Literacy essay Example | Topics and Well Written Essays - 500 words

Literacy - Essay Example clearly put the whole justice system into a question; whether the evidence of ‘crime’ is the sole criteria of declaring guilty of the prime suspect and whether the crime should be seen from a wider perspectives? The story revolves around the place of crime where ‘Minnie Foster or Mrs. Wright as she is now called’ is accused of murdering her husband. Peter Hale, along with Sheriff and County Attorney visit the house to get the ‘feel’ of the murder and gather clue that might have led to it. Sheriff’s wife and Mrs. Hale also accompany them as some personal items were needed by the Mrs. Wright, who was in custody. While the men folk wander around the scene of the crime, the women remain in the kitchen and try to interpret the events by observing small things that was out of sync with the general way, women work in the house and kitchen. When they notice a block of the quilt that was very different from the rest and looked ‘as if the distracted thoughts of the woman who had perhaps turned to it to try and quiet herself were communicating themselves to her’ (Glaspell, 1993). Both the women perceive the signs that would have been emotionally disturbing for Mrs. Wright, the accused. Finally, when they find the dead canary in the sewing box, they hide the evidence that would have conclusively implicated Mrs. Wright and in their own way, try to give justice to the woman who might have been forced to commit the crime and knew that she would be denied justice if the men found the ‘evidence’! In the literary analysis of the short story by Elaine Hedges that was published in a leading international journal of Women’s studies in 1986, Hedge’s interpretation of the story became highly relevant because they brought into focus the weakness of the legal system that relies heavily on the machinations of ‘evidences’. It also highlights a very pertinent observation in the investigative techniques that are adopted by the two genders. While men like to

Comparisson of Leadership Styles to Henry V Essay Example for Free

Comparisson of Leadership Styles to Henry V Essay This week’s lecture dealt with the theories associated to the skills approach to leadership. The skills approach can be thought of as very similar to the trait theory. In it we use some characteristics from a person to determine their leadership strength. The main difference between these two approaches to understanding leadership is that, while trait theory discusses personality characteristics in people, skills theory focuses on skills and abilities that these people possess. Robert Kratz proposed a model for skills theory in 1955. It was called â€Å"Skills of an effective Administrator† and recognizes that there are three skills that a manager should possess. These three skills are technical skills, human skills, and conceptual skills. Technical competence encompasses the knowledge, dexterity and expertise that a person brings with them to their job and that are integral to help him accomplish the task that he is assigned. This type of competence can come from a formal education, on-the-job training and/or personal experience. Some examples of technical proficiency can be how to use certain software packages such as Microsoft office, or Adobe Photoshop. It is not only restricted to computer and electronics use, and can also be the knowledge an accountant has on ratios and balance sheets. Some steps to building technical competencies are to first define your job, you need to know what types of tasks you will be required to complete. After that the next step is to become an expert at that job, either by receiving a formal education or gaining experience at a similar job to the one you want. Finally, the last stop to building technical competencies is to seek opportunities to use those skills but also to seek opportunities in the job itself. You do this in order to further expand your knowledge in that area and to be able to use your skills in original ways and learn new ones. Two other things that we learned in class this week was about credibility and assertiveness. Credibility is the ability to make people trust you and has many benefits as a leader. There are two components to credibility and they are: building expertise and building trust. Assertiveness is not bullying and differs from aggression. But it is similar in the way that you are a person that confronts people and do not beat around the bush. I was quite amazed by the portrayal of Henry V in this week’s movie. It was only due to his leadership and motivational skills that the British were able to defeat the French at the battle of Agincourt, even while being severely outnumbered. He did not have the experience that other people might have had but he learned as he went and made the most of the situations that he was in. He also displayed both assertiveness and credibility. His assertiveness was demonstrated on his first speech by trying to avoid battle and to cow the leaders of the other army to surrender. His credibility was shown even more by fighting alongside his men and mingling with them. This credibility also helped him deliver such a great speech as he did before Agincourt. The closest thing in real life that I have seen until now is my current manager at Sodexo catering services. She has an air of authority about her and is able to issue commands at will, but she also relates to the employees and is the first one to help in preparing and performing events. She, like Henry, â€Å"fights† alongside us. This earned her my respect and loyalty, much more than the higher ups in the Sodexo office that do not help out at events. This is a great example of both assertiveness and credibility.

