Working With Numbers and Formulas Speech or Presentation

Working With Numbers and Formulas - Speech or Presentation Example Use Okun’s law to determine the size of the GDP gap in percentage-point terms. If the potential GDP is $500 billion in that year, how much output is being forgone because of cyclical unemployment? Study Question 2 key Questionraph the accompanying demand data, and then use the midpoint formula for Ed to determine price elasticity of demand for each of the four possible $1 price changes. What can you conclude about the relationship between the slope of a curve and its elasticity? Explain in a non-technical way why demand is elastic in the northwest segment of the demand curve and inelastic in the southeast segment. The reason why demand is elastic in the northwest segment of the demand curve and inelastic in the southeast segment, is that it matters more to the consumer when the ticket is too expensive than it does when it is too cheap. Study question 7: Key Question A firm has fixed costs of $60 and variable costs as indicated in the table on the following page. Complete the table and check your calculations by referring to question 4 at the end of Chapter 23 b. Graph AFC, AVC, ATC, and MC. Explain the derivation and shape of each of these four curves and their relationships to one another. Specifically, explain in non-technical terms why the MC curve intersects both the AVC and the ATC curves at their minimum points. c. Explain how the location of each curve graphed in question 7b would be altered if (1) total fixed cost had been $100 rather than $60 and (2) total variable cost had been $10 less at each level of output. Question 5: The following table gives information from a sample of college students: gender; number of children in family of origin; and number of children in their ideal family, in which they may someday be a parent. a. Sketch a scatterplot of the data collected from the students and discuss any trends. (Use the same scale on both axes.) Which

Literary Analysis Paper Assignment Example | Topics and Well Written Essays - 750 words

Literary Analysis Paper - Assignment Example lped each other and made life bearable, the aspect of race is brought out in the story however the social class which a person belongs to have a bigger role. The two characters have the ability to be victimizers since they have one another. They share the same fact of being left by their parents in St. Bonny’s. The reason for Twyla to be there was because â€Å"she danced for the whole night† and Roberta’s was because she was ill. Both girls felt the pain of being abandoned by their parents and it was the main reason that the girls remained together irrespective of their different races. The later meeting they had at the dinner was however described as not worm by Twyla. The aspect of their racial difference seemed to be an issue of the feeling. However, when the two ladies talk about their meeting they mention of how they lived together in Newburgh, a society that was segregated racially and also had different social and economic classes (Yurdasever 36). Roberta got married to a rich person, and Twyla married a fireman. The hierarchies of power are involved with powerlessness and also intimidation; however, in the scene of business they are comprised with race. In the story Twyla described Maggie as being â€Å"sandy-colored,† and when Roberta referred to Maggie as a black person Twyla immediately rejected the idea. The memory of Twyla can get the question at this time; also to be questioned is the completeness of Twyla in terms of storytelling. She states â€Å"I could not be certain." She questioned her memory and could not tell the race in which Maggie belonged. She only remembered that Maggie had semicircle legs and a kiddie hat. It indicates that the race was not a major issue in St. Bonny’s. However, in the community the two women are living the aspect of race has taken a new meaning (Yurdasever 39). Elizabeth Abel indicates â€Å"Roberta is skeptical concerning racial harmony.† The issue of her mother being overbearing is supposed to be the cause for

