. Women were called upon to fill the shoes left behind by their male counterparts in building the world. (Essay Typing) Following the events of the world war, the worlds view of women in employment changed, it laid the foundation for the change of the role of women in society. It also prompted women to fight for change in their gender roles.
The reason why Shakespeare legacy endures in contemporary culture because he understood the human character and its weakness and their imperfection, he also made fun of social norms during his time. His plays are believable and teach a moral lesson and his work remains relevant today because his works can still be related to. I believe Shakespeare’s legacy will always remain current. Because every so often his plays are being studied in English and drama classes they are always being remade or being based off his work. For example, some of the earliest silent pictures were of Shakespeare plays for example King John was made into a short feature in 1899, Midsummers Night Dream in 1909. Presently movies such as 10 things I Hate About you which was inspired by The Taming of the Shrew, Gnomeo and Juliet based on Romeo and Juliet or She’s the Man based off the Twelfth Night. Shakespeare acknowledge and rejected notions of the stereotypes about women which continues as his work is studied and used for inspiration.
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Critical Thinking and its Process
Critical thinking can mean many things to many different people. Some would consider themselves to be advanced in the art of critical thinking, while the people around them, such as their bosses, might be hesitant about their skill level. Some people would go as far as saying that an attack on the skills of critical thinking is one of the most fundamental attacks on freedom. Across the board, people have failed to teach and value critical thinking.
In order to critically think, people must make reasoned judgments that are thought out and logical. Critical thinking is not about being right when it comes to an argument. Critical thinking is focused on improving thinking abilities. To critically think, people must be self-directed, self-disciplined, and self monitored. Critical thinking has more to it than most people believe. It takes discipline and the ability to put bias to the side to come to a sound and reasonable conclusion.
Defining Critical Thinking
The word “critical” has been most often used with a negative connotation. People often hear the word “critical” and immediately associate it with the word “criticize,” but when talking about critical thinking, the connotation takes a neutral meaning. When people begin to think critically, they are not trying to find a problem with the subject. Critical thinking is simply the act of gaining jurisdiction over thoughts. It is the refusal to accept a concept just because someone said it to be true or because people are weary to ask questions (Pearson).
Critical thinking is thought to be of the upmost importance for academic success. Critical thinking pushes people to use intellectual standards to enhance thinking while using criteria and rational justifications to come to a conclusion. Therefore, those that use critical thinking are more apt to clarify their thinking or render it more accurate and logical (Thomas and Walker, 1997).
The Critical Thinking Process
Many people may have been turned away from critical thinking because of the exertion of energy and depth of thinking that it requires. It would be effortless for people to simply adopt the ideas and opinions of parents or influential people around them. It seems easier to not go against the common denominator and stick with opinions that blend in with the rest, but critical thinking can be less painful than expected. There is a five-step process that helps to enhance peoples’ abilities to think critically. Before people can think critically, they must know what they are trying to form an opinion on. To do this, people must formulate a question, deciding what is relevant. The second step is gathering information. Once information is gathered, people are able to use data and answers to weigh different options. This helps to move one step closer to the answer that subjects are seeking.
Once information has been gathered, the information that has been collected must be applied. To do this, people must ask critical questions to decide what concepts are at work. Also, this application helps people decide what assumptions exist and if interpretation of the information is logically sound. Then the implications and long-term effects of the subject that is being studied must be considered. Lastly, it is necessary to explore other points of view. Even if critical thinkers cannot find any common ground with the opposite side of the argument, they must seek out why so many people are drawn to the opposition. This allows thinkers to explore alternatives, evaluate choices, and make more informed decisions (Agoos, 2016).
Impediments to Critical Thinking
Impediments in learning to think critically can be found around every corner. Everyone has an opinion, and people cannot avoid hearing them. Whether people turn on the TV to watch a movie, open a magazine or newspaper, or drive down the road and see billboards, opinions are everywhere, and they cannot be avoided. When people are constantly hearing opinions from media, advertisements, magazines, or commercials, it is virtually impossible not to unconsciously form an opinion based on the information around them. This is considered an impediment to critical thinking.
There are, also, the All-or-Nothing thinking, Us-versus-Them thinking, and stereotyping, which all come between people and their ability to critically think efficiently. These ways of thinking oversimplify reality, which is extremely complex. Even more than people’s thoughts being skewed by medias’ opinions and the opinions of other people, some educational systems reduce the level of critical thinking done by students. Students spend their educational careers memorizing and regurgitating information onto a multiple-choice test that does not require any deeper thought.
There are, also, four deeper impediments that find themselves interwoven into the thoughts of every person. These impediments can never be completely overcome. These impediments include egocentrism, developmental patterns of thinking, and personal experience. Each person puts themselves at the center of their lives and experiences. Experiences are highly influenced by the desire to have what is wanted and what is thought to be true, leaving people in a realm of egocentrism. People, also, develop ways of thinking as they age. Children’s actions are highly influenced by the need to feel safe and be loved, which carries over into different aspects of life. Lastly, people form opinions based on personal experience or the lack of. Due to personal experiences, people are often biased in their thinking about different topics (Nosich, 2012).
Role of Emotion
Emotions tend to have a negative connotation. People believe that thinking with emotion leads to illogical conclusions, but emotions can play a vital role in critical thinking. Emotions give data, and being logical is linked to having feelings. A person must be able to monitor feelings and emotions while being able to discriminate among them for use in guiding thinking and actions. This is known as emotional intelligence. Emotional intelligence is the ability of people to understand their emotions and others feelings and using this ability effectively in our relationships.
There are four parts of emotional intelligence: self-awareness, self-management, social awareness, and social skills. Self-awareness is being aware of someone’s emotions and how they feel. Self-management is how people manage their own emotions and actions. Social awareness is the understanding of other people’s feelings and concerns. Lastly, social skills are peoples’ abilities to proficiently interact and communicate with others in a social setting. These four factors come together to form emotional intelligence, which plays a key role in success for the critical thinker.
Critical Thinking Self-Assessment
I answered a majority of the questions on the critical thinking self-assessment correctly. One of my key issues during the assessment was my inability to take my time while applying the information. I tend to excel when gathering information because I am good at examining information and asking questions, but my critical thinking evaluation score would have been higher if I would have taken my time applying it. With more practice in this skill, my critical thinking skills would increase and my assessment score would go up.
Conclusion
Critical thinking is an important aspect in success. It takes self-discipline and deeper levels of thinking. People must use their emotional intelligence while being careful not to use bias or fall prisoner to other impediments that come between people and their success in critical thinking. While some might excel in critical thinking, it is a lost skill that can be improved across the board.
References
- Agoos, S. (2016, March 15). 5 steps to improve your critical thinking. [Video file] Retrieved from https://www.youtube.com/watch?v=dItUGF8GdTw
- Nosich, G. M. (2012). Chapter 1: What is critical thinking? In G. M. Nosich’s, Learning to think things through: A guide to critical thinking across the curriculum (4th ed.). Pearson
- Education. Retrieved from https://www.pearsonhighered.com/assets/samplechapter/0/1/3/7/0137085141.pdf
- Pearson (n.d.). What is critical thinking? Retrieved from http://wps.pearsoncustom.com/wps/media/objects/3388/3469470/ch05.pdf
- Thomas, C., & Walker, P. C. (1997). A critical look at critical thinking. Western Journal of Black Studies,21(4), 221. Retrieved from http://eds.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=6&sid=8c4d71fe-6b72-4da5-81f0-e4cd41bfdbcf@sessionmgr4007
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Understanding Critical Thinking
Critical thinking is a strategy that assists individuals with seeing issues from all edges. When the entirety of the data that you have accessible has been assessed you are ready to discover critical thinking to deal with tackle an issue than what you may have at first idea. A definitive objective of critical thinking is to increase an important comprehension, make sense of various perspectives lastly take care of an issue. There are a wide range of things that become possibly the most important factor while talking about the meaning of critical thinking.
Which are all key segments in turning into a decent critical thinker. All things considered to be a decent critical thinker and to see how critical thinking functions you should become familiar with the parts of critical thinking, dynamic, and thinking just without a doubt. Critical thinking is utilized in each everyday issue and there is a more noteworthy comprehension of it that isn't frequently acknowledged in any event, when it is being utilized. From multiple points of view, the way that we utilize critical thinking without monitoring it tends to be extremely helpful.
Likewise, later increasing a comprehension of how we can critical think brings the entire picture round trip, and makes our abilities considerably more significant. What I learned from the PowerPoint is that Barriers for Child Welfare Workers and Critical Thinking. In the PowerPoint it talks about how we feel pressure to make quick decisions even through the information is limited. Our own emotions may interfere with our capacity to listen to others. We feel ambivalent about seeing a family. We have difficulty admitting that we “do not know”, even if we feel unsure. I found this interesting because this helps me understand that critical thinking is a big part of child welfare. Something else I found interesting is the characteristics of Critical Thinkers.
It recognizes that most real-world problems have more than one possible solution and that those solutions may differ in numerous respects and may be difficult to compare in terms of a single figure of merit. Looks for unusual approaches to complex problems. Can respect differing viewpoints without distortion, exaggeration, or characterization I found this interesting because in my own personal experiences in college I have had to deal with really hard critical decisions. For example when I had to transfer from Siena Heights University Adrian campus to the Lansing campus. It would change a lot of things but if I didn’t transfer then I would have to deal with failing classes and not being able to graduate on time.
