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Empirical Research and Developmental Theory What does evidence-based research say about the development of sexual orientation in young and middle adulthood? Though the body of literature addressing sexual orientation, including heterosexuality, homosexuality, and bisexuality, is far from complete, the literature continues to grow. Your awareness of this literature helps inform your social work practice as you address the needs of clients with a variety of sexual orientations. For this Assignment, conduct your own research to identify at least one journal article that addresses sexual orientation. Select an article that you find especially relevant to you in your role as a social worker. Submit by Day Friday, June 30 a 2- to 4-page paper that includes the following: o A summary of your findings regarding sexual orientation and its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research o An explanation of how you might apply your findings to social work practice Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references. References: -Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts. Journal of Bisexuality, 10 (4), 404–428. Retrieved from the Walden Library databases. -Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity. PloS ONE , 6 (7), 1–8. Retrieved from the Walden Library databases. - Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientationdifferences in cognition across adulthood: Age is kinder to women than to men regardless of sexualorientation. Archives of Sexual Behavior, 36 (2), 235–249. Retrieved from the Walden Library databases. - Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors. Sexual & Relationship Therapy, 24 (2), 108–125. Retrieved from the Walden Library database - Pleak, R. R. (2009). Formation of transgender Identities in adolescence. Journal of Gay & Lesbian Mental Health , 13 (4), 282–291. Retrieved from the Walden Library databases. - Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths. Journal of Sex Research , 48 (1), 3–15. Retrieved from the Walden Library databases. - Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife. Journal of Lesbian Studies, 6 (1), 85–109. Retrieved from the.
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What does evidence-based research say about the development of s.docx
What does evidence-based research say about the development of sexual orientation in young and middle adulthood? Though the body of literature addressing sexual orientation, including heterosexuality, homosexuality, and bisexuality, is far from complete, the literature continues to grow. Your awareness of this literature helps inform your social work practice as you address the needs of clients with a variety of sexual orientations.
For this Assignment, conduct your own research to identify at least one journal article that addresses sexual orientation. Select an article that you find especially relevant to you in your role as a social worker.
By Day 7
Submit
a 2- to 4-page paper that includes the following:
A summary of your findings regarding sexual orientation and its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
An explanation of how you might apply your findings to social work practice
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
Required Readings
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality,
10(4), 404–428.
Note:
Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE,
6(7), 1–8
Note:
Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientationdifferences in cognition across adulthood: Age is kinder to women than to men regardless of sexualorientation.
Archives of Sexual Behavior,
36(2), 235–249.
Note:
Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual & Relationship Therapy,
24(2), 108–125
Note:
Retrieved from the Walden Library databases.
Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
, 13(4), 282–291.
Note:
Retrieved from the Walden Library databases.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research,
48(1), 3–15.
Note:
Retrieved from the Walden Library databases.
Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies,
6(1), 85–109.
Note:
Retrieved from the Walde ...
SOCW 6210 Week 4 - Assignment Empirical Research and Developmenta.docx
SOCW 6210 Week 4 - Assignment: Empirical Research and Developmental Theory
What does evidence-based research say about the development of sexual orientation in young and middle adulthood? Though the body of literature addressing sexual orientation, including heterosexuality, homosexuality, and bisexuality, is far from complete, the literature continues to grow. Your awareness of this literature helps inform your social work practice as you address the needs of clients with a variety of sexual orientations.
For this Assignment, conduct your own research to identify at least one journal article that addresses sexual orientation. Select an article that you find especially relevant to you in your role as a social worker.
Submit a 2 page paper that includes the following topics and headings:
· A summary of your findings regarding sexual orientation and its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
· An explanation of how you might apply your findings to social work practice
· Summary
Proper English, with no run-on sentences is an absolute requirement!
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
The paper must contain 3 references and citations. Use the following resources for the references and citations. Be sure to reference Zastrow and Kirst-Ashman and the Plummer Case study materials.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning. Chapter 12, "Sociological Aspects of Young and Middle Adulthood" (pp. 549-616)
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts. Journal of Bisexuality, 10(4), 404–428.
Note: Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity. PloS ONE, 6(7), 1–8
Note: Retrieved from the Walden Library databases.
Ferguson, A. D., & Miville, M. L. (2017). It’s complicated: Navigating multiple identities in small town America. Journal of Clinical Psychology, 73(8), 975–984.
Note: Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientationdifferences in cognition across adulthood: Age is kinder to women than to men regardless of sexualorientation. Archives of Sexual Behavior, 36(2), 235–249.
Note: Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Week 5 Gender Identity and Sexual Orientation Resources .docx
Week 5
Gender Identity and Sexual Orientation
Resources
Readings
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality, 10
(4), 404–428. Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE
,
6
(7), 1–8. Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientation differences in cognition across adulthood
:
Age is kinder to women than to men regardless of sexual orientation
.
Archives of Sexual Behavior, 36
(2), 235–249. Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual & Relationship Therapy, 24
(2), 108–125. Retrieved from the Walden Library databases.
Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
,
13
(4), 282–291. Retrieved from the Walden Library databases.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research
,
48
(1), 3–15. Retrieved from the Walden Library databases.
Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies, 6
(1), 85–109. Retrieved from the Walden Library databases.
Empirical Research and Developmental Theory
2- to 4-page paper that includes the following:
A summary of your findings regarding sexual orientation and
its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
An explanation of how you might apply your findings to social work practice
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
...
Week 5 Gender Identity and Sexual Orientation Re.docx
Week 5
Gender Identity and Sexual Orientation
Resources
Readings
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality, 10
(4), 404–428. Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE
,
6
(7), 1–8.
Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientation differences in cognition across adulthood
:
Age is kinder to women than to men regardless of sexual orientation
.
Archives of Sexual Behavior, 36
(2), 235–249.
Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual & Relationship Therapy, 24
(2), 108–125.
Retrieved from the Walden Library databases.
Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
,
13
(4), 282–291.
Retrieved from the Walden Library databases.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research
,
48
(1), 3–15.
Retrieved from the Walden Library databases.
Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies, 6
(1), 85–109.
Retrieved from the Walden Library databases.
Discussion
A new understanding you have gained in the resources about
gender identity
An explanation of how individuals’ gender identity affects their
development through young and middle adulthood
A strategy you might use to apply your understanding of
gender identity development to social work practice
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
...
Develop a 3–4 page research paper based on a selected case study rel
Develop a 3–4 page research paper based on a selected case study related to sexual problems.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style
Most sexual behavior problems must be delineated within the context of the individual's personality, lifestyle, and relationships with others. It is usually simplistic to label any particular behavior automatically as a problem. Several criteria are given that can be used to define sexual problems and that can help put problematic sex into a more realistic and sensible perspective. Determining when a sexual preference behavior becomes a problem is highly subjective and requires a look into different aspects of an individual's life, including his or her lifestyle and cultural and social belief systems. Sexual abuse, coercion, and assault of others represent serious sexual problems (Kelly, 2015).
Sexually transmitted diseases (STDs) and a variety of other medical conditions can affect the sex organs and sexual activity. Whereas STDs once were discussed only briefly in most human sexuality courses, they are emerging as important issues again. Considering that the incidence of several diseases is on the rise, and that more organisms are being recognized as being capable of sexual transmission, such a trend may be timely. One of the most significant findings of the National Health and Social Life Survey (NHSLS) was the direct correlation between the numbers of sexual partners people have had and the likelihood that they will have had a STD (National Opinion Research Center at the University of Chicago, 1992).
Defining sexual dysfunctions is somewhat subjective, and individual differences in the sexual response cycle are often perfectly normal. Rather than simply labeling each dysfunction and explaining it separately, we must examine it based on the broader picture of sexual responsiveness and the total sexual relationship. In recent years, there has been greater emphasis on potential organic conditions that can manifest themselves in sexual difficulties, including the effects of alcohol, other drugs, and certain medication ...
Please cite and include references- Broderick & Blewitt (2015) must.docx
*Please cite and include references- Broderick & Blewitt (2015) must be one of the sources (total of three references in the discussion post)
Consider the following perspective from the Just the Facts Coalition, a group comprised of counselors and other helping professionals who work with adolescent children:
Sexual orientation is not synonymous with sexual activity. Many adolescents as well as adults may identify themselves as lesbian, gay, or bisexual without having had any sexual experience with persons of the same sex. Other young people have had sexual experiences with a person of the same sex but do not consider themselves lesbian, gay, or bisexual. This is particularly relevant during adolescence because experimentation and discovery are normal and common during this developmental period. (American Psychological Association, 2013)
Straight, lesbian, gay, bisexual, transgendered, and questioning—when it comes to sexuality and sexual orientation, what influences individuals the most?
For this Discussion, review this week’s media presentation, “Perspectives: The ‘Tween’ Years,” reflecting on the factors that influence sexuality and sexual orientation during the tween years. Then, complete the post assigned to you by your Instructor.
Discussion A
Post by Day 4
an explanation of the roles that biology, culture, socialization, and age may play in influencing sexuality. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.
References:
Broderick, P. C., & Blewitt, P. (2015).
The life span: Human development for helping professionals
(4th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)
Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367)
Best, D. L. (2009). Another view of the gender-status relation.
Sex Roles, 61
(5/6),341–351.
Retrieved from the Walden Library databases.
Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum.
Journal of Feminist Family Therapy, 21
(2),77–97.
Retrieved from the Walden Library databases.
Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships.
Sex Roles, 64
(1/2),90–102.
Retrieved from the Walden Library databases.
Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men.
Journal of Gay & Lesbian Social Services, 22
(3)
,
287–315.
Retrieved from the Walden Library databases.
Lev, A. I. (2004).
Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families
. Binghampton, NY: Routledge.
Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the W.
Recommended
What does evidence-based research say about the development of s.docx
What does evidence-based research say about the development of sexual orientation in young and middle adulthood? Though the body of literature addressing sexual orientation, including heterosexuality, homosexuality, and bisexuality, is far from complete, the literature continues to grow. Your awareness of this literature helps inform your social work practice as you address the needs of clients with a variety of sexual orientations.
For this Assignment, conduct your own research to identify at least one journal article that addresses sexual orientation. Select an article that you find especially relevant to you in your role as a social worker.
By Day 7
Submit
a 2- to 4-page paper that includes the following:
A summary of your findings regarding sexual orientation and its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
An explanation of how you might apply your findings to social work practice
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
Required Readings
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality,
10(4), 404–428.
Note:
Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE,
6(7), 1–8
Note:
Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientationdifferences in cognition across adulthood: Age is kinder to women than to men regardless of sexualorientation.
Archives of Sexual Behavior,
36(2), 235–249.
Note:
Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual & Relationship Therapy,
24(2), 108–125
Note:
Retrieved from the Walden Library databases.
Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
, 13(4), 282–291.
Note:
Retrieved from the Walden Library databases.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research,
48(1), 3–15.
Note:
Retrieved from the Walden Library databases.
Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies,
6(1), 85–109.
Note:
Retrieved from the Walde ...
SOCW 6210 Week 4 - Assignment Empirical Research and Developmenta.docx
SOCW 6210 Week 4 - Assignment: Empirical Research and Developmental Theory
What does evidence-based research say about the development of sexual orientation in young and middle adulthood? Though the body of literature addressing sexual orientation, including heterosexuality, homosexuality, and bisexuality, is far from complete, the literature continues to grow. Your awareness of this literature helps inform your social work practice as you address the needs of clients with a variety of sexual orientations.
