i have uploaded instruction of final essay reflection and all previous assignments if you want review

Running head: Social science research articles

10

Sex and Gender & society

Sex assault in campus

The article begins by describing how women living in resident hall behaves. It states that on Thursdays almost all the women lives only living a countable number. The National Institute of Justice estimated that between one-fifth and one-quarter of women are the victims of completed or attempted rape while in campus. Campus women are at greater risk for rape and other forms of sexual assault than women in the general population. Many negative stories have been hard in the party scenes on sexual harassment. Assigning women the role of sexual abstinence to other women relieves men from responsibility for obtaining authentic consent, and enables them to view sex obtained by undermining women’s ability to resist it as consensual. (Spade. 1996)

From the article it suggests that there is a tight link between alcohol and sexual assault. It is suggested that many sexual assaults that occur on college campuses are of party rapes. The role of party rape in the lives of white college women is substantiated by recent research that found that white women were more likely [than non-white women] to have experienced rape while intoxicated and less likely to experience other rape. Women in campus are easier to go to parties and engage in drugs compared to women who are not in campus. (Alan. 2003)

The quandary for women, is that fulfilling the gendered role of partier makes them vulnerable to sexual assault. There a number of factors that increase sex assault in parties and they are of different degrees. Some of the factors that lead sexual assault in parties are taking a lot of beer or alcohol which leaves one not to know the condition he/she is, this is where one is subjected to sexual assault like rape. Men with intentions for committing sex assault focus on fraternity parties because they are typical party venue for the women and it has been identified as particularly unsafe. (James. 2016)

Colleges and campuses have been aware of the problem of sexual assault for at least 20 years, directing resources toward prevention and providing services to students and women who have been sexually assaults and introduced programs that included education of various kinds, support for Take Back the Night events, distribution of rape whistles, development and staffing of hotlines, training of police and administrators, and other efforts. Selves and Peer Culture in the Transition from High School to College Student characteristics shape not only individual participation in dangerous party scenes and sexual assault within them and development of these party scenes.

Article on pretending orgasm during sexual intercourse

According to traditional view, women were seen to be less sex active compared to men. Today it is stated the opposite, this suggests that currently, men are less sex active compared to women. The article suggests that most of the men experience orgasm with every sexual episode while in women, not many of them who experience orgasm. If there are, there are half of the women population. Women are expected to be sexually responsible to their partners, and thus they experience a degree of pressure to orgasm during sex intercourse

Self-monitoring propensities are said to exhibit greater responsibilities to social and interpersonal cues of situational appropriate performance. This implies to the pressured people. Expressive behavior of less self-monitoring persons are said to be more closer reflect to be more closer enduring and momentary inner status including persons altitude, traits and feelings. Sexual monitoring is seen to be more positive in sex experience. (Mary, 2001)Women who typically monitor their own expressive behavior in social situations are expected to be more likely to act when in sexual situation with a partner.

The objective of the current study was to investigate potential relationships between having pretended orgasm and sexual experience, sexual attitudes and sexual esteem, actual and self-perceived physical attractiveness, and self-monitoring. From the investigations that were carried out, 55.9 percent were reported to be having pretended orgasm during sexual intercourse, while, 58 percent of the women re-ported ever having pretended orgasm during sexual intercourse. Young women who reported having pretended orgasm had higher sexual esteem scores than women who denied ever having pretended orgasm.

pretenders rated their own facial attractiveness higher than the self-ratings Of nonpretenders, but this relationship disappeared alter controlling for other variables on which pretenders and nonpretenders differed As with Darling and Davidson,' pretenders in the current study reported having greater numbers of lifetime intercourse as well as cunnilingus partners relative to nonpretenders. Pretenders rated their facial attractiveness higher than the self-ratings of the nonpretenders.

