Embracing Gender Identity: Pursuing A Fulfilling And Authentic Life Sample Assignment

The idea of living a fulfilling a meaningful life comprises finding a balance between love, respect, dignity, and self-identification. Throughout my daily interactions with people, I have been constantly taught overwhelming yet valuable lessons. The learning process seems especially fascinating in the context of interaction with my clients, who teach me love and respect at the very same time while I assist them on their mental journey. Thus, I identify with my clients in the pursuit of finding the most genuine version of oneself, addressing one’s spirit and voice. To reflect on my experiences on the journey, I write poetry and create space for the expression of various moments, impacts, and conflicts. By doing this, I have finally realized the professional goal I want to pursue in the future in order to leave a mark. However, in order to do so, I need to obtain advanced knowledge that enhances my abilities to provide quality help and support to others.

Achieving a master’s degree in Counseling and Human Services has provided me with a solid understanding of the “soft” science. Despite the rigors coming in the way, I had a feeling of discovering various tools that helped me define the peculiarities of our existence. However, the learning process still did not draw enough attention to the scientific perspectives of human psychology. Thus, my intention is to make up lost ground and find a way to encompass the broad aspects of human experience. Finding a balance between perspective, fact, and spirit will allow people the freedom to find themselves.

There is a heated discussion in the academic circles on the matter of juxtaposition of nature and nurture concerning the extent to which human behavior is predetermined by genetic patterns (Kandler & Zapko-Willmes, 2017). Professionals argue over whether science can attempt to answer the larger questions about human nature. I firmly believe psychology to be a matter of degree, perspective, and tools. In my opinion, humanity is more than just a quantitative or qualitative approach to finding answers for the “what, why, and how” questions. At the end of the day, human beings are a combination of variables. The perspective I hold is that science and “something more” contributing to human nature is somehow interrelated.

This idea has inspired me to pursue the connection between being human and understanding humanity. I plan to create a curriculum for the education of all medical and mental health professionals at the collegiate level, which includes the consolidation of theories, techniques, and issues involved with addressing and treating the LGBTQ+ population as a whole, placing major emphasis on the notion of the gender dysphoria experience. This may include the creation of models or validation of primary source materials to help medical and mental health professionals work with this diverse population.

Regarding the curriculum for the education of medical and mental health professionals of all types, my interest would include integration of the gender identity experience within the mainstream discussion in this professional context. The modern theoretical basis aimed at addressing the aspects of etiology, prevalence, and long-term outcomes for the LGBTQ+ community representatives is, by all means, limited in terms of quantity and variety of subjects covered. The overall aim of my work would be to help expand our understanding of gender identity and the gender spectrum when applied to issues involved in educating and treating gender dysphoria. The issues tackled include medical best practice protocols for the non-binary or gender non-conforming population, neurobiological characteristics, epidemiology, and health following gender-affirming treatment. Accounting for substantial research in the areas that lack valid primary data would be a significant part of meeting this goal.

As a Registered Psychotherapist Counselor, I have had the unique opportunity to make a profound impact on the local community through education, training, and individualized treatment. Having reflected on Dr. Brene Brown’s approach to researching and addressing the role of shame and guilt in mainstream American culture, I have found her ability to communicate through qualitative storytelling compelling (Flannery, 2018). I want to use her approach to create a culture in which gender identity becomes a natural part of the human experience spectrum.

Throughout the counseling experience, I have discovered that even within the LGBTQ+ community, there is no consensus on the concept of gender identity. For example, a person who identifies as female but is biologically male and attracted to females may not be accepted by the lesbian community. Another example concerns someone using the phrases “crossdressing” or “drag” to define a transgender person. These two labels are not synonymous, and I find that this misperception is just as prevalent in the gay/lesbian community as it is in the heterosexual context.

Indeed, these discrepancies may be found anywhere. When pursuing my master’s degree, I used to question the connection of various seemingly unrelated concepts in order to perceive the peculiarities of human interaction from a different perspective. This quality has eventually helped me bring up the right questions considering the phenomenon of gender identity in the context of society and self-perception. As a clinical counselor, I am keenly aware of the deficits in the education and understanding of gender identity. While people promote the tendency to sit on the superficial areas of these concepts, the scopes of discomfort surrounding the issue continue to increase. There is a strong need to broaden and deepen the medical and mental health discussions that are already present. The same may be applied to the notions of race and cultural intersections. This discourse has lived in the margins of the population for too long and remains marginalized in the medical and mental health sector.