When does compensation time start under the fair labor standards act Assignment

When does compensation time start under the fair labor standards act - Assignment Example Clemens, 328 U.S 680. However, there was some amendments into the Act in 1949 which allowed that compensability of the changing clothes or washing clothes at the beginning of each workday should be the subject of appropriately committed to the collective bargaining. Though the policy was fair to the workers, the policy was best handled in the collective bargaining of the employees. Secondly, the term clothe is a general meaning. Clothes can denote anything worn by a person such as dress, shirt o pants. It has no other special meaning which means when someone says that need to be compensated for wearing clothes, the court cannot hold that decision as it is absurd to compensated a person for just wearing the clothes. Protective clothing is both integral and indispensable part of the main activities which clearly indicate the employee as covered and hence can attract compensation. In the Sandifer V. United states steel corp., the item under discussion was never distinguished as protective clothing. Despite the fact that the term â€Å"changing† clothes was given a broader meaning during the amendment to include changing one clothes to wear working clothes or putting over another layer of cloth; whether one chooses to change the clothes when in reporting to job or when on arrival at the workplace is a purely personal choice. One can only choose to do such things. For instance, a worker may opt to wear the working clothes while still at home while the other would wear it when one report to the job. In the two scenarios, it is a matter of personal choice. In such a scenario, it becomes hard to allow for compensation for time spent in â€Å"changing clothes†. Applying the principle as discussed above, donning and doffing off clothing as presented by the plaintiff can only be interpreted as â€Å"changing clothes†. Out of the twelve items under the suit brought forward by Sandifer as

The Law of the UK and the US on Assisted Death Essay

The Law of the UK and the US on Assisted Death - Essay Example In the present day there have been attempts to legalize assisted suicide. This attempt has met strong opposition from human rights activists citing issues of right to life. However some states in the United States have legalized assisted dying while it remains illegal in other states. In the United Kingdom assisted death is still illegal despite the many efforts by the parliament to pass a bill in its support. Legal Concerns Three American states namely Washington, Montana and Oregon have legalized assisted suicide. Oregon has enacted the Oregon Death with Dignity Act which has legalized assisted death. Washington too has enacted its own law namely the Washington Death with Dignity Act which too has legalized assisted suicide. In Montana assisted death was legalized via a ruling in the case of Baxter v Montana 20091. However, there are many barriers to use of these provisions considering the fact that the right to life which is a constitutional right guaranteed by the constitution of the United States. An instance where the use of the provisions of the enactments has been limited is in Oregon where a physician may prescribe a medication which however must be self-administered. The person is required to be a resident of Oregon. To escape criminal liability two oral requests from the patient and a written request for prescription are a requirement. The doctor must also give a written confirmation that the act by the patient was informed and voluntary. All these limitations to these provisions check the balance between the constitutional rights to life. In some states there are enacted laws which specifically prohibit assisted suicide. For example in Alaska, Statute 11.41.120(a) (2) specifically prohibits assisted dying2. The supreme court of Alaska declared unanimously in the case of Sampson V. Alaska, that the right to assisted suicide was unconstitutional and upheld the Alaska law that prohibits the assisted suicide3. Florida State’s Statute 782.08 and e uthanasia law specifically prohibit assisted dying. In Krischer v Mclver, the supreme court of Florida ruled that under the constitution of Florida the right to assisted suicide was prohibited4. The Oregon state legalized assisted dying after November the year 1994 when Oregon citizens voted for a physician assisted suicide by their vote of 51% to 49%. Later in the year 1997, the citizens rejected an attempt to overturn this law by a majority of 60%5. The Michigan law expressly prohibits assisted suicide. The law provides that a person is guilty of criminal offence if he or she knows that another person intends to commits suicide and with the intention to assist that person himself or herself provides a means or means through which that individuals kills himself or herself6. The person is also guilty where he or she directly participates in the act of killing the person committing suicide. Thus it’s still an offence in instance of attempted suicide. In most of the States of U nited States, it is a criminal offence to assist someone to commit suicide. Alpers and Benard affirm that churches and human rights activist have strongly fought against any attempt to enact laws that allow assisted dying7. This has been a bone of contention for a long period. Humanitarian groups now feel that the law is oppressive to the extent that it deprives an individual their right of being autonomous beings. Thus there have been debates that the law allowing attempted suicide is incompatible with the

