A Description of the Attributes a Presidential Candidate Should Have Essay Example for Free

A Description of the Attributes a Presidential Candidate Should Have Essay The American President speaks to considerably more than an establishment. To individuals around the globe he is illustrative of their expectations and fears for the future and is the focal point of extreme sentiments and feelings. The democratic procedure speaks to an amazingly noteworthy period in American governmental issues where US residents vote in favor of their President. Their votes are intelligent not just of the applicant they like and regard the most, but on the other hand are a sign of the individual that they anticipate will be the best once in office. In spite of this, their choices depend on the candidate’s execution preceding, and during, the political decision process. This presentation that may not really be a decent sign of their genuine capacity to run the nation; the characteristics expected to turn into a President are totally different from those required to be a fruitful President once in office. This paper will address the qualities that are usually refered to as being important for somebody to turn into a President and will question some of these, offering the assessment that they are not really the right premise on which decisions ought to be made. See more: Masters of Satire: John Dryden and Jonathan Swift Essay The abilities and techniques by which an elective may turn into a President are investigated and will be contrasted with those that are really required and esteemed once in office. In the United States the nonappearance of a government involves that the President frequently turns into the item for nationalistic or monarchical sort slants that individuals in nations like England would coordinate at their Queen. The President is without a doubt the most significant figure in the US and holds a few jobs including Chief Executive, Commander in Chief, Head of the National Party and Chief Legislator. Notwithstanding, similar to the Queen in England, his incomparable court have restricting forces to him and along these lines limit his capacity to complete a portion of his jobs. Numerous individuals remember one of the most significant traits for a Presidential possibility to be is a decent, solid leader with an unmistakable vision and course. Applicants regularly utilize the political decision procedure to talk about issues that are obvious in the manner by which the nation is at present being run and make determined cases regarding how they would do things any other way. They swear that they will have the spine to take choices that Presidents before them have neglected to take. These sort of articulations claim to the American open as they give would like to a superior future and a desire that things will improve. Reality, nonetheless, is totally different. Congressmen have their own electorate, intrigue gatherings and suppositions on how the nation ought to be run. The President is in reality extremely restricted in his capacity to order congress to do anything and hence, the usage of his choices is really an exceptionally troublesome thing to accomplish. What is, maybe, more significant than a capacity to settle on choices is a capacity to convince and impact others. On the off chance that you approach individuals in the event that they would decide in favor of somebody who utilizes solid forces of influence to influence their vote they would presumably say no, they would like to decide in favor of some who have a solid heading and vision. They wouldn’t like to feel that smart jargon or some sort of deals approach has affected them. No, they like to view themselves as individuals who have settled on a decent choice dependent on the realities. Reality, nonetheless, that they presumably were convinced and influenced during part of the political decision process. This isn't such a terrible thing. The capacity to convince others is pivotal to an effective President as he should be fit, through whatever implies important, to persuade others to complete the choices he makes. It is hence evident that, while a reasonable vision and course is significant, what is increasingly significant both in picking up the job and finishing it effectively is a capacity to convince and impact. The individual who figures out how to impact others will do the better employment, once in power it will assist him with completing things and in turning out to be President it will enable him to win. A further trait that the American open will search for while choosing a Presidential up-and-comer is a consistency of direction. Individuals need a President who will have fearlessness to focus on their game-plan and accomplish the plans they spread out during the appointive procedure. Notwithstanding, again this may not be a characteristic that conveys achievement once an applicant is in force and we frequently observe totally different desires for the President. President George Bush can be refered to as a prime case of this. George Bush was clear and solid in his arrangement to free Iraq of Saddam Hussain, to such an extent that he took the United States to war. Nonetheless, he later confronted a lot of analysis for his activities and numerous camps contend that he ought to have conceded he wasn't right and ought to pull back US troops from the US. His pledge to activity was not, at this point esteemed. This paper isn't proposed to discuss this point and condemn George Bush’s activities however is utilizing this guide to show that the qualities that individuals may search for while choosing a President; consistency and tenacious reason may not generally be what they expect once they are in power. A trait that highlights intensely in people’s choice while choosing a President is authenticity, they like a family man whose qualities and feelings may appear to mirror their own. They need to feel that their President, however much as could be expected, has similar sentiments and fears that they do and will in this manner demonstration in a way that is to their greatest advantage. Regardless of whether proper or not, the over a wide span of time individual existence of a Presidential applicant includes intensely during the political decision procedure and individuals search for somebody who has carried on with their life in a decent and genuine way. While such properties give a sign of a person’s character and might be believed to speak to the manner by which they will carry on once they are in power, they are not really what individuals search for once their President are in power. They are increasingly worried about a person’s capacity to cut themselves off sincerely from any choices they make, removing themselves from a circumstance so as to take a gander at a greater picture. The expression â€Å"don’t blend business in with pleasure† couldn't be progressively fitting for a President in power. Once in the Whitehouse individuals believe the nonentity to be an American foundation; he works for them. Individual life is no longer to be viewed as of significance and, in numerous regards; they don't wish a President to show sentiments as these can be translated as a shortcoming. Other regularly refered to qualities that individuals talk about when they are approached what they search for in a President incorporate trustworthiness, respectability, authority and knowledge. These kinds of characteristics involve that the conclusions individuals type of competitors before their political decision, and in this manner the benchmark against which they are judged once they are chosen, can never be met; they are largely incredibly emotional qualities. An up-and-comer who is chosen as another President, a swap for the occupant, will consistently be proclaimed as the following enormous thing. The country will feel solid trust later on for America and will genuinely accept that things will improve. In any case, the probability is that these desires can never truly be met. Time will change the position that the President consumes in people’s minds; what individuals see as great authority presently will more likely than not change through the span of the four years between decisions. All things considered, these characteristics can't precisely be utilized as portrayals of how well an up-and-comer will perform once in office. This paper has tended to some of the normal traits that individuals refer to as significant inside a Presidential up-and-comer. Through investigating the distinction between winning a political race and really running a nation, the imperfect idea of the variables whereupon numerous votes are thrown is uncovered. While individuals remember they are deciding in favor of somebody who will run their nation, they once in a while appear to consider the characteristics that will be esteemed in this job, rather concentrating on those required to arrive. Battling a Presidential crusade is altogether different from being a President. Thusly more accentuation ought to be put on credits, for example, consideration regarding military dangers and requirements, the economy and American interests, both at home and abroad.

Factors of Business Essay

The principal suggestion that will affect The business is the European Union, which has been in a profound downturn this is on the grounds that customer request has fallen, while joblessness rates are expanding over the European association. This has made extraordinary concern worldwide markets as the likelihood that Greece will be unable to pay of their exceptional obligations, this could result into the them defaulting the Eurozone, anyway there is some strength yet this circumstance is fragile in light of the fact that the European Central Bank and furthermore the International financial reserve, have upheld credits which have accompanied severe conditions joined. By Greece defaulting this could spell the finish of the euro, which can have an incredible effect on all economies around the globe, this could result into an expansion to the present downturn since nations could be viewed as a vulnerability to repay, this will build the obtaining cost and they may even increment to unaf the businessable rates past 5%, an outcome credit may evaporate prompting nations not bringing in products since they can not afthe business this. This would influence The business since shoppers would just hope to buy basics and purchasing a vehicle would be viewed as an extravagance. A significant flaw in the Eurozone is that all nations should have a similar loan fees, which isn't acceptable in light of the fact that they all have distinctive totally different economies. A prime model is that nations like, Germany and France have parcel more grounded economies than the PIIGS, which represents Portugal, Italy, Ireland, Greece and Spain. The present EU base rate is 0.250%, which wills suite nations like the PIIGS, however it will likewise stop the advancement of France and Germany. Anyway the UK can change their base rate, which is constrained by the Bank OF England, the present base rate in the U.K is 0.5%, this will urge more individuals to take advances since they are relativity modest and this will permit more cash to be spent. Intrigue rates in the EU and UK will influence The business in such a case that the base rate are low this is acceptable on the grounds that it will permit customer to get less expensive credits permitting them to buy the business extravagances like things, likewise it permits individuals to fund vehicles less expensive in light of the fact that the base financing cost is low. The swapping scale will could fill in as an advantage to the business this is provided that different nations money is more vulnerable than the US this will mean they will hope to sell there for more benefit since they should pay outside cash for the item. So if the Euro swapping scale falls this could be seen acceptable in light of the fact that it will imply that nations in the Euro should pay more for The business vehicles, anyway this can mess more up for The business since it will imply that a few buyers will most likely be unable to bear the cost of the organizations items. Anyway another bit of leeway is this would imply that they could have less expensive parts from the providers in light of the fact that the conversion scale has fallen. In the European association there are a wide range of decides that you need to conform to get one of them is the Common Agricultural Policy (CAP), which endeavors to support cultivating and the creation of food and other cultivated produce, this is finished by permitting dies down to be paid to ranchers to develop certain yields, anyway cash spent in the EU can not be spent on remembering joblessness, which is a significant worry in all EU states. I am going to take a gander at how nations are connected through globalized exchange, this is on the grounds that business are not situated in only one nation they are in a wide range of nations, a case of this is The business who are an American business anyway they fabricate there vehicles over the world, this makes flexibly for nations to import and fare products. Anyway this can make issues entire worldwide economy, a prime model is that this present downturn began in the US where the first credits where given to individuals who weren’t prone to pay and these advances back these then urged different banks to the equivalent to permit customers to buy products and property’s, these advances are known as sub prime advances. The all inclusive downturn is most noticeably awful in history and it has kept going longer than the extraordinary melancholy or the Wall Street crash in the 1930’s. This has influenced The business this is on the grounds that they had seen a drop sought after for there item since individuals didn't have the certainty to buy extravagance things, anyway a year ago they have seen their benefits go up by 26% in 2013, which shows that customers are having more trust in going through cash, this is because of most nations have diminished their base financing costs. They are worldwide worries that will cause The business issues, a significant concern would be the increasing expense of Oil, this would result into the costs ascending of all merchandise including food costs, which will result into shoppers changing there purchasing behaviors to facilitate the expense of products expanding. This would influence The business since they would need to pay more to providers since cost of transportation and conveyance are rising, they would likewise observe a decrease in deals over the world since Oil is increasingly costly, to result this they would need to hope to make a decrease in assembling significance occupations will be lost in nations, which will make an issue to nation who will see an expansion in joblessness rate and this will see shoppers going through less cash and this could result into nations returning into a downturn. There is additionally issues for The business on ecological issues that is controlled by the world exchange organsisation, who will hope to ensure that the Carbon yield is decreased on the planet. Anyway there are proposals that creating nations like China and India, have less severe natural which gives them a serious edge of different nations, by organizations like The business fabricating vehicles there it will make employments, and furthermore result into more cash being spent, which will support the economy of these nations. The business are taking a gander at methods of holding Carbon emanation down this is the reason they have reported they that they will utilize Aluminum combinations on there wheels rather than take this is on the grounds that it will lessen the heaviness of the vehicle and furthermore by this occurrence implies they can fit littler motors, which will prompt an improvement in fuel millage. Anyway not at all like Europe the worldwide economy is solid in nations like China, where they have been generally excellent, this is indicated that they have had a business increment of 52%, and they are anticipating that the chinese economy will extend by 7.5%, and they are going to see an expansion of their market in China to 23 million vehicles. The business additionally have the main vehicles on the planet which is The business Focus. There is vulnerability suing QE, which represents quantitative facilitating, this is a way that centrals banks use to help the economy they do this by asking authorization from the treasury to make a great deal of cash, this is some by crediting their own records, they at that point spend this cash on purchasing government securities from monetary firms like banks, insurance agencies and benefits reserves, this makes the expense of securities costly, which at that point puts off different financial specialists, which thus implies that the organizations selling there securities may use there cash to put into different organizations or loan cash to people. This would ideally make banks and insurance agencies to loan cash to organizations or people, the financing costs they charge should fall, which will bring about more cash being spent and this will give the economy a major lift. At the point when the economy has recuperated the national banks will sell the securities it had bought an d afterward annihilate the money they have gotten, and this will imply that in the drawn out additional cash has not been made. Anyway this accompanies a couple of hazard that the Germans during the 1920s and furthermore Zimbabwe have seen, which was that they saw a colossal ascent in expansion.