For this Assignment, conduct your own research to identify at least one journal article that addresses sexual orientation. Select an article that you find especially relevant to you in your role as a social worker.
Submit a 2 page paper that includes the following topics and headings:
· A summary of your findings regarding sexual orientation and its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
· An explanation of how you might apply your findings to social work practice
· Summary
Proper English, with no run-on sentences is an absolute requirement!
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
The paper must contain 3 references and citations. Use the following resources for the references and citations. Be sure to reference Zastrow and Kirst-Ashman and the Plummer Case study materials.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning. Chapter 12, "Sociological Aspects of Young and Middle Adulthood" (pp. 549-616)
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts. Journal of Bisexuality, 10(4), 404–428.
Note: Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity. PloS ONE, 6(7), 1–8
Note: Retrieved from the Walden Library databases.
Ferguson, A. D., & Miville, M. L. (2017). It’s complicated: Navigating multiple identities in small town America. Journal of Clinical Psychology, 73(8), 975–984.
Note: Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientationdifferences in cognition across adulthood: Age is kinder to women than to men regardless of sexualorientation. Archives of Sexual Behavior, 36(2), 235–249.
Note: Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Week 5 Gender Identity and Sexual Orientation Resources .docx
Week 5
Gender Identity and Sexual Orientation
Resources
Readings
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality, 10
(4), 404–428. Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE
,
6
(7), 1–8. Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientation differences in cognition across adulthood
:
Age is kinder to women than to men regardless of sexual orientation
.
Archives of Sexual Behavior, 36
(2), 235–249. Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual & Relationship Therapy, 24
(2), 108–125. Retrieved from the Walden Library databases.
Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
,
13
(4), 282–291. Retrieved from the Walden Library databases.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research
,
48
(1), 3–15. Retrieved from the Walden Library databases.
Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies, 6
(1), 85–109. Retrieved from the Walden Library databases.
Empirical Research and Developmental Theory
2- to 4-page paper that includes the following:
A summary of your findings regarding sexual orientation and
its impact on life-span development, including findings from the resources and from the journal article(s) you selected during your research
An explanation of how you might apply your findings to social work practice
Support your Assignment with specific references to the resources. Be sure to provide full APA citations for your references.
...
Week 5 Gender Identity and Sexual Orientation Re.docx
Week 5
Gender Identity and Sexual Orientation
Resources
Readings
Brewster, M. E., & Moradi, B. (2010). Personal, relational and community aspects of bisexual identity in emerging, early and middle adult cohorts.
Journal of Bisexuality, 10
(4), 404–428. Retrieved from the Walden Library databases.
Burri, A., Cherkas, L., Spector, T., & Rahman, Q. (2011). Genetic and environmental influences on female sexual orientation, childhood gender typicality and adult gender identity.
PloS ONE
,
6
(7), 1–8.
Retrieved from the Walden Library databases.
Maylor, E. A., Reimers, S., Choi, J., Collaer, M. L., Peters, M., & Silverman, I. (2007). Gender and sexual orientation differences in cognition across adulthood
:
Age is kinder to women than to men regardless of sexual orientation
.
Archives of Sexual Behavior, 36
(2), 235–249.
Retrieved from the Walden Library databases.
Nuttbrock, L. A., Bockting, W. O., Hwahng, S., Rosenblum, A., Mason, M., Macri, M., & Becker, J. (2009). Gender identity affirmation among male-to-female transgender persons: A life course analysis across types of relationships and cultural/lifestyle factors.
Sexual & Relationship Therapy, 24
(2), 108–125.
Retrieved from the Walden Library databases.
Pleak, R. R. (2009). Formation of transgender Identities in adolescence.
Journal of Gay & Lesbian Mental Health
,
13
(4), 282–291.
Retrieved from the Walden Library databases.
Rosario, M., Schrimshaw, E. W., & Hunter, J. (2011). Different patterns of sexual identity development over time: Implications for the psychological adjustment of lesbian, gay, and bisexual youths.
Journal of Sex Research
,
48
(1), 3–15.
Retrieved from the Walden Library databases.
Rose, S. M., & Zand, D. (2002). Lesbian dating and courtship from young adulthood to midlife.
Journal of Lesbian Studies, 6
(1), 85–109.
Retrieved from the Walden Library databases.
Discussion
A new understanding you have gained in the resources about
gender identity
An explanation of how individuals’ gender identity affects their
development through young and middle adulthood
A strategy you might use to apply your understanding of
gender identity development to social work practice
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
...
Develop a 3–4 page research paper based on a selected case study rel
Develop a 3–4 page research paper based on a selected case study related to sexual problems.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply psychological theories to topics in human sexuality.
Apply psychological theories to a case study in human sexuality.
Competency 2: Apply scholarly research findings to topics in human sexuality.
Apply scholarly research findings to a case study in human sexuality.
Competency 3: Explain how ethics inform professional behavior in the field of human sexuality.
Explain how ethics inform professional behavior in the field of human sexuality.
Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
Use APA format and style
Most sexual behavior problems must be delineated within the context of the individual's personality, lifestyle, and relationships with others. It is usually simplistic to label any particular behavior automatically as a problem. Several criteria are given that can be used to define sexual problems and that can help put problematic sex into a more realistic and sensible perspective. Determining when a sexual preference behavior becomes a problem is highly subjective and requires a look into different aspects of an individual's life, including his or her lifestyle and cultural and social belief systems. Sexual abuse, coercion, and assault of others represent serious sexual problems (Kelly, 2015).
Sexually transmitted diseases (STDs) and a variety of other medical conditions can affect the sex organs and sexual activity. Whereas STDs once were discussed only briefly in most human sexuality courses, they are emerging as important issues again. Considering that the incidence of several diseases is on the rise, and that more organisms are being recognized as being capable of sexual transmission, such a trend may be timely. One of the most significant findings of the National Health and Social Life Survey (NHSLS) was the direct correlation between the numbers of sexual partners people have had and the likelihood that they will have had a STD (National Opinion Research Center at the University of Chicago, 1992).
Defining sexual dysfunctions is somewhat subjective, and individual differences in the sexual response cycle are often perfectly normal. Rather than simply labeling each dysfunction and explaining it separately, we must examine it based on the broader picture of sexual responsiveness and the total sexual relationship. In recent years, there has been greater emphasis on potential organic conditions that can manifest themselves in sexual difficulties, including the effects of alcohol, other drugs, and certain medication ...
Please cite and include references- Broderick & Blewitt (2015) must.docx
*Please cite and include references- Broderick & Blewitt (2015) must be one of the sources (total of three references in the discussion post)
Consider the following perspective from the Just the Facts Coalition, a group comprised of counselors and other helping professionals who work with adolescent children:
Sexual orientation is not synonymous with sexual activity. Many adolescents as well as adults may identify themselves as lesbian, gay, or bisexual without having had any sexual experience with persons of the same sex. Other young people have had sexual experiences with a person of the same sex but do not consider themselves lesbian, gay, or bisexual. This is particularly relevant during adolescence because experimentation and discovery are normal and common during this developmental period. (American Psychological Association, 2013)
Straight, lesbian, gay, bisexual, transgendered, and questioning—when it comes to sexuality and sexual orientation, what influences individuals the most?
For this Discussion, review this week’s media presentation, “Perspectives: The ‘Tween’ Years,” reflecting on the factors that influence sexuality and sexual orientation during the tween years. Then, complete the post assigned to you by your Instructor.
Discussion A
Post by Day 4
an explanation of the roles that biology, culture, socialization, and age may play in influencing sexuality. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.
References:
Broderick, P. C., & Blewitt, P. (2015).
The life span: Human development for helping professionals
(4th ed.). Upper Saddle River, NJ: Pearson Education.
Chapter 8, “Gender and Peer Relationships: Middle Childhood Through Early Adolescence” (pp. 282-323)
Chapter 9, “Physical, Cognitive, and Identity Development in Adolescence” (pp. 324-367)
Best, D. L. (2009). Another view of the gender-status relation.
Sex Roles, 61
(5/6),341–351.
Retrieved from the Walden Library databases.
Cobb, R. A., Walsh, C. E., & Priest, J. B. (2009). The cognitive-active gender role identification continuum.
Journal of Feminist Family Therapy, 21
(2),77–97.
Retrieved from the Walden Library databases.
Ewing Lee, E. A., & Troop-Gordon, W. (2011). Peer processes and gender role development: Changes in gender atypically related to negative peer treatment and children’s friendships.
Sex Roles, 64
(1/2),90–102.
Retrieved from the Walden Library databases.
Gallor, S. M., & Fassinger, R. E. (2010). Social support, ethnic identity, and sexual identity of lesbians and gay men.
Journal of Gay & Lesbian Social Services, 22
(3)
,
287–315.
Retrieved from the Walden Library databases.
Lev, A. I. (2004).
Transgender emergence: Therapeutic guidelines for working with gender-variant people and their families
. Binghampton, NY: Routledge.
Chapter 3, “Deconstructing Sex and Gender: Thinking Outside the Box” (pp. 79–109)
Retrieved from the W.
The Psychology of Attraction
To view our other Research Maps go to: http://psychfutures.ning.com/page/research
Psyc350 p5ip human sexuality presentation
Sample Power Point for a Human Sexuality class in my Bachelor of Science Psychology: Organizational Behavior degree program
Required ResourcesText· Crapo, R. H. (2013). Cultural anthro.docx
Required Resources
Text
· Crapo, R. H. (2013). Cultural anthropology [Electronic version]. Retrieved from https://content.ashford.edu/
· Chapter 5: Gender and Culture
· Chapter 6: Social Organization and Lifecycle
Article
· Atran, S. (2003). Genesis of suicide terrorism. Science, 299(5612), 1534-1539. Retrieved from the EBSCOhost database.
· The full-text version of this article is available through the EBSCO host database in the Ashford University Library. In this article, Atran discusses common misconceptions about terrorists, covering the research on what motivates terrorists and how to potentially defend against them. This article will assist you in your Summarize Your Sources for the Final Research Paper worksheet assignment this week.
· Becker, A. E. (2004). Television, disordered eating, and young women in Fiji: Negotiating body image and identity during rapid social change. Culture, Medicine and Psychiatry, 28(4), 533-559. Retrieved from the EBSCOhost database.
· The full-text version of this article is available through the EBSCO host database in the Ashford University Library. In this article, Becker examines the effect that the introduction of television has had upon an indigenous island culture in Fiji, particularly young women’s perceptions of the “ideal” body type. This article will assist you in your Summarize Your Sources for the Final Research Paper worksheet assignment this week.
· Duthie, L. (2005). White collars with Chinese characteristics: Global Capitalism and the formation of a social identity. Anthropology of Work Review, 26(3), 1-12. Retrieved from the AnthroSource database.
· The full-text version of this article is available through the AnthroSource host database in the Ashford University Library. In this article, Duthie discusses the emerging class of white collar workers in China due to the increasing presence of foreign-invested multinational corporations. The author explores the process of identity formation for these workers. This article will assist you in your Summarize Your Sources for the Final Research Paper worksheet assignment this week.
· Hoodfar, H. (1993). The veil in their minds and on our heads: The persistence of colonial images of Muslim women. Resources for Feminist Researchers, 22(3/4), 5-18. Retrieved from http://www.umass.edu/wost/syllabi/spring06/hoodfar.pdf
· In this article, Hoodfar discusses the many misconceptions that people have about Muslim women who wear the veil, the history of veiling, and the many Muslim cultures encompassed by this tradition. This article will assist you in your Summarize Your Sources for the Final Research Paper worksheet assignment this week.
