Why Dont Girls Choose Science :: essays papers

Why Dont Girls Choose Science Issues Essay: Why Don’t Girls Choose Science? In South Australia in 1983 less than one-third of students studying physics at matriculation level were girls (Robottom, 1986). Sixteen years later, in 1999, girls still only made up 35% of students studying physics at the matriculation level (SSABSA, 1999). Despite all the advances for women in modern society it seems that there is still an issue of concern in that of girls participation and achievement in science. Adamson, Foster, Roark & Reed (1998) suggests that the gender gap in science appears to widen with development so much so that there is concern that women are being underrepresented in some science fields. It is suggested that due to the role science and technology plays in all of our lives today it is not only a concern that women are limiting their career options, but also that they are not getting the opportunity to take part in the planning and decision-making processes that occur in areas which affect all citizens (Johnston, 1984). Indeed, Andre, Whigham, Hen drickson & Chambers (1999), have found that secondary school girls have lower persistence and enrolment in the physical science pipeline, which of course leads to women having lower participation in physical science careers. Recently O’Brien, Martinez-Pons & Kopala (1999) reported that gender could directly predict students’ career interests in the science and engineering fields, leaving no question as to whether gender was an issue when choosing science subject. It is thought that the critical moment for girls arises when they have a choice as to whether to do science or not (Robottom, 1986) and it is at this point the gender differences really become noticeable. Studies have revealed that girls were choosing to do language, arts or biology, whereas boys were choosing to do physical science courses (Farenga & Joyce, 1999) and it seems that there is no biological basis that can account for this low achievement and representation of girls in physical science (Johnston, 1984). This viewed in the light of the fact that it has been shown that the school plays a major role in the performance and attitudes of girls to science (Johnston, 1984) must prompt all teachers to examine what they may be doing to contribute to this problem and what they may be able to do to encourage girls to become involved in science, particularly the physical sciences.

Yes to Guns! No to Gun Control!