The Effects of Catholicism on the Education of Women in Renaissance Ita

The Effects of Catholicism on the Education of Women in Renaissance Italy According to Paul Grendler, the conservative, clerical pedagogical theorist Silvio Antoniano (1540-1603) reflected on women’s educational status in Renaissance Italy in one of his written works, claiming that â€Å"†¦a girl (should not) learn ‘pleading and writing poetry’; the vain sex must not reach too high†¦A girl should attend to sewing, cooking, and other female activities, leaving to men what was theirs†. Apparently, this was the common-held view concerning women’s education during that time. Although women were actually encouraged to literacy, their subservient social role as wives and mothers could not allow them to learn as much as men did (Grendler, 1989).   Ã‚  Ã‚  Ã‚  Ã‚  Women could not have possibly been employed or held a public office. Any attainable employment did not involve independent thought; matters concerning the ruling and well-being of society were left to men (Grendler, 1995). Therefore, they were encouraged to receive the kind of education that would prove useful for their primarily domestic role. It was not enough, therefore, for them to learn how to read and write; they had to hammer their knowledge into a matrix of virtue and piety. The development and praise of literacy, the advances in printing and consequently the widespread introduction of books to the public and finally the Counter-Reformation, were factors that influenced the development of female education (Grendler, 1989). What I would like to argue in my paper is that Catholicism acted as a medium for the development of the literacy of women in Renaissance Italy.   Ã‚  Ã‚  Ã‚  Ã‚  Within the Catholic church arose the need to draw people back to conservative Catholic traditions. This was, on a certain level, a response to the Protestant Reformation and to less conservative Humanist ideals that were spreading throughout Italy. After the Council of Trent, a lot of emphasis was placed on the development of Christian virtues within individuals. What better way to achieve this than indoctrination? The knowledge of religious texts and rituals as well as the adoption of monastic virtues began to be seen as imperative. Women were granted educational privileges, primarily so that they could read religious texts. Convent education for young girls became popular amidst upper and middle class families (Strocchia, 1999). The Schools of ... ...) could have was provided by the Schols of the Christian Doctrine.   Ã‚  Ã‚  Ã‚  Ã‚  Thus, we see that Catholicism provided women of Renaissance Italy great opportunities for learning. Even if such an education could take them only up to a point, since they had to learn within a religious, moral framework, it is still remarkable in that it provided early foundation for the development of female education in Europe. References: Robert Black, â€Å"The Curriculum of Italian Elementary and Grammar Schools, 1350-1500† in The Shapes of Knowledge from the Renaissance to the Enlightenment, edited by Donald R. Kelley and Richard H. Popkin, Kluwer Academic Publishers, Netherlands, 1991 Paul F. Gehl, â€Å"A Moral Art: Grammar, Society and Culture in Trecento Florence†, Cornell University Press, New York, 1993 Paul F. Grendler, â€Å"Books and Schools in the Italian Renaissance†, Ashgate Publishing Limited, Great Britain, 1995 Paul F. Grendler, â€Å"Schooling in Renaissance Italy†, John Hopkins University Press, U.S.A., 1989 Sharon T. Strocchia, â€Å"Learning the Virtues: Convent Schools and Female Culture in Renaissance Florence† in Women’s Education in Early Modern Europe (1500-1800), New York and London, 1999

The Importance of Continuing Professional Development

This essay aims to discuss the importance of Continuing Professional Development (CPD) within a National Health Service (NHS) medical imaging department; and how it contributes to delivering high quality patient-centred care. It will include any associated advantages and/or disadvantages to the NHS and imaging department; and discuss the impact of compulsory CPD associated with management and service delivery. Finally, radiography specific examples of CPD currently documented within the NHS will we stated with suggestions for increased uptake of CPD within imaging departments. CPD is described by the Health Professionals Council (HPC) as ‘a range of learning activities through which individuals can maintain and develop throughout their careers, to ensure that they retain a capacity to practice legally, safely and effectively within an evolving scope of practice’ (HPC, 2006: 1). All radiographers must be registered by the HPC in order to practice in the United Kingdom; ensuring regulation and compliance with prescribed standards of practice. This therefore provides public protection. In 2005 the HPC made CPD a mandatory requirement for all health professionals in order to remain registered, or if renewing registration (SCoR, 2008: 