Transition Essay Example | Topics and Well Written Essays - 750 words

Transition - Essay Example The objective of transition is to plan and adopt some educational and interactive activities which will prepare the students for further education and employment. Transition services and plans for youth with disabilities are now mandated under the recently enacted 'Education of the Handicapped Act' Amendments of 1990. Barone et al. (1991) explained that youth is the crucial time when an individual requires friendship and social interaction to disrupt the barriers of apprehension. Severely disabled students often are deprived of good communication and comprehensive skills which strengthen social relationships and they often feel secluded and isolated. The concept of Inclusion of youth with disabilities in regular classrooms helps to build a healthy and motivating relationship among the students. This concept not only enhances the career related outcomes but also reinforces the sense of belonging to Human family. Families have a critical impact on the successful transition from school to adult life for young adults with disabilities. The involvement of the parents in the transition process is mandatory as they will have a better idea of their children's temperament, interests and abilities. On the contrary parents may sometimes become very emotional and over protective which may act as a hindrance for the development of the students. Parents often tend to underestimate their children or hold unrealistic high expectations of them when compared to regular children. As Jean E. Ness explains parents always have confusion between the abilities and motivations of their children. Special Education and Support System Individuals with disabilities require more vigorous and dedicated training when compared to normal students as they have to overcome the many additional hurdles of life. Special education should be directed towards assessment and instruction of students for smooth transition from school to post-secondary activities like employment or post-secondary education. If special education teachers do not take proper interest in motivating students then there will be potential increase in number of drop outs. The support system should be concerned, organized, focused towards the goal of transition process for students. Self determination and Motivation One of the reasons for poor post school outcomes is that students with disabilities leave school without self-determination. Students who do not have the motivation to plan and manage their lives will leave school without the skills necessary to secure a meaningful job. During the transition process high risk youth should be identified and their morale should be boosted up with self confidence and mastery of self-management skills. Several recent models of student involvement in transition planning include creating a self-directed individualized education program (IEP). Difference in the Environment of instruction The idea of going to new campus or community is of a big

To say the word Romanticism is to say modern art- that is intimacy Essay Example for Free

To say the word Romanticism is to say modern art- that is intimacy Essay Blake and Wordsworth were both Romantic poets yet their views of London are opposed to each other. What are these conflicting visions of the same city and how do they differ from one another? To say the word Romanticism is to say modern art- that is intimacy, spirituality, colour, aspiration towards the infinite, expressed by every means available to the arts. Charles Baudelaire Romantic poets were preoccupied with the idea of the pastoral idyll; a rural landscape where man was spiritually and physically at one with nature. These Pastoral fantasies typically invoked Pagan deities and ideology. Romanticism, according to Baudelaire is colourful and lively. Blake and Wordsworth are both Romantic poets yet their views of London, as portrayed in their poems; Westminster and London, are very different. Wordsworths poem Westminster has a joyful, exultant tone towards London and the diction could be considered colourful and spiritual. However, Blakes poem London has a pessimistic tone, more typical of a Romantic poet. Blakes London shares a view which is expected from a Romantic as the Romantics did not want industrialisation of Great Britain to occur. The negative effects of the Industrial Revolution were especially prominent in London, so this miserable, urban landscape is anathematic to Blake. Romantics wanted the countryside to remain untouched and bucolic. The gloomy diction in London shows this funereal tone. Cry of fear, marks of weakness, marks of woe, hapless Soldiers sigh and blights with plagues the Marriage hearse are all examples of the diction used to build a sense of vulnerability and repulsiveness in London. The perspective that Blake uses also shows that he is projecting his own Romantic feelings onto London. He uses the first person, I repeatedly throughout the poem and also opens with it. For example, I wander, I meet and I hear. This illustrates that his view of London is subjective. The poem is also written in the present tense and this gives the sense of living the experience with the narrator. Thus the poem seems more immediate and intimate. The imagery used in Blakes poem is also depressing and there are many examples of aural, tactile and visual imagery. The marks in every face he meets are examples of visual imagery. He uses words such as marks and every repeatedly and this stresses the ubiquity of misery and moral decrepitude in the city. Examples of the aural imagery that Blake uses are cry of every man, cry of fear and the mind-forgd manacles I hear. These aural images convey the negative effects and emotions that can be found within the people of London. The tactile image of the mind-forgd manacles is also particularly interesting as it is an example of figurative language rather than literal. It is a metaphor for the restrictions or constraints that are placed on people, either by societys expectations and demands or perhaps by themselves. It appears that Blake suggests that people in London are manacled by their own moral weakness. During the Victorian period, men who paid prostitutes were disgraced, not only for the moral reasons of committing a sin, but for the fact that they may have contracted a venereal disease such as gonorrhoea or syphilis. The marks which Blake relates to, such as the marks of woe may be moral weaknesses that men would have been ashamed to be associated with, for example when paying a prostitute for sexual pleasure. However, these marks may also have been literal scars from diseases they had caught. In the last stanza, Blake uses the word midnight. This has dark connotations to it and gives the sense of an evil atmosphere. Blake also adds to this wicked atmosphere in the lines, How the youthful Harlots curse/Blasts the new-born Infants tear as he uses diction such as Harlot, curse and Infants tear. These lines also inform the reader about the harlot and her baby. The curse which Blake relates to could be infecting of the harlots baby with gonorrhoea. This is shown as her baby has a tear in her eye and probably has a problem with it, a symptom of gonorrhoea. In the last line, Blake writes And blights with plagues the marriage hearse. This line suggests that the city is married to death as it uses the oxymoron marriage hearse. This is a conflation of two opposed ideas since a hearse is associated with a funeral because it carries a coffin. Blake may be implying that the city is married to death, or is doomed since the majority of infants in the city are possibly associated with venereal disease. This is shown as he uses the word most when discussing the most common thing that he sees in the streets of London. However, these lines could be considered ambiguous since Blake may be telling us of what he hears in the streets, for example, a Harlot cursing, or swearing at her baby when it cries. London is divided into four stanzas of four lines each and has an alternate rhyme scheme. The rhythm is rather constrained and this gives the impression that the poet is narrating the story as he wanders thro' London, this further emphasises the intimacy. In each stanza there is one main idea which develops the overall motion that London is a corrupt, morally decrepit city. In the first stanza, the idea of London being a charterd city is explored. Blake says that the streets and the River Thames in London are charterd. It could be interpreted that he believes the city has been hired and brought up by commerce and through money. In the second stanza, Blake attempts to show the unhappiness in the city and the depressing effect it has on people by using the word cry repeatedly whilst in the third stanza he writes about how the institutions are corrupted such as the palace. This is shown in the lines The hapless soldiers sigh/Runs in blood down Palace walls. One possible interpretation of the word palace is that it is a metonymy for the government. Blake may be stating that the hapless soldiers have been sent to die while trying to gain power for the British Empire. These lines are also a powerful fusion of light and sound and contain examples of both aural and visual imagery, for example hapless soldiers sigh and runs in blood down palace walls. In the third stanza, Blake implies that the church is becoming corrupted or is blackning, either literally by the pollution that the city is creating or figuratively as it stands by and watches the innocent youths being exploited, such as the chimney sweepers, and the abuse of soldiers. However, the line Every blackning church appals could be considered ambiguous, since the phrase Church appals suggests that it is disgusted by the corrupted institutions, such as the Palace but does not have the power to take much action against them or simply does not want to irritate the palace. Therefore, Blake most likely wants the palace to hear his concerns that he is voicing, which he believes many other people in London share. This idea is reinforced by the fact that in this stanza, if the first letter of every word, on every line is taken, the word HEAR can be made, this also highlights the aural imagery used in this stanza. The word appals may also echo the largest symbol of religious power in London, St Pauls Cathedral and this suggests that Blake is questioning why the church has not spoken out against the government. Unlike the third, the fourth stanza is focused on the future of London. This is because the infant described has a future and eventually the infants in London will become adults who will have to take part in the daily running of the city. However, unlike Blake and other Romantics, Wordsworths Westminster has a surprisingly optimistic tone for a poem written by Romantic. This joyful tone is shown in the diction and imagery he uses. Such as, beauty of the morning, sun more beautifully and calm so deep are all examples of the lauding diction that Wordsworth uses. His exultant view towards the city is also shown in the form in which his poem is constructed. The rhythm is an iambic pentameter and the first eight lines have a rhyme scheme which is ABBAABBA, an octet, then the last six lines have a different rhyme scheme which is CDCDDC, a sestet. This octet and sestet suggests his powerful feelings towards London as it is a sonnet, and sonnets are usually associated with love and desire. In the octet, Wordsworth tells us in detail what he sees and introduces his idea of London being so touching. However, in the sestet; he develops this idea and attempts to unify Londons landscape with the beauty of the natural world, Wordsw orth also informs the reader about what he feels, rather than what he sees. The images that Wordsworth uses also show the rhapsodic tone of the poem as shown in the line a sight so touching in its majesty. The poet uses the word touching in order to convey the uncomplicated strength of his perception, touch being the most direct of the senses. In the opening three lines Wordsworth challenges any doubters that do not believe London looked so perfect at this time. This is shown in the argumentative punctuation he uses and he writes that: Earth has not anything to show more fair:/Dull would he be of soul who could pass by/A sight so touching in its majesty. In these lines, Wordsworth is praising the city and claiming that there is nothing more fair on earth than London on this particular day. He also criticises any soul or person who could ignore a sight so great in majesty and beauty. The fact that Wordsworth opens with these powerful lines of adoration sets the atmosphere in the poem and also shows the reader how beautiful the city looked. He uses the words majesty and soul since these have religious connotations connected with them. The word majesty could be associated with the King or Queen; who was traditionally appointed by God, this makes the city seem almost royal or God-like. This diction and the tone of the poem, along with the examples of personification he uses, make it seem that Wordsworth is almost having an epiphany due to the spiritual intensity of the diction he uses. The words by and majesty are also particularly interesting as although there is not a strict aural rhyme, there is a sight rhyme which means that the rhyme scheme is not disrupted. Unlike Blake in London, Wordsworth uses personification to eulogize the city, this can be seen when he says that This city now doth, like a garment, wear/The beauty of the morning; silent, bare. As Wordsworth uses the simile like a garment, this personifies the city. Wordsworth says that the city wears the beauty of the morning, it could be interpreted that the city and the morning contrast so perfectly that they seem to be one with each other, but may also just be an example of Wordsworth attempting to reunite the urban area with nature. There is a similar example of this when Wordsworth is seeking to reconcile the urban sprawl with the bucolic scenes that a Romantic values above all else. This is why the city is described in natural terms and why Wordsworth sees the city merging seamlessly with the countryside beyond: Ships, towers, domes, theatres, and temples lie/Open unto the fields and to the sky. Wordsworth also lists the ships, towers domes (and) theatres and this gives the impression of him looking across a horizon. The word lie also gives the sense that the ships, towers domes (and) theatres rest grandly, but gently on the horizon as though they are blanketed in their own majesty. Unlike Blake, this is an example of Wordsworth studying and appreciating the city and its physical features, rather than the people who live in it. Wordsworth has an objective view of the city as he is literally elevated on a bridge, while Blake has a more detailed perspective which does not allow him to realize the true beauty of the of London, since he is walking through the streets. Blake seems to be immersed in this anathematic landscape, the emotional problems of the people in the city and the government who live there. Another image that Blake uses acts on our sense of smell. He describes the air as being smokeless and this destroys the idea of London being a polluted city covered by smog, which was caused by the many factories. It is surprising for a Romantic to write this as the Romantics were a reaction to the industrial revolution and one would expect that a Romantic would not speak highly of an industrialised city, such as London. However, this leads the reader to believe the poem was written in the early morning, when the sun was rising since the very houses (seemed) asleep and the factories had not yet opened. Wordsworth also uses other examples of personification and one of these is shown when he says Never did sun more beautifully steep/In his first splendour, valley, rock, or hill. The poet personifies the sun by relating to it with the word his. The personification that Wordsworth uses is an example of figurative, not literal language. Wordsworth also leads the reader to believe that he has never seen such a perfect sunrise and that it is equal to or more than a sunrise in a rural landscape. Another example of Wordsworth personifying something in nature by referring to it as his is when he tells the reader that The River glideth at his own sweet will. This not only personifies the river but it deifies it adding evidence to the poets pagan sensibility. This is because many Romanticists were connected with paganism as they believed in the worship of natural Gods, for example the Gods of Sun and Water. This line also makes the river seem as though it flows freely, peacefully and without being forced, Wordsworth further emphasises this serene atmosphere when he says neer saw I, never felt, a calm so deep! This gives the impression that the city is a peaceful place. Wordsworth also uses other techniques to praise London apart from personification. On the last line, the poet uses a metaphor to describe London. He says And all that mighty heart is lying still! The mighty heart is a metonymy for London and he describes the city as being still, this further leads the reader to believe that this is set in the early morning when even the very houses seem asleep. This adds further evidence that London was calm and tranquil at this particular moment. Although it seems unusual for a Romantic to write such an optimistic poem about London, the specific time, date and place: Composed Upon Westminster Bridge, September 3, 1802 is a message to the reader that the poet remains a Romantic yet could not help but succumb to this particularly powerful vision of beauty. By creating such a precise title, Wordsworth attempts to explain that any Romantic would have felt the same way and therefore, it is not meant to be unexpected; he attempts to explain that this experience was an anomaly. Although it seems that Blake only saw a certain, lower class part of London where soliciting and disease thrived alongside especially harsh working conditions for children, Blakes poem, London is typical of a Romantic poet who was opposed to the Industrial Revolution and therefore, this justifies the reason for him writing such a negative poem, since the Romantics were preoccupied with the idea of a bucolic landscape.

Similarities Between Aristophanes Lysistrata and Euripides Medea Ess

Similarities Between Aristophanes' Lysistrata and Euripides' Medea The poetic tone of Aristophanes' Lysistrata differs greatly from the poetic tone of the Greek tragedies we have read in class. However, after analyzing this Greek comedy, it seems to share some of the main characteristics of Euripides' Medea. Within these plays, we meet shrewd, powerful masculine women who use the art of manipulation to get what they want from others and to accomplish their goals. This theme of manipulation is employed through various means and techniques. The women of these plays also seem to contradict the stereotypical woman and have characteristics similar to the Homeric Greek warrior. In the opening scene of the Medea, the nurse tells the audience of Medea's sorrow. Although Medea has done everything possible to please Jason including committing crimes in his behalf, Jason leaves her and decides to wed the daughter of Creon, the king of Corinth. Though Jason is able to manipulate Medea in the beginning, his powers of manipulation are no match for Medea. Jason also tries to rationalize his actions by claiming that his sole purpose in marrying Creon's daughter is to better the lives of Medea and their children. However, after Medea is full of rage, it is impossible for Jason to manipulate her any further. Throughout the rest of the play, we see several examples of her excellent manipulative skills. When Medea admits to her murderous intentions to the women of Corinth, she is able to convince them to keep silent about it. She pleads to them using their feministic views to her advantage. When Aegus, the king of Greece arrives in Corinth, she manipulates him to offers her refuge from her enemies in return for a cure for his in... ...nd coaching them, but never physically joining them in their demonstration against the war. Although Lysistrata is manipulative, her character is more likeable than Medea's character. Lysistrata is not vengeful when carrying out these plans. Although Lysistrata does gain much power when she organized this movement, her intention is not selfish. Lysistrata manipulates these men and women for, what she believes is a greater good, peace. Also, Medea is feared and deemed powerful because of her passionate rages, while Lysistrata's power comes from her ability to remain strong and composed throughout the play. They are both shrewd characters who undermine the stereotypical subservient female. While Lysistrata serves as a great leader and earns the respect of many men and Medea gains power by cruel means, both use manipulative tactics to accomplish their goals.

Topic Paper

Since most managers' lack specialized knowledge, like the latest laws and rules, it is very risky to not have HER professionals. According to the authors of all three of the articles, HER should be adding value and causing a good business flow by being a business partner to an organization. HER professionals should be pin-pointing critical points of the business where the strategy succeeds or fails, and providing relevant talent solutions. HER should be a business partner to a company and not Just a department. According to Hammond, there are four reasons why HER is â€Å"uniquely unsuited† to do what it should be doing.First, HER doesn't tend to hire a lot of independent thinkers interested in business or people who stand up as moral compasses. Second, HER has a tendency to measure amount of input, but not output. For example, they know the amount of training that each employee has but do not know how that training has positively influenced the business decisions of that empl oyee. Third, HER forfeits long-term value for short-term cost efficiency. Lastly, HER does not have its ear to top management. According to Muddy, HER can be more impacting within organizations by simply asking ‘does it cause friction in the business r does it create flow?Hammond believes that the HER function of companies like Yahoo, Hunter Douglas, and Cardinal Health are bringing HER into the realm of business strategy. These companies are truly making HER a business partner. Hammond believes that these companies are doing it right by trusting and listening to HER in order to properly assess what the company needs and then finding the talent to fill that hole. The companies have also done right by properly identifying HER as an important part of their company. From these three articles I can draw that HER s a department with a lot of problems.Some companies have not used HER to its full potential. HER sometimes is valued so little that even the people hired into this functi on of the company can't execute the plans that are put into place. HER is under- used and under-appreciated in most of today's companies. In my opinion the role of HER is to keep employees happy, and to hire and train employees that will be beneficial to their team. Also, in my opinion the importance of HER is very high because without a strong HER department your employees will end up being unhappy or misused.

Physiological Education Essay

Harvard President Lawrence Summers caused quite a stir in January 2005 when he proposed that women are lagging behind in science and mathematics because of â€Å"innate differences between the sexes† (Angier and Chang, 2005). Angier and Chang at the New York Times agree. They write that research has found that there are a lot of discrepancies–the architecture of their brains, in quantitative test scores, attitudes toward math and science–between men and women (Angier and Chang, 2005). The New York Times report found that boys have outscored girls in the math part of the SATs by as much as 35 points, while verbal scores are very similar. On the other hand, the report notes that there are more boys with attention-deficit disorder, learning disabilities, and autism (Angier and Chang, 2005). Boys, on the other hand, fare rather poorly with reading and writing. NAEP writing tests results in 2003 showed that boys scored 24 points lower than girls. The trend can be seen as early as the fourth grade all the way through college (Connell and Gunzelmann, 2004). Kate Melville explains that girls mainly use a system that is involves more memorization and association of words, while boys rely on a system the deals with the rules of language. Melville, citing a study by Michael Ullman, adds that both boys and girls are using different neurocognitive brain processes in learning language, and information processing (Melville, 2006). Jasna Jovanovic and Candice Dreves sums it up in saying that over the years, the notion is that boys have superior spatial abilities, which helps them in math. While girls are better at language and writing (1995). Do girls learn differently from boys? This paper will provide proof that they indeed do, and will try to delve into why and how they learn differently. Lastly it looks into recommendations for addressing such learning disparities between the genders. Preferences in Learning Styles Erica Wehrwein and her fellow researchers identify the learning style preferences of students to include visual, auditory, read-write, and kinesthetic. They also found that a little more than half of the females preferred a single mode of presenting information, as opposed to only 12. 5% of males (Wehrwein, et. al. , 2007). More than a third of the females favored the kinesthetic mode, followed by the read-write mode at16. 7% (Wehrwein, et. al. , 2007). On the other hand, boys preferred auditory, read-write and kinesthetic evenly (Wehrwein, et. al. , 2007). The researchers conclude that there is a significance difference in learning style preferences between boys and girls. Brain-based Differences Nikhil Swaminathan at the Scientific American says that a growing body of studies over since the 1960s have documented that girls have superior language skills. Swaminathan cites a journal report from the Neuropsychologia that says that girls completing a linguistic-related task showed greater activity in the areas of the brain that are responsible for language encoding, and abstract deciphering of information. The boys showed more activities in the visual and auditory areas, depending on how the words were presented (Swaminathan, 2008). Swaminathan concludes that in a classroom, it implies that boys have to be taught visually and orally (through texts and lecture) to gain a full understanding of the lesson, while girls can pick up the concepts by using one of either (Swaminathan, 2008). The study monitored the brain activities of 62 kids (31 of each) from 9 to 15 years old (Swaminathan, 2008). CBS News correspondent Elizabeth Kaledin cites a study conducted by University of California at Irvine psychologist Richard Haire, which shows that at the very least, men’s and women’s brains work differently (Kaledin, 2005). Kaledin also cites Dr. Jay Geidd’s studies showing that boys and girls have different brain development, with girls’ brains maturing faster than boy’s, except in the area involved in mechanical skills (Kaledin, 2005). Dr. Leonard Sax offers a much more empirical example, saying that at 12, the geometry area in a girl’s brain is equal to that of an 8 year old boy, while the language area of a boy’s brain is three or four years behind that of a girl’s brain. Dr. Sax concludes that boys and girls see, hear and respond differently (Kaledin, 2005). The Environment’s Role In an interview Parent News, Jasna Jovanovic stresses that there are no genetically-based differences between girls and boys. Jovanovic, however, says that girls will benefit more from teaching methods that include performance-based assessments, hands-on, active approaches, and cooperative learning. Jovanovic also reiterated that the difference might lie in the child’s environment. Jovanovic laments that societal expectations and stereotypes tell girls that they are not good in math or science, so they shouldn’t be very interested in it (Understanding Gender†¦ , undated). Jovanovic participated in a single-sex education in grades K-12 roundtable discussion sponsored by the American Association of University Women Educational Foundation. Jovanovic’s view is shared by Barnard President Judith Shapiro who adding that while nature may form part of the loss of interest among girls in science, there is also the nurture part (Kaledin, 2005). Donna Milgram, expounding on the gender differences in math, science, engineering and technology, says that the reason why many girls are floundering in these areas is that they have less experience in the hands-on application of learning principles than boys. Milgram says that the studies show that gender differences, most likely, stems out of nurture, not nature (Milgram, undated). Milgram adds that another important area of concern is that of perception and confidence. Females are most likely to succeed in science, engineering, technology and math if they feel confident that they could master it (Milgram, undated). Recommendations Jovanovic and Dreves recommends that child care providers and teachers give every child the chance to learn math and science. Staff should be trained on the equal treatment of boys and girls in the classroom, as well as be given the necessary resources and materials to give the children hands-on experiences in both subjects (Jovanovic and Dreves, 1995). Jovanovic, in the Parents News interview, also suggests a smaller class size, a core curriculum approach, more personal relationships between teahcers, students and administrators, more higher-order thinking-related activities (Understanding Gender†¦ , undated). Teachers, as well as students, need to be aware of learning style preferences. That way, they can tailor-fit their instruction, activities and tasks to optimize learning. Dr. Leonard Sax says that it’s very important to understand and pay more attention to the learning differences between girls and boys, and even in the differences in the way they develop. Dr. Sax points out that if we continue to ignore these differences, chances are at age 13, we’d have girls who think they can’t do math and boys who think that poetry is a waste of time (Kaledin, 2005). * * * The body of evidence, the growing of research, the viewpoints held by various authorities may differ, at the very least, and contrasting and confusing at the most. What’s clear, however, is the fact that girls and boys differ in they ways that they learn something. It may be attributed to physiological factors, or it may stem from the child’s environment. The debate, however, is important not because we need to determine whether boys are more intelligent than girls. That is way beside the point. Our role as educators is to make sure that our students learn, in a manner that’s easy for them. While suggestions have been brought to extremes like a single-sex classroom setting, the bulk of the responsibility rests on our shoulders. We need to understand these differences, be it physiological, or environmental. We need to understand our students. We need to understand their learning patterns. Having understood their strengths, and the innate differences, we can tap it to make it easier for them to learn. We need to find out the proper and optimal mix of instruction, of lectures, of the use of materials and resources. We need to be creative, innovative in the classrooms and outside it, in order to capture our students and interests in they way they were wired to appreciate it. Lastly, and perhaps, most importantly, we need to create a supportive classroom environment where boys and girls can be themselves, and make both understand that each of them are there to learn in his or her own style and pace. It’s the only way we can safeguard their self-confidence and esteem. References Angier, Natalie and Chang, Kenneth. (2005). Gray Matter and Sexes: A Gray Area Scientifically. New York Times. Retrieved on 15 April 2008. Connell, Diane and Gunzelmann, Betsy. (2004). The New Gender Gap. The Instructor, March 2004. Retrieved on 15 April 2008. Kaledin, Elizabeth. (2005). Intellectual Gender Gap? CBS News. Retrieved on 15 April 2008. Jovanovic, J. and Dreves C. (1995). Math, science, and girls: Can we close the gender gap? University of Illinois at Urbana-Champaign. Retrieved on 15 April 2008. Melville, Kate. (2006). Big Gender Differences In Language Learning. Georgetown University Medical Center. Retrieved on 15 April 2008. Milgram, Donna. Gender Differences in Learning Style Specific to Science, Technology, Engineering and Math. Retrieved on 15 April 2008. Swaminathan, Nikhil. (2008). Girl Talk: Are Women Really Better at Language? Scientific American. Retrieved on 15 April 2008. Understanding Gender Differences that May Occur in Classroom Settings. Adoption. Com. Retrieved on 15 April 2008. Wehrwein, Erica, Lujan Heidi and DiCarlo, Stephen. (2007). Gender differences in learning style preferences among undergraduate physiology students. Advances in Physiological Education. Retrieved on 15 April 2008.