Praying Mantis Sex and Cannibalism

Praying Mantis Sex and Cannibalism The female praying mantis is often painted as an evil seductress, a cannibalistic lover that lures males closer, only to eat them after mating. Is her reputation deserved? Does praying mantis sex always end in cannibalism of the male? Female Mantis Shaming or Truth? Rumors of the praying mantis cannibalistic tendencies began when scientists observed their mating behavior in a laboratory environment. Entomologists would offer a captive female a potential mate and would quite often be horrified to watch the female bite the head or legs off the smaller male- sometimes even before mating. After the male had served his copulatory purpose, he was nothing more than a good meal for the female and her upcoming offspring. For a long time, these observations of praying mantis sex in the lab were thought to be the way things were in the mantid world.   Much Less Common in the Wild After scientists started observing praying mantis sex in a natural setting, the story had a different ending, which is good for the males. When unconfined by laboratory terrariums (and not starving), the majority of praying mantis mating ends with the male flying off unharmed. By most estimates, sexual cannibalism by praying mantis females occurs less than 30 percent of the time outside the lab. Those are better odds for the fellows than what had been seen in the lab. Praying mantis sex, it turns out, is really a rather romantic series of courtship rituals and dances that typically ends satisfactorily and safely for both parties involved. How Males Choose Females Given a choice between females, male praying mantises will move toward females seen as less aggressive (i.e., ones they hadnt just seen eating another male) more often than the more aggressive females. The males also tend to prefer to mate with females that appear fatter and more well fed than others, as the skinnier and hungrier mantises are more likely to eat their mates during or after sex. This could also point to the males being more attracted to females that are healthier, for the betterment of their offspring.   Advantages of Beheading Your Mate There is a decided advantage for the female if she does decide to behead her lover. The praying mantis brain, located in his head, controls inhibition, while a ganglion in the abdomen controls the motions of copulation. Absent his head, a male praying mantis will lose all his inhibitions and consummate his relationship with wild abandon. And what if shes hungry? For certain, a slow-moving and deliberate predator like the praying mantis is not going to pass up an easy meal. If a male makes the unfortunate choice of a hungry female for a mate, hes probably going to be toast after theyve mated. Either Way Could Benefit the Males A twist: Being eaten by the female paradoxically may mean that that particular male has more of his genetics making it to the next  generation  if more of his sperm fertilize his mates eggs while she is eating parts of him. More eggs are laid by females who eat their mates as well (88 vs. 37.5 in one study). However, if a male can mate more than once, that also increases his odds of having his genetics passed on.

