Importance Of Time Management For A Personal Life Homework Essay Sample

There is no arguing with the fact that managing one’s time is one of the most important things for a student to consider. According to Schmidt and Hansson (2018), a doctoral student’s well-being is closely related to their efficiency and productivity – that is why strategies of maintaining it are crucial when it comes to receiving education. The strategy that I aspire to pursue is that of maintaining the balance – in my case, between work, studying, and family. I feel that it is important to consider that once a person stops consciously making time for a facet of their life while being extremely busy, it inevitably brings undesired consequences. I am speaking about it from first-hand experience: the incidents of me giving attention exclusively to my work and education had always resulted in misunderstandings with my loved ones. The misunderstandings were not based on their refusal to recognize my priorities – it is simply that the lengthy lack of communication has never been good for our relationship. That is why this time, I decided to include in my schedule daily instances of interaction with my family.

I cannot say that I was not ready for what was ahead of me upon viewing my schedule at the start of the module. One’s expectations of being permanently occupied are a part of a doctoral student’s life – especially if they work in addition to studying. However, what surprised me the most was that I almost seamlessly managed to devote a few extra hours every day for my loved ones. Looking at my actual schedule as compared to my planned one, I am proud to say that not only did I meet my goals – I exceeded them: more time than intended was spent with family. Additionally, work took more than anticipated – unfortunately, at the expense of hours primarily dedicated to studying. Nevertheless, I am generally happy with my time-management skills and hope to continue moving in the same direction.


Schmidt, M., & Hansson, E. (2018). Doctoral students’ well-being: A literature review. International Journal of Qualitative Studies on Health and Well-Being, 13(1), 1508171. Web.

Gender Differences And Self-Esteem In Exact Sciences


At present, gender inequality persists in various forms, and it is essential to discuss relevant social issues to make a positive change. One of the notable topics in gender studies includes the cause-and-effect relationship between gender stereotyping and girls’ academic performance in exact sciences. Extensive research has proved that girls have lower self-esteem concerning subjects like math and physics, despite no differences in actual performance compared to boys. The current cause-and-effect essay thoroughly examines and confirms the impact of gender stereotypes and cultural differences on girls’ perception of exact sciences.

Gender Stereotypes

The most significant cause of the current social issue is gender stereotyping. In many cultures and societies, people perceive exact sciences, specifically math and physics, as male-dominated fields and might even pressure girls into other female-dominated areas (Gerdeman, 2019). Gender stereotyping supports this perspective as many people believe that boys perform better than girls in math. This issue is notable not only in math but in other exact sciences and generally male-dominated fields, such as finance and technology (Gerdeman, 2019). Some people assume that these academic areas might be exceedingly challenging for girls due to another gender stereotype that women have a lower aptitude for logic, reasoning, and rationality. For instance, Pavco-Giaccia et al. (2019) have found that more people associate the concept of rationality with “male prime” than females. Ultimately, gender stereotyping is the primary cause of the examined social issue.

As a result, gender stereotypes lead to differences in the perception of exact sciences between men and women. Various research has confirmed that girls have notably higher math anxiety than boys, particularly in middle and high schools (Xie et al., 2019). At the same time, studies prove that there are no statistical differences in academic performance between girls and boys in earlier and middle education (Xie et al., 2019). Yet, the difference in perception leads to lower self-esteem, making girls doubt their abilities in exact sciences. Moreover, Gerdeman (2019) believes that gender stereotyping is the cause of unhealthy and unproductive behavior among women. Namely, they are more likely to discount any positive feedback about their abilities and are less confident to propose new ideas in exact sciences or on certain topics (Gerdeman, 2019). It is a relevant social issue that stems from gender stereotyping and consequent lack of confidence that might significantly harm girls’ mental health and productivity. Ultimately, gender stereotyping is the primary cause of the examined social issues and leads to undesirable consequences.