Yes to guns! No to gun control! Banning Guns Cannot Prevent School Shootings! Imagine yourself at the scene of the Virginia Tech shooting. You hide under the desk that you were sitting at peacefully just moments ago. Gun shots ring though the air as you sit curled up on the cold floor, wondering who the next victim of the evil rampage will be. Don’t you wish you could have had a gun in this moment? Don’t you wish you had a way to defend yourself against the murderer? Because we cannot go back in time, we cannot know how differently the Virginia Tech shooting could have turned out if one of the victims had possessed a gun.We can, however, analyze this and other school shootings to see how they could have been different. Thirty-one states currently have laws allowing concealed handguns for adults with no criminal record or history of mental disorders. The cause of concealed-carry has grown over the past decade or two. More and more people are realizing how much of a posit ive difference allowing guns can really make. Banning guns on campuses doesn’t protect students. Rather, the policy only endangers those who are ethical enough to follow the law.Outlaws are the only ones who will have guns if guns are outlawed. This means that criminals will have guns, and law-abiding civilians will not. Students and teachers should be allowed to carry concealed handguns on college campuses. In 1997 in Pearl Mississippi, a shooter was stopped by an assistant principal who had retrieved a gun from his car. Because he was not allowed to bring his gun into the school, the assistant principal could not stop the shooting earlier. If he would have been allowed to bring his gun into the school, the lives of the shot students could have been saved.In Edinboro, Pennsylvania, in 1998, a passerby stopped a shooter who was reloading his gun by pointing a shotgun at him until the police arrived. If it were not for this civilian, the shooter would have been able to finish reloading his gun and continue his massacre. If a person bearing a gun had not been on the scene at either one of these shootings, much more damage could have been done by the shooters. Sharp-minded civilians with guns, however, were present at both of those school shootings. Without anyone even firing a shot, both of these tragedies were prevented from becoming worse.For a more recent example, consider the Virginia Tech shooting. Obviously, there was no student or teacher with a gun at the scene of the shooting. As I stated before, we cannot know if the tragedy could have turned out differently if someone would have shot the shooter. We can logically see how the tragedy could have been prevented by a student with a gun, though. Imagine if a student or teacher would have pulled a gun on and shot the Seung-Hui Cho before he began shooting people in the classroom. Dozens of lives could have been saved by that quickly-thought action.There is no possibility that someone with a concealed gun would have been on the scene, however, because concealed weapons are not allowed on the Virginia Tech campus. Almost any mass shooting could be prevented by a quick-thinking civilian with a concealed gun. Because one of the criteria for owning a concealed-carry permit is that the owner must be somewhat proficient at shooting, there is a good chance that a murderous gunner could be stopped by one bullet. Banning concealed handguns really doesn’t protect anyone.If a person is intent on killing someone, or is intent on killing a mass of people, he will do it. Someone who is willing to go against the law and kill someone, or kill a number of people, will not mind going against the law about carrying a gun on a campus. And even if a murderer does not bring a gun onto campus, there are many other ways to kill someone, such as a knife, baseball bat, or even bare hands. Guns themselves really aren’t the problem, in fact, â€Å"Guns aren’t bad things or good things . They’re things, inanimate objects, and chunks of metal with no will of their own. So if people bent on murdering will murder, people who will be the victims of the murderer should have some way to defend themselves. The best way for a person to defend themselves against an attacker is a gun, simply because it is so deadly. In a study that analyzed the relationship between concealed handgun laws and crime rates between 1977 and 1995, the effect of those laws was clearly seen. In those 19 years, states that passed laws allowing concealed-carry guns saw an 84% decline in multiple-victim shootings.In addition, after concealed-carry laws had been established for 5 years, murders decreased by at least 15%. Some people say that we cannot trust civilians with concealed handguns in mass-shooting situations because they might shoot an innocent bystander instead of the murderer. As I stated before, however, one of the criteria for obtaining a concealed-carry permit is that the owner m ust be somewhat proficient at shooting. There is a small chance that someone with a concealed handgun would shoot the wrong person in a space the size of a classroom. Others contend that small arguments could turn into shooting battles.I can see why some of my opponents would think this, but people are just as likely to shoot each other over small arguments as they are to strangle each other or stab each other. One of the requirements for a concealed-carry permit owner is, as I stated earlier, that he or she is mentally sound. People who are right in their minds will not attempt to kill someone with whom they have a minor disagreement. And if a person is bent on killing another, they will find a way to do it. According to Craig Medred, editor of the â€Å"Outdoors† magazine, â€Å"The problem isn’t the weapon of choice, it’s the anger.It doesn’t make any difference whether a killer has a gun, a knife, or a crowbar. Guns are used defensively 2. 5 million times every year. There has been many times over the past decades that multiple-victim shootings are prevented by civilians with concealed guns. Because there are people who are bent on killing others, the victims should have an effective method of defending themselves. Namely, they should be able to defend themselves with a gun. Banning guns doesn’t actually protect anybody, so people should be allowed to carry a concealed gun if they wish. Many lives could be saved if concealed handguns were allowed on college campuses.

