User:Anguyen 500/sandbox

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Evaluating Article in Class Activity[edit]

I am evaluating the article for Digital Literacy.[1]

  • Is everything in the article relevant to the article topic? Is there anything that distracted you?
    • Yes, it seems relevant. The organization was a bit messy though
    • It seemed to jump around and that was particular distracting
  • Is the article neutral? Are there any claims, or frames, that appear heavily biased toward a particular position?
    • I think the article seemed neutral for the most part. There are a quite of few positions to represent so that was more confusing than anything.
  • Are there viewpoints that are overrepresented, or underrepresented?
    • There were a number of viewpoints represented and cited
  • Check a few citations. Do the links work? Does the source support the claims in the article?
    • Yes
  • Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted?
    • Yes, it seems so
    • The information comes from a lot of research pieces
    • The piece mentions biases that other scholars have discussed, but do not acknowledge any specific ones within the article
  • Is any information out of date? Is anything missing that could be added?
    • The information comes within two decades
    • What's the difference between the notes and references section?
    • It is possible that the References section is not properly formatted
  • Check out the Talk page of the article. What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
    • There is a ton of conversations correcting the definitions, titles, and references
    • Broken links and even the groupings of certain things
  • How is the article rated? Is it a part of any WikiProjects?
    • The article seems problematic because it has a banner at the top
    • I am actually not sure about WikiProjects?
  • How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?
    • It discusses it by presenting multiple perspectives. We've talked about it in class, but from our own personal perspectives. This article doesn't mention any original research.

Questions

  1. How can you keep your syntax neutral?
  2. How do you keep your page tone consistent when you have multiple editors?

Notes to Add to Cortisol Wiki article[edit]

Sustained stress can lead to high levels of circulating cortisol, which can lead to allostatic load.[2] An allostatic load can lead to various physical modifications in the body's regulatory networks.[3]

Article Evaluation Assignment Due 4/27[edit]

  • Is everything in the article relevant to the article topic? Is there anything that distracted you?
    • Everything is interesting and relevant to the topic
    • There were no distracting features besides the incredible amount of quotes
      • I wasn't sure about the quotes because I didn't think they counted as plagiarism but I haven't seen a page with so many direct quotes on it
  • Is the article neutral? Are there any claims, or frames, that appear heavily biased toward a particular position?
    • I thought it was particularly interesting that the "Characteristics" section is entirely based on Bill Drayton's qualities of social entrepreneurs. I think it heavily relies on his definition and is overrepresented.
    • Under "Challenges" it seems like the article makes social entrepreneurs seem like whimsical and unrealistic individuals who lack fundamental resources to succeed. While I agree that this is the case for some, there are definitely social entrepreneurs who have the financial means to start and sustain their enterprises.
  • Are there viewpoints that are overrepresented, or underrepresented?
    • See comment above
    • I wish that the efforts of other social entrepreneurs, from various sectors and business models, were represented in this article
      • While the article acknowledges the existence of them, there is very little reference to specific individuals or social enterprises
  • Check a few citations. Do the links work? Does the source support the claims in the article?
    • Yes, the citations that I clicked on worked
    • The sources do support the claims in the article
  • Is each fact referenced with an appropriate, reliable reference? Where does the information come from? Are these neutral sources? If biased, is that bias noted?
    • Yes, it seems so
    • However, there are some sources where I think it is difficult to understand the motivation behind the articles or pieces that are posted online. Are the authors social entrepreneurs that are discussing social entrepreneurship or are they researchers who just interested in social enterprises? Who is more qualified to publish and be cited?
  • Is any information out of date? Is anything missing that could be added?
    • None of the information is out of date, as far as I can tell
    • I think there are a quite a few other perspectives that could be added to this article. For instance, instead of basing the Characteristics section on Bill Drayton's argument, it would be useful to add the opinions and definitions of other notable individuals
  • Check out the Talk page of the article. What kinds of conversations, if any, are going on behind the scenes about how to represent this topic?
    • People discussed the definition of social entrepreneurship
    • Apparently there was a great deal of re-organization to put all of the external links on the Talk page instead of the Article page
    • Someone also mentioned their "wariness" to the assertion that Bill Drayton is the source of the term "social entrepreneur" (just like I did in my personal notes!)
    • Someone indicated that they removed an entire section because it seemed founded on speculation. This same individual expressed their interest in collaborating on a new section with sources
    • There are lots of friendly and respectful conversations about intended edits and reviews
  • How is the article rated? Is it a part of any WikiProjects?
    • The article is C-Class, but has a mid-importance rating on the importance scale
    • The article was also part of an educational assignment from Spring 2014! How interesting
  • How does the way Wikipedia discusses this topic differ from the way we've talked about it in class?
    • We haven't talked specifically about social entrepreneurship in class, but we have talked about the intersection between literacy and social justice.
    • This article delves into the definition and practice of social entrepreneurship, something that I would like to talk more about in class. It helps to have a social justice point-of-view that includes consciousness and political action (like we have discussed in class), but I would also appreciate a business and economic angle on social justice.