· Jonsson, R. (2014). Boys’ anti-school culture? Narratives and school practices. Anthropology & Education Quarterly, 45(3), 276-292. Retrieved from the AnthroSource database.
· The full-text version of this article is available through the AnthroSource host database in the Ashford University Library. In this ar ...
Assignment Gender StereotypingGender stereotyping reflects
Assignment: Gender Stereotyping
Gender stereotyping reflects the perceived psychological traits and characteristics of males and females, and the related roles that are thought to be appropriate for each gender in family, work, school, and society as a whole. Gender stereotyping impacts individuals in terms of how they view themselves and their place in society, as well as how society views the respective gender and the appropriate behavior and roles for each. The implications can be far reaching.
It is evident by studying history that gender stereotypes have changed over time. One obvious example is in the history of women's suffrage. It was believed in the U.S. that women were not sufficiently mentally astute to vote on the important issues impacting society. The belief was that a woman's place was in the home raising children and taking care of the domestic needs of the family. With women's suffrage in the early 20th century and the century that has followed, this stereotype has been changed. Not only do women vote but they hold every office at all levels including heads of state and presidencies across the globe. The 2016 presidential election even featured the first female nominee from a major political party.
As a foundation for the study of gender, this Application Assignment asks you to explore gender stereotypes in some depth, including a consideration of the numerous stereotypes for both men and women; how stereotypes differ by culture; and how stereotypes impact individuals of that gender, the opposite gender, and society as a whole.
To prepare for this assignment:
Review Chapter 3 of the course text,
Gender: Psychological Perspectives
, focusing on the definition of gender stereotyping, the impact it may have on society and individuals, and cultural differences and similarities in gender stereotyping. Remember that culture includes age, religion, sexual orientation, etc., as well as race and ethnicity.
Review the article, "Stereotypes as Dynamic Constructs: Women and Men of the Past, Present, and Future."
Review the article, "Bimbos and Rambos: The Cognitive Basis of Gender Stereotypes." Focus specifically on how the media perpetuates gender stereotyping.
Review the article, “Young and Older Adults' Gender Stereotype in Multitasking.” Focus on how this recent research suggests gender stereotyping is alive and well today.
Think about the following questions:
What are common stereotypes for men?
What are common stereotypes for women?
How have these stereotypes changed over time? What stereotypes have not really changed? Be sure to take into consideration different types of media such as film, TV, and literature as you prepare for this assignment.
What impact do these stereotypes have on individuals of that gender, the opposite gender, and society as a whole? Think in terms of the life of the individuals; the families; school life and the educational journey; work life and career options; health and wellness issu ...
SOCW 6210 Week 5 discussion post responses.Respond to the coll.docx
SOCW 6210 Week 5 discussion post responses.
Respond to the colleagues posts in one of the following ways:
Respond in one or more of the following ways:
· Add to your colleague's explanation of how gender identity affects an individual's life-span development.
· Explain whether you might use your colleague's strategy for applying the concept of gender identity to social work practice. Provide support for your position.
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
· At least one reference and citation is required in each post.
MMV’s post states the following:Top of Form
A new understanding you have gained in the resources about gender identity
A new understanding, I have gained in the resource about gender identity is that people explore relationships and engage in nonmarital intimacy during the emerging adulthood stages (Brewster, & Moradi, 2010). They also explore nonmarital relationships in various and gender identity during emerging adulthood may differ from middle adulthood. They may vary because the difference of cohorts illustrates that during the emerging adulthood people go through a period of identity exploration with little commitment but gradually increases with early and middle adulthood (Brewster, & Moradi, 2010). Genetic and environmental factors influence both childhood and adult gender identity, but it is more difficult to identify the elements in women (Burri, Cherkas, Spector, & Rahman, 2011).
An explanation of how individuals' gender identity affects their development through young and middle adulthood
A person's gender identity affects their development through young and middle adulthood. The increasing number of gay, lesbian, and bisexual people that seek out mental health services in comparison the heterosexual counterparts illustrate the effects (Ferguson, & Miville, 2017). Men and women differ in the way they approach their sexual identity because women are more susceptible to analyze their identity. After analyzing their identity, they then come out later on in the young adulthood where men do not examine their status, and unlike women do not gradually come out (Brewster, & Moradi, 2010). Instead, men abruptly come out, and this may be due to the acceptance gap both genders receive towards their gender identity because women can still be feminine as gays, but a mans masculinity is questioned as gay (Brewster, & Moradi, 2010).
A strategy you might use to apply your understanding of gender identity development to social work practice
A strategy I might use to apply my understanding of gender identity development to the social work practice is to approach every case in a professional manner and show respect to the client at all times and reframe from passing judge or viewed as passing judgment. I would also use caution and practice in an ethical manner as dictated by the n.
ASSESSMENT-2 OVERVIEWWrite a 3–4-page assessment in which yo.docx
ASSESSMENT-2
OVERVIEW
Write a 3–4-page assessment in which you examine the relationship between behavior and attitude and apply one theory to support your position.
Attitudes help guide behavior, although sometimes people act in ways that contradict their attitudes (Baumeister & Bushman, 2014). Some have said that attitudes are directly related to behavior; others say there is no strong relationship between attitude and behavior. Examining theories of how people develop attitudes and perceptions can lead to heightened self-awareness.
CONTEXT
The self is a complex and marvelous participant in the social world. There are three main components of the self: self-knowledge, interpersonal self, and agent self. The self is a vital means of gaining social acceptance and for participation in culture. But is there such a thing as a "true self"?
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
•
Does your level of self-esteem change depending on the situation? In what types of situations have you noticed a change?
What self-defeating behaviors have you noticed in others or identified in yourself? How does this behavior relate to theory?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course.
Note
: some of the articles included here are fairly old but are included because they are considered seminal works in the field of social psychology.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin, 139
(3), 655–701.
•
Sitzmann, T., & Ely, K. (2010).
Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition
.
Journal of Applied Psychology, 95
(1), 132–144.
•
Hu, H., & Driscoll, M. P. (2013).
Self-regulation in e-learning environments: A remedy for community college?
Journal of Educational Technology & Society, 16
(4), 171–184.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality, 31
(4), 343–348.
•
Schmitz, B., Schmidt, M., Landmann, M., & Spiel, C. (2007).
New developments in the field of self-regulated learning
.
Zeitschrift Für Psychologie/Journal of Psychology, 215
(3), 153–156.
•
Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., . . . Shoda, Y. (2011).
'Willpower' over the life span: Decomposing self-regulation.
Gender Gender Psychological Perspectives synthesi.docx
Gender
Gender: Psychological Perspectives synthesizes the latest research on gender to help students
think critically about the differences between research fi ndings and stereotypes, provoking
them to examine and revise their own preconceptions. The text examines the behavioral,
biological, and social contexts in which women and men express gendered behaviors. The
text’s unique pedagogical program helps students understand the portrayal of gender in the
media and the application of gender research in the real world. Headlines from the news open
each chapter to engage the reader. Gendered Voices boxes present true personal accounts of
people’s lives. According to the Media boxes highlight gender-related coverage in newspapers,
magazines, books, TV, and movies, while According to the Research boxes offer the latest
scientifi cally based research to help students analyze the accuracy and fairness of gender
images presented in the media. Additionally, Considering Diversity sections emphasize the
cross-cultural perspective of gender.
This text is intended for undergraduate or graduate courses on the psychology of gender,
psychology of sex, psychology of women or men, gender issues, sex roles, women in society,
and women’s or men’s studies. It is also applicable to sociology and anthropology courses
on diversity.
Seventh Edition Highlights
• 12 new headlines on topics ranging from gender and the Flynn effect to gender ste-
reotyping that affects men
• Coverage of gender issues in aging adults and transgendered individuals
• Expanded coverage of diversity issues in the US and around the globe, including the
latest research from China, Japan, and Europe
• More tables, fi gures, and photos to provide summaries of text in an easy-to-absorb
format
• End-of-chapter summaries and glossary
• Suggested readings for further exploration of chapter topics
• A companion website at www.routledge.com/cw/Brannon where instructors will fi nd
lecture outlines, PowerPoint slides, student activities, test questions, and website and
video suggestions; and students will fi nd fl ashcards, student learner objectives, chapter
outlines, and links to related websites and further reading
Linda Brannon is Professor of Psychology at McNeese State University in Lake Charles,
Louisiana.
http://www.routledge.com/cw/Brannon
http://www.routledge.com/cw/Brannon
“Gender is a very important contribution to the study of gender in psychology. Its innovative
format and unique organization provide for an enjoyable learning experience for students
of psychology.”
—Florence L. Denmark, Pace University
“Gender strikes the perfect balance between biological and social factors that inform the
psychology of gender. Even more importantly, this text is solidly based on scientifi c research
fi ndings rather than venturing into the minefi eld of gender politics.”
—Linda Heath, Loyola University Chicago
“Gender provides a read.
Gender Gender Psychological Perspectives synthesi.docx
Gender
Gender: Psychological Perspectives synthesizes the latest research on gender to help students
think critically about the differences between research fi ndings and stereotypes, provoking
them to examine and revise their own preconceptions. The text examines the behavioral,
biological, and social contexts in which women and men express gendered behaviors. The
text’s unique pedagogical program helps students understand the portrayal of gender in the
media and the application of gender research in the real world. Headlines from the news open
each chapter to engage the reader. Gendered Voices boxes present true personal accounts of
people’s lives. According to the Media boxes highlight gender-related coverage in newspapers,
magazines, books, TV, and movies, while According to the Research boxes offer the latest
scientifi cally based research to help students analyze the accuracy and fairness of gender
images presented in the media. Additionally, Considering Diversity sections emphasize the
cross-cultural perspective of gender.
This text is intended for undergraduate or graduate courses on the psychology of gender,
psychology of sex, psychology of women or men, gender issues, sex roles, women in society,
and women’s or men’s studies. It is also applicable to sociology and anthropology courses
on diversity.
Seventh Edition Highlights
• 12 new headlines on topics ranging from gender and the Flynn effect to gender ste-
reotyping that affects men
• Coverage of gender issues in aging adults and transgendered individuals
• Expanded coverage of diversity issues in the US and around the globe, including the
latest research from China, Japan, and Europe
• More tables, fi gures, and photos to provide summaries of text in an easy-to-absorb
format
• End-of-chapter summaries and glossary
• Suggested readings for further exploration of chapter topics
• A companion website at www.routledge.com/cw/Brannon where instructors will fi nd
lecture outlines, PowerPoint slides, student activities, test questions, and website and
video suggestions; and students will fi nd fl ashcards, student learner objectives, chapter
outlines, and links to related websites and further reading
Linda Brannon is Professor of Psychology at McNeese State University in Lake Charles,
Louisiana.
http://www.routledge.com/cw/Brannon
http://www.routledge.com/cw/Brannon
“Gender is a very important contribution to the study of gender in psychology. Its innovative
format and unique organization provide for an enjoyable learning experience for students
of psychology.”
—Florence L. Denmark, Pace University
“Gender strikes the perfect balance between biological and social factors that inform the
psychology of gender. Even more importantly, this text is solidly based on scientifi c research
fi ndings rather than venturing into the minefi eld of gender politics.”
—Linda Heath, Loyola University Chicago
“Gender provides a read.
