Gender Differences in the Use of Technology Essay Example for Free

Gender Differences in the Use of Technology Essay At the center of 21st century culture is computer technology which presence and use just decades ago, were limited for the government and some institutions. Today, computer technology steps out from such isolation pervading all institutions, industries, commerce and other areas of life at what appears to be logarithmic speed, making its mastery or at least working knowledge an essential requisite if one is to keep pace with time. The ubiquity of technology, continuous rise in the demands for technologically-advanced workforce combined with the application of basic economic principles make one think whether the study on gender differences as it relates to technology is really a matter worthy of anyone’s attention. Statistics say it is. Generally, in a technological workplace, women are still underrepresented: only five percent of computer programmers, ten percent of system analysts and ten percent of electronic technicians are females (Statistics: Women in Technology, 2008). In major companies in Silicon Valley, only 5-6% is led by females (Statistics: Women in Technology, 2008). There has been a decline in the number of females pursuing careers related to science and technology. According to the National Center for Education Statistics, the number of women who earned a bachelor’s degree in computer science has decreased from 37% to 28. 4% from 1984 to 1995 (Statistics: Women in Technology, 2008). Female students who took the advanced placement computer examination comprised only 17% (Statistics: Women in Technology, 2008). From these statistics, one may speculate that females’ future career choices still fall along traditional paths. This was confirmed by a study done by Lupart and Cannon (2002) on students’ perceptions on desirable career characteristics and career choices. With the rising demand for high-tech jobs (Statistics: Women and Technology, 2008), knowledge and use of technology become an essential condition to improve women’s participation in the workforce and to enable them to pursue higher status and better-paying jobs in the future. However, the general belief is that not only are women underrepresented in the technology-related industry; they are also considered to be less interested, less confident and less skilled in this area. These three factors affect their usage of technology. Still, underneath these factors, women’s computer usage can be traced on socialization and upbringing. Boys and girls do not play the same games during childhood. While boys are usually made to play video games or games that promote problem-solving, hands-on skills and spatial-relationship skills, girls play with dolls, which tend to develop their value of relationships (Milgram, 2007). Problem-solving, hands-on and spatial-relationship skills are critical to the study of computer and technology-related subjects. As a result of this discrepancy in development, males become more interested in technology and become better-equipped with the necessary skills as they reach adulthood (Milgram, 2007). The males’ generally higher interest in technology, however, does not affect the possibility of improving females’ perception and attitude towards technology. The effect of ubiquitous computing on gender differences was examined in a study done in 2006. Here, the participants were given access 24-hour access to a laptop. Gender differences were observed in behavioral attitude towards future use of computers before the laptop program. Prior to the laptop program, males were more inclined to use computers. This changed after the laptop program. No significant difference was observed in the attitude towards the use of computers after the program (Kay, 2006). Before the program, males were observed to be more skillful in computer abilities compared to females. No significant difference was observed in computer abilities between males and females after the program, except for the skill in programming (Kay, 2006). In central Georgia middle school, the study on 8th grade students showed a statistically significant difference between achievements of males and females. In this experiment, the participants were instructed and given an exam both written and applied on two modules, information and broadcasting. A greater improvement was seen in females for the information module while the males showed greater improvement in the broadcasting module. This study partially debunks earlier findings that males generally show higher achievements compared to males, in the study of computer technology (Hale, 2005). These studies suggest that females’ do not have an inherently unfavorable computer skill, interest, and attitude which affect computer use. Provided with the right tools and knowledge, females may do as well or even better than males (Milgram, 2007). The comparatively lower use of technology by females can be attributed to the differences in perceptions on technology between genders. While the females see technology through its social function, the males’ perspective is more focused on the hardware itself (Brunner, 1997). Males, therefore, are more likely to study more on the intricacies and technicalities of the use of technology compared to females which in effect allows them to maximize its