Weapons of Mass Destruction and Emergency Management

The field of emergency management undergoes constant change as new threats emerge.

Consequentially, a healthcare professional may face various disaster scenarios and will need to learn about the necessary tools to prepare and deal with such disaster scenarios. On the basis of what you learned in this week’s readings and in regard to the above statement, answer the following questions:

  • What is the biggest threat in the healthcare industry? Why? Provide a fact-based rationale for your choice.
  • Does the healthcare industry face different threats now than they it did twenty years ago? What are the new threats?
  • How would you prepare for the new threat?
  • How could a healthcare facility prepare itself in the event terrorists began to focus on soft targets such as sporting events, shopping malls, or healthcare facilities?

Let’s read the following statement.

Several agencies have suggested specific guidelines for preparing for a bioterrorist attack. In their opinion, there are several areas healthcare facilities need to focus on when preparing for a bioterrorist attack. These areas include preparedness and prevention, detection and surveillance, diagnosis and characterization of biological and chemical agents, and response and communication. Communication is an integral part of a successful response to a disaster.

Answer the following questions in regard to the above recommendations by various agencies:

  • What is the effect of communication on collaboration with other agencies or organizations dealing with a disaster situation?
  • Why did it take 9/11 for top law enforcement agencies of the United States to begin sharing information? How important is this sharing of information to fight against terror?
  • What are the guidelines for establishing effective lines of communication in a disaster scenario?

 

****Please just answer those questions, ZERO plagiarism and add references***

WATER SHED

Choose a location and do the following

  1. An abstract (overview of your work and conclusion)
  2. An introduction (that will provide a statement of objective and justification for the watershed and time period selected)
  3. Descriptive information on the watershed (size, location, land cover) and data sources
  4. Hydrological analysis of this watershed (real precipitation and flow data for the specific watershed must be presented, and this part must include detailed calculation between precipitation and runoff flow).
  5. Results, discussion of results, including discussion of scientific articles that provide relevant explanation for any of the patterns observed. 
  6. References (including all citations you used in your report)

 

The paper should be about 12 pages (Time new roman, 12) in length. 

 

Grading Standards:

 

  1. The project will account for 20% of your overall grade. The written report will be double-spaced. The first part should concisely describe the nature of the problem that will be addressed.
  2. Components of Project
    1. Well-organized structure ( 5 pts)
    2. Abstract (10 pts)
    3. Introduction (20 pts)

 

                                                               i.       Statement of objective (5 pts)

 

                                                             ii.      Justification of the watershed you selected (5 pts)

 

                                                            iii.      Literature review of hydrologic analysis of the watershed (5 pts)

 

                                                           iv.      Quality of writing (5 pts)

 

    1. Descriptive information on the watershed (size, location, land cover, show a decent geographical map, 10pts) and data sources (5 pts). (15 pts)
    2. Hydrological analysis of this watershed (25 pts)

 

                                                               i.      Real precipitation and flow data in a table for the specific watershed (10 pts)

 

                                                             ii.      Detailed calculation of precipitation, runoff flow and other hydrological processes (e.g., IDF curve development). (15 pts)

 

    1. Results and Conclusions (20 pts)

 

                                                               i.      Results analysis of your calculation including some figures such as hydrographhyetograph, IDF curves (for design concerns) etc.(10 pts)

 

                                                             ii.      Show your conclusion based on your analysis (5 pts)

 

    1. References (5 pts)

 

 

 

 

 

 

 

watershed project

The objective of the project is to investigate long term changes (at least several- month long) in stream flow patterns due to precipitation in a particular watershed.  analyze a different watershed for which stream flow data and precipitation data are available for the specific period, and present results in a written paper. Watersheds and time periods of analysis should be selected to answer a question about changes in stream flows in response to changes in crop production practices or urbanization or IDF curve development.  The paper will include

  1. An abstract (overview of your work and conclusion)
  2. An introduction (that will provide a statement of objective and justification for the watershed and time period selected)
  3. Descriptive information on the watershed (size, location, land cover) and data sources
  4. Hydrological analysis of this watershed (real precipitation and flow data for the specific watershed must be presented, and this part must include detailed calculation between precipitation and runoff flow).
  5. Results, discussion of results, including discussion of scientific articles that provide relevant explanation for any of the patterns observed. 
  6. References (including all citations you used in your report)

The paper should be about 12 pages (Time new roman, 12) in length. 