So I think me having to critically think on whether or not did I want to change a new learning method to something new or stick to the old learning method at Adrian but have a bigger and worse problem that could ultimately change the course of my college life. All things considered with some innovative and critical thinking I have come through what could have been a finished greater emergency for myself.
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Gender Inequalities in Corporate America
Ever since the 1930s, women have been occupying jobs in America. Though the identity of women workers has changed the following decades, one thing has not changed: The fact that there are still gender discrepancies in the workplace. For example, “in 1920, men wages were 40 cents per hour while on the contrary women wages were 25 cents per hour” (Carson and Bonk). Even after the Great Depression many Americans believed that the place of a woman belonged in the house tending to daily household chores and to the children. These inequalities have not disappeared and by eliminating unfair business such as the gender wage gap and the glass ceiling, women will receive greater job opportunities and will be able to succeed,
One major reason why women are not able to prosper in the last few decades is the existence of the Glass Ceiling, a metaphor that represents an “invisible barrier” which limits minorities and women from achieving high positions in corporations in America. This metaphorical ceiling still exists today as it did decades ago. One way modern corporations tend to limit power for women in the workplace is by dividing the possibilities of the job unequally. For example, white male have dominated the more desirable jobs in the workplace due to the employer’s bias towards them. According to William A. Darity Jr., “To preserve the existing power structure in an organization and society employers may place women and minorities in positions or departments that only allow them to supervise female or minority subordinates”. (Darity Jr.). If women are only assigned to work under women, they are essentially trapped. They can not move up to a prestigious position nor can they work with their male colleagues. This limits their success and their opportunities to get further in the firm as they have less interview opportunity options and has them intrapped in a loop of women management, leading to women earning less money. They would be earning more if they were not in this loop. Another way employers limit women from succeeding in the workplace is due to homosocial reproduction. According to James R. Elliott and Ryan A. Smith from the American Sociological Association, homosocial reproduction is defined as “it tends to reproduce the social characteristics of organizational power structures over successive generations of workers” (Elliot and Smith). In other words, homosocial reproduction is the concept of employers are more likely to employ workers who look and resemble themselves. If women are interviewed by white males, then they are already at a disadvantage to a competitor who is a male for the same job. This , as the article references, only increases inequality in the workplace by limiting the opportunities women have at earning a successful and high paying job, as they hire people who reflect qualities of those who are already in the top, like the interviewers themselves. Due to both the unfair task division and homosocial reproduction, women are not able to advance further in the workplace. They both limit their opportunities at getting promotions or interviews, ultimately impacting the success in a woman’s career and in life. In order to change these issues, men will have to be more open to hiring women and willing to give them hard and challenging work in order to prove themselves worthy of a promotion. By using their privilege, they can hire more women, who can then make it to prestigious positions, ultimately becoming superiors and hiring more women.
Some argue that the reason why women do not receive enough pay or opportunities is because women voluntarily choose to do non-promotional tasks. Non-promotional tasks are tasks which are important to businesses but are not valued enough to be work capable for a promotional level such as organizing files and mentoring new employees. Since women do these tasks voluntarily there is no reason why they should not be rewarded for doing them. A study was conducted, consisting of over 3,000 people from different sectors, such as tech, retail and marketing. According to the conductor of the study Kari Paul, who is also a journalist at Market Watch, states “Women are assigned 55% of work in the office and do 10% more work than men” (Paul). If women are doing more work than men and are also doing these non-promotional tasks at work, women should be paid accordingly. The women do more amounts of gross work, and men should take that into consideration for promotions and pay raises. If men use their power to do so, the women will receive greater promotional opportunities and will earn more as well.
Perhaps the most important reason why women are restricted in the modern workplace is the prevalent gender wage gap, as the income gap prevents women from having less purchasing power and will not be able to buy things they like. As mentioned above, wage gaps have been an issue since the implication of women in the workforce, and has not ended since. For example, in a Medical Economic study conducted in 2019, it states that “28% of male physicians make $0-199K while only 45% of women physicians make that much, and that 52% of males nake $200-399k while 45% of women physicians make that much” (Medical Economics Vol. 96). This means that more male physicians make substantially more money than female physicians. This confirms that there is an evident wage gap even for a high earning job such as a physician. This limits those women physicians from earning their full capacity which should equal their male peers, as they undergo the same education and the same procedures. Another instance of gender inequalities is in the paycheck. Using data from the U.S. Department of Labour, Thomas Riggs made a line graph, showing the average earnings of both genders, spanning from 1960 to 2010. The male line on average has always been $10,000 higher than the woman's graph. According to Riggs “Females earned 76.5% of males earnings meaning that female workers made on average 77 cents for every dollar made by male workers” (Riggs). This should not be the case since men and women perform the same exact tasks, and both of these examples limit women from obtaining success and happiness as well. If women earn less from the same job, they will have to work another job, making their lives stressful, also prohibiting them from buying things that would bring them joy. This ruins their chances of success and must be changed in order to feel equal and not limit the choices to pick professions based on their pays. This also makes women more dependent on their husbands since they will make more than them even for the same position in the same firm.
In conclusion, due to gender inequalities in corporate America, women are in a way oppressed through the existence of the glass ceiling and the gender wage gap. The glass ceiling exists because women are assigned different responsibilities and are less likely to be hired through homosocial reproduction. The Gender Wage Gap removes purchasing power from women making them more dependent on men. All business owners must address these issues and try to make reform by informing their employees about these issues and what they can do about confronting them. It should be only fair that everyone has the same opportunities and income regardless of gender.
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Information Analysis Using Critical Thinking
A critical analysis is an art that involves reading through an entire written text, then evaluating the version to get an opinion as well as a proper understanding of what the author exactly means. Critical analysis mostly involves an adequate assessment of the text in comparison to what we already know. This process aids in combining different opinions of ideas; hence one can challenge, justify, and explain phenomena depending on the analysis. An excellent critical analysis is said to provide the reader with a proper assessment of both the positive and the negative aspects of the entire text.
?Inert information refers to incorporating into our mind's information that we do not understand, even though we have memorized this information continuously. Hence, we tend to think that we know it. In short, most people tend to internalize specific facts theoretically but not practically assessing the same idea (Paul & Elder 25). Meaning this information is just in people's minds and has never been translated into something almost meaningful. However, critical thinkers are said to try to do away with the intention of the inert information by turning it into something of much importance.
?Assumptions refer to unevaluated belief; is that what we usually think without actually realizing we are thinking about it. It also said to be an approximation of reality (Elder & Paul, 26). Assumptions often hinder the thinking process, and it is characterized by experiences that also affect the way an individual generates a decision. On the other hand, inferences refer to a method of concluding, usually gotten from a shred of known evidence. It can also be defined as an informed guess (Elder & Paul 26). These conclusions arrived through the use of background research and even the use of observation. In a specific text to derive inferences, the reader is expected to read in between the lines to get a glimpse of what the author means. It also enables the reader to obtain information on some ideas that the author has only hinted in the text, hence making it easier to understand what the writer exactly means.
?Activated ignorance refers to putting in mind information and using that information that is not true, though we tend to think that it is true (Paul & Elder 36). People, through this, believe that they comprehend people, events, and situations mostly based on false concepts, illusions, and delusions which on actual grounds they do not. It is, therefore, essential to evaluate our beliefs and practices, especially those that are vulnerable to harm and suffering to other people. It calls or everyone's responsibility to do away with these beliefs and practices. It is, however, not easy to distinguish between what is activate ignorance and whatnot; this, however, is not an excuse. Instead, we need to ensure our minds are kept open and personal caution concerning all kinds of information we come across that are potentially false.
?Activated knowledge, on the other hand, refers to putting in mind information and using that information that is true. When properly understood, it leads to the generation of more and more knowledge.it is a vital learning ingredient since it instills discipline on the human way of thinking as well as preserving against misuse. During learning, people usually start with essential knowledge, then eventually they can learn more and more. Activated culture can, therefore, also be defined as a type of expertise often generated powerful creative ideas that, when applied to a collective experience, foster more knowledge (Paul & Elder 25). Scientists are claimed to use this type of instruction via the use of hypothesis, forecast, supervised experiments, examination, and conclusions to foster and acquire more knowledge.
?Critical thinking refers to an attempt to apply, analyze, and synthesize an idea in the topmost level of quality in the most appropriate manner (Wright 21). Critical thinkers tend to examine a view at the utmost reasoning. They are meticulous on the shortcoming that hinders human thinking hence tries to do away with the ego as well as socio-centric issues. These people are also aware of the concepts and principles that aid to improve their skills. Also, they are cautious that it is possible always to enhance their skills .it is also advised on a few conditions that help improve our skills, which entails the eagerness to learn, practice, and the right attitude. Critical thinking may be hindered by several factors like traditional believes and customs, as well as religious issues.
?The theories of sound critical reasoning manifest themselves into three layers that entail the in-depth critical thinking that analyses the possible alternative states of an idea. This state tries to look into possibilities of fail or a pass carefully and is prone to errors (Talaska 19). The next layer refers to the intermediate level, which entails critical questioning that leads to the evaluation of the possibilities. In this level, errors are likely to occur as well, especially when the questions and answers are not in line with the main relevance idea. The last level refers to the outermost layer, where the judgment is finally reached. During this level, errors are also likely to occur; mainly, inefficient methods are used to achieve the conclusion.
