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Showing posts with label life experience degree. Show all posts
Showing posts with label life experience degree. Show all posts

Thursday, October 22, 2009

Online Education And Degree. Part 20. ANDROGYNY.


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Androgyny is a term derived from the Greek andras (avSpaq—man) and gyne {yovx\—woman) referring to either the absence of any distinguishing masculine or feminine traits, as in the Hijras of India, or the combination of both masculine and feminine characteristics, whether spiritual, psychological, or physiological.
Most Western cultures presume a binary opposition between male and female. In the 1950s, June Singer revived a mystical interest in androgyny, reconciling the "masculine" and "feminine" aspects of a single human, restoring the balance between what Jung called animus and anima. Like Mircea Eliade and Carl Jung, Singer treated androgyny as archetypal, in which the divided self yearned for the complete reunion of male and female. This understanding of androgyny as a metaphysical ideal was implicit in shamans or deities like Buddha, Shiva, Kuan Yin, and Elohim. Even so, Singer believed that the sexes were naturally differentiated: that males are generally aggressive, dominant, hard, and logical, and women are passive, compliant, soft, and intuitive.
In 1974, Sandra Bern published the Bern Sex Role Inventory (BSRI), a self-test listing 20 socially desirable female traits, 20 socially desirable male traits, and 20 considered to be neutral. Male traits included "forceful," "analytical," and "self-sufficient"; female traits included "sympathetic," "loyal," and "compas-sionate"; and neutral items included "truthful," "sincere," and "friendly." Scores revealed the respondent's self-reported possession of socially desirable, stereotypically masculine and feminine personality characteristics. An individual who received high scores for both female and male traits was defined as androgynous, whereas one with low scores in both was described as undifferentiated. Gender traits had little correlation with the ascribed sex of participants. Like Singer and Jung, Bern believed that people who had androgynous psychological traits were the most effective and well-functioning individuals in society.
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At this time, Constructivism claimed that gender was socially constructed and could therefore be changed at will. Resistance to gender binaries and heterosexuality took the form of transvestitism, or performances as drag queens or drag kings. Kate Bornstein, having performed as a cross-dressing performance artist and encouraged the self-construction of "who you are," used surgery to change herself in 1998 to a "male-to-female lesbian transsexual" but has now settled into being neither male nor female, a gender outlaw.
To describe a born male as "lesbian" indicates some of the conceptual change required by this new gender fluidity, but it did not necessarily accommodate androgyny. A medical category, gender identity disorder, was created to describe those who felt incompatibility between their felt identity and their anatomy. Improvements in surgical processes made it possible to normalize anatomies as normalized male or female, and medical research sought to explain sex "transgres-sions" (gender identity disorder, cross-dressing, or homosexuality) physiologically in order to remove blame and effect a "cure." A few transsexuals, like female-to-male Jamison Green, rejected such normalizing "cures" and accepted their androgynous status to the extent of having hormone treatment but not requiring a surgically constructed penis or denying their past.
Despite a relatively low level of sexual dimor-phism in humans, Charles Darwin had naturalized the sex binary in The Descent of Man by referring to naturally selected sex differences between male and female in gonads, sex organs, body mass, amount and placement of body hair, intelligence, psychological traits such as aggression, and child-rearing practices. But he tended to overlook the high amount of androgyny in the natural world, for instance, in worms and snails. About 30% of the fish species on a coral reef start out as males and end as females, or vice versa, or are both male and female at the same time. Could humans be naturally androgynous?
In 1993 in Bodies That Matter, Judith Butler argued that even though we construct gender, our material bodies sometimes prevent us from conforming to social norms. Earlier in Gender Trouble, she claimed that drag queens in their "queer performativ-ity" demonstrate resistance to being required to "perform" normal dichotomous roles of male or female which they do not feel. The existence of physically androgynous humans challenges those dichotomies at an even more profound level.
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Anne Fausto-Sterling estimates conservatively that 1 in 1,000 persons is born with androgynous physiological features. Previously called hermaphrodites, they are now medically defined as intersex, a term, like androgyny, applied to any person with characteristics determined as neither exclusively male nor female, or combining features of both. The most common cause of so-called sexual ambiguity is congenital adrenal hyperplasia, an endocrine condition in which the adrenal glands produce unusually high levels of virilizing hormones. In genetic females, this leads to an appearance that may be slightly masculinized (large clitoris) to quite masculine. Another form of intersex is andro-gen insensitivity syndrome, in which people born with masculinizing Y chromosomes do not develop male morphology. Other physiological androgynes show chromosome variations such as 47XXY, 45XO, or mosaics. Far from being revered as complete or ideal persons, such anatomical androgynes are usually classified as male or female sex at birth and surgically or hormonally transformed into either male or female in childhood, with remaining variations of the male-female binary seen as transgressive.
Bern and Fausto-Sterling argue that the danger of perpetuating the male-female binary lies in the fact that cultural roles and norms remain dictated by males and highly polarized male values. The placement of the androgyne at the center of our understanding of physical and cultural humanness and our acceptance of complex combinations of male and female defuse current hegemonies.