If I had a chance to dwell on my professional priorities and declare them out loud, I would place much emphasis on the fact that the idea of gender dysphoria was more complex than anyone could realize. This is a search for identity and acceptance not just within oneself but within our culture. My intention is to provide comprehensible information to anyone either experiencing this issue or willing to see it through a different prism. It is not normal for a child to be brutalized because they are identifying as something “other,” nor should a 65-year-old endure life as someone they are not in order to protect themselves from others. Likewise, it is not normal to feel the need to defend a transition or other medical procedure and gender dysphoria status to a medical professional. Our role is to help define and establish appropriate education and discussion in our society. Thus, my passion as a professional should be described as a willingness to help people live more authentic and fulfilling lives.


Flannery, M. C. (2018). Shame: A Brief History, written by Stearns, Peter N.,(2017). Emotions: History, Culture, Society, 2(1), 169-170.

Kandler, C., & Zapko-Willmes, A. (2017). Theoretical perspectives on the interplay of nature and nurture in personality development. In Personality development across the lifespan (pp. 101-115). Academic Press.

Creating Inclusive Classrooms For Diverse Learners


Learners’ inclusion involves creating an environment that allows all the students to benefit from all sessions despite their differences. Instructors play a significant role in ensuring that the learning environment is inclusive for all learners and making the learning process easy and bearable. This essay explains the instructor’s characteristics, words, and actions that create inclusive classrooms for diverse learners. It includes specific examples and research-based support that illustrates these skills and characteristics.


Learners usually have diverse needs that make learning quite difficult when the instructors fail to prioritize inclusion. However, there are several approaches through which inclusion is made possible throughout the learning process. First, the instructor should define clear minimum standards for the behavior within the classroom. Cherry (2019) states that these are rules thought of and acceptable that govern the interactions between the instructor and the learners. These standards should be short and precise, covering all forms of relationships and not merely coined to learn (Schlabach & Wagman, 2018). Examples of minimum standards that can be agreed on within a classroom include Kindness, respect for other people’s property, and safety. The instructor’s actions, such as writing the standards down and using easily readable font and writing material, can help enforce these standards.

Second, the instructor should enforce the minimum standards for the behavior consistently. This can be achieved by ensuring that the learners clearly understand these standards and the consequences of not adhering to them. According to Finkelstein et al. (2019), instructors should ensure that all learners, including those with different capabilities, clearly understand their expectations. This ensures that there is harmony and active involvement for every learner. For instance, when a learner causes low-level disruption in class, the following behavior management approach can be effective (Finkelstein et al., 2019). First, the instructor stops what he/she is doing and keeps eye contact with the learner. When the disruptive behavior continues, the instructor should refer the learner to the set standards and actively involve them in a more productive task such as reading or discussion. If the learner continues disrupting, the instructor can punish him/her according to the agreed approaches.

Another approach/action through which the instructor can ensure that learning is inclusive is by creating opportunities to listen to all children. Children who feel listened to build their confidence usually and can interact with others. Learning also becomes easy and enjoyable when learners feel accepted and respected in the classroom (Aggarwal, 2017). Instructors should create opportunities for the learners to be listened to, including their thoughts, creations, and contribution toward specific ideas brought forth during learning (Mastropieri & Scruggs, 2018, p. 172). This approach is characterized by phrases such as ‘Remain silent when another student is speaking,’ ‘Every student should participate in the learning session,’ and ‘Everyone to calm down.’ The instructor can also use gestures such as a silent coyote to ask the students to pay attention.

Additionally, the instructors should understand the specific needs of the learners to create an inclusive learning environment. Learners come from diverse backgrounds with different exposure, which can significantly affect their learning. According to Aggarwal (2017), learning is difficult in an environment where learners can outrightly express their disparities. For instance, it is not enough for the instructors to only know each learner’s performance in class but should also understand other factors that may affect his or her learning in a class environment. Questions such as Where do you come from? What work does your parents/guardian do? Whom do you live with? It will help instructors to understand learners’ specific needs.

Lastly, instructors create an inclusive learning environment for all learners despite their diversities by allowing them to demonstrate the skills and knowledge learned in the class. Brown (2017) states that all learners, although with different capabilities, can grasp concepts during learning sessions. Given opportunities to demonstrate, the imparted knowledge and skills stick better, and they feel included in the learning process (Mastropieri & Scruggs, 2018, p. 168). The instructors can ask them to discuss in groups, ask questions, write blog posts, create posters or infographics, and make presentations. Moreover, words such as Are we together? Do you have questions? Have you understood? It can help learners to be more involved.


In conclusion, creating an inclusive classroom for learners with diverse capabilities ensures that the learning process is easy and that all learners benefit from it. The instructors should ensure that the classroom environment is safe and conducive where every learner feels included. Although learners have different needs and abilities, the instructor can achieve an inclusive classroom by defining minimum standards for the classroom, ensuring that learners understand these standards, considering the specific needs of the learners, and allowing them all to demonstrate their knowledge and skills. However, these approaches are not only coined for learning but also help promote self-confidence by improving socializing behavior among the learners. This essay has discussed the characteristics, words, and approaches the instructors can use to create an inclusive classroom. It also provides relevant examples supporting the illustrations and evidence-based research on achieving an inclusive classroom.


