The Twenty- First Century Has Brought A Rise Of Medical

The twenty- first century has brought a rise of medical technologies and has become known as the DNA age. Every person has a series of Deoxyribonucleic acid or DNA, that caries the directions of that person’s everyday life and functions, all bundled up into a double stranded molecular structure. Because of these advances in technologies we have been able to manipulate, transform and create different organisms for the purpose of producing anything. This is also known as genetic engineering or biotechnology. This is when one is able to purposely manipulate any set of genetic codes to engineer or create new organisms by altering them to our exact specifications. With this comes the ethics behind whether altering genetic codes†¦show more content†¦Many disregard the opposed based on the fact that genetic engineering is seen as a sophisticated form, given that they are presented with manageable risks and great benefits that should be further explored. There are three mor al implications that need to be addressed with the growth of biotechnology. The ethical concerns, which are both secular and religious, the benefits versus harmful consequences and the justices of these enhancements. Well first touch on the secular and religious concerns of genetic engineering. Religious parties object to genetic engineering because they see life as being sacred and shouldn’t being altered by human hands, and is seen as playing with God. It violates the dignity of human kind and other forms of life that are having their DNA altered. These objections are based off of the existence of the power of one to defy and the secular objection is assuming that having a life in its natural state, not being altered is inviolable. This claim is sometimes disagreed by others due to the fact of evolutionary processes. By altering a life, their sacredness is being altered, which violates ones creator. Also genetic disorders that are uncontrollable and inflict self-mutilation such as Lesch-Nyhan syndrome, present altering of one’s self without being modified. It is sometime rebutted that what if one believes there is no creator and that simply things are just there. ThatShow MoreRelatedHow Did The World Changed Throughout The First Millennium Century?1687 Words   |  7 PagesHarsha died Xuanzang returned and the kingdom fell apart and divided for centuries. The world changed in many ways because kingdoms and empires rose and fell. In this lesson, you will read about how they expand and developed. Early in the first millennium C.E., a series of crises shook the classical civilization on China, Rome, and India. They had dominated their separate worlds and produced great cultural achievements. The first to fail was the Han Empire. 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The dilemmas created by overpopulation affectRead MoreObesity Is A Disease?1410 Words   |  6 PagesTo begin with, obesity was first brought to attention around the early 17th century. It was not until the late 1800’s when scientists have began using a measurement system called the Body Mass Index (B.M.I). With this tool a person’s body weight and height are calculated according to a chart. The chart has designated sections indicating: underweight, overweight, and obese (The History of Obesity). However, it was not until the twenty-first century that American Medical Association officially recognizedRead MoreNon Genetically Modified Food Demand1632 Words   |  7 Pagesproduced through genetic engineering. The processes involved in genetically modifying agricultural products involve the introduction of the genetic mate rials of a foreign organism into the genetic code of the organism that is to be altered. This process has been a cause for concern because of the lack of scientific data on the long-term safety of these processes. To understand what contributes to the supply and demand of GMOs, it is important to understand the relationship between the scientific and businessRead More The Biomedical Model of Health Essay1763 Words   |  8 PagesThe bio-medical model of ill health has been at the forefront of western medicine since the end of the eighteenth century and grew stronger with the progress in modern science. This model underpinned the medical training of doctors. Traditionally medicine had relied on folk remedies passed down from generations and ill health was surrounded in superstition and religious lore with sin and evil spirits as the culprit and root of ill health. The emergence of scientific thinking questioned the traditional

The United States And The Holocaust - 1521 Words

â€Å"What exactly was the difference? He wondered to himself. And who decided which people wore the striped pajamas and which people wore the uniforms† a quote from The Boy with the Striped Pajamas. The Holocaust was a genocide, the intentional killing of certain group or ethnicity, that affected the Jewish community worldwide through sorrow and sympathy of their people; and kibitzers who chose to watch until under pressure. A perfect example was the United States who stood on the sidelines, while the horrific events of the Holocaust were occurring. The United States had played a negative role in the Holocaust due to a lack of aid, immigration, and publication. During the Holocaust there was a lack of aid from America to those suffering in Europe. President at the time of the Holocaust, Franklin D. Roosevelt, had been leading a country of antisemitism, meaning to be against the Jewish. As mention in The Us and the Holocaust Project Group: Antisemitism page by Lauren Freeman, Antisemitism was habited with in Congress, and the general public of the United States; which will be further elaborated later in the paper. By the time the Holocaust had come into play America was already filled with people who had a prejudice against the Jewish, believing that all Jews were greedy and dishonest, found in the article The Us and the Holocaust Project Group: Antisemitism. Although full of antisemitism, the U.S. also had a Jewish supportive community. Those who supported the Jewish believedShow MoreRelatedNazi Propaganda, From The United States Holocaust Memorial Museum Holocaust902 Words   |  4 PagesIshan Matta Mrs. Edussuriya Freshman Honors English 19/5/15 Source#1 â€Å"Nazi Propaganda† This article, â€Å"Nazi Propaganda†, from the United States Holocaust Memorial Museum Holocaust Encyclopedia, has proved to be a very helpful resource. It is a very current page - it was updated in June of 2014. I found this web page while googling â€Å"Nazi Propaganda†. The source appears to be very reliable, and it has plenty of useful information about the history of Nazi Propaganda. This page directlyRead MoreThe United States And The World From A Nuclear Holocaust1408 Words   |  6 PagesUnion and the United States as they partook in a head-to-head face off which could have potentially result in their immediate destruction. Before this event, no one had truly considered the potential damage nuclear weapons could cause, but only realized the consequences as war became a possible reality. During those crucial 13 days, John Kennedy and his administrators crafted and developed solutions that would ultimately save the United States and the world from a nuclear holocaust. During the CubanRead MoreThe Holocaust : A Primary Source History797 Words   |  4 PagesThe Holocaust Work Cited Bartel, Judy. The Holocaust: a primary source history. 