Societal And Cultural Norms Of Sexualities Sociology Essay

Societal And Cultural Norms Of Sexualities Sociology Essay Sexuality is believed to be shaped by social and cultural norms; however, it is also recognized that sexuality is shaped by other social differences such as gender, race/ethnicity and class. In general, norms are identified as social rules and expectations which guide individual or group behavior. Many cultures reflect their social norms on sexuality by identifying what is considered as normal and acceptable sexual behavior within society. According to Costa and Wood (2005, p9) sexuality is an integral part of the human experience with physical, emotional, intellectual, social and spiritual dimensions. While deeply personal, sexuality occurs within specific social, economic, cultural, political and religious contexts. These contexts, in turn, strongly shape an individuals sexual experience through possibilities and limitations, as well as structuring their social outcome. In order to understand sexuality and how it is shaped, we must identify other forms of social and cultural contex ts in which it is constituted. This essay will illustrate sexuality through social and cultural norms. I will discuss the impact of socially constructed sexuality, which is ultimately shaped by certain forms of social differences. In saying so, the endeavour over sexuality is deeply significant, as it not only demonstrates how societies behave towards one another, but how societies are able to maintain acceptance to coexist. The function of norms is to coordinate the expectations in individual interactions; as norms impose consistency of behavior within a given social group, but often vary substantially among groups (Durlauf Bloom 2008). In saying so, all human sexuality is socially constructed though a wider spectrum; shaped by social differences in gender, class structure and specific historical stipulations. Most cultures contain social norms with regard to sexuality. Particular guidelines are put forward to be followed and obeyed in order to be socially accepted. Abiding by social norms, maintains an individuals acceptance within a group; alternatively, ignoring the social norm puts an individual at risk by becoming unaccepted or in extreme situations even becoming a social outcast. For instance, it is suggested that sexual acts are ranked hierarchically. The positive social norm is identified as a heterosexual marriage, which ultimately ranks at number one on the top of the hierarchy. Consequently, masturbation, homosexuality, adultery and other sexualities that deviate from societal norms are ranked closer to the bottom, with very little or no tolerance at all. One approach that focuses primarily on the sociology of sexuality is sexual scripts. Flood (2010) states that sexual scripts are guidelines that help define who, where, when and why individuals have sex. They are social rules, regulations and roles which guide appropriate and acceptable sexual behaviour. Sexual scripts come from various sources such as; family, peers, media and institutions. Kornblum (2008, p203) suggests that the concept of sexual script is a metaphor that helps explain differences between sexual expectations and actual sexual conduct. Research has indicated that most people have not memorized actual scripts to guide their sexual activity, but they do have definite ideas about sexual conduct that influence the way they sexually behave. The concept of sexual scripts emphasizes the social and cultural influences on sexual behaviour and this is seen more influential as opposed to the biological and natural framework of sexuality. Another form of representation shaped by society is gendered constructions of sexuality. The development of sexuality is reflected by gender. Gender differences in sexual behaviour are often included in gender identities and roles, sexual orientation, eroticism, pleasure and intimacy. Sexuality is generally constructed through, fantasies, and desires, beliefs, attitudes, values, behaviours, practices, roles and relationships. The modern ideology of sexuality is that lust is the province of men and purity that of a woman. Flood (2010) illustrates several examples regarding gendered scripts for sexual relations as; male sexuality is seen as uncontrollable, sex is organized around mens pleasure, women are objects rather than subjects of sexuality, women as the gatekeepers and the guardians of sexual safety and health, and sexual double standard and the policing of female sexual reputation. Parker and Aggleton (p,170) express the socially constructed assumption that even pornography and pervasions have been considered part of a male domain. It is apparent that gender differences and inequalities exist; ideologies have claimed that women as opposed to men should be pure prior to marriage. Ilkkaracan and Jolly (2007) argue the norms around sexuality and what is considered acceptable according to context. They suggest that in many cultures there is a huge pressure to be married and sometimes forced to an early marriage. Other kinds of sexual behavior such as lesbian, gay, bisexual and transgender are discouraged by social stigma with legal penalties made apparent. A commonly shared ideology is to be a proper man or proper woman and to conform to gender stereotypes and express desires for or have relations only with people of the opposite sex. In the early eighteenth century distinctive minorities emerged and were labeled as homosexuals. However, society emerged and opposed their sexuality, and drew the line with social norms. This was perceived as a taboo to traditional masculine behaviour. Men are generally assumed to have greater access than women to the pleasures of sexuality. This is socially constructed though ideological perspectives that men; are risk takers, insensitive, sexually sinful, have a high sex drive and sexually experienced. On the other hand, the gendered constructions of womens sexuality represent them as innocent, sensitive, slut or frigid, responsible with regard to pregnancy and STIs, passive in sex, seduced and ignorant (Flood 2010). Although apparent social and cultural norms create gender differences in sexual behavior, it is believed that womens sexual experience is coming closer to mens. This is due to the sexual revolution and womens movements (Flood 2010). However the gender inequalities continue to be present, with men in contrast to women having more pleasurable sex. Further closely related to this concept is the theory of the sexual double standard. Although it is recognized that the primary principle is that all people, regardless of th eir gender, class, age, religion, marital status and race/ethnicity have the right to decide on their sexuality. The term double standard is a set of principles or provisions, generally situated to social norms and is perceived as either acceptable or unacceptable. Kornblum (p,406) describes sexual double standard as the belief that women must adhere to a different more restrictive social or moral code than that applied to men. The sociological view on double standards is shown to suggest that sexuality is divides women in to good if they are wives and virgins, and bad if they are sexually active and prostitutes (Randall Waylen p,86).However mens sexual behavior is free of social constraint. Flood (2010) describes two standards of sexual behaviour, one for men and one for women, associated with having sex and various sexual partners. Additionally, womens sexual behavior is socially policed and highly controlled in comparison to mens. Further, women who are sexually active are believed to be sluts as opposed to men who are known as studs. Consequently, sexual reputations are socially controlled ; this can be to an individuals advantage or disadvantage, depending on the gratification of the social norms.