Dream Topics For An Essay - Tips To Help You Create A Unique Topic

Dream Topics For An Essay - Tips To Help You Create A Unique TopicAre you unsure what your dream topics for an essay are? You might have been thinking about some, but not really sure which ones. In this article I will share with you a few tips to help you get started and really make that dream topics essay a reality. So, let's begin.College level writing is hard enough when you don't know what to write about, but when you're not sure what to write about it's even harder. Some people believe that the easiest topic to write about is the subject matter that they are passionate about. They may even be a person who truly enjoys writing, but there are times when they just seem to write about what interests them.What are dream topics for an essay you ask? Well if you do a little research and ask yourself, you may find a few things that you will be interested in writing about. The reason that this is a good idea is that you can focus your attention on this one thing instead of several differ ent subjects. You may even be able to create an entire article on one particular topic.This is a big opportunity for you and your grade will look better when you are done. You may want to start by learning a little bit about your topic before you move on to the next step. I suggest that you read some books, talk to some other people who have been in the situation that you are in and then ask them for advice. You'll probably be surprised at the tips that they have to offer you.Focus on those tips first, and then find out how they can be applied to your own situation. There are some great books available that give you specific examples of what successful people have done to succeed. Try to take notes on those examples and use them as a guide for your own life. Of course the example that most college level students want to read about isthemselves. If you can create your own success story and show other people how to be successful, you are the best candidate for having great topics for an essay.You also want to think about the structure of your dream topics essay. You will need to find something that you enjoy writing about and then try to make that your focus of the essay. You might have a special skill or talent that you can use to illustrate that. By having something you enjoy doing that you can add value to others, you will be more likely to stay motivated through the hard times.By providing a valuable contribution to someone else, whether it be a tip, a fact or a method, you are making a valuable contribution to the world. Keep this in mind when you are looking for a topic for your essay. Make sure that your topic is a valuable contribution that makes sense to you.What about dreams and topics for an essay? Think about your favorite topics and then see if any of them could be turned into your dream topics essay. Sometimes it helps to think outside the box, and getting a topic like dreaming up a topic for an essay.

Structural Functionalism A Sociological Perspective

Sociology is the study of human group behavior, it looks at society as a whole. This group is sometimes called the sociological perspective (Ballantine Roberts, 2007). Many different people view the world differently; either as structural functionalism, conflict theory, or symbolic interactionism. Each one of these refer to the world inversely. Some view the world as situations just work out, or it is continuously in conflict, or the world is just primarily a place where people have relationships. Structural functionalism best describes the view of the world and varies roles that are played by different people. Structural functionalism is a theory that views society as a complete unit (Ballantine Roberts, 2007). Emile Durkheim is the father of Structural Functionalism. They look at society the same way as someone looks at a formula for a math equation. They view the equation as a whole before using the formula to play a role in the equation itself. In order for structural functiona lism to work there needs to be an agreement on the norms, values, and beliefs for the better of society. If these objectives are not meant then Structural Functionalism will crumple before it builds its foundation. Conflict theory is a theory that offers varies of different perspective from structural functionalism (Ballantine Roberts, 2007). There are many differences between the two. Structural Functionalism focuses on the whole society as a group of interactive and cooperative units;Show MoreRelatedSociological Perspectives Of Structural Functionalism1490 Words   |  6 PagesThe three main sociological perspectives of structural functionalism, conflict theory and symbolic interactions, aid sociologist in gaining a broader understanding for purposes of this paper –religion (as a primarily social rather than theological or psychological phenomenon) and the effects on societies. 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It is not only an incredibly important social science but also a beautiful art to study how society works. Now, an educated sociologist will realize that there are different perspective to view the world through from a sociological perspective. There are three specific views: Structural Functionalist, Conflict Theory, and Symbolic Interactionism. Each has valid points of view, and not completely exclusive to the other, but in this case one is more correct and valid than the othersRead MoreFeminism, Marxism And Marxism1320 Words   |  6 Pagesestablishment of a classless society(https://www.merriam-webster.com/dictionary/Marxism) Firstly, Marxism is a widely academically known and used theory and interpretation all over literature. However, this is different in a sociological perspective. From a Marxist perspective, the proletariats are the majority and the bourgeoisie are the minority, under capitalist ideologies. The proletariats work very hard whereas the bourgeoisie are powerful and control everything. The proletariats are exploited

Coastal Carolina University Acceptance Rate, SAT/ACT Scores, GPA

Coastal Carolina University is a public liberal arts college with an acceptance rate of 70%. Founded in 1954, Coastal Carolina University is located in Conway, South Carolina. CCU owns Waties Island, a 1,105-acre barrier island that is used for the study of marine science and wetland biology. Students can choose from 84 Bachelors degree programs, and the school has a 16-to-1  student / faculty ratio. The university has a wide range of student clubs and organizations including an active Greek system. In athletics, the Coastal Carolina Chanticleers compete in the NCAA Division I  Sun Belt Conference. Considering applying to Coastal College University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, Coastal Carolina University had an acceptance rate of 70%. This means that for every 100 students who applied, 70 students were admitted, making Coastal Carolinas admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 14,057 Percent Admitted 70% Percent Admitted Who Enrolled (Yield) 24% SAT Scores and Requirements Coastal Carolina University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 47% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 520 590 Math 510 580 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Coastal Carolinas admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to CCU scored between 520 and 590, while 25% scored below 520 and 25% scored above 590. On the math section, 50% of admitted students scored between 510 and 580, while 25% scored below 510 and 25% scored above 580. Applicants with a composite SAT score of 1170 or higher will have particularly competitive chances at Coastal Carolina University. Requirements Note that Coastal Carolina participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all SAT test dates. Coastal Carolina does not require the optional essay portion of the SAT. ACT Scores and Requirements Coastal Carolina requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 53% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 18 24 Math 17 24 Composite 19 24 This admissions data tells us that most of Coastal Carolinas admitted students fall within the bottom 46% nationally on the ACT. The middle 50% of students admitted to CCU received a composite ACT score between 19 and 24, while 25% scored above 24 and 25% scored below 19. Requirements Coastal Carolina University participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all ACT test dates. Note that Coastal Carolina does not require the ACT writing section. GPA In 2018, the middle 50% of Coastal Carolina Universitys incoming freshmen class had high school GPAs between 3.0 and 3.7. 25% had a GPA above 3.7, and 25% had a GPA below 3.0. These results suggest that most successful applicants to Coastal Carolina University have primarily A and B grades. Self-Reported GPA/SAT/ACT Graph Coastal Carolina University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Coastal Carolina University. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Coastal Carolina University, which accepts nearly three-quarters of applicants, has a somewhat selective admissions process. If your SAT/ACT scores and GPA fall within the schools average range, you have a strong chance of being accepted. However, Coastal Carolina also uses a  holistic admission  approach that considers academic achievement in  rigorous coursework. Potential applicants should have a minimum of four units of English and math; three units of laboratory science and social science; two units of a single world language; one unit of fine arts; one unit of physical education or ROTC; and two units of academic electives. CCU is also interested in learning about you and your interests outside of the classroom. Be sure to include information regarding  extracurricular and leadership activities in your application.  Coastal Carolina offers optional interviews for interested applicants. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and test scores are outside Coastal Carolinas average range. The blue and green dots in the graph represent students accepted to Coastal Carolina University. Most admitted students had a GPA of a 2.5 or higher, an ACT composite score of 18 or better, and a combined SAT score (ERWM) above 950. If You Like Coastal Carolina University, You May Also Like These Schools University  of North Carolina - WilmingtonHigh Point UniversityAppalachian State UniversityJames Madison UniversityUniversity of North Carolina - Greensboro All admissions data has been sourced from the National Center for Education Statistics and Coastal Carolina University Undergraduate Admissions Office.

Compare And Contrast A Gristmas Carol And Gran Torino

Charles Dicken’s ‘A Christmas Carol’ and Clint Eastwood’s ‘Gran Torino’ both present leads that identify with and notice power across the texts. A separation of power is explored in both, although the cinematic message of ‘Gran Torino’ being prejudice towards those with a lower sense of power and the contrast of social classes in ‘A Christmas Carol’. Additionally, the texts align in their presentation of masculinity, a central form of power apparent. However, while both emphasise the power of knowledge and its ability to mould the lives of those around them, Dicken’s highlights how this ability can help one’s self and their own future to a further extent. The separation of social classes across both texts is highlighted by differences†¦show more content†¦Another development of power can be seen in the male leads in both of the texts, in the form of what it means to be a male, including times where both men didn’t align with this stereotype. Eastwood presented characters that followed typical masculine characteristics, whether it be a main or minor addition. Notably, Walt held onto his possessions, such as the Gran Torino and his tools, that he controlled and was clearly protective of, as he only shared them with Thao. Additionally, he utilised fear tactics and aggression when stopping the gang from hurting Sue, claiming â€Å"I am that person that you don’t mess with†, before threatening them. Similarly, the barber is highlighted as a masculine figure; conversing with Walt with confidence and power, that mocked the less masculine Thao in his attempts. Similarly, Scrooge also acts in a protective way, ref using to share his wealth and constantly working to put himself in a higher position in society. While both protagonists transformations initiate a cascade effect on those surrounding them, in a generally positive way; Dicken’s focuses on the power of knowledge aiding one’s own life, over others. Scrooge was placed into a situation where he had to see his future, and it was emphasised that this was unstable - through the ambiguous appearance of the â€Å"Ghost of Christmas Yet to Come†. The knowledge that he had gained evidently had power, on both Scrooge’s future actions and the Cratchit family.

