WGST 1808 Lecture 3: Women.docx

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crimsonfly964

19 Oct 2014

School

Carleton University

Department

Women's and Gender Studies

Course

WGST 1808

Professor

Shelley Rabinovitch

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Document Summary

Anything that you get out of your society and your culture. Religious practice: anything that we learn about the world comes from our families, our friends, our teachers, our environment, etc. Race is a social construction, it is not a reality. There is no objective thing in the universe as race: differs from time to time in history and nation. *apartheid: means division/separate race laws in south africa that kept blacks, mixed race and whites separate. You could not drink out of the same fountain, hold hands with somebody that wasn"t your race. These were only taken off the books by the time nelson mandela became president of south africa. Caucasians: only ones who were allowed to vote, to hold high paid jobs, and have economic stands. Chinese and most other asians were classified as colored in apartheid laws. Japanese were considered white: they were a major trading partner with south africa.

Related Questions

This is not plagiarism

Item 6

Original Source Material

Student Version

The philosophical position known as constructivism viewsknowledge as a human construction. The various perspectives withinconstructivism are based on the premise that knowledge is not partof an objective, external reality that is separate from theindividual. Instead, human knowledge, whether the bodies of contentin public disciplines (such as mathematics or sociology) orknowledge of the individual learner, is a human construction.

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th ed.). Upper Saddle River, NJ: Prentice-Hall.

Does knowledge exist outside of, or separate from, theindividual who knows? Constructivists hold that human knowledge,whether the bodies of content in public disciplines (such asmathematics or sociology) or knowledge of the individual learner,is a human construction (Gredler, 2001).

References:
Gredler, M. E. (2001). Learning and instruction: Theory intopractice (4th ed.). Upper Saddle River, NJ: Prentice-Hall.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 7

Original Source Material

Student Version (written in 2002)

The technological tools available today for creatingcomputer-based learning materials are incredibly more powerful thanthose introduced just a few years ago. We can make our own movieswith camcorders in our homes; we can publish our own books. Soonteachers and students will be able to use computer-video technologyto produce their own learning materials. All it takes is time,know-how, and some funds.

References:
Frick, T. (1991). Restructuring education throughtechnology. Bloomington, IN: Phi Delta Kappa EducationalFoundation.

Frick (1991) suggested that teachers and students would becapable of using computer-video technology to make learningresources. Furthermore, Frick's observation regarding tools forcreating learning materials that leverage computers that are a lotmore powerful than technology used just a few years back remainstrue over a decade later.

References:
Frick, T. (1991). Restructuring education throughtechnology. Bloomington, IN: Phi Delta Kappa EducationalFoundation.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 8

Original Source Material

Student Version

No matter how kindly voters treat the panderer in the votingbooth, the public overwhelmingly believes that candidates will sayone thing to get elected and then ignore their pledges once inoffice. This lack of sincerity, to the extent that happens, reducespublic confidence in government. Candidates should say what theybelieve. At the same time, the public should demand that candidatesspeak frankly and truthfully about issues of concern, and it mustunderstand that once a person is elected and looks at the fact inmuch greater detail, changes in attitude do and should occur.

References:
Simon, P. (2003). Our culture of pandering.Carbondale, IL:Southern Illinois University Press.

The relationship between voters and candidates is a complicatedone. For example, the vast majority of the public is convinced thatcandidates will promise anything to be elected and then pay noattention to their promises once elected (Simon, 2003). Such astate of affairs sets low expectations for those running foroffice.

Which of the following is true for the Student Versionabove?

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Paraphrasing plagiarism

This is not plagiarism

Item 9

In the case below, the original source material is given alongwith a sample of student work. Determine the type of plagiarism byclicking the appropriate radio button.

Original Source Material

Student Version

Overall findings revealed that the technology skills ofpreservice teachers participating in this study were relativelylow, while providing a basis upon which to identify prerequisiteskills and instructional objectives for teaching technology skillsand integration practices. In planning experiences fortechnology-rich teacher education programs, curriculum designerscould consider some skills as prerequisite, such as wordprocessing, basic computer operation skills, e-mail, and skillsassociated with the World Wide Web.