Parental Involvement in Education Essay -- Parent Involvement in Educat

Parental involvement in education is a vital essential for creating a cooperative environment for the student to thrive and succeed in. When a student knows that he or she is receiving support both inside and outside the school, the chances of that child becoming responsible for and active in their education are more likely. I know that there can be difficulties including parents for many reasons. Such parents may be too busy, uninterested or just feel helpless. However, as an educator, I will still have an obligation to reach out to these parents and assist them.   Ã‚  Ã‚  Ã‚  Ã‚  It is important to start the year off making parental involvement a top priority. Establishing clear and open lines with the parent early in the year lays the foundation for successful communications later. This can be done in many different ways, such as with a phone call, an email, or a letter mailed or sent home via the students. When the first instance of communication is positive, it will aid in setting a positive tone for parental involvement throughout the whole school year.   Ã‚  Ã‚  Ã‚  Ã‚  After the initial contact, communication should remain constant. Also, remember that if all of the communication is about solving problems, the parent may feel attacked. Therefore, all communication should reflect concerns as well as successes and accomplishments regarding the child. Dialogue between the parent and teacher should be cooperative, helpful, and meaningful. Both p...

Critical Reading and Writing in the Humanities Essay

1. Reflective Essay (Diagnostic) Describe briefly your experiences with writing at the pre-university level. Discuss how any factor or an individual has influenced your approach and/or attitude to writing. Explain your expectations of this course. (300 words) 2. Essay Outline and Annotated Bibliography-20% Annotated Bibliography Compiling a list of annotated references will help you to become familiar with a variety of perspectives on your chosen topic so that you can begin to formulate or strengthen your view about it. Based on information gathered from the library session as well as from class readings and discussions on critical thinking, you will summarise each source’s content and critically evaluate its relevance to your documented essay in no more than 150 words per source. NB. Only four sources are required for this activity. Each of the entries in this single-spaced document will consist of the following three sections: The publication details of the source in M.L.A or A.P.A. format. Paragraph 1 -a succinct summary of the main ideas and supporting points of the source, an explanation of the author’s purpose and a description of the intended audience Paragraph 2 – short discussion of the author’s credibility of the relevance of the source to your topic. 3. The Response Paper -20% The response paper requires students to summarise, explore and critically analyse a written text. This allows for the communication of the students’ perspective on the author’s ideas. 4. The Documented Essay-30% The research and writing processes in which you will engage as you prepare this assignment are outlined on the seminar schedule. Before writing your first draft, you will select a theme/topic that is relevant to your discipline; generate ideas on it; narrow it to a researchable theme/topic that can be reasonably explored in a 1000-word essay for a general academic audience; prepare a short proposal; research the topic and make relevant notes; write an annotated bibliography which evaluates your source materials and prepare your essay outline (with sources included). You are required to show evidence of at least four (4) scholarly/reputable/credible sources which must include at least one journal article and a book. Only one newspaper article (not news item) is allowed. 5. Collaborative Project/Group Presentation- 10% Students will work in groups to present research or analysis of a theme from their discipline. Works of art, songs, poetry, films and written text may be used. 6. Final Reflective Essay -20% Instructions will be given in seminar. FOUN 1012 SEMINAR SCHEDULE for SEMESTER I (2013-2014) LECTURES are given weekly on Wednesdays 12:00-1:00 and 5:00-6:00pm in N1. SEMINAR NUMBER LECTURE TOPICS CURRENT WEEK’S SEMINAR ACTIVITIES PREPARATION and ASSIGNMENTS for NEXT SEMINAR Sept..2 – 6 Critical Reading and Writing in the Humanities and You 1. Enrolment confirmation. 2. Discuss course aims and objectives, teaching structure, assignment and grading schedule, and special requirements for academic reading and writing. 3. Students and tutors share on literacy 4. Discussion of reflective essay Choose and attend a Library OPAC session. Visit the Foun1012 website at http://ourvle.mona.uwi.edu and Watch Shaped by Writing and E-literate (before Week 3). Browse the resources and download the course outline Read chapter 11 of Wadsworth and write a definition of the humanities. Sept 9-13 Researching for Academic Writing The Writing Process Submit the reflective essay. 1.Discussion of features of writing in the humanities 2. Discussion of The Right to Write 3. Brainstorming of documented essay topics and explanation of the proposal ESSAY TOPICS/THEMES: a. Enslavement b. Language and Culture c. Media and Professionalism d. Technology and the Arts Read chapter one of Wadsworth. Revise the reflective essay after feedback and upload to Turnitin. Record the similarity index. Peruse samples of the proposal on OurVLE. Write and submit proposal. Guide questions for your proposal: 1. What are my broad and narrowed topics? 2. How is my narrowed topic related to a sub-discipline in the humanities? 3. What do I already know about this topic? 4. What am I interested in finding out OR sharing with a general academic audience about this narrowed topic? 