Gender identity and sexual orientation development
among young adult transgender men sexually active with
cisgender men: ‘I had completely ignored my sexuality
… that’s for a different time to figure out’
Jane Heretha,b, Dana J. Pardeec and Sari L. Reisnerc,d�
aSchool of Social Service Administration, University of Chicago, Chicago, IL, USA; bAnn & Robert H.
Lurie Children’s Hospital of Chicago, Chicago, IL, USA; cThe Fenway Institute, Fenway Health, Boston,
MA, USA; dDepartment of Epidemiology, Harvard T.H. Chan School of Public Health, Boston, MA, USA
ABSTRACT
As awareness of issues faced by transgender individuals increases,
many young people have been exposed to a dominant narrative
about gender identity. Often these narratives are based on binary
constructions about both sexual orientation and gender identity.
The lack of diverse, representative cultural narratives has implica-
tions for identity development and sexual health. Transgender men
who have sex with cisgender men in particular represent an under-
studied and overlooked population who likely experience unique
developmental tasks related to the intersection of socially stigma-
tised sexual orientation and gender identities. This study explores
sexual orientation and gender identity development among a sam-
ple of young adult transgender men who have sex with men. In-
depth interviews using a modified life history method were con-
ducted with 18 young men. Interview transcripts were coded using
open, narrative and focused coding methods. Participants discussed
milestones in the development of their sexuality and gender identity
that map onto existing models, but also described ways in which
these processes overlap and intersect in distinct ways. Findings high-
light the need for human development models of sexual orientation
and gender identity that integrate multiple identity processes.
Implications for future research and practice to increase support for
young adult transgender men are discussed.
ARTICLE HISTORY
Received 11 January 2019
Accepted 17 June 2019
KEYWORDS
LGBTQ; transgender;
sexuality; gender; identity
development
Introduction
Telling one’s life story is part of a meaning-making process that allows us to make
sense of past experiences (McAdams 1993; McAdams 2001). Often life stories fit into
CONTACT Jane Hereth [email protected]
�Division of General Pediatrics, Boston Children’s Hospital, Boston, MA, USA; Pediatrics, Harvard Medical School,
Boston, MA, USA.
This article is part of a special issue on Transformative Approaches to Gender Justice in Sexual and Reproductive Health,
led and sponsored by the University of California Global Health Institute Center of Expertise on Women’s Health,
Gender and Empowerment.
� 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives
License (http://creativecommons.org/lice ...
Gender and sexualityWhat’s the difference· Sex refers to a pe.docxshericehewat
Gender and sexuality
What’s the difference?
· Sex refers to a person’s biological status and is typically categorized as male, female, or intersex (i.e., atypical combinations of features that usually distinguish male from female). There are a number of indicators of biological sex, including sex chromosomes, gonads, internal reproductive organs, and external genitalia.
· Gender refers to the attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex. Behavior that is compatible with cultural expectations is referred to as gender-normative; behaviors that are viewed as incompatible with these expectations constitute gender non-conformity.
· Sexual orientation refers to the sex of those to whom one is sexually and romantically attracted. Categories of sexual orientation typically have included attraction to members of one’s own sex (gay men or lesbians), attraction to members of the other sex (heterosexuals), and attraction to members of both sexes (bisexuals). While these categories continue to be widely used, research has suggested that sexual orientation does not always appear in such definable categories and instead occurs on a continuum (e.g., Kinsey, Pomeroy, Martin, & Gebhard, 1953; Klein, 1993; Klein, Sepekoff, & Wolff, 1985; Shiveley & DeCecco, 1977) In addition, some research indicates that sexual orientation is fluid for some people; this may be especially true for women (e.g., Diamond, 2007; Golden, 1987; Peplau & Garnets, 2000).
· Excerpt from: The Guidelines for Psychological Practice with Lesbian, Gay, and Bisexual Clients, adopted by the APA Council of Representatives, February 18-20, 2011. The Guidelines are available on the APA website at http://www.apa.org/pi/lgbt/resources/guidelines.aspx
Sexual Identity
· Sexual identity is: a complex set of personal qualities, self perceptions, attitudes, values, and preferences that guide one’s sexual behavior
· HOW IT IS DEVELOPED
· Physiological Influences
· Biological Development
· Hormones produced in the body
· Puberty through sexual development
· Psychological Influences
· Messages we receive about sex and sexuality
· What is appropriate, what is not
· What is normal, what is abnormal
· Communication around sexuality
· Open/Closed
Sexual Identity Development
· Psychological Influences
· What do we think about sex and sexuxality?
· Family
· Peers
· School
· Religion
· Media
· Pop Culture
· Gender Differences
· Do we give different messages about sexual identity based on gender?
· Societal norms
· Peers
· Media messages
Sexual Socialization
· Sexual Education in school
· Think about your experience
· Were you adequately educated about your body, sex, sexuality
· Were you able to have questions answered?
· Was it ok to talk about development with your friends?
· Messages and norms regarding what is appropriate
· Differences among gender socialization
· We’ve all seen the “Real men do ABC” or “Real women are XYZ”
· What impact does this have ...
Why Transsexuals Are Separated from Rest of Humanity - and Explanationmarinakrugov
The Medico-legal construction of transsexualism as a syndrome and the socio-legal construction of the transsexual as a person, the inadequacy of current legal thinking clarified. Explanation on why a transsexual person separated out from the rest of humanity and afforded special discriminatory treatment by the law, through their being ‘non-human’ and my view on that account.
ORIGINAL ARTICLE Curretit health c&e delivery sites’ Ii,’.docxjacksnathalie
ORIGINAL ARTICLE
Curretit health c&e delivery sites’: Ii,’
are examined, and recommenda- ’
tions are given for improvement
of both practitioner skills and
health care programs targeting
these youth. J Pediatr Health
Care. (1997). 11, 266-274.
Psychosocial Issues in
Primary Care of
Lesbian, Gay,
Bisexual, and
Pansgender Youth
Jennifer L. Kreiss, MN, RN, and
Diana L. Patterson, DSN
T he passage through puberty, peer group acceptance, and
the establishment of a personal identity are all developmental
tasks of the adolescent years. For the youth who is lesbian, gay,
bisexual, or transgender, self-acceptance and identity forma-
tion in the face of a heterosexist society are difficult tasks asso-
ciated with many risks to physical, emotional, and social
health. Gay and bisexual males are at particularly high risk for
acquiring sexually transmitted diseases, including human
Jennifer L. Kreiss is a Pediatric Nurse Practitioner at Children’s Hospital & Medical Center in Seattle,
Washington.
Diana L. Patterson is an Assistant Professor in Family and Child Nursing at the University of Washington and is
Nursing Discipline Head at Adolescent Clinic at the University of Washington in Seattle, Washington.
Reprint requests: Jennifer Kreiss, MN, RN, Children’s Hospital Medical Center, 4800 Sand Point Way NE, P.O.
Box 5371, Seattle, WA 98105-0371.
Copyright 0 1997 by the National Association of Pediatric Nurse Associates & Practitioners.
0891.5245/97/$5.00 + 0 25/l/79212
266 November/December 1997
Kreiss & Patterson
immunodeficiency virus and ac-
quired immunodeficiency syn-
drome (Zenilman, 1988). Lesbian,
gay, bisexual, and transgender
youth are also at increased risk for
low self-esteem, depression, sui-
cide (Remafedi, Farrow, & De&her,
1991), substance abuse, school
problems, family rejection and dis-
cord, running away, homelessness,
and prostitution (Kruks, 1991;
Remafedi, 1990; Savin-Williams,
1994). The psychosocial health con-
cerns faced by sexual minority
youth are primarily the result of
societal stigma, hatred, hostility,
isolation, and alienation (American
Academy of Pediatrics Committee
on Adolescence, 1993). One of the
roles of the primary health care
provider is to recognize adoles-
cents who are struggling with sex-
ual orientation issues and support
a healthy passage through the spe-
cial challenges of the teen years.
In recent years homosexuality
has become increasingly main-
stream. Images of lesbians and gay
men are visible in every venue of
popular culture, from television
shows and films to famous sports
stars and musicians. Presidential
speeches and national debates
occur on questions of gays in the
military, gay marriage and parent-
ing, domestic partnerships, and the
acquired immunodeficiency syn-
drome epidemic. The heightened
public awareness makes it easier
for adolescents to recognize the
meaning of same-sex attractions
and to self-.
1. As a child did you eat food items with spokes-characters If so.docxSONU61709
1. As a child did you eat food items with spokes-characters? If so, what were they? What were your perceptions of that character?
2. What food items did you prefer as a child were not associated with a character? Do you think a character would have increased your desire for that food item, in what ways?
3. How does the material on social learning from class relate to Musicus and colleagues’ article (2015), why do you think Dr. Spangler chose for you to read an article about marketing?
4. What was a trip to the grocery store like for you as a child, did you get to make any requests about the food your family purchased?
5. You work for a large food distributor. You have to make a case for your retailers to rearrange their shelves to make healthy food more easily in reach for customers. What three things would you emphasize in your pitch, and why?
6.You are asked to showcase this study to parents. What would you highlight?
263
0146-1044/00/1200-0263$18.00/0 � 2000 Human Sciences Press, Inc.
Sexuality and Disability, Vol. 18, No. 4, 2000
The Search for Sexual Intimacy for Men with
Cerebral Palsy1
Russell P. Shuttleworth, Ph.D.2
Exploring accounts of the search for sexual intimacy for 14 men with cerebral
palsy revealed a range of issues and impediments and a complex intersubjec-
tive process in their search for a lover. Yet, despite an adverse sociocultural
context of disability and desirability, most of the men had experienced long-
term sexual relationships. The cultivation of several aspects of self and soci-
ety was noted as facilitating the possibility of their establishing sexual inti-
macy with others.
KEY WORDS: sexuality; cerebral palsy; disability studies; existential-phenomenology.
One of the major tasks set by the Disability Rights Movement is to work
for increased access to social contexts from which disabled people have pre-
viously been denied. Here, the social model of disability, in which socio-
cultural environments are seen as disabling, is the theoretical linchpin in a
powerful social movement. However, there is a phenomenological insight to
this model that is generally not recognized in academic discussion but which
nevertheless resonates existentially with our experience. In fact, from an exis-
tential-phenomenological point of view, access-obstruction is experienced by
the subject as a continuum of intention and felt sense. Buytendijk has pro-
posed that our different modes of feeling pleasant or unpleasant signify access
or obstruction to the intentional objects of our consciousness (1). From this
perspective, feeling sad, depressed, happy, joyful, hopeful, hopeless, angry,
1This is an updated version of a paper presented at the conference, “Disability, Sexuality and Cul-
ture: Societal and Experiential Perspectives on Multiple Identities,” March 19, 2000, at San Fran-
cisco State University.
2Department of Anthropology, History and Social Medicine, University of California, San Fran-
cisco. Address corr ...
Hi Jason,Thank you for submitting your unit 2 paper. SafeAssign .docxpooleavelina
Hi Jason,
Thank you for submitting your unit 2 paper. SafeAssign indicated that your paper has a 5% match – nice job.
I like how you explained how the theory relates to the case study. Great job! Be sure to credit all sources.
You did not explain how ethics inform professional behavior in the field of human sexuality. Be sure to include the APA Code of Ethics here.
Directions state “Examine and explain how ethical standards guide professional behavior as it relates to the issues and concepts identified in the selected human sexuality case study. You must state the specific ethical standard that relates to the topic or issue highlighted in the case study and explain how this ethical standard guides professional behavior.”
You did follow all APA formatting rules throughout your paper. Continue to work on APA formatting – this is an important part of scholarly writing in the field of psychology – it gives you the author credibility.
Apply psychological theories to topics in human sexuality.
Criterion: Apply psychological theories to a case study in human sexuality.
Proficient
Applies psychological theories to a case study in human sexuality.
Faculty Comments:“
You did apply psychological theories to a case study in human sexuality. You can provide a clear link between the theories and the case. You suggested "The growth of sexuality begins as early as in intrauterine life following interpretation as well as proceeds through infancy, adolescence, youth, and adulthood till death. There is no gender awareness during infancy" How do you know? Cite your sources.
You also indicated that "Youth can be broadly separated into 3 stages. Those are Early-stage that is 10 to 13 years, middle-stage is 14 to 16 years, and last-stage is 17 to 19 years. Physical variances start in early teens, where they are very focused on their body image" - you need to credit all sources.
Apply scholarly research findings to topics in human sexuality.
Criterion: Apply scholarly research findings to a case study in human sexuality.
Distinguished
Proficient
Basic
Non-Performance
Basic
Applies scholarly research findings to a case study in human sexuality at a cursory level.
Faculty Comments:“
You did apply scholarly research findings to a case study in human sexuality. You can provide a clear link between the scholarly research and the case. You also need to credit all sources - you mentioned "Numerous researchers have investigated on western population concerning sexual behavior decorations of adolescents as well as investigated the potential factors connecting to the sexual practices. In this research, they studied more than eleven thousand adolescents from 18 to 27 years of age....." You need to credit all sources.
Explain how ethics inform professional behavior in the field of human sexuality.
Criterion: Explain how ethics inform professional behavior in the field of human sexuality.
Distinguished
Proficient
Basic
Non-Performance
Non-Performance
Does not explain how ...
Assignment Application Adoption of New Technology SystemsAs a nu.docxMatthewTennant613
Assignment: Application: Adoption of New Technology Systems
As a nurse, you can have a great impact on the success or failure of the adoption of EHRs. It is important for nurses to understand their role as change agents and the ways they can influence others when addressing the challenges of changing to a drastically different way of doing things.
Everett Rogers, a pioneer in the field of the diffusion of innovations, identified five qualities that determine individual attitudes towards adopting new technology (2003). He theorized that individuals are concerned with:
Relative advantage: The individual adopting the new innovation must see how it will be an improvement over the old way of doing things.