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Nazi ideology lead to theRead MoreThe World Of The Holocaust1151 Words   |  5 Pagesexamples of this is the genocide know as the Holocaust. All over the world religions usually teach that all of civilization is equal and that we should all be cordial with each other, but monstrosities like Adolf Hitler broke tho se sacred laws. The Holocaust was a time period where a set of people were persecuted. While they were being persecuted World War Two was used as a smokescreen to conceal the horrors of the Holocaust. What lead to the Holocaust was Nazi ideology. Nazi ideology lead to theRead MoreChildren During the Holocaust1306 Words   |  5 PagesThroughout the Holocaust, â€Å"the Nazis killed over 1.5 billion children† (Children during the Holocaust). Of these children, one million of them were Jewish. The Nazis had no good reason to kill them; they only killed these innocent children because Hitler did not care for their race. The Nazis, a forceful, merciless power led by Adolf Hitler brainwashed the country of Germany into believing that Jews and other races were awful. These children bravely fought persecution and avoided death by hidingRead MoreThe Holocausts Effect on the German Jew Essay1745 Words   |  7 Pagesaction his plan of elimination. This is not only why German Jews were the main target of the Holocaust, but why they were a large part of the years before, during, and after the Holocaust. Hitler’s â€Å"final solution† almost eliminated the Jewish population in Europe during World War II. At the end of the war and along with his suicide, the Jewish population would survive the horror known as the Holocaust and the Jews would eventually find their way back to their homeland of Israel as well as findRead MoreEssay about The Holocaust and the Cambodian Genocide 1201 Words   |  5 Pagesof people of a certain origin. The Holocaust was in Germany and started in 1933. Adolf Hitler and the Nazis were in charge of the Holocaust. The Cambodian Genocide took place in Cambodia. Cambodia is in Southeast Asia (â€Å"Cambodian†). Pol Pot was the leader of Khmer Rouge and the group was in charge of the Cambodian Genocide (â€Å"Cambodian†). The Cambodian Genocide started in 1975 and ended in 1978 because Khmer Rouge was ended by Vietnam (â€Å"Cambodian†). The Holocaust and the Cambodian Genocide are similarRead MoreThe Holocaust Denial1324 Words   |  6 Pagessociety to improve. The Holocaust, one of the most well-known history events, represents a perfect historical example of discrimination and racism. However, a number of people started to deny the known facts of the Holocaust and even the event itself. Despite of what these people say and how convincing their reasons are, this piece of history is to be protected from being revised; evidence of the Holocaust strongly proves the existence of the Holocaust and that Holocaust denial is a sheer absurdityRead MoreNegative Effects Of The Holocaust1466 Words   |  6 Pagesone fails to prevent its occurrence, is he at fault? During and after the Holocaust, citizens of the United States pondered this question in the context of Jewish refugees murdered in Nazi Germany; ultimately, citizens remember this tragic genocide and promise it will not happen a gain under any circumstances, not only in America, but in other nations as well. Since the Holocaust, leaders and lawmakers in the United States have analyzed the causes that led to this event and designed laws and documents

The lady of shalott Essay Example For Students

The lady of shalott Essay Two girls lye sleeping, one with her eyes open, the other with her eyes closed. Not such an unusual picture except for the fact that the two sleeping girls cannot awake. A mysterious servant from a faraway place, a group of young ladies seeking magic to joins their hearts with the men that haunt their dreams. A man of the cloth who stumbles onto a secret dance in the middle of the forest who will spend the next year of his life harboring secrets and trying desperately not to be exposed. The town of Salem sucked into the vacuum of conspiracy, accusations, innuendo and the horrifying fact that maybe Lucifer has come to make a house call. They say that truth is stranger than fiction and if this story wasnt a dark shadow on our nations history it would make for a great novel. But if it was the truth and for those who where there, a horrible reality. This community so caught up in the possibility that witchcraft existed, they completely lost their senses. The following is a breakdown of a ll the legal issues that by todays standards where not followed. Out of all the issues that will be addressed, this one is the most difficult. In the 1600s, the church was interwoven with the state and the operation of government. Enter Reverend Hale a scholar of witchcraft. Unbeknownst to everyone, a novice at his trade; a person trying to gain status in the new country. The power of life and death lay in his hands, by his words a person could be deemed a witch and suffer the consequences. It was Rev. Hale who was the fuel that lit the fire. The first amendment clause of the United States Constitution states, Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof. Although this country was founded in a belief of god and morality, the intent was never to have the church involved with the judiciary. The justices would not assemble in Salem, Massachusetts until Reverend Hale found proof of witchery. And by the words of a child, and with a desire he found find what he sought, witchcraft was found in Salaam and the justices where assemble. With a hidden agenda and his life and position at stake, Reverend Parris joins