Cultural Differences

The second cause concerns cultural differences, and it contributes to the problem of gender stereotyping. In other words, some cultures put more pressure on girls to give up on their aspirations and goals in exact sciences since they are male-dominated fields (Korpershoek et al., 2021). This problem is more relevant in non-Western countries, specifically in the Middle East; however, even democratic societies put significant pressure on girls. Xie et al. (2018) conducted a survey among school students from twelve to eighteen years in China and found that boys and girls have a different perception of self-esteem and math anxiety. Namely, the boys had significantly higher problems with self-esteem, but their math anxiety levels were notably lower, which proves the point that girls have elevated pressure in exact sciences (Xie et al., 2018). While these findings are relevant in Western countries as well, extensive research proves that cultural differences play a vital part in the girls’ perception of their abilities in exact sciences.

In turn, cultural differences affect the relevance of gender stereotypes and reinforce the beliefs about the differences in academic performance between girls and boys. This effect supports the idea of gender stereotypes and overall gender roles in various cultures and societies. According to the research by Korpershoek et al. (2021), the issue is particularly notable in Qatar as females have significantly lower social and school motivation. The problem evidently stems from cultural differences and a different perspective on the need for women’s education compared to Western societies. Furthermore, schools in Qatar are sex-segregated, meaning that boys and girls cannot study together (Korpershoek et al., 2021). Depending on the perspective, it might be a significant problem since teachers might use questionable methods and make girls believe that exact sciences are not for them. This issue creates further distance between boys and girls in math and physics and allows society to enforce artificial values. In summary, cultural differences directly affect gender stereotyping and the girls’ perception of their abilities in exact sciences.


The current essay has proved the notable impact of gender stereotypes on how girls perceive their abilities in exact sciences. The cause of the problem – gender stereotypes – leads to lower self-esteem and makes girls doubt their talent in math and physics. Secondly, extensive research proves that cultural differences play a vital role in the social issue and might either stimulate or demotivate girls in achieving their goals in exact sciences. Ultimately, the essay has demonstrated the cause-and-effect relationship between gender stereotyping and lower self-esteem among girls concerning their academic performance in exact sciences and male-dominated fields.


Gerdeman, D. (2019). Bad at math: How gender stereotypes cause women to question their abilities. Forbes.

Korpershoek, H., King, R., Mclnerney, D., Nasser, R., Ganotice, F., & Watkins, D. (2021). Gender and cultural differences in school motivation. Research Papers in Education, 36, 27-51.

Pavco-Giaccia, O., Little, M., Stanley, J., & Dunham, Y. (2019). Rationality is gendered. Collabra: Psychology, 5(1), 54.

Xie, F., Xin, Z., Chen, X., & Zhang, L. (2019). Gender difference of Chinese high school students’ math anxiety: The effects of self-esteem, test anxiety and general anxiety. Sex Roles, 81(3), 235-244.

Researching Of Skill Of Listening

Everyday communication, in any circumstances, business or personal, involves talking and listening. Recently, because of the development of technology, people have begun to lose the ability to listen. Interestingly, most of the time, 60% listen and process information during a conversation, but now only 25% are remembered (Treasure, 2011). In this talk, audio consultant Julian Treasure reveals some of the scientific reasons people have become less able to listen.

Treasure’s definition of listening as the transformation of sounds into meaning was my favorite. It fully covers the concept of oral speech perception and includes differentiation, orientation, filtering, and image creation. I agree with the statement that people have become worse at listening lately; this also happens with reading. Many scientists are concerned that people have begun to process less information, oral and written. However, I do not think this can be considered a danger. The 21st century forms an unusually fast pace of life, so a new way of thinking is being developed, adapting to the realities surrounding it. People today have become much more multifunctional; superficial perception is replaced by deep one as soon as the topic becomes attractive to a person.

I would like to try the first one of Treasure’s ways to develop or improve your listening ability. Spending some time in silence to restore and re-tune my hearing and mind seems the most appropriate thing for me. Due to his flexibility, the modern man spends a lot of time in contact with external ‘noise.’ Silence will help relax and relieve accumulated tension so that a person will not focus on many changing thoughts and will direct his attention to the interlocutor. Being quiet will improve my ability to listen and increase my information processing skills, which is my goal.


Treasure, J. (2011). 5 ways to listen better. TED Talk. Web.

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