5. How will I go about gathering additional data on this topic? Sept. 16 – 20 [Deadline for all students to register with TURNITIN.] Communicating in the Academy- Rhetorical Contexts Submit the proposal at the beginning of seminar and collect at the end. [Go to the Main Library for your seminar.] 1. Practise locating information from a variety of sources. 2. Discuss shaping your writing and evaluating sources 3. Visit this website and attempt the multiple choice activity on evaluating sources: http://www.lib.calpoly.edu/infocomp/modules/05_evaluate/index.html. 4. Browse this website for tips on critical thinking: www.library.cornell.edu/olinuris/ref/webcrit.html Visit the â€Å"Foun1012 website at http://ourvle.mona.uwi.edu read and download Critical Reading 1. Manage YOUR Sources: Locate TWO source materials for your Documented Essay- a journal article and book chapter. In addition to taking notes on NOTE CARDS, summarise each source material in a few sentences and record the publication details. Sept. 23 – 27 [Deadline for students with special English language needs to start self-help exercises in the â€Å"Grammar & Mechanics† folder on OurVLE or in the recommended texts.] Critical Thinking and Reading 1. Introduction to Rhetorical analysis- Critical Reading 1 2. Summary writing Elect a class representative Annotate one of your sources and consult your tutor for feedback. Ensure that you have uploaded your reflective Essay to Turnitin. Peruse the model (sentence) outlines on Ourvle, and chapter 2 of Bazerman: The Informed Writer. Sept. 30-Oct.4 Language and Communication 1 1. Summary Writing contd. 2. Writing Workshop: a. Thesis statements and the Introduction b. Writing the formal Outline Read chapter 6 of Wadsworth and prepare your formal outline and your annotated bibliography for submission at the beginning of next week’s seminar. Upload it as a single file to Turnitin. Reminder: All hard copies of the assignment are to be submitted within the first 20 minutes of the seminar Read and download Critical Reading 2 on OurVLE as directed. Oct. 7 – 11 Language and Communication 2 Submit your Outline and Annotated Bibliography along with your accountability statement and rubric. 1.Critical Analysis 2. Response Writing Prepare for the Mid semester exam. Oct. 14 – 18 Students should NOT change Documented Essay topics after this week. Ethics and Academic Writing Critical Analysis contd. a. Organising Principles b. Paragraph Development Mid Semester Exam- One sitting Manage YOUR Sources: Locate TWO more source materials for your Documented Essay In addition to taking notes on NOTE CARDS, summarise each source material in a few sentences and record the publication details. √ Give your tutor, in writing, your group presentation topic (see Week 11), thesis, names of group members and group leader’s name. Oct. 21 – 25 **October 21 is a public holiday. Please attend another seminar during this week if your class is on a Monday.] Working With Sources 1 Class discussion and presentations on The functions of language Caribbean language varieties Language and social status Type and upload your essay draft and references to Turnitin. Record the similarity index, read the report and complete your self -review. Revise the draft based on your self- review and Turnitin report. Bring the revised draft to the next seminar. Visit the OurVLE course website and download and read â€Å"Peer Critique Checklist† & â€Å"Peer Critique Model†. Bring the Peer Critique Checklist to the next seminar. Do not lose your documented essay draft and the accompanying materials! You will need them for final submission of the essay. Oct. 28 – Nov. 1 Working with Sources 2 Using the â€Å"Peer Critique Checklist† as your guide, participate in the IN-CLASS peer critiquing session by allowing TWO of your peers to read and discuss your essay. Afterwards, ONE of your peers will WRITE a critique of your essay draft. Attach the critique and your self- review to your essay draft. Continue revising your documented essay draft based on feedback from your peers and tutor. Bring a copy of your single-spaced revised essay to the next seminar. Nov. 4-8 Revising and Editing 1. Framing/ integration of sources 2. Corresponding reference entry/ies. 3. Style of writing Prepare to submit your double-spaced documented essay for grading (along with your first draft, self-review, peer comments, and accountability statement at the start of your seminar in Week 11 (30%). Reminder: All hard copies of the assignment are to be submitted within the first 20 minutes of the seminar in Week 11. Download â€Å"Group Presentation Guidelines† from the course website and bring it to the next seminar. Nov. 11-15 [Tutors to reserve multimedia equipment for groups] Reflective Writing SUBMIT the hard copy of the final draft of your Documented Essay (30%) along with your draft, self-review, peer comments and accountability statement. Planning for Collaborative Project/ Group Presentations & Performances. Visit the OurVLE course website and read text on reflective writing to prepare for writing the final reflection. Topic for Collaborative Project : Issues in your Discipline Caribbean Realities Nov. 18 – 22 Oral Presentations Discussion on Reflective writing Drafting the Final Reflection Prepare to give the script for your group’s presentation and your assessment of your group members to your tutor at the start of the seminar. All presenters are to be in place within the first 10 minutes of the seminar. Revise your Reflection for submission next class. Upload To Turnitin. Nov. 25 – 29 No LECTURE Collaborative Project/Group Presentations & Performances (10%) Give the script for your group’s presentation and your assessment of your group members to your tutor at the start of the seminar. Submit your Final Reflection and accountability statement. END OF COURSE