Article Search[edit]

Option 1: Adverse Childhood Experiences International Questionnaire (ACE-IQ)

  • I could add more to how the questionnaire was conceptualized and it defined and measured certain variables

Option 2: Center for Science, Technology, and Society

  • I could add more to the work that the Center does in its three main areas of focus

Draft to Add to Squat (exercise)[edit]

General[edit]

When people discuss volume, the equation is sets performed times number of repetitions times external weight.[4]

Adding resistance to squats has been shown to affect the power and speed of the exercise.[5] Though free-weight numbers fit nicely into the volume equation, adding resistance can complicate the equation and make volume less easy to calculate.[4] More specifically, people have found that they can increase resistance while exercising by utilizing chains or rubber bands.[4] One study discovered that the physical demand of exercises with resistance increases in a linear relationship with intensity.[6] Differences in energy expenditure during squatting can be attributed to the various forms of movements, intensities, weights, repetitions, and types of items (Smith machine or barbell).[6]

Individuals who are interested in strength training can utilize barbell squat in training and rehabilitation programs.[7] If executed with proper form, the squat has the potential to develop knee stability.[8] On the other hand, if done incorrectly, injuries to the knees and back can occur.[9] The parallel squat is one way to increase knee flexion while activating the quadriceps and hamstrings.[8] In the standard squat, it is crucial to have the shin vertical to minimize stress on the knee.[9] Variations in squats include various knee placements and squat depths. For example, knees can be placed in knees in, knees out, and knees over toes; whereas squats can be performed at roughly 20°, 50°, and 80°.[10] The parallel squat is more preferred than the deep squat because the potential of injury on the cruciate and menisci ligaments is higher in the latter.[8]

Squats Used in Physical Therapy[edit]

Squats can be used for some rehabilitative activities because they hone stability without excessive compression on the tibiofemoral joint and anterior cruciate ligament.[10][7]

It is important to note that deeper squats are associated with higher compressive loads on patellofemoral joint.[10] As a result, it is possible that people who suffer from pain in the patellofemoral joint cannot squat at increased depths. For some knee rehabilitation activities, patients might feel more comfortable with knee flexion between 0 and 50° because it places less force compared to deeper depths.[8] Another study shows that decline squats at angles higher than 16° may not be beneficial for the knee and fails to decrease calf tension.[11]Other studies have indicated that the best squat to hone quadriceps without inflaming the patellofemoral joint occurs between 0–50°.[10]

Combining single-limb squats and decline angles have been used to rehabilitate knee extensors.[11] Conducting squats at a declined angle allows the knee to flex despite possible pain or lack of mobilization in the ankle.[11] If therapists are looking to focus on the knee during squats, one study shows that doing single-limb squats at a 16° decline angle has the greatest activation of the knee extensors without placing excessive pressure on the ankles.[11] This same study also found that a 24° decline angle can be used to strengthen ankles and knee extensors.[11]

New Article Outline[edit]

What I would like to contribute:

  • Representation of different identities in engineering
  • How hormones can impact gendered roles in STEM

Outline:

  • Engineering as a profession
  • Identities in engineering
  • Intersectionality
  • Science-based studies on sex and gender

Sources to present:

Heteronormativity in Engineering[edit]

Heteronormativity is understood as the assumption that heterosexuality is normal and anything that deviates from it is considered unnatural.[12] For lesbian, gay, bisexual, transgender, and/or queer (LGBTQ) individuals, the heteronormative environment in engineering can be challenging.

