Describe the impact of gender-specific messages towards one’s self.

The most common agents of socialization are our family, peers, school, and media. The family, for example, influences a child’s development by such things as the way the parents hold the baby, look at it, talk to it, and respond to its needs. We take on typical gender roles from the beginning as girls are given pink clothes while boys are given blue. Family socialization is reinforced or modified by experiences at school and with peers, by the mass media, and by interaction with others. Socialization, the lifelong social experience through which we learn culture, is vital to becoming members of a society. In this section, we look at the sociological concepts of culture and socialization and how they impact our behavior and attitudes. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Examine how theory and sociological concepts apply to everyday life. Identify gender-specific childhood clothing and/or toys. Competency 2: Explain the basic tools of sociological inquiry. Summarize gender socialization sources. Explain the validity and helpfulness of gender socialization sources. Competency 4: Analyze the influence of culture on both the individual and society. Describe the impact of gender-specific messages towards one’s self. Analyze how gender-specific messages of childhood clothing and/or toys reflect larger societal expectations. Competency 6: Compose text that articulates meaning relevant to its purpose and audience. Develop text using organization, structure, and transitions that demonstrate understanding of cohesion between main and subtopics. Gender Stereotypes These resources can help you understand gender socialization and the impact of gender stereotypes. Bridges, T. (2014, January 1). Stop the war on pink—Let’s take a look at toys for boys [Blog post]. The Society Pages. Retrieved from

Stop the War on Pink—Let’s Take a Look at Toys for Boys
The author questions whether “denouncing pink items for girls should be the primary focus if we want to move toward a more gender equal world for girls and boys.” Wade, L. (2010, November 21). Gendered toy advertising [Blog post]. The Society Pages. Retrieved from
Gendered Toy Advertising
This video highlights gender advertising and questions the effects on children’s development. Run Time: 8 minutes. Bailey, S. (2014, January 17). Thoughts on toys, kids and gender stereotypes [Blog post]. The Society Pages. Retrieved from
Thoughts on Toys, Kids and Gender Stereotypes
The author writes about “a gender equitable environment where assumptions of differences based primarily on one’s sex and/or gender affiliation are not part of the picture. NBC Today Show. (2015, August 10). Target makes toy aisle gender neutral [News report]. NBCUniversal Media. Retailers are now beginning to display toy, home, and entertainment items for “kids” as opposed to having separate girls and boys signage. Gender Role Expectations. In this activity, you first test your knowledge of some of the key sociological concepts associated with gender socialization. Then, you consider the kind of gender-specific messaging that images and media convey. This activity prepares you for the sociological analysis you will do in Assessment 3. Armstrong, C. F. (1984). The lessons of sports: Class socialization in British and American boarding schools. Sociology of Sport Journal, 1(4), 314–331. This article gives you an example of how social class impacts our behavior and understanding of the world in the context of gender. Macionis, J. J. (2019). Society: The basics (15th ed.). New York, NY: Pearson. Available in the courseroom via the VitalSource Bookshelf link. Chapter 3, “Socialization: From Infancy to Old Age,” pages 74–98. This chapter introduces you to the agents of socialization and the impact they have on our development as social beings. Asssessment Instructions For this assessment, you will analyze how gender is created by society, specifically looking at children’s toys and/or clothing. The purpose of this assessment is twofold: It helps you to start thinking about the impact of socialization on your life as a starting point. This first analysis will be used again for Assessment 6. It also requires you to locate and evaluate resources on socialization and these resources may be used in Assessment 6. Deliverable Write an essay in which you complete all of the following: Part 1 Examine the toys and clothing you had as a child. Describe the clothing and toys from your childhood and identify which were gender-specific. Part 2 Examine your experience with gender socialization. Describe the message your toys and clothing sent you about gender. Analyze how gender-specific messages that arise from childhood clothing and toys reflect larger societal expectations. Reflect on the impact these messages had on you. Describe how you feel about your experience with gender socialization. Part 3 Analyze and then include outside sources.

Describe how you can use your newly developed sociological perspective in your everyday life.