Compatibility with existing values and practices: The adopter must understand how the new innovation aligns with current practices.
Simplicity: The adopter must believe he or she can easily master the new technology; the more difficult learning the new system appears, the greater the resistance that will occur.
Trialability: The adopter should have the opportunity to “play around’ with the new technology and explore its capabilities.
Observable results: The adopter must have evidence that the proposed innovation has been successful in other situations.
Note:
You are not required to purchase Rogers’ book or pursue further information regarding his list of five qualities. The information provided here is sufficient to complete this Assignment. The full reference for Rogers’ work is provided below the due date on this page.
For this Assignment, you assume the role of a nurse facilitator in a small hospital in upstate New York. You have been part of a team preparing for the implementation of a new electronic health records system. Decisions as to the program that will be used have been finalized, and you are now tasked with preparing the nurses for the new system. There has been an undercurrent of resistance expressed by nurses, and you must respond to their concerns. You have a meeting scheduled with the nurses 1 week prior to the training on the new EHR system. Consider how you can use the five qualities outlined by Rogers (2003) to assist in preparing the nurses for the upcoming implementation.
To prepare
Review the Learning Resources this week about successful implementations of EHRs.
Consider how you would present the new EHR system to the nurses to win their approval.
Reflect on the five qualities outlined by Rogers. How would addressing each of those areas improve the likelihood of success?
By Day 7 of Week 6
Write a 3- to 5-page paper which includes the following:
Using Rogers’ (2003) theory as a foundation, outline how you would approach the meeting with the nurses. Be specific as to the types of information or activities you could provide to address each area and include how you would respond to resistance.
Analyze the role of nurses as change agents in facilitating the adoption of new technology.
McGonigle, D., & Mastrian, K. G. (2015). .
Assignment Accreditation and Quality EnhancementThe purpose of ac.docxMatthewTennant613
Assignment: Accreditation and Quality Enhancement
The purpose of accreditation is to ensure that institutions meet academic, fiscal, and ethical standards. Institutions also use the review process as part of their continuous improvement efforts.
To prepare:
For this Assignment, select two different regional accrediting bodies of higher education. Next, select an institution in each region so that each has similar characteristics, such as size, focus, or other attributes. Compare the institutions and their accrediting commission.
To complete:
Write a 3- to 4-page paper in which you respond to the following:
Briefly describe each accrediting body and each institution you selected.
Describe the type of accreditation that each institution has, how long they have had it, and if they have any other forms of accreditation (such as specialty or program).
Analyze the institutions, and describe at least three reasons why accreditation is important to each.
Analyze how accreditation might contribute to these institutions’ continuous improvement efforts.
Analyze how the accreditation process differs and is similar in each region and for each institution.
Your paper should be written using scholarly language and in APA style. Provide URL links to the institutions and accrediting commissions.
.
ASSIGNMENT A
Op
e
r
a
t
i
o
n
s
Ma
n
ageme
n
t-
Y
o
u h
a
v
e
b
e
en req
u
e
st
e
d
t
o pr
o
v
i
d
e a
d
v
i
c
e a
n
d
ju
s
t
i
f
i
ed
r
e
c
om
m
en
d
at
i
o
n
s, as a
n
ew gr
adu
ate
o
f
m
a
n
a
g
e
m
ent s
t
ud
ies,
t
o
t
h
e
m
a
n
a
g
e
m
ent
o
f TOYS(C
yp
r
u
s)
L
td. R
e
g
ar
d
i
n
g their
p
r
o
b
l
e
m
s with
t
h
eir
p
r
o
du
cts and p
r
o
ce
s
ses. They a
r
e
p
artic
u
la
r
l
y in
t
ere
s
t
ed in
y
o
u
r
o
b
se
r
v
at
i
o
n
s r
e
g
ar
d
i
n
g
t
h
eir
p
r
o
p
o
sals
t
o
ov
e
rc
om
e the
i
r po
o
r per
f
o
r
m
a
n
ce in the
m
ar
k
e
t
s they are i
n
.
They h
a
v
e as
k
ed
t
h
at
y
o
u pro
v
i
d
e
t
h
e
m with justif
i
ed
r
eas
o
n
s f
o
r r
e
c
o
m
m
en
d
ati
on
s.
Y
o
u a
r
e
t
o write
y
o
u
r r
e
c
om
m
en
d
at
i
o
n
s, fi
nd
i
ng
s and
o
b
se
r
v
at
i
o
n
s with fu
l
ly ju
s
tified ar
gum
ents.
ASSIGNMENTB - Project Output
1. Project Output 1: A pilot study or a small scale exploratory research. 4,800 words (80% of module marks)
Students will be required to select a topic relevant to their professional/ business interests and needs. Students will be expected to formulate a specific research question, identify, describe and justify the methods they will use and conduct a small scale research project in their chosen topic.
2. Report 1: A reflective journal. 1,200 words (20% of module marks)
.
Assignment Adaptive ResponseAs an advanced practice nurse, you wi.docxMatthewTennant613
Assignment: Adaptive Response
As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. Often, when changes occur in body systems, the body reacts with compensatory mechanisms. These compensatory mechanisms, such as adaptive responses, might be signs and symptoms of alterations or underlying disorders. In the clinical setting, you use these responses, along with other patient factors, to lead you to a diagnosis.
Consider the following scenarios:
Scenario 1:
Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days. Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and
weight
appropriate 2-year-old female who appears acutely unwell. Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute.
Scenario 2:
Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but
lately
they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning
fluids,
but says that it never hurt and he always washed his hands when he was finished.
Scenario 3:
Martha is a 65-year-old woman who recently retired from her job as an administrative assista.
Assignment 5 Senior Seminar Project Due Week 10 and worth 200 poi.docxMatthewTennant613
Assignment 5: Senior Seminar Project
Due Week 10 and worth 200 points
In Week 1, you chose a topic area and problem or challenge within that area. Throughout this course, you have researched the dynamics of the problem. The final piece of your project is to develop a viable solution that considers resources, policy, stakeholders, organizational readiness, administrative structures and other internal and external factors, as applicable. Using the papers you have written throughout this course, consolidate your findings into a succinct project.
Write a ten (10) page paper that as a minimum, your project should include:
Identify the topical area (e.g., local police department, community jail, border patrol)
Define a problem or challenge within your topical area that you understand in some depth or have an interest in (examples include high crime rate, poor morale, high levels of violence or recidivism, high number of civilian complaints of harassment, inadequate equipment). Outline the context of the problem or challenge, including the history and any policy decisions that have contributed to the situation.
Describe how internal or external stakeholders have influenced the situation in a positive or negative way. How will you consider stakeholders in your solution to the problem? How will you motivate individuals to buy into your solution?
Discuss how technologies or information systems have contributed to the problem and how you will propose technology be implemented into the solution.
Discuss what data you have collected or researched to indicate there is a problem. Include at least two sources of data and how each is relevant to the problem.
Develop an effective and efficient solution(s) and a course of action (i.e., plan) that addresses the problem or challenge.
Explain what methods of assessment you will employ to measure the effectiveness of your solutions.
Develop a 10-15 slide PowerPoint Presentation that summarizes the seven items above.
Use at least 8 quality references. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Assess a policy or problem and develop solutions based on available resources, taking into account the political and global implications.
Use technology and information resources to research issues in criminal justice.
Write clearly and concisely about criminal justice using proper writing mechanics.
Grading for t.
Assignment 5 Federal Contracting Activities and Contract Types Du.docxMatthewTennant613
Assignment 5: Federal Contracting Activities and Contract Types
Due Week 10 and worth 240 points
Note
: Refer to scenarios and readings from previous weeks in order to complete this assignment.
The Department of Defense plans to issue a $400,000 government contract to a company that specializes in drone navigation technologies. As a result, a government auditor has been contacted to examine the operational data VectorCal and one competitor (previously identified as “your company”) in order to decide which company should win the government contract.
Note
: You may create and /or make all necessary assumptions needed for the completion of this assignment.
Write a six to eight (6-8) page paper in which you:
Create a one-page overview of the history and background of each company vying for the government contract.
Specify at least one (1) of the recent major contracts that was awarded to both companies. Explain the fundamental reasons why both companies were awarded the contract(s) that you specified.
Determine the type(s) of contract for which both companies might be eligible (e.g., fixed-price, cost reimbursement, etc.). Justify your response.
Discuss at least three (3) direct costs and three (3) indirect costs that each company incurred during the production of its navigation system. Explain the manner in which this data would factor into your decision as to which company would be more eligible to receive the contract.
Suggest which company should be awarded this government contract based on the data that was presented for each company. Next, provide three to five (3-5) reasons to support your stance.
Use at least three (3) quality resources in this assignment.
Note
: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Specify the government policies regarding profit and pricing adjustments for contracts.
Evaluate the role played by contract auditors.
Use technology and information resources to research issues in cost and price analysis.
Write clearly and concisely about cost and price analysis using proper writing mechanics.
Points: 240
Assignment 5: Federal Contracting Activities and Contract Types
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Createa one-page overview of the history and background of each company vying for the government contract.
Weight: 15%
.
Assignment 5 CrowdsourcingDue 06102017 At 1159 PMCrowdso.docxMatthewTennant613
Assignment 5: Crowdsourcing
Due 06/10/2017 At 11:59 PM
Crowdsourcing in the field of interface design takes tasks traditionally performed by specific individuals and spreads them out among a group of people or a community. These assignments are usually done through an open call. Crowdsourcing has become increasingly popular with the growth of Web 2.0 and online communities.
Write a fifteen to eighteen (15-16) page paper in which you:
Examine the invention and growth of crowdsourcing in the field of interface design.
Describe the impact that crowdsourcing has had on the field of interface design.
Analyze and discuss at least three (3) benefits of incorporating crowdsourcing in a design project.
Analyze and discuss at least three (3) challenges of incorporating crowdsourcing in a design project.
Propose a solution for generating interest in your design project from an online community.
Suggest a solution for evaluating the skill set and quality of the code submitted by potentially unknown users.
Describe how crowdsourcing may affect the budget and timeline of a design project.
Assess crowdsourcing in regard to the legal, societal, and ethical issues it raises, and suggest methods to alleviate these concerns.
Use at least five (5) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Compare and contrast the design and development processes in HCI.
Describe legal, societal, and ethical issues in HCI design.
Describe the inherent design issues across HCI environments.
Analyze and evaluate interface design models.
Use technology and information resources to research issues in human-computer interaction.
Write clearly and concisely about HCI topics using proper writing mechanics and technical style conventions.
.
Assignment 4What are the power motivators of police leaders Expla.docxMatthewTennant613
Assignment 4
What are the power motivators of police leaders? Explain with examples.
What is the Leadership Skill Mix? Explain each category with examples.
Your text identifies three models derived from decision-making theory. Identify those models with examples of each.
List the steps, and explain the rationale, that decision makers should take when confronted with an ethical issue.
.
More Related Content
Similar to Gender identity and sexual orientation developmentamong youn
Gender and sexualityWhat’s the difference· Sex refers to a pe.docxshericehewat
Gender and sexuality
What’s the difference?
· Sex refers to a person’s biological status and is typically categorized as male, female, or intersex (i.e., atypical combinations of features that usually distinguish male from female). There are a number of indicators of biological sex, including sex chromosomes, gonads, internal reproductive organs, and external genitalia.
· Gender refers to the attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex. Behavior that is compatible with cultural expectations is referred to as gender-normative; behaviors that are viewed as incompatible with these expectations constitute gender non-conformity.
· Sexual orientation refers to the sex of those to whom one is sexually and romantically attracted. Categories of sexual orientation typically have included attraction to members of one’s own sex (gay men or lesbians), attraction to members of the other sex (heterosexuals), and attraction to members of both sexes (bisexuals). While these categories continue to be widely used, research has suggested that sexual orientation does not always appear in such definable categories and instead occurs on a continuum (e.g., Kinsey, Pomeroy, Martin, & Gebhard, 1953; Klein, 1993; Klein, Sepekoff, & Wolff, 1985; Shiveley & DeCecco, 1977) In addition, some research indicates that sexual orientation is fluid for some people; this may be especially true for women (e.g., Diamond, 2007; Golden, 1987; Peplau & Garnets, 2000).
· Excerpt from: The Guidelines for Psychological Practice with Lesbian, Gay, and Bisexual Clients, adopted by the APA Council of Representatives, February 18-20, 2011. The Guidelines are available on the APA website at http://www.apa.org/pi/lgbt/resources/guidelines.aspx
Sexual Identity
· Sexual identity is: a complex set of personal qualities, self perceptions, attitudes, values, and preferences that guide one’s sexual behavior
· HOW IT IS DEVELOPED
· Physiological Influences
· Biological Development
· Hormones produced in the body
· Puberty through sexual development
· Psychological Influences
· Messages we receive about sex and sexuality
· What is appropriate, what is not
· What is normal, what is abnormal
· Communication around sexuality
· Open/Closed
Sexual Identity Development
· Psychological Influences
· What do we think about sex and sexuxality?
· Family
· Peers
· School
· Religion
· Media
· Pop Culture
· Gender Differences
· Do we give different messages about sexual identity based on gender?
· Societal norms
· Peers
· Media messages
Sexual Socialization
· Sexual Education in school
· Think about your experience
· Were you adequately educated about your body, sex, sexuality
· Were you able to have questions answered?
· Was it ok to talk about development with your friends?
· Messages and norms regarding what is appropriate
· Differences among gender socialization
· We’ve all seen the “Real men do ABC” or “Real women are XYZ”
· What impact does this have ...
Why Transsexuals Are Separated from Rest of Humanity - and Explanationmarinakrugov
The Medico-legal construction of transsexualism as a syndrome and the socio-legal construction of the transsexual as a person, the inadequacy of current legal thinking clarified. Explanation on why a transsexual person separated out from the rest of humanity and afforded special discriminatory treatment by the law, through their being ‘non-human’ and my view on that account.