?Critical thinking has been a subject of debate and analysis for a very long time, hence calls for people to be active learners rather than just being the receivers to information. Critical thinkers are known to raise all kinds of questions on ideas as well as assumptions rather than just agreeing with every research they encounter (Talaska 19). They are always curious to find out the validity of all certain information. This conclusion is as a result of critical thinking obliged to deciding at what exactly is expected to be achieved.
Critical thinking is, however, targeted at achieving the best possible outcome in any situation. Hence it may, at times, require a second evaluation of results, and implementation of changes was necessary to improve the quality of the expected results. It is without a doubt that critical thinking helps to stimulate focused meanings hence very essential and accepted.
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Critical Thinking in Nursing
Thinking Ahead
The five critical thinking indicators that I am most comfortable with using when facing a situation requiring judgments are: self-aware, reflective and self-correction, honest and upright, open and fair-minded, and proactive. To avoid the results of an agreement or unwanted conclusion, a reasoned judgment should be reflected upon before acted on. It’s best to use specific indicators to help with problem solving. Indicators may assist with analyzing, acquiring, or altering the quality of thinking. When I think about critical thinking, I deliberate using self-discipline and reflection.
Self-awareness is an important indicator to me because it is the major component to personal growth. Having the confidence to know your strengths and weaknesses helps with challenges, achievements, and goals. It gives clarity knowing there is room for improvement and to be able to accept feedback/contributions from others to succeed. Reflective and self-correction is an indicator that I find myself using often. I feel it runs hand and hand with self-awareness. This particular trait shows that a person can reflect on a situation or problem, use specific feedback, correct it and have the potential to use what was learned and apply it to future mistakes or situations. Having this characteristic helps with having self-control when fixing a situation.
Honest and upright is a way of handling situations in an open-minded and accurate way. Standing up for what is right in a professional way is a form of respect in the work field. I stand for having integrity because it gives the traits of accountability and dedication. Being open and fair-minded but tolerant gives one the opportunity to be open to new suggestions and listen to others. This event shows great quality in teamwork when you’re willing to exchange information with others and apply it together. Lastly, Proactive allows flexibility, and the time to process for a better outcome. Being self- directed puts you in a situation to have full control and arrange to avoid the obstacles to come.
Case Study
The scenario I chose was the 72-year-old retired chiropractor who has a history of dementia, secondary fractured femur repair, and is refusing the care he needs. In this scenario I would stop to think about what I can do to help this patient. The first thing I feel that is important is using communication. I would be open-minded and view the situation from the patients’ point of view to see what I can do to gain my patients trust and reassurance. None of our communication should be forced or feel pushy for the patient, the process is to help understand why the patient is refusing and to try to co-operate with their decision.
Giving explanations, being repetitive, and building a relationship can make the patient feels secure and safe. Another approach I would try is to talk to the daughter. If the patient is only friendly or comfortable with his daughter, it may be best to communicate with her as well. In many situations’ dementia patients show comfort to the people close to them or whom they trust, remember, and feel safe with. His daughter can be able to explain why her dad feels the way he does, or she may be able to communicate with him to see if we can get the care he needs. If the patient still rejects help or refuses treatment it would be my job to accept the decision, no matter if I don’t agree.
Thinking Back
After reading this scenario and thinking it through, I found that I did not apply my indicators as I thought I would. Based on the indicators that I originally chose they all did not fit this specific scenario. While working through the scenario the only indicator that I used out of my 5 was being open and fair-minded. Having a patient refuse any type of treatment and not knowing why puts you in a situation that needs to be reevaluated before processing. I felt that it was best to go into the situation when an open mind so that I can observe the patient’s point of view. There could be a lack of valuable information or understanding. “What is most important from the medical point of view may not be most important from the patient’s point of view, because goals and values may differ.” (Right to Refuse Treatment) By knowing the patient’s point of view can help me as a nurse have respect for their decision or opinions if I am making sense of their reasoning.
Factors that supported my critical thinking were effective communication, curious and inquisitive, and being flexible. My main approach was to focus on communication. When using effective communication and being a good listener, it shows deep understanding of the patients’ circumstances and feelings on their care. By asking questions and gathering new information to broaden my knowledge on why the patient doesn’t want to be treated, practices my curious and inquisitive indicator. I also chose another route due to the patient having dementia; this inhibitor shows flexibility.
I figured if I changed my direction to communicate with the daughter it could possibly give me the best results. My focus was to find an approach that will help to assist the patient the best. The factors that impacted my ability to use critical thinking was the patient’s safety. “From ensuring patient safety to being able to detect changes in patient status, analytic skills turn average nurses into extraordinarily capable caretakers.” (Luna) When focusing on the patient’s status, it helps to anticipate the patients’ needs.
One improvement or approach I could have used is conducting a practical tip that could assist my patient to participate and engage. By doing so my patients’ participation may increase more and it enables me to make my task more effectively. I believe setting up a specific care plan for the patient could help reduce his frustration and help me focus more on his individual care. “If you don’t have a sincere desire to improve — to find ways to broaden your knowledge and skills and make current practices more efficient and effective — you’re not thinking critically.” ('Improve your critical thinking and reasoning skills'). I find critical thinking to be very essential in the nursing field.
References
- Alzheimer's and dementia care: Tips for daily tasks. (2019, May 7). Retrieved March 14, 2020, from https://www.mayoclinic.org/healthy-lifestyle/caregivers/in-depth/alzheimers-caregiver/art-20047577
- Luna, A. (n.d.). Home. Retrieved March 13, 2020, from https://www.onwardhealthcare.com/nursing-resources/seven-reasons-critical-thinking-in-nursing-is-important/
- Oncourse Learning. (2020, March 8). Improve your critical thinking and reasoning skills. Retrieved from https://resources.nurse.com/daisy-improve-critical-thinking-reasoning-skills
- Right to Refuse Treatment. (n.d.). Retrieved March 12, 2020, from https://vtethicsnetwork.org/medical-ethics/right-to-refuse-treatment
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Gender Inequality in “Nervous Conditions”
“Nervous Conditions” (1988) is a novel written by author and filmmaker Tsitsi Dangarembga. The story was awarded as one of the top 100 books to change the world, as well as the Commonwealth Writers Prize in 1989. The story presents the struggle of being born as a girl in a traditional African family, where only the boys are given the opportunity of having an education. The novel is the first in an expected sequel of three novels, “Nervous Conditions” (1988) being the first, and “The Book of Not” (2006) being the second. The third and final novel is yet to be released.
The story is set in Africa in the 1960s/1970s. In this excerpt, Tambu looks back at her adolescence as an eight-year-old girl. Tambu wakes up early as usual to do her portion of chores, before helping her mother with her work. To prepare Tambu for the disappointment of not being able to get out of the family’s poverty, her mother discourages her. Tambu’s big dream is to get educated and help herself, as well family out of poverty. Since they can only afford sending one child to school, they naturally send the eldest brother, Nhamo. Tambu is struggling to understand why she cannot go to school, as she is very motivated to get educated. Tambu misses the Sunday school that she had attended to the year she had gone to school and decides to head over in hope for some laughter and enjoyment. At Sunday school she finds out her brother has been stealing her mealies and given it to other students. She snaps and attacks her brother making a big scene.
As far as themes go, I have chosen equality (or in this story, inequality) and education. With equality, I am pointing towards gender inequality. Tambu was born in a traditional African family with the disadvantage of being a girl. The norm for the traditional African family is that the eldest male is supposed to grow up as the leader and to support and provide for his parents and family. This is inequal, as there are huge limitations that comes along with being born as a girl. Education is also an important part of the story. Tambu is able to see her road to financial success and out of poverty through education. Nhamo is though the only child that can go to school since he is a male.
The novel is composed chronological in past tense, with the protagonist, Tambu, looking back in time. This way of building up and telling the story makes it very different contra if the story was told without her looking back in time. It gives the narrator a much wider view, as the narrator can look back at what happened with knowledge of what is going to happen. The story’s turning point is when Nhamo says that Tambu will never go to school or make her dreams come true because she is a girl. Being told something as destructive as this of course has an impact on the rest of the story. The climax of the story is towards the end when Tambu finds out her brother has been stealing from her, and a fight between them erupts.
The most important symbol I found in the novel is Tambu’s garden. Through this garden she hopes to be able to grow and sell vegetables to afford her school fees. It symbolizes her heritage’s tradition ability to earn money and food of the nature, as she uses the nature to afford to go to school. It also makes it very clear why her brother would want to steal her mealies, since he wanted to be the one to earn the leader role, not her. By going to school, Tambu would become a threat to Nhamo and his dream to take over the family’s heritage.
“Nervous Conditions” is written from a first-person point of view, with Tambu being the narrator. The fact that the protagonist is the narrator does of course mean that the events that is happening in the story is filtered through her own thoughts, opinions, and-biases. The tone is also affected by the narrator not being fully objective as she describes the people out of her own, biased opinions about them. She is though not a hundred percent subjective, and she does indeed objectively describe simple events and observations.
