Gender Stereotypes And Gender Roles - 1246 Words

Gender roles are defined as the â€Å"widely accepted societal expectations about how males and females should behave† (Rathus, 2010). From gender roles, we, the people of society, are able to determine whether someone identifies as a male or a female. Both biological and social factors tend to determine what gender roles a person takes on. However, there are also gender stereotypes, which are â€Å"the fixed and oversimplified beliefs about the ways in which men and women ought to behave† (Rathus, 2010). Often times, gender stereotypes are related back to the traditional beliefs of when women were responsible for staying home and being the caregivers and men were responsible for going out to work and bringing home the food, supplies, and money that the family needed (Rathus, 2010). There are four main differences between the genders: physical, cognitive, personality, and behaviors. Physical differences are the most obvious differences between genders. Those differences come from the primary and secondary sex characteristics. The primary sex characteristics of females are their ovaries and males have testes. As far as secondary sex characteristics, females tend to have wider hips and smaller bodies and males tend to have more facial hair and deeper voices. Some cognitive differences between males and females are that males are often more superior in visual-spatial abilities used in math, science, and map reading, and females are often more superior at writing, reading, and foreignShow MoreRelatedGender Stereotypes And Gender Roles Essay1415 Words   |  6 PagesRoles are often assigned to boys and girls in accordance with the sex assigned at birth. We refer to these as gender roles. Gender roles begin to be imposed as early as birth. The nursery in the hospital assigns either a blue name plate for a boy or a pink name plate for a girl. These roles are continuously reinforced by family. Children learn at an early age that boys and girls are different. Children observe gender roles and in many cases these roles are eventually accepted as an unquestionableRead MoreGender Stereotypes And Gender Roles954 Words   |  4 Pages Gender can be a hot topic within cultures; a male or female does not want to be told that they can or cannot do something based on their gender. Every culture views gender roles differently, and some cultures are more serious about gender than others. Many times, male and female actions are determined by what a person has been taught is right; furthermore, gender roles are a set of societal norms that are the behaviors that a sex is generally known to do and what is considered accepted of a personRead MoreGender Roles And Gender Stereotypes Essay1449 Words   |  6 PagesProspectus: Gender roles and gender stereotypes in advertising My position: I believe advertisements that reinforce female gender roles and stereotypes are damaging to society. 2. Non-favorable Incidents: The examination of the â€Å"Victoria’s Secret† ad for a line of undergarments labeled â€Å"The Showstopper.† The headline is â€Å"Show nothing but your shape,† and the image is a thin woman with big breasts staring seductively. The image clearly sets a tone that this is what is a stand of ideal beauty. AndRead MoreGender Stereotypes And Gender Roles1261 Words   |  6 Pagesbeen expected to act a certain way depending on their sex. These societal expectations are called gender roles. (Rathus, 2010, p.447). These roles begin to develop even before a child is even out of the womb. A mother may decorate their nursery pink if they are having a daughter because â€Å"girls like pink,† and â€Å"boys like blue.† Gender roles should not be confused with gender stereotypes. A gender stereotype is a narrow way of thinking about how men and woman are obligated to behave. For example, men haveRead MoreGender Stereotypes And Gender Roles1241 Words   |  5 PagesWe will never be able to control how gender stereotypes are formed. Gender roles were naturally created as a result of human evolution and the different modes of living that were adopted by humans. Humans, however remain the driving force behind reinforcing gender roles and stereotypes with different mediums. Such as television, art, and writing. In order to understand how gender is portrayed in contemporary American comedy this paper will analyze the characters from the television show, It’s AlwaysRead MoreGender Roles And Gender Stereotypes1102 Words   |  5 PagesDefined Gender Roles Creating a Lack of Reality in Children’s Literature Distinction is a concept that is learned at a very young age. It is used as a tool to distinguish between race, religion, language, age and especially gender. Where certain topics regarding race and religion may be considered more taboo, the definition of gender is always open for discussion but it is not always depicted in all forms of the word. Children can feel isolated if they cannot relate to individuals they look up toRead MoreGender Stereotypes And Gender Roles1845 Words   |  8 PagesTimes have changed; gender roles are no longer clearly defined Traditionally, gender has been defined as the state of being male or female but, recently society has begun to understand that gender is not the biological sex that you were born with but how you identify and express yourself. A persons gender can be male, female, neither, both or something completely different. People tend to see gender as black or white, or a box you can tick but gender does not have to conform to what our modern societyRead MoreGender Stereotypes And Gender Roles1389 Words   |  6 PagesGender roles are set of societal norms dictating the types of behavior which are genrally considered acceptable , appropriate for people based on their actual or perceived sex or sexuality. Gender roles are also determined by the prevailing cultural norms. The attitudes and expectations surrounding gender roles are not typically based on any inherent or natural gender differences, but on gender stereotypes, or oversimplified notions about the attitudes, traits, and behavior patte rns of males andRead MoreGender Stereotypes And Gender Roles1076 Words   |  5 PagesGender stereotypes and gender roles are a largely contested issue in the modern world. Countries around the world have very different gender norms, though there are some recurrent patterns between many cultures. For most recurrent patterns there is a culture who does not abide by those gender norms. There is typically many good reasons for each recurrent pattern that makes sense from an evolutionary standpoint. There is also a significant difference in the way men and women are treated. This is causedRead MoreGender Stereotypes And Gender Roles Essay2036 Words   |  9 Pagesalong the development of gender stereotypes and gender roles that have an impact on how children come to understand their own gender identity. Environmental factors such as peers, the media, and even parents perpetuate stereotypes through their own actions. Children come to understand gender during development through experie nces that are shaped by their environment and perpetuated by their culture, which ultimately encourages gender stereotypes and conformity to gender roles. Children are born into