Seven-Eleven Japan Case free essay sample

Tanpin Karin is a demand-oriented method of chain management successfully used by Seven-Eleven`s Japan. It`s credited to the company`s CEO, Toshifumi Suzuki, who started to develop it during the 70`s in response to a shift in the market from a seller`s orientation to a buyer`s drive. Until then, the inventory decision-making process was led by supply-chain management practices – items were seen as commodities and replenished according with the amounts that they had sold in the past. In contrast, the Tanpin Karin system changed the practice to an item-by-item store-level inventory analysis framework to fulfill decision-making based on human knowledge. Under this system, employees use POS data combined with customer demographics and other unique factors (like weather, time of the day, retail context, neighborhood events) to form educated hypotheses about demand and then place orders. The method is supported by innovative technologies as an IT system continuously upgraded to share data with suppliers and between locations and tablet PCs order books, besides comprehensive work-force trainings. In 2004, under Suzuki`s direction and mostly because of its innovative inventory management method, Seven Eleven was the country`s highest grossing retailer with sales of 2. 343 billions of yens. Seven-Eleven used a mix of technology and human knowledge to develop a competitive advantage that, as far as 2004, any competitor has been unable to achieve. Its differential resides in the human interpretation of good quality data that drives all the decision-making concerning chain value management. With the information provided, we can assume that the company operates between stages 4 and 5 in regards of data and IT analytical capabilities. We can also assume, with some risks, that having used this practice for the last 30 years, it`s pillars (technology innovation, human resource investment and supply relationship) are already strongly rooted in the company`s culture and contemporary leadership. In this scenario, the company`s chain management system seems sheltered against internal causes of failure and prepared enough to battle external threats like changes in technology, new entrants with cost-efficient practices or larger economies of scale. Hence the key to keep its competitive advantage is to keep excelling in the demand management. So, assuming that Seven-Eleven Japan is well-prepared to keep maintaining and rebuilding its innovative practice to manage the value chain, there are two activities – Marketing Sales and Service – that could be improved. The illustration bellow provides a visual scheme of the value chain: The company`s business intelligence architecture is mostly directed to do the demand chain management, but Seven-Eleven could go further in the application of its data analysis to build new strategies regarding CRM, Sales and Marketing efforts. The company already has great expertise in how to keep and satisfy the customer once he reaches the point of sale. Going one step further, the company would use its data analysis capacity to communicate and attract a customer that every day becomes more informed and subject to distraction in the buying-decision process. The following are recommendations: 1. Make deeper use of analytical data to not only predict inventory but also to anticipate customer needs and communicate it to them. This could be done by the traditional fidelity channels – as customer cards that accumulate points or partnerships with credit card companies. The cards could storage personalized information about how often the customers visit the location, which locations, what kind of products buy etc. This information would generate a database used to customize product promotions and marketing to be sent by text message, e-mail or mail direct to the customer. According with the case, Seven-Eleven POS system retrieves this kind of information without personalization. 2. Establishing mobile payment methods that would also drive to more personalized data gathering and customized CRM. Japanese are heavy users of mobile technology and the method could allow buying a prepaid amount to use in stores. With the right approach, this could mitigate the decrease in sales during the days that anticipate workers payment day. 3. Reaching the customer via mobile technology. Use of the data gathered by the payment method to send promotions and advertising by SMS or WAP (the technologies used in 2004). 4. Making partnerships with online outlets to enter the e-business using features like online ordering, catalog online, featured promotions/sales of the day etc to take-out at the store. At the time, didn’t make sense to Seven Eleven to develop the expertise to do it by itself because most of the sales were not premeditated by the users. Selling-machines in high traffic areas to take advantage of the local culture of using this kind of nontraditional POS. They should be distributed in subway and JR stations and areas of high concentration of people in transit. The machines could use the card or mobile payment method to generate data information. The selling-machines would be loaded with products according with the demographic data gathered by the stores in the region. 6. Using subway electronic displays to announce day-by-day sales by demographics and factors like weather, time of the day, events etc. 7. Using geolocation services to â€Å"speak† to the customer. Mobile phones and portable gadgets are used by almost everyone in Japan, from children to elderly people. SE could address advertising and coupons by geolocation, in some kind of system integrated with the mobile payment method. This would be a more rudimental system, not as sophisticate as the ones brought by the future (i. e. foursquare). Overall, the idea at this point is to create innovative and unique ways of exploring and using the data information that the company already has in its hands to generate value in the delivery of services, marketing and sales efforts. This approach brings risks: overestimating how solid the rest of the value chain really is and understanding that the process of improve data analysis does not mean a change of focus. Will the Tanpin Karin method survive without Suzuki`s leadership? Thinking about Japanese culture, we can expect that yes, it will survive. But we really don’t know. Also, a new approach of using data that seeks to look to the outside of the company could confuse management causing it to lose focus on their expertise.

Racism Essays (619 words) - Community Organizing,

Racism There have been many great civil rights activists in our history, fighting against the oppression of blacks. I think Martin Luther King Jr. said it best in his essay ?Three Ways of Responding to Oppression?. Mr. King believed the best defense and offense against oppression was the way of nonviolent resistance; ?seeking to reconcile the truths of two opposites-acquiescence and violence-while avoiding the extremes and immoralities of both?. Mr. King stated that there are three characteristic ways oppressed people deal with their oppression, one way is acquiescence: the oppressed resign themselves to their doom. They adjust themselves to oppression and become conditioned to it. Some of the oppressed prefer to remain oppressed; it's just easier to accept it than to resist it. Mr. King believed that this was not the way out, to passively accept an unjust system is to cooperate with that system. I can see how this type of negative thinking gets nothing accomplished for the oppressed; it tells the oppressors that his actions are morally right. A second way that the oppressed sometimes deal with oppression as stated by Mr. King, is to resort to physical violence and hatred. Mr. King believed that violence often brings about momentary results and does not solve any social problems, but merely creates new and more complicated ones. He believed, the saying; ?an eye for an eye? leaves everybody blind. Mr. King stated; ?violence as a way of achieving racial justice is both impractical and immoral?. It is impractical because it ends in destruction for all, and immoral because it thrives on hatred rather than love. He believed that giving into violence in the struggle for freedom was leaving a legacy for future generations of endless and meaningless chaos. I don't believe that violence is ever the answer either, although sometimes necessary, but usually avoidable. The third and final way Mr. King believed oppressed people used in their quest for freedom was the way of nonviolent resistance. With nonviolent resistance, no individual or group need submit to any wrong, nor need anyone resort to violence in order to right a wrong. Mr. King believed this was the way to fight oppression; ?The nonviolent register agrees with the person who acquiesces that one should not be physically aggressive toward his opponent, but he balances the equation by agreeing with the person of violence that evil must by resisted?. Through nonviolent resistance you can make a lasting contribution to the moral strength of the nation and set a high example of courage for generations yet to come. I agree with Mr. King's idea of nonviolent resistance; to rise above the oppressors and demand equality in a peaceful manner. At the end of this essay Mr. King states; ?The problem is not a purely racial one, with Negroes set against whites. In the end it is not a struggle between people at all, but a tension between justice and injustice. Nonviolent resistance is not aimed against oppressors but against oppression. Under it's banner consciences, not racial groups are enlisted. If the Negro is to achieve the goal of integration, he must organize himself into a militant and nonviolent mass movement?. I find it ironic that Martin Luther King Jr. who was a well known civil rights activist, and who strongly believed in fighting oppression in a nonviolent manner, died in such a tragic, violent way; all in the name of equality. I believe that his method of fighting oppression in a nonviolent manner was the best method because the long-term goal was to achieve equality for blacks, and eventually peace. If this battle were fought in a violent manner, the outcome of peace would have been pushed farther away Social Issues

Common Slang Words for Vagina

Common Slang Words for Vagina The vagina is, of course, the correct word to describe female genitals. But while vagina is the clinically correct term, squeamishness continues to surround the use of the word. In addition, discussion of genitals (male or female) is often considered racy or even obscene. These cultural issues have given rise to the development of an incredible  range of slang terms for the vagina. Some of these terms are essentially euphemisms- terms that are considered to be acceptable even in the mainstream media. Others are childish or silly, while still others are degrading or even downright disgusting. Cultural Stigma The use of the word vagina has always caused cultural controversy. Use of any terms related to sexuality (particularly female sexuality) has long been banned from network television. In 1972, comedian George Carlin created a now-famous monologue called  Seven Words You Can Never Say on Television. Carlins intent was to illustrate how refusal to use words gives them power. As he said in an NPR interview in 2004: These words have no power. We give them this power by refusing to be free and easy with them. We give them great power over us. They really, in themselves, have no power. Its the thrust of the sentence that makes them either good or bad. While some discomfort over the use of sexual terminology has eased up with the rise of cable and streaming media, our cultural squeamishness has not disappeared.   In previous generations, children (particularly girls) have been encouraged to use nicer words such as peach, flower, or kitty, but with increased awareness of child sexual abuse nearly all educational experts stress that children be taught the correct word vagina and other body parts. Commonly Used Terms for Vagina Below is a breakdown of the most commonly used terms and slang for vagina; the categories are somewhat arbitrary. The meaning of each slang word is the same, but its implications vary depending not only on the term itself but also on the way in which it is used. Slang Words (Single Words) vajayjay vag twat slit snatch cooch coochie cooter cooze coozie gash hole muff flange minge box quim pocketbook poon poontang purse fud (Scottish term) Polite Slang Phrases (Two or More Words) nether regions lady garden girly bits private parts Slang Phrases (Two or More Words) mossy cleft hot box squeezebox vertical smile cha cha love tunnel Food-Related Slang cherry bearded clam furry taco tuna taco fur burger cream pie beef curtains meat curtains meat sleeve hair pie honey pot Animal-Related Slang beaver pussy kitty rat panty hamster Words Used by (or Around) Children privates private parts bits down there peach flower kitty tutu wee wee no no cookie muffin cupcake tweeny (between legs) fanny (used in the UK, Australia, and New Zealand) front butt who hoo/woohoo hoo hoo foo foo

Speech Class Essay Example | Topics and Well Written Essays - 500 words - 2

Speech Class - Essay Example On the other hand, illegal operations give no benefit to the government, but legalization will bring in taxes and help control the operations as well. â€Å"It is estimated that pot is the largest cash crop in California, with annual revenues approaching $14 billion. A 10% pot tax would yield $1.4 billion in California alone. A veritable marijuana economic-stimulus package!† (Klein, Joe, 2009; â€Å"US Policy on Drugs†, n.d.; Wolff, Madeline, 2009) 1. â€Å"Cannabis being used as a treatment goes back to China in 28 BC. Emperor Shen-Nung prescribed cannabis for: beriberi, constipation, female weakness, gout, malaria, rheumatism, and absent-mindedness† (â€Å"Marijuana Uses - Marijuana as Medicine†, 2009) Saad, Lydia. â€Å"U.S. Support for Legalizing Marijuana Reaches New High.† Gallup.com. 19 October 2009. 17 November 2009. Wolff, Madeline. â€Å"Legalizing marijuana can reduce crime, increase revenue for state.† sundial.csun.edu. 2009. 17 November 2009.