Grading Standards:

  1. The written report will be double-spaced. The first part should concisely describe the nature of the problem that will be addressed.
  2. Components of Project
    1. Well-organized structure
    2. Abstract
    3. Introduction

                                               i.      Statement of objective

                                             ii.     Justification of the watershed you selected

                                            iii.     Literature review of hydrologic analysis of the watershed

                                            iv.     Quality of writing

    1. Descriptive information on the watershed (size, location, land cover, show a decent geographical map, and data sources
    2. Hydrological analysis of this watershed

                                               i.     Real precipitation and flow data in a table for the specific watershed

                                             ii.     Detailed calculation of precipitation, runoff flow and other hydrological processes (e.g., IDF curve development).

    1. Results and Conclusions

                                               i.     Results analysis of your calculation including some figures such as hydrograph hyetograph, IDF curves (for design concerns) etc.

                                             ii.     Show your conclusion based on your analysis

    1. References

Environmental Controversy – Waste and Human Health

This week’s environmental controversy is centered on waste and human health. It addresses the question, should consumers have to pay for plastic or paper bags at grocery and other stores? Using the references below, write a 2 page response to the questions posed to you. Remember to cite your sources using APA.

 

Background Information

 

Your textbook discusses the controversies associated with requiring consumers to pay for plastic and paper bags at their supermarkets and other stores. Advocates of the consumer pay system argue that bags are harmful to the environment and that under this system people would be encouraged to buy cloth bags or other reusable containers. Critics reply that many supermarkets already have drop bins for recycling old bags. They also argue that instead of making consumers pay for bags, individuals that provide their own bags should be given discounts from the store.

 

 

References

 

Use these references to help answer the questions that follow. You may want to also search the Internet for additional resources.

 

Query, S. (2007). Paper or Plastic. E – The Environmental Magazine, 18(6), 22.http://search.ebscohost.com

Link to article

 

Bob Condor. (21 March). New plastic bags that dispose of themselves! Knight Ridder Tribune News Service,1.

Link to article

 

Questions

 

Based on what you have read, do you believe that consumers should have to pay for plastic or paper bags at grocery and other stores? What arguments most influenced your decision? How would you explain your position to someone who disagrees with you?

 

This paper should be 2 pages of complete content (cover page and reference page are separate) and have in-text citations. The paper will be in APA style (both in formatting the paper and reference page). One scholarly article as a minimum should be included in the paper.

Rough Draft

Paper One Requirements:

Visual rhetoric is the persuasive use of images to construct meaning or an argument. In regards to advertisements, companies use visual rhetoric to influence consumers to buy their products. For this paper, you will analyze the use of visual rhetoric in print advertisements.

Prompt:

Study print advertisements for one type of product (e.g., cars, cosmetics, cigarettes, alcohol, food) to draw inferences about the visual rhetoric techniques used to sell that product. Remember that the more advertisements you study, the more support you have for you inferences. You should study at least 10 advertisements.

 

You cannot use commercials for this paper.

The thesis should articulate the purpose of the paper; that purpose should be linked to the idea of visual rhetoric—the use of images to persuade consumers.

III. The thesis should state which visual rhetoric techniques you are using to analyze the pictures. There are five techniques: Models, camera techniques, eye gaze, props, and setting.

Specific Requirements:

 

–       You will not use outside sources, except the advertisement pictures.