ORIGINAL ARTICLE Curretit health c&e delivery sites’ Ii,’.docxjacksnathalie
ORIGINAL ARTICLE
Curretit health c&e delivery sites’: Ii,’
are examined, and recommenda- ’
tions are given for improvement
of both practitioner skills and
health care programs targeting
these youth. J Pediatr Health
Care. (1997). 11, 266-274.
Psychosocial Issues in
Primary Care of
Lesbian, Gay,
Bisexual, and
Pansgender Youth
Jennifer L. Kreiss, MN, RN, and
Diana L. Patterson, DSN
T he passage through puberty, peer group acceptance, and
the establishment of a personal identity are all developmental
tasks of the adolescent years. For the youth who is lesbian, gay,
bisexual, or transgender, self-acceptance and identity forma-
tion in the face of a heterosexist society are difficult tasks asso-
ciated with many risks to physical, emotional, and social
health. Gay and bisexual males are at particularly high risk for
acquiring sexually transmitted diseases, including human
Jennifer L. Kreiss is a Pediatric Nurse Practitioner at Children’s Hospital & Medical Center in Seattle,
Washington.
Diana L. Patterson is an Assistant Professor in Family and Child Nursing at the University of Washington and is
Nursing Discipline Head at Adolescent Clinic at the University of Washington in Seattle, Washington.
Reprint requests: Jennifer Kreiss, MN, RN, Children’s Hospital Medical Center, 4800 Sand Point Way NE, P.O.
Box 5371, Seattle, WA 98105-0371.
Copyright 0 1997 by the National Association of Pediatric Nurse Associates & Practitioners.
0891.5245/97/$5.00 + 0 25/l/79212
266 November/December 1997
Kreiss & Patterson
immunodeficiency virus and ac-
quired immunodeficiency syn-
drome (Zenilman, 1988). Lesbian,
gay, bisexual, and transgender
youth are also at increased risk for
low self-esteem, depression, sui-
cide (Remafedi, Farrow, & De&her,
1991), substance abuse, school
problems, family rejection and dis-
cord, running away, homelessness,
and prostitution (Kruks, 1991;
Remafedi, 1990; Savin-Williams,
1994). The psychosocial health con-
cerns faced by sexual minority
youth are primarily the result of
societal stigma, hatred, hostility,
isolation, and alienation (American
Academy of Pediatrics Committee
on Adolescence, 1993). One of the
roles of the primary health care
provider is to recognize adoles-
cents who are struggling with sex-
ual orientation issues and support
a healthy passage through the spe-
cial challenges of the teen years.
In recent years homosexuality
has become increasingly main-
stream. Images of lesbians and gay
men are visible in every venue of
popular culture, from television
shows and films to famous sports
stars and musicians. Presidential
speeches and national debates
occur on questions of gays in the
military, gay marriage and parent-
ing, domestic partnerships, and the
acquired immunodeficiency syn-
drome epidemic. The heightened
public awareness makes it easier
for adolescents to recognize the
meaning of same-sex attractions
and to self-.
1. As a child did you eat food items with spokes-characters If so.docxSONU61709
1. As a child did you eat food items with spokes-characters? If so, what were they? What were your perceptions of that character?
2. What food items did you prefer as a child were not associated with a character? Do you think a character would have increased your desire for that food item, in what ways?
3. How does the material on social learning from class relate to Musicus and colleagues’ article (2015), why do you think Dr. Spangler chose for you to read an article about marketing?
4. What was a trip to the grocery store like for you as a child, did you get to make any requests about the food your family purchased?
5. You work for a large food distributor. You have to make a case for your retailers to rearrange their shelves to make healthy food more easily in reach for customers. What three things would you emphasize in your pitch, and why?
6.You are asked to showcase this study to parents. What would you highlight?
263
0146-1044/00/1200-0263$18.00/0 � 2000 Human Sciences Press, Inc.
Sexuality and Disability, Vol. 18, No. 4, 2000
The Search for Sexual Intimacy for Men with
Cerebral Palsy1
Russell P. Shuttleworth, Ph.D.2
Exploring accounts of the search for sexual intimacy for 14 men with cerebral
palsy revealed a range of issues and impediments and a complex intersubjec-
tive process in their search for a lover. Yet, despite an adverse sociocultural
context of disability and desirability, most of the men had experienced long-
term sexual relationships. The cultivation of several aspects of self and soci-
ety was noted as facilitating the possibility of their establishing sexual inti-
macy with others.
KEY WORDS: sexuality; cerebral palsy; disability studies; existential-phenomenology.
One of the major tasks set by the Disability Rights Movement is to work
for increased access to social contexts from which disabled people have pre-
viously been denied. Here, the social model of disability, in which socio-
cultural environments are seen as disabling, is the theoretical linchpin in a
powerful social movement. However, there is a phenomenological insight to
this model that is generally not recognized in academic discussion but which
nevertheless resonates existentially with our experience. In fact, from an exis-
tential-phenomenological point of view, access-obstruction is experienced by
the subject as a continuum of intention and felt sense. Buytendijk has pro-
posed that our different modes of feeling pleasant or unpleasant signify access
or obstruction to the intentional objects of our consciousness (1). From this
perspective, feeling sad, depressed, happy, joyful, hopeful, hopeless, angry,
1This is an updated version of a paper presented at the conference, “Disability, Sexuality and Cul-
ture: Societal and Experiential Perspectives on Multiple Identities,” March 19, 2000, at San Fran-
cisco State University.
2Department of Anthropology, History and Social Medicine, University of California, San Fran-
cisco. Address corr ...
Hi Jason,Thank you for submitting your unit 2 paper. SafeAssign .docxpooleavelina
Hi Jason,
Thank you for submitting your unit 2 paper. SafeAssign indicated that your paper has a 5% match – nice job.
I like how you explained how the theory relates to the case study. Great job! Be sure to credit all sources.
You did not explain how ethics inform professional behavior in the field of human sexuality. Be sure to include the APA Code of Ethics here.
Directions state “Examine and explain how ethical standards guide professional behavior as it relates to the issues and concepts identified in the selected human sexuality case study. You must state the specific ethical standard that relates to the topic or issue highlighted in the case study and explain how this ethical standard guides professional behavior.”
You did follow all APA formatting rules throughout your paper. Continue to work on APA formatting – this is an important part of scholarly writing in the field of psychology – it gives you the author credibility.
Apply psychological theories to topics in human sexuality.
Criterion: Apply psychological theories to a case study in human sexuality.
Proficient
Applies psychological theories to a case study in human sexuality.
Faculty Comments:“
You did apply psychological theories to a case study in human sexuality. You can provide a clear link between the theories and the case. You suggested "The growth of sexuality begins as early as in intrauterine life following interpretation as well as proceeds through infancy, adolescence, youth, and adulthood till death. There is no gender awareness during infancy" How do you know? Cite your sources.
You also indicated that "Youth can be broadly separated into 3 stages. Those are Early-stage that is 10 to 13 years, middle-stage is 14 to 16 years, and last-stage is 17 to 19 years. Physical variances start in early teens, where they are very focused on their body image" - you need to credit all sources.
Apply scholarly research findings to topics in human sexuality.
Criterion: Apply scholarly research findings to a case study in human sexuality.
Distinguished
Proficient
Basic
Non-Performance
Basic
Applies scholarly research findings to a case study in human sexuality at a cursory level.
Faculty Comments:“
You did apply scholarly research findings to a case study in human sexuality. You can provide a clear link between the scholarly research and the case. You also need to credit all sources - you mentioned "Numerous researchers have investigated on western population concerning sexual behavior decorations of adolescents as well as investigated the potential factors connecting to the sexual practices. In this research, they studied more than eleven thousand adolescents from 18 to 27 years of age....." You need to credit all sources.
Explain how ethics inform professional behavior in the field of human sexuality.
Criterion: Explain how ethics inform professional behavior in the field of human sexuality.
Distinguished
Proficient
Basic
Non-Performance
Non-Performance
Does not explain how ...
Assignment Application Adoption of New Technology SystemsAs a nu.docxMatthewTennant613
Assignment: Application: Adoption of New Technology Systems
As a nurse, you can have a great impact on the success or failure of the adoption of EHRs. It is important for nurses to understand their role as change agents and the ways they can influence others when addressing the challenges of changing to a drastically different way of doing things.
Everett Rogers, a pioneer in the field of the diffusion of innovations, identified five qualities that determine individual attitudes towards adopting new technology (2003). He theorized that individuals are concerned with:
Relative advantage: The individual adopting the new innovation must see how it will be an improvement over the old way of doing things.
Compatibility with existing values and practices: The adopter must understand how the new innovation aligns with current practices.
Simplicity: The adopter must believe he or she can easily master the new technology; the more difficult learning the new system appears, the greater the resistance that will occur.
Trialability: The adopter should have the opportunity to “play around’ with the new technology and explore its capabilities.
Observable results: The adopter must have evidence that the proposed innovation has been successful in other situations.
Note:
You are not required to purchase Rogers’ book or pursue further information regarding his list of five qualities. The information provided here is sufficient to complete this Assignment. The full reference for Rogers’ work is provided below the due date on this page.
For this Assignment, you assume the role of a nurse facilitator in a small hospital in upstate New York. You have been part of a team preparing for the implementation of a new electronic health records system. Decisions as to the program that will be used have been finalized, and you are now tasked with preparing the nurses for the new system. There has been an undercurrent of resistance expressed by nurses, and you must respond to their concerns. You have a meeting scheduled with the nurses 1 week prior to the training on the new EHR system. Consider how you can use the five qualities outlined by Rogers (2003) to assist in preparing the nurses for the upcoming implementation.
To prepare
Review the Learning Resources this week about successful implementations of EHRs.
Consider how you would present the new EHR system to the nurses to win their approval.
Reflect on the five qualities outlined by Rogers. How would addressing each of those areas improve the likelihood of success?
By Day 7 of Week 6
Write a 3- to 5-page paper which includes the following:
Using Rogers’ (2003) theory as a foundation, outline how you would approach the meeting with the nurses. Be specific as to the types of information or activities you could provide to address each area and include how you would respond to resistance.
Analyze the role of nurses as change agents in facilitating the adoption of new technology.
McGonigle, D., & Mastrian, K. G. (2015). .
Assignment Accreditation and Quality EnhancementThe purpose of ac.docxMatthewTennant613
Assignment: Accreditation and Quality Enhancement
The purpose of accreditation is to ensure that institutions meet academic, fiscal, and ethical standards. Institutions also use the review process as part of their continuous improvement efforts.
To prepare:
For this Assignment, select two different regional accrediting bodies of higher education. Next, select an institution in each region so that each has similar characteristics, such as size, focus, or other attributes. Compare the institutions and their accrediting commission.
To complete:
Write a 3- to 4-page paper in which you respond to the following:
Briefly describe each accrediting body and each institution you selected.
Describe the type of accreditation that each institution has, how long they have had it, and if they have any other forms of accreditation (such as specialty or program).
Analyze the institutions, and describe at least three reasons why accreditation is important to each.
Analyze how accreditation might contribute to these institutions’ continuous improvement efforts.
Analyze how the accreditation process differs and is similar in each region and for each institution.
Your paper should be written using scholarly language and in APA style. Provide URL links to the institutions and accrediting commissions.
.
ASSIGNMENT A
Op
e
r
a
t
i
o
n
s
Ma
n
ageme
n
t-
Y
o
u h
a
v
e
b
e
en req
u
e
st
e
d
t
o pr
o
v
i
d
e a
d
v
i
c
e a
n
d
ju
s
t
i
f
i
ed
r
e
c
om
m
en
d
at
i
o
n
s, as a
n
ew gr
adu
ate
o
f
m
a
n
a
g
e
m
ent s
t
ud
ies,
t
o
t
h
e
m
a
n
a
g
e
m
ent
o
f TOYS(C
yp
r
u
s)
L
td. R
e
g
ar
d
i
n
g their
p
r
o
b
l
e
m
s with
t
h
eir
p
r
o
du
cts and p
r
o
ce
s
ses. They a
r
e
p
artic
u
la
r
l
y in
t
ere
s
t
ed in
y
o
u
r
o
b
se
r
v
at
i
o
n
s r
e
g
ar
d
i
n
g
t
h
eir
p
r
o
p
o
sals
t
o
ov
e
rc
om
e the
i
r po
o
r per
f
o
r
m
a
n
ce in the
m
ar
k
e
t
s they are i
n
.
They h
a
v
e as
k
ed
t
h
at
y
o
u pro
v
i
d
e
t
h
e
m with justif
i
ed
r
eas
o
n
s f
o
r r
e
c
o
m
m
en
d
ati
on
s.
Y
o
u a
r
e
t
o write
y
o
u
r r
e
c
om
m
en
d
at
i
o
n
s, fi
nd
i
ng
s and
o
b
se
r
v
at
i
o
n
s with fu
l
ly ju
s
tified ar
gum
ents.
ASSIGNMENTB - Project Output
1. Project Output 1: A pilot study or a small scale exploratory research. 4,800 words (80% of module marks)
Students will be required to select a topic relevant to their professional/ business interests and needs. Students will be expected to formulate a specific research question, identify, describe and justify the methods they will use and conduct a small scale research project in their chosen topic.
2. Report 1: A reflective journal. 1,200 words (20% of module marks)
.
Assignment Adaptive ResponseAs an advanced practice nurse, you wi.docxMatthewTennant613
Assignment: Adaptive Response
As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. Often, when changes occur in body systems, the body reacts with compensatory mechanisms. These compensatory mechanisms, such as adaptive responses, might be signs and symptoms of alterations or underlying disorders. In the clinical setting, you use these responses, along with other patient factors, to lead you to a diagnosis.
Consider the following scenarios:
Scenario 1:
Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days. Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and
weight
appropriate 2-year-old female who appears acutely unwell. Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute.
Scenario 2:
Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but
lately
they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning
fluids,
but says that it never hurt and he always washed his hands when he was finished.