Gender Gender Psychological Perspectives synthesi.docx
Gender
Gender: Psychological Perspectives synthesizes the latest research on gender to help students
think critically about the differences between research fi ndings and stereotypes, provoking
them to examine and revise their own preconceptions. The text examines the behavioral,
biological, and social contexts in which women and men express gendered behaviors. The
text’s unique pedagogical program helps students understand the portrayal of gender in the
media and the application of gender research in the real world. Headlines from the news open
each chapter to engage the reader. Gendered Voices boxes present true personal accounts of
people’s lives. According to the Media boxes highlight gender-related coverage in newspapers,
magazines, books, TV, and movies, while According to the Research boxes offer the latest
scientifi cally based research to help students analyze the accuracy and fairness of gender
images presented in the media. Additionally, Considering Diversity sections emphasize the
cross-cultural perspective of gender.
This text is intended for undergraduate or graduate courses on the psychology of gender,
psychology of sex, psychology of women or men, gender issues, sex roles, women in society,
and women’s or men’s studies. It is also applicable to sociology and anthropology courses
on diversity.
Seventh Edition Highlights
• 12 new headlines on topics ranging from gender and the Flynn effect to gender ste-
reotyping that affects men
• Coverage of gender issues in aging adults and transgendered individuals
• Expanded coverage of diversity issues in the US and around the globe, including the
latest research from China, Japan, and Europe
• More tables, fi gures, and photos to provide summaries of text in an easy-to-absorb
format
• End-of-chapter summaries and glossary
• Suggested readings for further exploration of chapter topics
• A companion website at www.routledge.com/cw/Brannon where instructors will fi nd
lecture outlines, PowerPoint slides, student activities, test questions, and website and
video suggestions; and students will fi nd fl ashcards, student learner objectives, chapter
outlines, and links to related websites and further reading
Linda Brannon is Professor of Psychology at McNeese State University in Lake Charles,
Louisiana.
http://www.routledge.com/cw/Brannon
http://www.routledge.com/cw/Brannon
“Gender is a very important contribution to the study of gender in psychology. Its innovative
format and unique organization provide for an enjoyable learning experience for students
of psychology.”
—Florence L. Denmark, Pace University
“Gender strikes the perfect balance between biological and social factors that inform the
psychology of gender. Even more importantly, this text is solidly based on scientifi c research
fi ndings rather than venturing into the minefi eld of gender politics.”
—Linda Heath, Loyola University Chicago
“Gender provides a read.
Gender Gender Psychological Perspectives synthesi.docx
Gender
Gender: Psychological Perspectives synthesizes the latest research on gender to help students
think critically about the differences between research fi ndings and stereotypes, provoking
them to examine and revise their own preconceptions. The text examines the behavioral,
biological, and social contexts in which women and men express gendered behaviors. The
text’s unique pedagogical program helps students understand the portrayal of gender in the
media and the application of gender research in the real world. Headlines from the news open
each chapter to engage the reader. Gendered Voices boxes present true personal accounts of
people’s lives. According to the Media boxes highlight gender-related coverage in newspapers,
magazines, books, TV, and movies, while According to the Research boxes offer the latest
scientifi cally based research to help students analyze the accuracy and fairness of gender
images presented in the media. Additionally, Considering Diversity sections emphasize the
cross-cultural perspective of gender.
This text is intended for undergraduate or graduate courses on the psychology of gender,
psychology of sex, psychology of women or men, gender issues, sex roles, women in society,
and women’s or men’s studies. It is also applicable to sociology and anthropology courses
on diversity.
Seventh Edition Highlights
• 12 new headlines on topics ranging from gender and the Flynn effect to gender ste-
reotyping that affects men
• Coverage of gender issues in aging adults and transgendered individuals
• Expanded coverage of diversity issues in the US and around the globe, including the
latest research from China, Japan, and Europe
• More tables, fi gures, and photos to provide summaries of text in an easy-to-absorb
format
• End-of-chapter summaries and glossary
• Suggested readings for further exploration of chapter topics
• A companion website at www.routledge.com/cw/Brannon where instructors will fi nd
lecture outlines, PowerPoint slides, student activities, test questions, and website and
video suggestions; and students will fi nd fl ashcards, student learner objectives, chapter
outlines, and links to related websites and further reading
Linda Brannon is Professor of Psychology at McNeese State University in Lake Charles,
Louisiana.
http://www.routledge.com/cw/Brannon
http://www.routledge.com/cw/Brannon
“Gender is a very important contribution to the study of gender in psychology. Its innovative
format and unique organization provide for an enjoyable learning experience for students
of psychology.”
—Florence L. Denmark, Pace University
“Gender strikes the perfect balance between biological and social factors that inform the
psychology of gender. Even more importantly, this text is solidly based on scientifi c research
fi ndings rather than venturing into the minefi eld of gender politics.”
—Linda Heath, Loyola University Chicago
“Gender provides a read.
1 Annotated Bibliography Topic (Chosen.docx
1
Annotated Bibliography: Topic (Chosen from the list provided)
[Name]
South University Online
[Template instructions: Replace the information in red with your work-then delete this line]
2
Annotated Bibliography: Topic (Chosen from the list provided)
[APA formatted reference for source (list in alphabetical order) using a hanging indent]
[Underneath the reference, give a summary of the article then an analysis:
Summary of article: 1-2 paragraphs that describe the following information in your own words
in paragraph format (not bullet points).
• Why the article was written?
• What are the major points of the article?
• If the article was a study, describe:
o The methods used in the research: Include the participants, how the research question(s)
was tested or measured (e.g. survey, interview, formal testing…)
o The results of the study: What did the researchers find out?
o The conclusions: What did the researchers conclude from the study? What were the
limitations of the research?
NOTE: Do not include citations for the article you are summarizing in an annotated
bibliography. You have already given credit by listing the reference first. This is different
from a paper.]
[Analysis of the article: 1-2 paragraphs describing the following: Whether or not the
points made by the author are logical and supported by evidence and whether the author
demonstrates any bias in presenting the arguments. Were other arguments or possibilities
considered? Are the author’s conclusions supported? Do they fit with your understanding
of the topic and your textbook's description (cite the textbook and any other sources you
use for analyzing your article – include any additional sources you cite as part of your
analysis in your reference list)? Why or why not (provide support for your opinion)?]
3
Example of formatting:
Boonstra, A., & Broekhuis, M. (2010). Barriers to the acceptance of electronic medical records by
physicians from systematic review to taxonomy and interventions. BMC Health Services
Research, 10(1), 231-248. doi:10.1186/1472-6963-10-231
Authors conducted a systematic review of research papers between 1998 and 2009 that
examined physician perceptions of barriers to implementation of electronic medical
records. An examination of 1671 articles….
DeVore, S. D., & Figlioli, K. (2010). Lessons Premier hospitals learned about implementing electronic
health records. Health Affairs, 29(4), 664-667. doi:10.1377/hlthaff.2010.0250
Premier healthcare alliance is a network of 2300 non-profit hospitals and 63,000
outpatient facilities in the United States, This paper summarized lessons learned from
reviewing implementation practices within their system….
4
References
List any references you cited in your analyses of your chosen sources. DO NOT list the references for
the articles you chose as you already referenced them in your an ...
OOOO
OOVERVIEWve
Write a 3–4-page assessment in which .docx
OOOO
O
OVERVIEW
ve
Write a 3–4-page assessment in which you examine possible connections between adult attachment styles and the types of love that adults develop.
Theories and research about attachment and love can be applied to both one's personal and professional life.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 1: Apply information literacy and research skills to locate scholarly information in the field of social psychology.
•
Use valid, scholarly research resources relevant to the field of social psychology.
•
Competency 3: Analyze social psychological theory and research to explain personal, professional, and social issues.
•
Examine the relationship between adult attachment styles and types of adult love.
•
Explain how research on love and attachment can be used to help individuals in a professional setting.
•
Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
•
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
•
Use APA format and style.
CONTEXT
There are various theories on love and attachment that highlight just how complicated romantic relationships are. Even with their complexities, it is important for us to understand adult attachment and types of love so we may assist those we may serve in making sense of their relationships and helping them build and maintain long and satisfying partnerships. As psychology professionals with knowledge in facilitating acceptance and weathering rejection, we can be part of assisting others in fulfilling this important human need by successfully building feelings of belonging in social relationships.
Based on the work of Phillip Shaver and others, Baumeister and Bushman (2014) describe four types of adult attachment styles:
•
Secure.
•
Preoccupied.
•
Dismissing avoidant.
•
Fearful avoidant.
Research has identified that these attachment styles can be reliably classified (Shaver, as cited in Baumeister & Bushman, 2014).
In the (1986) triangular theory of love, Robert Sternberg identifies seven types of adult love based on levels of three dimensions: passion, intimacy, and commitment.
Sternberg's Triangular Theory of Love
Type of Adult Love
Intimacy
Passion
Commitment
Infatuation
X
Fatuous love
X
X
Liking
X
Empty love
X
Romantic love
X
X
Companionate love
X
X
Consummate love
X
X
X
References
Baumeister, R. F., & Bushman, B. J. (2014).
Social psychology & human nature
(3rd ed.). Belmont, CA: Wadsworth.
Sternberg, R. J. (1986). A triangular theory of love.
Psychological Review, 93
(2), 119–135
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work.
ArticleSome Evidence for a Gender Gapin Personality and .docx
Article
Some Evidence for a Gender Gap
in Personality and Social Psychology
Adam J. Brown1 and Jin X. Goh1
Abstract
This research examined a possible gender gap in personality and social psychology. According to membership demographics from
the Society for Personality and Social Psychology (SPSP), women and men are represented near parity in the field. Yet despite this
equal representation, the field may still suffer from a different type of gender gap. We examined the gender of first authors in two
major journals, citations to these articles, and gender of award recipients. In random samples of five issues per year across
10 years (2004–2013; N ¼ 1,094), 34% of first authors in Journal of Personality and Social Psychology were women and 44% of first
authors in Personality and Social Psychology Bulletin were women. Articles authored by men were cited more than those authored by
women. In examining the gender of award recipients given by SPSP (2000–2016), on average, 25% of the recipients were women.
Keywords
social psychology, personality, gender gap, bibliometric
It is no longer newsworthy that women enter psychology at a
higher rate than men do. In 2013, women represented 72.2%
of all doctorates in psychology (National Science Foundation
[NSF], 2015a). This is remarkable considering that in 1958 (the
earliest data available), women only represented 18.0% of all
doctorates in psychology. This impressive growth in represen-
tation is pervasive across most subfields of psychology, includ-
ing social psychology, with 67.3% of doctorates being awarded
to women in 2013.
1
Membership in the Society for Personality
and Social Psychology (SPSP), the field’s largest professional
society, likewise reflects this distribution: 51% of the SPSP
members are female, 38% are male, and 11% did not report
their gender in the most recent membership survey. Of the
89% of all members who specified their gender, 57% are
female and 43% are male. While these numbers are not defini-
tive, they do provide a good snapshot of the field’s gender com-
position, and this distribution is a cause for celebration. After
all, it stands in marked contrast to other fields such as science,
technology, engineering, and mathematics (STEM), where
women are severely underrepresented (NSF, 2015b). Yet despite
this progress for equal representation, there is reason to believe
that social and personality psychology may still suffer from a
gender gap. The current article presents evidence that even
though women and men are represented equally in social psy-
chology and personality in terms of participation, they are nev-
ertheless underrepresented as authors and underrecognized as
award recipients. The remainder of this article assumes that at
least half of the individuals participating in social and personal-
ity psychology are women, but based on the SPSP demographic
statistics, this estimate may be conservative.