–       The paper should be times new roman, 12 point font, and double spaced. 

–       Works Cited Page (for the ten advertisements)

o   Consult your textbook for help :  Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings 10th Edition 

ISBN-13: 978-1457622601 

ISBN-10: 1457622602 

o   This website is also useful:  http://owl.english.purdue.edu/owl/resource/747/12/

 (Links to an external site.)

Links to an external site.

Or, you can use easybib.com

QUESTION:

Write your rough draft for paper one, and it should be 400 words or more. 

Barriers to Healthcare for Women and Minorities

Poverty and lack of education are two big barriers to healthcare for women and minorities. Low levels of education are associated with low life expectancies and high mortality rates. People living in poverty often lack education about when, why, and where to access healthcare. There have been various legislative activities in the US to improve public health.

On the basis of your understanding of the access to healthcare facilities and impacts of barriers to healthcare access, answer the following questions:

  • Explain at least three public health campaigns targeting access to healthcare for women and/or minorities. Describe at least two aspects of their advertising strategies that have addressed income and education.
  • Abortion has been the subject of numerous legislative activities in the United States. How have various legislations affected low-income and minority women?
  • Describe the legal battle over birth control devices in the United States. Include how access to healthcare has been affected by the legal decisions.
  • Describe the legal barriers to healthcare access for low-income immigrant minorities.
  • Review the articles, “Ethnic and gender disparities in needed adolescent mental health care”, and “Overlooked and underserved: Improving the health of men of color”. Explain what it means to be “overlooked” by the healthcare system.
  • Discuss at least two examples that illustrate why minorities are often overlooked in the healthcare system. Do you agree or disagree with these reasons, why or why not?
  • Despite the fact that school-based psychological counseling is available to all students, Thomas et al., report that ethnic disparities in mental healthcare access and utilization still persist. Explain why this disparity exists. What can be done to decrease mental health access and utilization barriers for low-income and minority students?
  • What strategies does former U.S. Surgeon General, David Satcher, M.D., discuss that will decrease the potential for minorities to be overlooked by the healthcare system?

Reply to this post 2

Instructions

 In addition to the thread, you are required to reply to 2 other classmates’ threads. Each reply must be at least 200 words, and assertions must be supported by 1 textbook and/or biblical citation and 1 outside academic resource.  

Post

Systematic cultural value analysis helps us to grasp the alternative paths that other cultures may prefer the alternative paths that other cultures may prefer in their ways of thinking, valuing and being.[1] Cultural value patterns serve many functions, including the identity meaning function, motivational function, and ingroup-out-group evaluation function.[2]Cultural beliefs and values provide the anchoring points to which we attach meanings and significance to our complex identities.[3] Tingey-Toomey and Chung call these in groups and out groups. When we interact with our own culture we operate in knowledge that outsiders may not have. There are things that may be understood without being said. As we learn to communicate cross-culturally, insight into those cultures values can be useful to developing a successful relationship with them and ultimately to accomplishing whatever goal that needs to be accomplished. Intercultural misunderstandings may pile up if we do not attach the appropriate cultural values to explain the words and nonverbal gestures that people use in a particular cultural scene.[4] Cultural values form the implicit standards by which we judge appropriate and inappropriate behaviors in a communication episode.[5]

Livermore makes the point that, “The ability to understand and work with a culture doesn’t just come intuitively. It requires a disciplined effort to better understand cultural differences.”[6] The path toward improving CQ Knowledge begins with seeing the influence of our culture on everything we think, say, and do. Culture is defined as the beliefs, values, behaviors, customs, and attitudes that distinguish one group from another.[7] What we believe and value influences behavior and what is and is not acceptable in varying cultures. The limitation to this is that as an out-group one would not possess the knowledge necessary to communicate successfully in order to achieve an goal, like sharing the gospel for example. Having in-group knowledge, an understanding of what is appropriate and what is not appropriate, is helpful in to understanding what is important to a culture and how to best and most effectively share necessary information, such as the gospel, in a way that would be accepted. If one was not mindful of these cultural patterns, one would run the risk of possibly offending the other culture which would ruin an attempt to communicate to achieve the ultimate goal.