Free Essays on Japanese Business Etiquette

Boye De Mente’s article â€Å"Japanese Etiquette and Ethics in Business† states how the business world of Japan is and also gives some comparison between Japanese and Western business rituals. Some of the things that Mente describes are the hiring systems, the role that women play in the business world, the role of employees, and the role that entertainment plays in the business industry. Mente concludes his article by giving some examples of what the western should and should not do when conducting business in Japan. I did not expect some of the things that I learned about the Japanese business industry. I had always assumed that the Japanese would have a very formal business world, because I was taught that they had a very formal educational system. I did not expect so much of the business industry to be based on relationships. I was also a bit surprised by the openness of some of the entertainment customs, like that of the offering of a young women to a business associate. Also the role that alcohol plays surprised me. I found it interesting that it is looked down upon in Japan if one does not drink oneself to a drunken state, because in most Western business industries, it is looked down upon to drink oneself to drunkenness at a business event. It was these social aspects of the Japanese business world that surprised me the most. I found it very interesting to learn about the company system of shu-shin koyo. I had never heard of a company hiring an employee for â€Å"lifetime employment.† Part of me thinks that this way of hiring employees is not very fair. If in order to obtain a job, you must be hired right out of school, what happens to those that did not do so well earlier in life, but eventually realized their ability? When I think about what I have learned about the Japanese culture, I have heard that in Japan most do not â€Å"go back to school† later in life, so this system of â€Å"hiring for life† definitely ... Free Essays on Japanese Business Etiquette Free Essays on Japanese Business Etiquette Boye De Mente’s article â€Å"Japanese Etiquette and Ethics in Business† states how the business world of Japan is and also gives some comparison between Japanese and Western business rituals. Some of the things that Mente describes are the hiring systems, the role that women play in the business world, the role of employees, and the role that entertainment plays in the business industry. Mente concludes his article by giving some examples of what the western should and should not do when conducting business in Japan. I did not expect some of the things that I learned about the Japanese business industry. I had always assumed that the Japanese would have a very formal business world, because I was taught that they had a very formal educational system. I did not expect so much of the business industry to be based on relationships. I was also a bit surprised by the openness of some of the entertainment customs, like that of the offering of a young women to a business associate. Also the role that alcohol plays surprised me. I found it interesting that it is looked down upon in Japan if one does not drink oneself to a drunken state, because in most Western business industries, it is looked down upon to drink oneself to drunkenness at a business event. It was these social aspects of the Japanese business world that surprised me the most. I found it very interesting to learn about the company system of shu-shin koyo. I had never heard of a company hiring an employee for â€Å"lifetime employment.† Part of me thinks that this way of hiring employees is not very fair. If in order to obtain a job, you must be hired right out of school, what happens to those that did not do so well earlier in life, but eventually realized their ability? When I think about what I have learned about the Japanese culture, I have heard that in Japan most do not â€Å"go back to school† later in life, so this system of â€Å"hiring for life† definitely ...