The attrition of women in STEM fields is a.
Final Defense Presentation 2/12/2014
My final PhD defense presentation about technology design for "empathic communication."
ESSAY #4In contrast to thinking of poor people as deserving of bei.docx
ESSAY #4
In contrast to thinking of poor people as deserving of being poor, use the sociological perspective to explain poverty
without
“blaming the victim.” In other words, what conditions in society create poverty? You should use the Newman book extensively to help you with this question.
Your response should be about 500 words.
Essay 4 Rubric
Essay 4 Rubric
标准
等级
得分
此标准已链接至学习结果
Clarity and professionalism
查看较长的说明
Paper is well-written, free of typos and grammatical errors, and well-organized; it's clear that the student spent some time editing the paper
3.0
得分
Poorly written; many typos and mistakes; difficult to follow or understand; appears that little time was spent on crafting a professional essay
0.0
得分
3.0
分
此标准已链接至学习结果
Sociological Understanding
查看较长的说明
Paper uses a sociological approach to explaining the causes of poverty. Paper pulls often from the Newman material. No 'victim blaming' in the paper.
27.0
得分
Paper is not sociological. Paper does not identify social structural causes of poverty. Paper contains elements of 'victim blaming,' or individual explanations for poverty.
15.0
得分
No paper submitted
0.0
得分
27.0
分
总得分:
30.0
，满分 30.0
上一页
下一页
.
Essay # 3 Instructions Representations of War and Genocide .docx
Essay # 3 Instructions
Representations of War and Genocide
:
In 1000-1200 words, discuss the novel, Edwidge Danticat’s
Farming of the Bones
, represent genocide and massacre. Focus on why in history, The Parsley massacre is not called a genocide, rather a massacre.
Even though the parsley massacre was clearly an act of genocide, history calls it a massacre. Before discussing the novel, explain in your words the definitions of “massacre” and “genocide”?
This is the time you should refer to the documentary and discuss why does the author mention genocides in history as far back as the Armenian genocide but do not mention the Parsley massacre. What are the factors that might contribute to its absence in history? This is the first part of your essay.
The second part is to discuss testimonies of survivors of the genocide.
In many ways,
The Farming of Bones
is also a meditation on survival. Each character in the novel—Amabelle, Sebastien, Father Romain, Man Denise, Man Rapadou, just to name a few—have different methods of survival. Can you discuss these? Are there any characters in particular that have survived with a better quality of life than others? What does it mean to survive?
How does the novel differ from the documentaries in terms of survival testimony? Why do you think the author chose to write a historical fiction novel versus a non-fiction novel like I am Malala or Persepolis?
Length: 1000-1200 words
Style: Times New Roman, Double-space, Size 12
please use the PowerPoint
.
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To view our other Research Maps go to: http://psychfutures.ning.com/page/research
Psyc350 p5ip human sexuality presentation
Sample Power Point for a Human Sexuality class in my Bachelor of Science Psychology: Organizational Behavior degree program
Required ResourcesText· Crapo, R. H. (2013). Cultural anthro.docx
Required Resources
Text
· Crapo, R. H. (2013). Cultural anthropology [Electronic version]. Retrieved from https://content.ashford.edu/
· Chapter 5: Gender and Culture
· Chapter 6: Social Organization and Lifecycle
Article
· Atran, S. (2003). Genesis of suicide terrorism. Science, 299(5612), 1534-1539. Retrieved from the EBSCOhost database.
· The full-text version of this article is available through the EBSCO host database in the Ashford University Library. In this article, Atran discusses common misconceptions about terrorists, covering the research on what motivates terrorists and how to potentially defend against them. This article will assist you in your Summarize Your Sources for the Final Research Paper worksheet assignment this week.
· Becker, A. E. (2004). Television, disordered eating, and young women in Fiji: Negotiating body image and identity during rapid social change. Culture, Medicine and Psychiatry, 28(4), 533-559. Retrieved from the EBSCOhost database.
· The full-text version of this article is available through the EBSCO host database in the Ashford University Library. In this article, Becker examines the effect that the introduction of television has had upon an indigenous island culture in Fiji, particularly young women’s perceptions of the “ideal” body type. This article will assist you in your Summarize Your Sources for the Final Research Paper worksheet assignment this week.
· Duthie, L. (2005). White collars with Chinese characteristics: Global Capitalism and the formation of a social identity. Anthropology of Work Review, 26(3), 1-12. Retrieved from the AnthroSource database.
· The full-text version of this article is available through the AnthroSource host database in the Ashford University Library. In this article, Duthie discusses the emerging class of white collar workers in China due to the increasing presence of foreign-invested multinational corporations. The author explores the process of identity formation for these workers. This article will assist you in your Summarize Your Sources for the Final Research Paper worksheet assignment this week.
· Hoodfar, H. (1993). The veil in their minds and on our heads: The persistence of colonial images of Muslim women. Resources for Feminist Researchers, 22(3/4), 5-18. Retrieved from http://www.umass.edu/wost/syllabi/spring06/hoodfar.pdf
· In this article, Hoodfar discusses the many misconceptions that people have about Muslim women who wear the veil, the history of veiling, and the many Muslim cultures encompassed by this tradition. This article will assist you in your Summarize Your Sources for the Final Research Paper worksheet assignment this week.
· Jonsson, R. (2014). Boys’ anti-school culture? Narratives and school practices. Anthropology & Education Quarterly, 45(3), 276-292. Retrieved from the AnthroSource database.
· The full-text version of this article is available through the AnthroSource host database in the Ashford University Library. In this ar ...
Assignment Gender StereotypingGender stereotyping reflects
Assignment: Gender Stereotyping
Gender stereotyping reflects the perceived psychological traits and characteristics of males and females, and the related roles that are thought to be appropriate for each gender in family, work, school, and society as a whole. Gender stereotyping impacts individuals in terms of how they view themselves and their place in society, as well as how society views the respective gender and the appropriate behavior and roles for each. The implications can be far reaching.
It is evident by studying history that gender stereotypes have changed over time. One obvious example is in the history of women's suffrage. It was believed in the U.S. that women were not sufficiently mentally astute to vote on the important issues impacting society. The belief was that a woman's place was in the home raising children and taking care of the domestic needs of the family. With women's suffrage in the early 20th century and the century that has followed, this stereotype has been changed. Not only do women vote but they hold every office at all levels including heads of state and presidencies across the globe. The 2016 presidential election even featured the first female nominee from a major political party.
As a foundation for the study of gender, this Application Assignment asks you to explore gender stereotypes in some depth, including a consideration of the numerous stereotypes for both men and women; how stereotypes differ by culture; and how stereotypes impact individuals of that gender, the opposite gender, and society as a whole.
To prepare for this assignment:
Review Chapter 3 of the course text,
Gender: Psychological Perspectives
, focusing on the definition of gender stereotyping, the impact it may have on society and individuals, and cultural differences and similarities in gender stereotyping. Remember that culture includes age, religion, sexual orientation, etc., as well as race and ethnicity.
Review the article, "Stereotypes as Dynamic Constructs: Women and Men of the Past, Present, and Future."
Review the article, "Bimbos and Rambos: The Cognitive Basis of Gender Stereotypes." Focus specifically on how the media perpetuates gender stereotyping.
Review the article, “Young and Older Adults' Gender Stereotype in Multitasking.” Focus on how this recent research suggests gender stereotyping is alive and well today.
Think about the following questions:
What are common stereotypes for men?
What are common stereotypes for women?
How have these stereotypes changed over time? What stereotypes have not really changed? Be sure to take into consideration different types of media such as film, TV, and literature as you prepare for this assignment.
What impact do these stereotypes have on individuals of that gender, the opposite gender, and society as a whole? Think in terms of the life of the individuals; the families; school life and the educational journey; work life and career options; health and wellness issu ...
SOCW 6210 Week 5 discussion post responses.Respond to the coll.docx
SOCW 6210 Week 5 discussion post responses.
Respond to the colleagues posts in one of the following ways:
Respond in one or more of the following ways:
· Add to your colleague's explanation of how gender identity affects an individual's life-span development.
· Explain whether you might use your colleague's strategy for applying the concept of gender identity to social work practice. Provide support for your position.
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
· At least one reference and citation is required in each post.
MMV’s post states the following:Top of Form
A new understanding you have gained in the resources about gender identity
A new understanding, I have gained in the resource about gender identity is that people explore relationships and engage in nonmarital intimacy during the emerging adulthood stages (Brewster, & Moradi, 2010). They also explore nonmarital relationships in various and gender identity during emerging adulthood may differ from middle adulthood. They may vary because the difference of cohorts illustrates that during the emerging adulthood people go through a period of identity exploration with little commitment but gradually increases with early and middle adulthood (Brewster, & Moradi, 2010). Genetic and environmental factors influence both childhood and adult gender identity, but it is more difficult to identify the elements in women (Burri, Cherkas, Spector, & Rahman, 2011).
An explanation of how individuals' gender identity affects their development through young and middle adulthood
A person's gender identity affects their development through young and middle adulthood. The increasing number of gay, lesbian, and bisexual people that seek out mental health services in comparison the heterosexual counterparts illustrate the effects (Ferguson, & Miville, 2017). Men and women differ in the way they approach their sexual identity because women are more susceptible to analyze their identity. After analyzing their identity, they then come out later on in the young adulthood where men do not examine their status, and unlike women do not gradually come out (Brewster, & Moradi, 2010). Instead, men abruptly come out, and this may be due to the acceptance gap both genders receive towards their gender identity because women can still be feminine as gays, but a mans masculinity is questioned as gay (Brewster, & Moradi, 2010).
A strategy you might use to apply your understanding of gender identity development to social work practice
A strategy I might use to apply my understanding of gender identity development to the social work practice is to approach every case in a professional manner and show respect to the client at all times and reframe from passing judge or viewed as passing judgment. I would also use caution and practice in an ethical manner as dictated by the n.
ASSESSMENT-2 OVERVIEWWrite a 3–4-page assessment in which yo.docx
ASSESSMENT-2
OVERVIEW
Write a 3–4-page assessment in which you examine the relationship between behavior and attitude and apply one theory to support your position.
Attitudes help guide behavior, although sometimes people act in ways that contradict their attitudes (Baumeister & Bushman, 2014). Some have said that attitudes are directly related to behavior; others say there is no strong relationship between attitude and behavior. Examining theories of how people develop attitudes and perceptions can lead to heightened self-awareness.
CONTEXT
The self is a complex and marvelous participant in the social world. There are three main components of the self: self-knowledge, interpersonal self, and agent self. The self is a vital means of gaining social acceptance and for participation in culture. But is there such a thing as a "true self"?
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
•
Does your level of self-esteem change depending on the situation? In what types of situations have you noticed a change?
What self-defeating behaviors have you noticed in others or identified in yourself? How does this behavior relate to theory?
RESOURCES
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.
Library Resources
The following e-books or articles from the Capella University Library are linked directly in this course.
Note
: some of the articles included here are fairly old but are included because they are considered seminal works in the field of social psychology.
•
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013).
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
.
Psychological Bulletin, 139
(3), 655–701.
•
Sitzmann, T., & Ely, K. (2010).
Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition
.
Journal of Applied Psychology, 95
(1), 132–144.
•
Hu, H., & Driscoll, M. P. (2013).
Self-regulation in e-learning environments: A remedy for community college?
Journal of Educational Technology & Society, 16
(4), 171–184.
•
Crabb, P. B. (2003).