CIPD Course-Employee Relations - UK based system Essay - 1

CIPD Course-Employee Relations - UK based system - Essay Example this definition, one could outline several reasons why performance management is required: first of all, to run an organisation, one must be aware of the people who work within it, and of the skills that the staff members possess, so that before setting any target one could outline the plan of action and, moreover, consider the risk factors involved. Performance management allows managers to keep regular check of performance on an individual and group basis. Workforce acts as bearings in a machine that need to be kept clean and oiled on a regular basis; the same applies to PMS (CIPD 2013, pp. 3–4). Another purpose of using performance management is to control the budget of an organisation; it may include setting salary grades and hiring or firing people. Therefore, to maintain a business or to run an organisation, performance management has become a necessity in the present day scenario. 2. Data Gathering, Observation and Communication: To establish a frictionless momentum for a company, it is compulsory to maintain regular checks and balances. This is only possible in the presence of a keen observer, who is knowledgeable of the past and present, and does know how to communicate his/her findings to the workforce (CIPD 2013, pp. 2–25). 3. Performance Appraisal Meetings: The purpose of performance appraisal is to establish ground for both the lateral and vertical movement of employees. With the implementation of various tools and techniques, performance appraisal provides crucial inputs for succession planning and job rotation (CIPD 2013, pp. 2–25). Motivation refers to the force that urges an individual to work. Whether the job is simple or complex in nature or whether working hours are long or short, better output can be achieved provided motivation is there. Motivating factors are given importance in the industry. Pleasant and positive physical factors stir up motivation. Factors of motivation are also taken into account in the study of morale and

Ancient Greeks Essay Example for Free

Ancient Greeks Essay Greek ages were a very unforgiving religious era. Athens was the capital of Greece. Ancient Greeks interpreted the bible and other religious teachings very literally. Kings and their followers believed they were obligated to impersonate the gods. Greek theatre lasted a short time. The changes resulting from the Greek era are infinite. In 1677, Jean Racine, created Phedre. The film was a violent tragedy. The main characters were; Phedre, Wife of the King; Theseus, King of Athens; Hippolytes; Son of the king; Aricia; Princess Hippolytus falls in love with. Theseus killed Aricias six bothers. The play contains violence, anger, deceitfulness. The rulers were certain this were the proper way to honor and obey the Gods. â€Å"Wars were frequent and whenever one occurred all the serfs controlled by the local lords were forced to take part† (Yudkin, P 64). Not everything about this era was negative. Ancient Greece history lasted one century. The entire country did not exceed 150, 000 people (Cohen, Theatre: Sixth Edition P. 59). Genius inventions and developments were invented. Theatre drew crowds. Sometimes, the audience stood up in the pit to watch the performances. They had no technology or measuring devices. Pyramids were built. Epidaurus theatres were built. Seats were hundred of feet up. There were no microphones or audio devices. The actors were at the bottom of the stages. The actors were heard by everyone. Working conditions improved. Education, although not available to everyone, started to become more widespread. Jean Racines, Phedra The overall content of the play Phedre, was tragedy, death and violence. Death was anticipated, not feared. The recognition of life were expected to evolve after death. Everything honored Gods. Their death honored the Gods. The characters in Phedra, saw their death as a celebration. Phedra speaks of seeing her daughter for the last time. â€Å"What! Still are you in love with death? Shall I ne’er see you, reconciled to life, Forego those cruel acts of despair? † Death is part of their life. Then Phaedra responds â€Å"Would I were seated in the forest’s shade! When may I follow with delighted eye, Thro glorious dust flying in full career, A Chariot. † (Racine, Phedra) Phedra could not wait for her final hour. Life expectancies were short. Forty years old were the life expectancy. It was also an honor to the Gods to kill anyone who disgraced their kingdom. All good they did was honored years after they died. Likewise, all disgrace associated with the Kingdom were recognized after death. Panope informs Phedra of her husband’s death. â€Å"Fain would I hide from you tidings so sad, But ‘tis my duty, Madam to reveal them. The had of death has seized your peerless husband, And you are the last to hear of this disaster. The queen, deceived by a vain trust in Heav’n, begs safe return for Theseeus, while Hipplytus his son Learns of his death from vessels that now in port. Phaedra responds â€Å"Ye Gods! † (Racine, Phedra) Slavery was common. â€Å"Most people were serfs and spent their lives in miserable conditions† (Yudkin, P 64). Slavery was not glorified. Death was. Enone is convincing Phedra to live. If she lives her son becomes a king. If she dies, he becomes a slave. â€Å"Madam, Theseus is no more, you must supply his place. He leaves a son, A slave if you should die, but if you live, a king. † Phedra replies, â€Å"To your consent, Yes, I will live, if life can be restored, if my affection for a son has pow’r to rouse my sinking heart at such a dangerous hour. † (Racine, Phedra) Since the king has died, the son becomes the next king. Phedra agreed to live longer. The plays in the Greek era speak as though death is a choice. Every aspect of life was influenced by religion. Music and singing had one purpose. The purpose was to worship the gods. Composers wrote songs with religious meanings and teachings. The Greeks music in theatres began with chanting in church. The chanting by theatre actors was recited the exact same as it was in church. Monks stayed in a chapel for days on end chanting in musical harmony. Monks chanting was described as â€Å"several people may be singing one line in unison, but there is no accompaniment and no harmony† (Yudkin P 65). Songs or what was considered songs, were created from prayers. â€Å"Because Christianity was the dominate religion as well as the principle unifying feature of much of Europe, most of the surviving music from the medieval period was for use in Christian religious services† (Yudkin, P 62-69). As with music, dance had religious meanings. Liturgical dancers in white robes performed in churches and for religious ceremonies. Dancing worshiped the gods, send messages to the gods, and got attention from the gods. Dances interpret bible stories. Sometimes, stories are clearer by acting out the interpretations. Young children and older grandparent’s attention span last longer with music and movements. â€Å"Dance in the west took a separate course from the east in its development. Records of dance during the dark ages are few, although folk dancing and ritual celebrations almost certainly continued† (Cohen, Dance Workshop P. 16-23). Belly dancing progressed. In the Greek era, belly dancing were taught to Middle Eastern women to prepare them for child birth. Midwives borned the babies. They had no fancy hospitals, no medication, or injections to ease the task of childbirth. Belly dancing through a woman’s pregnancy made childbirth much easier. Ballet played an important in religious settings. It was popularized during the Renaissance/William Shakespeare era. In the 17th century, men had to prove they were proficient at ballet before they could hold any positions relevant to legislation. King Louis XIV was a professional dancer. â€Å"The steps as we know ballet evolved out of the 17th century† (Ellison, P 9-11). Ballets were performed for church services, just as liturgical dances were. Athens, or Greece, is famous for training and turning out superior Olympic athletes. A child started training for the Olympics at a very young age. People in the Greek era were Genius that surpasses advanced technology of today. Athens refused to admit defeat. Defeat was not defined as winning or losing one game. Athens may have lost one game. For them the war was not over if they lost. Athens did not allow disabled people into their country. If kings or soldiers were hurt in war, they were not allowed to return to Athens. Grandparents were responsible for putting deformed newborns to death. A disabled newborn was considered a disgrace to the kingdom. Greeks believed they would be punished by the gods if they allowed a deformed newborn to live. Everyone had physical task to do. Women and children had physically active lifestyles. Renaissance era was the beginning of development in all areas. Renaissance theatre focused on humans, not groups. Renaissance was not atheist era. Shakespeare changed what was believed to be religious. In the Greek era, it was anti-Christian to educate a woman. Anyone who educated a woman was killed. Their death was considered a disgrace. The educated woman was killed. Shakespeare introduced the idea of allowing women to perform in theatre. At the time, young boys played all female parts. Phedra was written during the Renaissance or Shakespeare ages. The setting of the play, however were in the Greek ages. Greek theatre established religious beliefs. Renassiance era challenged those beliefs. Greeks were firmly convinced they could not go wrong if honoring the gods. The behavior or actions were not considered. Jean Racine’s wrote Phedre, in the Renaissance era to show how much the beliefs and cultures have progresses since the Greek ages.

Gender and Sexual Identity

Gender and Sexual Identity Stacey Obispo Gender and Sexual Identity Understanding gender and sexual identities and the functions and effects of gender roles is important because it allows one to understand themselves and how to relate to others. The creation of gender identity is a complex process involving biological, cultural, and psychological elements (Yarber Sayad, 2012). A person’s gender identity is the deepest feelings one has about their gender and is expressed by the way they behave feminine, masculine, neither or both (Planned-Parenthood, 2015). For most individuals gender identity is not much of a concern (Yarber Sayad, 2012). Gender roles on the other hand are of much concern to people (Yarber Sayad, 2012). Gender roles tell one how to act as either a man or woman in their culture. In fact, many people question whether they are sufficiently feminine or masculine (Yarber Sayad, 2012). Not only does culture relate to gender identity and gender roles it also relates to sexual identity development. For instance, the world around a person helps shape their sexuality and the ways it is expressed (Yarber Sayad, 2012). Sexual identity is realized in adulthood when one identifies with a sexual identity such as; heterosexual, gay, lesbian, bisexual, or transgender (Yarber Sayad, 2012). This paper will analyze sexual and gender identity relating to how they evolve throughout ones’ lifespan and influences that contribute to their development. Analysis of; how gender identity contributes to sexual expression, functions and effects of gender/role stereotypes and their effects on relationships will be discussed. Additionally, the author will also contribute final thoughts on what male gender roles should be changed to reflect female roles. Gender and Sexual Identity Evolving through Lifespan When one is born, assignment of gender is given based on anatomical appearance (Yarber Sayad, 2012). This assignment tells others how to respond affecting the individual’s social and cultural development (Yarber Sayad, 2012). As development occurs through early childhood the individual is able to identify themselves as boy or girl based on what is internalized from what others have told them coupled by factors that are not yet understood (Yarber Sayad, 2012). The feeling of either femaleness or maleness is the individual’s gender identity and is developed between the ages of 2 or 3 (Yarber Sayad, 2012). During this stage some children may believe that they can change genders by changing their clothes or hair length (Yarber Sayad, 2012). By the age of 6 or 7 children begin to understand that gender is permanent and it is not something that can be altered or changed by clothes (Yarber Sayad,2012). Gender identity evolves with how we feel and express our gender and gender roles (Yarber Sayad, 2012). These expressions are linked to culture and are expressed through clothing, behavior, and personal appearance (Planned-Parenthood, 2015). Although gender identity is established by seven years of age gender identity expression is communicated and it evolves over time through changes in society and culture (Yarber Sayad, 2012). Different pressures from birth through childhood to conform to ones gender are expressed through learning gender roles (Yarber Sayad, 2012). In infancy throughout childhood a girl may be given dresses to wear, have long hair, and may be prescribed to wear colors such as pink (Yarber Sayad, 2012). Conversely boys may be prescribed to wear pants and blue colors. Parents begin assignment of gender roles based on a child’s gender which shapes the formation of their gender identity (Yarber Sayad, 2012). Parents deploy the use of manipulation from infanc y onward by treating girls gently, telling her she’s pretty (Yarber Sayad, 2012). They tell boys they are strong and tell them that boys do not cry (Yarber Sayad, 2012). Channeling is used by directing children’s attention to objects that are gender specific such as dolls for girls and cars for boys (Yarber Sayad, 2012). Parents during childhood also use verbal appellation to describe the same behavior with different words for boys and girls (Yarber Sayad, 2012). Activity exposure is another way parents expose their children to gender roles (Yarber Sayad, 2012). For instance boys are discouraged from imitating their mothers while girls are encouraged to be there mother’s helper (Yarber Sayad, 2012). Throughout childhood and adolescence teachers and peers are socializing agents that also provide standards for gender-role behavior (Yarber Sayad, 2012). Sexual identity/orientation evolves throughout childhood, adolescence and adulthood. In childhood and early adolescence there is most often sex play or sexual experimentation with members of the opposite sex and same sex (Yarber Sayad, 2012). When these exploratory experiences begin there is uncertainty in terms of sexual orientation (Yarber Sayad, 2012). When late adolescence begins and in young adulthood both male and females are confronted with the importance of developing and establishing intimacy (Yarber Sayad, 2012). The need to be able to develop intimacy places pressure on young adults to conform to a sexual identity and in order to establish intimacy in a relationship one needs to solidify with a sexual orientation (Yarber Sayad, 2012). By late adolescence or young adulthood most individuals develop a heterosexual identity (Yarber Sayad,2012). For those who are attracted to the same sex it can take longer to accept their sexual identity because of societal taboos (Yarbe r Sayad,2012). In middle adulthood individuals may question intimacy and commitment due to divorce (Yarber Sayad, 2012). During this stage some people may reevaluate their sexual identity because one’s philosophy continues to evolve (Yarber Sayad, 2012). Influences Contributing to Gender and Sexual Identity Development Parental influence contributes towards gender and sexual identity development. Gender identity is influenced by gender roles which parents instill in the children from birth through childhood (Yarber Sayad, 2012). Sexual identities are influenced by parents through the child observing their parents behaviors and family dynamics and characteristics (Yarber Sayad, 2012) Peers influence gender identity through providing information about gender role and norms through play activities (Yarber Sayad, 2012). Peers provide standards for gender roles by granting or withholding approval with others by deciding what games to play, what television shows to watch, what types of foods to eat, and what music to listen to. Peers influence sexual identity by passing information about sex to each other (Yarber Sayad, 2012). Furthermore, peer influence places sexual pressure on boys to be sexually active even if they are uninterested or unprepared (Yarber Sayad, 2012). Media influences gender identity through the information they provide on gender roles and perceived norms (Yarber Sayad, 2012; Wood). Females on television are attractive, thin, well groomed and most often under 40 (Wood). In contrast, males are most often aggressive, solve problems and rescue others from danger (Wood). The media influences sexual identity by bombarding adolescents and children with sexual images (Wood). The exposure increases teen’s willingness to experiment with sex (Wood). Religiosity influences gender identity development through information they provide on gender roles and norms (Yarber Sayad, 2012). The information religion provides shapes adolescent sexual behaviors (Yarber Sayad, 2012). This in return influences the choices adolescents and young adults will make regarding their sexual orientation (Yarber Sayad, 2012). Gender Identity and Sexual Expression As mentioned earlier gender roles influence the adaptation of one’s gender identity (Yarber Sayad, 2012). The relationship of gender roles and gender identity is also linked with sexual expression (Yarber Sayad,2012). One will sexually express themselves through gender roles that are learned as well as through social and cultural roles which offer sexual scripts that provide rule, acts, and expectations associated with a particular role (Yarber Sayad,2012). The sexual scripts in American culture strongly influence sexual expression in both men and women. Sexual scripts and gender roles may be different for those that are bisexual, transgender, lesbian and gay (Yarber Sayad, 2012). Sexual scripts organize one’s sexual expression (Yarber Sayad, 2012). There is a cultural component to sexual scripts which emphasizes heterosexuality, places sexual intercourse first, and discourages masturbation (Yarber Sayad, 2012).Within cultural scripts there are specific male and f emale scripts that are encouraged by society to be practiced (Yarber Sayad, 2012). Male sexual scripts include; men should not have or express certain feelings, performance is only what counts, the man is in charge and already know what the woman wants, a man is always ready for sex and wants it, all physical contact leads to sex, all erotic contact leads to sexual intercourse, and sexual intercourse leads to orgasm (Yarber Sayad, 2012). Female sexual scripts include: sex is both good and bad, sex is for men and love is for women, men should know what women want, women should not talk about sex, women should look like models, a man’s desires should be over hers and his orgasm over hers, and only through penile penetration can a woman have an orgasm (Yarber Sayad, 2012). Interpersonal scripts deal with shared conventions and signals expressed by a couple signaling sexual behaviors. Intrapersonal scripts deal with the physiological states that lead to or identify sexual arou sal (Yarber Sayad, 2012). Gender Role Stereotypes There are four different types of gender role stereotypes. The first category of gender role stereotype is personality traits (Planned-Parenthood, 2015). Male gender roles include specific personality traits. For instance in America there are specific personality traits related to the traditional male role. Male gender role traits include; aggressiveness, independence, emotional toughness, feelings of superiority, and decisiveness (Planned-Parenthood, 2015). For females gender role stereotypes include: passivity, compliance, physical attractiveness, and being a wife and mother (Planned-Parenthood, 2015). The second category of gender stereotypes is domestic behaviors (Planned-Parenthood,2015). Males are regarded as being best at doing household repairs while females are regarded as being best at caring for children (Yarber Sayad, 2012). The next category of gender role stereotypes involves occupations (Planned-Parenthood, 2015). Most doctors and construction workers are males and un til recently most secretaries and nurses were female (Planned-Parenthood, 2015). The last category of gender role stereotype is physical appearance (Planned-Parenthood, 2015). Men are expected to be strong, broad shouldered and tall and women are expected to be graceful and small (Planned-Parenthood, 2015). Supporting and Refuting Gender Role Stereotypes Evidence that supports the reason why these gender role stereotypes are fulfilled is presented in the article, What is Stereotype Threat?   (2015). In the article gender role stereotypes are thought to be perpetuated not because one agrees with the gender role rather because one perceives the threat as a risk to conformity which inadvertently leads the individual to self-handicapping strategies that in return preserves the stereotype that was being avoided (â€Å"What is stereotype threat?†). Another reason why gender stereotypes are fulfilled is because of the discomfort they cause the individual. For instance gender role stereotypes can also cause an individual enough discomfort to go against the gender role that they cause the individual to alter or redefine their professional career paths (â€Å"What is stereotype threat?†). Evidence that refutes gender stereotypes is that they do not apply to all ethnicities and socioeconomic classes (â€Å"What is stereotype th reat?†). The majority of research on gender roles has been based on research on White and middle class which are mostly college students (â€Å"What is stereotype threat?†). The roles in other words, are not true to all socioeconomic classes or ethnicities. In addition there is evidence which supports that traditional gender roles are no longer valid because there are new ones which have evolved. Traditional gender role stereotypes are evolving from traditional hierarchical roles to ones that are egalitarian and androgynous (â€Å"What is stereotype threat?†). Additionally, scholars have challenged masculine and feminine gender roles and have found that they are unhealthy and fail to reflect the real world (â€Å"What is stereotype threat?†). Functions of Gender Role Stereotypes The overall functions of these stereotypes is to make multiple associations between gender and other non-sex linked qualities such as strength (male) and affection (female), the next function of gender stereotypes is to is to create a basis for social norm, status, taboos and privileges (Yarber Sayad,2012). The problem with gender role functions is that they categorize people and undervalue the uniqueness of individuals (Yarber Sayad,2012). Gender Roles: Affecting Relationships and Sexual Interactions Gender roles affect relationships because they aid in creating sexual scripts for both males and females (Yarber Sayad,2012). These roles are then telling both male and females how to behave in their relationships and what sexual script each should adhere to (Yarber Sayad,2012). The sexual script in return tells each gender how to participate in sexual acts (Yarber Sayad,2012). Conclusion Gender role attitudes and behaviors of the male sex I would like to see become more like my own include men looking like models and being constantly attractive. I think if this same standard was mentioned or even enforced culturally and by media standards there just may be consensus between both males and females that such standards are not ideal and is ridiculous. Another gender role stereotype that would be nice to see in the male sex is for men to become nurturers. It would be nice to see more males make sacrifices for the partner’s careers or the children’s needs even if it may inconvenience them form what they may want . The on taking of this role may help make roles androgynous. The final role behavior I would like to see more like my own is for males to be caregivers of children. Men becoming caregivers of children may allot women more opportunities within the workplace because they have the peace of mind knowing their counterpart is taking care of their child. References Planned-Parenthood. (2015). Sexual orientation and gender are fundamental parts of who we are. Retrieved from http://www.plannedparenthood.org/learn/sexual-orientation-gender What is stereotype threat? (2015). Retrieved from http://www.reducingstereotypethreat.org/definition.html Wood, J. T. (n.d.). The influence of media on views of gender. Retrieved from http://www.udel.edu/comm245/readings/GenderedMedia.pdf Yarber, W., Sayad, B., Strong, B. (2012). Human sexuality: Diversity in contemporary America. (8th ed.) New York: McGraw-Hill.