use. Meanwhile, the females’ perspective of technology limits their use to only a number of functions.. According to Milgram (2007), â€Å"[females] are much less likely to retain interest if they feel they are incapable of mastering the material. † Also, males tend to exaggerate their accomplishments while females tend to feel less comfortable even when they do well in tests (Milgram, 2007). The females’ initial lack of skill in technology affects their confidence and perception towards its use. However, like interest and attitude, these may be changed upon exposure. Nicolino, et. al. (2006) measured the confidence gain of male and female respondents in the frequency of use of computers at home and at work. No significant difference in computer use was observed between males and females. Significant differences were observed in the only in the applications used by the two genders. The possible change in perceptions and confidence which may affect usage is evidenced by the study by Wong and Hanafi in 2007. In this study, the attitudes of male and female student teachers in Malaysia towards exposure and use of Information Technology were measured in terms of usefulness, confidence and aversion. No significant differences were seen between the two genders were observed during the pre- and post IT course. Both genders showed improvement in their appreciation of IT usage after the IT course. Females exhibited greater confidence in IT usage after the course compared to their male counterparts (Wong and Hanafi, 2007). Given the males’ higher degree of confidence towards technology, the question now is whether such confidence really translates to increased use of technology. In a study on some 6,800 fourth and eighth grade students, it was reported that males significantly increase their use of technology with age while no such significant increase was seen in females (Barker and Aspray, 2006). It has been established that the males have a more positive attitude and higher degree of confidence towards technology. These, however, are not solely gender-based but more importantly, based on their differences in upbringing, with males having more background in problem-solving and spatial-relationship. Based on the general principles derived from studies on gender-gap in technology, strategies can be employed to address such gap, improve computer attitude, increase computer use and create a culture where everyone can participate and take advantage of the benefits of technology, regardless of gender. Milgram (2007) lists some of such strategies targeting the middle school where attitudes in computer use start to emerge. These strategies include the creation of same-sex groups in classrooms, the integrated and meaningful use of technology, the improvement of teachers’ computer skills, the use of gender neutral softwares, simulation games for all genders, and the discouragement of using technology and computers as a reward. Common among these strategies is their focus on building the confidence of females who often have less experience than males. Simulation games, for example, ensure that not only males are given the opportunity to develop problem-solving and spatial relationship skills. Simulation games also promote hands-on proficiency which is necessary in developing technological skills and use. The creation of same-sex groups in classrooms and the discouragement of using technology and computers as reward minimize the males’ aggressive, assertive and self-assured behavior which stem from their confidence in their skills. In sum, it is by simulating the environment that contributed to the development of males’ skills that the gender gap in the use of technology can be significantly reduced. The fact that females respond to technology more positively if given the right building blocks, as shown by previous studies support this. Works Cited Barker LJ and Aspray W. (2006). The state of research on girls and IT. In J. M. Cohoon and W Aspray (eds. ), Women and information technology (pp. 3-54). Cambridge, MA: MIT Press. Brunner C. (1997). Technology and gender: Differences in masculine and feminine views. NASSP Bulletin, 81(592), 46-51. Hale, KV. (2005). Gender differences in computer technology achievement. Meridian, 8(1). Kay R. (2006). Addressing gender differences in computer ability, attitudes and use: The laptop effect. Journal of Educational Computing Research, 34(2), 187-211. Lupart J and Cannon E. Computers and career choices: gender differences in grades 7 and 10 students. Gender, Technology and Development, 6(2), 233-248. Milgram D. (2007). Gender differences in learning style specific to science, technology, engineering and math. SelfGrowth. com. Retrieved 27 April 2008 from http://www. selfgrowth. com/articles/Gender_Differences_in_Learning_Style_Specific_to_Science_Technology_Engineering_and_Math_STEM. html. Nicolino, P. , Fitzgerald, B. , Maser, K. Morote, E. (2006). Gender Differences in Confidence about Using Technology: An Introductory Course. In C. Crawford et al. (Eds. ), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 3544-3549). Chesapeake, VA: AACE. Statistics: Women in Technology. (2008). DeVry University Website. Retrieved 27 April 2008 from http://www. phx. devry. edu/outreach/her_world_stats. asp. Wong, S. L. , Hanafi, A. (2007). Gender Differences in Attitudes towards