Article on becoming a gendered body

This is a social science research about bodies that particularly focuses on parts of women body parts. Men and women move their bodies at different rates. Form the article it suggests that women bodies are confined i.e. women takes smaller steps compared to men and sit in different positions (arms and legs closed across the body) and they take up less physical space compared to the men. According to Tuner, social life depends upon successful presentation, monitoring and interpreting bodies, similarly according to the faculty, it is suggested that controlled and disciple bodies do more than regulate the regular body. A disciplined body displays a context for social relationships. (Philo, 1986)

Connell suggests that masculine gender is partly a feel to one’s body and that bodies are often a source of power to men. According to the article it suggests that women bodies serve the opposite compare to women. From the kids it is observed that they begin their day running wildly to the playgrounds. Gender relations depend on successful gender presentations. Gender relationships and doing gender are similarly both suggest that managed, adorned, fashioned proper committed and moving body parts establish gender and gender relations. (Robert, 1990)

Hidden curriculum that controls children body’s practices turns kids who have similar body components and practice into girls and boys. Physical exercise to the children begins with the families. Hidden curriculum facilitates and encourages the construction of bodily differences between genders and makes these physical addresses appear and feel naturally. Some schools and teachers may also see teaching children to behave like young ladies and young gentlemen as an explicit part of their curriculum.

According to the research, children bodies are disciplined by the school and they are generally physical active and institutions like schools impose disciplinary controls that regulate children’s body and prepares children to the social large world. As the disciplinary controls operate in different context, some bodies become more docile compared to others. As the children are raised in different schools, their bodies tend to change according to their external surroundings.

According to children their body movements can be changed by the contact they have with the teachers. For instance, teachers hold kids to ensure that they stops running, tap them around in order to make them to turn their concentration to them. This contact has impact on the body difference in a way to both boys and girls. From the article, boys are more challenged more than girls by having contact with their teachers. Children, sometimes may decide to resist their bodies from becoming gendered. The data suggests that significant part of disciplining the body consists of gendering it, in subtle, micro and everyday ways to make the body appear natural. This research majorly educates how bodies are gendered.

How reading articles contributes to further understanding of topics

Perusing of several articles equips a learner with mind mapping skills. Mind mapping can be described as the visual thinking that helps in structuring of information, helping a learner better analyse, comprehend and synthesize new ideas. When students engage in reading articles, they can be capable of mastering content which can make them more creative. Reading article helps students to have a picture of what happened at a particular occasion in their mind (James, 2016)

Reading articles enable to a student to associate it with other topics or concepts that they encounters when studying. When students comes cross to many different article's that suggests different ideas and concepts, they are able to internalise what they have learnt and relate it to different topics. Different articles have different topics and may have different concepts. Reading a number of articles enhances creativity on students. (Elias, 2015)

References

Smoll Frank and Robert schezz. 1990. “Quantifying gender differences in physical performance. A development perspective. Developmental psychology 26:360-69

Thorne, Barrie. 1963. Gender plays, Girls and boys in schools. New Brunswick, NJ. Rutgers university press.

Wars bun, Philo C. 1986. The political role of American school. Theory and research in social education

Shilling. Chris, 1963. The body and social theory. London England and Sage.

Darling CA, Davidson JK: enhancing relationships: understanding the feminine mystique of pretending orgasm. J sex marital ther 12:182-196, 1986

Bachar, Karen and Mary Koss. 2001. “From Prevalence to Prevention: Closing the Gap between What We Know about Rape and What We Do.” Pp. 117–42 in Sourcebook on Violence against Women, edited by C. Renzetti, J. Edleson, and R. K. Bergen. Thousand Oaks, CA: Sage.

Berkowitz, Alan. 2003. “How Should We Talk about Student Drinking—And What Should We Do about It?” About Campus May/June: 16–22.

Berkowitz, Alexandra and Irene Padavic. 1999. “Getting a Man or Getting Ahead: A Comparison of White and Black Sororities.” Journal of Contemporary Ethnography 27:530–57.

Boswell, A. Ayres and Joan Z. Spade. 1996. “Fraternities and Collegiate Rape Culture: Why Are Some Fraternities More Dangerous Places for Women?” Gender & Society 10:133–47.

Duncan K. James. C. (2016). Reasons why students should read relevant materials for better