Scenario 3:
Martha is a 65-year-old woman who recently retired from her job as an administrative assista.
Assignment 5 Senior Seminar Project Due Week 10 and worth 200 poi.docxMatthewTennant613
Assignment 5: Senior Seminar Project
Due Week 10 and worth 200 points
In Week 1, you chose a topic area and problem or challenge within that area. Throughout this course, you have researched the dynamics of the problem. The final piece of your project is to develop a viable solution that considers resources, policy, stakeholders, organizational readiness, administrative structures and other internal and external factors, as applicable. Using the papers you have written throughout this course, consolidate your findings into a succinct project.
Write a ten (10) page paper that as a minimum, your project should include:
Identify the topical area (e.g., local police department, community jail, border patrol)
Define a problem or challenge within your topical area that you understand in some depth or have an interest in (examples include high crime rate, poor morale, high levels of violence or recidivism, high number of civilian complaints of harassment, inadequate equipment). Outline the context of the problem or challenge, including the history and any policy decisions that have contributed to the situation.
Describe how internal or external stakeholders have influenced the situation in a positive or negative way. How will you consider stakeholders in your solution to the problem? How will you motivate individuals to buy into your solution?
Discuss how technologies or information systems have contributed to the problem and how you will propose technology be implemented into the solution.
Discuss what data you have collected or researched to indicate there is a problem. Include at least two sources of data and how each is relevant to the problem.
Develop an effective and efficient solution(s) and a course of action (i.e., plan) that addresses the problem or challenge.
Explain what methods of assessment you will employ to measure the effectiveness of your solutions.
Develop a 10-15 slide PowerPoint Presentation that summarizes the seven items above.
Use at least 8 quality references. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Assess a policy or problem and develop solutions based on available resources, taking into account the political and global implications.
Use technology and information resources to research issues in criminal justice.
Write clearly and concisely about criminal justice using proper writing mechanics.
Grading for t.
Assignment 5 Federal Contracting Activities and Contract Types Du.docxMatthewTennant613
Assignment 5: Federal Contracting Activities and Contract Types
Due Week 10 and worth 240 points
Note
: Refer to scenarios and readings from previous weeks in order to complete this assignment.
The Department of Defense plans to issue a $400,000 government contract to a company that specializes in drone navigation technologies. As a result, a government auditor has been contacted to examine the operational data VectorCal and one competitor (previously identified as “your company”) in order to decide which company should win the government contract.
Note
: You may create and /or make all necessary assumptions needed for the completion of this assignment.
Write a six to eight (6-8) page paper in which you:
Create a one-page overview of the history and background of each company vying for the government contract.
Specify at least one (1) of the recent major contracts that was awarded to both companies. Explain the fundamental reasons why both companies were awarded the contract(s) that you specified.
Determine the type(s) of contract for which both companies might be eligible (e.g., fixed-price, cost reimbursement, etc.). Justify your response.
Discuss at least three (3) direct costs and three (3) indirect costs that each company incurred during the production of its navigation system. Explain the manner in which this data would factor into your decision as to which company would be more eligible to receive the contract.
Suggest which company should be awarded this government contract based on the data that was presented for each company. Next, provide three to five (3-5) reasons to support your stance.
Use at least three (3) quality resources in this assignment.
Note
: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Specify the government policies regarding profit and pricing adjustments for contracts.
Evaluate the role played by contract auditors.
Use technology and information resources to research issues in cost and price analysis.
Write clearly and concisely about cost and price analysis using proper writing mechanics.
Points: 240
Assignment 5: Federal Contracting Activities and Contract Types
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Createa one-page overview of the history and background of each company vying for the government contract.
Weight: 15%
.
Assignment 5 CrowdsourcingDue 06102017 At 1159 PMCrowdso.docxMatthewTennant613
Assignment 5: Crowdsourcing
Due 06/10/2017 At 11:59 PM
Crowdsourcing in the field of interface design takes tasks traditionally performed by specific individuals and spreads them out among a group of people or a community. These assignments are usually done through an open call. Crowdsourcing has become increasingly popular with the growth of Web 2.0 and online communities.
Write a fifteen to eighteen (15-16) page paper in which you:
Examine the invention and growth of crowdsourcing in the field of interface design.
Describe the impact that crowdsourcing has had on the field of interface design.
Analyze and discuss at least three (3) benefits of incorporating crowdsourcing in a design project.
Analyze and discuss at least three (3) challenges of incorporating crowdsourcing in a design project.
Propose a solution for generating interest in your design project from an online community.
Suggest a solution for evaluating the skill set and quality of the code submitted by potentially unknown users.
Describe how crowdsourcing may affect the budget and timeline of a design project.
Assess crowdsourcing in regard to the legal, societal, and ethical issues it raises, and suggest methods to alleviate these concerns.
Use at least five (5) quality resources in this assignment. Note: Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Compare and contrast the design and development processes in HCI.
Describe legal, societal, and ethical issues in HCI design.
Describe the inherent design issues across HCI environments.
Analyze and evaluate interface design models.
Use technology and information resources to research issues in human-computer interaction.
Write clearly and concisely about HCI topics using proper writing mechanics and technical style conventions.
.
Assignment 4What are the power motivators of police leaders Expla.docxMatthewTennant613
Assignment 4
What are the power motivators of police leaders? Explain with examples.
What is the Leadership Skill Mix? Explain each category with examples.
Your text identifies three models derived from decision-making theory. Identify those models with examples of each.
List the steps, and explain the rationale, that decision makers should take when confronted with an ethical issue.
.
Assignment 4Project ProgressDue Week 9 and worth 200 points.docxMatthewTennant613
Assignment 4:
Project Progress
Due Week 9 and worth 200 points
Note:
The assignments are a series of papers that are based on the same case, which is located in the Student Center of the course shell. The assignments are dependent upon one another.
During the project life cycle, project risk reviews and reports are required as previously identified in the risk management plan. Two months after the project started, the following events have taken place.
The top-two (2) threats have occurred.
The top opportunity has been realized.
The project’s risk budget is already exhausted.
The risk management schedule has been shortened by two (2) months.
Write a five to seven (5-7) page paper in which you:
Analyze the impact of those events on the project.
Determine if any mitigation activities are required and explain why.
Determine if budget / schedule changes are necessary and explain why.
Update the risk register and highlight the changes made. Provide the justification for the changes.
Use at least four (4) quality resources in this assignment.
Note:
Wikipedia and similar Websites do not qualify as quality resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
.
Assignment 4 PresentationChoose any federal statute that is curre.docxMatthewTennant613
Assignment 4: Presentation
Choose any federal statute that is currently in the news. You will have to research that statute and at least two court cases pertaining to the statute. Then, prepare a PowerPoint Presentation of 6 to 8 slides addressing the following:
Provide a summary perspective of the statute.
From the two cases relevant to the statute you researched, analyze and evaluate each case separately by providing the following (about two paragraphs per case):
Facts of the case
Issues
Rule
Identify and discuss the legal ramifications and violations of any legal subjects and/or decisions related to any constitutional principles and/or administrative agency.
Make an argument for or against the statute. Discuss and persuade the audience of your position as a public administrator for or against it.
Your assignment must:
Include ten (10) PowerPoint slides, with two (2) devoted to each of the topics in items 2–4 above. Slides should abbreviate the information in no more than five or six (5 or 6) bullet points each.
In the Notes View of each PowerPoint slide, incorporate the notes you would use when presenting the slides to an audience.
Slide titles should be based on the criteria described above (e.g., “Four Major Changes,” “Major Court Cases,” etc.)
In addition to the ten (10) content slides required, a title slide and a reference slide are to be included. The title slide is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date. The reference slide should list, in APA format, the sources you consulted in writing the paper.
The specific course learning outcomes associated with this assignment are:
Interpret the language of the U.S. Constitution and the U.S. legal system in order to explain the principles and process of constitutional, regulatory, and administrative laws at the federal and state levels.
Use the “case” approach to the U.S. legal system for researching cases, laws, and other legal communications using technology and information resources.
Evaluate legal subjects relevant to public administration to include property, government contracts, employment, and torts.
Relate the administrative process, constitutional and statutory requirements, to the scope of judicial review of administrative agency decisions.
Assess legal decisions related to the administration of public goods.
Apply and rule on moral and ethical analysis to issues relevant to the public administration decision-making process.
Use technology and information resources to research issues in constitution and administrative law.
Write clearly and concisely about issues in constitution and administrative law using proper writing mechanics.
.
Assignment 4 The Perfect ManagerWrite a one to two (1–2) page pap.docxMatthewTennant613
Assignment 4: The Perfect Manager
Write a one to two (1–2) page paper in which you describe the characteristics of the perfect manager to see a company through all stages of organizational growth.
The format of the paper is to be as follows:
Typed, double-spaced, New Times Roman font (size 12), one-inch margins on all sides. APA format.
In addition to the one to two (1–2) pages required, a title page is to be included. The title page is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date
.
Assignment 4 Presentation Choose any federal statute that is cu.docxMatthewTennant613
Assignment 4: Presentation
Choose any federal statute that is currently in the news. You will have to research that statute and at least two court cases pertaining to the statute. Then, prepare a PowerPoint Presentation of 6 to 8 slides addressing the following:
Provide a summary perspective of the statute.
From the two cases relevant to the statute you researched, analyze and evaluate each case separately by providing the following (about two paragraphs per case):
Facts of the case
Issues
Rule
Identify and discuss the legal ramifications and violations of any legal subjects and/or decisions related to any constitutional principles and/or administrative agency.
Make an argument for or against the statute. Discuss and persuade the audience of your position as a public administrator for or against it.
Your assignment must:
Include ten (10) PowerPoint slides, with two (2) devoted to each of the topics in items 2–4 above. Slides should abbreviate the information in no more than five or six (5 or 6) bullet points each.
In the Notes View of each PowerPoint slide, incorporate the notes you would use when presenting the slides to an audience.
Slide titles should be based on the criteria described above (e.g., "Four Major Changes," "Major Court Cases," etc.)
In addition to the ten (10) content slides required, a title slide and a reference slide are to be included. The title slide is to contain the title of the assignment, your name, the instructor’s name, the course title, and the date. The reference slide should list, in APA format, the sources you consulted in writing the paper.
The specific course learning outcomes associated with this assignment are:
Interpret the language of the U.S. Constitution and the U.S. legal system in order to explain the principles and process of constitutional, regulatory, and administrative laws at the federal and state levels.
Use the "case" approach to the U.S. legal system for researching cases, laws, and other legal communications using technology and information resources.
Evaluate legal subjects relevant to public administration to include property, government contracts, employment, and torts.
Relate the administrative process, constitutional and statutory requirements, to the scope of judicial review of administrative agency decisions.
Assess legal decisions related to the administration of public goods.
Apply and rule on moral and ethical analysis to issues relevant to the public administration decision-making process.
Use technology and information resources to research issues in constitution and administrative law.
Write clearly and concisely about issues in constitution and administrative law using proper writing mechanics.
.
Assignment 4 Inmates Rights and Special CircumstancesDue Week 8 a.docxMatthewTennant613
Assignment 4: Inmates Rights and Special Circumstances
Due Week 8 and worth 150 points
According to the preamble to the U.S. Constitution, one (1) of the founding philosophies of the United States is that each person, citizen or not, is endowed with certain permanent rights. This philosophy extends even to people who have committed crimes that warrant prison sentences. Imagine that you are a commissioner on the Board of State Prison, and you are responsible for making recommendations regarding inmate rights and special circumstances. Use the Internet to research costs that an inmate could incur if he or she chooses to challenge his or her confinement.
Write a three to five (3-5) page paper in which you:
Analyze the legal mechanisms in which an inmate can challenge his or her confinement. Support or refute the cost of such challenges to the state and / or federal government. Provide a rationale for your response.
Examine the four (4) management issues that arise as a result of inmates with special needs. Prepare one (1) recommendation for each management issue that effectively neutralizes each concern. Provide a rationale for your response.
Determine whether the use of supermax housing violates offenders’ rights against “cruel and unusual punishment,” as guaranteed by the Eighth Amendment to the U.S. Constitution. Justify your response.
Use at least three (3) quality references.
Note:
Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Recommend improvements to selected areas of corrections.
Analyze various issues in corrections, including effective community corrections programs, probation and parole, and reentry strategies.
Propose specific components of an institutional facility model based on effective management policies and procedures for a specified group of inmates.
Analyze key issues involved with the correctional staff.
Use technology and information resources to research issues in correctional facility policies.
Write clearly and concisely about correctional facility policies using proper writing mechanics.
.
Assignment 4 Part D Your Marketing Plan – Video Presentation.docxMatthewTennant613
Assignment 4: Part D: Your Marketing Plan –
Video Presentation
Assignment 4: Part D: Your Marketing Plan - Video Presentation
my Assignment 4: Part 4 -
GRAVITY TECHNOLOGY
MARKETING PLAN-video presentation
( 1 ,2 and 3 are my first 3 Assignments) for PART D.
.
Assignment 4 DUE Friday 72117 @ 1100amTurn in a written respon.docxMatthewTennant613
Assignment 4: DUE Friday 7/21/17 @ 11:00am
Turn in a written response of a minimum 250 words for each item( R, E, O, S) below. Be sure to fully address all the implications of each item. Although some level of personal commitment to your response is expected, try to avoid excessive use of “I feel…” or “I think…” statements. Attempt to imagine you are writing for a broader group of people; i.e., not just what you would do, but what all of mankind should do. The rubric for grading responses is the REOS method, where R stands for Reasoning (your logic should tie together), E stands for Evidence (Your arguments which need support should be supported by mentioning the name of someone usually cited), O stands for Observation (your unique contributions, if any), and S stands for Substance (you say something meaningful and significant, in the instructor’s opinion). ON YOUR PAPER PUT: R, then write this answer. Under the R put an E, then write this answer. Under the E, put the O, then write this answer and under the O put the S, then write this answer.
