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Stage 1. Theoretical information

Purpose: to get students information for further analysis.

Procedure: information on the topic can be held in the form of a seminar.

Topics for student reports

1. The state as an agent of the formation of social = economic dependence of women.

The report should cover the following issues: mechanisms for the legislative regulation of the status of women in the labor market in different historical periods in Russia and abroad; legislative discrimination against women's economic initiatives; negative consequences of the legal beneficial status of women.

2. The impact of gender stereotypes on the economic behavior of women - employees and their employers.

The report should disclose the following questions: the types of economic behavior of women and the reasons for their formation; the difficulties of women's career growth; the role of the employer in shaping the gender characteristics of the labor market.

3. Social and economic mechanisms for the formation of gender inequality in the labor market.

The following issues should be disclosed in the report: gender segregation of labor (essence, theories, statistics).

4. Socio-economic dependence of women in the family.

The report should disclose the following questions: the causes and consequences of the economic dependence of women in the family; the essence of "double employment" and "role conflict".

Literary sources that can be used to prepare for the reports are listed in the “References” section.

Additional literature for preparing reports

L. Babaeva, L. Nelson. Women's Business Activity in New Economic Structures // Sociological Studies. 1992. No. 5. P. 107–111.

2. Balabanova Ye. S. Domestic work as a symbol of gender and power // Sociological studies. 2005. No. 6. P. 109–120.

3. Goncharova N. V. “Games” for boys (gender aspects of career claims) // Sociological Studies. 2003. No. 1. P. 83–91.

4. Gorbachev J. Prohibition of discrimination on the basis of sex in labor relations in the countries of the European Union // Women's Rights in Russia: legislation and practice. - M., 2002.

5. Dadaeva TM. Who takes out the garbage, or the paradoxes of the gender division of labor // Sociological studies. 2005. No. 6. P. 120–126.

6. Dynin P.I. Woman and Career // Practical work on gender psychology / Ed. I.S. Klecina. - SPb .: Peter, 2002.

7. Zaslavskaya TI. Avangard of the Russian business community: gender aspect (article one) // Sociological studies. 2006. No. 4. P. 26–37.

8. Silaste G. G. Social discrimination of women as a subject of sociological analysis // Sociological studies. 1997. No. 12. P. 112–120.
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Stage 1. Theoretical information