Within the past decade, LGBTQ rights have increased. For instance, the Don't Ask, Don't Tell policy was ended and the US Supreme Court ruled that the federal government is required to acknowledge same-sex marriage.[12] Federal agencies also have policies that protect sexual minorities since 1998 and transgender individuals since 2012.[13]

Fewer women are in science, technology, engineering, and math (STEM) fields, which contributes to the male-dominated culture in STEM. Even fewer women from marginalized ethnic groups are in STEM fields, which have led scientists to refer to the situation as "double bind."[12] In the field of sociology, gender is conceptualized as a social construct that is ubiquitous in interactions and institutions.[14] Previous studies have shown that cultural and binary sexual expectations place pressure on LGBTQ individuals and can hinder their ability to thrive compared to non-LGBTQ individuals.[15] LGBTQ people can use coping methods, which can be incredibly draining emotionally and academically.[15] Other studies have shown that people are happier in their jobs and experience less anxiety when they feel comfortable disclosing their identities in their professional environments.[12]

It is also common for people to misconstrue gender identity with expression and that can lead to misunderstandings in professional and academic environments.[12] Additionally, though gender and sex are often used interchangeably, scientists generally agree that the former is associated with the societal norms that are imposed on certain identities.[16] Furthermore, scientists have begun to recognize how individuals can occupy multiple identities at once and how these various identities can interact and impact someone's experience.

Sex hormones and socialization are two main factors that have been examined to study identity.[14] Studies have shown how vocational decisions are influenced by interests, which are generally understood to be effected by socialization.[17]

Culture[edit]

The culture of an institution can establish the environment in which the employees operate.[13] In an organization dominated by masculine gender expectations, there can be hostility towards non-conforming identities and expressions.[13] Scientists argue that these sorts of behaviors are reactionary to what is considered traditional roles of gender and sexuality.[13] Hostile environments include discrimination, harassment, and marginalization, where heterosexuality is the hegemonic sexuality.[13] In one study, LGBTQ students indicated that the typical engineer was a white heterosexual male.[15] Another study found that the white male researcher is the dominant stereotype of engineers.[12] Other scientists have argued that the field of engineering values technological over communication skills.[12]

Some research has indicated that biases that sustain injustices within the field of engineering are called "chilly climates."[15] Scientists have asserted that even if there is not an openly discriminate environment, LGBTQ individuals still operate in a setting where their sexuality is seen as irregular.[12]

Dualism[edit]

Wendy Faulkner asserts that there is a culture of dualism between technical and social skills in engineering. More specifically, Faulkner argues that engineering culture is divided between a preference for technical skills such as science and math over social skills such as communication.[15] This sort of discrepancy is exacerbated when the experiences of LGBTQ students are framed within the "social" aspect of dualism. Some students have expressed that any acknowledgement of their issues is unwarranted or unacceptable in engineering culture because of the emphasis on technical topics.[15]

In her study, Erin A. Cech considers the intersectionality of gender and sexuality, as well as its implications within technical and social dualism.[15] For instance, engineers who operate within the confines of masculine and feminine expectations can misconstrue their sense of identity within engineering.[15] Cech insists that the propensity to associate gender binaries compounds the issues with dualism in engineering.[15] Additionally, Cech asserts that these associations form the foundation for heteronormativity, which is dependent on the binary construction of gender to determine heterosexuality.[15] These associations are further complicated when there are stereotypes embedded in society that portray gay men as feminine and lesbian women as masculine.[13]

Workplace Culture[edit]

Erin Cech also conducted a study on workplace culture using 30,000 employees from the Environmental Protection Agency, the Department of Transportation, NASA, The National Science Foundation, the Department of Energy, and the Nuclear Regulatory Commission.[13] She uses a survey to understand whether the differences in experiences between LGBTQ workers and their non-LGBTQ peers are different based on gender, company position, or age.[13] One limitation of Cech's study is that the data source, the Office of Personnel Management, did not gather information related to education attainment and occupation.[13] Overall, Cech's study finds that LGBTQ employees experience more negative interactions within their organizations compared to their non-LGBTQ colleagues.[13]

Classroom Culture[edit]

Cech has also conducted studies that examine educational environments. To protect the identity of the students and university, Cech refers to the school as "Gold University" and does not specify its location.[15] Based on the small sample size, the study cannot be generalized; however, Cech's study provides perspectives on the experience of LGBTQ students in the classroom.