to support the movement this helps fire the furnace and gain support for the movement. Freedom of Speech, Expression ReligionAlthough not of majority, Abigail and her group of Satin worshipers where denied by her uncle and the community their right to free speech. The very essence of being an American, the right of free speech and worship as granted by the first amendment of the Constitution. Amendment I Section 12 protected the girls right to practice the satanic ritual. The country as whole was not allowed to practice whatever religion they choose. It started with the whipping of Tituba the servant and ended with the offering of anvisty to Proctor or any other citizen who admitted to the practicing of witchcraft. False witness statements, Hearsay and forced confession all took place. Reverend Parris beat his servant until she admitted guilt and participation in the practice of witchcraft she was anvisty when she then pointed the finger at Abigail. This was the mayhem that started to grow. As others where accused, the accused pointed to another. Statement of falsity became statement of fact. It became a case of freedom exchanged for defendants. As stated in the Due Process clause of the Constitution, all people are entitled to Due Process. This includes, a right to an attorney, the right to have the attorney present during questioning, a right to remain silent, a right to have an attorney appointed if you can not afford one. This whole concept completely thrown out the window during the witchcraft trials. The complete process went a rye from the beginning. With a grand jury never seated to hear evidence and testimony to find basis for a case, the case went forward. Three justices where empanel to hear the case, but most importantly there was no jury of the defendants piers. This right is granted in the United States Constitution

Article Review on Sports for Festival Stakeholders- myassignmenthelp

Question: Discuss about theArticle Review on Sports Events for Festival Stakeholders. Answer: Summary The articles speculate the true nature of the sports events, in which the indigenous tribes of Australia indulge. The subtitle, more than just a game reflects that the sports events are an opportunity to these tribes to show how they are closely knot. Unity among the tribes is a cultural heritage to portray. The Annual Sports and Cultural Festival of Brisbane has been referred for enhancing the clarity of the readers regarding the close bonding to the tribal people to preserve the sanctity of their culture (Ruhanen Whitford, 2011). Commercialization of these sports events has escalated the profit margin of the event management companies. On the other hand, commercializing the sports events of the tribal community, acts as interplay with the tribal culture of Australia. The methodological approach has been shown, where interview is conducted on the stakeholders. Analysis of the responses of the interviewees brings into the discussion the analysts, one of the other disciplines. Calcul ations relates to the field of statistical analysis. Conclusions and implications imply how the sports events can be used to promoting the Australian culture to the foreign countries (Ruhanen Whitford, 2011). Application of the disciplines in the research The social discipline has been portrayed through the reflection of the vibrant colours, which the tribal areas of Australia assume during the sport events. In this reflection, the enthusiasm and close knit unity of the tribal people is mixed, which results in the promotion of cultural heritage. The agents behind this promotion are the event managers, who expose these tribes to the urban people. Interviewing the tribes and the stakeholders has enabled the event managers to delve deep into personal life of the tribal people during the preparation of the sports event. Viewing it from the other perspective, interviewing the tribals is an attempt of the researchers to improve the standards and quality of their lifestyle (Masterman, 2014). Analysis of the responses of the people can be considered as a lesson for the urban people to maintain familial relationships. Role of the disciplines in understanding the true nature of tribal sports events Providing an insight into the diversity of Australia makes the readers wonder. Introduction about the tribal culture informs the readers about the customs and traditions followed by these tribes for survival. Literature review clarifies the preconceived knowledge of the readers regarding the true nature of the sports event in the Australian tribal areas. Through methodology, the researcher and the analysts try to teach the urban people how to maintain unity and close bonding within the familial relationships. Analysts have performed their duties in concluding that sports events are an opportunity for the Australian tribes to promote their cultural heritage (Andersen, Hanstad Plejdrup, 2015). The event managers and the tourism industry personnel have commercialized these events for gaining profit. Typical evidence of this is the interviews of the tribal people and the stakeholders. Application of this knowledge in real life event management context Tribal people are the epitome of cultural heritage. Promotion of their culture is obvious an upgradation in their living standards. However, rationality is needed in terms of commercializing the tribal life. This is applicable not only for the sports but also for the other things, which reflect the survival of these tribal people. Permission from the local government needs to be taken before undertaking any project. This would help the researchers to preserve the individual sentiments of the people. Respecting the culture, while researching or investigating it is essential (Niekerk Getz, 2016). Indulging the tribal people in projects and not returning them anything would act as a kind of traitors act. The researchers intending to promote the cultural heritage of Australian tribes can contribute towards their upliftment through the provision of employment and educational benefits. References Andersen, S. S., Hanstad, D. V., Plejdrup-Skillestad, K. (2015). The Role of Test Events in Major Sporting Events.Event Management,19(2), 261-273. Masterman, G. (2014).Strategic sports event management. Routledge. Ruhanen, Lisa Whitford, Michelle (2011). Indigenous Sporting Events: More Than Just Game. International Journal of Event Management Research. 6(1), pp 33-46 Van Niekerk, M., Getz, D. (2016). The identification and differentiation of festival stakeholders.Event Management,20(3), 419-431.