make sure you do this E

Class, this week we are working on essay two! Let’s try to help each other out. Here are the instructions.  Part 1 (Essay 2–Paragraphs) First (in your initial response), post at least two paragraphs of essay two. You may post any paragraphs you wish, but please tell us which paragraphs they are and also be sure to include your thesis statement at the top of your post if you are not sharing paragraph one. Please put your thesis in bold. Also include at least one citation and one Works Cited entry. Part 2 (MLA or Essay Help) Do you have any questions about MLA usage thus far? Is there anything troubling you about this essay? Do you need help in any specific area? Did you find any aspect of this essay (research, outlining, drafting, etc.) particularly stressful? If so, let us help! *** For your student replies, answer some or all of the checklist questions below (enough to reach the required word counts, please). Please do NOT copy and paste the questions into your post, but please do include the numbers, so we will know to which questions you are responding. Answer in complete sentences. An example is below.    4. I do not see a transition word in your topic sentence for paragraph two. Perhaps you could add “furthermore” at the beginning of the sentence.    Here are the questions.    Is the thesis statement one concise sentence (i.e., a statement, not a question)? Is it the last sentence of the introduction? Does it contain three clear parts? What are the three topics that will be discussed in this essay? Does the topic sentence of each paragraph coordinate with the thesis statement and in the correct order (i.e., the same order they are presented in the thesis statement)? Do the supporting details of each paragraph support that particular topic sentence? Are there any sentences that do not belong? Why do they not belong? Did the author use transitions? Which words are transitions and where are they used? Can you suggest any other transition words that would work well in this essay?  Did the author use third person only and avoid first and second person? See the Grammar Review if you need examples of each. Did the author use contractions (e.g., don’t, can’t, won’t)? If so, where do you see these words? You may suggest a revision, if you wish. Did the author write enough words per paragraph (at least 100)? Did the author write approximately 5-7 well developed sentences per paragraph? Do you see any misspelled words or other grammatical problems? Use your grammar review handout, a dictionary, or a previously recommended site.  Did the author use signal phrases and in-text citations within the essay? Example: Critic John Smith indicates that “quote from article” (page number).  Are the sources listed in alphabetical order and in MLA style on the Works Cited page?  Which APUS library search engines were used, and are they listed in italics? (Hint: Sources should be listed in alphabetical order according to the author’s last name. If the author is unknown, alphabetize by the first important word in the title.) The grading rubric for this forum is attached below. This week’s initial post will not be submitted through Turnitin since your essay will be submitted through Turnitin under Assignments.

Assignment 1: History of Environmental Issues for an Area

In this assignment, you will select one region of the world with known environmental issues and create a timeline of the events in this area, going back no more than 200 years. For example, you could choose to focus on the Gulf Coast in the United States and its history of hurricanes, floods, and the recent oil spill; the Love Canal disaster in New York; the Chernobyl nuclear meltdown in Ukraine; or Canada’s tar-sands in Alberta. Each of these areas has a history of environmental problems that have impacted populations, and their health, drastically.

To help identify a region with known environmental events for this assignment, consult your textbook, the WHO Public Health and Environment Program’s Web site, and the UNEP’s Web site. Please be sure to support your public health analysis of these environmental issues with evidence-based research.