Experince and learning Outline Example | Topics and Well Written Essays - 1000 words

Experince and learning - Outline Example The second part will focus on a detailed narration of my experiences in Standard Packprints by highlighting on its main product, intended market, and major operations. The last part will integrate the most important insights that I have gleaned from my experience into my theoretical understanding of operations management. Operations can be considered the heart of business as it handles the development of the product that is to be offered to the market. Product development, in this regard, involves numerous factors that are critically considered in order to attain the strategic objectives of the business. With this, it can be claimed that operations is usually comprised of three facets. The first facet is the procurement of raw materials and equipment that are needed for the development of the product. The second facet is the production of the product that is hinged on: (1) operational systems and processes; (2) manpower assigned; and (3) sets of machineries and other equipment used. The last facet is the proper sorting and storage of finished products in the designated warehouses. In all of these facets, it can be stated that operations as a business function needs appropriate planning and management in order to ensure that all processes and end products conform to strategic objectives that are anchored on cost-effiectiveness and operational excellence. For example, timely check up on the productivity of employees is vital in lessening some problems on manufacturing effectiveness. Formally set up in 1987 in GOA state of India, Standard Packprints Pvt. Ltd offers highly stable and durable corrugrated boxes that are used in storing and transporting various types of goods. Its primary market is composed of companies that produce cloths, electronic materials, glass wares, pharmaceutical products, and children’s toys. Some of their top clients include Blossom Pharmaceutical Ltd,Centaur Pharmaceutical Ltd,Second Centaur Pharmaceutical Ltd, Dsouza

Emergency Operations Essay Example for Free

Emergency Operations Essay Washington is situated in the Pacific Coast, Northeast of the United States. It lies in a geographical region endowed with rain forests though some parts are dominated by a semi desert. The Washington state has varied climatic conditions with the oceanic climate dominating the west and drier conditions in the east. The annual temperature range on average stands between 39-52? F. The Washington community is a big community accommodating residents from all walks of life engaged in various tools of trade. The community has been victim to various catastrophic disasters that have called for emergency responses in the past. Its high vulnerability nature to disasters therefore makes it the ideal case to illustrate an Emergency response plan (ERP) model. The disasters range from volcanoes, fires, tornadoes, floods, earthquakes, winter storms, nuclear explosions, acts of terrorism, collapse of buildings among others. This ERP intends to particularly address the entire range of natural, hybrid and man made disasters . The plan is geared towards eventually offering solutions for the hazards that might culminate to such any of the above mentioned types of disasters, and also highlight the components of an effective ERP that would be able to act to minimize the effects disasters where they can not be controlled A disaster can be briefly defined as a sudden calamitous event that occurs and leads to loss of lives, damage to property ,causes unexpected hardships and cannot be effectively contained by use of ordinary procedures and resources(Schneid Collins, 2000). Natural disasters are those that occur majorly because of acts of nature, they occur slowly and insidiously before they severely manifest outwardly. They might be predictable because some areas are prone to some particular disasters but little can be done to control their occurrence. Examples of such disasters in the Washington Community include tornadoes, wind storms, ice storms among others. Man made disasters are those whose occurrence has entirely been induced by man in his daily activities. Hybrid disasters on the other hand are triggered by a combination or rather both natural and human actions such as deforestation that are current resulting to the current situation of global warming and subsequently affecting sea levels of cities on the coastal lines leading to floods. The effects of the disasters are severe broad and of a great magnitude ranging from losses of billions of dollars to damage that can not be quantified such as human life and also creating scenarios that need evacuations, widespread searches, casualties and rescue operations. Thus the solution lies in putting in place early warning and preparedness mechanisms in form of an Emergency response plan that will ensure that the community is adequately prepared to response in the occurrence of the disaster notwithstanding its type. Emergency Response Plan framework: Washington state community The very fist step in disaster preparedness and therefore formulation of an ERP is to identify the potential risks, evaluating the probability of those risks actually occurring and then assessing the probable damage and gauging the community’s vulnerability to the disaster (Lindell et al, 2001). The ERP needs to be a document compiled in agreement by all the stakeholders that are critical in the community’s disaster preparedness programmes. The plan needs to entail comprehensive risk analysis and valid risk predictions based on research and also include well thought early warning and disaster monitoring systems. The mandates and responsibilities of each stakeholder in the emergency response structure also need to be clearly indicated. The framework will need to entail models and plans for training disaster responders and rescue teams, together with all the personnel that come in handy at the onset of disasters from the various service providers in the community. Methodologies of risk communication, information dissemination and community awareness creation will also be encompassed. The intention is to help the ordinary community member personalize the risk and equip him with the right attitude, knowledge, and skills for self protection at the onset of a disaster. This should be done periodically to ensure the community accepts, retains and processes the information therefore becoming capable of acting in time of emergency. The community including the responders can carrying out mock drills and exercises to help them understand better the emergency scenarios and the whole concepts of emergency response. Additionally the community can be equipped with basic resources that will come in handy in the onset of the disasters. Indications of stock piling in the document are also critical to ensure that the necessary material resources and equipment will be available. Advance agreements therefore need to be made with the appropriate response suppliers in this regard (Eshghi Larson, 2008). In addition preparations for activating emergency reception programmes need to be put in place. The framework needs to as well include mechanisms geared towards tackling both the natural, manmade and hybrid disasters root causes. In conclusion early warning, response facilities and communication systems are invaluable assets all of which must be addressed in any ERP framework. Reference List Department of Homeland Security. (2004). National Response Plan (NRP) Course Summary (ISO 800). Retrieved on July 15, 2009, http://www. wnysmart. org/references/NRP summary. pdf Eshghi K, Larson, R. (2008). Journal of Disaster Prevention and Management, 17(1), 62. Retrieved from Proquest on July 15, 2009. Lindell K. (2001). Facing the unexpected:disaster preparedness and response in the United States. Washington,DC: Joseph Henry Press, p121-124 Schneid, T. Collins L. (2000). Disaster management and preparedness. U. S: CRC Press, p 2-3

Graduation Speech -- Graduation Speech, Commencement Address

I stand before you tonight because of love — love that was given to me and displayed in its purest, sacrificial form. This evening, I would like to share with you how that love has changed my life. When my parents enrolled me at Milkins Academy 13 years ago, they recognized the fact that the value of a Christian education is far greater than a new house or car. The material possessions that they have forfeited through the years have allowed me to remain in an environment in which I can see Christ lived out every day. For the sacrificial love that my parents have displayed, together with the parents of all my class members, I am exceedingly grateful. The teachers here at Milkins display love to us students as well. Whether in getting a little extra math help before a test or receiving a needed hug after English class, we experience the love our teachers have for us. Thank you, teachers — all of you. We know that you constantly pray for us, encourage us and reprimand us when we need it. Your love, humility and desire to know Christ have been a brilliant example of what you long to see demonstrated in our lives. God is at work in you, and we pray that everyone here is able to see Christ in us as well. However, although the love of our parents and teachers has greatly influenced our lives, their love is insignificant compared to the love of the One who first loved us. He is the source of all true love and is the ultimate example of sacrifice. One of my favorite passages of Scripture is Romans 5:1-8, which states, "Therefore, since we have been justified through faith, we have peace with God through our Lord Jesus Christ, through whom we have gained access by faith into this grace in which we now stand. And we rejoice in th... ...blameless died, And through it all was tested, shunned, and tried. His life on earth, as all, was but a breath, Yet lived he true until his awful death And after, for although he was but man, He was held in God’s almighty plan, And was truly God in human form; By his death the temple veil was torn. And he calls us all to follow him, Turning from a life of vile sin To perfection by a God all pure; His grace is that of which we can be sure. Blameless Jesus lived and blameless died, And he can be forevermore our Guide. "For I am convinced that neither death nor life, neither angels nor demons, neither the present nor the future, nor any powers, neither height nor depth, nor anything else in all creation, will be able to separate us from the love of God that is in Christ Jesus our Lord." Thank you all for coming tonight, and have a lovely evening.

Psychology and Perspectives Essay

Human beings are given the unique capacity to view things not just the way they are but also on the pre-programmed processes we use in describing a situation. These perspectives can come from many different external influences and by internal factors involving our personal and historical development. On these reason we can employ psychology to study why and how we view things and how these factors influence our perspectives. There are many psychological perspectives presented in the field to distinguish our differences from other people. However, though we have been guided by these explanations on how we react mentally and physically over a situation, these perspectives, though they are limited, complement each other to form a unified explanation on our views. Their questions present different answers which can describe the paradigms of human existence and process, based on the different aspects of their functions and influences. This paper will discuss several psychological perspectives and their relationship to our daily routine of looking at things differently from others. View point and summaries of related topics will be discussed applied with the neuroscience, evolutionary, psychodynamic, behavioral, behavior genetics and cognitive perspectives. These perspectives are best to explain the differences people have on viewing a situation. Neuroscience Perspective First, the neuroscience perspective looks at the internal viewing functions of a person. This involves the processes of the brain in conceiving a situation and the underlying influences that affect a person’s behavior. It describes how the body and mind control our emotions, memories, and sensory processes to react on a given situation. In The Girl with a Boy’s Brain by Carlin Flora, neuroscience perspective is used in determining a person’s tendencies and irregularities by identifying brain processes and disorders.   Kiriana Cowansage has had obsessions and successes in many areas of her life. However, though her brain is above the average intellectual norm, she often gets lost in her own neighborhood. She is then diagnosed to have Asperger’s Syndrome, a mental disorder highly functional in the autism family. This condition is found usually on boys due to their innate tendency to systematize. Kiriana is said to be weak in relating with other people and in situations she is in. Often times she gets confused by unfamiliar events and get lost helplessly in it due to her faulty sensory processing systems. Kiriana’s behaviors are apparently affected by her condition and needs attention on how inner processes to solve her problem. This inner view to explain a person’s behavior and practices is described in neuroscience perspectives. Evolutionary perspective Evolutionary perspective relates our ancestral environment to be affective of our behaviors at present. The historical development of people and their retained and their passed characteristics are considered to be factors that affect their emotions and tendencies. Evolutionary psychology taps on the affective structures of human ancestral environments on the establishment of emotions, personalities, cognitive processes, and mental disorders (Nesse, p6). In a Psyched for Success article publsihed in October 2003, evolutionary perspective is used in describing the causes and implications of depression. There they raised the question of whether depression is simply a disorder or a sign of emotional fatigue. The article states that, in centuries past, aspects of human life have been internalized and passed through generations to our present life. These aspects of the past are still being used but are insufficient or inappropriate because of our more complicated present. Depression is said to signal this mismatch between our old ways and our new situations (2003). Since life today are relatively harder, people cannot cope completely with new and unfamiliar events presented to them thus causes stress and signals a people to step back and reassess the situation and their reaction. Psychodynamic perspective Psychodynamic perspective asserts that inner conflicts of the past affect a person’s behaviors and emotions at the present. It is based primarily on Freud’s concept of the unconscious where all repressed feelings are stored and affect our views unnoticeably. People who have abusive and violent experiences in the past are more likely to have repressed emotions stored in their unconcious and these defines who they are in the present. The article In the Name of Love describes adult relationships to be greatly affected by people’s relationships during childhood. Johnson and Marano’s report relates the attachment theory of infancy, the characteristic of a child to rely and depend on an immediate relative, a mother usually. This attachment is then carried as children grow old and establish their own relationships with other people (Johnson and Marano, 1994). Partners rely on each other’s affection and availability. When people are in fear or anxiety, they will certainly ask for support from their partners. Children and adult relationships are underlined by the common need of a person for attachment and security. Behavioral perspective Most of the time there are environmental stimuli that automatically or force us to make a reaction. Behavioral perspective describes this immediate factors as affective to one’s behavior. Psychotherapy utilizes this perspective to describe a person’s behavior through various stimulus and on many occasions it is used to erase or establish a behavior in a person. In an article by Tim Bower and Robert Epstein, behavioral perspective can detect psychological disorders on patients and consequently affect a therapist’s own personality. Due to the reinforced and repeated exposure to the cases and situations of patients they treat, therapist have a tendency to absorb behaviors and manifest it in their own lives. In a certain instance, psychologist’s who experienced having a patient suicide felt guilt and self-incrimination which could lead to other unprofessional behaviors. Also, the distress caused by their patients’ faulty disclosures have affected their lives with their own families the same with how their family relationships affect their professional responsibilities. Also, mental health workers are at greater risk of substance abuse due to their treatment of patient’s with the same behavior (Epstain and Bower, 1997). Genetic behavior perspective The genetic behavior perspective relates to the innate causes of behaviors. The hereditary influences that people often are affected in their responses to stimuli are regarded with much research and attention to prove. The concept of being born and not made can be found on this perspective as what the article Bruce Avolio explained. In Are Leaders Born or Made?, he stated that genetic codes also contain behavioral preferences and tools for people be what they are â€Å"meant† to be. Leaders are equipped with high energy, desire to affect others, determination and intelligence. Scientist have spent time and effort in proving that these qualities are innate and   are gifts to chosen individuals tasked become leaders. However, these characteristics are later found with the possibility of being learned and instilled to us by our parents at the early stages of life (Avolio, 1999). Also, in the article, My Genes Made Me Do It, Peele and DeGrandpre genetic codes programmed with certain behaviors are being used as excuse for tolerating certain actions (Peele and DeGrandpre , 1995). Often times, people are fooled with wrong theories on genetic behaviors and on this note researchers are focused on specific areas of life which can really be passed genetically. Also, if our personality is already determined during the early stages of conceiving, people tend to withdraw efforts on changing their behaviors. This perception is considered to have monumental consequences on how we view ourselves and on personal development. These psychological perspectives – neuroscience, evolutionary, genetic behavior, behavioral, and psychodynamic – are established to have various views on how human beings behave and relate to others. Though these perspectives raises differing questions and answers, they all relate a person’s process and structure for behavior. The study on these perspectives not only open various doors for psychological exploration but also give different means on how to describe personalities and offer treatments on the disorders which haunt people over the course of their life by identifying the internal and external etiologies of their abnormalities. Also, these only prove that wherever human perspectives are present, psychological approaches can be utilized to determine the wide range of causes and influences of these views.