The Importance of Getting a Higher Grade When Taking a Sample Answer Essay

The Importance of Getting a Higher Grade When Taking a Sample Answer EssayThere are many types of course offered online and some are calling sample answer essays. These are designed to give the student a chance to give his or her essay answer in a class where this particular course is being offered. For those who take these type of courses, they could potentially get a higher grade than if they just passed the test or were given a straight A.This is because the online course will make sure that the student gives the most important answers and no ones out their head like picking and choosing their options. And that means that if you do choose an answer you will have to be specific when it comes to explaining that one. There are also specific worksheets that are included with the instructor's outline that are specific for the students that will be taking the test. They will ensure that all the questions are covered and answered correctly in order to give a good grade.In order to get a higher grade when taking a sample answer this one is important. The teacher will be ensuring that the students are doing what they are supposed to and giving the correct answers. Therefore, when answering the questions of these course assignments you should make sure that you do not pick and choose the answers.In addition to this, the instructor will want to ensure that you are giving the right answer to each question. This means that you should actually write a paper from the question. Some instructors may suggest that the students find the answer online and then work on it by writing it in paper form.It may sound weird but for the test writers who are graded this way there are certain writing styles that they use to grade the writer. Since you are to write the essay online, you should make sure that you go through the method of editing by making sure that you do not miss anything and are going through the process all the way to the bottom.You will find that a high percentage of th ese writing assignment will require that you give an answer with a particular theme. This will make sure that the essay will tie into the current information that is being taught by the instructor and will mean that you will have a topic to go to next in your paper.Because of the way that online answers are prepared there are some answers that will be set up so that students can answer them as many times as they like. Since this is the case it would be best to choose a specific topic and then go through the process until you are able to answer each question properly.

How Societ Influences Gender Identity Essay Example

How Societ Influences Gender Identity Essay The impact of social and cultural norms on the way an adolescent shapes and perceives identity has come under greater scrutiny in recent years. Although societies differ in the specific nature of the attributes associated with maleness and femaleness, each society attempts to communicate the gender norms to children and adolescents through various mechanisms. Acculturated gender roles have a significant influence on the way parents rear children, which impacts the way the children view themselves. A conflict between the external societal role assigned to an adolescent based on biological gender and the internal gender identity formed by the adolescent can have negative consequences for psychological health. Gender identity involves the fundamental sense of belonging to a gender as defined by societal norms, which may be different from the biological sex of the individual (Vasey Bartlett, 2007). While most adolescents have a gender identity based on their biological sex, many have a strong psychological identification with the opposite biological sex and may desire to become a member of the opposite sex. If the identification with the opposite sex and the desire to become a member of the opposite sex causes significant psychological distress, it is considered a gender identity disorder (GID) based on the criteria in the DSM-IV. In this construct, the identification with the opposite sex is not in itself a disorder, and must be the source of significant distress sufficient to interfere with life activities. Various factors can influence the development of gender identity among children and adolescents, including parental behaviors and norms, peer norms, and the depiction of the gender roles traditional in the society in various types of media. We will write a custom essay sample on How Societ Influences Gender Identity specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How Societ Influences Gender Identity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How Societ Influences Gender Identity specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The cognitive perspective of the development of gender identity suggests that information received from external sources contributes to the formation of gender identity. The amount and quality of the information influences the gender schema of the individual, which is the internal cognitive network that organizes and guides individual perceptions about the attributes associated with masculinity and femininity. The schema is influenced by socialization processes and the feedback received from role models in the dolescents environment. In this context, the cognitive processing of information leads adolescents to choose as an organizing principle for their behavior and to interpret the behavior of others. Based on the cognitive perspective of development of gender identity among adolescents, the following research will test three hypotheses. The first hypothesis stated in its alternate form is: Some variations about the conception of sexuality and gender identity are culturally specific . This hypothesis is based on the assumption that some standards of the concept of masculinity and femininity may correlate in all societies, but each society makes adaptations to the standards that are culturally specific. The second hypothesis of the study stated in its alternative form is: Parents influence the development of gender identity through the way they allow children to participate in gender-specific play and the toys they permit the children to use in play. This hypothesis is based on the assumption that parents transmit information to children about socially accepted gender roles, with the adolescent influenced by the information acquired during earlier stages of development. The third hypothesis of the study is: Media has the greatest influence in the transmission of information about social norms related to gender to the individual. The hypothesis is based on the assumption that adolescents are significant consumers of media in various forms. Evidence from research indicates that adolescents draw from popular culture to construct their identities, which includes gender identity (Wright, 