5). Registrants are required to keep accurate, continuous and up-to-date CPD records of activities. This includes professionals in full or part-time work, in management, research or education (HPC, 2006: 3). The activities should be varied and include for example, work based learning, professional activity, formal education and self directed learning; which should have relevance to current or future practice (HPC, 2006: 2). The practitioner must aim to show that the quality of their practice, service delivery and service user have benefited as a result of the CPD. In addition to patients, ‘service user’ also encompasses clients, department-team and students (HPC, 2006: 4). To ensure compliance with HPC standards, a random selection of registrants are audited with their CPD profile being submitted and reviewed. The practitioners profile must demonstrate a representative sample of activities, with a minimum of twelve recorded pieces spanning the previous two years; documenting professional development. HPC, 2006: 3). The process of CPD requires the practitioner to review their practice regularly, in order to identifying learning requirements (SCoR, 2008: 1). After performance of the CPD activity, an evaluation and written statement summarises its impact, quality and value to future practice (SCoR, 2008: 2). Although some CPD learning activities will occur spontaneously it may also be done through discussion with a manager (SCoR, 2008: 4). This continuous process maintains and enhances expertise, knowledge and competence, both formally and informally; beyond initial training (Jones and Jenkins, 2007: 7). It allows ongoing development through life-long learning and ensures the practitioner achieves their full potential, helping provide a high quality patient-centred service, based on up to date evidence (RCR, 2007: 10). The advancement of diagnostic imaging and the demand for imaging services in the NHS has significantly affected the role of the radiographer (Smith and Reeves, 2010: 1). Understanding that radiographer’s initial training is not sufficient for the duration of their career, coupled with many significant government developments, has emphasised the need for CPD; with associated advantages and disadvantages to the NHS and imaging department (Jones and Jenkins, 2007: 7). French and Dowds (2008: 193), suggests that through CPD, professionals can achieve professional and personal growth, acquire, develop and improve skills required for new roles and responsibilities. In support of this Lee (2010: 4) suggests that CPD related to self-confidence, improved ability to problem solve, with a greater understanding of local and national organisational needs. However, it was consistently found that new skills and knowledge deriving from CPD activities could not be utilised, due to trust protocols and policies (Lee, 2010: 3). This suggests that when CPD is harnessed and applied effectively it is advantageous to both the practitioner, imaging department and NHS, yet the organisation can restrict its application, therefore not utilising its potential benefits (French and Dowds, 2008: 195). High-quality, cost effective patient-centred care is central to the modernisation of health service. To achieve this government policy is focussing on multi-professional working, new roles and increased flexibility throughout the workforce (RCR, 2006: 6). Therefore, a practitioner’s ability to extend and adapt their roles within this rapidly changing environment is central to the NHS’s and imaging departments development (Jones and Jenkins, 2007: 7). Gould et al (2007: 27) suggests reduced patient mortality has been strongly correlated with CPD; and patient outcomes are improved with multi-professional team-working. However Gibbs (2011: 3) suggests that tensions may occur with implementation of a multi-professional approach to working, resulting from practitioners preferring to stay within familiar professional boundaries. Although this suggests there are significant patient benefits to role adaption as a result of CPD, It may only be utilised if practitioners have the willingness and motivation to develop their roles (Gould et al, 2007: 31). With role adaptation initiatives however, there are risks of reduced standards of care; with practitioners needing to remain aware of their scope of practice and accountability (RCR, 2006: 10). To ensure clinical governance standards are maintained; audits should be used to check performance and compliance against agreed standards (RCR, 2006: 10). An essential element of CPD is being able to reflect and learn from experiences, including service failures (SCoR, 2005: 1). Understanding why something has happened and implementing a positive change in practice, as a result, will contribute to continual improvement in services systems (RCR, 2006: 10). Gibbs (2011: 2) suggests that CPD helps the NHS comply with local and national strategies, in addition to quality monitoring and good governance. This helps provide patient safety whilst minimising medical negligence penalties; in 2008-2009 alone the claims against the NHS were ? 