Trying to denaturalize the traditional male from the perspective of the gender. The typical or traditional male left building sustaining that the masculine thing is the dominant thing, and it is legitimated; in this context the woman appears as an inferior, weak being, needy of care and of protection, she is therefore possessor of the maternal instinct ” she should take care of the children and to take care of the home”, while the male is shown as a strong being, brave, active, competitive in charge of exercising the authority, external supplier of the home and the family.The imposition of values, customs, of a certain society influence to assign to each gender a certain stereotype. Some of the male’s values accepted as ” normal ” are: to be competitive, necessity to be imposed, to be rude, to expose their m Scholarships for High School Juniors anliness, to have hard, distant appearance, to infuse respect, this bears to a series of distortions and an imposition of fixed roles, expressions and certain corporal habits: to be a man is not to cry, not to demonstrate emotions, not to redden like a woman, to tolerate the punishment without complaints, to be willing to fight with their hands when it is necessary, not to be allowed to scare for the presence of other males. This means that they have been built a series of stereotypes to represent what is to be “a typical or traditional male”, next to all this, the division of roles appears according to the gender, that is to say, the things of men and the things of women and that with so much force they have defined traditionally – and still in many societies it continues existing – the male’s central place.
When I worked in the admissions office of an allied health college, my primary responsibility was enrolling prospective students in the school’s medical assistant, dental assistant, massage therapy, health information management and billing & coding programs.To the college I was just a salesman with a quota to fill. To me, I was a professional responsible for providing a high school senior, a drop out with a GED or a person “re-careering” with objective information to help them make a decision that could effect their life for quite some time. I wanted to do my part to help that person get the most out of the time and money they were willing to invest in themselves.A common theme with many of the students I enrolled in the medical billing & coding program was an interest in a health care career without the “blood and guts” (a term I college scholarships for high school seniors remember using to relax and get a smile from the student); or in other words the close contact with patients that would be experienced by a medical or dental assistant. For them, an administrative position like billing & coding was just what the doctor ordered (pun intended).In this school, like many others, the medical billing & coding program was combined and came in two flavors: a nine month certificate program and an eighteen month degreed program. The difference? At the conclusion of the nine month program, the student received a certificate (not to be confused with a diploma) documenting their completion of the coursework.The student was also prepped to take the American Health Information Management Association’s (AHIMA) Certified Coding Specialist (CCS) exam. Upon passing the exam, the student was awarded the CCS credential.