Aggarwal, N. (2017). Inclusive classroom and pedagogy. Shikshan Anveshika, 7(1), 41. Web.

Brown, Tony. “Making mathematics inclusive: Interpreting the meaning of classroom activity.” Waikato Journal of Education, vol. 9, no. 0, 2017, 10.15663/wje.v9i0.389.  Web.

Cherry, A. (2019). Choosing to do the work: Thoughts on creating an LGBTQ-inclusive classroom. The Assembly, 2(1). Web.

Finkelstein, S., Sharma, U., & Furlonger, B. (2019). The inclusive practices of classroom teachers: A coping review and thematic analysis. International Journal of Inclusive Education, 25(6), 1–28. Web.

Mastropieri, M. A., & Scruggs, T. E. (2018). The inclusive classroom: Strategies for effective differentiated instruction (pp. 166–198). Pearson.

Schlabach, & Wagman. (2018). Social justice inside and outside the classroom. Transformations: The Journal of Inclusive Scholarship and Pedagogy, 28(1), 104. Web.

Microsoft Office And Indian Culture


The global development of any company and the popularization of new products require an enhanced understanding of the selected region’s peculiarities and how they can be used to boost the firm’s evolution. Thus, Microsoft and its most popular product Microsoft Office can benefit from improving its presence in India because of the peculiarities of the local culture. The company requires new loyal clients who need the outlined product and basic computer literacy. It will create the basis for its further evolution and preservation of the leading position. For this reason, Indian culture, with its unique peculiarities, might be viewed as the appropriate choice.


However, India is characterized by the increased diversity of subcultures peculiar to various areas. For this reason, it is vital to ensure that the selected area is populated by individuals with favorable cultural characteristics. For instance, Delhi is one of the potentially beneficial regions for the company. It has numerous representatives of the Hindu subculture who are viewed as hardworking and fair people (Maniyar, 2020). Moreover, they are integrated into the functioning of numerous governmental, profit, and nonprofit organizations, which is vital for the product’s successful evolution and market entry (Dheer et al., 2015). It means the area can be potentially attractive to Microsoft.

Another possible area is Uttar Pradesh state with a high number of Muslims living on the territory. They can be considered a subculture belonging to the broader Indian culture (“Indian culture,” 2018). This group also possesses specific features, such as a focus on achievement and a drive for technology (Reinhart, 2022). Unfortunately, they have poorer access to finances and a lower impact on the economy (Reinhart, 2022). For this reason, selecting among the regions, it is possible to prefer the first one. Delhi is the state’s central region, with a higher level of digitalization and innovations. Moreover, representatives of the Hindu subculture hold numerous top manager posts in various digital companies (Dheer et al., 2015). For this reason, it might be an advantageous choice for Microsoft.

In such a way, it is possible to admit the existence of the matching culture in India. The state has a fast-evolving economy with a focus on diversification and digitalization (Sharma, 2019). It means that products such as Microsoft Office will become more popular and demanded. As for the selected region, Hindu people’s involvement in numerous processes will ensure the increased requirement for the product. It is culturally neutral, meaning there will be no barriers to its use by representatives of this group. The state also welcomes the entrance of new foreign firms and corporations into its market as it provides a new stimulus for the nation’s future development. For this reason, there are no significant barriers that might limit Microsoft’s evolution and the promotion of the selected product in the area.


Altogether, culture is a unique aspect that might impact the success of any business and product. For this reason, for Microsoft and its offering, Microsoft Office, it is essential to consider Indian culture and specific subcultures present in the area. Delhi, with numerous representatives of Hindu people, should be chosen. It will ensure that the product will remain demanded and individuals working in various spheres will buy Microsoft Office to satisfy their current needs. India focuses on digitalization and diversification of its economy, meaning there are no serious barriers to the corporation’s entrance to the market and its further development. For this reason, India and Delhi can be viewed as the perfect location for developing the offering and its promotion.


Dheer, R. J., Lenartowicz, T., & Peterson, M. F. (2015). Mapping India’s regional subcultures: Implications for international management. Journal of International Business Studies, 46(4), 443–467. Web.

Indian culture. (2018). Cultural Atlas. Web.

Maniyar, J. (2020). India – A land of cultures. Diplomatist. Web.

Reinhart, R. (2022). Economic pain uneven in India’s Muslim and Hindu populations. Gallup. Web.

Sharma, A. (2019). Indian economy: An overview. Invest India. Web.

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