769 million (Shekar, 2010: 31). The Agenda for Change resulted from a workforce crisis, resulting from low staff morale, lack of professional progression and unchallenging careers. The importance of lifelong learning was recognised as being pivotal in addressing these issues (Jones and Jenkins, 2007: 10). It introduced a four-tier structure, incorporating a competency based system for continual learning, the Knowledge and Skills Framework (KSF); this provided fair CPD access to all (Gould et al, 2007: 27). Within the imaging department it promoted, encouraged and expedited role development and generated new radiographic roles (Woodford, 2005: 321). It was highlighted that in order to meet service needs and radiographer aspirations role development was necessary (Woodford, 2005: 320). It provided improvements in equal opportunities, career development with improved CPD opportunities; and consequently increased morale and retention rates (DH, 2004: 2). However, Williamson and Mundy (2009: 46) suggest that if role development and career aspirations did not materialise the investment in recruitment, retention and improved morale would be wasted. As a consequence a depleted workforce and lack of service provision, could potentially compromise patient safety (Gibbs, 2011: 2). An annual appraisal and personal development plan is a requisite of the KSF. This identifies individual training requirements and formulation of a CPD plan; highlighting targets and objectives that meet the organisation needs and practitioners career aspirations; followed by performance review (Gould et al, 2007: 27). This cultivates effective training and development throughout all stages of an individual’s career, in addition to highlighting areas for development within the department team (Gould et al, 2007: 28). Jones and Jenkins (2007: 7) suggest that an annual appraisal can help structure and guide an individual CPD, creating a better standard of service. Additionally, Gould et al. (2007: 29) found that poorly planned CPD could have little to do with the appraisal, service or staff development (Woodford, 2005: 324). This indicates efficiently planned CPD and personal development plan can help develop the inherent potential in staff, improving knowledge in best practice whilst promoting a greater degree of autonomy (Jones and Jenkins, 2007: 10). However, to achieve this clear communication with the manager ensuring joint agreement and appropriateness of training requirements is necessary (Jones and Jenkins, 2007: 11). Manager responsibilities include the development of the workforce for good service delivery, with identification and provision of appropriate education and training. This ensures practitioner roles are supported, safe to practice and suitable for the purpose (RCR, 2005: 8). Compulsory CPD does not guarantee that learning occurs in practitioners who lack motivation; compliance with regulations may be their only impetus (Jones and Jenkins, 2007: 9). Barriers may be affecting participation, for example, the individual may feel a lack of choice in determining particular learning needs with the manager dictating the activity; or personal conflict with the idea that adult learning should be self-motivated and a self-directed process (Lee, 2010: 3). French and Dowds (2008: 194) highlight a number of other barriers to CPD participation, including time constraints, the CPD being of no professional relevance, inadequate finances, not enough staff to cover and a lack managerial encouragement. In support of this Gould et al (2007: 606) identified barriers to CPD in particular groups, including those nearing retirement, staff working only at weekends or nights and part-time staff. This indicates the need for managers to understand the factors that inhibit and facilitate the practitioner’s ability to effectively engage in CPD; therefore ensuring the staffs’ continued HPC compliance and retention of registration (SCoR, 2009: 3). Although motivation towards CPD is pivotal it needs to work in association with protected study time, opportunities and recognition that CPD is integral to patient care (Jones and Jenkins, 2007: 11). With financial constraints managers can find it challenging to provide sufficient opportunities and resources for practitioners to undertake CPD (French and Dowds, 2008: 195). With money and time being invested the input must be justified. Gibbs (2011: 2) suggests that informal learning cannot be assessed unlike formal learning; and it is hard to show how either will be applied to practice. However, nurses in a study by Gould et al (2007: 606) felt that work based-learning helped to keep staff motivated, interested and had more impact on patient care. This suggests that although informal learning is a subjective process, there are perceived benefits; furthermore, reflecting on personal experience will increase proficiency (French and Dowds, 2008: 