Assignment 1: LASA 2: Gender Appropriate and Inappropriate Behaviors

Recent headlines have sparked heated debate about
whether boys should be allowed to dress as girls. For example, a
5-year-old boy in Seattle who enjoys things traditionally for girls,
such as jewelry, the color pink, and dresses was supported and
encouraged by his mother, who wrote a book about him called “My
Princess Boy”. A J. Crew ad featured a mother painting her young boy’s
toenails hot pink (CBS News, 2011 April 13). Reactions ranged from
outrage and disbelief to support of the mothers.

On the flipside, girls who shun traditionally “girly
things” such as dresses and flowers in favor of more traditional “boy
things” such as watching or playing sports, rough-and-tumble play, and
choosing boys as friends are often called tomboys.

For either sex, choosing to engage in activities
traditionally reserved for a specific sex can result in teasing and
accusations of homosexuality.

• Using research gathered from your textbook, online
  course content, and at least 1 research article, analyze the above
  scenarios.
  • Are the behaviors discussed above (i.e.,
    preferring things traditionally acceptable for a specific sex)
    indicative of homosexuality? Why or why not?
  • Describe the psychological consequences
    (positive and negative) that might result from engaging in behaviors
    reserved for a specific sex?
  • Develop an argument for or against concern that these children might be exhibiting a paraphilia.
  • Which paraphilia(s) might apply and what criteria would you use based on the research?
  • What, if any, intervention would you recommend
    to a parent whose little girl or boy expresses the desire to
    engage in behaviors typical of the opposite sex? If you do not
    believe intervention is necessary, explain why.

By Saturday, May 17, 2014,
write an essay that is 3-5 pages in length. Also include a cover page
and reference list. Remember to support your arguments with information
drawn from the online content, the textbook, and other credible, scholarly sources to substantiate the points you are making.  Apply APA standards to for writing and citations to your work.

The paper should be double-spaced 12-point typescript, Times Roman font, with 1-inch margins all around, and free from grammatical errors. 

CBS News. (2011, April 13). Boy in pink nail polish sparks online outrage. Author. Retrieved from http://www.cbsnews.com/stories/2011/04/13/earlyshow/living/parenting/main20053508.shtml

Post-Course Reflection (100 pts.)

Post-Course Reflection: Writing for Life

At the end of the course, you will complete a final reflection in which you will evaluate the progress you have made to achieve your goals as a writer. Once you have completed this reflection, you will ensure your Portfolio contains all other required elements, and then your portfolio will be ready for peer review.

1. Review the course learning outcomes (the WPA Outcomes and the Habits of Mind). Also return to and re-read your Pre-Course Reflection, paying close attention to your discussion of which Outcomes you intended to work on throughout the course. Reread also your Post-Project 1 and Post-Project 2 Reflections.
2. Discuss how your writing changed during the class. What did you learn about writing this semester? How has your view of writing and yourself as a writer changed? How have you achieved the goals you outlined at the beginning of the course? How have you strengthened your understanding of the 2-3 bullet points under each section (of the WPA Outcomes and the Habits of Mind) that you identified at the beginning of the class? Finally, how has your understanding of these outcomes changed? In what ways do you understand the outcomes differently now, and how has that changed the way you view your own writing as well as the process of writing in general? Provide specific examples from the course as evidence to support the learning claims you make. Such evidence might include:

• • excerpts from your rough and final drafts of projects
  • examples from your invention work and discussion board posts
  • feedback from your instructor, writing mentor, and/or peers
  • the aesthetic design and arrangement of the portfolio itself

1. Next, discuss how you have used the writing skills and practices you have learned in this class in other contexts. Provide at least two examples from writing you have done in other classes or in your personal, professional or civic life and explain how you have drawn on your learning in this class to transferknowledge and compose in these other contexts. Then, reflect on and discuss how you plan to build on the learning in this class and continue to practice, adapt, and transfer your knowledge of writing to new communication situations in the future.
2. How has the process of reflection in this course helped you grow as a writer? How has creating and composing a multimodal digital portfolio impacted your learning? What new skills and perspectives have you gained from designing and organizing a portfolio, and how have you applied the WPA Outcomes and Habits of Mind to this project?