Battle of Resaca de la Palma - Mexican-American War

Battle of Resaca de la Palma - Mexican-American War Battle of Resaca de la Palma - Dates Conflict: The Battle of Resaca de la Palma was fought May 9, 1846, during the Mexican-American War (1846-1848). Armies Commanders Americans Brigadier General Zachary Taylor2,222 menMexicansGeneral Mariano Aristaapprox. 4,000-6,000 men Battle of Resaca de la Palma - Background: Having been defeated at the Battle of Palo Alto on May 8, 1846, Mexican General Mariano Arista elected to withdraw from the battlefield early the next morning. Retreating down the Point Isabel-Matamoras road, he sought to prevent Brigadier General Zachary Taylor from advancing to relieve Fort Texas on the Rio Grande. In looking for a position to make a stand, Arista sought terrain which would negate Taylors advantage in light, mobile artillery which had played a critical role in the previous days fighting. Falling back five miles, he formed a new line at Resaca de la Palma (Resaca de la Guerrero) (Map). Here the road was hemmed in by thick chaparral and trees on either side which would negate the American artillery while providing cover for his infantry. In addition, where the road cut through the Mexican lines, it passed through a ten-foot deep, 200-foot wide ravine (the resaca). Deploying his infantry into the chaparral on either side of the resaca, Arista placed a four-gun artillery battery across the road, while holding his cavalry in reserve. Confident in the disposition of his men, he retired to his headquarters in the rear leaving Brigadier General RÃ ³mulo DÃ ­az de la Vega to oversee the line. Battle of Resaca del Palma - The Americans Advance: As the Mexicans departed Palo Alto, Taylor made no immediate effort to pursue them. Still recovering from the May 8 fight, he also hoped that additional reinforcements would join him. Later in the day, he elected to push forward but decided to leave his wagon train and heavy artillery at Palo Alto to facilitate more rapid movement. Advancing along the road, the lead elements of Taylors column encountered the Mexicans at Resaca de la Palma around 3:00 PM. Surveying the enemy line, Taylor immediately ordered his men forward to storm the Mexican position (Map). Battle of Resaca de la Palma - The Armies Meet: In an attempt to repeat the success of Palo Alto, Taylor ordered Captain Randolph Ridgely to move forward with the artillery. Advancing with skirmishers in support, Ridgelys gunners found it slow going due to the terrain. Opening fire, they had difficulty spotting targets in the heavy brush and were nearly overrun by a column of Mexican cavalry. Seeing the threat, they switched to canister and drove off the enemy lancers. As the infantry advanced through the chaparral in support, command and control became difficult and the fighting quickly degenerated into a series of close-quarter, squad-sized actions. Frustrated by the lack of progress, Taylor ordered Captain Charles A. May to charge the Mexican battery with a squadron from the 2nd US Dragoons. As Mays horsemen moved forward, the 4th US Infantry began probing Aristas left flank. Surging down the road, Mays men succeeded in overrunning the Mexican guns and inflicted losses among their crews. Unfortunately, the momentum of the charge carried the Americans a quarter mile further south allowing the supporting Mexican infantry to recover. Charging back north, Mays men were able to return to their own lines, but failed to retrieve the guns. Though the guns had not been seized, Mays troopers succeeded capturing Vega and several of his officers. With the Mexican line leaderless, Taylor promptly ordered the 5th and 8th US Infantry to complete the task. Advancing towards the resaca, they launched into a determined fight to take the battery. As they began to drive back the Mexicans, the 4th Infantry succeeded in finding a path around Aristas left. Lacking leadership, under heavy pressure on their front, and with American troops pouring into their rear, the Mexicans began to collapse and retreat. Not believing that Taylor would attack so soon, Arista spent most of the battle in his headquarters. When learning of the 4th Infantrys approach, he raced north and personally led counterattacks to halt their advance. These were repulsed and the Arista was forced to join the general retreat south. Fleeing the battle, many Mexicans were captured while the remainder re-crossed the Rio Grande. Battle of Resaca de la Palma - Aftermath: The fighting for the resaca cost Taylor 45 killed and 98 wounded, while Mexican losses totaled around 160 killed, 228 wounded, and 8 guns lost. Following the defeat, Mexican forces re-crossed the Rio Grande, ending the siege of Fort Texas. Advancing to the river, Taylor paused until crossing to capture Matamoras on May 18. Having secured the disputed territory between the Nueces and Rio Grande, Taylor halted to await further reinforcements before invading Mexico. He would resume his campaign that September when he moved against the city of Monterrey. Selected Sources Palo Alto Battlefield National Historical Park: Resaca de la PalmaHandbook of Texas: Battle of Resaca de la PalmaUS Army Center for Military History: Guns Along the Rio GrandeTrudeau, Noah Andre. A Band of Demons Fights for Texas. Military History Quarterly Spring 2010: 84-93.

The Five-Task Strategy Making Assignment Example | Topics and Well Written Essays - 500 words