For instance, some students identified the difference between a "tolerant" environment and being "tolerated" by the individuals within that setting.[15] As a result, some students believe that they must employ various coping methods to conceal their stigmatized identity.[15]

Intersectionality[edit]

It is critical to recognize how intersectionality does not represent one experience.[15] Additionally, scholars have come to understand how individuals can have more than one marginalized identity and how that can impact their experiences in engineering.[15] In her study, Cech explores the consequences of physical identity markers versus other identity traits that are not evident.[15]

For instance, racial stereotypes are embedded within academic and professional environments. There are expectations for Asian Americans to be "technical" and Hispanic-Americans and African Americans as "nontechnical."[15] Additionally, research studies have identified how certain groups that are intended to support LGBTQ students and workers can burden marginalized populations.[13]

Explanations[edit]

Biological[edit]

Studies have been conducted to understand how biological factors can influence occupational choices and constructs of gender.[14]

More specifically, levels of androgen and testosterone have been used to understand how sex hormones impact development.[17][14] These brain developments are associated with changes in behavior.[18]

Brain organization theory asserts that prenatal hormones impact brain development. More specifically, higher levels of androgens are associated with more male sex-orientated behavior.[14] More specifically, high levels of testosterone and androgen are associated with male-associated behavior related to gender and sexual identity and physically aggressive actions.[19]

Since brains and hormones can change and vary throughout the course of a person's life, tests measuring brain organization theory cannot be conducted on living individuals.[14] These biological factors are related to the underrepresentation of minorities in STEM because it can point to vocational choices.[17] At the same time, researchers acknowledge how biological factors can be impacted by social and cultural structures.[14] However, researchers do recognize how occupations are not only dependent on hormone exposure, but also impacted by socialization.[17]

Sociological[edit]

There are situational, cultural, and social influences that can impact differences in gender expression and identity.[17] For instance, parental expectations related to gender predicted their children's occupation in Jacobs et al. (2006).[17][14] Sex-related expectations can impact how people are treated and how they interact with the world around them. These behaviors create a positive feedback loop, where these actions contribute to the stereotypes and expectations.[14]

According to the gender-schema theory, every person becomes a part of society by conforming to cultural expectations that define their sense of identity.[14]

In the "doing gender" framework, gender is considered the outcome of interactions that form institutions that impose expectations on the sexes.[14] Additionally, these interactions are constantly changing and lead to the malleability of feminine and masculine roles of men and women.[14]

Ridgeway asserts that gender is a ubiquitous institution, which influences behavior at all times.[14] Based on the social and cultural standards that are imposed on women on a daily basis, scientists believe that these interactions will influence the kinds of gendered expression they have.[14] Additionally, gender labels are deemed for certain items can influence how some people engage and interact with other items that are deemed normal to interact with.[18]

Biological and Sociological[edit]

Gender-related behavior can be impacted by both biological and sociological factors, including androgen exposure and socialization.[18] One study examines the interactions between biological, social, and cognitive factors and how they influence gendered behavior.[18] Effects of androgen could be impacted by socialization.[18] Prenatal androgen exposure is associated with male toy and play inclinations.[18] Other studies have been conducted on mammals and show how prenatal androgen exposure influence play and reproductive activities.[18] In humans, it has been shown that cognitive and social factors can impact gender-related actions.[18] In a study conducted by Agnieszka Lipinska-Grobelny, she discovers that the differences in coping methods indicate how biological, societal, and sociological factors interact and impact coping resources.[16]

Coping Methods[edit]

Previous studies have shown that men focus on problem-solving coping methods, whereas women utilize their emotions to cope with difficult scenarios.[16] However, few studies have been conducted on the differences of coping methods for other identities or the intersectionality of multiple identities.[16] Lipinska-Grobelny discovered in her study that there are discrepancies in coping methods between sex and gender roles.[16]

The pressure of heteronormativity can force individuals to isolate themselves academically, professionally, and socially.[15] Some individuals engage in compartmentalization, which means separating their personal and professional lives.[13] Another coping method that LGBTQ individuals engage in is passing to avoid disclosing their stigmatized sexual identity.[15] Lastly, Erving Goffman argues that covering is used to diminish the factors closely associated with the LGBTQ community, such as same-sex attraction and affection.[15][20]

Such coping methods, though they are used to conceal stigmatized identities, can be incredibly taxing emotionally, mentally, and academically.[15] Previous studies have shown that actively hiding a sexual identity can lead to increased levels of stress, depression, anxiety, and other adverse health experiences.[12]

References[edit]

