Negative Consequences of Gender Role Stereotyping Essay -- Class Gende

In our society today, men and women perform distinctly different roles which are based on nothing more than their biological gender. Although these roles do not hold true for each individual, the majority of people live out their lives in accordance with these extremely pervasive roles. Society tends to assign classes of social roles to "male" individuals and classes of social roles to "female" individuals (as society perceives their sexes). These gender roles limit what both males and females can and cannot do. Gender roles enslave individuals and force them to be what others want them to be. They are perpetuated and reinforced by the mass media and society in general many ways, some which are obvious and others which are more subtle. In many societies, there is a strong tendency to exaggerate these gender roles, and it seems to frequently jump from a valid observation to a false conclusion. Individuals within the culture are expected to conform to these "norms" and are socialized in manners which constantly reinforce the beliefs and behaviors which are prescribed and presupposed for them. We live in a sexually repressive society, but in order to break out of these binds, people must define their sexuality on their own terms, and not be manipulated and dominated by cultural "norms" of beauty, desirability and behavior. Gender role is a social construction of a particular cultural group's expectation of another person's behaviors, attitudes, values and beliefs based on their perceived biological sex. Biological factors have strong impacts on occupations that are judged by a society to be appropriate for men and for women. The probl... ... L.A. (1998). The allocation of household labor in gay, lesbian, and heterosexual married couples. In D.L. Anselmi & A.L. Law (Eds.), Questions of Gender (pp. 582-591). Boston: McGraw-Hill. McIntosh, P. (1998). White privilege and male privilege. In M.L. Andersen & P. Hill Collins (Eds.), Race, Class and Gender: An anthology (3/e). Boston: Wadsworth, pp. 94-105. Plous, S. (2003). Understanding prejudice and discrimination. Boston: McGraw-Hill, pp. 507-536. Pollack, W. (1998). Real boys. New York: Henry Holt, pp. 3-64, 272-337. Schiebinger, L. (1993). Nature's body: Gender in the making of modern science. Boston: Beacon, pp. 11-39, 143-183. Steinem, G. (1998). If men could menstruate. In M.L. Andersen & P. Hill Collins (Eds.), Race, Class and Gender: An anthology (3/e). Boston: Wadsworth, pp. 428-429

Conduction Toturial

Tutorial 1 (Conduction and Convection) 1. Consider a composite structure shown on below. Conductivities of the layer are: k1 = k3 = 10 W/mK, k2 = 16 W/mK, and k4 = 46 W/mK. The convection coefficient on the right side of the composite is 30 W/m2K. Calculate the total resistance and the heat flow through the composite. (0. 46, 173. 9 W) 2. Consider a 1. 2-m high and 2-m-wide glass window whose thickness is 6 mm and thermal conductivity is k= 0. 78W/m. 0C.Determine the steady rate of heat transfer through this glass window and the temperature of its inner surface for a day during which the room is maintained at 24 0C while the temperature of the outdoors is -5 0C. Take the convection heat transfer coefficients on the inner and outer surfaces of the window to be h1= 10 W/m2 . 0C and h2 = 25 W/m2 . 0C and disregard any heat transfer by radiation. (471W, 4. 40C) 3. Consider a 1. 2-m-high and 2-m-wide double-pane window consisting of two 3-mm-thick layers of glass (k=0. 78 W/m . 0C) separa ted by 12-mm-wide stagnant air space.Determine the steady rate of heat transfer through this double-pane window and the temperature of its inner surface for a day during which the room is maintained at 24 0C while the temperature of the outdoors is -50C. Take the convection heat transfer coefficients on the inner and outer surfaces of the window to be h1=10 W/ m2 . 0C and h2 = 25 W/m2 . 0C and disregard any heat transfer by radiation. Given also k air = 0. 026 W/ m . 0C (114W, 19. 20C) 4. A cylindrical resistor element on a circuit board dissipates 0. 5W of power in an environment at 400C. The resistor is 1. 2 cm long, and has a diameter of 0. 3cm. Assuming heat to be transferred uniformly from all surfaces, determine (a) the amount of heat this resistor dissipates during a 24-h period, (b) the heat flux on the surface of the resistor, in W/m2 and (c) the surface temperature of the resistor for a combined convection and radiation heat transfer coefficient of 9 W/m2 . 0C. (3. 6 Wh, 1 179 W/m2, 1710C) 5. Water is boiling in a 25-cm-diameter aluminum pan (k=237 W/ m . 0C) at 95 0C.Heat is transferred steadily to the boiling water in the pan through its 0. 5-cm-thick flat bottom at a rate of 800 W. If the inner surface temperature of the bottom of the pan is 1080C, determine (a) the boiling heat transfer coefficient on the inner surface of the pan, and (b) the outer surface temperature of the bottom of the pan. (1254 W/m2 . 0C, 108. 30C) 6. Steam at 320 0C flows in a stainless steel pipe (k= 15 W/m. 0C) whose inner and outer diameters are 5 cm and 5. 5cm, respectively. The pipe is covered with 3-cm-thick glass wool insulation (k= 0. 38 W/m. 0C). Heat is lost to the surroundings at 50C by natural convection and radiation, with a combined natural convection and radiation heat transfer coefficient of 15 W/ m2. 0C. Taking the heat transfer coefficient inside the pipe to be 80 W/m2. 0C, determine the rate of heat loss from the steam per unit length of the pipe. Also det ermine the temperature drops across the pipe shell and the insulation. (93. 9 W, 0. 095 0C, 290 0 C) 7. Consider a 8-m-long, and 0. 22-m-thick wall whose representative cross section is as given in the Figure 1.The thermal conductivities of various material used, in W/m. 0C, are kA=kF=3, kB=10, kC=23, kD=15 and kE=38. The left and right surface of the wall are maintained a uniform temperatures of 3000C and 1000C, respectively. Assuming heat transfer through the wall to be one-dimensional, determine (Given Rcond = x/kA and Rconv = 1/hA) a) The rate of heat transfer through the wall. b) The temperature at the point where the sections B, D and E meet. c) The temperature drop across the section F. (6453. 0075 W, 259. 59380C, 134. 22220C)

Effect of Incorporation of Carrot Powder in Wheat Flour Essay

Effect of Incorporation of Carrot Powder in Wheat Flour for the Preparation of Stick Noodles Kripa Shakya1 and Anup Halwai2 1. College of Applied Food and Dairy Technology,Kathamndu, Nepal 2. Department of Food Technology and Quality Control, Kathamndu, Nepal krips16@hotmail. com Abstract Noodles were prepared by incorporating carrot powder in the percentage of 5, 10, 15 and 20 in wheat flour. The main objective of the work was to prepare the nutritious noodle enriched with Vitamin A. Sensory evaluation of the carrot powder incorporated stick noodles revealed that the product prepared with 5% carrot powder and 95% wheat flour was found to be most acceptable. The chemical analysis of the most acceptable product were found out to be 10. 8% moisture, 0. 6% fat, 10. 3 % crude protein, 0. 7% crude fiber,1. 7% total ash, 0. 1% acid insoluble ash, 75. 8% carbohydrate and 12166 I. U. Vitamin A content. Keywords: Noodle, wheat flour, carrot powder, Vitamin A 1. Introduction: Noodles are among the oldest forms of the processed foods consumed in Asia and other parts of the world (Hou, 2001). Noodles can be prepared from wheat flour alone and/or in combination with other ingredients such as rice flour, buckwheat and mung bean.. In the noodle preparation, a crumbly dough is formed which is then passed through a series of rolls to form a sheet. The sheet is then slit to produce noodles (Hou, 2001). Carrot (Daucus carota) is a root vegetable, usually orange or red- white blend in color with crisp texture when fresh. Carrot gets its characteristic and bright orange color from ? – carotene, which is metabolized into vitamin A in human when bile salts are present in the intestines. Carrots are also rich in dietary fiber, and antioxidants. Carrot can also promote colon health as it is rich in fiber. Vitamin A deficiency remains widespread in many countries in South Asia and contributes to a significant proportion of preventable blindness (Bloem, 1997). Vitamin A supplementation can reduce the risk of blindness in case of the children (Hennig et al. 1991). In Nepal, two types of noodles are consumed. They are stick (sinke) noodle and instant noodle. In case of instant noodle, different ingredients and nutrients has been added to improve the nutrient content and to increase the consumer appeal such as iron, calcium and vitamin A and different flavors like spinach, chicken and vegetables. But, to the best of my knowledge, in case of noodles, no such studies have been conducted. The main objective of this research is to prepare the noodle enriched with Vitamin A and to analyze its chemical composition of the product. 2. Materials and methods: The raw materials used for the noodle making for wheat flour, carrot powder and salt. Five samples of stick noodles were prepared and labeled A (0% carrot powder and 100% wheat flour), B (5% carrot powder and 95% wheat flour), C (10% carrot powder and 90% wheat flour), D (15% carrot powder and 85% wheat flour) and E (20% carrot powder and 80% wheat flour). Wheat flour was cleaned by passing through a fine sieve screen. Fresh carrots were washed with potable water, sliced, dried at 100Â ±2 ? C for 6 hours. The dried carrots were then powdered in the grinder. Salt was bought from the local market. The method involved cleaning of raw materials, sieving, mixing, of water, kneading, sheeting, cutting, drying and packaging. The raw materials were weighed and mixed manually. 1% of salt was added to the mixture. The required amount of water (33%) was added to the flour. The mixture was kneaded manually to form dough and then left for 30 minutes. The dough was passed through rollers to obtain a sheet. Then it was passed through the cutter to cut into strips. The noodles were dried at a low humidity room for 3 days and then sun drying was done for 1 hour. The products were packed in a plastic bag to protect from the moisture absorption and also to extend its shelf-life. Sensory evaluation of the five noodles samples were performed. Ten panelists were asked to score for the quality attributes viz. , color, flavor, texture and taste in order of their preference according the 9-point Hedonic rating test described by Ranganna (1994). Chemical analyses were performed for the best sample from the sensory evaluation The moisture content and ash content were determined as per AOAC method (1995)Fat rude fiber content and protein content were determined as per Ranganna, 1994. Vitamin content was determined by HPLC as prescribed by Pharmacopeia, 1985. The product was also tested for physical properties such as length, color, edge and thickness. The cooking quality of the product was also determined in terms of cooking time, water absorption capacity, volume expansion and cooking loss as per Poudyal, 1988. 3. Results and Discussions The moisture content of the wheat flour was determined as 12. 2% and its gluten content was determined as 10%. To make noodles, the wheat flour containing 10-12% gluten is suitable. The quality of the wheat flour to make noodles depend on the gluten. If the gluten content is low, there is chance of breakage of noodles. Similarly, the moisture content of the carrot powder was determined as 9. 5%. Sample A with 5% carrot powder had the highest score in terms of quality attributes although the quality attributes among other products except product D (with 20% carrot powder) were not significantly different. (p=0. 05) In case of stick noodle, according to Nepal Standard, the moisture content must not exceed 12. 5%. The moisture content of both type of noodle is less than 12. 5% and there is no big difference between the moisture content of the two products. The protein content of stick noodle must not be less than 8% on dry basis. The protein content of plain noodle was found to be 10. 2% and that of carrot noodle was found to be 10. 3%. There was not much difference in the protein content because the protein content in carrot is very low. Fat is an energy giving constituent. Fat content of the plain noodle was found to be 0. 6% and that of carrot noodle was found to be 0. 6%. The fiber content of the plain noodle was found to be 0. 35% and that of carrot noodle was found to be 0. 7%. The fiber content in high in carrot.

Fanny Mendelssohn

Fanny Mendelssohn was one of the greatest female composers to have ever lived. She was born on November 14th, 1805 in Hamburg, Germany. Fanny was a romantic composer and, though only few were published in her life, she composed over 500 works including lieder and piano pieces (Stanton, 1984). Fanny was the oldest of four children and the sister of the well-known composer Felix Mendelssohn, with whom she was very close to (Estrella, 2011). Her grandfather was Moses Mendelssohn, a very popular philosopher of the time (Estrella, 2011). Fanny was extremely talented from childhood, but unfortunately was limited due to the negative attitudes toward women in musical professions of the time (Estrella, 2011). As a child, Fanny was trained on the piano by her mother. She once performed twenty four preludes from Johann Sebastian Bach’s â€Å"Well-tempered Clavier† from memory (Stanton, 1984). She was also influenced when she began to study under other composers. In 1816, Fanny began to compose with Marie Bigot in Paris. Later, in 1818, she went on to study composition under Carl Friedrich Zelter (Estrella, 2011). She wrote over 200 lieders, including the famous â€Å"Swan Song† (Estrella, 2011). She also wrote over 200 fugues, preludes, and sonatas. Later in her life, she began to write choral music, including the famous cantata â€Å"Oratorium nach den Bildern der Bibel† (Estrella, 2011). There are many interesting facts to be learned about Fanny as well. It is rumored that when Felix, her brother, played for Queen Victoria, the queen was very impressed. The Queen went on to say that her favorite was â€Å"Italien,† which Felix admitted was the work of Fanny (â€Å"Essentials of Music Composers†, 2011). Fanny was also extremely close to her brother, Felix. Felix idolized Fanny and would seek her out for musical advice and approval on his own compositions (FMH, 2009). In fact, when Fanny passed away in 1847, it is said that Felix later became depressed and passed away six months later (Estrella, 2011). In 1829, Fanny married Wilhelm Hensel, a successful artist and painter (Stanton, 1984). They had one son together, Sebastian, whom they named after Fanny’s favorite composer, Johann Sebastian Bach (Estrella, 2011). Fanny’s musical talent matched, if not surpassed that of her brother’s, but even if Fanny had wanted to pursue a career in music it would have been nearly impossible. Societal attitudes of the time prevented women from holding professions in music. Even her father discouraged her. In an 1820 letter to Fanny, he tells her that, while music could be a career for Felix, â€Å"for you it can and must only be an ornament, never the basis of your being and doing. FMH, 2009). † He encouraged her to take on the more â€Å"conventional† role of staying at home and bearing children. A year later, Fanny married Wilhelm Hensel. She did take on the acceptable role of women at the time, but still continued to compose over 400 more works (FMH, 2009). On May 1847, after rehearsing her brother’s cantata â€Å"Die erste Walpurgisnacht † for a performance, Fanny collapsed and passed away at the age of forty-one, due to a stroke. Fortunately, she lived long enough to experience changing attitudes towards women in musical professions, which aided in a number of her works having appeared in print, and thus allowed her to fulfill her goals of being seen as a serious composer (FMH, 2009). Since Fanny was one of the first female composers to ever have work published, she set a precedent for the emergence of women into a male-dominated profession (FMH, 2009). Much of Fanny’s work is unknown because most of her music was not published, but it is very apparent that Fanny Mendelssohn was and still is one of the most notable and talented female composers of all time.

Coursework: Is Chester Zoo value for money? Essay

Introduction Chester Zoo is built on an area of over 100 acres. The Zoo, founded in the early 1930s by George Mottershead, is said to be the best zoo in Britain and under Europes top 30. Because the zoo receives no government funding it is based on the foundation. The zoo is split into three separate directorates under the management of the Director General, Gordon McGregor Reid: * Conservation and Education * Corporate Services * Commercial Services In 2006 Chester Zoo had more than 1,680,000 visitors, for that it was the most visited zoo in Britain. Chester Zoo has also won the â€Å"Zoo of the Year† award more than once what supports its importance under the Britain Zoos. Chester Zoo takes care for 7602 (2006) animals representing 424 (2006) different species. Nearly half of them are endangered. The Zoo is open all year from 10.00am except Christmas Day & Boxing Day. From Sunday 28th October to 31st December (excluding Christmas Day & Boxing Day) the last admission is at 3:00 pm. Strengths In General It is very interesting issue education is a key theme for Chester Zoo. Chester Zoo supports the learning of animals for student by reading, touching and smelling. They want to encourage you to take care for the environment which has never been as important like today. Chester Zoo has great plans for the future. Chester Zoo is working on a master plan for development and expansion called ‘SuperZoo’. It will become a world-class visitor attraction. The SuperZoo will be constructed in four phases. It will cost over à ¯Ã‚ ¿Ã‚ ½300 million of capital investment. In the first phase it will be in the region of à ¯Ã‚ ¿Ã‚ ½100 million, and the size of Chester Zoo is going to be tripled. The estimated completion date is 2020 and will divide the zoo into four zones representing African savannah, grassland, forest and island and wetland habitats. In the next 18 months, Chester Zoo is going to be built a new aquarium building called Origins. It is scheduled to open late 2008. Chester Zoo has a wide variety of animals and a lot of uncommon animals which number can just protected when they live with human supervision. There are children’s play areas, shops, kiosks and several picnic lawns sited around the zoo. Directions One of the strengths is the very good location the zoo has. It is very easy to reach by road, by bus or by the rail. One of the most used motor ways are going near to Chester Zoo. You can easily reach the zoo by following the brown Chester Zoo signs from M56, Junction 14 or Junction 12 on the M53. The zoo is also clearly signed on the A41 Chester road. Another opportunity is the bus or the train. Monday to Saturday the visitors can use the bus from Chester Railway Station and Chester Bus Exchange or from Ellesmere Port and Cheshire Oaks, Liverpool and Birkenhead every 20 minutes. Sundays every hour. Zoo shops All of the Chester zoo shops sell a wide range of merchandise to suit all price ranges, tastes and age groups. They offer an enormous range of animal-themed gift ideas, as well as books, videos and music. For your convenience films, batteries and other essentials are also available in the zoos retail outlets. The Ark Shop The largest shop is the â€Å"Ark Shop†. It is located at the main entrance, sells a vast range of gifts and souvenirs. Open all year round, the Ark Shop also sells useful items to help make your visit more enjoyable, such as waterproof ponchos and umbrellas, should the weather take an unexpected turn for the worst. The Fountain Shop Conveniently located in the centre of the Zoo, the Fountain Shop sells a wide range of gifts and is open all year round. The professional Face painting service, which is highly popular with the younger children, is available here during school holidays and weekends. Arara Shop Open during peak periods only, the Arara Shop sells a smaller range of popular goods and is located near to the Spirit of the Jaguar enclosure. Guided tours for groups There’s a new 90 minute guided tour exclusive to groups showing the party the zoo attractions, an insight into ‘behind the scenes’ and the zoo’s vibrant history. A maximum of 20 people can take part in each tour, at a cost of à ¯Ã‚ ¿Ã‚ ½35.00 in addition to the admission charge. Children’s Wristbands The zoo is also able to supply groups with plastic wristbands – ideal for writing contact mobile telephone numbers on in case of an emergency. It can supply these to the visitor in advance at a charge of five pence per wristband. Events for Groups On summer evenings the zoo offers a safari adventure complete with barbeque or dinner, evening picnics and exclusive tours through its gardens. For groups of 50 or more the event team can make an exclusive evening just for the visitor. Adopt an animal The zoo has a scheme whereby people can adopt an animal of their choice. They can also become zoo members. Every three months members and adopters receive the zoo magazine, called Z, which provides updates and information about what is happening at the zoo. Anyone can join the scheme for as little as à ¯Ã‚ ¿Ã‚ ½50 per year. You can pick an animal from the list. Everything the adopter gives goes to a special account for animal foodstuffs. The adoption runs for a full 12 months from whenever you can start, and they send a renewal reminder. Weaknesses The high price is a weakness of the Zoo. It costs à ¯Ã‚ ¿Ã‚ ½13.59 from march to October. In other European zoos the admission fee is the half (for example Berlin) and you get a much more breadth variety of animals there. Because most of the areas in the zoo are not be roofed, that’s a big problem for the zoo that the visitors won’t come on rainy days and spend no money on the zoo. Opportunities A lot people are watching animal documentations on TV. You also can go to the cinema and watch animal film. Threats Our guide told us that when Greenpeace had a demonstration against the bad care for animals in Britain Zoos they didnà ¯Ã‚ ¿Ã‚ ½t come to Chester Zoo because they have the highest standards of welfare and the best care for all animals. Conclusion All in all Chester Zoo is a very good Zoo, but there are Zoos in Europe which can offer you a wider variety of animals and a lower admission fee. On the other hand Chester Zoo is a foundation which has to be in a plus at the end of a year most of the other Zoos are subsidized by the government. Chester Zoo also is very interested in education and wants to give the visitor a lot of knowledge to save the environment. Therefore Chester Zoo is value for money.

How Does Effective Questioning Contribute to Pupils Learning. Give Essay

How Does Effective Questioning Contribute to Pupils Learning. Give Classroom (Primary) examples to support your answers - Essay Example This approach keeps the pupils’ minds open to everything and makes them think and evaluate the knowledge on a wide canvas. Thus, according to Bloom, evaluation or questioning is one of the important aspects of learning as it puts them to working. It is important for the teachers to inquire if the pupils are following their instructions and understanding the subject being taught (Kyriacou, pp.43, 1997). For that matter, assessment through questions plays a major role in knowing the progress of pupils. It is essential to note that questions also have divisions; certain questions are only for the sake of assessing the pupils’ memory, however, questions that require them to ‘think’ and not just to ‘recall’ are the critical ones to incorporate in a teaching process. Moreover, questioning leads to discovery learning or purposeful learning rather than a one-way communication pattern that involves teachers telling the pupils everything and making them rote learners. This is more like thrusting the knowledge in pupil’s mind, nevertheless, it is important to realize that forcefully put knowledge never tends to retain for a longer period and thus, proves to be useless in the end as compared to a comprehension that comes after self-analysis and cognition. As a matter of fact, in contributing towards pupils’ learning through, it is essential that the proportion of teachers’ talk must be higher than any other aspects (Pollard & Collins, pp.297, 2005). If a teacher talks much, pupils would automatically feel responsible in contributing to the whole process to have their share and would know that even if they miss out any important point in the response, their teachers would correct or complete them. Lower grades pupils are quite very much like this; they look forward to the co-operation of their teachers in every regards. It is often suggested that one of the effective ways to make pupils studying

The roles of courts, tribunals and statutory agencies in regulating Essay

The roles of courts, tribunals and statutory agencies in regulating the employment relationship - Essay Example The relevant legislations and acts regarding employment law are also looked at. This then proceeds to the statutory agencies, specifically on Acas, its roles and mandates. This shows the outline of the government policies over the years and in different reigns, an analysis of the recent issues in employment, the reforms at Employment Tribunal and the Beechcroft Report. This concludes by giving the recommendations and views of the balance that has been stricken between employers and employees. It seems that the legal tide in some perspectives is turning in favour of the United Kingdom’s employers. For instance, the move to introduce fees for taking a case to employment tribunals, reduction of the cap on compensation pay-outs for claims dismissed unfairly and making it easy for judges to terminate weak claims by workers are just some examples. These changes seem to represent a ‘real shift in the balance of power between employee and employer’ (Beechcroft Report 2011 ) Check references The business community, especially the employers’ have been very vocal in its criticism of excessive red tape. Furthermore, the British Chambers of Commerce argues that businesses have had to cope with relentless flow of regulation for the past few years at a cost of billions of pounds (British Chambers of Commerce Annual Review 2011). ... The qualifying period for employees’ unfair dismissal rights was increased to two years up from one year. There was also the launch of Employers’ Charter. Despite the deregulatory tone of the agenda, the government has set out policy decisions on employment law that counter business opinions. Ministers have also been in consultation on proposals to lengthen right to request flexible working to employees to change existing rights to maternity leave all in favour of introduction of a more appropriate ‘parental leave’. An appropriate parental leave means that both parents are taken care of. As opposed to granting mothers permissions, a parental leave looks at all the dimensions. Here employees are given more protections such as if an employee works 3 days a week, one ‘week’ of parental leave equals 3 days. Likewise, if an employee works irregular weeks the number of days in a ‘week’ is the total number of days they work a year divided by 52. (Gov.UK, 2012). Court and tribunals serve as important forums where any employment disputes are settled. It is also vital to understand the sources of the employment law and the role of the relevant institutions that oversee the operation of that law. For example, a distressed union, employee or employer initially brings a claim in the County Court, High Court or Employment Tribunal. Whether an aggrieved party submits his claims in a tribunal or court all depends on the nature of the dispute. Claims concerning breach of contract, application for injunctions, wrongful dismissal are usually brought in the courts. Claims that involve discrimination, unfair dismissal, redundancy, equal pay, maternity rights and deduction of wages, are heard in the Employment Tribunal (Taylor & Emir 2006, p. 39). Initially this