A study on gender differences in computer science Essay Example for Free

A study on gender differences in computer science Essay A study on gender differences in computer science field found that despite males and females entering kindergarten with an equal ability in overall mathematics and science performance levels, there was an observable gender gap in mathematics and science by the end of 5th grade (Varma 2010, p. 303). By the end of 5th grade, students perceive that mathematics, science, and computing is for white males (Clewell Braddock 2000, p.90). This trend identified by Varma (2010, p.303) continues from 5th grade through to high school graduation, resulting in males and females entering university with different achievement levels in mathematics and science (Varma 2010, p.303). Due to the differing achievement levels, males predictably had a higher confidence level and positive attitude than females (Varma 2010, p.303). Doube and Lang (2012, p. 66) found that males had a higher self-concept in STEM fields than females despite an equivalent and sometimes lower level of achievement. Females\ low confidence level could also deter them from selecting and persisting in computing courses (Doube Lang 2012, p.66). Vitores and Gil-Juarez (2016, p.666) found there is a decline in the number of women selecting computing and information technology (IT) degree programs across the world. Women found their teachers\ perceptions of female students to be generally lower than those of the male students which also resulted in a decrease in self-confidence and an increase in anxiety toward their field of study (Beyer et al. 2005, p.393). Due to insufficient training and unequal emphasis to male and female students, one significant factor for cultural reproduction is teachers being held responsible for continuing the belief that males dominate the mathematics, science and computing fields (Varma 2010, p.302) giving status to science and technology (Male, Bush Murray 2009, p.456). Male (2010, p.462) suggests that in order to improve the retention of female engineering students, engineering administrators must investigate the existing assumed gender neutral cultures rather than making women fit the current structure. Varma (2010, p.314) suggests teachers in primary and high school need to improve their style of teaching instead of continuing the belief that females are more suited to humanities, social sciences and arts and males are suited to mathematics, sciences, and computing. Another significant factor for cultural reproduction is the lack of significant female role models in computing which would help to change the perception of stereotypes in the field from \geeky\ or \nerdy\ (Varma 2010, p.303). Stereotypes such as antisocial \ geeks\ and having a career that doesn\t require or value personal skills or a career that doesn\t necessarily help others has been identified as a deterrent to female involvement in the computing discipline (Doube Lang 2012, p.66). Sorby (2007, p.2) proposes that \female role models and mentors will be important to increasing gender diversity in science, technology, engineering, and mathematics\ due to women in male-dominated professions reporting they felt threatened by negative stereotypes. Researchers have found that 3D spatial skills such as mentally rotating objects in space are critical to success in a variety of careers, particularly in engineering and science (Sorby 2007, p.1). Several researchers have published evidence to suggest that female spatial skills are greatly behind that of a male (Sorby 2007, p.2). One theory is that spatial ability is related to a male sex hormone, however, the skill is most likely due to a number of factors such as pre-university activities requiring hand-eye coordination such as playing with construction toys, high school classes like shop/woodwork, playing computer games and sports (Sorby 2007, p.2). Sorby (2007, p.2) states that \ since most of those activities have a fairly high degree of gender bias favoring men, it is no wonder that the spatial skills of women often fall behind those of their male peers\. In conclusion, meritocracy is not the reason a greater number of males study the Science, Engineering, Technology and Mathematics (STEM) field over females. The lower number of females in higher education STEM enrolments could be due to teachers continuing the belief that males dominate the mathematics, science and computing fields, a lack of role models for women resulting in low confidence and anxiety in this field, stereotypes such as \nerds\ and \geeks\ deterring women from enrolling and gender bias with pre-university activities which don\t allow women to develop the same skills useful to the STEM field. All of these factors could contribute toward males believing they are better suited to the STEM field, resulting in higher enrolments over females. 4102.0 Australian Social Trends 2012, \Education Differences between Men and Women\, Australian Bureau of Statistics, viewed 6 October 2017, http://www.abs.gov.au/AUSSTATS/[emailprotected]/Lookup/4102.0Main+Features20Sep+2012#HIGHER Barnett, S 2007, \Complex Questions Rarely Have Simple Answers\, Psychological Science in the Public Interest, vol. 8, no. 1, pp. iii. Doube, W Lang, C 2012, \Gender and Stereotypes in Motivation to Study Computer Programming for Careers in Multimedia\, Computer Science Education, vol. 22, no. 1, pp. 63-78. Male, S, Bush, M Murray, K 2009, \Think Engineer, Think Male?\, European Journal of Engineering Education, vol. 34, no. 5, pp. 455-464. Sorby, S 2007, \Developing 3D Spatial Skills for Engineering Students\, Australasian Journal of Engineering Education, vol. 13, no.1, pp. 1-12. Varma, R 2010, \Why So Few Women Enroll in Computing? Gender and Ethnic Differences in Students\ Perception\, Computer Science Education, vol. 20 no. 4, pp.301-316. Vitores, A Gil-Juarez, 2016, \The Trouble with \Women in Computer\: a Critical Examination of the Deployment of Research on the Gender Gap in Computer Science\, Journal of Gender Studies, vol. 25, no. 6, pp. 666-680.

What the Genome Revolution Could Mean for Me and the Rio Grande Valley :: Argumentative Persuasive Biology Essays

What the Genome Revolution Could Mean for Me and the Rio Grande Valley With technology advancing more quickly than even our own minds can comprehend, the effects of these advancements cannot be measured in our time, as they are just beginning to reveal themselves. Nowhere is this more evident than in the world of biotechnology, where researchers are changing the way people look at themselves as individuals with imperfections. The newly mapped human gene sequence provides scientists with the tools needed to manipulate, 'fix', or alter the human genetic code to create a person with any specifications desired in a human. Just the idea of a person engineered to specific criteria boggles the mind with questions about the implications on society, not to mention the unforeseen consequences that could lurk in the nearby future. In a world as populous as today's, the sense of self, rooted within each person, becomes more important than ever. As time passes with more hi-tech advancements, people will have to deal with the outcomes of the human genome project, some of which can be investigated before work begins on implementing research into everyday healthcare and others that still wait to be stumbled upon. The first problem includes the laws of all types, including those that have yet to be passed concerning the use of DNA in altering negative characteristics and adding favorable ones. First, developers must explore the ethical law that asks whether it is morally correct to change what it is that makes us people: the fact that we are all different and have flaws, and maybe these should be cherished rather than changed. If everyone was the same, we would become like ants, just one of a million, and lose the meaning of us being here: sharing different ideas and personas that enrich our lives and give us fulfilling relationships. Does making similar people interfere with the law of nature, which before now was the only factor in determining who we are? Then comes the legal matters that appear with the application of this knowledge. When people alter the natural cycle of life that has been in place for millions of years, there are going to have to be rules in place so that this sensitive data does not fall into the wrong hands, become misused, or have the huge negative impact on society that it has the possibility of having.

Battle of Algiers Analysis Essay

The Battle of Algiers is a 1966 film that depicts the Algerian uprising against the French rule in the city of Algeria. The cause of the conflict in the film is the constant oppression felt by the Arab Algerians because of French colonialism. The injustice suffered by the native Arabs is shown in a number of ways: the living space difference between the Arabs and French, the difference in occupation, and the condescending attitudes the French have towards the Arabs. The populations of Algeria (Arab and French), are separated into two locations. The French live in a modern city with stores, buildings, lights, and automobiles many things that people take for granted. While the Arabs live in poverty compressed in a dark Casbah; an old walled in citadel. The French seem to have a well-established middle class while the native Arabs of Algeria have to struggle to survive. The difference in occupations by the natives and the French is also blatantly shown. The Arabs are mainly engaged in manual labor and only work with the French when they work under them – the servant of the police commissioner. On the other hand the French have a deep-rooted monopoly on all civil affairs. These differences show the injustice experienced by the native population but it is more apparent by the condescending and arrogant perception the French have toward the Arabs. Throughout the film the French try to persuade the native population to quell their rebellion by showing how French occupation has given them â€Å"civilization and prosperity.† But this is not true because of the difference in living conditions between the two races of people. Also throughout the film the French refer to the native Algerians as â€Å"dirty Arabs,† and â€Å"rats.† The dehumanization of the Arabs is also shown when Lieutenant-Colonel Mathieu compares the Arabs to â€Å"tapeworms.† It is ironic that the French officer refers to the Arabs as parasites when it is truly the French who colonized the country and exploits its resources. Lieutenant Mathieu also shows his disrespect for the Arabs when he names his counter measures to the Arabs rebellion â€Å"operation champagne.† (Alcohol is forbidden to Muslims) The film The Battle of Algiers shows the constant injustice to the native population by the foreign imperialists. The movie shows the difference in location, occupation, and respect that both people have for each other. The film also shows the constant racism of the French toward the native population and depicts the various reasons as to why the Arabs rebelled.

Ban The Use Of Guns By Civilians - 3058 Words

Pierce Hodges Mrs. Desanto Research paper Feb 9, 2015 A Call to Ban the use of Guns by Civilians Dwight D. Eisenhower once said, â€Å"Every gun that is made, every warship launched, every rocket fired, signifies in the final sense a theft from those who hunger and are not fed, those who are cold and are not clothed.† (citation) Guns are a major source of crisis in our nation today, and as President Eisenhower speaks to in this quote, firearms take something away from society. We are supposed to be a peaceful and civilized nation, but because of guns, we are becoming a violent nation and a disaster. Many think that those who are negatively affected by guns are only inner-city teens and young adults. This was proven to be untrue by the†¦show more content†¦In that same situation, with no gun around, there is a much less chance of someone being severely injured or killed. Many people suggest securing schools more by doing things like locking all doors, bullet-proof vestibules, mandatory ID and background checks, and even microchips monitoring people s whereabouts i n the school. All of these things may help, but the problem is much bigger than the schools. The problem is in the access to guns that our laws allow. The use of guns by civilians should be banned because, the statistics show that the more guns, the more chance for violence. The military and law-enforcement should be the only ones legally allowed to carry guns. When our forefathers drafted the Bill of Rights with the Second Amendment protecting the individual right to possess firearms, the society and the motive was different. it was a limited right and they left some authority over it to the government. The government is able to limit this, so seeing how guns are negatively affecting our society, they should use their power. There is no reason why so many people, living in what is supposed to be a peaceful society, possess guns. About 16,272 murders were committed in the United States during 2014. Of these, about 10,886, or 67%, were committed with firearms. A nationwide survey of 4,977 households found that over the previous five years, at least 0.5% of households had members who had used a gun for defense during a

How Does a Lever Work and What Can It Do

Levers are all around us and within us, as the basic physical principles of the lever are what allow our tendons and muscles to move our limbs. Inside the body, the bones act as the beams and joints act as the fulcrums. According to legend, Archimedes (287-212 B.C.E.)  once famously said Give me a place to stand, and I shall move the Earth with it when he uncovered the physical principles behind the lever. While it would take a heck of a long lever to actually move the world, the statement is correct as a testament to the way it can confer a mechanical advantage. The famous quote is attributed to Archimedes by the later writer, Pappus of Alexandria. Its likely that Archimedes never actually ever said it. However, the physics of levers is very accurate. How do levers work? What are the principles that govern their movements? How Do Levers Work? A lever is a simple machine that consists of two material components and two work components: A beam or solid rodA fulcrum or pivot pointAn input force (or effort)An output force (or load or resistance) The beam is placed so that some part of it rests against the fulcrum. In a traditional lever, the fulcrum remains in a stationary position, while a force is applied somewhere along the length of the beam. The beam then pivots around the fulcrum, exerting the output force on some sort of object that needs to be moved. The ancient Greek mathematician and early scientist Archimedes  is typically attributed with having been the first to uncover the physical principles governing the behavior of the lever, which he expressed in mathematical terms. The key concepts at work in the lever is that since it is a solid beam, then the total torque into one end of the lever will manifest as an equivalent torque on the other end. Before getting into interpreting this as a general rule, lets look at a specific example. Balancing on a Lever Imagine two masses balanced on a beam across a fulcrum. In this situation, we see that there are four key quantities that can be measured (these are also shown in the picture): M1 - The mass on one end of the fulcrum (the input force)a - The distance from the fulcrum to M1M2 - The mass on the other end of the fulcrum (the output force)b - The distance from the fulcrum to M2 This basic situation illuminates the relationships of these various quantities. It should be noted that this is an idealized lever, so were considering a situation where there is absolutely no friction between the beam and the fulcrum, and that there are no other forces that would throw the balance out of equilibrium, like a breeze. This set up is most familiar from the basic scales, used throughout history for weighing objects. If the distances from the fulcrum are the same (expressed mathematically as a b) then the lever is going to balance out if the weights are the same (M1 M2). If you use known weights on one end of the scale, you can easily tell the weight on the other end of the scale when the lever balances out. The situation gets much more interesting, of course, when a does not equal b. In that situation, what Archimedes discovered was that there is a precise mathematical relationship — in fact, an equivalence — between the product of the mass and the distance on both sides of the lever: M 1 a M 2 b Using this formula, we see that if we double the distance on one side of the lever, it takes half as much mass to balance it out, such as: a 2 bM 1 a M 2 bM 1(2 b) M 2 b2 M 1 M 2M 1 0.5 M 2 This example has been based upon the idea of masses sitting on the lever, but the mass could be replaced by anything that exerts a physical force upon the lever, including a human arm pushing on it. This begins to give us a basic understanding of the potential power of a lever. If 0.5 M2 1,000 pounds, then it becomes clear that you could balance that out with a 500-pound weight on the other side just by doubling the distance of the lever on that side. If a 4b, then you can balance 1,000 pounds with only 250 pounds of force. This is where the term leverage gets its common definition, often applied well outside the realm of physics: using a relatively smaller amount of power (often in the form of money or influence) to gain a disproportionately greater advantage on the outcome. Types of Levers When using a lever to perform work, we focus not on masses, but on the idea of exerting an input force on the lever (called the effort) and getting an output force (called the load or the resistance). So, for example, when you use a crowbar to pry up a nail, you are exerting an effort force to generate an output resistance force, which is what pulls the nail out. The four components of a lever can be combined together in three basic ways, resulting in three classes of levers: Class 1 levers: Like the scales discussed above, this is a configuration where the fulcrum is in between the input and output forces.Class 2 levers: The resistance comes between the input force and the fulcrum, such as in a wheelbarrow or bottle opener.Class 3 levers: The fulcrum is on one end and the resistance is on the other end, with the effort in between the two, such as with a pair of tweezers. Each of these different configurations has different implications for the mechanical advantage provided by the lever. Understanding this involves breaking down the law of the lever that was first formally understood by Archimedes. Law of the Lever The basic mathematical principle of the lever is that the distance from the fulcrum can be used to determine how the input and output forces relate to each other. If we take the earlier equation for balancing masses on the lever and generalize it to an input force (Fi) and output force (Fo), we get an equation which basically says that the torque will be conserved when a lever is used: Fia Fob This formula allows us to generate a formula for the mechanical advantage of a lever, which is the ratio of the input force to the output force: Mechanical Advantage a/ b Fo/ Fi In the earlier example, where a 2b, the mechanical advantage was 2, which meant that a 500-pound effort could be used to balance a 1,000-pound resistance. The mechanical advantage depends upon the ratio of a to b. For class 1 levers, this could be configured in any way, but class 2 and class 3 levers put constraints on the values of a and b. For a class 2 lever, the resistance is between the effort and the fulcrum, meaning that a b. Therefore, the mechanical advantage of a class 2 lever is always greater than 1.For a class 3 lever, the effort is between the resistance and the fulcrum, meaning that a b. Therefore, the mechanical advantage of a class 3 lever is always less than 1. A Real Lever The equations represent an idealized model of how a lever works. There are two basic assumptions that go into the idealized situation, which can throw things off in the real world: The beam is perfectly straight and inflexibleThe fulcrum has no friction with the beam Even in the best real-world situations, these are only approximately true. A fulcrum can be designed with very low friction, but it will almost never have zero friction in a mechanical lever. As long as a beam has contact with the fulcrum, there will be some sort of friction involved. Perhaps even more problematic is the assumption that the beam is perfectly straight and inflexible. Recall the earlier case where we were using a 250-pound weight to balance a 1,000-pound weight. The fulcrum in this situation would have to support all of the weight without sagging or breaking. It depends upon the material used whether this assumption is reasonable. Understanding levers is a useful skill in a variety of areas, ranging from technical aspects of mechanical engineering to developing your own best bodybuilding regimen.

Study of Supply Chain Management of Hindustan Unilever...

A Project Report On â€Å"Study of supply Channel Management of Hindustan Unilever Limited.† [pic] Submitted By Partho mukherjee PGDM (operations) Sem 3rd under the guidance of mr. Vivek swami sinhgad institute of business administrationresearch S. NO. 40/4A+4B/1 NEARPMCOCTROI POST, KONDHWA –SASWAD ROAD, KONDHWA (BK) PUNE-411048 CERTIFICATE This is to certify that Mr. /Ms PARTHO MUKHERJEE student of SINHGAD INSTITUTE OF BUSINESS ADMINISTRATION RESEARCH; Pune has completed report of â€Å"STUDY OF SUPPLY CHAIN MANAGEMENT OF HINDUSTAN UNILEVER LIMITED† academic year†¦show more content†¦3. To understand the way how they make smooth their processes. 4. Which channel level is adopting by company? 5. What is the benefit to the customer from company`s channel management? SUMMARY I am doing my management thesis on Distribution Channel management of Hindustan Unilever Limited. For smooth running Channel management is very important to every firm. Now a day’s FMCG sector is booming sector. In India there are very few organized retailer like PG, ITC, and HUL etc. In it Hindustan Unilever Limited is one of the leading Organized Retailer. There are four types of P`s Product, Price, Place and Promotion. In this four P`s Place means Distribution . Distribution Channel management means, this is one of the P from 4 P`s. frequently there may be a chain of intermediaries; each passing the product down the chain to the next organization, before it finally reaches the consumer or end-user. There are alternate channels of distribution channel may be available. I. Direct sell. II. Agent III. Distributors IV. Retailers. V. Brokers. Distribution channels can thus have a number of levels. There are four types of distribution channels. I. Zero level. II. One level. III. Two level. IV. Three level. Research Methodology Research Methodology is a way to systematically solve the research problem. 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White goods in FMCG refer to household electronic items such as Refrigerators, T.Vs, Music Systems, etc. In 2005, the Rs. 48,000-crore FMCG segment was one of the fast growing industries in India. According to the AC Nielsen India study, the industry grew 5.3% in value between 2004 and 2005. http://www.chillibreeze.com/articles_various/fmcg-in-india.asp Creating a strong brand identity, leveraging new product categories and growing the customer base are core concerns for consumerRead MorePG India Supply Chain Analysis11039 Words   |  45 PagesSupply Chain Strategy, Performance and Risks: Tools and Techniques Introduction â€Å"Our Purpose works to unify us in a common cause and growth strategy. It is powerful because it promotes a simple idea to improve the lives of the world’s consumers every day. Pamp;G grows by touching and improving more consumers’ lives in more parts of the world...more completely.† - Pamp;G â€Å"At Pamp;G, we touch lives in small but meaningful ways. 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Battered Women Syndrome Essay Example For Students

Battered Women Syndrome Essay Battered Woman SyndromeIn Robert Agnews general strain theory, he talks about how strain and stress could cause an individual to commit crimes that they wouldnt have committed without those circumstances. In his theory, he refers to negative affective states, which are the anger, frustration, and adverse emotions that emerge in the wake of destructive social relationships. It is these negative affective states that are produced by strain. Agnew acknowledges that strain can be caused by negative situations, such as abuse or neglect, family conflict, or stressful life events. These situations can all be found to be extremely prevalent in households where domestic violence occurs. According to this theory, the negative stimuli presented causes, in this case, the woman to feel angry, frustrated, disappointed, depressed, and fearful. These negative feelings, in turn, are outwardly expressed through violence. In this paper, we will look at battered woman syndrome as a theory that has stemm ed from Robert Agnews general strain theory. In her 1979 book The Battered Woman; Dr. Lenore Walker first came up with what is now know as battered woman syndrome. Put simply battered woman syndrome, or BWS as it is sometimes called, is a group of psychological symptoms that are easily recognized in women who have been physically, sexually, or psychologically assaulted by their domestic partner. According to Dr. Walker, Battered woman syndrome presents evidence that the syndrome is part of a recognizable pattern of psychological symptoms called post-traumatic stress disorder (PTSD) reported to be produced by repeated exposure to trauma such as the physical, sexual, and/or serious psychological assault experienced by battered women (Gelles 133). Because battered woman syndrome is considered to be in the same category as PTSD, it does not have its own classification in the Diagnostic and Statistical Manual of Mental Disorders-third edition, also known as the DSM-III. Instead it is jus t classified along with post-traumatic stress disorder. The American Psychiatric Association gives five criteria for the diagnosis of PTSD using the DSM system, 1. presence of a stressor that could cause a traumatic response (battering)2.symptoms lasting for more than one month3.measurable cognitive and memory changes4.at least three measurable avoidance symptoms5.at least two measurable arousal symptoms (Gelles 138). These five criterions are what doctors in the psychiatric field use to diagnose a woman with battered woman syndrome. In some cases, a doctors diagnosis comes into play in the courtroom. In most cases a doctors testimony is used to give an idea about the womans state of mind when she committed the crime she is on trial for. An example would be when a battered woman commits a crime against her spouse, and claims that her husbands abuse was what caused her to commit the crime in the first place, and a doctors testimony is used to explain the psychological effects that the abuse has had on her state of mind. Abuse plays a major role when crimes are committed against a spouse. Duttons research has shown that, Among women who are convicted of homicide against an intimate partner, a large percentage killed following physical, sexual, and psychological abuse toward them by their partner (112). Judy Ann Laws Norman is an example of a woman who was driven to kill due to the abuse she suffered from her husband. Judy Ann Laws Norman was married to John Thomas J.T. Norman for 25 years. He was an alcoholic who forced his wife to prostitute herself. She claims that if she did not bring home a minimum of $25 a day, he would beat her. When he beat her, he would use any and all objects he could find. Judy suffered many different forms of physical abuse at the hands of her husband. He used to put cigarettes out on her skin and throw food and drinks at her. In some cases, he would refuse to let her eat for days at a time, and at least once he smashed a glass in her face. Aside from these physical assaults, J.T. would often subject Judy to psychological torture. He would call her names like dog and whore on a regular basis. Sometimes he would force her to sleep on a concrete floor and also crouch down on the floor and eat pet food out of a bowl. J.T. also gave Judy reason to fear for her life. The records state, Norman often stated to both the defendant and to others that he would kill the defendant. He also threatened to cut her heart out (Gagne 55).