Felicity Ann Haynes





online college degree


EDITOR Neil J. Salkind
Copyright © 2008 by SAGE Publications, Inc.

Sunday, September 27, 2009

Education And Degree. Part 17. Alternative academic assessment - 2.


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Advantages
Efficiency
The administration of AAAs is quick (taking as little as 1 minute) and requires few resources. Items can be developed easily by teachers and taken right from the curriculum. Furthermore, AAAs require little training to administer or score. Also, because they are flexible and can be designed to assess specific domains of academics, AAAs allow school psychologists and other educators to test specific assessment questions rather than routinely test across a broad number of academic domains.
Use of Local Norms
Performances on AAA are often interpreted with reference to local normative data. Local norms are developed from samples of student behavior using AAA procedures. Local norms directly represent the school district population, academic goals, and outcomes rather than the performance of students nationwide. They also decrease the likelihood of bias in decision making because they are representative of student age, grade, race, educational background, and socioeconomic status.
Another advantage of local norms is that there is greater overlap between what is taught and what is tested. Districts have the flexibility to design comparative data based on the specific curriculum. This high teaching-testing overlap yields more meaningful data on student progress. CBM-R is the most common alternative academic assessment that is used to create local norms. In many districts, students complete CBM-Rs in the fall, winter, and spring.
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Benchmarking
Benchmarks are sometimes used to evaluate student performance with a criterion-referenced interpretation.
Both benchmarks and local norms are used as referents to evaluate whether students are making adequate progress to achieve expected long-term goals. For example, if students are expected to read 60 words correctly per minute in CBM-R by spring of first grade, then by winter, it is likely they should read 45 words correctly per minute. A student who scores significantly lower than the winter benchmark is identified as at-risk. The student is then given additional help so that by spring, he or she achieves the targeted level of performance. Benchmarking provides information that will help in determining which students are at risk and should be monitored more closely. To this end, benchmarking is also a vital component of prevention. It allows educators to identify and fix small problems before they become larger.
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Utility Within the Problem-Solving Model
Historically, students were placed in special education based on their scores on large norm-referenced tests (the "test and place" model). An intelligence score below a certain criterion resulted in a label such as "learning disabled." The student was then matched to special education services based on that label, and the problem was viewed as an inherent trait within the student. Beginning in 2001, a shift has occurred away from the traditional model and toward the problem-solving model.
The problem-solving model focuses not on traits of the student but on environmental and situational factors that can be modified to increase student outcomes. The problem-solving model follows these steps: identify the problem, measure the severity of problem, explore possible interventions, implement an intervention, and measure progress in hopes that the student can be successful in the general education setting. The problem-solving model is a circular process, as progress is constantly being monitored and interventions are adjusted accordingly. The problem-solving model does not rely on unproven inferences as does the traditional model. Hypotheses are continually tested and monitored with AAAs. Thus, decisions are evidence-based because student data are considered when creating and modifying interventions.
AAAs provide the necessary tools to implement the problem-solving model, as they efficiently assess student performance and can be repeated often. As the popularity of the problem-solving model increases, so does that of AAAs.
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Utility for Progress Monitoring
Alternative academic assessments not only identify students who are at-risk but also determine if intervention efforts are successful. Because they are efficient and drawn directly from the curriculum, AAAs can be used repeatedly to monitor student progress and response to intervention. Repeated measures provide not only the level of performance but also the student's rate of growth. This allows educators to determine if the student is making adequate improvement or not. If the intervention does not produce the desired rate of growth, then changes are made to the intervention.

Theodore James Christ and Sarah Scullin



online college degree


EDITOR Neil J. Salkind
Copyright © 2008 by SAGE Publications, Inc.