The Five-Task Strategy Making - Assignment Example Monitoring significantly increases the chances of success of the strategy-making process because it offers a critical outlook of the whole exercise, including areas of weakness and how to correct them. Unlike monitoring, evaluation is concerned with what has been achieved. In this exercise, the organization examines the decisions and actions it has taken and determines whether they were successful or not. In case of failure or success, evaluation reveals the reasons for the outcome. The organization can then use this information to develop more effective processes in the future. Corrective adjustments are often done either to increase the success ratio of the process, or to develop better procedures and systems to support future processes (Neluheni, Pretorius, & Ukpere, 2014). The whole process of monitoring, evaluation, and corrective adjustments can be done by either internal or external practitioners. Ultimately, organizations should aim at limiting the amount of monitoring, corrective adjustments and evaluation by conducting highly efficient and effective planning (Valler, Tait, & Marshall, 2013). Thorough planning limits the need for intensive monitoring and evaluation and large-scale adjustments by reducing the number of mistakes made. There are three key elements of strategic planning addressed in this case study. The first is the development of a strategic vision, mission, and core values. The second is setting objectives, while the third is crafting a strategy to attain the objectives and the company vision. In this case, Harry Lindsol, who is a prospective investor, has conducted an analysis of the market and relevant trends before deciding on the best investment option (Thompson, Peteraf, Gamble, & Strickland, 2014). He has also made a strategic investment decision because his course of action is based on comprehensive analysis and evaluation of all relevant factors. A major advantage offered by eBooks relates to editions.

The Good Faith Essay Example | Topics and Well Written Essays - 750 words

The Good Faith - Essay Example Pain helps the body system to make necessary adjustments for the well being of the body. Embracing Pain Pain helps the body to physically withdraw from something that is hurting and therefore makes it possible for more damage not to be done. When a person touches something that is hot, say a hot coal, simultaneously as the pain is felt, the part of the body that is in contact with the hot substance is withdrawn very fast (Goldstein 258; Martinez-Lavin 1). This helps to avoid more damage to the part of the body that was in contact with the hot substance. This literary happens when a body is confronted with something that is hurting – if one sits on a needle accidentally, the pain felt as a result of being pricked will make the person to jump up. People who suffer from Hansen’s disease (leprosy) are insensitive to pain (Launer 467). This negatively impacts on them because they hurt their bodies without knowing – say they may touch a very hot substance without reali zing it is burning them. Some forms of radiation are not painful but are very dangerous to the body (Ozner 1). Because these radiations do not cause pain at the very moment one gets in contact with them, it is not possible to realize that one is exposed to danger. It is clear therefore that pain enables the body to sense danger and engage a physical withdrawal to avert more damage. The next paragraph examines how pain helps in a case where physical withdrawal is not possible, for instance when danger is within the body. Pain alerts the body of a physiological process going on in the wrong direction. Pain which originates from inside the body is an indication of something going on wrong which needs to be corrected. Pain in this case acts as an alarm to the body system to make adjustments to correct the wrongs (Gatchel and Dennis18; Butler and Moseley 10). For instance, abdominal pains are often an indication of stomach infections (Sartelli 1). It will be almost impossible or too late to realize that one has stomach infections or ulcers if no abdominal pain has ever been experienced. This is actually the reason why physicians more often than not do not treat pain but rather are more interested with the location of the pain. The location of pain helps them to diagnose the cause (Cohn and Cohn 530). It is the cause that is treated after which pain goes away – it is not pain that is treated. Therefore, pain sounds the alarm and further points to the direction of trouble. It is only after a person feels some form of pain that a physician is consulted. Therefore, if pain is absent, the problem will build up and will lead to a sudden death. Pain, as shown in the next paragraph, is a medicine of its own. Feeling pain keeps us strong and is a medicine of its own. It has been shown that pain plays a crucial role in triggering healing processes (Richard, David and Lucy 26). British scientists at Bristol University have discovered that the intense pain felt in the c ourse of heart attacks may be very significant in saving lives. They have shown that pain helps to heal heart attacks and prevents arthritis break outs (Richard, David and Lucy 26). They have argued that reducing this pain fades the survival chances of the patients. They have noted that the pain signals felt at the cardiac nerves act as an attraction for stem cells located in the bone marrow. The stem cells move to the heart to repair any damage done by blood clots (Richard, David

