Overcoming Communication Barriers between Genders Essay -- Gender Diffe

Roles of men and women Of the many changes which have taken place in American society since World War II, one of the greatest has been in the roles of men and women. Members of both genders have lived multiple roles in the past, but these were generally established ones, such as men being the wage earners and women the caregivers. Communication followed largely defined cultural and societal norms. Usually, nuances in speech and in body language could readily be interpreted. As Archie Bunker nostalgically sang in television’s "All in the Family," "... and you knew who you were then; girls were girls and men were men." Many of the roles have remained the same, but now they frequently are carried out by members of either gender. Women have careers in engineering or sports; a growing number of men have full-time care of home, children, and the disabled. Both men and women have a variety of jobs in the workplace and positions in the hierarchy of management. Communication between the genders has become more prevalent and pervasive in society, as norms have changed. When one adds the mobility of the American population and the differences among the cultures they represent, both the importance and difficulty of effective communication increases. Now medical and sociological researchers are offering aid, even across cultural lines, in gender communication. Communication differences Few Americans communicate with as many different types of individuals of both genders as U.S. Army chaplains and chaplain assistants as they interact with each other, and provide religious support to soldiers, family members, and other civilians — worldwide. Their roles and orientation to people often give them special insights in communication. The following observations, however, may also be helpful to both men and women. Men are widely observed to come quickly to the point they wish to make, while women tend to use more detail in leading up to the point. In communicating with women, men may become impatient as they search for the point, or lose interest. If they interrupt, women can be frustrated or offended. In talking with men, therefore, women can use two techniques to communicate more effectively. First, begin with the point, or "bottom line," if possible. Second, omit unnecessary detail. On the other hand, men can refrai... ...relate nonsense words, men used only the left sides of their brains; but after the majority of women processed the information on the left sides of their brains. They used the right side to relate additional examples. Might this difference have any bearing on the fact that women as a group usually include more detail in their speech? Conclusion Knowledge may continue to expand; many enigmas of speech and behavior may be solved. But good communication between individuals can continue to be based on the precept underlying all the examples described above. This precept, shared by the great religions of the world, is kindness: caring for each other. BIBLIOGRAPHY Glass, Lillian, "How to Communicate Better with the Opposite Sex," Bottom Line/Personal, August 15, 1996. _____, "Perspectives on Literacy, Gender, and Change," British Journal of Sociology of Education, Vol. 16, Issue 4, December 1995. Richardson, Susan, "S/HE Brains," Discover Magazine, June 1995. Margaret Robertson served as a program analyst in the Directorate of Combat Developments at the Chaplain School until her retirement in March 1997. Army Chaplaincy

Elaine

Xiamen university is not onlyl one among the prestigious 21 1 and 985 project universities. but also specialized In accounting profession. Career Objective Seeking for a challenging position in an organization that will allow me to display my xperience and good problem solving skills to make a company grow by solving their problems.Looking forward to, use my skills for the betterment of the company and to increase my potential as well. Work Experience Deloitte Touche Tohmatsu Limited 10/2012-present Auditor Taiwan, Taipei My experience continues with cross-functional teams on statuary audits, half yearly reviews, financial advisory projects etc. with China Development Financial Holding. Deloitte honed me professionally by giving me extensive experience In undertaking he following responsibilities: C] Review and audit financial Information for stakeholders.Evaluate the effectiveness and competence of the internal control of clients. ? Communicate with clients to accomplish tasks effec tively and efficiently. ? Encourge my colleagues when they were under great pressure. Ernst & Young Global Limited 07/201 1 -08/201 1 Intern C] Helped colleagues to deal with the about 300 confirmations of the client – Cathay Life Insurance Co. , Ltd. In 2days. o corrected a number when the last time footing before the printing the financial tatement for clients. ASUSTeK Computer Inc.