194). If funding is insufficient, managers may see CPD as an extravagance that cannot be afforded (Gibbs, 2011: 2). With the substantial costs of replacing an NHS professional, it seems logical for employers to finance CPD, therefore securing a motivated and proactive workforce, whilst safeguarding service delivery (French and Dowds, 2008: 195). Compulsory CPD required by the HPC has the advantage of ensuring competence in registered practitioners, therefore providing public protection and confidence in the service (Gibbs, 2011: 2). As radiographers are required to base their CPD on recent research, patients should expect to be diagnosed and treated with currently approved approaches (Gibbs, 2011: 3). However, it is difficult to establish if there is improved patient outcome directly resulting from CPD, as many other variables could have an affect (French and Dowds, 2008: 194). This would suggest that compulsory CPD has the potential to provide better quality patient-centred service, however if insufficient audit and research to evaluate the practice is not in place, there is no evidence to support its influence on service provision (SCoR, 2010: 4). Compulsory CPD also has a positive impact on the range of activities and quantity of CPD undertaken (French and Dowds, 2008: 192). This affords further opportunities within the profession and is integral to the extension of professional roles and boundaries; complying with current drives for service improvement (Williamson and Mundy, 2009: 41). Woodford (2005: 321) states ‘double barium contrast enema was one example of role extension benefitting service to patients by reducing long waiting lists and numbers of unreported examinations’. The evaluated studies established better service provision, for example patient waiting times; freeing up radiologists time to perform other duties, and cost effectiveness (Woodford, 2005: 325). However, Smith and Reeves (2010: 113) state that there were barriers to adopting radiographic role-extension from radiologists, who hindered the radiographer’s progression. This suggests that intent from radiographers and government to achieve improved patient services can be impeded without the support and co-operation of radiologists who are central to the radiographic team and necessary to implement the changes (Woodford, 2005: 325). The financial challenges affecting the NHS have reduced CPD opportunities (Gibbs, 2011: 3). To help increase local uptake, innovative and cost effective approaches can be fostered in a supportive learning environment within the imaging department (French and Dowds, 2008: 195). Gibbs (2011: 4) suggest that the least costly CPD options are often overlooked, with poorly resourced departments often underutilising these opportunities. Work-based learning (WBL) for example journal clubs, in-service education programmes staff/student supervision, or taking time to reflective on practice (HPC, 2009: 6), provides an effective, flexible way of enhancing practice within the workplace: and also enables easier staff release (Gibbs, 2011: 3). It is important to ensure that the activities are linked to evidence-based practice for recognition of academic learning (Gibbs, 2011: 4). However, although these activities may have reduced monetary implications they still use time (Jones and Jenkins, 2007: 11). Hardacre and Schneider (2007: 12) suggest that WBL offers the benefits of familiar staff surroundings, provision of a staff-support network and programmes that are designed around staff and the organisation; which helps meet their needs. French and Dowds (2008: 194) suggest that professional practice showed positive change as a result of hands-on training. Although the convenience of WBL is apparent, it could restrict radiographers CPD opportunities in higher education; with employers preferring the WBL as it revolves around the organisations work, rather than for professional gain; this could inhibit the growth of the practitioner and service development (Munro, 2008: 954). Specialist practitioners could find suitable CPD courses hard to access locally; with the expense of providing for small groups. However, the KSF could be used to identify similar issues within other trusts, by collaborating when commissioning, costs could be reduced due to the increased number of participants (Gould et al, 2007: 30). Communicating CPD needs between other trusts and providers of education could be a cost effective approach to CPD opportunities, and could prevent duplication of similar courses locally (Gibbs, 2011: 2). Utilising technologies more extensively provides a diverse range of CPD activities such as webcasts, podcasts, on-line packages, CORe-learning programmes, video conferencing and discussion boards. (Gibbs, 2011: 4). This offers a flexible approach to updating skills and knowledge, with post-evaluation being quickly and easily accessible. However it is dependent on computer skills, educational level and internet access (French and Dowds, 2008: 193).