Mannerist Portraits of the 16th Century Free Essays

The sixteenth century was a period of intense political and military. The 1500s were also a period of religious change. The Italian painter Parmigianino was a pioneer of the mannerist style, which his work shows an essentially decorative emphasis and accomplished smoothness. We will write a custom essay sample on Mannerist Portraits of the 16th Century or any similar topic only for you Order Now They had a nickname for Parmigianino which was â€Å"little man from Parma†. At the age of 19 Parmigianino was commission to frescoes for the Parma Cathedral. Now the painting that I’ve chose from the Mannerist portraits of the 16th is Parmigianino’s Madonna and child with Angels, which is also Madonna of the Long Neck. Now the reason they call it Madonna of the long Neck is because how long her neck is in the painting. The Madonna, in particular, has an elongated neck and tilted head. Her movement flows into the spatial twist of the torso and legs, Mary dress, in contrast to the usual blue and red. Parmigianino’s painting exemplifies the elongation that the Mannerists gave their figures. They made the stretching the human body in some ways the Mannerist artists seemed to be ahead of everyone else. This is one of the most popular subjects in Christian art. It has been painted by hundreds of painters over the centuries to be placed in a church or chapel as an altarpiece. Some of the effects that are in the picture is the faces are more realistic and not idealized. The baby Jesus is less of a small man and more like a child. An attempt at creating depth has been attempted to place two background angels and through the use of linear perspective in the throne. Modeling is clearly visible as the light source is coming from the left of the painting. Madonna drapery has larger and more naturalistic folds that shape her body. The way Madonna look had her head tilted and how her hand was on her chest in the picture was like she was in the royal family or had royal blood, and how the mannerism had a different style of painting the baby was bigger than the normal size baby. In the picture is see five angels looking at Madonna and the baby. They use Oil on panel, and if you pay attention to the floor there is a little man looking away from a scroll. As you can see that the painting is taking place in a room, but in the background you can see a background of outside, and they used like a brownish colors to make it look like the sun is going down or coming up. If you look at Madonna and the angels cheeks, they have all have red blush on their cheeks. If you look close you can see that Madonna’s stomach is sticking out a little because the scene of the painting makes it look like she just had a baby. How to cite Mannerist Portraits of the 16th Century, Papers