Teaching Conditional Forms to ESL Students

Conditional forms should be introduced to students once they are familiar with the basic past, present, and future tenses. While there are four conditional forms, it is best to start off with the first conditional focusing on real situations. To help students understand, I find it helpful to point out parallels in future time clauses: Ill discuss the plan if he comes to the meeting.Well discuss the issue when he arrives tomorrow. This will help students with the structure of using the if clause to begin the sentence, in parallel with the same structure for future time clauses. If we finish work early, well go out for a beer.When we visit our parents, we like to go to Bobs Burgers. Once students have understood this basic structural similarity, its easy to continue on with the zero conditional, as well as the other conditional forms. It is also helpful to use other conditional names such as real conditional for the first conditional, unreal conditional for the second conditional form, and past unreal conditional for the third conditional. I recommend introducing all three forms if students are comfortable with tenses, as the similarities in structure will help them digest the information. Here are suggestions for teaching each conditional form in order. Zero Conditional I recommend teaching this form after you have taught the first conditional. Remind the students that the first conditional is similar in meaning to future time clauses. The main difference between the zero conditional and a future time clause with when is that the zero conditional is for situations that dont happen on a regular basis. In other words, use future time clauses for routines, but use the zero conditional for exceptional situations. Notice how the zero conditional is used to underline that a situation does not regularly occur in the examples below. Routines We discuss sales when we meet on Fridays. When she visits her father, she always brings a cake. Exceptional Situations If a problem occurs, we immediately send our repairman. She informs her director if she cant deal with the situation herself. First Conditional The focus in the first conditional is that it is used for realistic situations that will take place in the future. Make sure to point out that the first conditional is also called the real conditional. Here are the steps to teaching the first conditional form: Introduce the construction of the first conditional: If present simple (then clause) future with will.Point out that the two clauses can be switched: (then clause) future with will if present simple.Note that a comma should be used when beginning the first conditional with the If clause.To help students with the form, use a first conditional grammar chant to repeat the construction.Use a first conditional worksheet to ask students to practice the form.Create a first conditional chain by asking each student to repeat the result of what the previous student has said in the if clause. For example: If he comes, we will have lunch. If we have lunch, well go to Riccardos pizzeria. If we go to Riccardos pizzeria, well see Sarah, and so on. Second Conditional Stress that the second conditional form is used to imagine a different reality. In other words, the second conditional is an unreal conditional. Introduce the construction of the second conditional: If past simple, (then clause) would base form of verb.Point out that the two clauses can be switched: (then clause) would base form of verb if past simple.Note that a comma should be used when beginning the second conditional with the If clause.One problem with the second conditional is the use of were for all subjects. Cambridge University now also accepts was. However, many academic institutions still expect were. For example: If I were the teacher, Id do more grammar. If I was the teacher, Id do more grammar. I recommend using your best judgment based on your students objectives. In any case, point out the difference in common and academic usage.To help students with the form, use a second conditional grammar chant to repeat the construction.Use a second conditional worksheet so students can practice.Create a second conditional chain by asking each student to repeat the result of what the previous student has said in the i f clause. For example: If I had $1,000,000, Id buy a new house. If I bought a new house, Id get a swimming pool, too. If I had a swimming pool, wed have lots of parties.Discuss the differences in usage between the first and second conditional. Develop a conditionals lesson plan to further help students with the two forms.Practice the differences between the first and second conditional forms. Third Conditional The third conditional can be challenging for students because of the long verb string in the result clause. Practicing the form repeatedly with the grammar chant and conditional chain exercise is especially useful for students when learning this complicated form. I suggest also teaching the similar form of expressing wishes with I wish I had done when teaching the third conditional. Introduce the construction of the first conditional: If past perfect, (then clause) would have past participle.Point out that the two clauses can be switched: (then clause) would have past participle if past perfect.Note that a comma should be used when beginning the third conditional with the If clause.To help students with the form, use a third conditional grammar chant to repeat the construction.Use a third conditional worksheet to ask students to practice the form.Create a third conditional chain by asking each student to repeat the result of what the previous student has said in the if clause. For example:If I had bought that car, I would have had an accident. If I had had an accident, I would have gone to the hospital. If I had gone to the hospital, I would have had an operation.