Chapter 5 Gender Academic Discussion Ifa mother works, how does this affect the child? Why? How does working affect the mother? Why? Are mothers more important than fathers in child rearing? Why or why not? Is a working mother a positive or negative role model for a young gir! Why or why not? Would you like to work after you have children, or would you like your wife to work afier having a child? Why or why not? enCoe aoe Gender-bending Chemicals 5L10 Pre-listening Read the introduction to this class discussion. Answer the following questions. Professor: Allright. So, what; we're looking at today isan alarming trend thathas large numbers of scientists deeply concerned. In brief, the Scientific Committee on the Environment has reported that gender-bending chemicals, also known as endocrine-active substances or endocrine disruptors, are affecting over 200 species worldwide to the point of causing permanent gender changes. And this is affecting not only wildlife but also humans. Now, I've asked several of you to. prepare a summary of various aspects of this issue—so, May, could you give us arundown of the types of chemicals we are talking about? 1, What are gender-bending chemicals or endocrine disruptors? 2. How do you think the discussion will be organized? 3. How could you format your notes? Listening and Note-taking CD 3, Track 20 Abbreviate key content words, and use symbols 5L11 Test Questions 1. What is the discussion inly about? a) An alarming trend that has large numbers of seientists deeply concemed b) How endocrine-active substances are creating gender changes in various species ©) Why a large variety of endocrine disruptors are in official use d) The various types of gender change in fish, wildlife, and humans 307Chapter 5 Gender 2. How is the discussion organized? a) The professor and students discuss chemicals called endocrine disruptors and how they are changing the gender of various species. ) The professor and students classify endocrine disruptors into three distinct categories that affect fish, wildlife, or humans, ¢) The professor and students contrast how endocrine disruptors affect fish, wildlife, and humans. 4) One student defines endocrine disruptors, and the others provide examples of these chemicals. 3. Why does the professor ask May to explain the gender-bending chemicals? a) To ensure she has completed her assignment b) To establish what is responsible for the problem of gender change ) To highlight the process involved in current gender changes 4) To provide detail on which endocrine disruptors affect wildlife and humans 4, What is the professor’s attitude toward the situation being discussed? a) She believes the effects on humans are by far the worst. b) She believes scientists will be able to remedy the situation with new ‘technological advances. ©) She thinks it isa very serious and disturbing situation, 4), She thinks scientists are overly alarmed and concened. 5. Which of the following descriptions matches endocrine disrupting substances that are affecting gender changes in various species? For each description, place a checkmark in the Yes or No column. This question is worth two points (6/6 = 2, 5/6= 1, 4/ Endocrine-disrupting Substances 1. Yes 2. No 0. 8) Chemicals used in cosmetics |b} Chemicals used in plastics ¢) Glass used in baby bottles d) Growth hormones for cattle } Pills like Viagra 4) Chemicals produced after World War | question is worth two points (4/4 Outcomes a 6. Match each outcome with the species it affects. Place a checkmark in the correct box. This . 3/4 = re SE 1, 2/4=0).. 1. Fish 3. Humans a) Sex ratios of 2 females per 1 male in northern regions b) Mascul tion of females I reproductive organs in the UK °c) One third of the male population with female 4d) Rise in cancer rates 308 (oe eel Score: /8