Reference 1
Brush, T., Glazewski, K. D., & Hew, K. F. (2008). Developmentof an instrument to measure preservice teachers' technology skills,technology beliefs, and technology barriers. Computers in theSchools, 25(1), 112-125.

Original Source Material 2
With regard to factors that contribute to the teachersâ readiness,computer proficiency took priority. Basically, if teacher computerproficiency increases, the teachersâ feeling to be more ready tointegrate technology into instruction alsoincreases.

Reference 2
Inan, F. A., & Lowther, D. L. (2010). Factors affectingtechnology integration in K-12 classrooms: A path model.Educational Technology Research and Development,58(2), 137-154.

Low computer proficiency may negatively affect the use oftechnology in schools (Inan & Lowther, 2010) To addresspotentially low technology skills among preservice teachers,teacher educators could consider some skills as prerequisite, suchas word processing, basic computer operation skills, e-mail, andskills associated with the World Wide Web. However, this approachwould require instructional options for students who lack suchskills.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

Paraphrasing plagiarism

This is not plagiarism

Item 10

Original Source Material

Student Version

Educational processes and systems are complex, and any attemptto measure them, especially at this level of aggregation, can onlylead to broad and general discussions. However, we contend thatthis discussion is necessary. Further, attempting to measure globalprocesses in education may provide another puzzle piece totheoreticians as well as national and local policy-makers, who areworking at understanding and, in the latter case, steeringeducational systems.

References:
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSSresponses over time: Evidence of global forces in education?Educational Research and Evaluation, 15(2), 137-152.

In attempting to study and direct the future of complexeducational systems, theoreticians and policy-makers may findaggregated measures of global processes in education useful despitelimitations that may be associated with these measures (Rutkowski& Rutkowski, 2009).

References:
Rutkowski, L., & Rutkowski, D. (2009). Trends in TIMSSresponses over time: Evidence of global forces in education?Educational Research and Evaluation, 15(2), 137-152.

Which of the following is true for the Student Versionabove?

Word-for-Word plagiarism

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pucehamster827

Summarize this article in your own words and cite references.

Winnie Mandela Male Sexual Health Clinic Celebrates its 10,000th Circumcision in 2012

Inspiring quotes about innovation and working together plaster the walls at the Winnie Mandela Male Sexual Health Clinic in Tembisa, South Africa, based in a township outside of Johannesburg. But the sentiment is far more than decorationâitâs the heart and brains that drives the clinic to become a model of success.

Using metal cargo containers as low-cost buildings for the clinic, developing the team strategically, creating mobilized outreach community programs, setting up HIV counseling and testing (HCT) as a first separate stage, creating an electronic-based system, and creating a diversity of counseling services are the cornerstones of their successes. âWe are always looking for innovation,â said Helen Kirsby-Green, Director of Operations. âWe are determined to constantly review and change to serve our patients and the community better.â The location for the medical male circumcision (MMC) clinic was carefully chosen near a primary care facility to serve a poor, dense population of 80,000 with squatter camps, people out of work, and a hub of people coming and going. Yet the area has important catchments to bring people in, like a library, schools, hospital, and taxi stands.

But if they had waited for people to come in, they wouldnât have celebrated serving their 10,000th circumcised client on October 26, 2012, after officially opening in little more than one year. They started at 20 clients per day and are now at 80.

MMC clinics are just one tool in the national plan to lower the rate of HIV in South Africa. Multiple studies have shown that circumcision reduces rates of HIV by 60%. But the clinic goes beyond just MMC. It is designed to be a hub of integrated care and counseling that achieves a greater health impact in the community.

Outreach teams are an essential key to success by educating and recruiting patients, generating community demand, and building trust in the community. The teams and their mobile vans reach out to workplaces, labor unions, public places like train stations, taxi stands, shopping malls, and schools. They even go door-to-door, reaching out to shacks in the surrounding squatter camps. In addition to recruiting men to undergo medical male circumcision â an evidence-based method of preventing HIV transmission -- these teams provide HIV counseling and testing and other health services.