Masculinity and Femininity Essay

Throughout history and across culture, definitions of masculinity and femininity have varied dramatically, leading researchers to argue that gender, and specifically gender roles, are socially constructed (see Cheng, 1999). Cheng (1999:296) further states that â€Å"one should not assume that ‘masculine’ behaviour is performed only by men, and by all men, while ‘feminine’ behaviour is performed by women and by all women†. Such historical and cultural variations oppose the essentialist view that masculinity, femininity and gender roles are biologically ingrained in males and females prior to birth (Cheng, 1999). These socially constructed stereotypes surrounding masculinity and femininity coupled with their cultural and historical variations are the focus of this essay, leading into the sociological implications of the findings. Whilst practices of gender roles have varied dramatically across history and culture, the stereotypes surrounding masculinity and femininity have remained fairly stoic (Cheng,1999). Masculinity has been continually characterised by traits such as â€Å"independence, confidence and assertiveness†, with these traits relating directly to aspects of dominance, authority, power and success (Leaper, 1995:1). Cheng (1999:298) links these traits of masculinity to hegemonic masculinity, as â€Å"a culturally idealised form of masculine character.† Connell (1995:76) agrees, stipulating that hegemonic masculinity is culturally and historically variable, being simply â€Å"the masculinity that occupies the hegemonic position in a given pattern of gender relations.† This serves to emphasise that, if hegemonic masculinity is at the top of the pyramid of a set of gender relations, and these gender relations (as seen below) can vary, hegemonic masculinity itself can also vary ac ross cultures and historical periods. This indicates that the previously alluded to traits of masculinity are instead the Western traits of hegemonic masculinity (Connell, 1995). Femininity, on the other hand, has often been categorised as the complete opposite of hegemonic masculinity (Leaper, 1995). Leaper (1995:1) has emphasised many stereotypically feminine characteristics, including â€Å"understanding, compassion[ate] and affection[ate].† These characteristics often perpetuate the gender role of the loving, nurturing mother and domestic home-maker, emphasising success (as opposed to the masculine success of wealth and status accumulation) as a  tidy house and well-fed children (Hoffman, 2001). Various scholarly research has highlighted how such stereotypes of masculinity and femininity are continually perpetuated by the wider population, with Leaper (1995) reporting there is much distaste for a masculine woman or feminine man. However, regardless of the stereotypes associated with masculinity and femininit y, cultural variations of these stereotypical gender roles exist. It has long been argued that definitions and practices of masculinity and femininity vary across cultures (see Cheng, 1999), with evidence surrounding variations in masculinity being drawn from Japan, the Sambia region of Papua New Guinea, America and Latin America. Sugihara and Katsurada (1999:635) reiterate this perspective by stating that â€Å"[c]ulture defines gender roles [and] societal values†. Sugihara and Katsurada’s (1999:645) study of gender roles in Japanese society characterised Japanese hegemonic masculinity as â€Å"a man with internal strength† as opposed to the physical strength typically emphasised within Western societies’ ideal man. In contrast, the American notion of hegemonic masculinity is predominantly seen as to include heterosexism, gender difference and dominance (Kiesling, 2005). Specifically, as stated by Kiesling (2005), masculinity in America relies upon being heterosexual, in a position of power, dominance or authority and believing that there is a categorical difference between men and women in terms of biology and behaviour. It is this Western notion of masculinity that is often seen to perpetuate stereotypical gender roles, as alluded to previously (Leaper, 1995). Further variations in masculinity across cultures can be seen in recent research in the Sambia region of Papua New Guinea, where it was discovered that masculinity â€Å"is the outcome of a regime of ritualised homosexuality leading into manhood† (Macionis and Plummer, 2005:307) Such engaging in homosexual acts, whilst considered an example of hegemonic masculinity in the Sambia region, is considered a subordinated masculinity in the Western world, indicating how hegemonic masculinity can vary across cultures (Connell, 1995). Another cultural variation at the opposite end of the spectrum to the homosexuality of the Sambia region, the internalised strengths of Japanese men and even in contrast to the authoritative dominance of American masculinity, is the ‘machismo’ construct of masculinity in Latino men. The masculinity shown in  Latino men can be described as an exaggerated form of American hegemonic masculinity, with a focus on physical strength, toughness and acting as both a protector and an authority figure (Saez et. al, 2009). These four variations alone – between Japanese, Sambian, American and Latin American masculinity – emphasise the cultural differences in masculinity. Femininity, however, shows to some extent, even greater variation cross-culturally. Delph-Janiurck (2000:320) suggests that femininity focuses on â€Å"social relations†¦ the home†¦ [and] (re)creating feelings of togetherness†, re-emphasising the traditional stereotypical gender role of the nurturing, motherly home-maker. This definition of femininity can be reiterated by Sugihara and Katsurada’s (1999:636) study, where they found Japanese women portrayed aspects of Connell’s (1995) emphasised femininity, in that they were â€Å"reserved, subservient and obey[ed] their husbands.