The two most important characters in this excerpt in Tambu and Nhamo. Tambu is the protagonist. She is a smart, strong and inquisitive girl, who is looking for an education to escape from her family’s poverty. She is respectful over her family’s traditions, but she is also looking to break free from her limitation based on her gender. Nhamo is Tambu’s brother and the antagonist. He is very proud of being the eldest son, and takes advantage of it. He is spiteful over his sister, and spends a lot of energy to taunt her over the fact that she does not get the opportunity to go to school.
“Nervous Conditions” is essentially a story about the struggles of being born as a certain gender. The way the novel brings up themes such as equality and education is rather outstanding, and the characters reflects on how important it is to have dreams, and to follow them to the furthest extent. The novels reaction to gender inequality is also something every man and woman should experience, even 30 years after it was released.
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Sociology of Gender in Politics
An example of this on a more professional level is how women were not allowed to wear pants on the senate floor until 1993 (Why Women Couldn’t Wear Pants, Sears). Feminist theorists teach that men are the standard, the universal, the neutral, the unmarked gender, while women are the other, the marked gender, linked with the body, and with domestic, private space (Cracked not Shattered, Karen Stein). This shows how women are more likely to be treated as property, again dominated by males in every aspect of life. From a Marxist point of view, women will eventually realize that they are being oppressed, and then rise up in revolution to overtake their oppressors, or the males (Sociology, Macionis) From the third perspective, it is more beneficial to analyze each situation from a micro-level at the perspective of the individuals. People make up their own realities based on the symbols around them (Lecture, Erger).
The social interaction perspective focuses on the self and the presentation of self. This is especially relevant for politicians, as every public appearance marks an occasion for representing themselves to the voters. The way politicians represent themselves determines their status and reputation. They must present themselves in a way that is both professional and relatable, so the voters will like them and their presence. The presence of a politician is first represented by their clothing. This is why there are rules as to how politicians in the house, senate etc. may dress. They are always presented in suits, pants suits, skirts and blazers, and criticized when found in anything else. If there is anything about their outfits that comes across as remotely unprofessional, the media addresses it to make sure everyone knows about the thing they did wrong. That usually applies to women, as they have harsher expectations set on them. For men, the harsher expectations usually come from whether or not they have a wife on their arm working to make them look better. If men can prove they have a family, they can be seen as having the tender, caring side that is necessary for politicians from the social interaction perspective. Another important aspect that must be present in politicians from this perspective is toughness. Politicians must be tough to fight for their agendas and tough on certain issues that are seen as needing a swift heavy hand to carry out and caring for the people. This makes the role of a politician particularly difficult for both men and women. Men are not traditionally caring enough, and women are not tough enough to be politicians.
Therefore, men and women need to find ways to present themselves to represent the other side of things without going so far as to break the stereotypes, which would confuse people and their realities. Thus, men have their wives, but women have nothing clear to prove they can be tough without being malicious. This is a clear inequality currently existing as a way to represent women who stand out in order to create change as unfavorable by being too tough but men who show this characteristic are seen as good, strong leaders for the people. Goffman’s presentation of self says, “the self comes from outside forces, and what the people want will shape the identity”. With that in mind, politicians have not made their own identity; the voters made them who they are. Every appearance is dictated by the voters as they either give or deny their support, and it has been that way since the beginning of democracy. This suggests that the actions of politicians result not from what politicians do, but how people respond to their actions.
Throughout time, how the people respond to the actions of those in power changes with the norms of the time. This proves that everything is socially constructed and is subject to change. The demeanor of men and women also contributes to the image they give out. Women stand with their legs together and arms at their sides while men unconsciously do the opposite to look bigger and make their presence known. Through communication, women will make “listening noises” while men will just stare, and if men ever touch it is to claim territory, usually of a woman. This is seen most commonly among politicians and their wives, more specifically the president and first lady. The social interaction perspective essentially specializes in the symbols and interactions used by men and women in politics to idealize themselves in the eyes of voters. Men tend to be bolder than women in their representations because of the high standards women are forced under. This causes women to go unnoticed, so men have the majority of the power in the government. The three perspectives in sociology each provide a new way of looking at a common issue, searching instead for the possible source instead of the current problem. In order to really promote change in society, people have to find the right way to approach it. The structural-functionalist approach does not offer much in terms of change because of how much the perspective supports the gender roles. The societal negotiator (politics) favors the male population while women are forced into submission, and the cycle of inequality repeats itself. If women are not voted into office, there will not be equal female representation, and society gains nothing. The social interaction perspective provides a better basis for change, approaching the situation by the interaction of individuals. If individuals would notice sexist behavior and call it out, it would surely promote change, but that would require a lot more than just one person speaking out to change the reality. What it comes down to then, is a feminist revolution, sparked by the ideas of Karl Marx.
As mentioned before, Karl Marx believed the only way to be free from oppressors is revolution. Originally, he was talking about laborers and capitalists, but it applies to gender in politics as well. The change has even started happening already. More women are elected to higher and higher positions each year, and we almost got one as president. Where there is no change, people are comforted in believing that masculine and feminine behaviors are ‘natural’ when that is not actually the case (Gender and Power, Raewyn Connell). Gender roles are taught throughout life in the home and out in society, so what’s to stop those gender roles from being forgotten? Our political goal, at this point, must be to move to a post-gender society (Gender as We Know It, Barbara J. Risman). To achieve this, we must make social change happen at the greatest degree. This means changing the societal structure set in place by misogynists thousands of years ago to determine man’s power over women. Once there has been a beginning in the wheels of change and women start gaining higher positions they can only go higher. As it turns out, a higher share of women in the [government] opens the door for women to take up a greater number of high posts (“Citizenship, MA?GORZATA FUSZARA). In America specifically, every movement is radicalized into a revolution. Take, for instance, the revolutionary war, the industrial revolution, and now: the feminist revolution.
The social conflict perspective supports the idea of revolution as it is basically the only way to solve problems on a grandiose scale. American perspectives increasingly meet around a set of concepts, problems, and variables connecting collective action to politics (National Politics, Sydney Tarrow). What this means is that, though politics may sometimes move slowly, the only way to force change is by everyone standing up and making their voices heard at the polls through voting, and if that doesn’t work, literally get up and start shouting what you want. Most people don’t know what they want, so they will just follow the voice that is shouting the loudest because it seems like the most popular or the only option. Movements challenging the status quo routinely emphasize the degree to which they are excluded from access to positions of power and influence (Missing Feminist Revolution, Jeff Manza). The movements bring the issue to the forefront of society and force everyone to look at what a problem it is, and that is exactly what we need to do in order to promote equality between the genders in politics. To do this, people must vote, and protest, and march, and post on every social media outlet to get their voices heard. We must elect more female officials so everyone knows that women are just as strong as any male politician. No longer will women be ignored in history; they will make it.
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Importance of Critical Thinking Skills
The world is constantly changing. Without change, there is no discovery, originality, or improvement. Just as the world is changing, so is the workforce. Thus, the skills needed to be successful in today’s workforce are different than what was needed in the past. A pleasant personality and a pretty face are no longer a guarantee of a successful career. To succeed in today’s workforce, an individual needs a willingness to learn, a global mindset, and critical thinking skills.
Individuals must possess a willingness to learn. Gone are the days when a professional in any field could consider their college education sufficient. Instead, they must be willing to accept that they will be constantly learning throughout their career. It is vital for individuals to stay informed of the latest trends and sought-after skills in their industry. With technology rapidly improving, employers are seeking individuals that are motivated to learn new skills.
The truth is, successful people never stop learning. In today’s business climate, it is vital to have a global mindset. A global mindset is the ability to account for the cultural signals you receive and adjust your approach accordingly. The ability to influence and promote collaboration across cultures and borders is necessary in today’s globally dispersed workplace and marketplace. The fastest growing economies are in Asia and South America. Therefore, a crucial skill is knowing how to do business and communicate within these global markets. Knee-jerk reactions can be the downfall of any company.
Critical thinking skills are based on statistics, reason, and logic. Emotion-based thinking and decision making may have been smiled upon in the past, but it does not have a place in today’s world. Critical thinking forces individuals to look beyond conventional solutions and look for new ideas that can address problems and initiate growth. Critical thinking also requires collaboration to gain knowledge from those around you. Therefore, critical thinking doesn’t only foster new ideas, but it also strengthens business relationships.
In conclusion, today’s workforce calls for a different kind of individual to manage its everchanging environment. The workforce expands across the entire globe. It is changing and evolving at a pace never seen before. These new developments require individuals with a new set of skills. The skills that are necessary in today’s world are a willingness to learn, a global mindset, and critical thinking skills. These are the skills that will help an individual keep up with their rapidly changing work environment and support their customers and clients all over the world.