The clinic is a smooth set of operations: incoming men are divided into âbuddyâ teams, supporting each other through each efficient step of being registered, counseled and tested for HIV, introduced to the procedure, undergoing health examination, and finally ending with the circumcision. This buddy system in a setting of quality and quantity creates a safe, trustworthy, and nurturing environment. No patient wanders or wonders where heâs to go, and theyâre never alone.

A separate parent-preadolescent program was developed for those younger than 15 years (studies show most adolescents are sexually active at age 15). The mother and child are kept together. Staff has learned that the parent doesnât brief the child beforehand, and that the child doesnât tell the mother about the 48-hr hygiene practices after MMC to ensure rapid healing. So both are instructed at the same time.

Finally each male going through the process is exposed to gender education. Aurum educates boys and men about masculinity and dispels gender stereotypes that are common in the area. The counselors work to build knowledgeable ambassadors in the community, since friends believe what friends say. Itâs an open forum, where older males can overhear the teenâs discussion and learn. Older men also receive messages on reducing multiple, concurrent sexual partners.

Aurum Research Institute launched the Winnie Mandela Male Sexual Health Clinic with funding from PEPFAR through CDC in March, 2012. In October 2012 Aurum circumcised their 10,000th patient, John John Tsietsi Nkuna, aged 40 years.

1/ All the problems studied in economics arise from

a. the unequal distribution of income

b. the scarcity of resources

c. inappropriate government action

d. overpopulation

e. war

2/ The overall performance of the economic system as a whole is the focus of

a. macroeconomics

b. public economics

c. international finance

d. labor economics

e. microeconomics

3/ After graduating from high school, Steve had the following three choices for his immediate future, listed in order of preference: (1) attend our campus, (2) work in a printed circuit board factory, or (3) attend a rival college. His opportunity cost of going to college here includes which of the following?

a. The income he could have earned at the printed circuit board factory plus the direct cost of attending college here (tuition, textbooks, etc.)

b. The benefits he could have received from going to the rival college.

c. Only the tuition and fees paid for taking classes here.

d. Cannot be determined from the information given.

e. The cost of books and supplies at the rival college.

4/ The question of scarce resources and unlimited wants are addressed in

a. psychology

b. history

c. anthropology

d. political science

e. economics

5/ Consider an economic model designed to analyze the purchasing decisions of households. An assumption that a household chooses between only two goods would be an example of an

a. positive assumption

b. simplifying assumption

c. macroeconomic assumption

d. financial assumption

e. critical assumption

6/ Which of the following explains why economists may disagree over normative issues?

a. They have different beliefs and values.

b. They often employ different statistical techniques when examining data.

c. Some work only on microeconomic issues, while others focus exclusively on macroeconomic issues.

d. They examine the same data to draw their conclusions.

e. They need to disagree to publish their research findings.

7/ Suppose your friends take you out for dinner on your birthday, and you have a much better time than you would have had to do anything else. There is still an opportunity cost, even though they will not let you pay for anything. True/False

8/ Microeconomics

a. addresses scarcity from a global perspective

b. is purely theoretical and has little value in explaining real-world phenomena

c. focuses on what is happening in the economy as a whole

d. examines how individuals, households, and firms make economic decisions

e. answers the fundamental economic questions of how, when, where, and why.

9/ People and organizations have to make choices about how to allocate time and money because

a. religious values conflict with economics

b. time and money are both scarce

c. government require it

d. there are unlimited resources

e. corporations control our lives

10/ The objective of an economic model is to

a. yield a better understanding of important relationships

b. use simplifying assumptions to make positive economic statements

c. be an accurate description of reality

d. predict real-world occurrences with complete accuracy

e. use basic principles of economics to derive fundamental assumptions about human behavior.

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WGST 1808 Lecture 3: Women.docx

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