Over the course of the term, you have been developing your sociological lens, which is a way to see and understand the social world in new and different ways. You have examined the significance of culture, the formation of the self, several types of social inequalities, the influence that social institutions have on our lives, the power of group cohesion and deviance, and the constancy of social change. For this assignment, read the article titled Asking Sociological Questions and reflect on the course material by answering the following questions, which are included in the Module Eight Worksheet. Your worksheet will be graded using the rubric below, which corresponds directly with the four questions listed below. 1. Describe how you can use your newly developed sociological perspective in your everyday life. 2. What aspects of sociology can be helpful to you in your personal life? 3. What aspects of sociology can be helpful to you in your professional life? 4. How can a deeper understanding of human interaction be helpful in the real world?

hat are the underlying psychological aspects that you see involved with Jack’s rejection of his father’s wishes?

Jack, a 28-year old man, tells you: “Most of my life I have felt pushed and pulled. My father pushed me into school, sports, and so forth, and over the years my resentment grew for him. He was always directing and controlling my life and beating me when I challenged his authority. My mother always gave me a warm, unconditional love and tried to pull me under her protective wing. My parents divorced when I was 18 and without parental control I began a life of self-will in my relationships and in my use of drugs and alcohol. On graduating from college, I rejected my father’s wishes to pursue a career and returned to school to seek another degree. In some ways it’s just a place to be that I like. Most of my life revolves around living for today, a hedonistic style that has no concreteness of goals and aspirations, with a lack of definition of `what a man should be.’ I float in and out of people’s lives. They see an image of me as a despoiler of women, a drug freak, and a cold bastard. My fear is that I am nothing more than that image, that I am empty inside. I want to be able to open up and let people see the warmer, more sensitive sides of me, but I have terrible difficulty doing that. I have a strong need to become close and intimate with others, yet I never let myself become vulnerable because I fear being dependent on them and trapped by their love.” Assume that Jack comes to you for personal therapy and that all you know about him is what he told you above. Answer the following questions on how you might proceed with Jack within a Psychoanalytic frame of reference: 1. As a psychoanalytic therapist, do you think that Jack’s current unwillingness to become vulnerable to others out of his fear of “being dependent on them and trapped by their love” has much to do with his mother’s unconditional love? How might this experience be related to his relationships with women now? 2. Jack describes his father as an authoritarian, controlling, and cruel man who apparently had conventional ideas of what he wanted Jack to become. What are the underlying psychological aspects that you see involved with Jack’s rejection of his father’s wishes? How might you use psychoanalytic counseling theory to explain the fact that in many ways he became what his father did not want him to become?

Describe how venous thrombosis is different from arterial thrombosis.

Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency (CVI) and deep venous thrombosis (DVT). While the symptoms of both disorders are noticeable, these symptoms are sometimes mistaken for signs of other conditions, making the disorders difficult to diagnose. Nurses must examine all symptoms and rule out other potential disorders before diagnosing and prescribing treatment for patients. In this Assignment, you explore the epidemiology, pathophysiology, and clinical presentation of CVI and DVT. To Prepare Review the section “Diseases of the Veins” (pp. 598-599) in Chapter 23 of the Huether and McCance text. Identify the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Consider the similarities and differences between these disorders. Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of CVI and DVT. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected. Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic venous insufficiency and one for venous thrombosis. Consider the epidemiology and clinical presentation of both chronic venous insufficiency and deep venous thrombosis. To Complete Write a 2- to 3-page paper that addresses the following: Compare the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Describe how venous thrombosis is different from arterial thrombosis. Explain how the patient factor you selected might impact the pathophysiology of CVI and DVT. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected. Construct two mind maps—one for chronic venous insufficiency and one for deep venous thrombosis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

What do you believe are the roles and functions of a professional nurse and how do you envision fulfilling these roles and functions at program completion?

Applying to a nursing program and need a personal statement. Question is: What do you believe are the roles and functions of a professional nurse and how do you envision fulfilling these roles and functions at program completion?