Perception Versus Reality The Film A Beautiful Mind

Perception versus reality. What is the difference between them? Have you ever felt so confident in something that you could only see it from your point of view, or your perception? In the film A Beautiful Mind, a young mathematician, John Nash, had traveled to Princeton University to attended there as a graduate student. While he was there he made several friends, the first being his roommate Charles, who later becomes his best friend, and a few other math graduate students, Martin, Sol, Ainsley, and Bender. After classes, they would all hang out together and discuss their mathematical theories amongst each other as friends do. As you will see, Nash was so confident in his own perception that it became reality to him. After†¦show more content†¦However, the individuals who subdued him were actually doctors and assistants from the psychiatric hospital. While Nash was in the hospital, Alicia, in and attempt to help her husband, began an investigation to gather some fact s about his covert operations. While gathering information, she came to the realization that something just wasn’t right. She then confronted him with the information that she had collected and convinced him that he had been hallucinating. Nash had been diagnosed with schizophrenia and along with that came the paranoia. This was an interesting turn of events as it was also discovered that his best friend Charles, his niece Marcee, along with Parcher were not real but only products of his mind. The undercover work he said he was doing was also only a delusion in his mind. Nash was eventually sent home with medication for his illness but a short while later he quit taking it which resulted in his hallucinations coming back. 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Gender differences, reflected in play