Technology and self-regulation: The case of alarm clock use
.
Social Behavior and Personality, 31
(4), 343–348.
•
Schmitz, B., Schmidt, M., Landmann, M., & Spiel, C. (2007).
New developments in the field of self-regulated learning
.
Zeitschrift Für Psychologie/Journal of Psychology, 215
(3), 153–156.
•
Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., . . . Shoda, Y. (2011).
'Willpower' over the life span: Decomposing self-regulation.
Gender Gender Psychological Perspectives synthesi.docx
Gender
Gender: Psychological Perspectives synthesizes the latest research on gender to help students
think critically about the differences between research fi ndings and stereotypes, provoking
them to examine and revise their own preconceptions. The text examines the behavioral,
biological, and social contexts in which women and men express gendered behaviors. The
text’s unique pedagogical program helps students understand the portrayal of gender in the
media and the application of gender research in the real world. Headlines from the news open
each chapter to engage the reader. Gendered Voices boxes present true personal accounts of
people’s lives. According to the Media boxes highlight gender-related coverage in newspapers,
magazines, books, TV, and movies, while According to the Research boxes offer the latest
scientifi cally based research to help students analyze the accuracy and fairness of gender
images presented in the media. Additionally, Considering Diversity sections emphasize the
cross-cultural perspective of gender.
This text is intended for undergraduate or graduate courses on the psychology of gender,
psychology of sex, psychology of women or men, gender issues, sex roles, women in society,
and women’s or men’s studies. It is also applicable to sociology and anthropology courses
on diversity.
Seventh Edition Highlights
• 12 new headlines on topics ranging from gender and the Flynn effect to gender ste-
reotyping that affects men
• Coverage of gender issues in aging adults and transgendered individuals
• Expanded coverage of diversity issues in the US and around the globe, including the
latest research from China, Japan, and Europe
• More tables, fi gures, and photos to provide summaries of text in an easy-to-absorb
format
• End-of-chapter summaries and glossary
• Suggested readings for further exploration of chapter topics
• A companion website at www.routledge.com/cw/Brannon where instructors will fi nd
lecture outlines, PowerPoint slides, student activities, test questions, and website and
video suggestions; and students will fi nd fl ashcards, student learner objectives, chapter
outlines, and links to related websites and further reading
Linda Brannon is Professor of Psychology at McNeese State University in Lake Charles,
Louisiana.
http://www.routledge.com/cw/Brannon
http://www.routledge.com/cw/Brannon
“Gender is a very important contribution to the study of gender in psychology. Its innovative
format and unique organization provide for an enjoyable learning experience for students
of psychology.”
—Florence L. Denmark, Pace University
“Gender strikes the perfect balance between biological and social factors that inform the
psychology of gender. Even more importantly, this text is solidly based on scientifi c research
fi ndings rather than venturing into the minefi eld of gender politics.”
—Linda Heath, Loyola University Chicago
“Gender provides a read.
Gender Gender Psychological Perspectives synthesi.docx
Gender
Gender: Psychological Perspectives synthesizes the latest research on gender to help students
think critically about the differences between research fi ndings and stereotypes, provoking
them to examine and revise their own preconceptions. The text examines the behavioral,
biological, and social contexts in which women and men express gendered behaviors. The
text’s unique pedagogical program helps students understand the portrayal of gender in the
media and the application of gender research in the real world. Headlines from the news open
each chapter to engage the reader. Gendered Voices boxes present true personal accounts of
people’s lives. According to the Media boxes highlight gender-related coverage in newspapers,
magazines, books, TV, and movies, while According to the Research boxes offer the latest
scientifi cally based research to help students analyze the accuracy and fairness of gender
images presented in the media. Additionally, Considering Diversity sections emphasize the
cross-cultural perspective of gender.
This text is intended for undergraduate or graduate courses on the psychology of gender,
psychology of sex, psychology of women or men, gender issues, sex roles, women in society,
and women’s or men’s studies. It is also applicable to sociology and anthropology courses
on diversity.
Seventh Edition Highlights
• 12 new headlines on topics ranging from gender and the Flynn effect to gender ste-
reotyping that affects men
• Coverage of gender issues in aging adults and transgendered individuals
• Expanded coverage of diversity issues in the US and around the globe, including the
latest research from China, Japan, and Europe
• More tables, fi gures, and photos to provide summaries of text in an easy-to-absorb
format
• End-of-chapter summaries and glossary
• Suggested readings for further exploration of chapter topics
• A companion website at www.routledge.com/cw/Brannon where instructors will fi nd
lecture outlines, PowerPoint slides, student activities, test questions, and website and
video suggestions; and students will fi nd fl ashcards, student learner objectives, chapter
outlines, and links to related websites and further reading
Linda Brannon is Professor of Psychology at McNeese State University in Lake Charles,
Louisiana.
http://www.routledge.com/cw/Brannon
http://www.routledge.com/cw/Brannon
“Gender is a very important contribution to the study of gender in psychology. Its innovative
format and unique organization provide for an enjoyable learning experience for students
of psychology.”
—Florence L. Denmark, Pace University
“Gender strikes the perfect balance between biological and social factors that inform the
psychology of gender. Even more importantly, this text is solidly based on scientifi c research
fi ndings rather than venturing into the minefi eld of gender politics.”
—Linda Heath, Loyola University Chicago
“Gender provides a read.
Gender Gender Psychological Perspectives synthesi.docx
Gender
Gender: Psychological Perspectives synthesizes the latest research on gender to help students
think critically about the differences between research fi ndings and stereotypes, provoking
them to examine and revise their own preconceptions. The text examines the behavioral,
biological, and social contexts in which women and men express gendered behaviors. The
text’s unique pedagogical program helps students understand the portrayal of gender in the
media and the application of gender research in the real world. Headlines from the news open
each chapter to engage the reader. Gendered Voices boxes present true personal accounts of
people’s lives. According to the Media boxes highlight gender-related coverage in newspapers,
magazines, books, TV, and movies, while According to the Research boxes offer the latest
scientifi cally based research to help students analyze the accuracy and fairness of gender
images presented in the media. Additionally, Considering Diversity sections emphasize the
cross-cultural perspective of gender.
This text is intended for undergraduate or graduate courses on the psychology of gender,
psychology of sex, psychology of women or men, gender issues, sex roles, women in society,
and women’s or men’s studies. It is also applicable to sociology and anthropology courses
on diversity.
Seventh Edition Highlights
• 12 new headlines on topics ranging from gender and the Flynn effect to gender ste-
reotyping that affects men
• Coverage of gender issues in aging adults and transgendered individuals
• Expanded coverage of diversity issues in the US and around the globe, including the
latest research from China, Japan, and Europe
• More tables, fi gures, and photos to provide summaries of text in an easy-to-absorb
format
• End-of-chapter summaries and glossary
• Suggested readings for further exploration of chapter topics
• A companion website at www.routledge.com/cw/Brannon where instructors will fi nd
lecture outlines, PowerPoint slides, student activities, test questions, and website and
video suggestions; and students will fi nd fl ashcards, student learner objectives, chapter
outlines, and links to related websites and further reading
Linda Brannon is Professor of Psychology at McNeese State University in Lake Charles,
Louisiana.
http://www.routledge.com/cw/Brannon
http://www.routledge.com/cw/Brannon
“Gender is a very important contribution to the study of gender in psychology. Its innovative
format and unique organization provide for an enjoyable learning experience for students
of psychology.”
—Florence L. Denmark, Pace University
“Gender strikes the perfect balance between biological and social factors that inform the
psychology of gender. Even more importantly, this text is solidly based on scientifi c research
fi ndings rather than venturing into the minefi eld of gender politics.”
—Linda Heath, Loyola University Chicago
“Gender provides a read.
Gender Gender Psychological Perspectives synthesi.docx
Gender
Gender: Psychological Perspectives synthesizes the latest research on gender to help students
think critically about the differences between research fi ndings and stereotypes, provoking
them to examine and revise their own preconceptions. The text examines the behavioral,
biological, and social contexts in which women and men express gendered behaviors. The
text’s unique pedagogical program helps students understand the portrayal of gender in the
media and the application of gender research in the real world. Headlines from the news open
each chapter to engage the reader. Gendered Voices boxes present true personal accounts of
people’s lives. According to the Media boxes highlight gender-related coverage in newspapers,
magazines, books, TV, and movies, while According to the Research boxes offer the latest
scientifi cally based research to help students analyze the accuracy and fairness of gender
images presented in the media. Additionally, Considering Diversity sections emphasize the
cross-cultural perspective of gender.
This text is intended for undergraduate or graduate courses on the psychology of gender,
psychology of sex, psychology of women or men, gender issues, sex roles, women in society,
and women’s or men’s studies. It is also applicable to sociology and anthropology courses
on diversity.
Seventh Edition Highlights
• 12 new headlines on topics ranging from gender and the Flynn effect to gender ste-
reotyping that affects men
• Coverage of gender issues in aging adults and transgendered individuals
• Expanded coverage of diversity issues in the US and around the globe, including the
latest research from China, Japan, and Europe
• More tables, fi gures, and photos to provide summaries of text in an easy-to-absorb
format
• End-of-chapter summaries and glossary
• Suggested readings for further exploration of chapter topics
• A companion website at www.routledge.com/cw/Brannon where instructors will fi nd
lecture outlines, PowerPoint slides, student activities, test questions, and website and
video suggestions; and students will fi nd fl ashcards, student learner objectives, chapter
outlines, and links to related websites and further reading
Linda Brannon is Professor of Psychology at McNeese State University in Lake Charles,
Louisiana.
http://www.routledge.com/cw/Brannon
http://www.routledge.com/cw/Brannon
“Gender is a very important contribution to the study of gender in psychology. Its innovative
format and unique organization provide for an enjoyable learning experience for students
of psychology.”
—Florence L. Denmark, Pace University
“Gender strikes the perfect balance between biological and social factors that inform the
psychology of gender. Even more importantly, this text is solidly based on scientifi c research
fi ndings rather than venturing into the minefi eld of gender politics.”
—Linda Heath, Loyola University Chicago
“Gender provides a read.
1 Annotated Bibliography Topic (Chosen.docx
1
Annotated Bibliography: Topic (Chosen from the list provided)
[Name]
South University Online
[Template instructions: Replace the information in red with your work-then delete this line]
2
Annotated Bibliography: Topic (Chosen from the list provided)
[APA formatted reference for source (list in alphabetical order) using a hanging indent]
[Underneath the reference, give a summary of the article then an analysis:
Summary of article: 1-2 paragraphs that describe the following information in your own words
in paragraph format (not bullet points).
• Why the article was written?
• What are the major points of the article?
• If the article was a study, describe:
o The methods used in the research: Include the participants, how the research question(s)
was tested or measured (e.g. survey, interview, formal testing…)
o The results of the study: What did the researchers find out?
o The conclusions: What did the researchers conclude from the study? What were the
limitations of the research?
NOTE: Do not include citations for the article you are summarizing in an annotated
bibliography. You have already given credit by listing the reference first. This is different
from a paper.]
[Analysis of the article: 1-2 paragraphs describing the following: Whether or not the
points made by the author are logical and supported by evidence and whether the author
demonstrates any bias in presenting the arguments. Were other arguments or possibilities
considered? Are the author’s conclusions supported? Do they fit with your understanding
of the topic and your textbook's description (cite the textbook and any other sources you
use for analyzing your article – include any additional sources you cite as part of your
analysis in your reference list)? Why or why not (provide support for your opinion)?]