In order to provide the appropriate intervention, social workers first need to have conducted a thorough assessment. Having a comprehensive understanding of a client and their social environment, including the influence of racism and ethnocentrism, allows a social worker to accurately identify the presenting problems and help the client develop goals to address their needs. Not completing a full assessment may result in inaccurately identifying the presenting problem and pushing goals on the client to which they do not agree. A good assessment is the best foundation for treatment planning.

In addition, evidence based practice requires social workers to use the best available evidence to inform their practice decisions. This assignment helps you prepare for the final project by beginning to identify the presenting problem and possible goals, as well as beginning the research process to inform your treatment recommendations when working with the identified client in a case study.

To prepare: Conduct research in the Walden library to locate at least 1 peer-reviewed scholarly resource(s) that could inform your assessment or intervention with the case you plan to use in your final project.

By Day 7

Submit a 2-3 page paper in which you:

• Identify the case you will be using for the final project
• Describe the presenting problem(s)
• Describe 2 goals for the client based on their presenting problem
• Identify a specific peer-reviewed article and explain how it could inform understanding of the problem/population, development of goals, or intervention and treatment plan
• Explain how ethnocentrism and racism may influence the case (make sure to draw from this week’s assigned readings)

Deliverable length: 2–3 pages

Course Objective(s):

• Recognize and manage conflict situations
• Begin to develop a leadership style

Library Research Assignment

Take a look at two different leaders in the same department. Both have the same titles and job responsibilities, but one holds considerably more power than the other. After reading the paragraphs below, answer the questions at the end using complete sentences, and reference the course materials or Web resources in your response where needed.

Leader A holds a bachelor’s degree in hospitality management and is glad to have her first management job in a hotel restaurant. With 5 years’ experience as a host, bartender, and server, she enjoys combining her experience with her college degree to work alongside her employees. She listens to their concerns and shares what she knows, but she also openly acknowledges that she learns something new every day. Though she is firm with her employees, she treats everyone fairly. She carries a rapport with each employee, but she does not get too personal and declines invitations to go out for drinks with the employees.

Leader B worked his way up in the industry, working as a dishwasher, busser, host, server, and bartender before finally being promoted to manager after 10 years. He is glad to finally be in charge and free from having to do grunt work. He feels that his experience means that he knows more than his staff, and he often dismisses their concerns. Having previously worked with some of the servers in another restaurant within the hotel, he enjoys going out for drinks after work with his buddies and spends more time with them at work than the other staff. When they go out, he calls leader A “Little Miss College” and jokes about her abilities.

After both managers have been in the restaurant for about 6 months, their general manager asks the managers to have all front of the house staff sign up on task teams. Leader A is to lead a task team reviewing service procedures and guest feedback; leader B is to lead a task team to review the equitability of server station assignments and schedules. Each team task member will be paid a nontipped overtime rate for their participation, up to 8 hours. The general manager posts a sign-up sheet, and at the end of the week, he is surprised to see that most staff signed up for leader A’s team. The GM had assumed that more staff would be interested in working on the issues that directly impacted them—schedules and station assignments.

Answer the following questions:

1. What type of power does leader A assert? Provide examples.
2. How do you think leader A influences the staff when she needs tasks completed? Why do you believe so?
3. Does leader A’s behavior increase or decrease her power and ability to influence? Why?
4. List 3 reasons as to why leader A had more employees sign up for her task team than leader B.
5. What type of power does leader B assert? Provide examples.
6. How do you think leader B influences the staff when he needs tasks completed? Why do you believe so?
7. Does leader B’s behavior increase or decrease his power and ability to influence? Why?
8. List 3 reasons why staff would not sign up for leader B’s team, even if his team had the more interesting and relevant tasks.