Sample details Pages: 25 Words: 7623 Downloads: 1 Date added: 2017/06/26 Category Statistics Essay Tags: Gender Essay Did you like this example? Children in the primary years of school learn much both in and out of the classroom. This is the time they begin reading, writing, and basic mathematics. During these crucial years they are also learning who they are and how they relate to the world around them. Don’t waste time! Our writers will create an original "Gender differences, reflected in play | Education Dissertation" essay for you Create order One important aspect of this development of self-concept is the idea of gender. Children bring to their primary years an understanding developed through home, community, and previous educational experiences of their own genders and those of others. However, gender concepts are often encouraged and reinforced significantly during the primary years, both in the classroom and through structured and unstructured play. It is important to begin with an examination of what gender really is. Most research into genderhas been undertaken by those representing feminist, homosexual, orother non-traditional gender constructs, and possibly for this reasonhas received less attention in traditional media or education forums.This leads to a misunderstanding of gender, its implications on theindividuals development, and its influence on the education and playof children. However, the conscious or unconscious attitudes towardsgender that surround children have great impact both on their conceptsof gender definition and their own understanding of their freedom todevelop a self-image within gender boundaries. Gender and chromosomal sex are often confused in the minds of manypeople. A person is born with either male or female genitalia, which determines both their sex and gender. This is a misunderstanding of both gender and its development within the individual. Most people are born from a physical standpoint as either female or male, although somerare individuals are born with part or all of both physical attributes,and a rarer group with neither (). However, physical equipment is not the determinant of gender, society is. Most societies have historically held that physical maleness or femaleness determines gender, which then leads to the development of certain sexual desires,attributes and actions (Butler 1990). Physical differences werebelieved to create two distinct genders, male and female. Being a man,that is, having masculine desires and performing masculine actions, isdistinct and wholly separate from being a woman, with feminine desiresand performances. Masculine and feminine tra its were believed to notbe a matter of choice, which caused all individuals to be classified as either male or female (Hawkesworth 1997). Importantly, this leads mostsocieties to value a heteronormality, and try to conform to themale/female binary or somehow bring under control anyone with desiresor actions outside of the these gender distinctions. (Gamson and Moon2004). People who behave outside of the traditional genders have been found tobe stigmatised by society and considered deviant (Epstein 1997). This is particularly difficult for young children who do not fit gendernorms. Little girls who excel at traditionally male activity, such as sport, or who have a boyish appearance are often the targets of slursand bullying; even more often such are directed at effeminate boys oryoung men participating in traditionally feminine pursuits (). Whilst there has been a relaxation of gender absolutes in recent years,children (and adults) still face a strong pressure from society toconform to the communitys ideas of male and female. Society tries tofix individuals outside what it considers to be normative behaviour, often with the best intentions, by pressuring those in a minority gender role to conform to stereotypical patterns of behaviour (Epstein1997). Those who remain the male / female binary, refusing to conform,are either excluded or demonised, and th e border between the normaland the perverse is carefully patrolled (Bem 1995, 331). People, especially children, are therefore forced to choose onegender role or the other, or be socially outcast. If androgyny exists,the community will typically assign gender to the individual based onappearance (Lucal 1999). Gender traits are called attributes for areason: People attribute traits to others. No one possesses them.Traits are the process of evaluation (Weston 1996, 21). Young children often use a variety of external appearance symbols to decide the gender of another, and some believe, for example, that if a boygrows long hair and wears nail polish he will become a girl (). By theprimary years, however, basic gender definition is already substantially established, both as part of the self-concept of the individual child and in the minds of children as a group (Jordan1995). Children are progressing during this period, however, in thedevelopment of their own gender identity, whether or not it fits withprescribed norms. Children during the primary years are alsocontinuing in the negotiation of gender definitions, and aresubsequently open to an expansion of gender beyond the rigid boys actthis way and girls act this way stereotypes (Jordan 1995). Teacher sat the primary level have the opportunity to expand these ideas ofgender to allow a wider availability of self-expression, or confirmtraditional gender stereotypes, often with profound affect on theirstudents (Jordan 1995). This development of gender concept has extremely important ramifications both for the child and society. Gender not only determines many of the expectations for males and females, including behaviour, roles, and interests, it in some ways determines relative value (Murphy 2003). Gender roles prescribe the division of labor and responsibilities between males and females and accord different rightsto them creating inequality between the sexes in power, autonomy, andwell-being, typically to the disadvantage of females (Murphy 2003,205). Children are socialized, through home, community and school, into gender-defined attitudes and behaviour (Murphy 2003). As opposed to its historic one-or-the-other binary of male orfemale, gender has recently been recognised as a learned performance, aset of actions and self-beliefs developed by the individual in the context of his or her own feelings and the roles offered by society (Hawkesworth 1997). This opens the possibility for gender roles beyondthe binary male/female concept. Consequently, whilst sex isbiological, gender must be viewed as derived from cultural experience (Murphy 2003). As a cultural construct, gender involves the incorporation of various symbols, which may support, exaggerate, oreven distort the potential of the individual (Hawkesworth 1997). Gender is created over time by the repetition of these symbols, withhow the acts are interpreted from society to society allowing for adiversity of norms in gender actions (Butler 1990). For example, for two grown men to hold hands as they walk down the street would beconsidered a homosexual symbol in the UK, but is common practise and holds no such connotation in parts of Africa. Each society has adistinct set of symbols for gender orientation, although there are many commonalities from community to community (Runker and Duggan 1991).Within a given society, boys learn what it is to act like a man, and by repeating these actions over time establish their masculinity andthemselves as males. Girls learn to act like women, that is, todress and behave in whatever society has defined as a feminine manner. This leads to a definition of gender as a performance, something eachindividual acts out, rather than a biologically based construct (Butler1990). This view provides a number of gender possibilities outsidethe traditional male/female, and also challenges what is male orfemale behaviour. For example, who determined that girls should playwith dolls but not trucks, and boys with trucks but not dolls? Bem(1995) refutes such absolutes, holding that masculine is not the opposite of feminine, but that an individual can be both masculine and feminine at the same time, or even strongly one or the other at different times. There is a co-dependence between femininities andmasculinities which means that neither can be fully understood inisolation from the other (Reay 2001, 153-154). Epstein (1996) describes Kinseys research into gender as determininggenders to fall over a continuum rather than in two distinct groups.This continuum spans male, female, homosexual, heterosexual, andeverything in between. Rather than being either male or female,with distinctly matching interests and sexual desires, an individual is somewhere in this fluid range of gender (Epstein 1996). Each person performs repetitive actions and builds gender-based concepts, whichdetermine his or her place on the continuum of gender identity. This further determines whether he or she feels like a man or feels likea woman, or perhaps identifies with some other self-produced category(Bem 1995). Research has indicated that children have a strong desire to mimicor be like those they consider similar to themselves. (Pidgeon, 1994;Thorne, 1993). For example, Boys create and preserve their masculinity through fear and rejection of whatever might be construedas female (Jordan 1995, 75). The understanding of themselves asdifferent from girls, the participating in activities that make themfeel like boys, the avoidance of pursuits or behaviours others might associate with girls, and most importantly copying what they perceiveto be masculine behaviours help boys determine and reinforce their feelings and understanding of being male in the traditionalmale/female gender binary. This is not limited to boys. Most children are highly motivated tolearn and practice whatever actions or concepts they deem necessary toachieve what they personally consider to be gender-appropriatebehaviour. This gender-appropriate behaviour is usually developed athome from a very early age, and reinforced through school and community experiences (Thorne 1993). Unless those in positions of authority or influence specifically address issues such as social justice and genderbias, most children will come to believe that the two distinct genders, male and female, and their associated contemporary gender boundariesare both natural and correct. The definition of genders within society is often hegemonic. To beable to recognise constricting or reinforcing behaviours within thearea of gender, then, it is important to first examine how the society in question defines masculinity or femininity. There tends to be moreresearch on hegemonic masculinity than femininity, presumably becauseof its impact on world systems of governance, economics, and power (Cohn and Weber 1999). The patriarchal society that still dominatesworld society rests on such masculine definition (Cohn and Enloe2003). Whilst women are increasingly included and allowed positions ofinfluence in such systems, most would concur the systems still operateby and for men, as they were designed. Women who participate must do so within a male construct and paradigm, which is sometimes at odds to their own preferences for dealing with a situation (Cohn and Enloe2003). Connell (1995) first developed the term hegemonic masculinity todescribe the definition of masculinity preferred by society. He arguedthat at any particular moment in history, there are number of different masculinities presented in a given society. However, society valuesone or a few masculinities over the others, setting this definition upas the ideal to which men (and boys) should aspire. This ideal isconstructed in relation to both these other masculinities and to femininity in the society. Setting up one type of masculinity as idealallows the society to justify the dominance of this gender norm withinit, justifying the domination of men who fit this definition over womenand men outside it (Cohn and Weber 1999). Hegemonic masculinitypreserves male power through the denigration of women and men outsideits boundaries (Ashley 2003, 258). It has led to a narrowing ofcultural opportunities for boys through the perceived need to conformto narrow macho stereotypes which requires boys to exclude themselvesfrom any activity popular with girls (Ashley 2003, 258). Many writers typify the military as the pinnacle of hegemonicmasculinity, and use it in describing male gender definitions inWestern countries. Cohn and Weber (1999) describe the military aspromising to mould boys into a real man, the hegemonically masculineman, which is, of course, seen as something good (462). Typicalcharacteristics of the successful soldier include physical andemotional courage, loyalty, ability to endure hardship, fearlessness,compartmentalisation of ones emotions, and tolerance for andwillingness to take risks. And male bonding you cant be a manuntil youve bonded with other men (Cohn and Weber 1999, 461). Cohnand Weber (1999) argue, however, that instead of producing all ofthese culturally admired qualities we associate with hegemonicmasculinity, such gender boundaries, compartmentalisation of emotion,and reduction of anything feminine creates some of the cripplingqualities of manhood (Cohn and Weber 1999, 463). Men are forced toconform to such limiting boundar ies, such as real men dont cry, andare restricted in the socially acceptable means by which they canpractise self-expression. Men are categorised as dominant, aggressiveand warlike, women as passive, compassionate and peaceful, and anythingoutside these definitions is not considered appropriate or positivelyreinforced (Tickner 1999). This link between reinforcement of masculinity in the military andin the classroom is often played out in power struggles and bullyingwithin a given class, or the school as a whole. In the early schoolyears most of the boys co-operative play revolves around suchfantasies, and boys who are not capable of positioning themselveswithin these narratives are excluded from peer play (Jordan 1995,78). There is further a strong reinforcement of the warriordiscourse, a discourse that depicts the male as the warrior, theknight errant, the superhero (Jordan 1995, 78). In this context, themasculinity of the hero or the boy in a position of power is derivedfrom and dependent on the behaviour of others, above whom he positionshimself, thus confirming his male dominance and masculinity (Jordan1995). This is often reinforced by girls, who will ignore their ownwants or needs to make sure dominant boys feel comfortable, and arelikely to simply agree with these boys or avoid them rather thanexplore issu es between the two or assert their own rights (Moylan 2003). Within the primary classroom, much of the power assumption and bullying documented is gender-based, aimed at girls, or more prominently, atboys outside traditional hegemony. Sexualised harassment is common,and clearly linked to the reproduction of hegemonic masculinity(Renold, 2000). Skelton (2001) has concluded from research that primary school boys engage in the reproduction of hegemonicmasculinity through a discourse of gay and girlie against peers who do not overtly engage in the hegemonic performance of football, fighting and girlfriends (19). However, given the opportunity, farmore boys than currently do would rebel against hegemonic masculinityand its cultural proscriptions Many boys are unhappy with the enforceddichotomy between public and private self (Walker, 2001, 132). Social class is also a component of what type of man a boy aspiresto be (Ashley 2003). Roughness, for example, is more prized amongstworking-class boys. In a study of a typical British primary class,Reay (2001) notes the class of nearly thirty was primarilyworking-class, with two middle-class boys. Although one of these boyswas not particularly interested in sport or likely to participate infights, he was still considered one of the most popular boys in theclass. Reay hypothesises the class adjusted its definition of therequirements of masculinity due to his social status, as a similarworking-class boy was not afforded such acceptance. She furtherconcludes this variance suggests that popular discourses may mask theextent to which white, middle-class male advantages in both the sphereof education and beyond continue to be sustained (Reay 2001, 157).There is an almost unspoken acceptance of white, middle-classmasculinity as the ideal that all those others girls as well asblack and whit e working-class boysare expected to measure themselvesagainst. (Reay 2001, 157). Overall, it is clear that encouragement and reinforcement of anarrow definition of appropriate masculinity is limiting for many boys,hampering both their growth and development of true self-identity. Ifschools are able to expand the perceptions of acceptable genderbehaviours, these boys will be allowed to express themselves freely andexplore who they are, the same freedom afforded boys who naturally fallwithin the hegemonic stereotype. Considerably less research has been undertaken on hegemonicfemininity, which should be noted in and of itself. Studies find agreater array of acceptable behaviour for girls, however, althoughbounded strongly by social class. For example, in