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Gender Inequalities in School Education
Education has the unique ability to promote social change and personal wellbeing. The Western world consider education a fundamental human right to promote personal freedoms and achieve individual success in professional areas which is the main factor for the future development of the country, also very important key to equal opportunities and the hierarchy to progression (Weiner,1986). In studying gender inequalities, we discover not so much desire for changes. Historically, girls were left out and put aside, but in recent years girls have overtaken boys. According to the nineteenth century domestic division of labour, made girls destined for housework and child raising, no need for education beyond elementary level. At this time elementary education was compulsory for all children up to the age of 10, skills taught were told apart by gender. Boys learning elementary mathematics and profession skills, girls learning domestic skills. For girl’s education was considered not necessary and there were supposed to stay at home with their mothers, helping them with domestic skills (Abbott and Wallace 1990). Secondary schools for girls were well-known by the beginning of the twentieth century but still the number of girls were far less then the boys one. In nineteenth century females were excluded from universities. In 1878 University of London was the first one allowing girls to take degrees. Oxford and Cambridge were slow to open their doors to females. Females were not allowed to take full degrees until 1920 in Oxford and in Cambridge 1948. The Education Act 1944 made secondary school free and available for both genders but this did not mean then boys and girls will have the same curriculum. The introduction of a national curriculum in the 1980s neutralised this to some extent by creating the same curriculum for both genders up to age 16.
Despite efforts to counter gender inequality problems in the United Kingdom, it is still possible to see inequality in the British education system. Some of these problems are structural and other one’s are caused by wider society. Inequality in education system can lead to inequality when the pupils grown up, with consequences in terms of future employment prospects. Recent data analysis suggests that boys are struggling to keep up with girls at key curriculum discovery (www.gendertrust.org.uk/gender-inequality-in-the-british-education-system/).
Findings from the longitudinal study, Effective Provision of Pre-School Education (EPPE) which studied a national sample of over 3000 young children between ages of 3 -7 years old, and their parents which were in charge to examine their children’s intellectual and social/behavioural development. Children joined a variety of 141 preschool backgrounds (playgroups, private day nurseries, local authority day nursery, maintained nursery schools and nursery classes as well as groups who had no or very little pre-school experience). Girls in general showed better social development than boys, especially in cooperation/conformity and independence and concentration, as well they showed higher achievement on all cognitive results. The researchers also found that home learning environments were different between boys and girls. Considerably more girls’ parents reported activities such as reading, teaching rhymes and nursery songs. It was impossible to launch whether these self-reported differences in parenting mirrored different outlooks of boys and girls, or gender differences in the behaviours and interests of pre-school children. Nevertheless, some aspects of the home learning during that period presented substantial independent positive effects on achievement and social behaviour at age 7 years old (end of Key Stage 1). Then some of the gender differences in cognitive and social/behavioural outcomes at primary school admission may in part be accredited to differences in the quality of home learning environment. In terms of the effect of pre-school delivery, the study found that boys mostly showed huger progress in early number concepts if they attended high quality pre-school anticipation. Even though this suggests that raising the quality of pre-school running could help encourage boy’s achievement levels in early maths skills, the fact that it did not improve early literacy skills is disappointing for addressing the area of greatest gender inequality. (Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I. & Taggart, P. 2004 Effective Provision of Pre-school Education, EPPE Project: Final Report – A Longitudinal Study Funded by the DfES 1997-2004).
https://webarchive.nationalarchives.gov.uk/20090108131527/http://www.dcsf.gov.uk/research/data/uploadfiles/RTP01-07.pdf
By Key Stage 2 (7 to 11-year olds) girls are moving faster than boys in their test scores. Around 83% of girls achieved a level 4 or even better score, although only 77% of boys in the same age group were able to achieve level 4 or higher. These tendencies carried on up to GCSE level, where around 10% more girls earning 5 or more A*- C grades than boys who were reaching the same standard. Now, there is a difference between the number of male and female school-leavers applying for further studies. Females from deprived backgrounds are 58% more likely to apply for further studies than males from the same background. UCAS data submits that female school-leavers in England are 35% more likely to apply for further study than their male peers. Another inequality problem is the difference in levels of female and male who are employed as teaching and support staff in the British education system. In primary schools only 15 % of teachers are male, meaning that many children are missing a positive male role model in their educational curriculum, even worse some schools do not have any male staff members at all. Most of the schools say that they wold like to hire more male teachers and support teachers, however fewer men apply for teaching place. The Department of Education is discussing strategies to encourage male teachers to consider a wider range of subjects as well they want to retain and employee more of them in schools. About 38% of teachers in secondary schools are male, but there is gender inequality on the subjects taught by male teachers. They are more likely to be specialised in (science, technology, PE, mathematics and engineering) and female teachers are more likely to teach languages and humanities. Teenage girl students find it hard and most of the time put the girls of because they think that male PE teachers cannot understand their needs properly. Study also suggests that male teachers are more likely to be employed in high ranking roles in school environment such as Head Teacher or even higher and the females are more likely to see their role in education as vocational and prefer teaching or managerial roles even though the pay grade for this role is lower. Seeing this as a big disadvantage, the major challenges for the education system is offering and making high roles like Head Teacher or Head of Department roles more appealing to female applicants.
However, feminists argued that science was taught in manly way. This kind of debate represents the conflict between the liberal and radical movements in feminism. Liberal feminists are looking for equal opportunities for females in the existing system, otherwise are looking radical feminists, they argue that this results in females thinking and behaving like males. According to them, manly way of thinking and behaving should be replaced by feminine ones. Spender and Stanworth research (1982-1983) showed the importance of different gender role expectations in the classroom. Girls got less interest and attention than boys. Boys have a tendency to receive higher marks than girls for identical work and were expected to do better in examinations. These expectations are not expected only from the teachers but from the children’s as well. Some think that girls would be better of in schools for girls only or in classes which are attended only by girls in a mixed gender schools. In late 2008 the Schools Minister argue that separating the gender for science teaching would make more girls frequenting science and engineering courses. Professor Alan Smithers believes that research does not provide any strong evidence that girls perform better when taught on their own (Independent, 25 and 26 November 2008). Lately girls have achieved better than boys at A level. Has been reported in 2009 that the higher education participation rate for women was 49%, and men 38%. Also, while 64% of women obtained first or upper seconds, men did only 60% (Higher Education Policy Institute, 5 June 2009).
Firstly, the claim that attempts to frustrate educational discrimination against girls have worked. These includes such initiatives as GIST (Girls into Science and Technology) and the introduction of single-sex classes. Generally, has been a big awareness of, and sensitivity to, gender issues in schools. Secondly, the argument that changes in assessment have resulted in better results for girls. They tend to perform better at coursework, though boys do better when assessment is by invisible examination. Increasing use of course work may have led to the better success for girls. There are also signs that a shift from assessment by coursework back to assessment by invisible examination may have recently reserved this tendency at GCSE level (Independent, 27 August 2009). Whether this could account for the extent of the change in entry to higher education must, nevertheless be uncertain. The bigger argument that changes in relationships of employment reason for the higher performance for girls. In 2000 the government launched experimental schemes to provide separate classes for boys, in order to bring back discipline and improve results. The big concern about boy’s examination presentation has been convoyed by an alarm with their much higher rate of exclusion for disobedience. In recent years in English schools the rate of exclusion for boys has been four times higher then the rate for girls. However, possibly too much attention has been paid to boys’ problems and left out less visible girls’ problems. According to Osler et el. (2002) girls are more involved in some of the less formal and less visible forms of exclusions than boys. The introduction of the national curriculum reduced gender differences in subject choice before age 16, however by A level traditional gender differences had come back and these endured into higher education. This was still obvious at the beginning of the twenty-first century. In 2001, 93 % of students sitting the vocational A level in Health and Social Care were girls, although in computing 79% applicant were male (Independent, 16 September 2001) Male domination of education has continued in other ways. As academics they went further with their careers in higher education and as the result this the number of males in these areas is pretty high.
University procedures and decision-making bodies tend to be under controlled by men (Hodges 2000). Higher positions in schools, governing bodies, local education authorities (LEAs) and the Department for Education and Skills have also been male dominated.
In conclusion women’s employment is growing which made girls raise their confidence and expectations. The decline of traditional male jobs steered to the disappointment and cynicism of many boys, who no longer bother with education and take asylum in an oppositional culture. Growing insecurity of employment may have caused same effects on middle-class boys. These theories are related to bigger ideas of a male identity crisis. There has definitely been an increasing worry about boy’s educational performance. The girl’s educational success should not, nevertheless be taken to mean that older gender patterns have disappeared. In subject choice gender still plays a big part which directs boys and girls in the direction of different careers.
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Ratio of Men to Women in 1920
In January of 1920, the making, moving, the access, and the sale of alcohol was banned in the United States of America. This was because of the Eighteenth Amendment. This amendment was one of the most successful out of all of the attempts to remove alcohol. In America, people were not able to buy or drink alcohol legally. Although this was a huge problem in the 1920’s, there were other problems other people had to face. Mostly women. In the earlier times, women were not as free and independent as they are today. Despite the fact that some of them wanted to be more independent and have jobs and bring in money, the men would not let them. Women in the US have organized political movements to obtain the same social, economic, and political rights that men have. It all started in 1848, the women organized an event. It was called the Seneca Falls Convention. It was the first official action of the women’s rights movement. As quoted in Women’s Rights Movement, 'the most shocking and unnatural incident ever recorded in the history of womanity' took place in… 1848…”(Cullen-DuPont). Women had few rights at the time.