The Perks Of Being A Wallflower English Literature Essay

The Perks Of Being A Wallflower English Literature Essay Author: Stephen Chbosky was born on January 25th, 1970, in Pitsburgh, Pensylvannia. After growing up in Pensylvannia, Stephen pursued a directing career in movies, but ended up writing books. His first book was The Perks of Being a Wallflower, which was set in his very own home state. Stephen said that he relates to Charlie, but his life in High School was in many ways different. Themes: Like most books about teenage boys, this book encompasses the theme of independence. The main character Charlie had just started High School, a time where you become more independent from your parents, and try new things. Charlie never had many friends previously, and the one good friend he did have comitted suicide the year before, leaving Charlie scared, and alone. When friendship is found among some seniors, Charlie starts his journey to a more independent self. He found himself going to parties, smoking, doing drugs, going out with girls, and even driving throughout the book. Another important theme in the book is of happiness. Whenever Charlie walked down the hallway in the school, he would wonder if a person was really happy. In the hallways, I see the girls wearing the guys jackets, and I think about the idea of property. And I wonder if anyone is really happy. I hope they are. I really hope they are. Thoughts like this would constantly occupy Charlies mind. Many thing s made Charlie happy, wether it was an interesting read, a good song, or an inspiring movie. What made Charlie really happy though were his friends, and when he found himself having a good time with them, he would forget all the bad things in his life and enjoy the moment. Later on though, Charlie found out that he shouldnt put peoples happiness ahead of his own, because in the end, he would end up missing out on the best things in life. Characters: Charlie Charlie was the 15 year old protagonist and main character of the story. Hes a timid and introverted guy whos had way too many bad things happen in his life. His best friend comitting suicide, his aunt getting hit by a car, and being the outcast of the school are only a fraction of the things hes been through. He was very intelligent and loved reading books, but that didnt really help the fact that he was socially awkward to the point where he didnt take part in anything that happened around him. He was an extremely emotional kid, but this was due to the things that have happened in his past, which in a way had traumatized him. He loved music though, and along with movies and books, they were a great getaway from his life. He was an extremely caring person too, and always put others ahead of himself, even if a little too much at times. Patrick Patrick was the senior from Charlies woodshop class who ended up becoming a treasured friend to Charlie. He was one of the few homosexuals in the school and was constantly frustrated at the fact he had to sneak around with another guy instead of being open about it. He was a very good friend, and would always take Charlie to fun places with his Sam. He also accepted Charlie for the way he was and never criticized his actions. Sam Sam was Patricks half sister, and Charlies other best friend, also in senior year. She was a beautiful girl who would not leave Charlies thoughts no matter what. She was a great friend to him though, just like Patrick. Even though Sam told Charlie not think of her in any way more than a friend, near the end of the book itss her who finds she loves him with a passion. She would always give Charlie advice when he needed it, and just like Patrick, accepted him for who he was. Setting: The book is set in the years 1991/92, in Pensylvannia, USA. Plot: When Charlies best friend comitted suicide in 8th grade, his life became a mess, and his one good friend was gone. When he overheard some girls talking about some guy that listened, and didnt try and sleep with some girl he could of slept with, he decided to send letters to him anonymously every few days, to make sure people like this, good people, still existed. So the letters went on, for a year, describing his experience in freshman year. Charlie was no ordinary freshman though. His past left him emotionally crippled and socially awkward. When he finally made some friends, he followed his wise English teachers advice to participate, and stop watching life from the sidelines. So his friends became his best friends, and he went on to participate like he was so wisely told. Thats not where it ended though, because family issues werent too far away, neither was drama with girls, or arguments with friends. Throughout the course of this book, Charlie was forced to learn how to jug gle school, friends, and family, and when some secrets from his past were revealed, it seemed like his life couldnt get any worse. Literary Techniques: The author uses quite a few literary techiniques succesfully in the book. The book is comprised of letters alone sent by Charlie to a friend of his, therefore it is in first person narrative. Early on in the book, Charlie informs the reader that his teacher criticized him for writing run on sentences, and since the book consists of letters written by Charlie himself, some sentences are purposefully run ons, and the reader understands this. Also, since these letters are just a place for him to express his ideas, he doesnt utilize very creative language. He also explained this in the book and said that he found it pointless writing words that one wouldnt even understand. But I just have never heard anyone use the words corpulent and jaundice ever in my life. That included teachers. So, whats the point of using words nobody else knows or can say comfortably? The author also utilized flashbacks by allowing Charlie to share past experiences in his letters. As one woul d expect, no ones life can be interesting all the time, so when Charlies life loses interest, so does the reader in reading about it. Then again, when Charlies life has drama in it, it is almost impossible to put down the book. Target Audience: This book is aimed at an audience of teenage boys and girls. As the main character is a boy sharing his experience in High School, the book will mostly find its way into boys hands who are experiencing the same thing. Although Charlie has a complicated life, readers can easily relate to him and his experience at school and at parties. Its an easy read due to the lack of complicated language and basic plot, so most people can read this book, regardless of interest level. Purpose: The purpose of this book is mostly to entertain its readers. The book doesnt follow much of a plot and seems to include random ideas at times, but somehow the readers find themselves strangely attached to the main character, and feel the need to keep reading about this boys life. This book also opens the readers mind in a way, as to how High School was 20 years ago, and allows them to compare the two.