2007). As a result, the information embedded in media about gender norms and stereotypes can have a significant influence on the development of gender identity during adolescence by communicating societal values and norms with respect to behavior expected from males and females. Case Study (Person Whom I Know) Samantha, who uses the nickname Sam, is a female aged 14 who is considered a tomboy by her parents and peers. She tends to dress in male clothing and engage in activities that are stereotypically male such as contact sports and playing action video games. She also watches television for two to three hours a day and frequently attends movies, usually alone. While she wears a stereotypically female hair style, it is cut relatively short. She is academically bright and intends to enter college after she completes high school. She is sexually attracted to boys her age, but conceals her feelings because she is concerned about rejection. She is socially ostracized by the females in her peer group and is often the object of negative comments about her behavior and sexuality. As a result, she has engaged in physical fights with some of her female peers. At the same time, she is not fully accepted by males in her age group as a peer because of their awareness that she is a female. Her parents encourage her to dress in more traditionally female clothing, which she resists. They also attempted to ensure that she had only the toys they deemed appropriate for a girl when she was a child. Although they continuously encourage her to be more feminine, they assume that she will eventually outgrow the behaviors they consider inappropriate for an adolescent girl. As a result, Sam does not discuss her problems with her parents because she believes it will inevitably lead to criticism of her behaviors. Literature Review Behm-Morawitz and Mastro (2008) investigated the influence of teen movies on the development of gender-based beliefs about friendships, social aggression and the roles of women in society. The research was based on Banduras social cognitive theory, which postulates that the media is a significant source for the acquisition of gender-linked knowledge. The social cognitive theory functionally uses a constructivism paradigm by suggesting that individuals cognitively create a self-identity construct based on information obtained from other social actors. In effect, a medium such as film contains information about societal expectations concerning roles and conduct for the genders and standards that individuals use for self-evaluation and the evaluation of others. The study focused on the depiction of the mean girl in teenage film, which involves a teenage female social circle dominated by a girl who is tyrannical and bullying. The social circle emphasizes a caste system, with outsiders the target of the bullying. The research examined the content of 20 teenage films using university students as coders. The findings of Behm-Morawitz and Mastro (2008) determined that female characters in the films were more likely to engage in socially aggressive behavior than male characters. In addition, females were more likely than males to be rewarded for engaging in socially aggressive behaviors. When the films depicted socially cooperative behaviors, however, no differences between the genders existed, with both genders equally rewarded for engaging in these types of behaviors. The findings supported the conclusion that exposure to these messages embedded in the film media could encourage the development of negative beliefs about the value of female friendships and poor attitudes towards women in general. The films also convey the message to adolescents that aggressive behavior is an acceptable method for achieving higher social status and other rewards. Because the article uses the social cognitive theory, it assumes that gender identity is a social construct with adolescents adopting the behaviors they perceive to be the norm based on their gender identity. It does not, however, discuss the implications for the media message for adolescents who do not accept the gender norms. The Behm-Morawitz and Mastro (2008) article has the highest priority in terms of relevance for Sam. Because Sam frequently watches movies and television, she is likely to have encountered the media construct of the mean girl. Sam may find the construct unpleasant because it depicts adolescent females as tyrannical and bullying. To some degree, this may account for her reluctance to engage in the stereotypical behaviors expected of a adolescent girl. To fully adopt the gender identity of a female would require that she participate in the social activities that involve dominance by a mean girl and bullying of other girls not within the social circle. As a result, she pursues male friendships, although these friendships may not meet her full range of needs for peer interactions. She may expect a reward from socially cooperative behavior with males in the form of peer friendships. Another aspect of Sams behavior that may be influenced by the media is physical fighting with other girls when they behave in a derogatory or demeaning manner towards her. Although she does not fully formed a stereotypical female gender identity, she is aware that she is biologically female. In the teen movies, females are rewarded for socially aggressive behavior, which sometimes includes fighting with other females. As a result, she may believe that it the use of aggression toward other females will bring a reward while the use of cooperation with males will bring a reward. Wright (2007) investigated whether adolescents with gender identity uncertainty are attracted to media depictions of individuals who do not conform to traditional gender stereotypes. This research was based on both the essentialism and constructivism paradigms. The research assumed that male-to-female transgendered individuals were biologically influenced to adopt a female gender identity. At the same time, these individuals had to develop a social construct derived from the norms and values of a subculture in which transgendered individuals were accepted. The research relied on interviews with adult transgendered individuals that had been adolescents in the 1960s. The focus of the research was the influence of a female television character in the television show The Avengers on male adolescents of the period that subsequently became trans-women. The female character in this show exhibited qualities that were considered masculine at the time by using physical strength and intelligence as well as rescuing her male partner from danger. The author noted that the role was originally intended for a man, with a woman subsequently cast in the show. Wrights (2007) findings indicated that the subjects used the female character as a role model to construct a gender identity that blended some aspects of male and female stereotypes