They were getting denied at colleges, jobs, and even getting denied to do trades. The only jobs they were actually getting accepted at were working at factories, teaching at schools, sewing, or domestic service. Their wages were little to none. If they were married, their husband got their wages. On July 19, 1848, they stood before 300 curious people and presented a Declaration of Rights and Sentiments. That document, modeled after the Declaration of Independence, declared that all men and women are created equal. It demanded equal access to all means of employment and the ministry. And it insisted that women suffered. Elizabeth Cady Stanton, Susan B. Anthony, and Lucy Stone quickly became the movement's undisputed leaders. They and their followers petitioned the nation's state legislatures for women's suffrage and for the reform of property and child custody laws. In Women’s Rights Movements, Kathryn Cullen-DuPont discusses that two years after the representation of the People Act 1918, the Times published grave warnings against moves to extend voting rights to women under 30. Mature females might now engage with politics, but the “scantily clad, jazzing flapper to whom a dance, a new hat or a man with a car is of more importance than the fate of nations” must never be entrusted with a vote.
The flapper of the 20s was partially a cultural stereotype, but she was also a focus of serious debate. With her short skirts and cigarettes, her cocktails, sexiness and sass, she was not only offensive to the men at the Times, but also a concern to older feminists, who saw in her pleasure-seeking, taboo-breaking ways a younger generation’s disregard of all for which the suffragettes had fought. But if the politics of feminism seemed less important to the “flapper generation”, this was partly because young women were taking the struggle for freedom into their personal lives. Ideas of duty, sacrifice and the greater good had been debunked by the recent war; for this generation, morality resided in being true to one’s self, not to a cause. Towards the end of the decade, some feminists would argue that women’s great achievement in the 20s was learning to value their individuality.
Personal freedoms remained dependent on public reform and active UK feminists such as the Six Point Group continued to campaign. Women were given electoral equality with men in 1928; legislation brought equality in inheritance rights and unemployment benefits; and women profited from the Sex Discrimination (Removal) Act, which, in 1919, had given them access to professions such as law. Changes in work patterns were dramatic, with a third of unmarried women moving into paid employment across an expanding range of jobs in medicine, education and industry. Mass employment also made women a consumer power. Fashion was one of several industries that expanded rapidly to meet their demands. While the Times considered clothes a frivolity, for women they were a daily marker of liberation: rising hemlines, sportswear and even trousers made their generation physically freer than any in modern history.
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Factors in the Empowerment of Married Women in the 19th Century
Lingering structures from the Victorian era caused family to remain the most central institution of middle-class life in the 19th century, even as the nation continued to take shape (Peterson del Mar, 2011, p. 47). The structure and function of family was changing. This essay proposes that married women in the 19th century experienced a substantial rise in status influenced by changes in social, economic, and legal spheres across the nation.
Shifts in the ways social constructs like religion, education and pop culture influenced married life contributed to wive’s rise in status during the 19th century. 'The Cult of True Womanhood 1820-1860' claims that social structures like religion and the ‘cult of domesticity’ served to enforce the expectation of women as pure and domestic to their husbands. This body of research suggests women used these qualities to increase their status, as demonstrated and reinforced through popular culture items like magazines (Welter, 1966, p. 162) and stories like “The Lady’s Amaranth”, which centers around a woman’s withstanding of a man’s assaults on her virtues and how using her persuasions to exert her superiority and power over him, eventually rising to a desirable position (Welter, 1966, p. 156).
Religion, Christianity in specific, promoted traditional patriarchal hierarchy marriage models, however it inadvertently contributed the rise of women’s status because unlike participation in other social groups, church engagements did not make women less domestic or submissive, thus allowing women to exercise power outside of the home without consequence. (Welter, 1966, p. 153). Another social change for middle-class families, increased access to education, gave young women in the 1800’s a space to move outside of their mothers’ support group, develop networks of their own, and practice limited autonomy (Smith-Rosenberg, 1975, p. 17).
Women’s increased ability to execute power over men through legal means was another social change that contributed married women’s rise in status during the 19th century. Although common law denied woman legal existence after marriage, invalidating her ability manage property or sue in court, by the mid 1800’s laws were passed in several states to remedy this condition (Welter, 1966, p. 155). Women could hold men legally accountable for their economic responsibilities to them and their shared family as per the contract of marriage (Haag, 1992, p. 464). Specifically, marriage granted the exchange of women's services and obedience for men's protection, and non-support constituted a grounds for divorce (Haag, 1992, p. 467). Courts often sided with men over women during legal disputes, especially when it came to accusations of domestic abuse, as demonstrated by the many cases in “The Ill Use of a Wife”. Police courts were described as having a tendency to dismiss domestic assault (Haag, 1992, p. 468), so women cultivated support networks to provide economic or emotional aid when seeking protection from violence, poverty, or other circumstances (Haag, 1992, p.462). This combined increase in legal standing and female-formed crisis support networks allowed wives to exert power over husbands individually and also seek support from other women, indicating a more powerful role in society than before.
The last social change this essay will use to support the argument that women experienced a rise in status during the 19th century is that of economic prosperity. Society experienced a revolution in economic production during this time that changed the structure of middle-class families and contributed to the rise of women’s status. As the emerging middle class entered an era of economic prosperity, women were no longer needed as extensively in productive labor, freeing them to focus on their families (Peterson del Mar, 2011, p. 50). Middle class women used their leisure time to engage in community activism, often centered on issues of moral righteousness (Alexander, 1988, p. 767) like the Temperance movement. “We Are Engaged as a Band of Sisters': Class and Domesticity in the Washingtonian Temperance Movement, 1840-1850” provides many examples of the relationship between domesticity and activism, ultimately arguing Washingtonian domesticity was based on the conviction that if working-class men were to continue their roles as dutiful breadwinners, women must take responsibility as champions for benevolent and reform causes.
Like religion, domesticity had the paradoxical consequence of prompting women to protect the morality of traditional family values by leaving the home and participating in temperance, moral reform, antislavery, and women's rights movements (Alexander, 1988, p. 764). The economic revolution empowered women, and they reminded men that secure families were interdependent, demonstrating their assertion of a role of increased status (Alexander, 1988, p. 784).
Even as the 19th century brought changes in social, economic and legal spheres across the nation, family remained the most important structure in middle-class life. Married women experienced a substantial rise in status due to these shifts, gaining power in the household as well as the community. Religion, popular culture, and education influenced married life in particular, increasing women’s status by elevating purity to a position of power and creating spaces for women to create independent networks away separate from the home. Women’s increased ability to execute power over men through legal means also contributed to the rise of status of wives during the 1800’s. While many groups across the nation remained outside of these new norms, the circumstances and culture of marriage allowed middle-class women to see a rise in status during the 19th century.
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Women Allowed to Drive in KSA
Saudi Arabia issued a decree in the recent past thereby lifting the ban on women against driving which will be effective from 2018/06. Sexism has been the main cause for barring KSA’s women from driving. The real root causes of sexism remain disputed, complicated, and usually controversial. However, it is never caused by race, religion or ethnicity many have though before. The Turkish led to Arab misogyny/sexism because they ruled Arabs for many years and twisted the cultures thereby accommodating their dominance. They use such tricks as buying submission of Arab men by offering them absolute power over women leading to sexism. This is because these foreign overlords ruled public sphere as local men ruled private sphere, leaving with nothing to rule thus leading to “patriarchal bargain”. This led to spread of misogynist idea with misogynist men who could have otherwise stood on margins, gradually but certainly ingraining such sexism ideas into Arab societies.
This greatly accounts for the inferiority of women against men hence the reason women have never been allowed to drive. This new law and a model for other laws must be addressed to allow women get full freedom. Besides the lifted driving ban, women still seem not freed and the following laws must also be removed to end the guardianship. Local authorities must now issue women with driving licence to lift the de facto ban. KSA must expand remove the limitation of the women’s public behavior. They must be allowed to make decisions without permission from men to dismantle the restrictive guardianship system as this is the major barrier to realizing rights of women in KSA. Women must also be allowed to wear clothes or make-up which “show off their beauty”. The irrational strict interpretation of Islamic law bars dress code for women. This will bar the religious police from harassing women for expositing what they think to be too much flesh/make-up.
Women must also be allowed to freely interact with men without restricting the amount of time they spend with men to whom they are unrelated. Women must also be allowed to go for swimming by lifting the ban against women use of public swimming pools. Presently, the most prominent technique of transporting women in Kingdom of Saudi Arabia is either being driven by a male family member, or via the utilization of ride-hailing apps. 1 in five households further has a hired household driver for such purpose. Many changes will ensure following the announcement hence impacting households (both genders), automotive brands, the economy, and others. Majority of KSAs (63 percent) were glad about this decree. There is a belief that lifting this ban on women driving will have a positive influence on the KSA’s modernization and increased reliance on the women. Conversely, others believe that the lifting will have adverse implications on matters linked to traffic and road safety alongside as surged harassment of women on the street. In this paper, I will try to use the artistic proofs (logos, ethos, and pathos) to show that the lifting will be more beneficial not only to the women, but also men and the entire economy of KSA.