Foundations of Nursing for Communication - myassignmenthelp.com

Question: Write about theFoundations of Nursing for Communication and Documentation. Answer: The Australian commission have developed some standards in response to the extensive public and stakeholder consultation. These are recognised as National Safety and Quality Health Service Standards, and ensure the safety and quality of wide variety of health care services. The paper focuses on the sixth standard, which refers to clinical handover. This standard describes the systems and strategies for effective clinical communication whenever accountability and responsibility for a patients care is transferred. The intention of this standard is to ensure relevant clinical handover, on time and in structured manner, that will support the patient care. The purpose of this paper is to outline the nurses responsibilities in regards to effective patient handover, communication and documentation. According to the standard on clinical handover, it is the process of transferring the patients responsibility to another person for some or all aspects of care either temporarily or permanently. The clinical handover may change based on the patients situation. For instance there are different situation of handover such as during patients admission, due to change in shift time, transfer of patient to intra and inter hospital. There are different methods of handover including face-to-face, through written orders, or via telephone or through electronic handover tools. The handover can take place at the patients bedside, in a common staff area, clinic reception or at hospital. Nurses must be highly responsible at the time of clinical handover as the current processes are highly variable. These variations may be unreliable leading to risk for patient safety. Thus, nurses must use standardised process and fit the clinical handover solutions for the purpose. It will increase the likelihood of the critical information to be transferred and acted upon (Bain et al., 2013). To ensure safe transfer of the patient information, the nurses can use the ISBAR tool. It stands for Identify, Situation, Background, Assessment and Recommendation. This tool also allows the accurate identification of the patient and of those participating in hand over. The situation refers to the condition of the patient in current moment. Background informs of the factors that led to the situation. Assessment includes knowing what caused the problem followed by recommending on way to improve the situation (Kitney et al., 2016). As per literature review, this tool has been found effective in safe transfer of patient information in both clinical and non-clinical situation. It acts as teaching tool for the patient and the family to handle the illness. According to Sujan et al., (2015) the tool gives an opportunity for the health care team to discuss with the patients and decide the information that is necessary to be transferred. For instance, loss of excess blood from the surgical pa tient can be mentioned in the hand over. This tool is simple, memorable and logically structured. It prevents poor communication as the tool is designed to collaborate with the medical officers, health mangers, allied health professionals, rural and remote area staff, inpatient staff in addition to nurses and midwifes. Such structured content is necessary to reduce patient clinical management errors (Johnson et al., 2016). According to Kitney et al., (2016) the adaptation to ISBAR involves changes and to manage the change, the nurse can follow the eight steps of John P Kotter. Kotter had put forward eight steps for change management. The principles of change management align with the actions required to introduce ISBAR framework. Most importantly, the nurses must be able to identify the need for clinical communication intervention and know the rationale for intervention. Secondly, the nurse must use the critical thinking skills to identify the leader or cultural influencers so that it becomes easy to use the tool. Good leadership skills are essential to allow the handover to occur at correct time. It is the responsibility of the nurses to use the relevant policies and procedures in the concerned organisation and take an action to maximise the effectiveness of these policies and protocol meant for safe handover. It is the responsibility of the nurse to execute the documented structured process. Nurses must set appropriate location and time for handover, and simultaneously maintain and continue patient care. The nurse must exhibit high level of awareness of the patient needs and the clinical context (Sujan et al., 2015). The result of effective handover is the transfer of accountability and responsibility of care. To ensure effective handover the nurses must regularly evaluate the process of clinical handover and must monitor continuously. Drach?Zahavy Hadid, (2015) argued that collaborative effort on the part of the nurses is required to communicate with the carers, clinician and the patients to review the local processes of clinical handover. Without effective communication s kills, the collaboration would be weak. Nurse may fail to engage other patients and nurses with poor communication skills. Consequently, the transfer of critical information and documentation to the patient is hampered. Nurses must regularly take an action based on the outcomes of reviews. If necessary, nurses must report the outcomes to the executive level of governance. Based on the outcomes of review nurses must take action to increase the involvement of patients and carers. Nurses can take various precautions for effective handover. For effective handover to take place from nurse to nurse, a nurse may start her shift time 15 minutes early and allow the night shift nurse to deliver all the relevant information. When using technical language nurse may invest time to explain, the same to other nurses as well as patients family. Nurses must ensure that the handover occurs at ward office and at bedside to maintain confidentiality and privacy of the patients information. Bedside handover is highly effective then ward office for preventing breach of information (Scovell, 2010). Emotional support can be undermined by use of taped handover and thus must be avoided. Face-to-face handover is considered effective than the taped or written format. The written documentation may be problematic for nurse in the incoming shift to understand. It may not be possible for the new nurse to immediately acquaint with the patient. Similarly, when documenting to the patient, ISB AR tool would be easy to comprehend than any other mode. Therefore passing information from one shift to other must consider the limitations and improve the handover (Tobiano et al., 2015). In conclusion, giving effective handover and documentation cannot be taught. It is the process that a nurse must learn by collaborating with mentors, leaders, peers and clinicians to recognise the handover as a social and emotional support system and teaching tool for nursing care and communicating patient information. Nurses must use the evidenced based process such as ISBAR to handover and documentation to fulfil the purpose of handover. In addition nurses are obliged to follow the policies and other protocol of the organisation to effectively communicate the patient information both to the patient and the other health care professional and ensure safety and quality of care. References Bain, C. A., Bucknall, T., Weir-Phyland, J., Metcalf, S., Ingram, P., Nie, L. (2013). Meeting National Safety and Quality Health Service Standards-The Role of the Point-of-Care (POC) Audit Application.International Journal of e-Education, e-Business, e-Management and e-Learning,3(6), 507. Drach?Zahavy, A., Hadid, N. (2015). Nursing handovers as resilient points of care: linking handover strategies to treatment errors in the patient care in the following shift.Journal of advanced nursing,71(5), 1135-1145. Johnson, M., Sanchez, P., Zheng, C. (2016). Reducing patient clinical management errors using structured content and electronic nursing handover.Journal of nursing care quality,31(3), 245-253. Kitney, P., Tam, R., Bennett, P., Buttigieg, D., Bramley, D., Wang, W. (2016). Handover between anaesthetists and post-anaesthetic care unit nursing staff using ISBAR principles: A quality improvement study.ACORN: The Journal of Perioperative Nursing in Australia,29(1), 30. Scovell, S. (2010). Role of the nurse-to-nurse handover in patient care.Nursing Standard,24(20), 35-39. Sujan, M., Spurgeon, P., Cooke, M. (2015). The role of dynamic trade-offs in creating safetyA qualitative study of handover across care boundaries in emergency care.Reliability Engineering System Safety,141, 54-62. Tobiano, G., Bucknall, T., Marshall, A., Guinane, J., Chaboyer, W. (2015). Nurses' views of patient participation in nursing care.Journal of advanced nursing,71(12), 2741-2752.