a study of working-and middle-class primary school students, Reay (2001) found that whilstthere were some shared attributes, the desirable characteristics of onegroup differed significantly from that of the other. Quietness,propriety, and diligence in ones studies were all found to be valuedcharacteristics for the middle-class girls. In addition, Reays studyreaffirmed findings of feminist research which position being niceas specific to the formulation of white, middle-class femininity (Reay2001, 159). Working-class girls were more likely to be sexual in theirexpression, or present as tomboys. For the majority of theseworking-class girls, being a nice girl signified an absence of thetoughness and attitude that they were aspiring to (Reay 2001, 159 ). There was a considerable emphasis on appearance, all but the tomboygroup highly valuing feminine clothing and accessories, such as hairornaments or fingernail polish. In another study, girls stressed thedifficulty and constant negotiation involved in positioning themselvesas fashionable and desiring a fashion that at one moment rendered themattractive and at another labelled them a tart in the regulation oftheir bodies and their bodily expression (Renold 2000, 314).Interestingly, it was often other girls applying the pressure for suchtight-rope positioning, further indicating the importance of peerinfluence on gender negotiation, even at a young age (Renold 2000).Girls were critical of their physical appearance, with a very narrowphysical ideal presented to which they wished to conform. Typicaldaily rituals included checking and regulating arms, legs, hips andthighs, positioning their bodies and others as too fat or too thinand advocating the need to diet (Renold 2000, 310). The tomboy groupwas the only one in either study to construct gender identities throughdifferentiation from both feminine girls and boys. This group wasmost likely to pursue alternative dress and fashion. (Renold 2000, 316) In terms of relationships, girls are encouraged to be helpers of othersand supportive of both the teacher and boys in the class. Girls of allsocial classes are typically expected to be polite, kind, andcompassionate to others in the classroom. Women and girls arehegemonically expected to be collaborative, work together, and devisewin-win alternatives to problem-solving (Rabrenovic and Roskos 2001).Girls failing to perform within such gender determinants of appearanceand action are typically ostracised from social and play activities,and often become the butt of the bullying and teasing, described above,by which other girls and boys position themselves within the group(Runker and Duggan 1991). Prominent in both hegemonic masculinity and femininity is the emphasison heterosexuality as normative behaviour. This has an extreme effecton gender norming, even amongst pre-sexual children. Although their isa prevalent believe that heterosexual relations somehow symbolise entryinto adolescence, Epstein (1997) and others have documented howsix-year-olds date each other, and how even four- and five-year-oldspractise and reinforce heterosexuality in their interactions and play(Epstein, 1997). There is considerable external pressure to conform toheterosexual gender norms for all children. Boys are often tauntedhomophobically if their classroom or playground interactions with otherboys were questionably feminine, or if they themselves failed or chosenot to access hegemonic masculine discourses and practices (Renold2000, 322). Girls are reported to construct their femininity, or whatmight be better described as hyper-femininity, through a specific,culturally coded somatic ideal, viewing their bodies as only desirablewhen, through the validation of others, they are heterosexualised(Renold 2000, 311). Boundaries of heteronomativity are fiercelyenforced by peers, and also by authority figures such as parents andteachers (Frank et al 2003). Renold (2000) and Reay (2001) both indicate a high number ofheterosexual pairings, often refered to as boyfriend and girlfriend bythe children involved, amongst children in the primary years. Theserelationships further solidified the heterosexuality of the childreninvolved, and called into question the gender boundaries of those whodid not participate. For example, Connolly (1998) noted that someprimary-aged boys chose not to engage in heterosexualboyfriend-girlfriend relationships. Some stated they were not ready ortoo young, while others stated a desire to wait until they couldexperience a real relationship involving intimate sexual activity.In a similar finding, unless boys such as these successfully performedas tough-guys, footb allers or were sporting competent, theirheterosexuality would be called into question and they would often behomosexualised and denigrated as gay (Renold 2000, 320). Thisprovided two limited routes through which a boy in the primary yearscould establish his heterosexual hegemonic masculinity, either sport orgirlfriends (Connolly, 1998). Heterosexual boundaries are therefore shown to further support thedevelopment of hegemonic masculinity and femininity, as the two aretypically developed through rejection of the other. That is, a truemale rejects anything in or around him that is feminine, and separatesfrom such polluting attributes. The same is true in reverse,although less dramatically, for females (Cohn and Weber 1999). Thismakes it all the more important that the school environment encourage awide range of gender definitions, allowing students options later forlegitimate self-expression, rather than forced conformity. Gender behaviours and differences are learned from birth and have aprofound impact on identity and social roles (Pidgeon, 1994). Mostchildren learn these gender definitions through interaction with theirfamilies and to a lesser extent their community. Many are alsoinfluenced through previous educational environments such as infantschool. Children who spend full days in a childcare environment learnmuch about what it means in such a setting to be a boy or a girl.Children also learn gender roles at home and bring rules of gendersocialization into their childcare settings (Chick, Heilman-Houser andHunter 2002, 153). It is important to note, however, that childrensgender definitions are not fixed in the primary years. Rather genderroles are socially constructed throughout a persons life in ways bothongoing and active (Thorne, 1993). Another facet of note is thefinding by Pidgeon (1994) that children do not learn what is and is nota gender-appropriate behaviour by imitating the actions of others.While the actions of others and the positive or negative reinforcementthey provide has a profound and fundamental affect on genderdefinition, children also make choices related to gender negotiation,and demonstrate their own ideas of what it means to be a boy or agirl (Pidgeon, 1994, 24). Young children become aware of gender gradually in relation tothemselves, and later in relation to other people. Most have achievedsome type of gender identity by age three (Jacklin and Lacey 1997). Ina hegemonically traditional environment, they come to accept that allpersons will be either male or female, and that gender will generallybe constant by the age of five. Most learn that gender is stable, andremains fixed throughout a persons life (Jacklin and Lacey 1997).This makes it important to examine the gender constructs children arealready likely to have developed before entry to primary school.Studies have shown that strong hegemonic conceptions of gender arealready dominant in most childrens thinking by this time (Jacklin andLacey 1997). Infant schools, day-care facilities, and even home environments areoften heavily stereotyped to male and female conventions. Boys areconventionally dressed in clothes that allow for range of movement andactive play, while girls are often dress ed up in clothing thatpromotes quiet or less active play (Runker and Duggan 1991).Similarly, boys toys are typically bright, primary colours, andinclude things that require larger movement for play, such as cars,trucks, blocks, and balls. Girls toys are more likely to be pastel incolour, with pink being the most favoured colour for girls amongst toymanufacturers. Girls toys are typically replicants of itemsassociated with the traditional roles of women, such as miniaturekitchens, dishes, and houses. Dolls require smaller, less aggressivemovement in play, with typical doll-based activities including tendingthe doll, such as through dressing or bathing, and role-playing withthe doll, reinforcing relationship priorities amongst girls (Runker andDuggan 1991). Books were found to strongly favour males, although there is someevidence this pattern is decreasing. Chick, Heilman-Houser and Hunter(2002) found that when the caregivers in the young toddler room readto the children, the main characters in the books were usually male(52). Kortenhaus and Demarest (1993) also came to similar conclusionsin their study on the gender roles typically depicted in childrensliterature. While they found a greater equality in representation ofmale and female characters in recent years, the depictions of genderwere highly conforming to stereotypical gender roles. The vastmajority of books reviewed in the study represented male characters inpositions of leadership, problem-solving, and power. Girls were likelyto be represented as nurturers, helpless, and dependent (Kortenhaus andDemarest 1993). Evans (1998) similarly found that girls who did occupyleading roles in childrens stories typically still required theassistance of males to solve some type of dilemma (E vans 1998, 84).Evans cites a number of other studies that concluded males were moreoften the powerful and active characters. Females, on the other hand,were described or depicted as sweet, weak, frightened, and needy. Theseresearchers argued that childrens literature may do a disservice tochildren if it does not accurately represent men and women and thedifferent roles they portray in our Society (Evans 1998, 84). Children are also often treated differently according to hegemonicgender expectations. Thorne (1993) found that boys in infant schoolconsistently received more attention than girls, even though thisattention was often associated with inappropriate or disruptivebehaviour. Boys typically exhibit a much higher activity level thangirls, and while a small proportion of this difference is shown to bebiological, most has been documented to be from gender conditioning inthe environment (Thorne 1993; Chick, Heilman-Houser and Hunter 2002).Infant boys received positive reinforcement for assertiveness,rowdiness, and rough play, whilst girls were negatively reinforced forsuch behaviours. Accordingly, girls were positively reinforced forhelpful or caretaking behaviour, passivity, and cooperation in theinfant environment, whilst boys were often asked if something was wrongwhen they displayed such behaviour (Chick, Heilman-Houser and Hunter2002). Boys were expected to be more active and therefore r equire moreattention, which researchers noted to be provided by caregivers.Extra attention to boys was evident also in the infant room, wherethey were held and spoken to more frequently (Chick, Heilman-Houserand Hunter 2002, 150). Infant girls were more likely to occpythemselves quietly and not demand consideration, and accordinglyreceived less attention (Chick, Heilman-Houser and Hunter 2002). It can therefore be concluded that most children enter their primaryyears with a good amount of hegemonic gender reinforcement alreadyunder their belts. The process of the socialization and formation ofsex roles begins long before school instruction begins: from birth on,parents treat boys and girls differently; they make different demandson them; children are given different toys to play with; they acquiredifferent kinds of experience, and so on (Buzhigeeva 2004, 77). Bythe time they begin their primary years, boys and girls behavioursand self-concepts already include a number of gender-base dcharacteristics, from a wide variety of origins (Buzhigeeva 2004, 77). By the time they enter the primary school years, children usually havebecome aware of culturally accepted gender norms in their society andhave at least partially negotiated their gender self-construct (Jacklinand Lacey 1997). At this point children typically prefer playing withthose of their own gender, reinforcing gender hegemony to which theyhave been previously exposed. This segregation by gender is morelikely in situations where there is little or no interference byadults, indicating it is the childrens preference (Maccoby 1988). Aschildren spend further time within gender-segregated groupings,traditional gender constructs are further reinforced, and the more timea child spends in same-sex contexts, the more likely he or she is toexhibit a strong pattern of gender differentiated behaviour (Maccoby1988). It is not surprising, therefore, that the majority of childrenentering primary classes were reported by teachers to exhibittraditionally gendered behaviours. Those that did not were generallyrejected by teachers in some way, or encouraged to change to a moretraditional gendered behaviour (Reay 2001). For example, girls wereexpected to prefer collaborative work, working for a win-win outcome,and having a quiet, orderly working environment (Burgess 1990; Jackson2002). Teachers also expected girls entering primary school to bebetter adapted to learning activities, to more easily able tounderstand teachers directions and explanations, to organise their ownactivity very well, and to have in general a more positive attitudetowards school than boys (Buzhigeeva 2004, 81-82). Teachers not only expect such behaviours from girls in their classes,but punish girls who do not conform to these expectations. Connolly(1998) reports that girls who behave in an assertive or disruptivemanner are more likely to be viewed negatively than boys exhibiting thesame behaviour. Reay (2001) desribes two such girls who refused totake traditional submissive gender roles in class. They espoused aphilosophy of giving as good as they got and doing it forthemselves, and were not hesitant to confront challenges by boys, evenphysically. While similar behaviour from boys in the class wasdescribed as boys being boys, from these two girls its was viewedinappropriate and actually counterproductive to learning. Reay furtherreports this type of activity, which ran counter to traditional formsof femininity resulted in them being labelled at various times byteachers in the staffroom as real bitches, a bad influence andlittle cows (Reay 2001, 160-161). Frank et al (2003) found while refusal to participate was generallyaccepted in boys, it was frowned upon in girls and caused them to belabelled as uncooperative. The implicit acceptance of the position ofhealthy idleness in boys, which affirms that no healthy boys everwork at a subject they dislike. Healthy boys were and are seen asthose who do not necessarily take up the work of schooling, and,conversely, boys who engage in the process of working hard for goodgrades are by contrast, unhealthy (Frank et al 2003, 122). Boys weremore likely to be punished or negatively reinforced for traditionallyfemale behaviours by male teachers or principals, or by peers. In most classroom environments, students were positively reinforcedbased on hegemonic gender norms. Girls were reinforced for theirappearance, such as dress and hairstyle, or for helping or beingcooperative. Boys received more compliments related to their size,intelligence, or physical prowess (Derman-Sparks 1989; Chick,Heilman-Houser and Hunter 2002). When teachers talk with boys aboutappearance, interactions are usually brief and move quickly todiscussion of physical skills or academics (Chick, Heilman-Houser andHunter 2002, 152). Similarly, teachers are less likely to praise girlsfor academic achievements than neatness. Reay (2001) reports a girlreceiving a perfect mark on an assignment was praised by the teacherfor her handwriting, while a boy receiving a high but less-than-perfectscore was praised for his performance. This sends a gender specificmessage to young males and females that could contribute to biasedattitudes in children (Evans 1998, 83). It teaches girls toconcentrat e on externals in order to receive praise, and boys toconcentrate on learning and success. Teachers also structure classroom activity and their own behavioursbased on gender. For one thing, boys often receive more attention inclass. According to the United States 1992 American Association ofUniversity Women (AAUW) report, females in primary school receivedsignificantly less attention from teachers than did males. Teacherstypically interact more with male students, whether it is to verballyreprimand them, to answer their questions, to elaborate on theircomments, or to help them with schoolwork (Evans 1998, 83). Frenchand French (1984) and Swann and Graddol (1988) similarly found that notonly did teachers give more attention to boys than to girls, boys as agroup were provided greater access to certain kinds of learningexperiences. This included more open-ended and challenging questionsbeing directed towards boys, greater likelihood of boys to performexperiments or hands-on