The decision by the KSA’s government to lift the long-lasting policy that forbids driving among women from remains a plausible step. This policy stood as a global sign of subjugation of female in the ultraconservative kingdom (Fay 54). Banning is useful because it eventually brings parity between women and men by allowing equal rights. This decision appeals to logic because many people from different countries have been wondering why the ban has remained un-lifted for this long. When it is true that other women are better drivers than men in other countries, no logic can be attached in supporting this ban. Women must remain equal to men because statistics have shown that many women do better as drivers than male counterparts. A significant percentage of women drivers have been reported to be keen on the wheels than men. Therefore, it is stepping in the right direction for women to be allowed to drive themselves around (Hudson and Patricia 54). Allowing women to drive themselves is also ethical decision because they will no longer have to be forced to depend on men to drive them to work or workplaces.
This means that women will never have to waste time waiting for their male family members to drive them even when they have to attend to urgency. Logically, women will save much time when they driver by themselves and have the balance of the time that would otherwise be wasted diverted to other income-generating activities (Bradley 67). Women will also feel much of independence which is a step in the direction. This would mean that women will start to think about how they can be self-reliance. This will make the economy to grow as a result of the additional contribution by women drivers. This decision seems to appeal to the audience and hence will get much support as opposed to the ban. This is because it is capable of invoking sympathy and make the audience feel what the decision makers wanted them to think in respect of lifting the ban.
Women’s pity shall have been drawn by making this decision to lift the ban because women have been fighting for this ban to be elevated for an extended period. This decision will thus appeal to pathos or emotions of not only women in KSA but elsewhere and hence decided to get much backing. The story about the ban is an emotional event that has been fought for an extended period. Therefore, having women to drive will no doubt get the required support. The KSA government also seems to employ pathos or appealing to emotion to allow women to the driver in an attempt to correct the damages that this ban has caused to its reputation on a global perspective. It will help boost the country’s global public relations which have been lacking for a long time since the ban was effected.
Thus, the government of KSA seems to appeal to the worldwide audience to regain its lost image. This will help the country get the needed support not only regarding funding but also to be seen as a potential trade partner (Al Alhareth and Ibtisam 56). This will subsequently have a positive economic impact including foreign investors coming into the country. The decision has also approved to the emotions of many professionals young individuals in the country. This has subsequently made them embrace this change which will have positive impacts in improving the living standards of people in KSA.
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Female Reproductive System
This research paper will explain the importance of the female reproductive system and each organ that makes it up. There will also be a couple of diseases that are associated with this body system explained throughout. Each organ within this body system will be explained along with its purpose and function. The purpose of the female reproductive system will be thoroughly explained and any relation to any other body system will be mentioned.
The female reproductive system is one of the most important systems of the body. This is where human life begins and where we spend our first 36-40 weeks of life. That is the main purpose of this body system; to create and nourish until they have reached an age where they no longer have to depend on the mother to survive. Nutrients, oxygen, and waste is all exchanged between the baby and it’s mother to help the baby grow. There are several other functions of this body system, but creating life is by far the most important.
This system produces ova, also known as a female sex cell, that are very necessary for reproduction (www.webMd.com). In order for the female to start the process of creating life, the ova must be fertilized by the male sperm. The male reproductive system is closely related to the female reproductive system, in that both are needed to create life. Once the sperm cell fertilizes the ovum, the ovum then becomes a zygote and gestation, another term for pregnancy, begins. The egg then makes its way up the fallopian tube, which is typically where the fertilization happens, and plants itself onto the uterine wall.
The organs that make up the internal genitalia of the female reproductive System include the ovaries, fallopian tube’s, uterus, vagina, clitoris, Bartholin gland, and perineum. The external genitalia include labia majora, labia minora , and hymen. These occupy the perineum which is the area between anus and vulva.
The female gonads are the ovaries which produce ova, or egg cells, and sex hormones, estrogen and progesterone. The ovary is an almond shaped organ that occupies the ovarian fossa. The ovaries produce an ovum, which is a mature female reproductive cell. Internally the ovary is divided into a central medulla and an outer cortex. The medulla is a core of fibrous connective tissue occupied by veins and arteries of the ovary. The cortex is the site of ovarian follicles which consist of one developed ovum surrounded by thousands of small sacs. The ovary receives blood from the ovarian branch and the uterine artery.
The fallopian tubes also called uterine tubes, or oviducts, are about 5.5 inches long leading from each ovary to the uterus. When an ovum is mature, the follicle and ovaries the wall will rupture allowing the ovum to escape entering the Fallopian tube. The wall of the uterine tube is covered with smooth muscle that help with muscular contractions of the tubes. The fallopian tubes passes the eggs from the ovaries to the uterus.
The uterus or womb is the major female reproductive organ. It is a thick muscular organ that open into the roof of the vagina. The function of the uterus is to carry the fetus, provide a source of nutrition, and expel the fetus at the end of his development. The uterus is usually 3 inches long and has the shape and size of a pear in women that are not pregnant. The uterus has three layers which form the uterine wall. The external layer is called the perimetrium; the middle muscular layer is called the myometrium and it occupies most of the uterine wall; and the inner layer is called the endometrium. Estrogen makes this layer thick with blood and fluid. This is why the uterus is a good place for a baby to grow. The egg is traveling to your uterus. If the egg doesn’t become fertilized the endometrium will shed every month resulting in your next menstrual cycle, or period.
If an ovum is produced but not fertilized and implanted in the uterine wall, the reproductive cycle resets itself through menstruation. The entire reproductive cycle takes about 28 days on average, but may be as short as 24 days or could last as long as 36 days for some women. Menopause starts after the final period, usually between the ages of 45 and 55 years. The fluid and blood that leave your body during menstruation will pass through your cervix and vagina.
The lower portion of the uterus is the cervix and the vagina is a 3 inch elastic, muscular tube. The vagina extends from vulva to the cervix and is where the penis enters and release semen during sexual intercourse. The vagina connects the cervix to outer body. The external genitalia of the female take up most of the perineum and are collectively called the vulva. The vulva is the organ which consists of two sets of skin folds, often called lips, on either side of the opening of the vagina. These “lips” are called the labia majora and the labia minora. The labia majora are a pair of thick folds and fat tissue that cover and project the other external organs. Pubic hair grows on the side of the labia majora at puberty. The labia minora are much thinner, and entirely hairless that covers the opening of the vagina and urethra.
At the vaginal orifice, the mucous membranes fold inward and forms the hymen which stretches across the opening. The hymen consist of one or more openings that allow discharge of menstrual fluid. It is usually ruptured during the first act of intercourse. The clitoris is similar in structure to a penis, its a small sensitive gland at the bottom of the moms pubis. It’s function is sensory and it serves as the primary center of sexual stimulation. A pair of subcutaneous erectile tissue called the vestibular bulbs surround the vagina. On each side of the vagina is a pea size Bartholin gland that open into the lower vagina. During sexual excitement they provide most of the lubrication for intercourse, and they keep the vulva moist.
The female reproductive system is more complex than a males because is served my purpose. The male reproductive system only job is to produce and deliver gamete, the female must do this as well as provide nutrition and safe harbor for the development of the feeders, then give birth and nourish the infant.
There are many diseases associated with the female reproductive system but a very common one is cervical cancer. Cervical cancer is a malignant tumor of the lower part of the uterus; it begins in the uterine cervix, the lower end of the uterus that contacts the upper vagina. There are five stages to cervical cancer. In stage zero when there is not a true invasive cancer, the abnormal cells are only on the surface of the cervix and are referred to as carcinoma in situ. In stage one there is a small amount of tumor present that has not spread to any lymph nodes or distant sites. In stage two the cancer has spread beyond the cervix and uterus, but does not invade the pelvic walls or the lower part of the vagina. In stage three the cancer has grown into the lower part of the vagina or the walls of the pelvis. The tumor may be blocking the ureters which are the tubes that carry urine from the kidneys to the bladder. There is no spread to other sites in the body. In stage five this is the most advanced stage, in which the cancer has spread to the bladder or rectum, or to sites in other areas of the body.
If detected early, cervical cancer has a very high cure rate. Cervical cancer can often be prevented with vaccination and modern screening techniques that detect precancerous changes in the cervix. The incidence of cervical cancers in the developed world declined significantly after the introduction of Pap screening to detect precancerous changes, which can be treated before they progress to become cancer. Moreover, vaccines are available against the common types of HPV that cause cervical cancer. Gardasil and Gardasil 9 are HPV vaccines. Original studies with Gardasil showed it to be very effective in preventing infection by four common HPV types (6, 11, 16, and 18) in young people who were not previously infected with HPV. Gardasil 9, a newer version of the vaccine, was approved in December 2014 and provides immunity to nine HPV types which are types 6, 11, 16, 18, 31, 33, 45, 52, and 58.
Vaccination should occur before sexual activity to offer the full benefit of the vaccine. The CDC recommends that 11- to 12-year-old girls receive the HPV vaccine, and young women ages 13 through 26 should get the vaccine if they did not receive any or all doses when they were younger. Gardasil is also approved for use in males ages 9 to 26, and the CDC recommends Gardasil for all boys aged 11 or 12 years, and for males aged 13 through 21 years who did not receive the full three vaccination series. Men can receive the vaccine up to age 26.
When doing pap testing, a superficial sample of cells from the cervix is taken with a brush or swab during a routine pelvic examination and sent to a laboratory for analysis of the cell's appearance. Dysplasia is abnormal appearing cells that are not cancers but may be precancerous. Dysplasia of the cervix identified at the time of the pap testing is referred to as a squamous intraepithelial lesion. Cervical intraepithelial is another term used to classify precancerous changes in the cervix that are seen on tissue samples such as biopsies. Precancerous changes in the cervix can be treated, which can prevent the development of cervical cancer (www.medicinenet.com).
