Mary Wollstonecraft and Gender Inequality in Our Modern World Essay

Ridgeway states that â€Å"In the United States as in many other societies, gender relationships are changing and inequalities between men and women are questioned in virtually every sphere – at work, in the home, and in public affairs.† In Mary Wollstonecraft’s â€Å"A Vindication of the Rights of Women,† she argues different issues about women’s role in society, and she called for equality between men and women. However, even now women still demand equal rights with men because gender inequality still exists throughout different countries in the world. Since â€Å"A Vindication of the Rights of Women,† many issues have changed for women in society in various fields such as education, employment, and politics, but some specific problems exist now. In the modern world, there are many gaps between men and women in different positions. Wollstonecraft’s piece still applies to women in the modern world because of social, economic, and political inequality. Wollstonecraft argues that women’s societies are neglected when she wrote hundreds of years ago. This is still true in the present day because in most societies men and women are allocated diverse duties, rights, and privileges. Women and men have different roles in society. Gender inequality is characterized by the social process individuals deal with. According to Wollstonecraft, â€Å"There must be more equality established in society or morality will never gain ground, and this virtuous equality will not rest firmly even when founded on a rock† (198). This means that society plays an important role in determining the position role of the women, and that role depends on religion, traditions, and customs. They are attached to values joined to human well-being and prosperity. Research shows that â€Å"Sex categorization unconsciously primes gender stereotypes. This allows the stereotypes to become cognitively available to affect our behavior and judgments† (Fisk ). Regardless, how much they truly do shape our conduct can vary from inconsequential to huge depending on the particular situation and our own specific goals and interests. For example, in general, men are accepted by society to be particularly more skilled than women in male work -settings such as engineering, sports, and positions of expertise, while women are advantaged in female- work settings such as childcare and communication. In other words, Wollstonecraft acknowledges society expects a different thing from men and women. Also, Wollstonecraft writes about the role of women in the economy is not as clear and concrete as it is for men. Wollstonecraft mentions that â€Å"Business of various kinds they might likewise pursue if they were educated in a more orderly manner, which might save many from common and legal prostitution† (205). In other words, people don’t know what women can accomplish because they have never been allowed to fully participate in the economy because of gender-defined jobs. In most of the world, women spend more hours working than men. In addition, they spend a lot of energy doing housework which is unpaid and along these lines not considered when economists analysts measure the amount of work done by men and women. Indeed, even women who have full-time occupations do the majority of housework in the household. In most countries, women possess an exceptionally small percentage of the basic leadership positions in the upper economic range. Although women work more hours than men, the wage gap between the genders remains generally static between women and men working full time according to the study in the article, â€Å"Women still make only about 80% of what men earn for full-time work† (Ridgeway). Also, corporations should assist in treating both women and men similarly because when women choose to have kids and stay home for maternity leaves they don’t make it up the chain of leadership. However, companies should significantly assist in executing approaches that incorporate women again into the workforce in senior positions after having children including more flexible advancement processes and activities as strategic scheduling. Furthermore, Wollstonecraft discusses that women’s politics has been intangible for many years and still exists in the modern world. According to the article, â€Å"Women are less likely to hold managerial or supervisory positions, and when they do, their positions carry less authority† (Ridgeway). Men have had the monopoly on political power for a long time which indicates gender inequality and led to its continuation. Even in democratic societies, gender segregation happens in governmental issues both concerning assumptions about political devotions that fall along gender lines, and dissimilar gender representation inside delegate vote based systems. Truly, this is considered obvious when women couldn’t even vote. Wollstonecraft writes that â€Å"They might also study political, and settle their benevolence on broadest basis, for the reading of history will scarcely be more useful than the perusal of romances† (205). The participation of women in politic