Using this timeline of events, create a presentation analyzing the environmental issues in this region, including the following topics/issues:

  • History—A brief timeline: Describe the environmental history for the area(s)/region(s) impacted, including the environmental disasters that have taken place and their immediate- and long-term impacts on the population’s health in this region. Wherever appropriate, include a description of the population(s) in the region, along with demographics and population sizes. This should take approximately 4–5 slides.
  • The factors that caused these disasters and public health outcomes in this area. Be sure to list all known causative factors at play and whether they are caused by humans and/or are natural. This should take approximately 2–3 slides.
  • An analysis of how these events have impacted or will impact the health and/or disease risk of this region of the world. Be sure to address other determinants of health—social, economic, cultural, and other environmental factors—in your analysis that influence or will influence the magnitude of environmental events on health outcomes in this region. Examine whether you are focusing on a region with primarily developed or developing countries and explain how this influences current and future health outcomes. This should take approximately 4–5 slides.
  • A summary of past, current, and proposed efforts that aim to help combat the effects of these environmental issues/threats on health (local and/or global), including emergency response planning and prevention efforts. This should take approximately 3–4 slides.
  • Three recommendations for strategies to protect populations in this region from poor health outcomes due to these environmental issues. Be sure that your three recommendations are supported with evidence-based research. These could include long-term policies, emergency response plans, or public health programs that would protect public health in the region. This should take approximately 3–4 slides.
  • References used for the project in APA format. This should take approximately 2–3 slides.

Be sure to include detailed speaker notes for each slide to elaborate on what you would say while presenting your material.

Develop a 20–25-slide presentation in Microsoft PowerPoint format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M5_A1.ppt.

English

There Is No Unmarked Woman

(originally titled “Marked Women, Unmarked Men”)

by Deborah Tannen, The New York Times Magazine, June 20, 1993.

Some years ago I was at a small working conference of four women and eight men. Instead of concentrating on the discussion I found myself looking at the three other women at the table, thinking how each had a different style and how each style was coherent.

One woman had dark brown hair in a classic style, a cross between Cleopatra and Plain Jane. The severity of her straight hair was softened by wavy bangs and ends that turned under. Because she was beautiful, the effect was more Cleopatra than plain.

The second woman was older, full of dignity and composure. Her hair was cut in a fashionable style that left her with only one eye, thanks to a side part that let a curtain of hair fall across half her face. As she looked down to read her prepared paper, the hair robbed her of bifocal vision and created a barrier between her and the listeners.

The third woman’s hair was wild, a frosted blond avalanche falling over and beyond her shoulders. When she spoke she frequently tossed her head, calling attention to her hair and away from her lecture.

Then there was makeup. The first woman wore facial cover that made her skin smooth and pale, a black line under each eye and mascara that darkened already dark lashes. The second wore only a light gloss on her lips and a hint of shadow on her eyes. The third had blue bands under her eyes, dark blue shadow, mascara, bright red lipstick and rouge; her fingernails flashed red.

I considered the clothes each woman had worn during the three days of the conference: In the first case, man-tailored suits in primary colors with solid-color blouses. In the second, casual but stylish black T-shirts, a floppy collarless jacket and baggy slacks or a skirt in neutral colors. The third wore a sexy jump suit; tight sleeveless jersey and tight yellow slacks; a dress with gaping armholes and an indulged tendency to fall off one shoulder.

Shoes? No. 1 wore string sandals with medium heels; No. 2, sensible, comfortable walking shoes; No. 3, pumps with spike heels. You can fill in the jewelry, scarves, shawls, sweaters — or lack of them.

As I amused myself finding coherence in these styles, I suddenly wondered why I was scrutinizing only the women. I scanned the eight men at the table. And then I knew why I wasn’t studying them. The men’s styles were unmarked.

THE TERM “MARKED” IS a staple of linguistic theory. It refers to the way language alters the base meaning of a word by adding a linguistic particle that has no meaning on its own. The unmarked form of a word carries the meaning that goes without saying — what you think of when you’re not thinking anything special.

The unmarked tense of verbs in English is the present — for example, visit. To indicate past, you mark the verb by adding ed to yield visited. For future, you add a word: will visit. Nouns are presumed to be singular until marked for plural, typically by adding s or es, so visit becomes visits and dish becomes dishes.