3
Example of formatting:
Boonstra, A., & Broekhuis, M. (2010). Barriers to the acceptance of electronic medical records by
physicians from systematic review to taxonomy and interventions. BMC Health Services
Research, 10(1), 231-248. doi:10.1186/1472-6963-10-231
Authors conducted a systematic review of research papers between 1998 and 2009 that
examined physician perceptions of barriers to implementation of electronic medical
records. An examination of 1671 articles….
DeVore, S. D., & Figlioli, K. (2010). Lessons Premier hospitals learned about implementing electronic
health records. Health Affairs, 29(4), 664-667. doi:10.1377/hlthaff.2010.0250
Premier healthcare alliance is a network of 2300 non-profit hospitals and 63,000
outpatient facilities in the United States, This paper summarized lessons learned from
reviewing implementation practices within their system….
4
References
List any references you cited in your analyses of your chosen sources. DO NOT list the references for
the articles you chose as you already referenced them in your an ...
OOOO
OOVERVIEWve
Write a 3–4-page assessment in which .docx
OOOO
O
OVERVIEW
ve
Write a 3–4-page assessment in which you examine possible connections between adult attachment styles and the types of love that adults develop.
Theories and research about attachment and love can be applied to both one's personal and professional life.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 1: Apply information literacy and research skills to locate scholarly information in the field of social psychology.
•
Use valid, scholarly research resources relevant to the field of social psychology.
•
Competency 3: Analyze social psychological theory and research to explain personal, professional, and social issues.
•
Examine the relationship between adult attachment styles and types of adult love.
•
Explain how research on love and attachment can be used to help individuals in a professional setting.
•
Competency 7: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in the field of psychology.
•
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a psychology professional.
•
Use APA format and style.
CONTEXT
There are various theories on love and attachment that highlight just how complicated romantic relationships are. Even with their complexities, it is important for us to understand adult attachment and types of love so we may assist those we may serve in making sense of their relationships and helping them build and maintain long and satisfying partnerships. As psychology professionals with knowledge in facilitating acceptance and weathering rejection, we can be part of assisting others in fulfilling this important human need by successfully building feelings of belonging in social relationships.
Based on the work of Phillip Shaver and others, Baumeister and Bushman (2014) describe four types of adult attachment styles:
•
Secure.
•
Preoccupied.
•
Dismissing avoidant.
•
Fearful avoidant.
Research has identified that these attachment styles can be reliably classified (Shaver, as cited in Baumeister & Bushman, 2014).
In the (1986) triangular theory of love, Robert Sternberg identifies seven types of adult love based on levels of three dimensions: passion, intimacy, and commitment.
Sternberg's Triangular Theory of Love
Type of Adult Love
Intimacy
Passion
Commitment
Infatuation
X
Fatuous love
X
X
Liking
X
Empty love
X
Romantic love
X
X
Companionate love
X
X
Consummate love
X
X
X
References
Baumeister, R. F., & Bushman, B. J. (2014).
Social psychology & human nature
(3rd ed.). Belmont, CA: Wadsworth.
Sternberg, R. J. (1986). A triangular theory of love.
Psychological Review, 93
(2), 119–135
QUESTIONS TO CONSIDER
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work.
ArticleSome Evidence for a Gender Gapin Personality and .docx
Article
Some Evidence for a Gender Gap
in Personality and Social Psychology
Adam J. Brown1 and Jin X. Goh1
Abstract
This research examined a possible gender gap in personality and social psychology. According to membership demographics from
the Society for Personality and Social Psychology (SPSP), women and men are represented near parity in the field. Yet despite this
equal representation, the field may still suffer from a different type of gender gap. We examined the gender of first authors in two
major journals, citations to these articles, and gender of award recipients. In random samples of five issues per year across
10 years (2004–2013; N ¼ 1,094), 34% of first authors in Journal of Personality and Social Psychology were women and 44% of first
authors in Personality and Social Psychology Bulletin were women. Articles authored by men were cited more than those authored by
women. In examining the gender of award recipients given by SPSP (2000–2016), on average, 25% of the recipients were women.
Keywords
social psychology, personality, gender gap, bibliometric
It is no longer newsworthy that women enter psychology at a
higher rate than men do. In 2013, women represented 72.2%
of all doctorates in psychology (National Science Foundation
[NSF], 2015a). This is remarkable considering that in 1958 (the
earliest data available), women only represented 18.0% of all
doctorates in psychology. This impressive growth in represen-
tation is pervasive across most subfields of psychology, includ-
ing social psychology, with 67.3% of doctorates being awarded
to women in 2013.
1
Membership in the Society for Personality
and Social Psychology (SPSP), the field’s largest professional
society, likewise reflects this distribution: 51% of the SPSP
members are female, 38% are male, and 11% did not report
their gender in the most recent membership survey. Of the
89% of all members who specified their gender, 57% are
female and 43% are male. While these numbers are not defini-
tive, they do provide a good snapshot of the field’s gender com-
position, and this distribution is a cause for celebration. After
all, it stands in marked contrast to other fields such as science,
technology, engineering, and mathematics (STEM), where
women are severely underrepresented (NSF, 2015b). Yet despite
this progress for equal representation, there is reason to believe
that social and personality psychology may still suffer from a
gender gap. The current article presents evidence that even
though women and men are represented equally in social psy-
chology and personality in terms of participation, they are nev-
ertheless underrepresented as authors and underrecognized as
award recipients. The remainder of this article assumes that at
least half of the individuals participating in social and personal-
ity psychology are women, but based on the SPSP demographic
statistics, this estimate may be conservative.
The attrition of women in STEM fields is a.
Final Defense Presentation 2/12/2014
My final PhD defense presentation about technology design for "empathic communication."
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SOCW 6210 Week 5 discussion post responses.Respond to the coll.docx
ASSESSMENT-2 OVERVIEWWrite a 3–4-page assessment in which yo.docx
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Gender Gender Psychological Perspectives synthesi.docx
Gender Gender Psychological Perspectives synthesi.docx
Gender Gender Psychological Perspectives synthesi.docx
Gender Gender Psychological Perspectives synthesi.docx
Gender Gender Psychological Perspectives synthesi.docx
Gender Gender Psychological Perspectives synthesi.docx
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OOOO
OOVERVIEWve
Write a 3–4-page assessment in which .docx
OOOO
OOVERVIEWve
Write a 3–4-page assessment in which .docx
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ESSAY #4
In contrast to thinking of poor people as deserving of being poor, use the sociological perspective to explain poverty
without
“blaming the victim.” In other words, what conditions in society create poverty? You should use the Newman book extensively to help you with this question.
Your response should be about 500 words.
Essay 4 Rubric
Essay 4 Rubric
标准
等级
得分
此标准已链接至学习结果
Clarity and professionalism
查看较长的说明
Paper is well-written, free of typos and grammatical errors, and well-organized; it's clear that the student spent some time editing the paper
3.0
得分
Poorly written; many typos and mistakes; difficult to follow or understand; appears that little time was spent on crafting a professional essay
0.0
得分
3.0
分
此标准已链接至学习结果
Sociological Understanding
查看较长的说明
Paper uses a sociological approach to explaining the causes of poverty. Paper pulls often from the Newman material. No 'victim blaming' in the paper.
27.0
得分
Paper is not sociological. Paper does not identify social structural causes of poverty. Paper contains elements of 'victim blaming,' or individual explanations for poverty.
15.0
得分
No paper submitted
0.0
得分
27.0
分
总得分:
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，满分 30.0
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Essay # 3 Instructions Representations of War and Genocide .docx
Essay # 3 Instructions
Representations of War and Genocide
:
In 1000-1200 words, discuss the novel, Edwidge Danticat’s
Farming of the Bones
, represent genocide and massacre. Focus on why in history, The Parsley massacre is not called a genocide, rather a massacre.
Even though the parsley massacre was clearly an act of genocide, history calls it a massacre. Before discussing the novel, explain in your words the definitions of “massacre” and “genocide”?
This is the time you should refer to the documentary and discuss why does the author mention genocides in history as far back as the Armenian genocide but do not mention the Parsley massacre. What are the factors that might contribute to its absence in history? This is the first part of your essay.
The second part is to discuss testimonies of survivors of the genocide.
In many ways,
The Farming of Bones
is also a meditation on survival. Each character in the novel—Amabelle, Sebastien, Father Romain, Man Denise, Man Rapadou, just to name a few—have different methods of survival. Can you discuss these? Are there any characters in particular that have survived with a better quality of life than others? What does it mean to survive?
How does the novel differ from the documentaries in terms of survival testimony? Why do you think the author chose to write a historical fiction novel versus a non-fiction novel like I am Malala or Persepolis?
Length: 1000-1200 words
Style: Times New Roman, Double-space, Size 12
please use the PowerPoint
.
Essay 1 What is the role of the millennial servant leader on Capito.docx
Essay 1: What is the role of the millennial servant leader on Capitol Hill in the 21st century?
Essay 2: Identify the most pressing public policy issue affecting your community. If you were a Member of Congress, what measures would you take to address this issue? (I want the public policy issue to focus on the school to prison pipeline in Mississippi)
Responses should equal to a total of two pages for each essay which is four pages in total.
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ESSAY #6
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Your response should be about 500-750 words.
Essay 6 Rubric
Essay 6 Rubric
标准
等级
得分
此标准已链接至学习结果
Sociological Understanding
查看较长的说明
Paper demonstrates that student learned at least two key ideas/concepts/themes this quarter. Paper is reflective.
27.0
得分
Paper includes fewer than two examples of key themes that the student learned. Little reflection.
15.0
得分
No paper submitted
0.0
得分
27.0
分
此标准已链接至学习结果
Clarity and professionalism
查看较长的说明
Paper is well-written, free of typos and grammatical errors, and well-organized; it's clear that the student spent some time editing the paper
3.0
得分
Poorly written; many typos and mistakes; difficult to follow or understand; appears that little time was spent on crafting a professional essay
0.0
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3.0
分
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Errors
Keyboarding Errors
Capitlalization Errors
Abbreviation errors
Number Expression Errors
Scholarship Search
Subject Verb Agreement
Pronoun Problems
Sentence Construction
Comma Errors
Other punctuation errors
Format Errors: Letters and Memos
Format Errors: Report and job search documents
Editing for content, clarity and conciseness
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Disease Outbreak
Select an infectious disease and research the CDC website for information about the disease, its natural history, presenting symptoms, and outbreak characteristics. Identify an occurrence of the disease by searching the Internet for recent reports of this disease, and compare that episode or occurrence with information from the CDC website. How closely did that outbreak resemble the case definition?
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One aspect of epidemiology is the study of the epidemic, endemic, and pandemic occurrence of disease(s).
Some critics may argue diseases and conditions such as bird flu are endemic in many countries, and some may argue human immunodeficiency virus (HIV) or AIDS is a series of epidemics.
Using the South University Online Library or the Internet, research about the various epidemic, endemic, and pandemic occurrence of disease(s).
Based on your research and understanding, answer the following questions:
At what point does a disease become an epidemic, endemic, or pandemic? What are the parameters that define each of these states of a disease's effect?
Do you agree that bird flu, HIV, or AIDS could be described as a series of epidemics? Why or why not?
Should we study epidemiology and disease control as a complement to the provision of healthcare services? Why or why not?
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—
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Should the US support initiatives that restrict carbon emissions (or carbon pollution)?
