Traditional Gender Role Position Essay Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
Traditional Gender Role Position Essay Assignment
“Boys Will Be Boys: Chinese School Goes For Very, Very Traditional Education “
International Business Times October 08 2013 By Michelle FlorCruz
Boys in Shanghai’s Haoertong kindergarten classes spend time playing with army figures with other male classmates as part of the school’s gender education program. China Daily One school in China is trying to address an apparent “crisis” plaguing elementary classrooms, where young boys seem to have become more timid than their female counterparts. The school in Shanghai is the first to employ “gender education,” as early as five years old, to help develop traditional concepts of masculinity in boys and femininity in girls.
According to a report by the state-run China Daily, the Haoertong Kindergarten in Shanghai was noticing that boys had recently become what the school considered to be less masculine. The school’s gender education program was introduced after some teachers noticed what they called a “boy crisis” where boys were becoming “physically weaker and emotionally more vulnerable than girls,” worrying both teachers and parents.
“We would like to introduce some the best traits in men valued by Chinese tradition, such as bravery, the courage to overcome difficulties and the sense of responsibility,”principal Xu Hui told the paper. “For girls, we hope to cultivate their gentleness, carefulness and grace,” Xu continued. The solution, the school said, was to introduce a program which includes two gender-specific classrooms, where students partake in traditionally girl- or boy-oriented activities. Twice a week, boys and girls spend 30 minutes developing their masculine and feminine traits when they are separated into their individual classrooms.
In the boy’s classroom, children play with pint-size versions of sports equipment, like baseballs, golf clubs, race cars and bows and arrows. The classroom also includes a small sandbox where the boys are encouraged to play with army men and fake weaponry and play-fight their classmates. After 30 minutes of playtime, one of the school’s two male teachers helps them practice a few kung fu moves before going on with their day. “When boys play with boys, they play more wildly and freely,” teacher Ni Jieji said of his literal boys’ club.
The girls’ club also takes a very traditional gender role position. The classroom, done up in pink, features a corner where young girls can learn to make flower bouquets, a small fake kitchen where they can learn to cook with plastic food items, and a dress- up wardrobe filled with flouncy skirts — and even a catwalk.
Such traditional gender stereotypes have naturally sparked some criticism; many say restricting the children to such stereotyped interests is limiting their development and discovery. But the school’s former principal, Zhu Jun, who was in charge when the program was introduced in 2011, says the separate playrooms were designed to the specifications of the children themselves. “Some questioned why boys could not do the activities of girls, or why girls are confined to the stereotypical professions,” Zhu said. “We actually fully consulted the children’s wishes and designed the two clubs according to their choices.”
Under the new leadership of principal Xu Hui, the school is thinking of making some changes to the program that would remove the separation between the two sides, allowing for a little more fluid play between the two kinds of activities. “We emphasized the gender characteristics recognized by Chinese tradition, but ultimately we need to allow the children to choose freely what kind of person they would like to grow into,” Xu said.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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