during adolescence. The subjects of the study were biologically male and had some of the physical strength and intelligence associated with the male stereotypes of the period. The character in the television show demonstrated these male attributes, but also exhibited the stereotypically feminine attributes of attractiveness and sexuality. The findings also indicated that the video tapes of the old television show are used among modern adolescents who are male-to-female transgendered to provide a female role model that has some male attributes. This finding suggests that the attributes of the media character remain relevant for adolescents experiencing difficulty developing a gender identity. The findings also noted that the individual subjects were rejected by their parents for failing to conform to gender norms in the society, which led them to rely on media representations to develop an understanding of their position in society. The research findings imply that adolescents with gender identity conflicts search popular media to find role models that allow them to construct a gender identity that feels appropriate. It also implies that the media sometimes provides social constructs concerning gender roles and attributes that differ substantially from the stereotypical norms. The research conducted by Wright (2007) has the second highest priority of relevance for Sam because it indicates that the media contextualizes the experiences of adolescents. Sam watches an extensive amount of television and attends movies, and presumably has favorite characters or stories that she perceives as relevant for her situation. Many of the modern female media characters outside of teen movies may display non-stereotypical attributes that Sam may find relevant. By seeking out media characters or stories with female characters with blended male and female attributes, she may be validating her gender identity that is neither stereotypically male or female. From this perspective, the media has an influence on her gender identity by confirming that she need not adopt the stereotypical role and attributes of a female to obtain rewards or to be successful. Miller and Sommers (2007) investigated depiction of males and females in video games targeted to the adolescent market. The research was based on the environmentalism paradigm in which the media functions as a social influence by depicting the norms and standards expected by society. The theoretical premise was that the media representation informed adolescents about the attributes that are socially desirable for each gender, with adolescents failing to conform to the representation feeling inadequate. The research method used content analysis of video game magazines to determine the way in which the games portray male and female characters. Video games may have a more significant influence on adolescents than other types of media because of the high degree of engagement when playing the game and the repetitive nature of the activity. In effect, the adolescent player is more susceptible to influences form the embedded messages in the game content such as the appropriate behaviors of males and females. Miller and Sommers (2007) found that male figures are heroic and physically powerful in video games while females are secondary characters that are sexualized through their appearance and attire. In some games with more mature themes, the females are sex objects whose sole function is to provide an objective for the male hero to achieve. Male characters also have a wider range of skills and abilities than female characters in the games, including games in which female characters can behave as leaders or heroes. Although both adolescent males and adolescent females play video games, the industry primarily targets the male market, which may account for the general weakness of the female characters in the games. In the games analyzed in the study, male characters were five times more likely to be included in a game than female characters. The video games appear to endorse the gender stereotypes by creating an unrealistic image of masculinity and femininity, which can influence gender identity if individual adolescents do not believe they conform to the image. The research conducted by Miller and Sommers (2007) has the third priority in relevance to Sams situation. Sam plays video games, primarily with her male companions. At the same time, her parents are not fully aware of her preferences in video games and assume that she only plays games they would consider appropriate for young girls. As a result, she is likely to play games intended for male adolescents in which the male characters are heroic and skillful while the female characters are passive and sexualized. During the process of play, she receives the embedded information about the stereotypical behavior of males and females, and considers the male role as more attractive than the female role. The play of the video game may influence her to adopt a male role in the game, which reinforces her gender identity ambivalence. Vasey and Bartlett (2007) conducted research among Samoans to determine whether the criteria for GID was valid in non-Western societies. Samoan culture has a high degree of social tolerance for feminine males known as faafafine. The purpose of the research was to determine whether the identification with the opposite biological sex and engaging in behaviors associated with the opposite sex inherently cause psychological distress. The research was based on an environmentalism perspective in which social influences contribute to the formation of gender identity by either encouraging or discouraging the behaviors that the society deems appropriate or inappropriate for the gender of the individual. The methodology used by Vasey and Bartlett (2007)involved interviewing adult faafafine to determine if they experienced cross-gender identification in childhood and adolescence, and if they experienced distress because of their gender identification. The findings indicated that the subjects did not experience distress concerning their gender identity because their more feminine attributes were considered acceptable in Samoan society. The findings also determined that parents did not discourage the subjects from adopting the gender identity of the faafafine, and therefore were not a source of psychological distress because of the failure of the individual to meet parental expectations of appropriate behavior based on biological sex. The findings also suggested that the Samoan culture considered females more nurturing and males more protective, which may be cross-cultural gender attributes. The conclusions reached by the authors was that the GID diagnosis should be removed from the DSM-IV because the psychological distress related to gender identity is created by the societal norms and expectations in Western culture and is not