1000 - 1200 words persuasive essay
Must include minimum of three sources with in-text citations
Microsoft word document in APA format including Title page, Reference page
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Throughout this course, we have addressed the following areas:
Helping relationships.
Human services theory and practice.
Theoretical models of practice.
The multidisciplinary approach.
Professional development goals.
Pick
one
of these areas to share with your peers. Your initial post in this discussion may be a draft of one portion of the assignment in this unit. Address why you chose this particular area and its significance to your work in the field.
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Copyright
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Throughout your program of study, you have been encouraged to think about leadership. You have met, via video and audio podcasts, many inspiring and committed leaders in the early childhood field. This week, the Learning Resources have encouraged you to delve even deeper into the characteristics of leaders.
For this Discussion, without hesitation, jot down at least 10 characteristics that come to mind when you think of a leader. Put your list aside, and review this week's Learning Resources on leadership.
Now, think about the early childhood field and the various situations that call for leaders to interact and work effectively with families, colleagues, organizations, government agencies, etc. Consider the thinking and characteristics that stood out for you from the readings you just reviewed. Then, identify four characteristics you believe to be the most essential for leaders in the early childhood field today.
By Wednesday, post
:
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Three mind-opening realizations about leadership that struck you from the Learning Resources this week. (Be sure to tell the reason[s] these caught your attention, and cite your sources.)
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Good information is essential to make sound decisions (individually and/or collectively) on issues affecting our environment.
View/review information in the below attached power point then answer questions that follows prompt!
Week 2 Env. Samp ppt(2).pptx
Questions
Give 2 definitions of “Environment”?
Give 4 reasons why we are so concern about the Environment?
Give 2 definitions of Pollution?
Give 5 effects of pollution on Human?
Give 5 effects of pollution on Animals
Give 5 effects of pollution on plants, fruits and vegetables?
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Explain Urban Pollution?
Explain outer space pollution?
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The family Enterobacteriaceae contains some organisms living in the intestines without harming the host and some organisms that are harmful to the host.
Research Enterobacteriaceae.
Based on your research, respond to the following:
What is meant by the term "enteric pathogen"?
Why are anaerobic organisms generally not seen in a routine fecal specimen or culture?
What are the indole test, methyl red test, voges-proskauer test, and citrate test (IMViC) reactions? Describe in detail all four reactions (what media is used, important ingredients, what each reaction measures, and what positive and negative results mean).
Create a flowchart for the isolation and identification of specific enteric bacteria from fecal samples.
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ENG 2480 Major Assignment #3Essay #2 CharacterAnaly.docx
ENG
2480
Major Assignment #
3
Essay #2
:
Character
Analysis Essay
Paper Specifications:
2
Full Pages
, excluding Work
s
Cited page. Typed. Double Spaced.
One-inch
Margins.
12pt. Font
.
Times New Roman. Proper MLA
.
Submit
.doc,
.
docx
,
odt
.,
or .rtf Files Only
***Do not paste the essay into the assignment forum
text box
. Attach the document instead***
Due Date: Monday,
June
1
9
, 201
7
in Blackboard by
11
:
00
pm
Using the STEAL method or Foil Characters
concept
, a
nalyze how the author
constructs a
character.
Your analytical argument should focus on how
the author creates
the character
and how the author uses the character
to embody
the theme of the work.
Find one scholarly source to help support your essay’s thesis.
Choose
only one character
from the following list
as your main point of analysis
:
•
Oscar Wilde’s
The Importance of Being Earnest
:
o
Lady
Bracknell
o
Miss Prism
o
Cecily
•
Robert Louis Stevenson’s
The Strange Case of Dr. Jekyll and Mr. Hyde
:
o
Mr. Poole
o
Mr. Gabriel John
Utterson
o
Dr. Hastie Lanyon
Remember, always establish clear criteria during your argumentation. You need a clear thesis to guide the essay and argumentative topic sentences to guide each paragraph. You are essentially discussing
how
an author creates the personality of a fictional character and how
that
character helps develop the meaning and significance of a work
, so make sure you assert your interpretation.
Do not summarize!
Consider that your audience has read the work
and
has
been exposed to the key literary
te
rms, so you do not need to define them.
Do not evaluate!
Avoid judging how well the author
writes or how good or bad the poem is
. Analyze the importance of the
literary device and remain objective
.
***
Numerous essays exist about these works. Do not be tempted to plagiarize! Use close reading and your critical thinking skills to approach your selected topic
***
Grading Scale
Title Is Helpful, Informative, and Reflective
0 to
5
Points
Presentation and Strength of the Introduction, Body, and Conclusion.
0 to 10 Points
Clearly Stated Thesis.
Must Be Analytical and Reflect the Assignment.
0 to 10 Points
Focus: Staying on Topic. Always Developing and Sticking to the Thesis
and Assignment
.
0 to 10 Points
Every Paragraph Has an Argumentative Topic Sentence. Every Paragraph Has Support or Examples or Details Explaining the Topic Sentence.
0 to 10 Points
Flow: Transitions (not simply transitional words) and Logical Progressions or Movements Between Paragraphs and Sentences Connecting Their Different Ideas.
0 to 10 Points
Organization, Order, and Structure.
0 to 10 Points
Using and Developing a Logical and In-depth Approach to Claims.
Strong Analysis without Over-Summarization.
0 to 10 Points
Vivid Descriptions. “Show. Do Not Tell.” Substantial, In-depth Detail
and Textual / Visual Evidence
.
0 to 10 Points
Clear Language that Explains and Expresses Each Idea in an Und.
English EssayMLA format500 words or moreThis is Caue types of .docx
English Essay
MLA format
500 words or more
This is Caue types of essay (Only the causes/ not the effect)
Do not cite anything from outside source
Topic: what are the causes of Divorce?
Download the File Below to see the Form of the Essay.
Due By 4/26/2017 11 pm
*** Important note: Do not use hard or complicated words. Simple essay with easy word. ***
.
Eng 2480 British Literature after 1790NameApplying Wilde .docx
Eng
2480 British Literature after 1790
Name:
Applying Wilde to Wilde (100 points)
Instructions:
Discuss how Wilde applies the ideas of aestheticism and the arguments from
The Critic as Artist
to
The Importance of Being Earnest
. What notions of living to the fullest exist in the play? What notions of living intensely and passionately do the characters reinforce? How is the play (as a creative work) acting as a critical work, as well? What does the work critique?
This response should
be around 250 to 300 words,
not
including the quotes.
Always cite specifics from the texts
.
*NEED IT COMPLETED BY 8pm eastern
.
English 1C Critical Thinking Essay (6 - 6 12 pages, MLA 12pt font .docx
English 1C: Critical Thinking Essay (6 - 6 1/2 pages, MLA 12pt font times new roman)
Due Date: (8/2/17)
Assignment: Consider one of the topics: I choose to propose my own topic. (received teacher's approval)
Requirements: Use 1-2 in class philosophical texts (I have them in the attachment) and 3-4 academic sources (requires research) to analyze, explore, and make connections to each other. Needs to have at least one quote in each body paragraph.
My proposed topic:
In class, my teacher he talks about a scenario where people from different cultures tend to have different views and values, but people who were raised in both cultures can have an internal conflict between their cultures, causing to choose one over the other, have a mix of both (as in a hybrid form of culture), or identify themselves to another culture that lies somewhere in between, or maybe even reject both cultures.
In Nietzsche's essay "On Truth and Lying in an Extra-Moral Sense", he says "for between two absolutely different spheres such as subject and object, there can be no expression, but as most an aesthetic stance, I mean an allusive transference, a stammering translation into a completely foreign medium. For this, however, in any case a freely fictionalizing and freely inventive middle sphere and middle faculty is necessary." In connection to people who have lived in two different cultures this inventive "middle ground” and “aesthetic stance” is essential for them to embrace their own set of values and beliefs.
For the research part of the essay, I wanted to explore people who have immigrated to another country from their own home country since a young age, for their development is heavily influenced by the struggles of living in multiple cultures. (I’m one of them myself). In sociology, Ruben Rumbaut was the first to coin the term “1.5 generation immigrant”, which means the people who have arrived in another country before their adolescence. Based on the age in which they immigrated, some of these immigrants might feel a stronger connection to a particular culture where some might feel they belong right in the middle, being unable to identify themselves to either of their ethnicities. (Just providing possible examples)
Optional (If there isn’t enough topics): Also for immigrants who might choose one culture over another. It can possibly relate to another philosophical text. In Plato’s “The Allegory of the Cave,” Aristotle argues that there are two mediums of knowledge that exists: the physical/sensory world(cave), where people(prisoners) are living happily in an illusion, and the intelligible world, where people can achieve a perfect form of knowledge through learning philosophy. For people, who have acquired the “perfect knowledge” of philosophy, when they go back to the sensory world, they will have a better and clearer perception of the world than those in the sensory world. They also have developed a responsibility of “quietly ruling” the people in the sensor.
ENGL 227World FictionEssay #2Write a 2-3 page essay (with work.docx
ENGL 227
World Fiction
Essay #2
Write a 2-3 page essay (with works cited page) on one of the following topics:
1.
D.H. Lawrence “The Rocking Horse Winner”
·
Describe the relationship between mother and son in this story.
How is this relationship central to the story’s themes of luck,
money, and dysfunctional families?
2.
Shirley Jackson “The Lottery”
·
Describe the importance of tradition in the community depicted in this story. What does the author appear to be saying about its effects upon society?
3.
Franz Kafka “A Hunger Artist”
·
What is Kafka suggesting about the nature of the relationship between the artist and society?
Cite examples of the artist’s attitude toward his “art” and regulations as well as society’s changing attitude toward the artist.
4.
Clarice Lispector “The Smallest Woman in the World”
·
What does the story appear to be implying about the nature of human love?
Be sure to examine love as it is described in the narrator’s depiction of Little Flower as well as in her depiction of the various readers’ reactions to the story of Little Flower.
Relate this to the overall theme of the story.
5.
Jack London “To Build a Fire”
·
Examine the difference between actions based on knowledge and those based on instinct as depicted in the behaviors of the man and the dog.
What does London seem to be saying about the nature and the value of both approaches to navigating the world?
Relate this to Naturalism.
6.
Ernest Hemingway “Hills Like White Elephants”
·
Hemingway is famous for his “iceberg theory” of narrative in which sparse prose suggests deeper elements of character and theme.
What does the dialogue suggest about the two protagonists?
What is the attitude of each toward their predicament?
·
What will change, depending on how the predicament is resolved? How does each envision the possibility of a shared future? Be sure to support your interpretation with quotations and connect character with theme.
·
Examine how the story’s setting is related to character, theme, and action (conflict).
7.
Flannery O’Connor “A Good Man is Hard to Find”
·
Discuss O’Connor’s use of humor in this story.
What kind of tone is developed at the beginning of the story through humor?
How does the tone change as we move toward the story’s conclusion?
8.
Jorge Luis Borges “Emma Zunz”
·
Examine Emma’s attitude toward sexuality.
How does this attitude relate to the crime she commits?
Why does she decide to add a sexual component to her set-up of Loewenthal?
Consider the element of sacrifice.
9.
Raymond Carver “A Small, Good Thing”
·
Discuss the theme of communication in relationships in the story, including the Weisses, the baker, Doctor Francis, and Franklin’s family.
10.
Yukio Mishima “Patriotism”
While Takeyama waits for his wife to take a bath, he thinks, “Was it death he was now waiting for? Or wild ecstasy of the senses?
The two seemed to overlap, almost as if the object of his bodily desire was death itself.
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