activities, while girls watched, and power inclassroom discussions and decisions more frequently given to boys bytheir teachers contributed to inequalities. (Jacklin and Lacey 1997). Boys were typically described by both male and female teachers of bothsexes as more intelligent, and better able to grasp difficultconcepts, when compared to girls (Gordon 1998, 55). Girls in the lateprimary years were seen as over-occupied with love affairs and romance,and morally weaker in their behaviours. Girl pupils are more oftenperceived, by both male and female teachers, as the initiators ofsexual activity with boys and male teachers than as the victims ofsexual harassment and abuse (Gordon 1998, 55). This is significant asteachers award visibility, to some degree, based on their perceptionsof students. Highly `visible children, those who achieve high levelsof attention from teachers and visible interaction with peers, are morelikely to be boys; reciprocally, `invisible children, who receive lessattention and visible interaction with peers, are more likely to begirls. (Jacklin and Lacey 1997). There is also a tendency to use girls as an instrument of classroomcontrol, regardless of its impact on their learning orself-constructs. The idea that girls enhance boys learning by exertinga civilising influence has been present in the educational communityfor decades (Jackson 2002). Parker and Rennie (2002) report severalteachers they surveyed stated they were likely to use girls presenceand influence in their classrooms to manage boys behaviour, regardlessof the effect of the practise on the girls being so used. Creese et al(2004) similarly noted teachers regularly used girls to straighten upthe classroom, including messes made by boy students, who were notrequired to clean up after themselves. Girls were strongly positionedas helpers by both the teacher and the boys in the class, and werepositively reinforced for participating in this positioning andnegatively reinforced for refusing it. Jackson and Smith (2000)similarly found girls often assume a care-taking role with boys, and are encouraged to do so (Jackson and Smith 2000). Further, many teachers assigned homework with the understanding thatprimarily the girls would be the students completing it, and often didnot punish boys for not completing this assigned work. Teachers alsoreported they still often designed homework assignments with boys inmind, even if they expected more of the female students to complete thetasks (Parker and Rennie 2002). Within classroom assignments, teachersreport avoiding deficiencies in boys written work and poorcommunication skills by allowing the class to rely on the girlssuperior abilities in these areas. In general, they are less likely toprovide girls with opportunities to take risks in their work orinteraction, or to address open-ended questions presented to the classapart from the boys leadership (Parker and Rennie 2002). Boys also face censure from teachers when behaving outside traditionalgender constructs. Boys who flaunt the above stereotypes andstudiously apply themselves to their school work are often teased orbullied by their peers, and if they are also effeminate in appearanceor manner were documented to be harassed or put down by teachers,particularly male teachers, as well (Mac an Ghaill, 1994). Similarly,boys who enjoyed helping activities in the primary classroom were oftenridiculed as sissies or pets. Those boys who did not excel inPhysical Education classes were reported to be derided and slanderedhomophobically by both their peers and their instructors. In short,they were rejected and punished for not being the right kind of boy(Frank et al 2003, 122). Interestingly it was the high status boys ina given context, rather than teachers, that typically initiated suchresponse to boys outside traditional hegemonic masculinity. Teacherswere then sometimes likely to participate or reinforce thi s behaviour(Ashley 2003). The all-girls school allows for consideration of gender norming in theeducational environment without the opposite gender to contrastagainst. Whilst most of the research on gender hegemony involvesmales, advocates for single-sex educational constructs usually do so onbehalf of girls. Warrington and Younger (2001) cite a variety ofresearch, all of which concludes, single-sex classes give teachers theopportunity to challenge girls traditional stereotypes and thegendered perceptions of certain subjects, and enable teachers to buildup girls confidence and self-esteem in non-traditional subjects(341). A wider variety of gender performances were found to betolerated or encouraged in the all-girls environment. For example,Burgess (1990) reports girls are more likely to pursue activeleadership roles in same-sex schools, positions traditionally sought byboys. Once the action of leading becomes an accepted part of thesegirls gender identity, they have been found to be more likely tocontinue to pursue leadership opportunities, even if they return to amixed-sex educational setting (Warrington and Younger 2001). In addition, girls in single-sex schools have been found to be morelikely to study subjects outside traditional female boundaries, suchas the hard sciences and mathematics, and are further more likely tosucceed in these subjects (Stables 1990). Girls who participate inall-girls mathematics classes have a greater likelihood of choosing togo on to even more challenging math courses (Parker and Rennie 2002).In a co-educational school offering single-sex courses, girls enrollingin the all-girls GCSE physics class were over three times more likelyto continue with A-level physics than those in the mixed GCSE class(Parker and Rennie 2002). In a same-sex learning environment, girlsare not confronted with tension between succeeding in traditionallymale subjects and maintaining their femininity. Interestingly thereis not a reciprocal effect on boys in same-sex classes, with ifanything an increased pressure on conformity to hegemonic masculineperformances documented. Even the decisions for same-sex programmes are heavily influenced bywhat is perceived to be in the best interests of boys. In one recentstudy, over half the LEAs implementing single-sex instruction of somekind did so in response to underachievement by boys, not the needs ofgirls (Warrington and Younger 2003). Another thirty percent of theschools in the same study undertook the system change to address boysinadequacies in English and modern foreign languages, with less thantwenty percent of schools moving to single-sex instruction to meet theneeds of girls or encourage their academic achievement (Warrington andYounger 2003). Girls and their parents are also often hestitant toadvocated for their educational needs. For example, a number ofschools which initially moved to same-sex instruction to right boysbehavioural problems are planning to return to co-educationalinstruction, even though same-sex instruction has proved to be stronglybeneficial for girls. Girls themselves are accustomed to their rolesas supporters of the boys, and whilst many girls regard boys asnuisances or pests, many girls do seem concerned that boys should notsuffer as a result of initiatives introduced by the school, even if thegirls feel that they themselves benefit from such initiatives (Jackson2002, 43-44). Jackson (2002), reviewing and building on research done by Askew andRoss, found that when girls were not present in the classroomenvironment, weaker boys take the place of girls and provide abutt for proving masculinity, suffering at the hands of thepositioning of more hegemonic males (44). Notably, this is a reasonprovided by many to avoid single-sex educational systems such as theall-girls school. School administrators are reported in a number ofLEAs to be considering returning girls to mixed-sex classes to protectsuch non-hegemonically masculine boys from harm (Jackson 2002).Presumably, the girls will protect such boys by reclaiming their placeas the butts against which masculine positioning and bullying arelevelled. One school, which had introduced single-sex classes mainlybecause of behavioural problems among boys, was contemplatingabandoning it precisely for the same reason: a survey amongst staff inthis school found that an overwhelming eighty-six percent of staff feltboys beh aviour to be a problem in single-sex groups (Warrington andYounger 2003, 347). It is not surprising that hegemonic gender roles encouraged andreinforced in the classroom are then practised by children during playactivities. They have probably been playing within the confines oftraditional gender norms for most of their lives. Thorne (1993)contends play has a major role in how young children construct gender;Pidgeon (1994) agrees, holding that as children develop their genderidentities, they naturally begin to select gender-typed toys andactivities. It is through imaginative play that children begin toexplore and understand gender roles long before their schooling begins(Chick, Heilman-Houser and Hunter 2002, 149). Parents interactionswith female children tend to be more protective than with malechildren, hindering female childrens ability to engage in independentproblem-solving and their willingness to take risks. Boys remain moredistant from their parents; they have to deal with a broader range ofphenomena in life, which stimulates them to greater cognitive ac tivity(Buzhigeeva 2004, 77). In addition, children are more likely to bepraised by parents or other authority figures for stereotypicallygendered play, such as girls with dolls and boys with trucks. As discussed above, many children also have experience highlystereotyped play environments at home, in their communities, and inprevious educational situations even before they arrive at primaryschool (Runker and Duggan 1991). Selection of toys and playactivities, for example, which is initially done by parents or otherauthority figures, influences gender development. From an early age,different types of toys are routinely provided to girls and boys forplay, and over time they respond to these toy selections by choosinggender-based toys and play activities (Pidgeon, 1994). At the primarylevel, toys and games for boys are more oriented to encouraging thedevelopment of independence, an exploratory approach to theaccomplishment of tasks, and a better understanding of spatialrelations whilst girls toys and games encourage discipline andfollowing rules, a submissive approach to tasks, and an emphasis onrelationship skills (Buzhigeeva 2004, 77). Children are further aware which types of toys are intended for them,and most comply with such leading during play times (Runker and Duggan1991). Chick, Heilman-Houser and Hunter (2002) observed that childrenduring play periods at school consistently exhibited gender separationin their choice of toys, activities and playmates (152). Girlspreferred dolls, play telephones, purses, shopping carts, and colouringpages, whilst boys were attracted to trucks, blocks, squirt buts, andpuzzles. In one all-girls class, toys included rocking chairs, washerand dryer sets, kitchen sets, dress-up clothes, a shopping cart, babydolls, and a twirl around play set. There were no blocks, buildingsets, tool sets, trucks, or cars (Chick, Heilman-Houser and Hunter2002, 152). Girls played more often with each other and in role-playscenarios, such as playing house. Boys were more apt to choosephysical activities such as bowling (Chick, Heilman-Houser and Hunter2002, 152). As boys are encouraged to be assertive and outgoing in the classroom,such behaviours are also highly prized by peers in play. This isencouraged in many play areas by providing boys more active playequipment and a greater proportion of play space (Thorne 1993). This,coupled with gender reinforcement in the classroom and at home,encourages boys to engage in active, aggressive play, and marginalisesany boys who resist such play or choose other play activities. Sport,particularly very physical sport, is a strongly desirable activity forestablishing hegemonic masculinity amongst young boys. Participationin sports is considered essential for males, with rugby beingconsidered the most `masculine and `virile of all the sports (Gordon1998, 54). Close male friendships, and important part of boys gendernegotiations, are often forged through sport activities such asfootball. These activities allow aspects of male bonding that mightbe disrupted by a feminine influence causing the no girls allowed clause so typical of young boys play (Ashley 2003, 266). When boyschoose to play quietly outdoors, researchers found the boys were oftenasked by teachers why they were doing so, with questions such as areyou feeling all right? and Dont you want to play with the others?being common (Evans 1998). Boys also use play and prowess at play activities in negotiation ofsocial dominance. Those who are able to organise or lead their team,typically the most popularly positioned boys, and those who exhibitparticular athletic skill are promoted within the group (Runker andDuggan 1991). This reinforces both male bonding (being part of theteam) and male-specific activities as part of the boys genderdefinitions. When playing with girls, boys similarly use power andcontrol strategies that support both their dominance as males and aseparation of genders. This often causes girls to withdraw from playactivities, leaving the boys in their gender reinforcing, all-malegroup (Walkerdine, 1998). Ashley (2003) has also clearlydemonstrated boys preference for the mesomorphic (athletic) physiqueamongst their peers when awarding social position or friendship(Ashley 2003, 266). Girls, responding to reinforcement of the traditional gender emphasison relationships, tend to favour relation-based play. Girls were morefrequently observed to experiment with adult roles, many of which weregender typed, such as playing house, talking on the phone, andshopping (Chick, Heilman-Houser and Hunter 2002, 152). Whenrelationships are uncomfortable, such as when boys are involved and tryto dominate play or when two members of the play group areuncreconcilable, many girls will simply avoid play, and are oftencommended for doing so (Walkerdine, 1998). Just as girls are moretypically inactive participants in all aspects of school life, so theyare often passive in play activities (Thorne 1993). Evans (1998)contends that the repeated gender messages sent to girls through theirenvironment effectively silences them both in an out of the classroom. Girls play is predominantly domestic, through which they focus on thedevelopment and maintenance of a few close relationships with othergirls. The best friend and small group of close, intimate peers ishighly important to both girls play and gender negotiations (Runkerand Duggan 1991). Girls typically participate with this group inrole-play and other play activities modelled on real life. Throughthis play they reinforce both their current roles as girls andanticipated future roles as women, practising also skills in buildingand maintaining support networks (Runker and Duggan 1991). When girlschoose active, rowdy play activities, they often receive negativefeedback from teachers. For example, one girl was asked if she hadbeen drinking coffee by a classroom instructor because she was behavingactively, although boys exhibiting similar behaviour received no suchcomments. When a group of boys and girls was later playing on thesliding board and crawling over its sides, the girls were cauti oned tostop crawling or they would hurt their bellies, although no commentswere made to the boys (Chick, Heilman-Houser and Hunter 2002, 151). Both male and female children are typically exposed to and heavilyreinforced in hegemonic gender roles from a very early age. Whilstthis can help them in making gender distinctions, it also limits themto two gender possibilities within the traditional male / femalebinary. This prevents many children from both gender performances andexploring activities of preference to them. Many researchers havedocumented that whilst the education system is more attentive to boyswants and needs, it also more strongly encourages conformity of boys toa hegemonic masculine stereotype, and marginalises boys who do not fitthis narrow definition of maleness (Jordan 1995). Girls have a widerrange of options in gender negotiation, with sampling traditionallymale activities from a tomboy gender definition being somewhatsocially acceptable in many situations. The pressure to conform tohegemonic heterosexual femininity, however, increases strongly as girlsnear the end of the primary school period (Reay 2001). As it is unlikely to happen in the home ore community, it is importantfor the healthy development of all children that the educationalenvironment provide a safe place for gender exploration andnegotiation, allowing the individual child the freedom toself-determine his or her gender identity. This will only beaccomplished through deliberate increased awareness of teachers toencourage and reinforce a gender continuum, both in the classroom andin play activities. As children both learn from play and play what they learn, emphasis on a variety of gender definitions in play empowers both our children and society to develop to their full potential.