Lawrence School Poems

David Herbert Lawrence was an English novelist, poet and playwright. In 1908 Lawrence qualified as a teacher and found employment at Davidson Road School in Croydon. According to the author of D. H. Lawrence: The Life of an Outsider (2005): â€Å"He found the demands of teaching in a large school in a poor area very different from those at Eastwood under a protective headmaster. Nevertheless he established himself as an energetic teacher, ready to use new teaching methods like performing the Shakespearean dramas they had as text. Best of School† and â€Å"Last Lesson of the Afternoon† are two poems about his experiences as a teacher. Quite extraordinarily, they present two completely contrasting views. â€Å"Best of School† is about the pleasure a teacher experiences while partaking his duties as a teacher, while â€Å"Last Lesson† speaks about the unpleasant task of teaching. â€Å"Best of School† begins with an image of the â€Å"boys and the roo m in a colourless gloom of underwater float†. The poet compares the boys working in a classroom to an underwater scene. Their ideas and thoughts are like â€Å"bright ripples†.Their ideas are defined as â€Å"bright† because they are young boys and full of creativity and innovation. These boys’ heads are ‘busily bowed† in pursuit of knowledge, they are completely blind to the outside world. The teacher separates himself from the boys as a passive spectator sitting â€Å"on the shores of the class†. The pupils require no external help from him; they are a single entity, united in their pursuit of knowledge. They tend to look up to him from time to time to gain morsels of inspiration for their work and then carry on working busily. Having got what was to be had†, he stresses the fact that he does not actively take part in the children’s learning process, it is natural and voluntary. The â€Å"ripening morning† echoes th e ripening thoughts of the young boys and in the â€Å"sunlight† reflects the light of knowledge and intellect. â€Å"Last Lesson†, on the other hand is an exact opposite view. It begins with an image of weariness and disgust, the teacher begins by conceding defeat. Both the students and the teacher are being forced to sit in the classroom, waiting for the bell to ring.He says â€Å"I can haul them and urge them no more†. The teacher is experiencing great despair by having to sit in the classroom with his â€Å"pack of unruly hounds†, who are straining to be free. There is a sense of utter frustration; neither is the teacher interested in teaching and nor are the boys interested in gaining knowledge. The teacher can â€Å"no longer endure the brunt† of teaching a mass of uninterested children. The speaker in â€Å"Best of School† goes on to say that the boys are â€Å"like birds that steal and flee†.The boys raise their heads from tim e to time for getting the discipline necessary for concentration; the very presence of the teacher is an unspoken motivation for the students. He compares the glances of the students to the movement of tiny birds. â€Å"Touch after touch I feel on me†, he can almost feel the bright, inspired eyes of the students looking up to him for inspiration. He calls this inspiration â€Å"grain/Of rigour† that â€Å"they taste delightedly. † In complete contrast, the teacher in â€Å"Last Lesson† calls his students’ work â€Å"insults of blotted pages† and â€Å"slovenly work†. It is a sharp negative feeling that he expresses.He turns to the pile of sickly books on his desk and exclaims that it is impossible