al life is one of the most important elements of the democratic process in a country. Therefore, the weakness of democratic mechanisms and forces in society contributes to the marginalization of women’s political participation. Public and private communities should strengthen their capacities to contribute to the development of their female population. It should be noted that traditional societies are more likely to recognize women’s political rights. This is important because women with access to political power might have an opportunity to change her situation thus disrupting the narrative that men are the traditionally powerful ones in society. Obviously, when Wollstonecraft wrote the â€Å"Vindication of the Rights of Women,† she opened the doors for women’s rights. Wollstonecraft piece is still applicable to women in the modern world because of social, economic, and political systems. Although women have equal rights in some fields, some issues of equality regarding society’s rights and duties are still with us today because it depends on society how people think about and respects women. Works Cited Fisk, Susan, â€Å"How Does Gender Inequality Persist?.† Gender.stanford.edu, Monday,2 May. 2011, http://gender.stanford.edu/news/2011/how-does-gender-inequality-persist. Ridgeway, Cecilia. L, â€Å"HOW GENDER INEQUALITY PERSISTS IN THE MODERN WORLD.† Scholarsstrategynetwork.org, June. 2013, http://www.scholarsstrategynetwork.org/brief/how-gender-inequality-persists-modern-world. Jacobus, Lee, editor. A World of Ideas. Bedford /St. Martin’s, 2017. Mary, Wollstonecraft. â€Å"Of the Pernicious Effects Which Arise from the Unnatural Distinctions Established in Society†. Bedford /St. Martin’s, 2017, pp. 198-205. NSCC Grading Rubric for Composition I and II Note: All essays are marked for errors and include comments. This rubric shows the breakdown of your score. Any essay that does not meet the requirements of the assignment may not be graded and may receive a zero. Any essay that contains an abundance of major grammatical errors or numerous repetitive errors that negatively affect the meaning and readability may lose extra points. A. Content Topic Fits assignment, narrowed appropriately, focused, original, shows independent thought, creative Thesis Statement Clear, strong, focused, logical, and insightful Rhetorical Technique Adheres to assigned rhetorical technique or blends rhetorical techniques effectively to enhance the strength of content Support Evidence, details, examples, and explanations are sufficient, thorough, accurate, logical, well-developed, and effectively support claims, ideas, and the topic Critical Thinking Appropriate level of analysis, evaluation, inference, or deduction of issues related to the topic Comments Possible Score Your Score 25 B. Organization Thesis Placement Thesis statement is logically placed for the specific essay Introduction Catches reader’s attention, accurately introduces scope of paper, interesting Conclusion Leaves reader with a sense of completion reemphasizes point and/or motivates reader, the appropriate ending for essay Paragraphs Each paragraph is well developed and relates to the thesis has a strong topic sentence and presents solid supporting information Sequencing Careful development of related ideas in coherent, sequential paragraphs with smooth and logical transitions that create a smooth flow of the essay Comments Possible Score Your Score 25 C. Editing Grammar Essay is free from major errors, such as fragments, comma splices, run-ons, and agreement errors, and minor errors, such as punctuation and capitalization Style Tone is mature, consistent, and suitable, a voice is appropriate for academic writing, and awareness of audience is evident Language Sentences are forceful, clear, and logical, a variety of sentence structures are present, and diction is precise and expressive using college-level vocabulary Presentation Correct MLA style formatting, including MLA style heading, double-spacing, correct margins, and font style and size, with a strong title and indented paragraphs Comments Possible Score Your Score 25 D. Documentation Sources Appropriate amount of research is used from credible and quality sources instead of sources such as encyclopedias, SparkNotes, eNotes, BookRags, Wikipedia, answers.com, or the like; sources support rather than overwhelm the writer’s ideas Borrowed Information Quotations use quotation marks or are put in block format if needed and are written exactly as the author intended, paraphrases and summaries are written well and do not change the meaning of the original, information is integrated smoothly into text and thoroughly discussed, and quantity and quality of information is appropriate In-text Citations Formatted correctly with a signal phrase and a citation that matches the first element of the works cited the entry Works Cited Page Starts a new page, entries are double-spaced and indented correctly, information is incorrect order and complete, and no extra sources are listed that are not cited in the essay Comments Possible Score Your Score 25 Total Score Possible Score Your Score 100