  1. Stage 1. Theoretical information
    Purpose: to get students information for further analysis. This stage of the class is held as a seminar. At the beginning of the lesson, the teacher conducts a brief conversation with students aimed at updating the theoretical material studied in the framework of the lecture course. Students recall the definition of socialization and gender socialization, list the main institutions of gender
  2. Stage 1. Theoretical information
    At this stage, the content of such concepts as “gender perceptions”, “gender stereotypes”, “gender prejudices”, “models of gender relations” and “gender competence” is discussed. The teacher complements and clarifies the answers of students, in which they reveal the content of the basic concepts of the topic. In the process of discussing the concept of “gender competence” it is important to emphasize
  3. Stage 1. Actualization of theoretical material
    Objective: To promote students' awareness of the mechanisms of gender socialization. The first stage of the practical lesson is devoted to the elaboration of theoretical issues necessary for the implementation of the practical part of the lesson - writing the work “Gender autobiography”. The teacher asks the students the following questions on the theoretical material covered. 1. What is gender identity?
  4. Stage 1. Actualization of theoretical material
    The teacher asks the students the following questions on the theoretical material covered. 1. Define the concepts of “gender pedagogy” and “gender approach in education”. 2. Compare gender and gender role approaches in education. At this stage, it is important to ensure that students differentiate and understand gender and gender role approaches in education.
  5. Stage 1. Theoretical analysis of a work of art
    This stage of the lesson is devoted to the consideration of the problem of cognition of a person’s personality by artistic means. In the course of their work, students will have to master the skills of analyzing and interpreting works of art as a method of psychological cognition of a person, as well as techniques that allow him to compose a psychological characteristic of his character’s personality. Lesson begins with an analysis of the article G. Allport
  6. Stage 1. Fixing and understanding the theoretical material on the issue
    Students are asked the following questions for group discussion. 1. What is the place and role of fiction in the process of personal development in the childhood period? 2. Is it fair to say that the discussions and the “struggle for the children's book” are in essence nothing more than the “struggle for children's minds”? With what it can be connected? 3. Mark the main ones, in your opinion.
  7. Stage 1. Fixing and understanding the theoretical material on the issue
    Students are asked the following questions for group discussion. 1. In your opinion, how do the values ​​of humanism and democracy proclaimed in modern Russian society relate to existing gender stereotypes? 2. In the "Law on Education" of the Russian Federation, the ultimate goal of educating the younger generation is the full and harmonious development of the personality. What do you think it is
  8. Organization and methods of conducting information
    The knowledge of the officers of the unit of spiritual and informational needs of personnel and the ability to purposefully and creatively put into practice a wide range of traditional and new methods of informing depends largely on the effectiveness of educational work with various categories of military personnel. Information is the activity of military authorities, military
    For the purposes of the Terrestrial Code and in accordance with Articles 5, 9 and 10 of the Statute, each OIE Country recognizes the Central Bureau the right to maintain direct relations with the Veterinary Authorities of that country or its territories. Any notification or information sent by the OIE to the Veterinary Authority is considered to be directed to the state in which they belong. Any notification
  10. The principle of informing the client about the goals and results of the survey.
    -The psychologist informs the client about the goals and content of the psychological work carried out with him, the methods used and ways of obtaining information, so that the client can decide to participate in this work. In cases where the psychological procedure is carried out with children under 16 years of age, the parents or persons replacing them must give consent for the child to participate in it. -In the diagnostic process or
  11. Theoretical and practical psychology
    In recent decades, practical psychology has begun to actively develop in our country. What is the difference between psychology as a science and psychology as a practical activity? It is possible to answer this question if we turn to the functions of psychology. Function (from lat. Functio - departure, activity) - Responsibility, range of activities, work, appointment. Psychology
  12. Scientific novelty and theoretical significance
    For the first time, the types of understanding “understanding-acceptance” and “understanding-rejection” of manipulation are revealed. From the theoretical positions of the subject-activity approach in psychology, within the framework of which the human activity is emphasized, the theoretical and psychological bases of the relationship of understanding and behavior are analyzed. For the first time, the problem of understanding manipulation was considered in connection with Machiavellianism and other features.
  13. Pro theoretical review
    Usually, 1-2 chapters of text are given to the theoretical review. The title of the theoretical chapter is also very easy to determine: most often, this is “the camp of theoretical problems ...” and then we write the name of the chosen topic. It is clear to everyone that you will be overwhelming a lot of information from other coursework and diplomas, shamelessly scan textbooks and paste pieces of text from Internet pages. Do not think this is yours
  14. The theoretical significance of the research results
    As a result of the dissertation research, an important scientific problem of higher education was solved in theoretical and practical terms - the formation of professional competence among students and specialists with higher technical education, which had not previously been the subject of independent study in psychology, pedagogy and acmeology. Psycho-acmeological concept developed
  15. Methodological and theoretical foundations of the study
    • General methodological principles of psychology: the principle of development, system, determinism, historicism (B. G. Ananiev, L. S. Vygotsky, A. N. Leontiev, B. F. Lomov, S. L. Rubinstein, etc.); • theoretical views of domestic and foreign scientists, revealing the essence of a systematic approach to research (M.S. Kagan, B.F. Lomov, A.V. Petrovsky, V.M. Rusalov, G.L. Parsons, V.N. Sadovsky , Bg yudin and
  16. The theoretical significance of the study
    The dissertation materials expand the theoretical and empirical base of general psychology and personality psychology, making a contribution to the theory of the resource approach to personal adaptation, in particular - personality-oriented consideration of psychological defense mechanisms (V.А. Bodrov, G. Vilant, N. Haan, R. .White). A hierarchical series of twelve major psychological stress factors has been identified.
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