  1. ^ "Digital literacy". Wikipedia. 2018-04-17.
  2. ^ Braveman, Paula; Gottlieb, Laura (2014). "The Social Determinants of Health: It's Time to Consider the Causes of the Causes". Public Health Reports. 129 (Suppl 2): 19–31. ISSN 0033-3549. PMC 3863696. PMID 24385661.{{cite journal}}: CS1 maint: PMC format (link)
  3. ^ Braveman, Paula; Gottlieb, Laura (2014). "The Social Determinants of Health: It's Time to Consider the Causes of the Causes". Public Health Reports. 129 (Suppl 2): 19–31. ISSN 0033-3549. PMC 3863696. PMID 24385661.{{cite journal}}: CS1 maint: PMC format (link)
  4. ^ a b c Shoepe, Todd (2017). "Volume Estimations for Combined Free-Weight and Rubber-Band Resistance Exercise". Kinesiology. 49.2: 169–177.
  5. ^ Loturco, Irineu; Pereira, Lucas A.; Moraes, José E.; Kitamura, Katia; Abad, César C. Cal; Kobal, Ronaldo; Nakamura, Fábio Y. (2017-01-23). "Jump-Squat and Half-Squat Exercises: Selective Influences on Speed-Power Performance of Elite Rugby Sevens Players". PLOS ONE. 12 (1): e0170627. doi:10.1371/journal.pone.0170627. ISSN 1932-6203. PMC 5256944. PMID 28114431.{{cite journal}}: CS1 maint: PMC format (link) CS1 maint: unflagged free DOI (link)
  6. ^ a b Reis, Victor Machado; Garrido, Nuno Domingos; Vianna, Jeferson; Sousa, Ana Catarina; Alves, José Vilaça; Marques, Mário Cardoso (2017-07-24). "Energy cost of isolated resistance exercises across low- to high-intensities". PLOS ONE. 12 (7): e0181311. doi:10.1371/journal.pone.0181311. ISSN 1932-6203. PMC 5524349. PMID 28742112.{{cite journal}}: CS1 maint: PMC format (link) CS1 maint: unflagged free DOI (link)
  7. ^ a b Escamilla, Rafael (2001). "A three-dimensional biomechanical analysis of the squat during varying stance widths". Medicine and Science in Sports and Exercise. 33: 984–998.
  8. ^ a b c d Escamilla, Rafael (2001). "Knee biomechanics of the dynamic squat exercise". Medicine & Science in Sports & Exercise. 33: 127–141.
  9. ^ a b Fry, A.C. (2003). "Effect of knee position on hip and knee torques during the barbell squat" (PDF). Journal of Strength & Conditioning Research. 17: 692–633.
  10. ^ a b c d Jaberzadeh, Shapour; Yeo, Daniel; Zoghi, Maryam (2015-05-11). "The Effect of Altering Knee Position and Squat Depth on VMO : VL EMG Ratio During Squat Exercises". Physiotherapy Research International. 21 (3): 164–173. doi:10.1002/pri.1631. ISSN 1358-2267.
  11. ^ a b c d e Richards, Jim (2008). "A Biomechanical Investigation of a Single-Limb Squat: Implications for Lower Extremity Rehabilitation Exercise". Journal of Athletic Training. 43: 477–482.
  12. ^ a b c d e f g h i Yoder, J.B. (2016). "Queer in STEM: Workplace experiences reported in a national survey of LGBTQA individuals in science, technology, engineering, and mathematics careers". Journal of Homosexuality. 63: 1–27.
  13. ^ a b c d e f g h i j k l Cech, E.A. (2017). "Queer in STEM Organizations: Workplace Disadvantages for LGBT Employees in STEM Related Federal Agencies". Social Sciences. 6: 1–12.
  14. ^ a b c d e f g h i j k l m n Davis, Shannon N (2015). "Feminists wrestle with testosterone: Hormones, socialization and cultural interactionism as predictors of women's gendered selves". Social Science Research. 49: 110–125.
  15. ^ a b c d e f g h i j k l m n o p q r s t u Cech, E.A. (2011). "Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students". Engineering Studies. 3: 1–24.
  16. ^ a b c d e Lipińska-Grobelny, A. (2011). "Effects of gender role on personal resources and coping with stress". International Journal of Occupational Medicine and Environmental Health. 24: 18–28.
  17. ^ a b c d e f Beltz, Adriene M (2011). "Gendered occupational interests: Prenatal androgen effects on psychological orientation to things versus people" (PDF). Hormones and Behavior. 60.4: 313–317.
  18. ^ a b c d e f g h Hines, M. (2016). "Prenatal androgen exposure alters girls' responses to information indicating gender-appropriate behaviour". Phil. Trans. R. Soc. B. 371: 20150125.
  19. ^ Hines, M. (2015). "Early androgen exposure and human gender development". Biology of Sex Differences. 6: 3. {{cite journal}}: line feed character in |title= at position 41 (help)
  20. ^ Goffman, Erving (2009-11-24). Stigma: Notes on the Management of Spoiled Identity. Simon and Schuster. ISBN 9781439188330.
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