R: answer
E: answer
O: answer
S: answer
Imagine you are a community corrections (probation) officer assigned an overwhelming juvenile caseload in a jurisdiction where the age of consent is 18. One weekend while you are out at a college bar with your friends, you spot one of your probationers, Jill, obviously drunk and dancing with a man twice her age (Jill is 16). You go over to talk, but she tells you to mind your own business and leaves with the man. Sometime later, she comes back and begs you not to report anything. She explains that she has had several violations lately, and one more will send her away. You also know she has been doing better in school and has a chance at going to college. Do you report her?
Textbook: Close, D. & Meier, N. (2003). Morality in criminal justice: An introduction to ethics.
Belmont, CA. Wadsworth Publishing
.
Assignment 4 Database Modeling and NormalizationImagine that yo.docxMatthewTennant613
Assignment 4: Database Modeling and Normalization
Imagine that you work for a consulting firm that offers information technology and database services. Part of its core services is to optimize and offer streamline solutions for efficiency. In this scenario, your firm has been awarded a contract to implement a new personnel system for a government agency. This government agency has requested an optimized data repository for its system which will enable the management staff to perform essential human resources (HR) duties along with the capability to produce ad hoc reporting features for various departments. They look forward to holding data that will allow them to perform HR core functions such as hiring, promotions, policy enforcement, benefits management, and training.
Using this scenario, write a three to four (3-4) page paper in which you:
Determine the steps in the development of an effective Entity Relationship Model (ERM) Diagram and determine the possible iterative steps / factors that one must consider in this process with consideration of the HR core functions and responsibilities of the client.
Analyze the risks that can occur if any of the developmental or iterative steps of creating an ERM Diagram are not performed.
Select and rank at least five (5) entities that would be required for the development of the data repositories.
Specify the components that would be required to hold time-variant data for policy enforcement and training management.
Diagram a possible 1:M solution that will hold salary history data, job history, and training history for each employee through the use of graphical tools.
Note:
The graphically depicted solution is not included in the required page length.
Plan each step of the normalization process to ensure the 3NF level of normalization using the selected five (5) entities of the personnel database solution. Document each step of the process and justify your assumptions in the process.
Diagram at least five (5) possible entities that will be required to sustain a personnel solution. The diagram should include the following:
Dependency diagrams
Multivalued dependencies
Note:
The graphically depicted solution is not included in the required page length.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
Include charts or diagrams created in a drawing tool with which you are familiar. The completed diagrams / charts must be imported into the Word document before the paper is submitted.
The specific course learning outcomes associated with this as.
Assignment 3 Inductive and Deductive ArgumentsIn this assignment,.docxMatthewTennant613
Assignment 3: Inductive and Deductive Arguments
In this assignment, you will apply key concepts covered in the module readings. You will identify the component parts of arguments and differentiate between various types of arguments such as inductive and deductive. You will then construct specific, original arguments.
There are
two
parts to the assignment. Complete both parts. The following is a summary of the assignment tasks.
Part 1
1a: Identify Components of Arguments
Identify the component parts of the argument, premises and conclusion, for the passages. Where applicable, highlight key words or phrases that identify a claim as a premise or a conclusion. Part 1a has three questions.
1b: Identify Arguments as Inductive or Deductive
Identify the arguments as inductive or deductive for given passages. Offer a brief explanation why each argument is either inductive or deductive. 1b has three questions.
Part 2
2a:
Argument Identification and Analysis
In these longer text passages, identify the key components of each argument. For each argument, list the main conclusion and the reasons (or premises) that support the conclusion.
2b: Constructing Original Arguments
Construct one original inductive argument. Using 75
–
100 words, explain why the argument is an inductive one. Then, construct one original deductive argument. Using 75
–
100 words, explain why the argument is a deductive one.
2c: Finding Native Argument Examples
Find one example of an argument from contemporary media; this can be a short argument. Include or reproduce the original passage of the argument, paraphrase the conclusion(s), and identify the argument as either inductive or deductive. Using 75
–
100 words, explain why the argument is either inductive or deductive.
Download
details for this assignment here and respond to each item thoroughly.
Submit your assignment in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By
Wednesday, March 29, 2017
, deliver your assignment to the
M1: Assignment 3 Dropbox
.
Assignment 3 Grading Criteria
Maximum Points
Identified and explained types and component parts of arguments displaying analysis and application of research.
24
Accurately identified key component parts of arguments in longer text passages, reflecting comprehension and critical thinking.
12
Constructed original inductive and deductive arguments demonstrating in-depth understanding of concepts.
30
Evaluated and explained instances from contemporary media to identify arguments as representative of inductive or deductive reasoning.
20
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
14
Total:
Recognizing Arguments
In this assignment, you will apply key concepts .
Assignment 3 Wireless WorldWith the fast-moving technology, the w.docxMatthewTennant613
Assignment 3: Wireless World
With the fast-moving technology, the world has adopted wireless technology and has become reliant on it. You nearly use your wireless devices to do everything such as checking your grocery lists to handling complicated business decisions through third-party services. The need for high bandwidth and greater capacity has never been important, unless you shifted to wireless technology.
In this assignment, you will conduct research on a wireless network and compare it with another wireless network.
Tasks:
Create a 4- to 5-page paper and address the following:
Identify and describe any three uses for a wireless network. Two common wireless networks are Voice over Internet Protocol (VoIP) and wireless network interface cards (wireless NICs). Smartphones and personal digital assistants (PDAs) also rely on Wi-Fi networks for network connectivity. Many of these devices have mobile broadband connectivity as well.
Compare and contrast the identified uses of the wireless network chosen by you with the other one, out of the ones mentioned above.
Explain how RFID tags might be used in conjunction with product identification or inventory systems.
Compare and contrast RFID with any another technology that is similar in nature.
Note
: Utilize at least three scholarly or professional sources (beyond your textbook) in your paper. Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., in APA format); and display accurate spelling, grammar, and punctuation.
Submission Details:
By
Wednesday, February 8, 2017
, save your paper as M1_A3_Lastname_Firstname.doc and submit it to the
M1 Assignment 3 Dropbox
.
Assignment 3 Grading Criteria
Maximum Points
Identified and described three uses for a wireless network chosen by you, out of the mentioned wireless networks (VoIP and wireless NICs). Utilized scholarly or professional resources in support.
16
Compared and contrasted the identified uses of the wireless network chosen by you with the other network. Utilized scholarly or professional resources in support.
24
Explained how RFID tags might be used in conjunction with product identification or inventory systems. Included many meaningful details; utilized scholarly or professional resources in support.
16
Compared and contrasted RFID with any another technology that is similar in nature. Included many relevant details; utilized scholarly or professional resources in support.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; displayed accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 3 Web Design Usability Guide PresentationBefore you .docxMatthewTennant613
Assignment 3: Web Design Usability Guide Presentation
Before you learn how to use web-authoring software to design, edit, and update web-based content, you need to understand basic concepts regarding user interface design and usability. For this assignment, you will create a Web Design Usability Guide Presentation of approximately 3–5 slides that identifies the main interface design criteria for the website of an organization with which you are familiar (i.e., current or past employer) following the directions below.
Directions:
After you have identified an organization, analyze the website and in 3–5 slides (including detailed speaker’s notes):
Describe the interface and UX criteria (include a diagram).
Explain the page navigation preferences, such as:
Features
Location
Look and Feel
Naming Conventions
Other
Identify mobile website considerations (include a diagram), such as:
Available features
Content and design
Responsive design
Supported browsers
Other
Identify the preferred programming language(s):
ASP
HTML
Javascript
PHP
Other
Identify the supported browsers, such as:
Chrome
Firefox
Internet Explorer
Opera
Safari
Outline the testing protocol.
Define specific steps and systems one should take to review a website and test its features.
Include steps to resolve any potential problems.
Your completed assignment should consist of a 3- to 5-slide PowerPoint presentation (including detailed speaker’s notes). Use at least two scholarly articles to complete your research, referencing them in text as you use them and at the end in a reference list. Your writing should be clear, concise, and organized; demonstrate ethical scholarship in accurate representation and attribution of resources; and display accurate spelling, grammar, and punctuation.
Submission Details:
By
Wednesday, August 2, 2017
, save the document as M1_A3_Lastname_Firstname.doc and submit it to the
M1 Assignment 3 Dropbox
.
Assignment 3 Grading Criteria
Maximum Points
Create a Web Design Usability Guide for an organization that describes the interface and UX criteria. Include a diagram.
16
Create a Web Design Usability Guide for an organization that explains the page navigation components.
20
Create a Web Design Usability Guide for an organization that identifies the mobile website considerations.
8
Create a Web Design Usability Guide for an organization that identifies the programming language.
8
Create a Web Design Usability Guide for an organization that identifies supported browsers.
8
Create a Web Design Usability Guide for an organization that outlines the testing protocol.
20
Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA); and display accurate spelling, grammar, and punctuation.
20
Total:
100
.
Assignment 3 Understanding the Prevalence of Community PolicingAs.docxMatthewTennant613
Assignment 3: Understanding the Prevalence of Community Policing
As a backlash, the professional model, which reflects a "we are the experts and you are not" attitude, alienated the police from the public. Problems and crime kept growing, and people wanted to be more involved in their communities. Therefore, community members started to work closely with the police. The police saw their resources diminish and decided it was critical to engage the communities to more effectively combat rising crime.
Today, the vast majority of law enforcement agencies state that they subscribe to the community policing philosophy. The implementation of the philosophy is varied, but most agencies acknowledge the value of having a positive working relationship within the community.
Thus, it is important to understand the history of modern policing to comprehend some possible conclusions as to why agencies began adopting the community policing philosophy.
Tasks:
Prepare a three to four page report answering the following questions.
What are the main reasons for the majority of US law enforcement agencies to adopt the community policing philosophy?
What is the most important aspect of community policing that is attractive to the community?
What is the most important aspect of community policing that is attractive to the police?
What aspects of prior policing models are not acceptable in today's communities?
Note
: Use at least three scholarly sources, with at least one source that is not part of the assigned readings. Include a separate page at the end of the report, in APA format, that links back to your in-text citations and supports your recommendations.
Submission Details:
Save the final report as M1_A3_Lastname_Firstname.doc.
By
Week 1, Day 7
, submit your final report to the
M1: Assignment 3 Dropbox
.
Assignment 3 Grading Criteria
Maximum Points
Analyzed the main reasons that led the majority of US law enforcement agencies to adopt the community policing philosophy.
28
Evaluated the most important aspect of community policing that is attractive to the community and the police.
28
Evaluated various aspects of prior policing models that are not acceptable in today's communities.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in the accurate representation and attribution of sources; and used accurate spelling, grammar, and punctuation.
20
Total:
100
.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Gender identity and sexual orientation developmentamong youn
1. Gender identity and sexual orientation development
among young adult transgender men sexually active with
cisgender men: ‘I had completely ignored my sexuality
… that’s for a different time to figure out’
Jane Heretha,b, Dana J. Pardeec and Sari L. Reisnerc,d�
aSchool of Social Service Administration, University of
Chicago, Chicago, IL, USA; bAnn & Robert H.
Lurie Children’s Hospital of Chicago, Chicago, IL, USA; cThe
Fenway Institute, Fenway Health, Boston,
MA, USA; dDepartment of Epidemiology, Harvard T.H. Chan
School of Public Health, Boston, MA, USA
ABSTRACT
As awareness of issues faced by transgender individuals
increases,
many young people have been exposed to a dominant narrative
about gender identity. Often these narratives are based on
binary
constructions about both sexual orientation and gender identity.
The lack of diverse, representative cultural narratives has
implica-
tions for identity development and sexual health. Transgender
men
who have sex with cisgender men in particular represent an
under-
studied and overlooked population who likely experience unique
developmental tasks related to the intersection of socially
stigma-
tised sexual orientation and gender identities. This study
explores
sexual orientation and gender identity development among a
2. sam-
ple of young adult transgender men who have sex with men. In-
depth interviews using a modified life history method were con-
ducted with 18 young men. Interview transcripts were coded
using
open, narrative and focused coding methods. Participants
discussed
milestones in the development of their sexuality and gender
identity
that map onto existing models, but also described ways in which
these processes overlap and intersect in distinct ways. Findings
high-
light the need for human development models of sexual
orientation
and gender identity that integrate multiple identity processes.
Implications for future research and practice to increase support
for
young adult transgender men are discussed.
ARTICLE HISTORY
Received 11 January 2019
Accepted 17 June 2019
KEYWORDS
LGBTQ; transgender;
sexuality; gender; identity
development
Introduction
Telling one’s life story is part of a meaning-making process that
allows us to make
sense of past experiences (McAdams 1993; McAdams 2001).
Often life stories fit into
CONTACT Jane Hereth [email protected]
3. �Division of General Pediatrics, Boston Children’s Hospital,
Boston, MA, USA; Pediatrics, Harvard Medical School,
Boston, MA, USA.
This article is part of a special issue on Transformative
Approaches to Gender Justice in Sexual and Reproductive
Health,
led and sponsored by the University of California Global Health
Institute Center of Expertise on Women’s Health,
Gender and Empowerment.
� 2019 The Author(s). Published by Informa UK Limited,
trading as Taylor & Francis Group
This is an Open Access article distributed under the terms of the
Creative Commons Attribution-NonCommercial-NoDerivatives
License (http://creativecommons.org/licenses/by-nc-nd/4.0/),
which permits non-commercial re-use, distribution, and
reproduction in
any medium, provided the original work is properly cited, and is
not altered, transformed, or built upon in any way.
CULTURE, HEALTH & SEXUALITY
2020, VOL. 22, NO. S1, 31–47
https://doi.org/10.1080/13691058.2019.1636290
dominant narratives, which reflect cultural values and norms.