Elderly Abuse Essay -- essays research papers fc

Before doing research on this topic, I would have said that the United States treats the elderly with passion and love, but I now know that I was wrong. The elderly people have been treated just as badly, if not worse then, in Japan. How could this be? The elderly are so innocent, loving, and have nothing but care for most people. How could anyone harm such a loving soul? These questions are more than likely going through many minds as I am writing this paper. In the United States most of the abuse has came from nursing homes, but in Japan more than likely the abuse is coming from the offspring of the elderly. Even though both governments’ officials are trying to pass new laws to protect the elderly, the abuse continues. There are groups that are forming up to help support the elderly in the United States. The people of Japan are not doing as much as they should because the abuse happens behind closed doors and the family member will more than likely just deny it. Crimes that are committed against the elderly can be divided into two different categories. â€Å"The first crime includes conventional crimes such as robbery, theft, fraud, rape, and homicide. The second type of crime is more about the neglect and abuse† (James). These crimes happen more often with older people than they do with younger people because the elderly a lot of times have some type of disease that will prevent them from doing a lot of things and they are sometimes motionless. Therefore they cannot do anything about the robberies or the abuse. It would take a person with a very cold heart to be able to inflict so much pain on an innocent person. Why can’t the world just show love and happiness to its older generation? The difference between the United States and Japan is that the children of the elderly are abusing them in Japan and in the United States nursing homes are abusing our elderly. â€Å"Of nursing home staff in 1989 40% admitted to committing at least one psychologically abusive act toward a resident and 10% admitted to physically abusing a resident in the preceding year† (Fischer). These people working in nursing homes are supposed to be taking care of our loved ones, but instead of taking care of our family members they are hurting them. According to Christie Fischer, a student studying elderly abuse at the University of South Dakota, the United States... ...busing you or even stealing from you? More than likely you wouldn’t want to be treated this way, so the people of Japan and the United States need to stand up for our elderly because they are the ones that brought us to this lovely place and whenever we all get old we will not want to be treated like we are treating them now. Works Cited Ajima, Shinya. "Efforts Under Way to Stem Abuse of Elderly." INTERVENTION FACES OBSTACLES. 06 January 2005. 25 January 2005 Fischer, Christie. "ELDERLY ABUSE IN NURSING HOMES." 26 January 2005. Green, Shane. â€Å"Hidden Abuse of Elderly Emerging Problem for Japan.† 26 January 2005. 21 June 2003. James, Marianne Pinkerton. "The Elderly as Victims of Crime, Abuse, and Neglect." 1 February 2005. â€Å"Roundup: Japan seeks efforts to stem abuse of elderly (part one).† Xinhua News Agency. 10 January 2005. Infotrac Online Database. Volpe Library, Tennessee Tech University, Cookeville, Tn. 2 February 2005. â€Å"Roundup: Japan Seeks Efforts to Stem Abuse of Elderly (part two).† Xinhua News Agency. 10 January 2005. Infotrac Online Database. Volpe Library, Tennessee Tech University, Cookeville, Tn. 2 February 2005.

Comparative Politics: Uk and Us

At base, a congress and a parliament seem to be very similar things the legislative branches of the majority of the world's democracies which are filled with popularly elected men and women who come together to decide the legislative issues of their home nation. However, despite the initial impression of sameness, the two are very different in two key areas: how one is elected to the body and what one does once elected. The difference can begin to be seen in the origins of the words. Congress is based on an ancient Latin word meaning â€Å"a coming together,† which is precisely what happens in a congress representatives from all the parts of a nation coming together to discuss matters of state. Parliament, however, has its roots in a French word meaning â€Å"To talk,† and there certainly is a great deal of talking going on in any parliament. In fact, this simple linguistic difference leads one to the chief difference in the election process. A congress is based upon primary elections in which the general populace selects their candidates more based upon their personalities and individual plans for office, while in a parliament, the delegates are chosen to run by their own political parties based almost entirely on their willingness to follow party standards. While party certainly comes into play in any congress, the individual really does mean more in elections to that body. And it is that sense of individuality that leads to the second main difference between the two. In a parliamentary government, the Prime Minister and his cabinet (The leaders of the nation) are chosen from the majority party in the country's parliament. Thus, if the members of that party begin voting against their party's ideals in the body, the entire government can come apart, forcing an election of a new Prime Minister. With this in place, many parties very carefully restrict the freedoms of their delegates to ensure the safety of their Prime Ministers. In a congress, however, the executive branch is entirely separate from the legislative, allowing the members to vote freely based on the wishes of their constituents and own consciences, with no fear of doing permanent harm to government itself. Their increased individual power leads to many interesting phenomena, not the least of which being that they receive a much larger salary than parliamentary delegates individual congressmen are simply more important. And thus do the two differ from one another in many ways, making each a great deal more than a simple collection of delegates arguing about issues of state.

Home Work - 800 Words

Unit 6 Assignment MT140 Introduction to Management Matthew Guccione Prof. Suzanne Ness In the case of Dalman and Lei discrepancy of the time sheet this can be resolved by using none other than a control system called bureaucratic control system. First to implement this system they must first understand what this system means. It is designed to measure progress toward a set goal and to apply corrective measures to ensure this goal is met. In other words control system is to detect and fix certain variables and discrepancies turning into results of the ultimate goal. This process is broken down into four parts. Setting a performance standards, Measuring performance, comparing performance again the standards†¦show more content†¦Now comes Step 3 which is comparing performance with the standard. This step Dalman and Lei have their weekly results from their new system they implemented and compare it with the goals they set. They can see the good and bad results that came out of the system. Also participants can identify successful actions to recommend in the future and avoid the mistakes next time around. For example, lets say a employee had another employee clock in for each other and they didnt go to the desk in work. The only way they can prove that it was indeed another employee clocking in would be a camera of some sort. The best place that a camera would be where the employees clock in. This is one of many examples that Dalman and Lei can compare the performance with the standard they put in stone. This comes to the last step of the system and that is taking action to correct the problems and reinforce the successful ones. The selection of the corrective action depends on the nature of the problem. If the problem was the system not recording the clocking in of the employees, than the corrective action would be to call in a specialist control and help figure out the problem with the system. 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