The unmarked forms of most English words also convey “male.” Being male is the unmarked case. Endings like ess and ette mark words as “female.” Unfortunately, they also tend to mark them for frivolousness. Would you feel safe entrusting your life to a doctorette? Alfre Woodard, who was an Oscar nominee for best supporting actress, says she identifies herself as an actor because “actresses worry about eyelashes and cellulite, and women who are actors worry about the characters we are playing.” Gender markers pick up extra meanings that reflect common associations with the female gender: not quite serious, often sexual.

Each of the women at the conference had to make decisions about hair, clothing, makeup and accessories, and each decision carried meaning. Every style available to us was marked. The men in our group had made decisions, too, but the range from which they chose was incomparably narrower. Men can choose styles that are marked, but they don’t have to, and in this group none did. Unlike the women, they had the option of being unmarked.

Take the men’s hair styles. There was no marine crew cut or oily longish hair falling into eyes, no asymmetrical, two-tiered construction to swirl over a bald top. One man was unabashedly bald; the others had hair of standard length, parted on one side, in natural shades of brown or gray or graying. Their hair obstructed no views, left little to toss or push back or run fingers through and, consequently, needed and attracted no attention. A few men had beards. In a business setting, beards might be marked. In this academic gathering, they weren’t.

There could have been a cowboy shirt with string tie or a three-piece suit or a necklaced hippie in jeans. But there wasn’t. All eight men wore brown or blue slacks and nondescript shirts of light colors. No man wore sandals or boots; their shoes were dark, closed, comfortable and flat. In short, unmarked.

Although no man wore makeup, you couldn’t say the men didn’t wear makeup in the sense that you could say a woman didn’t wear makeup. For men, no makeup is unmarked.

I asked myself what style we women could have adopted that would have been unmarked, like the men’s. The answer was none. There is no unmarked woman.

There is no woman’s hair style that can be called standard, that says nothing about her. The range of women’s hair styles is staggering, but a woman whose hair has no particular style is perceived as not caring about how she looks, which can disqualify her for many positions, and will subtly diminish her as a person in the eyes of some.

Women must choose between attractive shoes and comfortable shoes. When our group made an unexpected trek, the woman who wore flat, laced shoes arrived first. Last to arrive was the woman in spike heels, shoes in hand and a handful of men around her.

If a woman’s clothing is tight or revealing (in other words, sexy), it sends a message — an intended one of wanting to be attractive, but also a possibly unintended one of availability. If her clothes are not sexy, that too sends a message, lent meaning by the knowledge that they could have been. There are thousands of cosmetic products from which women can choose and myriad ways of applying them. Yet no makeup at all is anything but unmarked. Some men see it as a hostile refusal to please them.

Women can’t even fill out a form without telling stories about themselves. Most forms give four titles to choose from. “Mr.” carries no meaning other than that the respondent is male. But a woman who checks “Mrs.” or “Miss” communicates not only whether she has been married but also whether she has conservative tastes in forms of address — and probably other conservative values as well. Checking “Ms.” declines to let on about marriage (checking “Mr.” declines nothing since nothing was asked), but it also marks her as either liberated or rebellious, depending on the observer’s attitudes and assumptions.

I sometimes try to duck these variously marked choices by giving my title as “Dr.” — and in so doing risk marking myself as either uppity (hence sarcastic responses like “Excuse me!”) or an overachiever (hence reactions of congratulatory surprise like “Good for you!”).

All married women’s surnames are marked. If a woman takes her husband’s name, she announces to the world that she is married and has traditional values. To some it will indicate that she is less herself, more identified by her husband’s identity. If she does not take her husband’s name, this too is marked, seen as worthy of comment: she has done something; she has “kept her own name.” A man is never said to have “kept his own name” because it never occurs to anyone that he might have given it up. For him using his own name is unmarked.

A married woman who wants to have her cake and eat it too may use her surname plus his, with or without a hyphen. But this too announces her marital status and often results in a tongue-tying string. In a list (Harvey O’Donovan, Jonathan Feldman, Stephanie Woodbury McGillicutty), the woman’s multiple name stands out. It is marked.

I HAVE NEVER BEEN inclined toward biological explanations of gender differences in language, but I was intrigued to see Ralph Fasold bring biological phenomena to bear on the question of linguistic marking in his book “The Sociolinguistics of Language.” Fasold stresses that language and culture are particularly unfair in treating women as the marked case because biologically it is the male that is marked. While two X chromosomes make a female, two Y chromosomes make nothing. Like the linguistic markers s, es or ess, the Y chromosome doesn’t “mean” anything unless it is attached to a root form — an X chromosome.

Developing this idea elsewhere, Fasold points out that girls are born with fully female bodies, while boys are born with modified female bodies. He invites men who doubt this to lift up their shirts and contemplate why they have nipples.

In his book, Fasold notes “a wide range of facts which demonstrates that female is the unmarked sex.” For example, he observes that there are a few species that produce only females, like the whiptail lizard. Thanks to parthenogenesis, they have no trouble having as many daughters as they like. There are no species, however, that produce only males. This is no surprise, since any such species would become extinct in its first generation.

Fasold is also intrigued by species that produce individuals not involved in reproduction, like honeybees and leaf-cutter ants. Reproduction is handled by the queen and a relatively few males; the workers are sterile females. “Since they do not reproduce,” Fasold says, “there is no reason for them to be one sex or the other, so they default, so to speak, to female.”

Fasold ends his discussion of these matters by pointing out that if language reflected biology, grammar books would direct us to use “she” to include males and females and “he” only for specifically male referents. But they don’t. They tell us that “he” means “he or she,” and that “she” is used only if the referent is specifically female. This use of “he” as the sex-indefinite pronoun is an innovation introduced into English by grammarians in the 18th and 19th centuries, according to Peter Muhlhausler and Rom Harre in “Pronouns and People.” From at least about 1500, the correct sex-indefinite pronoun was “they,” as it still is in casual spoken English. In other words, the female was declared by grammarians to be the marked case.

Writing this article may mark me not as a writer, not as a linguist, not as an analyst of human behavior, but as a feminist — which will have positive or negative, but in any case powerful, connotations for readers. Yet I doubt that anyone reading Ralph Fasold’s book would put that label on him.

I discovered the markedness inherent in the very topic of gender after writing a book on differences in conversational style based on geographical region, ethnicity, class, age and gender. When I was interviewed, the vast majority of journalists wanted to talk about the differences between women and men. While I thought I was simply describing what I observed — something I had learned to do as a researcher — merely mentioning women and men marked me as a feminist for some.

When I wrote a book devoted to gender differences in ways of speaking, I sent the manuscript to five male colleagues, asking them to alert me to any interpretation, phrasing or wording that might seem unfairly negative toward men. Even so, when the book came out, I encountered responses like that of the television talk show host who, after interviewing me, turned to the audience and asked if they thought I was male-bashing.

Leaping upon a poor fellow who affably nodded in agreement, she made him stand and asked, “Did what she said accurately describe you?” “Oh, yes,” he answered. “That’s me exactly.” ‘And what she said about women — does that sound like your wife?” “Oh yes,” he responded. “That’s her exactly.” “Then why do you think she’s male-bashing?” He answered, with disarming honesty, “Because she’s a woman and she’s saying things about men.”

To say anything about women and men without marking oneself as either feminist or anti-feminist, male-basher or apologist for men seems as impossible for a woman as trying to get dressed in the morning without inviting interpretations of her character. Sitting at the conference table musing on these matters, I felt sad to think that we women didn’t have the freedom to be unmarked that the men sitting next to us had. Some days you just want to get dressed and go about your business. But if you’re a woman, you can’t, because there is no unmarked woman.