inherent to gender identity. While the article examined social influences leading to psychological distress, it did not explore the reasons why the faafafine males identified with the female gender. The Vasey and Bartlett (2007) article has the third highest priority for Sams situation. The findings and conclusion of the article suggest that the individual selects a gender identity with the degree of distress resulting from the selection dependent on the gender norms and stereotypes of the society. Sam is experiencing some psychological distress because of her gender identity that has attributes associated with both males and females in Western society. She has difficulty forming friendships with males and females in her peer group. Although the distress does not appear to be affecting her academic achievement, it appears to be interfering with her social development. Her parents express disapproval of her behavior and attire based on their concepts of behavior and attire appropriate for the female gender. The parents, however, have not been effective in influencing Sam to adopt the stereotypical behavior associated with a young female. This suggests that factors other parental role modeling and influences affect the development of gender identity among adolescents. Conclusion The research provides support for accepting the first hypothesis of the study in its alternative form: Some variations about the conception of sexuality and gender identity are culturally specific. Vesey and Bartlett (2007) determined that the concept of the feminine male is more socially acceptable in Samoan culture than in Western cultures. In addition, psychological distress created by gender identity that differs from norms is not considered a disorder in Samoan culture. This suggests that aspects of the concepts about sexuality and gender are culturally specific constructs that can vary significant in different societies. The research provides some support for accepting the second hypothesis of the study in its alternative form: Parents influence the development of gender identity through the way they allow children to participate in gender-specific play and the toys they permit the children to use in play. The research conducted by Behm-Morawitz and Mastro (2008) as well as Miller and Sommers (2007) suggests that parents cannot fully control the media selection choices of their children. The inability to control play is particularly apparent in adolescence when the child has greater autonomy in the selection of media and video games, which are analogous to toys. The findings provide support for accepting the third hypothesis of the study in its alternative form: Media has the greatest influence in the transmission of information about social norms related to gender to the individual. The findings of Behm-Morawitz and Mastro (2008), Miller and Sommers (2007), and Wright (2007) indicate that media has a significant influence on the formation of gender identity among adolescents. Media conveys information about gender stereotypes and the norm expectation of society, which adolescents compare to their actual experience. Media also has a significant influence on adolescents because they are significant consumers of media products and have not yet developed the ability to discriminate among different types of media messages. As a result, media plays a substantial role in the development of gender identity in adolescence. Bibliography Behm-Morawitz, E. Mastro, D. E. (2008). Mean girls? The influence of gender portrayals in teen movies on emerging adults gender-based attitudes and beliefs. Journalism and Mass Communications Quarterly, 85(1), 131-146. The research discussed in this article used a social cognitive theory framework to examine the effect of gender portrayals in teen movies on beliefs among adolescents about friendships, aggression, and the role of women in society. The findings of the study indicated that the content of the films has a significant influence on the beliefs of adolescents about the societal norms associated with gender. The findings also indicated that the films depicted women as achieving success in the female social world only through the use of duplicitous methods. If female adolescents form their social constructs about feminine behavior from teen movies, they are more likely to engage in aggressive social behavior. Miller, M. Sommers, A. (2007). Gender differences in video game characters roles, appearances and attire as portrayed in video game magazines. Sex Roles, 57, 733-742. This article describes research by the authors investigating the portrayal of male and female roles in video game magazines, which are a significant social influence on adolescents. The research adopted an environmentalism perspective by assuming that media is a significant influence on adolescents in developmental processes by communicating the societal expectations of gender roles. In the video game context, males were heroes, physically powerful and capable of using weapons. In contrast, females were secondary characters that were sexual yet innocent, and were portrayed as wearing more revealing clothing. Wright, R. (2007). Learning empowerment, resistance and female identity development from popular television: Trans-women tell stories of trans-formation. In Servage, L. Fenwick, T. (Eds. ) Learning in community: Proceedings of the joint international conference of the Adult Education Research Conference. Halifax: Mount Saint Vincent University. This article adopts a constructivist perspective for research examining the use of a female character in a television show as a role model by male-to-female transgendered individuals. The television show aired when the individuals were adolescents, with the female character blending stereotypical male and female attributes. Although the television show was aired forty years ago, it continues to be viewed by male adolescents with gender identity issues. Vasey, P. L. Bartlett, N. H. (2007). What can the Samoan Faafafine teach us about the Western concept of gender identity disorder in childhood? Perspectives in biology and Medicine, 50(4), 481-490. This article adopted a constructivism perspective for an investigation of whether the DSM-IV gender identity disorder in childhood constitutes a mental disorder when the criteria are applied to individuals in non-Western cultures. The research investigated the high degree of social tolerance towards feminine males in Samoan culture known as faafafine. The findings of the research indicated that gender-atypical identity and behavior do not inherently lead to distress when controlling for societal intolerance toward these individuals. The findings also indicated that parental discouragement of gender atypical behaviors increases the distress of the individual because of the conflict it creates between the individuals inclinations and the expectations of parents.