Cervical cancer may or may not have any signs or symptoms. The symptoms could start developing when the cervical cancer cells start to invade surrounding tissues. The symptoms associated with cervical cancer includes abnormal vaginal bleeding, vaginal bleeding after menopause, vaginal bleeding after sex, bleeding or spotting between periods, longer or heavier menstrual periods than usual, other abnormal vaginal discharge, and pain during intercourse. In the US, cervical cancer occurs in almost 13,000 women causing about 4,100 deaths (American Cancer Society, 2018). The survival rates in African American women are lower than any other ethnicity group in the US.
Cervical cancer can be caused by a longstanding infection of HPV. Although there is over a hundred types of HPV's only certain ones cause cervical cancer others cause warts on the skin and the genital area on both men and women. HPV infection is spread through sexual contact or skin to skin contact. Since not all people who are infected with HPV will develop cervical cancer, it is likely that other factors also play a role in the development of cervical cancer. Certain risk factors have been identified that increases a woman's chance for developing cervical cancer which include tobacco smoking, HIV infection, immune system suppression, past or current Chlamydia infection, overweight, long term use of oral contraceptives, having three or more full term pregnancies, having a first full term pregnancy before the age of 17, poverty and a family history of cervical cancer (Cancer Facts and Figures, 2018).
There are different ways cervical cancer can be treated it just depends on the staging of the cancer. Surgery is often performed to remove the cancer, especially in early-stage tumors. Hysterectomy may be performed, but other procedures that preserve the ability to carry a pregnancy can be done in younger women with small tumors. Both a cone biopsy and a trachelectomy are options that can be used for small tumors in order to preserve fertility. With more advanced cancers, a procedure known as pelvic exoneration removes the uterus, surrounding lymph nodes, and parts of other organs surrounding the cancer, depending on its location.
Radiation therapy is another common treatment for cervical cancer. Both external beam radiation therapy and brachytherapy have been used for cervical cancer. These two types of therapy have also been used together. If radiation therapy is given as the main treatment for the cancer, it is often combined with chemotherapy. Side effects of radiation therapy include fatigue, diarrhea, skin changes, nausea, vomiting, irritation of the bladder, vaginal irritation and discharge, and sometimes menstrual changes or early menopause, if the ovaries are exposed to radiation. Chemotherapy may be recommended together with radiation therapy for some stages of cervical cancer. It may also be given before or after radiation treatment. Chemotherapy drugs commonly used for cervical cancer include cisplatin and 5-fluorouracil (American Cancer Society, 2018). Chemotherapy may also be the treatment of choice for cervical cancer that has come back after treatment. Side effects of chemotherapy include nausea, fatigue, vomiting, hair loss, and mouth sores.
Targeted therapy refers to drugs that have been specifically developed, or targeted, to interrupt cellular processes that promote growth of cancer cells (ww.medicinetcom). Bevacizumab is an example of targeted therapy. It is a drug that inhibits the ability of tumors to make new blood vessels, which is required for tumor growth. This kind of targeted therapy is sometimes used for advanced cervical cancers. There are different drugs and vaccines that help with preventing cervical cancer but nothing is 100% guaranteed. HPV is preventable and all precautions need to be taken to protect the body from further complications.
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Sexual Assault in Hollywood
According to Jean Kilbourne in “Advertising is our Environment”, “The important question is not ‘Does this Ad sell the product?’ but rather ‘What else does this Ad sell?” (Kilbourne 101). With advertisement becoming the landscape of life and culture the ever-seeing effects have become more intense and measurable. All advertisements try to sell a product but don’t just sell this product they also sell different ideas about society and culture. In this Loreal advertisement, it depicts a woman getting her hair done in a professional studio. Even though this Loreal advertisement just looks like any other hair advertisement, it is actually showing a story of abuse and sexual assault in Hollywood.
The way that the model is played shows the sexual assault in the production industry. The woman is positioned in a seated position where the audience cannot see her legs. Not having the audience see the model’s legs makes it seem like something bad is happening that the advertisers do not want the audience to see. This makes there be an emphasis on the top part of her body. It looks like there is a force at her back because of the way she is leaning forward keeping her from relaxing back. Her muscles are also extremely tense, which shows that she is anxious about the possible harassment or assault which could happen in her situation. The model is being portrayed as being exposed because of the little amount of clothing she is wearing. The model could have been wearing more clothes but was forced to take them off because of production value. It is proven that the more skin showed the more attention that advertisement will gain. The woman also is wearing makeup that is smudged and very dark, depicting that she was crying and is depressed. She could be crying because she is forced to do things that she doesn’t want to do such as sexual acts. Also, the constant pressure of having to be and act like a model could make her depressed, and the outside pressure from companies to do things that she does not want to do. The model's body position and language emphasize the fact that this scene is portraying sexual assault.
This ad portrays the man sexually assaulting the model, which is a very common thing in Hollywood. He is positioned in a standing which can be considered a stance of power; this is important because it is showing the man as having power over the woman. He is also wearing fewer clothes than what would be expected of a professional man doing a job; he is just wearing a sweater and not wearing a top coat. He could have also removed clothes to get prepared for what he was going to do. The man is also pulling the woman’s hair; which is illustrating dominance over her. By pulling her hair, he has the huge amount of power over her and has the ability to make her do what he wants. This man is showing his dominance over her and how he can sexually assault her without any repercussion. This man represents all the sexual predators that are found in production. Recently the attention to a sexual predator in production company has gained exposure in main media such as the #metoo movement. This has exposed multiple years of abuse and harassment that has been covered up.
The background of the image adds to the ideas of sexual assault portrayed in the advertisement. First of all, the image is extremely dark showing how sexual assault happens in the dark parts of Hollywood. The only light that is being used in the advertisement is being shined on the model this shows how the woman is very pure, but she is exposed to a horrible reality of sexual assault in production companies. The importance of making the model looking pure can be seen in “Advertising is our Environment”, “Sometimes the allusion to spiritual realms is more subtle, as in countless alcohols ads featuring the bottle surrounded by a halo” (Kilbourne 97). The connection between purity and the halo effect light is important to show that the advertiser wants the audience to see the model in a pure or religious way. Also, in the background the audience can see that the model phone is out of her reach, so she cannot call for help if something happens which is usually the cause in sexual assault cases. Also, in the background, the audience cannot see any other people, which a perfect scene for a sexual assault. On the table, the audience can see a bottle of liquid in the background which could have been given to the model containing date rape drug causing for her to be more vulnerable to the man in the picture. The use of the objects in the background furthers the story and situation of sexual assault.
The language shown on the ad adds to the portrayal of sexual assault in the ad. The language talks about the product “holding strong” which is what the man is doing to the woman. During and after the sexual assault the man will be ‘holding strong’ to the woman to prevent her from talking about what happened. This ‘hold’ that the man has can be in a form of an NDA, payoffs, threats, or even violence. Also, the mention of celebrities and gold will refer more to Hollywood and to the abuse experience in the industry. The use of the word ‘new’ makes the issue of sexual assault seem like a new issue, but it actually a for issue an extended period of time. Another set of words that are used during the ad is “worth it” this is in context of if raping the person is worth it which in the eyes of a predator it is. Also, the words “reward” is used which the only way for the model to get a reward or to be moved up in the company is to be in a sexual assault situation. The language used during the ad shows a direct relationship towards sexual assault.
This advertisement is shown in People magazine which is targeted towards women and men who are interested in the entertainment world. This specific ad is targeted towards the woman who use hair products. This ad also appeals to the wealthy because of the use of gold, which a regal color and the idea of a celebrity Hairspray. Also, this ad appeals to a powerful stance because of the exertion of power on the woman by the man. This audience is very vulnerable to the idea of sexual assault because of their location. The location of this ad that shows the dominance over a woman in women read a magazine can be very damaging to the woman view of their own value.
This advertisement is a very blatant show of sexual assault and harassment of people who work in the entertainment business. This is shown in a quote by Mark Miller in “Getting Dirty”, “this tells us something more than we might want to know about the souls of men and woman under corporate capitalisms” (Miller 124). This quote talks about how advertisements can tell the world a lot about what is going on in culture. This advertisement shows a lot about how man and woman are viewed in the production industry. The exposure of the abuse that occurs in the entertainment industries has increased in the recent year. The development of the “Me too” movement has exposed years of sexual assault that happens in Hollywood. This advertisement is expressing the same ideas that are seen all over the entertainment world. The idea that the advertisement is showing occurs a lot in the real world. The advertisement emphasis this is a negative idea in a simple ad about Hairspray. The real effect of advertisement like this one is that it is making sexual harassment and assault a normal view in the eyes of consumers.
Advertisements are a portrayal of a culture that the world is constantly exposed to and get can’t get away from. They have been invading people best and worst moments and have had a great impact on people. Advertisements like this Loreal one is extremely dangerous to people’s mentality and norms but are seen everywhere. This normalization of a serious event such as sexual assault is very dangerous because it makes a big issue is becoming smaller and not a big deal. Advertisements such as this that exploit serious issue need to be removed from everyday culture because of the severity of the issues that they address.
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