† However, these traditional traits of femininity are not the same across cultures. Margaret Mead’s study of the Mungdugumor and Tchambuli tribes of Papua New Guinea stand in stark contrast to the femininity previously emphasised. The Mungdugumor tribe showed both males and females as aggressive and powerful, typically masculine traits to the Western world (Lutkehaus, 1993). The Tchambuli tribe, in contrast, reversed the Western gender roles completely, resulting in the males being more submissive and females acting more aggressive (Gewertz, 1984). In the Western world and specifically Australia, variations in comparison to other cultures could not be more obvious. Harrison (1997) emphasises how the English tradition of debutante balls, adapted by many religious institutions in Australia, promotes a feminine ideal of monogamous heterosexuality, coupled with passivity, beauty, modesty and virginity. This version of femininity stands in stark contrast to the subservience of Japanese women, and the aggressive traits of both the Tchambuli and Mungdugumor tribes’ women, as a cross-cultural example of varied femininity. These examples further serve to emphasise how variable masculinity and femininity are across cultures. However, such variations are similarly evident across historical periods. Historical variations in masculinity and femininity also exist, further serving to emphasise that gender roles are a socially constructed  creation. Cheng (1999:298) reiterates this stating that, â€Å"[a]s history changes, so does the definition of hegemonic masculinity†, emphasising how variable social constructions of gender roles are. In the last century alone, the American version of hegemonic masculinity has witnessed significant changes. Before the first World War, hegemonic masculinity was portrayed through the likes of Humphrey Bogart and Clark Gable, before being overturned by the â€Å"more physical, muscular, violent and sexual† Arnold Schwarzenegger and Sylvester Stallone (Cheng, 1999:300). Another example exists in Australia, where masculinity has seen a similar shift from the 1950s until now. Pennell (2001:7) has emphasised how masculinity in Australia started with the patriarchy, the belief that â€Å"moral and legal authority derives from the masculine.† The 1950s particularly portrayed masculine males as the breadwinners and feminine females as homemakers, examples of the gender role stereotypes continually perpetuated today (Pennell, 2001). As the years progressed, sports stars such as Donald Bradman and, more recently, Shane Warne and Olympian James Mangussen, began to portray typical hegemonic masculinity, with more emphasis being placed upon physique, dominance and power, than simply material wealth (Pennell, 2001). However, masculinity is not the only thing that has seen significant historical change. Femininity, however, has not changed as dramatically as masculinity, remaining, as emphasised by Cheng (1999), the subordinated gender. Matthews (in Baldock, 1985) emphasises the changes that have occurred in femininity over the twentieth century, from women portraying their femininity through submissive acts of unpaid work to women’s emancipation and allowance in joining the workforce, emphasising a less submissive, more powerful and independent notion of femininity. Whilst the feminist movement showed significant improvements to women’s rights, historical notions of femininity – passivity, domesticity and beauty – continue to be perpetuated in Australian society (Cheng, 1999). This emphasises how society may not change as fast as evidence surrounding the social construction of gender roles arises (Cheng, 1999). Various sociological implications arise from these examples of  varying masculinities and femininities across culture and history, particularly that it suggests gender roles are â€Å"not homogenous, unchanging, fixed or undifferentiated† (Cheng, 1999:301). To some extent, such evidence can dispute claims that gender roles, masculinities and femininities are biologically determined and can argue against the essentialist argument that there are two and â€Å"only two bi-polar gender roles† (Cheng, 1999:296). The evidence, that masculinity and femininity vary cross-culturally and over historical periods has the ability to argue against the essentialist argument, as it shows the more than two gender roles exist, with variations between cultures (such as the varied femininities across Japan and PNG) and within historical periods (such as the variations in American hegemonic masculinity). In a societal sense, evidence suggesting that gender roles are not biologically constructed, but instead vary throughout culture and history, emphasises that such perceived inevitable functions of society, such as the patriarchal dividend and gender inequality are not inevitable biological constructs (Hoffman, 2001). They could be argued, instead, as socially constructed blockades to female empowerment and equality, that, such as can be seen in the Tchambuli tribe of Mead’s study, can be reversed (Lutkehaus, 1993). The evidence that masculinities and femininities vary diversely across culture and historical period further empahsises that gender roles and gender divides are socially constructed. With evidence drawn from as far reaching as PNG and Japan and over vast historical periods, it can be reiterated that gender roles and perceptions of masculinity and femininity are not unchanging (Cheng, 1999). As emphasised throughout this essay, such evidence disputes essentialist arguments regarding the supposed inevitable patriarchal dividend and, in relation to society, reiterates that gender roles can change.