As awareness of the
issues faced by transgender individuals increases, many young
people have been
exposed to a dominant narrative about gender identity. One
aspect of the dominant
narrative about transgender men is the presumption of
heterosexuality, and that the
transition from female to male is due in large part to a sexual
attraction to women
and the desire to fulfil a male role within a heterosexual
4. relationship. However, for
many transgender youth and young adults this traditional
narrative does not fit
(Iantaffi and Bockting 2011). For example, of the 2578
transgender men recruited in
2008 for the US National Transgender Discrimination Survey,
19% identified as gay,
13% as bisexual, and 51% as queer (Reisner, Pardo et al. 2015).
Thus, the dominant
narrative marginalises the experiences of transgender men who
are attracted to cis-
gender and/or other transgender men. Additionally, it
contributes to stigmatisation of
transgender young people who may identify their gender
identity outside of the
male/female gender binary (e.g. non-binary, genderqueer)
and/or who may hold a
non-binary sexual orientation (e.g. queer, pansexual). In
addition to pushing many nar-
ratives and experiences further to the margins, the proliferation
of these dominant
narratives also perpetuates the conflation of gender identity and
sexual orientation,
which are two intertwined yet distinct concepts.
The current study aims to expand these narratives by exploring
the sexual orientation
and gender identity development narratives of transgender
people assigned a female
sex at birth who are attracted to and are sexually active with
cisgender men.
Transgender young men are those assigned a female sex at birth
that identify as men,
male, transgender men or another diverse non-binary or
masculine gender identity.
Cisgender men are individuals who were assigned a male sex at
5. birth and identify as
male. In this study, young adult transgender men who have sex
with men were invited
to share their experiences of gender and sexual identity
formation and development,
offering a unique opportunity to examine the interplay between
these developmental
processes and identify opportunities for sexual health-related
interventions. Building on
lifespan identity development models and using life narrative
methods, we examine the
multiple and intersecting gender and sexual identity
development processes described
by study participants, how these concepts are constructed and
conflated and the impact
this has on young people’s lives. We offer some suggestions for
ways in which frame-
works of identity development could be improved to better
account for the interplay
between gender identity and sexual orientation identity for
transgender youth.
Dimensions of gender identity and sexual orientation
While gender identity and sexual orientation identity are
distinct concepts, they are
intertwined in ways that cause many young people to grapple
with both simultan-
eously. Sexual orientation is based on multiple dimensions,
including identity (i.e. how
one self-identifies), attraction (i.e. who one is sexually attracted
to) and behaviour (i.e.
who one engages in sexual activity with) (Rosario et al. 2006;
Saewyc et al. 2004).
Gender identity is also multidimensional, comprising identity,
expression (i.e. how one
6. chooses to present their gender, including through clothing and
mannerisms) and
body (i.e. the range of decisions that individuals may make to
medically affirm one’s
32 J. HERETH ET AL.
gender identity, including body modifications like taking
hormones, undergoing sur-
gery, wearing a binder to minimise the appearance of one’s
chest or deciding not to
make any modifications at all). There are many combinations of
the ways in which
individuals exist within these dimensions, and they can change
across the life course.
Identity development models
Identity development models for gay men and lesbians began to
emerge in the
1970s, describing a multi-staged coming out process typically
occurring during adoles-
cence or emerging adulthood (Cass 1979; Savin-Williams 1988;
Troiden 1979).
Presenting coming out as a linear process that ends after the
final stage, these stage
models were critiqued for failing to account for the ways in
which identity develop-
ment may continue to occur across the lifespan in a non-linear
manner (Bilodeau and
Renn 2005; D’Augelli 1994). By contrast, D’Augelli’s (1994)
model considers the entire
lifespan and conceptualises identity development as consisting
of six interconnected
7. processes, which can occur in any order, and can overlap,
intersect or be skipped
entirely. Noting the lack of models describing transgender
identity development, Lev
(2004) developed a model of ‘transgender emergence’ stages
and corresponding
therapeutic tasks for mental health professionals working among
transgender com-
munities. Bilodeau (2005) also created a model by adapting
D’Augelli’s model. These
models are presented in Table 1.
While these models are helpful for considering identity
development, to date no mod-
els exist that consider the simultaneous interplay between
gender identity and sexual
orientation development. Building on these existing gender and
sexual orientation identity
development models, we contend that new conceptualisations of
overlapping identity
processes are necessary to understand the unique experiences of
young transgender men
who have sex with men. In Figure 1, we present an integrated
model of sexual orientation
and gender identity development for transgender men who have
sex with men building
upon existing models and our findings. We present the
processes of this model around a
circle to indicate that progression does not occur in a linear
fashion. Our use of the term
‘processes’ to describe each aspect rather than ‘stages’ is
intended to further illustrate the
non-linearity of identity development.
Methods
8. Design and setting
Between April and July 2014, 18 young adult transgender men
who have sex with
men completed a baseline enrolment visit for a pilot study to
examine the feasibility
and acceptability of an HIV prevention intervention developed
specifically for trans-
gender men who have sex with men (Reisner et al. 2016). A life
history interview was
conducted at this time to solicit a narrative tracing the
participant’s evolution of their
gender identity and sexuality. All interviews were conducted at
Fenway Health, a US
federally qualified health centre and freestanding research
facility in Boston, MA, that
specialises in HIV and LGBT health (Mayer et al. 2001;
Reisner, Bradford et al. 2015). All
participants were remunerated $25 for completion of the
baseline visit. All study
CULTURE, HEALTH & SEXUALITY 33
Ta
b
le
1.
Li
fe
sp
an
h
42. Eligibility
Participants were screened by trained study staff on the
telephone and were consid-
ered eligible if they met the following criteria: (1) were aged
18–29 years; (2) were
assigned a female sex at birth; (3) self-identified as a
transgender man, FTM, man,
male or another diverse gender identity on the trans masculine
spectrum (e.g. gender-
queer, genderfluid, bigender etc.); (4) reported any sexual
contact (digital penetrative,
oral, frontal and/or anal sex – protected or unprotected) with a
cisgender man in the
last 12 months prior to screening; (5) were able to speak and
read English; and (6)
lived in the Boston metropolitan area.
Recruitment
Participants were purposively recruited via a combination of
different convenience
sampling methods. Study staff conducted in-person recruitment
at Fenway Health
locations, regional community events and relevant conferences.
Study flyers were
Awareness, Repression & Acceptance
Recognising that one’s sexual orienta�on
is not heterosexual and that one’s gender
iden�ty is not cisgender
Sharing personal identity/identities
with friends
May involve a second coming out
process, for example first as a
transgender man, then as a queer or gay
43. transgender man
Sharing personal identity/identities
with family
May involve mul�ple coming out
processes and differing experiences of
family support and/or rejec�on
Entering and exiting community
Grieving the loss of other communi�es, for
example queer women or lesbian communi�es;
finding and becoming part of communi�es of
other trans men who have sex with men, or
finding other communi�es where one’s sexual
orienta�on and gender iden�ty are embraced
and celebrated
Developing a personal gender and sexual
orientation identity
Exploring op�ons for changing iden�ty,
expression, and body
Naviga�ng the complexity of finding a term(s)
or label(s) that describe(s) the interplay
between gender iden�ty and sexual orienta�on
Developing an intimacy status
Exploring sexuality and da�ng while
naviga�ng the interplay between sexual
orienta�on and gender iden�ty
Figure 1. Integrated sexual orientation and gender identity
developmental model.
CULTURE, HEALTH & SEXUALITY 35
44. posted throughout Fenway Health clinic locations and in
partnering community organ-
isations. Study information was posted to online listservs and
Facebook groups fre-
quented by transgender men who have sex with men, and on the
Fenway Health
patient portal. Paid advertisements on Facebook and FetLi fe,
and dating applications
such as Scruff and Grindr were also utilised.
Data collection
Life history interviews were conducted as one-on-one
interviews with a peer staff
member who identified as a transgender man. Written consent
was obtained prior to
each interview. The peer interviewer used a semi-structured
interview guide that was
based on the Life History Calendar method (Freedman et al.
1988; Nelson 2010; Axinn,
Pearce and Ghimire 1999; Yoshihama et al. 2005). The
interviewer had a list of poten-
tial prompts to help facilitate the discussion – for example,
questions about early
memories about gender roles or thoughts or feelings about one’s
gender or coming
out milestones. The interviewer used the prompts if necessary,
but mostly allowed the
participant to organically tell their life history as it related to
their gender identity and
sexuality so as to not impose a pre-conceived narrative onto the
participant. The aver-
age length of the interviews was 37 minutes (range: 17–41
minutes). All interviews
were audio recorded and transcribed verbatim by an outside
45. transcription company.
Data analysis
Interview transcripts were analysed using Dedoose V7.5.9. Two
team members (JH,
DJP) first read all the transcripts to become acquainted with the
data. We then used
open coding (Grbich 2013; Salda~na 2015) to identify concepts,
categories and emerg-
ing themes. We used narrative coding (McAdams 1993) and data
analytic memos
(Salda~na 2015) to capture narrative tone, thematic lines and
pivotal scenes (McAdams
1993). A codebook was created using categories identified
during the first two rounds
of coding and theoretical models of identity development
(Bilodeau 2005; D’Augelli
1994; Lev 2004). A final round of focused coding was
conducted to apply the codes to
each transcript. JH and DJP checked in frequently to discuss
coding discrepancies and
reach consensus. We continued writing analytic memos
throughout the coding pro-
cess. Writing and reading each other’s memos and frequent
discussions about coding
offered opportunities to engage in reflection and refraction,
examine areas of coding
bias and reconcile our coding accordingly (Salda~na 2015).
Findings
Sample demographics
Demographics are depicted in Table 2. The average age of
participants was 23.94 years
46. (SD ¼ 3.06), and 77.8% identified as non-Hispanic
white/Caucasian. In terms of sexual
orientation, 33.3% of the sample identified as queer, 33.3% as
pansexual, 11.1% as
gay/same-gender attraction, 11.1% as asexual, (i.e. someone
who does not experience
sexual attraction), 5.6% as bisexual and 5.6% as ‘something
else’.
36 J. HERETH ET AL.
Key themes
Many of the experiences described by participants align with
the process described by
D’Augelli (1994), Lev (2004) and Bilodeau (2005). As
described by these models, partici-
pants did not move through the processes in linear ways. Many
participants described
coming out several times as they developed new
conceptualisations of their gender
identity and sexual orientation, cycling back through several
processes multiple times.
Importantly, participants do not describe sexual orientation and
gender identity devel-
opment processes as parallel, but rather as intersecting and
overlapping. To illustrate
the intertwined nature of these processes, we present an adapted
model integrating
and expanding upon existing theoretical frameworks. Findings
presented below cor-
respond to each process of our integrated model depicted in
Figure 1. Participants did
not necessarily move through these processes in the order
47. described. They also
described going through processes more than once – in some
cases, for gender iden-
tity first, then again for sexual orientation, or vice versa.
Awareness, repression and acceptance
Awareness. Transgender men described some experience that
fitted into the domin-
ant narratives about transgender identity development, such as
identifying as a boy
from a young age, or having an interest in traditionally
masculine toys, activities and
dress (Pollock and Eyre 2012). Kris,1 a 28-year-old white trans
queer man, stated:
And for me, my narrative was, I remember being like three or
four, and already feeling
like I was just very masculine all the time … I was only friends
with boys. I played soccer
on a team, and we would go to McDonald’s or whatever, and I
would always pre-
emptively ask my mom to ask for the boy toy. (Kris)
Table 2. Sociodemographic and other related characteristics
among
participants in the LifeSkills for Men study (N ¼ 18).
Total Sample
Mean Standard Deviation (SD)
Age in years 23.94 3.06
Percent (%) N
Employment status (N ¼ 18)
48. Employment full-time 50.0% 9
Employment part-time 27.8% 5
Unemployed 22.2% 4
Educational attainment (N ¼ 18)
College degree or higher 55.6% 10
Less than college 44.4% 8
Gender identity (N ¼ 18)
Man 16.7% 3
Transgender man/FTM 72.2% 13
Genderqueer/Non-binary 5.6% 1
Agender 5.6% 1
Sexuality (N ¼ 18)
Gay/Same-gender attraction 11.1% 2
Bisexual 5.6% 1
Queer 33.3% 6
Pansexual 33.3% 6
Asexual 11.1% 2
Other 5.6% 1
CULTURE, HEALTH & SEXUALITY 37
Repression. Many participants lacked exposure to
representations of transgender lives,
specifically transgender men who have sex with men, during
childhood, and although
they described an early awareness of feeling different, they
were uncertain about
what that meant. Participants described feeling confused as they
tried to navigate
their interest in masculine styles of dress or activities and their
attraction to young
49. men and boys. Chase, a 29-year-old white trans gay man, for
example, described feel-
ing like a boy from a young age, but also expressed confusion
about being attracted
to boys: ‘My earliest crushes were on boys, but it was kind of
complicated … thinking
back, it’s like … did I want to be them or did I like them?’
Contributing to their uncertainty, many participants described
feeling like they had
to choose which element of their identity to explore and engage
first – either gender
identity or sexual orientation. Zach, a 22-year-old white trans
man who identified as
asexual, described being a tomboy as a child, but then deciding
to wear more girl
clothes later, stating:
Then we got to middle school, and eighth grade … where it all
got really confusing. So,
suddenly I was like hey, there are these people out there, and
they might want to make
out with me. But they like making out with me better if I’m
wearing girls’ clothes, so I’ll
do that. (Zach)
Danny, a 20-year-old white pansexual trans man, described
putting aside his attrac-
tion to men and instead focusing on gender identity, stating:
‘And I had completely
ignored my sexuality, I was like, that’s for a different time to
figure out. And people
tried to ask me. I was, like, “I don’t know, I just [like] people, I
guess”’. In order to fit
in, many described repressing their feelings and attractions. As
in other narratives
50. about transgender lives, participants described repressing
awareness of marginalised
gender identity and sexual orientation identities because of fear
of family rejection
and stigma.