Traffic Cameras Research Paper Example | Topics and Well Written Essays - 1250 words

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India Research Project Paper Example | Topics and Well Written Essays - 1500 words

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Online Assingment Article Example | Topics and Well Written Essays - 500 words

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I need 6 references for early childhood education Annotated Bibliography

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Discussion question week 11 Assignment Example | Topics and Well Written Essays - 250 words

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Piaget Stages of Development Essay Example for Free

Piaget Stages of Development Essay Child development undergoes various stages from infancy to adulthood. This process of development is called by various psychologists as â€Å"progression through development† to which, age is often attached on each developmental stage. The first stage is called the infancy stage which is from birth to one year during which the physical and psychological occur most rapidly. In Piaget’s developmental theory, the child’s development during this stage is called â€Å"sensorimotor† because the child’s behavior at this stage is mostly simple motor responses to sensory stimuli† (Kalat 170). The stage of toddlerhood which is from one year to three years old is partly connected with infancy stage because as Olga Drebben asserts, â€Å"in these early childhood stages, the infants and toddler’s growth and development include very multifaceted processes of physical, cognitive, and psychosocial transformations. Drebben affirms that the primary modes of infant and toddler are sonsorimotor. The childhood stage or as Piaget calls it, the â€Å"preoperational stage of development† is the stage in which children are subject to externally imposed rules and adhere unquestioningly to rules and the directives of powerful adults. In this stage, peer relationship is an important factor towards constructing a self separate from others and towards developing the capacity to think in terms of other peoples’ attitude one self. Deutsch, Coleman and Marcus stated, â€Å"Equal peer relationships give children a chance to experience reciprocity which greatly assists them in perspective taking and problem solving† (Deutsch, Coleman, and Marcus 359). Adolescence stage on the one hand, is seen to takes place at the beginning of puberty or from 10 to 12 year for girls and 12 to 14 years for boys and end and at the age of 18 for girls and 21 for boys. While psychologist admits the lack of precision as to age limit, this stage â€Å"assume more responsibility for personal attainment and well being† (Arnett 168). It is also the stage to earn a living and a time when interest in fun increased. The stage of adulthood on the other hand are divided into three; early, middle and senior adults. The early adulthood which starts at age 21 up to 34 years, is concern on being able to engage in intimate relationships and in finding more satisfying work. This stage is also period of focusing on long term goals, nurturing other physically, finding a meaning in life, and developing a tolerance for delayed gratification to meet long-range goals (Corey and Corey 88). The middle adulthood ages 34 to 49 is regarded as the period of reassessment of one’s work satisfactions, of involvement in the community and of accepting choice made in life. According to Gerald and Marianne Corey, this period of life is a time for â€Å"solidifying one’s philosophy of life. The senior adults 50 to 64 are regarded as the beginning of the wisdom years. This period is characterized as the time for serving the community and planning for work transitions and retirement. Finally, the elderly, 65 years onward is the time â€Å"to find new levels of meaning in life and to appreciate what one has accomplished† (Corey and Corey, 89). This stage is a period of physical weakness because it is a time of diminished strength and increased dependence on others. Of all these stages, the development stage that is more susceptible to schizophrenia are the early adulthood ages 21 to 24 for men, while 40 and above for women. This is because the vast majority of the onset of this disease â€Å"falls within the interval of 15-54 years of age (Hirsch and Weinberger, 215). Steven Hirsch and Daniel Roy Weinberger noted that onsets of schizophrenia in men â€Å"peak steeply in the age group 20-24† (215), and it slowed down at lower level thereafter. This onset for men is the reverse for women above forties. The stages that are more prone to Alzheimer are definitely middle adults, senior adults and the elderly because this disease takes place during these stages of life. Question 2. Two of Piaget’s universal developments are the sensorimotor stage and the preoperational stage. The sensorimotor development stages starts from birth up to the end of the second year. Also called the neonatal stage, it is the period of development when the infant where simply a passive being that acts with out any systematic goal. Sensorimotor stage is the development of the child that includes intelligence based on perceptual experiences such as reflexes from 0-1month, primary circular reactions from 1to 4 months which is a repetition of certain pleasurable behaviors and formation of habits, secondary circular reactions 4 to 8 months, the coordination of secondary schemata and so forth. An example to this is the hand exercises. The child can follow simple instruction to close or open his or her hands as this is pleasurable exercise, during the infancy stage. But when the child is over one year old he can already follow basic instruction with basic understanding. Preoperational stage on the other hand begins at 2 up to 6 years of age. Salkind implies that Piaget’s preoperational stage of universal development is the progression of the infant from a reflexive organism to towards understanding of the symbolic world (248). Michie Swartwood and Kathy Trotter pointed out that in Piaget’s preoperational stage, the key feature of children’s thinking â€Å"is symbolic representation† (69). Swartwood and Trotter cited that during this stage, the child is able to use symbol, an object, or a word to stand for something else (69). Thus, though preoperational stage occurs right after the sensorimotor stage terminates, the child experiences tremendous progress during this stage. An example to this is the ability to follow simple instruction not to touch this or that, or that, on the ground that it will harm him or her, or