5 Number Problems

5 Number Problems 5 Number Problems 5 Number Problems By Mark Nichol 1. Number Collisions In the sentence â€Å"The day the slain woman was to turn 28, 3,000 gathered at a church to recall her life,† the proximity of her age (assuming it is styled numerically rather than spelled out) and the number of mourners confuses the eye. Readers may assume, before they comprehend the sense of the sentence, that the comma after her age and the following letter space are erroneous and that the digits belong in one figure. If the numerical style for the age is correct, revise the sentence to read, â€Å"The day the slain woman was to turn 28, several thousand people gathered at a church to recall her life.† (This distraction can also occur when a year, a room or building number, or any other numerical designation precedes a figure.) 2. Number Ranges Do not use the word from preceding a number range in which a dash (or, in this case, as employed often in newspapers and online, a hyphen) appears: â€Å"The Korean War lasted from 1950-1953† should read â€Å"The Korean War lasted from 1950 to 1953† or â€Å"The Korean War lasted 1950-1953.† â€Å"The class will be held from 7-10 p.m.† is correctly expressed â€Å"The class will be held from 7 p.m. to 10 p.m.† (the first p.m. may be elided) or â€Å"The class will be held 7-10 p.m.† 3. Number Names When you employ specialized terms that include combinations of numbers or numbers and letters, be sure you’re typing them correctly. The term in â€Å"It’s safe to open your 401K statement again† is correctly rendered 401(k). The designation for a certain nonprofit corporation sometimes incorrectly styled 501c3 or 501(c)3 should appear as 501(c)(3). 4. Numbers with Hyphenation I’ve written about hyperhyphenation and hypohyphenation before (search this site for â€Å"hyphens† for more posts on the topic), but these twin troubles persist, so I will, too: Pay attention when using hyphens in phrases involving numbers. No hyphens are necessary in â€Å"The electrified fence is 10-feet-high,† because â€Å"10 feet high† is a simple description, not an adjectival phrase describing a noun that follows immediately (â€Å"10-foot-high electrified fence† is correct). One of those extra hyphens can be donated to the phrase â€Å"21-year old world record,† which refers not to an old world record consisting of 21 years (is that â€Å"old world,† as in â€Å"old-world charm†?), but to a world record that is 21 years old. 5. Numbers and Currency Take care when making references to money: Redundant references such as â€Å"The fine was set at $5 million dollars† or â€Å"I found $100 bucks in an old shoe box† are common. Be consistent in one article or book about whether you use currency symbols or spell the terms out; the determination should be based on the level of formality (currency terms are usually spelled out in more formal writing) weighed against the frequency of occurrence (numerous and/or technical references to money are best presented with symbols). Keep in mind, too, that use of the dollar sign is ubiquitous, but the cent sign is rare, so if reference is made separately to dollars and cents, it’s best to spell out both terms: â€Å"In 1960, the candy bar cost 5 cents; by the beginning of the twenty-first century, it sold for a dollar.† Also, avoid using numerals for orders of magnitude. The figure in â€Å"The binary star is more than 57,000,000,000,000 miles from Earth† is difficult to read, as is the total in â€Å"The budget was 5,666,943,643 dollars.† In the first example, use the term of magnitude: â€Å"The binary star is more than 57 trillion miles from Earth.† Use the same approach for the monetary figure, which is unnecessarily precise; multidigit references to currency are often rounded off at two decimals past the degree of magnitude. â€Å"The budget was 5.66 billion dollars.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†50 Idioms About Fruits and Vegetables20 Ways to Cry