Acceptance. For many participants, it was not until adolescence
or young adulthood
that they learned about the option of medically and/or socially
transitioning to
another gender. Exposure to transgender communities exposed
them to role models
and addressed some of their earlier confusion and repression.
Tai, a 21-year-old who
identified as a multiracial, asexual and genderqueer (i.e. non-
binary gender identity)
person, said:
I got to college and met other trans people who were – actually
had reasonable happy
lives, successful lives, and from there, that kind of clicked. So,
I think there was early
understanding, and then a period of repression, and then,
acceptance in college. (Tai)
Developing a personal gender and sexual orientation identity
Many participants talked about the search for terms or labels to
describe their gender
identity, sexual orientation or both. The layering of sexual
orientation and gender
identity and lack of appropriate terms or labels made this
process more complicated.
As with other processes, participants described revisiting this
process more than once
– for example, some participants engaged in a process of
developing a personal LGB
51. identity first, identifying as lesbian or queer women for periods
of their life before
transitioning by medically affirming their gender, at which
point they went through
38 J. HERETH ET AL.
the personal identity process again. For many, the process of
developing a sexual
orientation identity felt fraught, and they described not feeling
fully comfortable until
they also engaged in the gender identity process. Jordan, a 21-
year-old multiracial
pansexual (i.e. attraction to people of all gender identities) man,
articulated this
by stating:
It was you know, I like guys and girls … the word ‘lesbian’
never came up and
somehow, I didn’t know ‘bisexual’. I’d never heard that. So, am
I gay, but not really?
And so, I didn’t even realise what I was saying. I thought that
was weird, but that’s
one of those things, like when I figured out the gender thing,
like oh, that makes
sense. (Jordan)
For others, uncertainty arose after transitioning and beginning
to explore attraction
to men. For some participants, after going through some or all
of the processes associ-
ated with gender identity development, they went through some
or all of the proc-
esses associated with sexual orientation identity development,
52. including coming to
embrace terms. For some, the term ‘gay man’ described both
their sexual orientation
and gender identity. Many came to embrace terms like queer or
pansexual to describe
sexual attractions to partners of many different gender identities
and expressions.
Participants also described finding terms that fitted, but
experiencing stigma or lack of
understanding when using those terms. Jordan stated:
If I explain to someone being genderqueer to them, it’d be very
difficult, so I just say OK,
I’m bisexual, and just, for right now, maybe explain it later.
Because … it just seems like
you’re trying to make people uncomfortable or confused. So, I
try to go about that in a
better – wait for a better … an appropriate time to talk about it.
(Jordan)
In addition to difficulty finding terms and labels that described
their experiences,
participants also struggled to fit their own experiences into
dominant narratives about
transgender lives. For example, several participants discussed
resisting the narrative
that transgender people dislike their bodies. While many
transgender men do experi-
ence dysphoria (i.e. feeling that one’s gender identity and/or
expression are not con-
gruent with one’s body), Eli, a 26-year-old white queer trans
man, challenged this,
stating: ‘I have big issues with the born-in-the-wrong-body
narrative, that’s kind of
perpetuated by a lot of popular media around trans stuff. And I
definitely don’t iden-
53. tify with the born-in-the-wrong-body narrative, slash, identity,
whatever you want to
call it’. As Eli demonstrates, the ‘born-in-the-wrong-body’
narrative does not apply to
all transgender individuals.
Other informants described how exploring options for changing
their gender
presentation opened up new identity and expression
possibilities. For example, Kelly,
a 24-year-old white queer trans man, stated:
In terms of gender, I think, once I started passing – or once my
body kind of found itself
in a place where it was being read as male a lot more often, it
was an opportunity for
me to – I found it to be an opportunity for me to explore my
femininity a lot more. So,
I’ve thought about the last year as being me reclaiming a lot of
my femininity in a way
that’s been really exciting. And I think that’s true for a lot of
trans guys I’ve talked with.
Like, oh, I can finally – now that I had top surgery, I can take
out those, like, pink sparkly
cowboy boots again. You know, and I think that’s a really
beautiful and important part of
that process for a lot of people. So, yeah, I would say that that’s
– in the same way that I
was feeling compelled to transgress gender norms by looking
very masculine for long
CULTURE, HEALTH & SEXUALITY 39
periods of time, and kind of trying to, like, hide parts of my
54. body that wouldn’t play into
that, I’m feeling the opposite motivation to transgress gender
norms by wearing booty
shorts and tight shirts in a way that I don’t see most men, or
people who would be read
as men, doing. So, that’s been interesting too, to kind of see
that come full circle. And it’s
been really nice to reconnect with femininity. (Kelly)
Sam, a 25-year-old white queer trans man, also described
arriving at a gender iden-
tity and presentation that fell outside of binary constructions,
stating: ‘I still would
consider – my gender is still complicated. I’m not just like,
“Oh, I’m a dude, and, like,
that’s all there is to it”. I’m totally fine with having a
complicated gender’.
Some participants described having a difficult time reconciling
their masculine
gender identities with their identities as feminists. For example,
Kelly described
pushing away thoughts of transitioning:
I pushed back against it a lot because of my feelings about male
privilege. And, you
know, I was at an all-women’s college, I identify strongly as a
feminist, I had a lot of
feelings about what it meant for me to be taking on that
privilege, and why I wanted it,
and I think those were some of my first reactions, like, oh, shit,
I’m trans. Like, I can’t be
trans, this isn’t OK. I mean, there was a cognitive dissonance of
wanting to be read as
male, and not wanting to be a man. (Kelly)
55. Eli described the process of embracing both his trans and
feminist identities, stat-
ing: ‘I guess, [I] came out to myself, slash, accepted that it was
OK to be trans
and also be a feminist … it was not buying into hegemonic
culture to identify as
a man’.
Sharing personal identities with friends
Participants described varied reactions to coming out to friends
and other members
of their social networks, ranging from support to rejection. As
previously discussed,
many engaged in several coming out processes as they
navigated intersecting or
overlapping sexual orientation and gender identity development
processes. Coming
out as trans men or masculine individuals who have sex with
men was faced with
some confusion from peers. Skip, a white, trans pansexual man,
described this by
stating: ‘It was kind of weird and backwards … because I came
out as trans, and
everyone was like oh, so you’re straight now? It’s like, well
no’. In many cases, trying
to develop a social identity made things more confusing, as
peers tried to offer their
ideas of what labels or identities best fitted. Tony, a 28-year-old
Hispanic queer trans
man, stated:
When I was in high school, and I first came out, I said, you
know, I’m gay. And then my
friends were like, ‘But you dated guys before, so you’re
bisexual’. And I was like, OK,
I guess then I’m bisexual. And then I was like, no, but I’m just
56. attracted to girls right now,
so I’m a lesbian. And then all throughout college, I identified as
a lesbian. But I was
sleeping with men. (Tony)
In addition to describing the uncertainty associated with
developing a social iden-
tity, Tony’s quote also demonstrates the ways in which various
processes intersect
with each other, as he navigated developing a personal identity,
developing a social
identity and exploring sexuality and dating simultaneously.
40 J. HERETH ET AL.
Sharing personal identities with family
As previously discussed, many participants shared experiences
of being interested in
boy clothing, activities or mannerisms as children, and most of
those childhood
memories are associated with outright rejection or lack of
support from family. Juan, a
25-year-old Latino trans pansexual man, stated:
And I just remember always trying to sleep in boy clothes, boy
onesies and stuff, and
they’re [his parents], like, ‘Those are not for you, those are for
your brothers’. And I’m like,
‘But, I want to wear them. They’re more comfortable’. (Juan)
The overlap of sexual orientation and gender identity was
particularly difficult to
navigate for some participants and their families. Kelly
described interactions with
57. family this way:
They were amazing with me coming out as trans actually. It was
really disappointing that
– I came out, and they’re like, ‘This is going to be great, you’re
going to be a straight
man’, and I had to kind of temper that as soon as possible.
(Kelly)
Developing an intimacy status
Participants shared a lot about their experiences exploring
dating and sexuality.
As described above, elements of this process intersected with
other processes, espe-
cially the developing a personal identity process. Many
participants described making
dating and sexuality choices that felt constrained. For example,
Chase described feel-
ing concerned that gay men would not be interested in him, so
he attempted to
ignore those attractions and dated women. He stated:
And I wasn’t happy, I guess … I was sexually attracted to men,
but I just was pretending
to myself that I wasn’t. Because I was like … ‘Well, no gay
guy’s going to like me’. I just
had a lot of internalised, not thinking that I would ever have a
chance. (Chase)
Participants also described sexual interactions with cisgender
men that were
not affirming of their gender identity, like Sam, a 25-year-old
white queer trans man,
who described his interactions with cis (abbreviation of
cisgender) partners in
this way:
58. I still am attracted to cis men, which is frustrating, but the
couple of times in the past
year that I slept with them has just been kind of shitty. Because
I don’t – I don’t know
how to sleep with them and not feel like a girl, because that’s
what I was doing from 16
through 22, and … just trying to figure out how to have sex
with them that’s not – that
doesn’t make me feel like a girl is really hard. (Sam)
Similarly, Eli stated: ‘I find that a lot of men who identify
strictly as gay men have
somewhat problematic views of trans guys’.
For some participants, exploring sexual attraction meant
creating new narratives
about sex, gender and attraction. Kelly described having some
experiences that felt
affirming and positive, stating:
I had a lot of nervousness when I started sleeping with men
again, because it had been a
while. And I was, like, fuck, I need to find someone
compassionate who is willing to work
with me on this a little bit. But it did feel, like, already, we
were going to need to be
having a lot of conversations for both of us, because we were
both coming into it not
knowing enough about each other, or – the other person’s
cultural understanding, and
CULTURE, HEALTH & SEXUALITY 41
59. body. And so, there was more space to kind of rewrite all of the
rules in a way that I’ve
really appreciated. (Kelly)
Resisting narratives about transgender men and dysphoria also
came up when
participants discussed sexuality. Some transgender men
experience dysphoria
around their genitals, or the terms used to describe genitalia;
however, Ayden, a
25-year-old white pansexual trans man, noted that this
experience is not univer-
sal, stating:
I should never be afraid to tell anyone that I have a vagina. I
don’t want to do that,
because I really embrace that part of myself a lot, and other
people should as well. I’d be
really upset if I couldn’t be penetrated, frontally, or whatever.
I’d be very upset about it.
It would be like being castrated or something. You know? For
me … I don’t have
dysphoria issues with that, which I feel really – might be non-
traditional, or more
non-traditional, or not as talked about. (Ayden)
Participants also described positive experiences exploring
sexuality and dating,
especially among sub-communities and spaces that are more
accepting of sexual and
gender diversity. These experiences illustrate the overlap
between intimacy status and
entering community processes. Tony described positive
experiences exploring sexual-
ity and dating within the bear community, a term sometimes
used to describe gay
60. men who are large, hairy and often hyper-masculine. He stated:
My best interactions have been with the bear community. And I
think one of my big
deals, big things in this past year has been picking someone up
at a bar, and bringing
them home, and for me, it was a big deal because, you know, I
disclosed at the bar, and
he was totally fine with it, it was cool … and it was so much
fun. (Tony)
Wesley, a 24-year-old white pansexual trans man, described
finding acceptance
within BDSM (bondage and discipline, domination and
submission and sadomaso-
chism) and kink communities. He stated: ‘And it’s this attitude
of being so much more
laid back about it, that I was able to feel – not only seen as a
person, but have my
gender just be a non-issue’.
Entering and exiting community
While some participants described empowering experiences
within new communities
and spaces as part of this process, many also described the
experience of losing other
communities they entered as part of earlier processes.
Participants also described find-
ing communities that felt affirming in some, but not all ways.
For example, many
found community and affirmation in lesbian and queer women’s
spaces, even if they
did not feel that the identities of ‘lesbian’ or ‘woman’ really
fitted them. Kris, 28 and a
white queer trans man, described these conflicting feelings of
being part of queer
61. women’s spaces, but being fearful of not fitting in: ‘But I was
very fearful of being
masculine and queer as … I didn’t really … identify as a
woman, or with being a
woman, but the queer female community was something that
drew me in’. After find-
ing community among queer or lesbian women, many described
the fear they felt
about losing this community as they considered transitioning
their gender.
Kris continued:
It’s still something that I struggle with, this idea where I feel …
like I can look and feel
the way I want to feel, it means I’ve literally had to take myself
out of the one
42 J. HERETH ET AL.
community [lesbian community] that was most important to me.
So, I guess the fear has
mostly been around losing communi ty and losing the visibility.
(Kris)
Kelly expressed a similar feeling, stating: ‘I still wish that I
could be part of women’s
communities that I know I can’t be a part of anymore’.
While many participants described the difficulty of losing
earlier communities they
were once a part of, many also described positive experiences as
part of broader com-
munities of gay and queer men. Kris stated:
62. I do get seen as a queer dude, or a gay dude by most folks who
are queer or gay … It’s
great … I feel like a lot of times, when there’s that mutual, the
similar sort of head nod
or validation that I used to get in queer women spaces, I get
when I’m in gay or queer
men’s spaces. (Kris)
Discussion
Non-linear, overlapping and intersecting processes
Many of the transgender men who have sex with men who
participated in this study
described experiences that map onto Lev’s (2004) and
Bilodeau’s (2005) phases of
transgender identity development and D’Augelli’s (1994) phases
of lesbian and gay
identity development. As proposed by these models, participants
in this study did not
experience identity development in linear stages, but rather as
on-going processes
that they continue to revisit and re-evaluate. Building upon
these models, the inte-
grated model informed by our findings illustrates the ways in
which transgender men
who have sex with men experience these not as parallel, but
rather as overlapping,
intersecting and non-linear developmental processes. As
participants described, sexual
attraction caused them to question their gender identity and vice
versa. Participants
who described finding identity labels for either gender identity
or sexual orientation
later found themselves seeking new labels that better fitted their
evolving sense of
63. sexual attraction and gender identity. Some participants
described finding and claim-
ing identity labels that fitted, while others were still seeking
ways to describe their
identities. Many described renegotiating intimacy, sex and
dating and the unique diffi-
culties of finding cisgender partners who were affirming of their
gender identities.