261 Intro to Am Literature since 1945 Professor Ramos Blog

261 Intro to Am Literature since 1945 Intro to American Literature since 1945 Intro to American Literature since 1945 1069 – 1086 Intro New Readers, New Writers, New Heroes Literature and American Media Experiment and Play in Twentieth- and Twenty-First-Century Literature Literature Now Modernism vs Postmodernism Modernism Postmodernism Difference between Modernism and Postmodernism

Marketing Strategy for new Cereal Essay Example | Topics and Well Written Essays - 2000 words

Marketing Strategy for new Cereal - Essay Example Also, having regard to the virtual dominance of the breakfast cereals market by five major companies, attention is focussed on special characteristics of the product which could ensure some market penetration. New Product 3 Manufacture and Marketing of a New Breakfast Cereal in Australia Introduction The product is a new breakfast cereal called â€Å"GoodHealth†, and it differs from those already on the market in two important respects: its ability to remain crisp for longer when milk is added, and its lower salt content (Oakenfull, 2009). The product will be manufactured to complement the existing range of food products already produced by â€Å"PolyFoods†, a small company founded in 2001 and located in the outskirts of Canberra. The first intention is to market GoodHealth throughout Australia, and then to expand into the global marketplace. In order to achieve this aim attention will be given to exploiting modern marketing theories as they apply to the appropriate mac ro-environment outside the organisation. The application of marketing theory The aim of marketing is to sell the product and over the years a number of theories have been developed to identify the factors which are necessary for the construction and implementation of an effective marketing strategy. ... y of Marketing† that the central feature is the ‘Transaction of buying and selling’ based on the perceived ‘value’ of the product by the buyer. This perception, which is underpinned by ‘brand image’ is subject to such fluctuations as needs, financial situation, experience and taste. Linn (2010) offers a dual model of the process ‘Price Asked < Perceived Value’ and states that â€Å"The condition for the transaction being performed is, in principle, that the buyer values the product to equal or New Product 4 more than the price asked† (Linn, 2010). It is now appropriate to consider the six main macro-environments which will affect the target market for the product and consequently hte company’s product strategy. Analysis of the macro-environment Demographic In the late 1990s 49% of Americans ate cereals at breakfast – almost 20% more than any other product or combination (Topher, 1997). Statistics gathered in Australia at about the same time (AUSSTATS, 1999) found that over 65% of the population ate cereals daily, although there was no clear breakdown into easily identifiable products. However, the figures showed that children in the age range 2-15 years consumed more breakfast cereals – as did adults over 45 years – than the age group 16-44 years. These trends indicated some marketing target areas. Firstly the adolescent group, and the over 65s who generally preferred ‘something warming’ such as porridge. For the former it is essential to stress that breakfast cereals are not just nourishing but ‘cool’ and for the latter it is important to stress that the added vitamins and nutritional properties of breakfast cereals, and â€Å"GoodHealth† in particular can contribute to wellbeing and delay the onset of various diseases such as cancer of

Outlook of Gulf Politics Essay Example | Topics and Well Written Essays - 250 words

Outlook of Gulf Politics - Essay Example Essentially, politics in the Gulf basin are sectarian-based. The division between the Shia and the Sunni, though emerging from the historical issues has been used by the powerful monarchs in the Gulf basin to further regional and self-interest. The Persian Gulf faces a number of challenges that might bring intense conflicts in the region. Religious extremism is a serious issue that has emerged as a potential area of conflict. The emergence of the Islamic state and the demanding ideological goal furthered by the group have brought into focus on the vulnerability of the Persian Gulf4. The Islamic state has been accused of massive atrocities, including terrorism, genocide and human rights violations. Balance of power is another area that may bring about conflicts in the Persian Gulf. The urge by different sects wanting to wield power and have control of the region is a potential issue of conflict, and though the struggle has been witnessed over the years5. Kristian, Coates Ulrichsen. Internal and External Security in the Arab, Gulf States. 2009. Available at: