A Look at Gender Difference in Social Interaction

A Look at Gender Difference in Social Interaction Ethnography: A Look at Gender Difference in Social Interaction An ethnographic approach was chosen for this study because it has the potential to provide a descriptive, interpretive, evaluative and authentic vision of society (Hammersley Atkinson, 1995). The observation was done by myself. I went to the Marketplace Mall in Winston-Salem, North Carolina, on March 4th. I stayed from one o’clock to three o’clock in the afternoon. I sat on a bench close to the food court, and observed people who were age 18 and up. I observed the ways in which males and females were different when it came to social interaction. Literature Review The article â€Å"Gender and relationships: Influences on agentic and communal behaviors† talked about agency and communion. According to the article, agency is the striving for mastery or power, and communion is the striving for intimacy and connectedness (Suh, 2004). According to measures of masculine and feminine sex roles, men make decisions easily, don’t give up easily, and are competitive, outspoken, and outgoing. Females like kids, and are warm, emotional, considerate, tactful, gentle, and helpful. Gender differences appear primarily in group or social contexts. Stereotypic beliefs are that women are communal and men are agentic (Suh, 2004). Women do domestic work more than men, have fewer hours in paid employment, and are said to have occupations of lower status. Men are more agentic with male friends, than women are with female friends. Women are more communal with female friends, than men are with male friends (Suh, 2004). This relates to my observation in the way my hypothesis was formed. I used stereotypes, and labels that men and women already have, as a knowledge base for what I might observe. The article, â€Å"Putting Gender into Context: An Interactive Model of Gender-Related Behavior,† stated that the enactment of gender takes place within social interaction (Deaux, 1987). This enactment takes place due to self-verification and self-presentation. They are naturally interwoven together. Because people monitor behavior internally and externally, they are concerned with self-presentation and self-verification simultaneously (Deaux, 1987). When I was doing my observation, I did notice people monitoring their behavior, or their child’s behavior. I focused more on who each person was interacting with, instead of how they were interacting. In Deborah Tannen’s article, â€Å"You Just Don’t Understand: Women and Men in Conversation,† she made a good point about the history of women and talking. In history, women were punished for talking too much. In Colonial America, they were held underwater, or even gagged. Women were believed to talk too much; however, studies find that men talk more in meetings, groups, and classrooms (Tannen, 1991). Men feel good with public speaking, while women feel good with speaking in private. Women’s language of conversation is a way to establish connections, negotiating, and maintain relationships. Men talk as a means to preserve independence, negotiate and maintain status. â€Å"Home is where there is the silent man and talkative woman† (Tannen, 1991). That’s the distinction between public and private speaking. My observation contradicted this article. More women were interacting and communicating than men. However, I was interested in the historica l aspect of the stereotypes we have today, and this gave a little hint as to what kinds of things happened to women, who spoke out of turn back in the colonial time period. An interesting topic that arose from my observation was the use of mobile phones. In â€Å"Community and social interaction in the wireless city: Wi-Fi use in public and semi-public spaces,† Hampton talked about how a few studies have addressed how wireless internet use in public spaces influences social life. Recent years have seen growth in availability of wireless internet access in public places (Hampton, 2008). Mobile phones make community instantly accessible, and social ties are reachable anywhere at any time. Hampton made the point that mobile phones create a private sphere of interaction in public spaces. When people engage with mobile phones, they create a private cocoon that reduces the likelihood of public encounters (Hampton, 2008). To get a picture of what this means, while I was observing, a middle aged male was sitting at a table alone, but he was talking on his phone to someone. One could tell he was absorbed in the conversation because he did not take notice of any one that walked by him, and he stayed sitting there for about 45 minutes after I had sat down and started my observation. Hypothesis The hypothesis I formed before the observation at the mall was, â€Å"Middle aged females will be more social with the same gender, than older or young females. Young males will be more social with the opposite gender, than middle aged or older males.† I created this hypothesis on the basis of past experiences when shopping with my mother, and my friends. There always seemed to be more females of middle age than any other age group. At the mall, there would always seem to be many more young males than any age group. I also used basic stereotypes that everyone hears growing up. Such stereotypes include, â€Å"women are supposed to be submissive and do as they are told,† and, â€Å"men are always in charge.† I do not personally believe in these; however, I did use them as a basis for my hypothesis. Methodology Over spring break I went home to Davie County, North Carolina. It is a rural town with a small shopping mall. Not many people actually go to the mall, because Walmart is just down the street. I chose to go to the Market Place Mall, instead of Walmart, and sit at the food court. I got there at one in the afternoon, on Tuesday, March 4th. Not a lot of people were there. I sat down on a bench beside the food court, and I took notes on my phone, so I would not draw attention to myself. I figured I would have attention if I had a notebook in front of me. I watched everyone that walked by me, because no one was sitting in the food court. When the people would walk by, I would record their age range, gender, and whether they were alone or with someone, and what gender those someone’s were. I would also record if they were interacting together. I stayed for two hours just sitting there on the bench, collecting data. When I finished at the shopping mall, I went home and wrote down ever ything I had on my notes in my phone. Then i drew up a spreadsheet in excel, and put in all of the information I collected. It helped me organize, and get precise calculations. Field Notes Summary In total, I observed 152 people over the two hour time period. There were 50 males and 102 females. 68 were middle aged adults. Out if the 68, 24 were men. 15 of the men were alone, 4 were with the same gender and 5 were with females. Also, out of the 68 middle aged adults, 44 were women. 13 of them were alone, 26 were with the same gender, and 5 were with males. Out of the 152 people I observed, 40 were older adults. 14 were men. 9 of them were alone, 2 were with the same gender, and 3 were with females. 26 out of the 40 were women. 16 of the older women were alone, 6 were with the same gender, and 4 were with males. Out of the 152 people, 42 were young adults. 13 were men. 5 of them were alone, 3 were with the same gender, and 5 were with females. There were 29 young women. 7 of them were alone, 16 were with the same gender, and 6 were with males. I also observed two teenagers there. They were the only teenagers I noticed being there. A little less than half of the people I observed were alone. To be exact, 65, out of the 152 people, were alone. Phone use was not a wide spread action I saw people doing, if they were alone. I only saw 8, out of the 65 people, on their phones. When it comes to social interaction, over half of the people observed were partaking in some sort of communication with each other. 87, out of the 152 people, were interacting. I saw 50 females talking with each other, and I saw 9 males talking with each other. There were 28 people partaking in interaction with the opposite gender. That includes two sets, of a male and female, holding hands. Conclusion on Hypothesis Restating my hypothesis, middle aged females will be more social with the same gender than older females, and young males will be social with the opposite gender than middle aged or older males. My hypothesis was completely right. The first part of my hypothesis was that middle aged females were more social with the same gender then older females were. The data I collected about the 152 people I observed showed that 59% of middle aged females were social with the same gender, while only 23% of older females were social with the same gender. The second part of my hypothesis was that young males were more social with the opposite gender than any other age group of males. The data I collected for the 152 people I observed showed that 38% of young males were social with the opposite gender, while only 20% of middle aged males were social with the opposite gender, and 21% of older males were social with the opposite gender. What I found most interesting was the difference between men and women’s social interaction, in general. Judith Hall published an observational study on nonverbal gender differences and discussed the cultural reasons as to those differences. In her study, she noted women as smiling and laughing more, as well as having a better understanding of others’ nonverbal cues. She believed that women were encouraged to be more emotionally expressive in their language, thus better developed in nonverbal communication. Men, on the other hand, were taught to be less expressive, to suppress their emotions, and thus be less nonverbally active in communication and more sporadic in their use of nonverbal cues. This builds on what I found in my observation. There were more women that I observed, but in total, there were more men who were alone. Actually, over half the men I observed, 29 out of 50, were alone, while 36 of the 102 females, I observed, were alone. That’s only 35 % co mpared to the 56% of men. What I Learned What I learned focused on men and women. With women, I learned that they interact more with females, than males, at the mall. I also learned that more middle age women go to the Market Place Mall than any other age group, according to my observation. With men, I learned that they interact more with females, then males, at the mall. I also learned that most men come alone to the mall, according to my observation. References Deaux, K., Major, B. (January 01, 1987). Putting gender into context: An interactive model of gender-related behavior. Psychological Review, 94, 3, 369-389 Hammersley, M. Atkinson, P. (1995). Ethnography: principles in practice. 2nd Ed. London: Routledge. Hampton, K., Gupta, N. (November, 13, 2008). Community and social interaction in the wireless city: Wi-Fi use in public and semi-public spaces. New Media Society, 10, 6, 831-850 Igarashi, T., Takai, J., Yoshida, T. (January 01, 2005). Gender differences in social network development via mobile phone text messages: A longitudinal study. Journal of Social and Personal Relationships, 22, 5, 691-713. Knapp, M., Hall, J., Horgan, T. (2013). Nonverbal Communication in Human Interaction (8 ed.). Cengage Learning. Suh, E. J., Moskowitz, D. S., Fournier, M. A., Zuroff, D. C. (2004). Gender and relationships: Influences on agentic and communal behaviors. Personal Relationships, 11(1), 41-60 Tannen, D. (1991). You just dont understand: Women and men in conversation (p. 113). London: Virago.

A Vogadro :: essays research papers fc

A vogadro was born on June 9, 1776 in Turin, Italy. He began his career in 1796 by obtaining a doctorate in law and practicing as a lawyer for three years after. In 1800, he began to take private lessons in mathematics and physics and decided to make the natural sciences his profession. He was appointed as a demonstrator at the Academy of Turin in1806 and the Professor of Natural Philosophy at the College of Vercelli in 1809, and in 1820, he was appointed the professor of mathematical physics. He was a physics professor but he also experimented in chemistry using mathematics to base most of his findings. Avogadro is well known for his hypothesis known as Avogadro's Law. His law states that at a given temperature, equal volumes of gas contain the same number of molecules equal to about 6.0221367 x 10 to the 23rd power.A Mole of a substance is the quantity of the substance that weights the same as its molecular mass. One mole of any substance is Equal to Avogadro's number. Therefore Avogadro's law can be stated in terms of moles, namely that equal volumes of gases at the same temperature and pressure contain the same number of moles. Thanks to Avogadro and his number, scientists can measure out equal number of molecules by weighing out an equal number of moles. For gases this can be done by using 22.4 liters at STP(1 atmosphere and 223 Kelvin, 0 deg. Celsius). Avogadro's number is most reliably determined by X-ray diffraction of crystals. For many years' people thought the number was equal to about 6.022045 x 10 to the 23rd power, However, in 1986 the number was redefined as about 6.0221367 x 10 to the 23rd power.Albert Einstein's third research paper was concerned with the nature of molecules. We all know that if we drop a lump of sugar into water it diffuses through the water, making it somewhat more sticky. Thinking of water as a structureless fluid and the sugar molecules as small hard spheres, Einstein was able to find not only the size of the sugar molecules but also a value for Avogadro's number. Avogadro proposed his hypothesis in 1811. At that time there was no data at all on the number of particles in a mole. Measurements were made by Robert Brown in 1827 that gave an approximate value for Avogadro's number by observations of brownian motion.

Position of Women in Mordern India Essay

The position of women has changed a lot in modern times. Clearly women have made tremendous strides towards equality in recent decades however; we still live in a society in which the worth of women is measured in their physical appearance and not their intellectual contribution or talents. It is not an unknown secret that many women are paid considerably less than men for doing the same type of work. What effect does this obvious gap between men and women have on our nation’s female population? The effect of this is the unconscious perpetuation of the understanding that women are inferior to men in our society. This also stands in direct contradiction to the claim that we are all created equal. This gap between men and women can be seen in countless social arenas, such as, the workplace, the average household, educational institutions and even in our nation’s government. In the society, the role of women is getting bigger. Women are doing man’s work and sometimes women do it better. It may be because women are more patient and more intelligent. The concept of earlier days was that only man can work, because society thought that cleaning the house and taking care of the children were the only things women were able to do. This has changed a lot because now both, men and women, are working and taking care of home. Sometimes it is the woman who gets the money to survive and man is the one who takes cares of the children, and while it was embarrassing for men in the past, now it is normal. We have seen a woman P.M. in our country – one of the most powerful and undoubtedly the most efficient P.M.s we ever had – Mrs. Indira Gandhi. We also see a woman President – Mrs. Pratibha Patel. So a woman has the capability to hold the highest post of the country as well. Be it in politics (Jayalalitha, Mamta Banerjee, Mayawati – love them, hate them, but you cannot ignore them), sports, cinema or literary field, we see women dominating the scene side-by-side with men MAYANK SHARMA

Plastic Architecture - Building The Biodome

Plastic Architecture - Building The Biodome By definition a biodome is a large controlled internal environment in which plants and animals from much warmer or colder regions than the region of the biodome can be kept in the natural conditions of their own sustainable eco-systems. One example of a biodome would be the Eden Project in the United Kingdom which includes the largest biodome greenhouse in the world. There are three biodomes at the Eden Project: one with a tropical climate, one with a mediterranean, and one that is a local temperate biodome. Large biodomes are architectural wonders, while the designs have much in common and take from the geodesic domes patented by Buckminister Fuller in 1954, there have been more recent innovations in building materials that have made the enormous light-friendly roofs in biodomes and other architectural projects possible. The Eden Projects biodomes are constructed with tubular steel frames with hexagonal external cladding panels made from the thermoplastic ethylene tetrafluoroethylene (ETFE) replacing the use of glass, too heavy a material to use. According to Interface Magazine,ETFE foil is essentially a plastic polymer related to Teflon and is created by taking the polymer resin and extruding it into a thin film. It is largely used as a replacement for glazing due to its high light transmission properties. Transparent windows are created either by inflating two or more layers of foil to form cushions or tensioning into a single skin membrane. Plastic Architecture Lehnert, an avid yachtsman and three-time winner of the Admirals Cup, was researching ETFE for use as a possible material for sails. For that purpose, ETFE was not successful, however Lehnert continued to research the material and developed ETFE-based building materials suitable for roof and cladding solutions. These cladding systems, based on plastic cushions filled with air, have since pushed the boundaries of architecture and allowed the creation of highly innovative structures such as the Eden Project or the Beijing National Aquatics Center in China. Vector Foiltec According to Vector Foiltecs history, Chemically, ETFE is constructed by substituting a fluorine atom in PTFE (Teflon) with an ethylene monomer. This retains some of PTFEs qualities such as its non-stick self cleaning properties, as in non-stick pans, whilst increasing its strength, and in particular, its resistance to tearing. Vector Foiltec invented drop bar welding, and used ETFE to construct a small cable structure, originally made from FEP, which had failed due to the low tear resistance of the material. ETFE provided the perfect substitute, and the Texlon ® cladding system was born. Vector Foiltecs first project was for a zoo. The zoo looked into the possibility to implement a new concept whereby visitors would pass through the zoos in small confined pathways while the animals would be, according to Stefan Lehnert, almost living in broad areasâ€Å"†¦almost in freedom.† The zoo, the Burger ´s Zoo in Arnheim, hence also looked for transparent roofs, which were to cover a large area and at the same time would allow the passage of UV rays. The Burger ´s zoo project eventually became the very first project of the firm in 1982. Stefan Lehnert has been nominated for a 2012 European Inventor Award for his work with ETFE. He has also been called the inventor of the biodome.

5 Tips for Fixing Not Only . . . But Also Errors

5 Tips for Fixing Not Only . . . But Also Errors 5 Tips for Fixing â€Å"Not Only . . . But Also† Errors 5 Tips for Fixing â€Å"Not Only . . . But Also† Errors By Mark Nichol Few constructions cause as much consternation for editors as that in which a contrast is represented with the phrase â€Å"not only, . . but.† The solution to garbled syntax in such constructions is simple but bears repeating, so multiple sample sentences follow. But before we go any further, note not only that a comma following â€Å"not only† is unnecessary but also that also (or too or as well) is essential after but. At its most basic, the erroneous sentence structure you will see played out in several variations here is â€Å"(Subject) (this) (verb) and (that).† The correct sequence is â€Å"(Subject) (verb) (this) and (that).† 1. â€Å"I not only knew where this person was shopping and how much he or she was spending, but the exact time of each transaction.† For such a sentence to exhibit proper parallel structure, the verb following the subject must precede â€Å"not only† so that it applies to both parallel phrases, or the verb must be repeated. In the latter case, the sentence would read, â€Å"I not only knew where this person was shopping and how much he or she was spending; I also knew the exact time of each transaction.† This solution is correct but cumbersome. (I was tempted to write â€Å"not only correct but also cumbersome,† but one is favorable and the other unfavorable, so introducing parallel structure seems inappropriate.) For clarity and simplicity, try this: â€Å"I knew not only where this person was shopping and how much he or she was spending but also the exact time of each transaction.† (Note also the insertion of also.) 2. â€Å"When the United Kingdom went through its mad cow mess, it had to bury not just the dead animals that had gotten sick, but had to change its butchering methods.† That’s a clumsy (and erroneous) attempt to provide the verb twice. It’s far more elegant to compose the sentence so that a single had is strong enough: â€Å"When the United Kingdom went through its mad cow mess, it had to not only bury the dead animals that had gotten sick but also change its butchering methods.† 3. â€Å"Their drinking may not only reflect difficulties in sleeping and calming down, but the fact that their parents provided a chaotic and inconsistent home environment.† This sentence almost sounds right, but may, the verb that precedes â€Å"not only,† is an auxiliary, or helper, verb; it’s playing second banana to reflect, which must also precede â€Å"not only†: â€Å"Their drinking may reflect not only difficulties in sleeping and calming down but also the fact that their parents provided a chaotic and inconsistent home environment.† 4. â€Å"Extended-stay lodging may not only fulfill a practical purpose but an emotional one.† The error is most easily seen in sentences such as this one, in which the â€Å"but (also)† phrase is brief and noisily clatters to the floor, unsupported by the sentence structure: â€Å"Extended-stay lodging may fulfill not only a practical purpose but also an emotional one.† 5. â€Å"They understood that the devastation was not solely about the lack of water, but about the way the land had been used.† This sentence, in which solely stands in for only, places the â€Å"not only† element correctly, but, again, the comma is extraneous, and an inserted also is not: â€Å"They understood that the devastation was not solely about the lack of water but also about the way the land had been used.† 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 Grammar category, check our popular posts, or choose a related post below:How to Structure A Story: The Eight-Point ArcConfusing "Passed" with "Past"1,462 Basic Plot Types

Wittgenstein's Approach and Domestic Model of Learning Language Coursework

Wittgenstein's Approach and Domestic Model of Learning Language Acquisition Theories - Coursework Example I use the description and explanation of Wittgenstein’s Approach theory and the Domestic Model of learning language acquisition theory to speculate whether my lesson was successful or not.This paper represents a rationale of the lesson on healthy and unhealthy food groups as an aspect of language acquisition. The main objective of a lesson rationale is to provide a logical basis for discussion as well as explaining the lesson worthiness to the students. Various lesson rationales vary in terms of how the students find them convincing. According to O’Donnell, Reeve & Smith (2011), students find lesson rationales that connect the lesson with their future goals and strivings to be more satisfying and convincing. In this lesson rationale, I compare and contrast two major language acquisition theories used to inform a lesson. In this lesson rationale, I also explain the influence the observation of my mentor teachers may have on my lesson and speculates the success of my less on plan based on the mentioned major language acquisition theories.One major language acquisition theory is Wittgenstein’s approach theory. This theory explains various issues pertaining to language acquisition. One of such issues is that language as skills are paramount as a starting point for learning languages (Erneling, 1993). According to Erneling (1993), the theory also explains that language heard and conceptualized is limited and that language is learned and used in a communicative context. This makes this theory a very important theory in trying to understand how a language is acquired. One of the aspects of this theory that makes it a very important language acquisition theory is that it can be used to explain the acquisition of the first language as well as the acquisition of the second, third and fourth languages.

Creating Conditions for Learning Essay Example | Topics and Well Written Essays - 1000 words

Creating Conditions for Learning - Essay Example I discuss my views on these areas by using personal experiences to assess whether they are integral to maintaining the lesson’s momentum, which in turn translates into academic achievement. I believe that learning can only occur when all parties (students and instructors) are able to create an interactive conducive environment. Earlier on, I learned that instructors bear the responsibility of creating such an environment. For example, simply preparing a lesson plan by the book, does not guarantee to learn, as more than one factor might dissuade students from learning. Disruptive behaviors from students rank high on the list of learning detractors. Therefore, instructors must always be wary of students prone to behavioral problems, in order to mitigate them before such behaviors hinder the learning process. At the core of the different problem-solving approaches I use, is the intent to equip the students with behavioral skills, which will assist them in mitigating disruptive be haviors. In my opinion, helping students avoid disruptive behaviors is not merely enough to maintain lesson momentum. More often than not, I have come to the realization that instructors are to blame for losing the lesson’s momentum. The text clearly states that instructional activities comprise of both strategies and formats. The former refers to the different ways of grouping students whereas the latter refers to the different methods used by instructors to engage their students (6.04). Therefore, instructors with personal inadequacies, which hinder them from executing either of the instructional activities risk affecting students’ engagement and in turn their academic achievement. I agree that instructors might stand to benefit from comparing themselves against the areas listed in the module’s text if they hope to improve their instructional strategies.