Participants also described re-examining sexual orientation after
transitioning. This
finding is consistent with Schilt and Windsor’s (2014) study of
sexual practices among
transgender men, in which the authors found that a number of
trans men, regardless
of sexual orientation, described a greater sense of comfort with
their bodies following
medically transitioning gender and newfound freedom to
explore sexuality. This
exploration can, in turn, lead to new re-examination of sexual
orientation and gender
identity conceptualisations, creating a feedback loop that
continues throughout the
life course. Findings from this study provide additional
empirical support for the inter-
play between sexual orientation and gender identity
development and the importance
of considering how multiple identity models may be necessary
to conceptualise these
overlapping and intersecting processes. We present one such
model, an integrated
model of sexual orientation and gender identity development
and encourage ongoing
refinement of this and related conceptual models highlighting
the interplay of these
intersecting developmental processes.
64. CULTURE, HEALTH & SEXUALITY 43
Losing community
These findings also highlight transgender men who have sex
with men’s distinct experi-
ences during the phase of finding community and suggest a new
element of loss of
other communities and spaces in conjunction with entering a
new community. After
finding community and acceptance in lesbian or feminist spaces,
many participants had
to grapple with the sense of never quite belonging, and then the
grief of losing those
spaces after medically and/or socially transitioning gender. This
finding is particularly
important within the context of mental health, as prior research
indicates that loss and
social support are associated with psychological distress and
well-being among trans-
gender individuals (Budge, Adelson and Howard 2013). Further
research examining the
challenges associated with seeking social support as a minority
within a minority com-
munity, for example as a trans gay man within communities of
gay men, is warranted.
Crafting new narratives to resist binaries
The findings from this study also suggest the importance of
crafting new narratives
that resist heterosexism and gender binaries. Some of the
uncertainty described by
65. participants as they navigated overlapping sexual orientation
and gender identity
development processes can be attributed to heteronormativity,
or the assumption that
people with masculine gender presentation are attracted to and
engage in sexual
activity with women (Warner 1993). These assumptions are, in
part, perpetuated by
conflations of gender identity and sexual orientation in mental
health practice and
research (Drescher 2015).
The lack of awareness and acceptance of non-binary or fluid
gender identities and
queer sexual orientations also impacted participants.
Participants described experienc-
ing discrimination or confusion when they used gender identity
labels ‘genderqueer’
or ‘agender’ or sexual orientation labels like ‘pansexual’ or
‘queer’ to describe them-
selves. Many of the experiences shared by participants illustrate
the myriad of ways in
which they are resisting these binaries and expanding dominant
narratives about
transgender identity, including conceptualising masculinity in
ways that are also con-
scious of privilege and power and creating and claiming new
terms for gender and
sexual orientation that better describe the diversity of these
identities. Participants
also resisted simplistic ‘born in the wrong body’ narratives.
Limitations
Limitations to this study include the size of the sample;
however, saturation and
66. redundancy were reached in the qualitative coding of themes.
Additionally, the sam-
ple was predominantly white and recruited from an urban area
where social support
is readily available. Thus, findings may not be generalisable to
transgender men who
have sex with men of colour and/or men living outside of urban
areas. Prior identity
development models have also included predominately white
samples (Bilodeau
2005), necessitating further exploration of the intersections of
gender, sexual orienta-
tion and racial identity developmental processes among young
adult transgender men
who have sex with men of colour.
44 J. HERETH ET AL.
While the use of a peer interviewer may have posed some
challenges and potential
limitations, it was also a strength of this study. Peer
interviewers might neglect to
probe an interviewee for more information about a familiar
topic, thinking that they
can intuit the meaning or context (Kanuha 2000). However,
insider interviews can also
promote trust and openness between the interviewer and
participant (Dwyer and
Buckle 2009). Weighing the potential challenges and benefits, a
peer interviewer was
selected for this study to minimise the chance that the study
participant would feel
the need to educate the interviewer on basic transgender issues,
rather than focusing
67. on recounting their narrative.
Implications
Findings from this study suggest the need to transform cultural
narratives about trans-
gender identities and sexualities. More expansive narratives
about transgender identity
development and sexual orientation development will support
young people as they
search for terms, definitions, labels and communities that
reflect their developing
sense of self. Expanding the narrative will also help
professionals working with trans-
gender communities, including sexual, mental and general
health workers, to better
serve the sexual health needs of young adult trans men who are
sexually active with
cisgender men specifically, and, broadly, those whose identities
lie outside of gender
and sexual identity binaries and labels.
Nascent research indicates that transgender men who have sex
with men engage
in HIV and STI-transmission related behaviours (Reisner et al.
2016), indicating a need
for more culturally informed safer sex interventions tailored to
the needs of this com-
munity. The findings also support the need for theoretical
models that integrate and
account for the on-going, non-linear and non-binary
development of identities.
Among the first studies to examine the interplay between
sexuality and gender
among transgender men who have sex with men, this study
68. combats invisibility and
contributes to the understanding of the diverse experiences of
this community. The
accounts shared by the participants in this study transcend
binary assumptions on
gender identity and sexual orientation, providing narratives that
are more inclusive of
the varied and expansive realities and lived experiences of
young people.
Note
1. All names are pseudonyms to protect privacy. Demographic
information reported here was
collected via survey at baseline and thus reflects how
participants identified at that point
in time, but these may not have always been the labels or terms
they used.
Acknowledgements
We thank study participants for generously sharing their time
and experiences. We also thank
Tre’Andre Valentine, Thomas Lewis, Mick Rehrig, Mackenzie
Pawliger, Justice Williams, Jesse Pack
and The Trans Masculine Sexual Health Collaborative for the
invaluable collaboration and input
to ensure transgender community engagement in this research
project.
CULTURE, HEALTH & SEXUALITY 45
Declaration of interest statement
69. The authors have no potential conflict of interest to report.
Funding
The development of this article was supported by the National
Institute of Mental Health of the
US National Institutes of Health under Award Number
R01MH094323 (MPIs: Garofalo and
Mimiaga). The present research was funded under an
administrative supplement to the parent
R01 grant (PI: Reisner). The content is the sole responsibility of
the authors and does not neces-
sarily represent the official views of the US National Institutes
of Health.
References
Axinn, W. G., L. D. Pearce, and D. Ghimire. 1999. “Innovations
in Life History Calendar
Applications.” Social Science Research 28 (3): 243–264.
doi:10.1006/ssre.1998.0641
Bilodeau, B. 2005. “Beyond the Gender Binary: A Case Study
of Two Transgender Students at a
Midwestern Research University.” Journal of Gay & Lesbian
Issues in Education 3 (1): 29–44.
doi:10.1300/J367v03n01_05
Bilodeau, B. L., and K. A. Renn. 2005. “Analysis of LGBT
Identity Development Models
and Implications for Practice.” New Directions for Student
Services 2005 (111): 25–39. doi:10.
1002/ss.171
Budge, S. L., J. L. Adelson, and K. A. Howard. 2013. “Anxiety
and Depression in Transgender
70. Individuals: The Roles of Transition Status, Loss, Social
Support, and Coping.” Journal of
Consulting Clinical Psychology 81 (3): 545–557.
doi:10.1037/a0031774
Cass, V. C. 1979. “Homosexuality Identity Formation: A
Theoretical Model.” Journal of
Homosexuality 4 (3): 219–235. doi:10.1300/J082v04n03_01
D’Augelli, A. R. 1994. “Identity Development and Sexual
Orientation: Toward a Model of Lesbian,
Gay, and Bisexual Development.” In Human Diversity:
Perspectives on People in Context, edited
by E. J. Trickett, R. J. Watts, and D. Birman, 312–333. San
Francisco, CA: Jossey-Bass.
Drescher, J. 2015. “Queer Diagnoses Revisited: The past and
Future of Homosexuality and
Gender Diagnoses in DSM and ICD.” International Review of
Psychiatry 27 (5): 386–395. doi:10.
3109/09540261.2015.1053847
Dwyer, S. C., and J. L. Buckle. 2009. “The Space between: On
Being an Insider-Outsider in
Qualitative Research.” International Journal of Qualitative
Methods 8 (1): 54–63. doi:10.1177/
160940690900800105
Freedman, D., A. Thornton, D. Camburn, D. Alwin, and L.
Young-DeMarco. 1988. “The Life
History Calendar: A Technique for Collecting Retrospective
Data.” Sociological Methodology 18:
37–68. doi:10.2307/271044
Grbich, C. 2013. Qualitative Data Analysis: An Introduction.
Thousand Oaks, CA: SAGE.
71. Iantaffi, A., and W. O. Bockting. 2011. “Views from Both Sides
of the Bridge? Gender, Sexual
Legitimacy and Transgender People’s Experiences of
Relationships.” Culture, Health, &
Sexuality 13 (03): 355–370. doi:10.1080/13691058.2010.537770
Kanuha, V. K. 2000. ““Being” Native versus “Going Native”:
Conducting Social Work Research as
an Insider.” Social Work 45 (5): 439–447.
doi:10.1093/sw/45.5.439
Lev, A. I. 2004. Transgender Emergence: Therapeutic
Guidelines for Working with Gender-Variant
People and Their Families. New York: The Haworth Clinical
Practice Press.
Mayer, K., J. Appelbaum, T. Rogers, W. Lo, J. Bradford, and S.
Boswell. 2001. “The Evolution of
the Fenway Community Health Model.” American Journal of
Public Health 91 (6): 892–894.
McAdams, D. P. 1993. The Stories We Live by: Personal Myths
and the Making of the Self. New
York: William Morrow.
46 J. HERETH ET AL.
McAdams, D. P. 2001. “The Psychology of Life Stories.”
Review of General Psychology 5 (2):
100–122. doi:10.1037/1089-2680.5.2.100
Nelson, I. A. 2010. “From Quantitative to Qualitative: Adapting
the Life History Calendar
72. Method.” Field Methods 22 (4): 413–428.
doi:10.1177/1525822X10379793
Pollock, L., and S. L. Eyre. 2012. “Growth into Manhood:
Identity Development among Female-
to-Male Transgender Youth.” Culture, Health, & Sexuality 14
(2): 209–222. doi:10.1080/
13691058.2011.636072
Reisner, S. L., J. Bradford, R. Hopwood, A. Gonzalez, H.
Makadon, D. Todisco, T. Cavanaugh, et al.
2015. “Comprehensive Transgender Healthcare: The Gender
Affirming Clinical and Public
Health Model of Fenway Health.” Journal of Urban Health 92
(3): 584–592. doi:10.1007/s11524-
015-9947-2
Reisner, S. L., J. M. White Hughto, D. J. Pardee, L. Kuhns, R.
Garofalo, and M. J. Mimiaga. 2016.
“LifeSkills for Men (LS4M): Pilot Evaluation of a Gender-
Affirmative HIV and STI Prevention
Intervention for Young Adult Transgender Men Who Have Sex
with Men.” Journal of Urban
Health 93 (1): 189–205. doi:10.1007/s11524-015-0011-z
Reisner, S. L., S. T. Pardo, K. E. Gamarel, J. M. White Hughto,
D. J. Pardee, and C. L. Keo-Meier.
2015. “Substance Use to Cope with Stigma in Healthcare among
US Female-To-Male Trans
Masculine Adults.” LGBT Health 2 (4): 324–332.
doi:10.1089/lgbt.2015.0001
Rosario, M., E. W. Schrimshaw, J. Hunter, and L. Braun. 2006.
“Sexual Identity Development
among Lesbian, Gay, and Bisexual Youths: Consistency and
Change over Time.” Journal of Sex
73. Research 43 (1): 46–58. doi:10.1080/00224490609552298
Saewyc, E. M., G. R. Bauer, C. L. Skay, L. H. Bearinger, M. D.
Resnick, E. Reis, and A. Murphy. 2004.
“Measuring Sexual Orientation in Adolescent Health Surveys:
Evaluation of Eight School-Based
Surveys.” Journal of Adolescent Health 35 (4): 345.e1–345.e15.
doi:10.1016/j.jadohealth.2004.
06.002
Salda~na, J. 2015. The Coding Manual for Qualitative
Researchers. Thousand Oaks, CA: SAGE.
Savin-Williams, R. C. 1988. “Theoretical Perspectives
Accounting for Adolescent Homosexuality.”
Journal of Adolescent Health Care 9 (2): 95–104.
doi:10.1016/0197-0070(88)90055-1
Schilt, K., and E. Windsor. 2014. “The Sexual Habitus of
Transgender Men: Negotiating Sexuality
Through Gender.” Journal of Homosexuality 61 (5): 732–748.
Troiden, R. R. 1979. “Becoming Homosexual: A Model of Gay
Identity Acquisition.” Psychiatry 42
(4): 362–373. doi:10.1080/00332747.1979.11024039
Warner, M. 1993. “Introduction.” In Fear of a Queer Planet:
Queer Politics and Social Theory, edited
by M. Warner, vii–xxxi. Minneapolis: University of Minnesota
Press.
Yoshihama, M., B. Gillespie, A. C. Hammock, R. F. Belli, and
R. M. Tolman. 2005. “Does the Life
History Calendar Method Facilitate the Recall of Intimate
Partner Violence? Comparison
of Two Methods of Data Collection.” Social Work Research 29
74. (3): 151–163. doi:10.1093/swr/
29.3.151
CULTURE, HEALTH & SEXUALITY 47
Copyright of Culture, Health & Sexuality is the property of
Routledge and its content may not
be copied or emailed to multiple sites or posted to a listserv
without the copyright holder's
express written permission. However, users may print,
download, or email articles for
individual use.