that it will hurt him. In comparing both stages of development the child acquires certain degree of progression before each stage terminates. Both stages also display some degree of intelligence as the child now learns a lot of things through his or her experiences. But these stages also differ on some grounds. First, children in the sensorimotor stage do not think symbolically, while in preoperational stage they do think symbolically. Second, in the sensorimotor stage, the â€Å"child is limited to direct interaction with the environment, while in the second stage, the children learns to â€Å"manipulate symbols that represent the environment (Salkind, 248). In general however, both these stages show the child’s remarkable and development. Question 3. Some of the major stress that I am dealing with in my everyday life are first and foremost are the pressures from deadlines that must be met. This creates tension in me especially when I am running short of time. Biased treatment and sexism are also a great source of stress because it angers me. I really hate these things and I felt stress every time I encounter it. Some minor stressors however that I encounter everyday are the peer pressures. Peers insistences of something I do not like create pressures on me. Stern and unsmiling faces also s a source of stress especially those I meet daily. Some of the coping skills that I learned over time to keep the minor stressors from becoming major issues are; first, to ease my self of being too competitive. I learned this skill after I realized that I do not actually need to compete with my self. I simply need to make a list of priorities and take things at a time based on the priority list. Second, is to be friendly. I just realized that there is nothing wrong to great people with a smile regardless of how they would respond at me. I realized that by doing this, I could prevent the minor stress from becoming a major stress as I actually overcome it. Question 4. Schizophrenia is a disease. It is a chronic disease and severe mental disorder with a typical onset in adolescence and early adulthood and a lifetime prevalence of 1%. Dwight Evans cited that on average â€Å"male have their illness onset 3 to 4 years earlier than female† (78). Schizophrenia is not a developmental disorder but a chronic mental disease. The four type of schizophrenia are the following, paranoid, disorganized, catatonic, and undifferentiated. The characteristic and symptoms of paranoid are hallucinations and delusions. In the disorganized type, it symptoms and characteristic are reflected by disorganized speech, disorganized behavior, and inappropriate affect. The catatonic type manifest clinical syndrome such as excessive purposeless motor activity, extreme negativism, peculiar voluntary movements and so on. The undifferentiated sub type is diagnosed when the patient â€Å"does not meet criteria for the previous type yet does meet the criteria for schizophrenia† (Maddux Winstead, 182). It is more likely that schizophrenia has a genetic cause than environmental. It is quite common that when there is schizophrenia in the family, it is passed down to another member. Thus this disease is called â€Å"psychobiological† illness amenable to chemical intervention and modification of the environment. An example to this is when a person is exposed to violence and all other abuses since birth, he has the tendency to have psychological trauma which causes schizophrenia. Question 5. One incident that happened in my lifetime was when I read the story about a plane crash killing all the more than two hundred passengers. After I read the story, I was shocked and I developed psychological fear regarding boarding an aircraft. Psychology fit in this scenario because I knew pretty well that it was simply an accident. In this experience, I developed some fear as it would always come to my mind that this plane might crash too. But as I came to realize, accident happens anywhere to anybody, at any given time and cause. Since I cannot prevent it nor predict it, the best thing to do is to just be very careful and avoid those that I can, but those that I cannot; I just leave my fate in the hands of God. The connection here between psychology and life is that, life is real; we should rather be practical and realistic than be overcome by fear and anxiety about our bad experiences. Question 6. I have incorporated in my work of art elements of psychology through my use of colors and designs. In using bright colors, I usually expressed strong emotion such as anger, or fear, or other emotions. I also incorporated psychology in my designs such as shapes that expresses meanings like lovely ideas or joyful situations. I will incorporate them in the future in the same way I incorporated it the last time with perhaps some improvement or modification. I could connect the process that I go through as an artist with psychology through putting meaning on my experiences in the light of what I have learned about psychology. That is, I must seek the context of what I am trying to portray to which I labor so much. It means that my work of art should be reflective of what life is, of the emotions, such love, fear, and other strong feelings that we often encounter or should I say, that always experience on a daily basis. Finally, one influence that will mesh with my future work of art is those that wear green colors, or things that are green. I am fascinated by this color and this influence in me can help meshed up with my future work of art. Work Cited Arnett, Jeffrey Jensen. International Encyclopedia of Adolescence, Volume 1 USA: CRC Press, 2007. Corey, Gerald Corey Marianne Schneider. I Never Knew I Had a Choice: Explorations in Personal Growth USA: Cengage Learning, 2006 Deutsch, Morton; Coleman, Peter T. ; Marcus, Eric Colton. The Handbook of Conflict Resolution: Theory and Practice USA: John Wiley and Sons, 2006 Drebben, Olga. Patient Education in Rehabilitation USA: Jones and Bartlett, 2010 Evans, Dwight Treating and Preventing Adolescent Mental Health Disorders: What We Know and What We don’t Know New York: Oxford University Press Hirsch, Steven Weinberger Daniel Roy. Schizophrenia Great Britain: Wiley-Blackwell, 1995 Kalat, James W. Introduction to Psychology USA: Cengage Learning, 2008. Maddux, James Winstead, Barbara. Psychopathology: Foundations for a Contemporary Understanding USA: Routledge, 2005. Salkind, Neil J. An Introduction to Theories of Human Development USA: Sage Publications, 2004 Swartwood, Michie Trotter, Kathy. Observing Children and Adolescents: Student Workbook USA: Cengage Learning, 2004