for him to plough through his corrections. To him it is a Herculean task, it is tedious and tiresome. The students are not interested in learning so the work seems to be a vivid insult to the teacher. He asks himself in desperation â€Å"sh all I take/ My last dear fuel of life to heap on my soul? † and ascertains, â€Å"I will not! †, â€Å"I will not waste my soul and my strength for this. † He realizes that it is a complete waste of both his time and energy to try to discipline his students and take them on a path to knowledge.He declares that he no longer cares how his students will fair because his students are so disinterested that both the teaching and their apparent learning, â€Å"goes down the same abyss†, down a deep dark hole of forgetfulness and oblivion. He continues the argument deliberately reducing the scope of education to inconsequential things like â€Å"A description of a dog† and saying that all his efforts are going to waste because his students are completely frustrated and not at all enthusiastic about learning. The larger picture of holistic education is lost due to their unwillingness to learn but the teacher also deviously justifies his argument.He says that the whole situation is rubbish and that nobody cares so there’s no point in this unnecessary pursuit. His final analogy in â€Å"Best of School† is probably the strongest and most beautiful one. The minds of his young pupils are like the â€Å"tendrils that reach out yearningly†. The young enthusiastic minds cling to the teacher for support. It is merely for inspiration and not learning. The teacher (tree) is wise, tall and firm. The students need the support and guidance of the teacher like a silent and strong beam of enlightenment on which they can fall back in times of trial.The teacher and student relationship is shown to be a beautiful one. The teacher is sitting at a distance but feels his students â€Å"clinging† to him. This is not an actual dependence for notes and explanation but it is spiritual and emotional, self-motivational. A stout and sturdy tree covered in tendrils seems to be covered in a green coat. Their lives are closely entwined and they grow together. The speaker says, â€Å"my time/Is hidden in theirs, their thrills are mine. † It is a delightfully rewarding experience for him to be able to contribute to the student’s spiritual growth and enlightenment in an unobtrusive way.The two poems, as mentioned earlier, present complete contrasts to each other. While the speaker in the â€Å"Last Lesson of the Afternoon† is tired of teaching and disturbed by just being in the classroom, the speaker/teacher in â€Å"Best of School† enjoys a fresh look at his job. Education is believed to be an individual process. Each one learns at their own pace and in their own way. When pupils find pleasure in learning by themselves, the process of teaching becomes an extremely rewarding one for the teacher. When the student is motivated, education is most worthwhile.The teacher believes that the pupils should make the journey on their own as only then will the journey be meaningful. It is surprising that whereas in one poem the teacher delights himself by inspiring his students, in the other the teacher is under a terrific compulsion to sit and wait for the bell before he can rush out of class. These two poems, present together, a great insight into the two perspectives of gaining education and knowledge. One is a tiresome, hauling process while the other demands independence and free thinking.

Utilizing The Sociological Imagination - Free Essay Example

Sample details Pages: 4 Words: 1158 Downloads: 5 Date added: 2019/05/15 Category Sociology Essay Level High school Tags: Sociological Imagination Essay Did you like this example? All around the world, there is inequality in every society. The United States has one of the most diverse populations because of immigration, colonialism, and slavery. One example of where there is an issue of inequality is in race and ethnic groups. African Americans, Native Americans, and Asian Americans are the largest racial minorities in the United States, and Latinos and Jews are the largest ethnic groups (Shaefer 233). Sociologists definition of minorities is different than others because they look at the economic and political powerlessness of the group, not necessarily just by the number of people. Functionalists think that racial inequality is good to keep the society stable. They say that dominant people will benefit from the subjection of the minority. Conflict theorists think that racial discrimination and prejudice can have negative effects on a society. In Karl Marxs class theory, he viewed the exploitation of lower class as the basic part of the capitalist economy. Don’t waste time! Our writers will create an original "Utilizing The Sociological Imagination" essay for you Create order Marx said that by having racism, it keeps minorities in low paying jobs, and the capitalists could have cheap labor. With having cheap labor, when the dominant group demanded higher wages, they could be threatened with the thought that someone in the minority could replace their job because they have no choice but to work for low wages (Shaefer 229). Along with racial inequality comes a perspective called the racial profiling. Racial profiling is any arbitrary action initiated by an authority based on race, ethnicity, or national origin rather than on a persons behavior (Shaefer 229). A huge example of racial profiling that happens in our world today is when law enforcement officers assume because someone fits a racial profile, they are more willing to be engaged in illegal activity. Race also plays a huge role in the education of children. A study was done by the University of Chicago to see how different racial stereotypes affected the type of education a child was receiving. It has always been known as a part of history that African Americans have had unequal opportunities when it comes to schooling and education is looked at as social mobility for them. Although African Americans have made a dramatic increase in education progress over the years, they are still far behind that of a white student. In this study, researchers concluded that black students start elementary school with less schooling experience than white students and are more likely to have be below the modal grade for their age than white students. The University of Chicago also reported that gaps in the academic performance between blacks and whites can be clearly seen from age 9 through 17 (Epps 594). Racial inequality has been a large part of not only the American society, but societies all over the world. Another form of inequality pertains to gender. Women have always been inferior to men when it comes to gender gaps in the workforce. The occupational feminization theory is focused on the ratio of men to women in an occupation, and after World War II there was a steady increase in the number of women who started working. As the number kept increasing, the value of the jobs they were entering went down. Men did not want to work alongside women because they felt if a woman could do the same job as them it was too feminine. In a study done to show these gender differences it was said that, Within these feminizing occupations, studies have found a persistent gender gap in income even after controlling for additional factors (Schleifer 389). Women a lot of the time are looked at as less valuable to an occupation and receive less pay because there is this stigma that men can do the job better and more efficient. Within the same occupation, women tend to receive a lower pay than men because their work is devalued and looked at as not as good (Schleifer 390). Gender roles set apart the men from the women and lead them to have certain expectations of what is the right behavior for them to have. Men are looked at to be the bread winners of the family by working a labor-intensive job or being high up in the business realm, while women are looked at as being the caregivers and stay at home moms. Both sexes are equally capable of doing either job, but not many people see it that way. An example given in the sociology book explains that if a father takes his son to the doctors office and sits in the waiting area, the father will most likely get nods of approval by the receptionists and maybe even someone telling him hes a good father. Now, if a mother takes time to leave work or even a stay at home mom comes in with her son, she will not get a reaction at all because thats the stereotype of men and women (Shaefer 252). Functionalist think that gender differentiation provides to the overall social stability and is needed to maintain it. This perspective says that in order for a family to run smoothly and to its best ability, both adults need assigned roles in which they specialize in. Conflict theorists believe that the gender differences in males and females has always been of unequal power. Males are superior to females in the workforce and household duties because of their size and physical strength. In comparison to Marxs class theory, males are like the capitalist and control the wealth and power, while women are like the proletariats or working class. Women must look up to the men and follow their orders for anything to be accomplished. The interactionalist perspective is looked at differently than functionalist and conflict because it is looked at on a much smaller scale. Interactionalists examine every day interactions of the male and female and show that we do gender. By doing gender this means that there are specific things that males and females do all the time and have become accustomed too. Males typically hold open the doors for women and let a girl go ahead of them. Women practice this by consenting to the assistance of males and relying on their help when they think they are physically unable too (Shaefer 261). From a sociological perspective, there will always be inequality in the world and it doesnt matter if its race or gender or anything else. Inequality is simply a way of life. Works Cited Epps, Edgar G., and Carolyn D. Epps. Race, class, and educational opportunity: Trends in the sociology of education. Edmund W. Gordon: Producing Knowledge, Pursuing Understanding, vol. 10, no. 4, pp. 75-89, EBSCOhost. ezproxy.library.ipfw.edu/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=aphAN=11055886site=ehost-livescope=site. Schaefer, Richard T. Sociology: A Brief Introduction. 12th ed., SmartBook, McGraw-Hill Education, 2018. Schleifer, Cyrus, and Amy D. Miller. Occupational Gender Inequality among American Clergy, 1976â€Å"2016: Revisiting the Stained-Glass Ceiling. Sociology of Religion, vol. 78, no. 4, 2017, pp. 387-410, EBSCOhost. doi:10.1093/socrel/srx032.