Protocol numbers Essay

Protocol numbers are used to configure firewalls, routers, and proxy servers. In Internet Protocol version 4 (IPv4, Request for Comments [RFC] 791I), the protocol number can be found in the Protocol field of an IP header.ICMP Echos are used mostly for troubleshooting. When there are 2 hosts which have communication problems, a few simple ICMP Echo requests will show if the 2 hosts have their TCP/IP stacks configured correctly and if there are any problems with the routes packets are taking in order to get to the other side ICMP Echo Information Type Name Reference Echo Reply [RFC792] Codes No Code 1 Unassigned [JBP] 2 Unassigned [JBP] 3 Destination Unreachable [RFC792] Codes 0 Net Unreachable 1 Host Unreachable 2 Protocol Unreachable 3 Port Unreachable 4 Fragmentation Needed and Don’t Fragment was Set 5 Source Route Failed 6 Destination Network Unknown 7 Destination Host Unknown 8 Source Host Isolated 9 Communication with Destination Network is  Administratively Prohibited 10 Communication with Destination Host is  Administratively Prohibited 11 Destination Network Unreachable for Type of Service 12 Destination Host Unreachable for Type of Service 13 Communication Administratively Prohibited [RFC1812] 14 Host Precedence Violation [RFC1812] 15 Precedence cutoff in effect [RFC1812] 4 Source Quench [RFC792] Codes No Code 5 Redirect [RFC792] Codes Redirect Datagram for the Network (or subnet) 1 Redirect Datagram for the Host 2 Redirect Datagram for the Type of Service and Network 3 Redirect Datagram for the Type of Service and Host 6 Alternate Host Address [JBP] Codes Alternate Address for Host 7 Unassigned [JBP] 8 Echo [RFC792] Codes No Code 9 Router Advertisement [RFC1256] Codes 0 No Code 10 Router Selection [RFC1256] Codes 0 No Code 11 Time Exceeded [RFC792] Codes 0 Time to Live exceeded in Transit 1 Fragment Reassembly Time Exceeded 12 Parameter Problem [RFC792] Codes 0 Pointer indicates the error 1 Missing a Required Option [RFC1108] 2 Bad Length 13 Timestamp [RFC792] Codes 0 No Code 14 Timestamp Reply [RFC792] Codes 0 No Code 15 Information Request [RFC792] Codes 0 No Code 16 Information Reply [RFC792] Codes 0 No Code 17 Address Mask Request [RFC950] Codes 0 No Code 18 Address Mask Reply [RFC950] Codes 1 No Code PORT NUMBERS Service names are assigned on a first-come, first-served process, as documented in [RFC6335]. Port numbers are assigned in various ways, based on three ranges: System Ports (0-1023), User Ports (1024-49151), and the Dynamic and/or Private Ports (49152-65535); the difference uses of these ranges is described in [RFC6335]. System Ports are assigned by IETF process for standards-track protocols, as per [RFC6335]. User Ports are assigned by IANA using the â€Å"IETF Review† process, the â€Å"IESG Approval† process, or the â€Å"Expert Review† process, as per  [RFC6335]. Dynamic Ports are not assigned. The registration procedures for service names and port numbers are described in [RFC6335]. Assigned ports both System and User ports SHOULD NOT be used without or prior to IANA registration.

Any Topic (writers Choice) Example

Any Topic (writers Choice) Example Any Topic (writer's Choice) – Case Study Example Exercise Programme and Asthma Insert Insert What is the species of the model/study organism? Patient with Asthma 2. What is one piece of interesting information found in the introduction? Asthma is a chronic disease and some of the symptoms are is difficulty in breathing and lungs being filled with air. The other point of interest is the objective of the study that is the effect of an exercise programme and vitamin D supplementation on performance and respiratory indicators in patients with asthma (Couzen, 1991). 3. What are the major question and / or hypothesis studied in the journal article? The following are the issues of the study;- How does aerobic exercise help patients with asthma? How does both aerobic exercise and supplement of vitamin D help patients with asthma? How does vitamin D alone affect asthma patients? What are the effects of asthma patients who do not do exercises and use vitamin D supplement? 4. A sampling of the study? The sampling took place in Ilam, Iran. Where by 32 women with asthma volunteer to be the sample size. To determine whether the women who were asthmatic or no a clinical examination, pulmonary function tests, a skin prick test for aeroallergens, and a six-minute walk test (Couzen, 1991). The participants were allocated four treatments that are as follows; - 8 weeks of aerobic exercise, aerobic exercise, and vitamin D supplementation and vitamin D supplementation alone. The control group did not participate in the exercise programme and did not receive vitamin D supplementation. 5. Choose one experiment from the study a) Describe the experiment One of the experiments done was an aerobic exercise that lasted for the duration of 8 weeks. This 8-week exercise programme comprises of 30 minutes session of the exercise per week.There the stretching, walking and running is part of the task (Couzen, 1991). b) What are the prediction and response variables for the experiments? The prediction is that the ones who were doing aerobics and vitamin D supplement had improved pulmonary function. c) Describe how the evidence supported/ answered the primary hypothesis /questions? The experiment showed that the group involved involvement in an 8-week aerobic exercise and vitamin D supplementation programme and the one involved in both aerobics and vitamin D supplement showed a decrease in FEVI, FVC and 6- MWT. This shows that this exercise could improve the airflow in the lungs (Couzen, 1991). 6. What was the major conclusion of the study From the findings, I can conclude that aerobic exercise and vitamin D supplement would improve pulmonary function and activity tolerance in asthmatic patients. This remedy could be used as a non-pharmacological treatment and as part of pulmonary rehabilitation programme in asthmatic patients used by specialists. This will help in economic savings in terms of reducing the health cost. The analysis met the objectives for the study and were regarded successful. Future search in the same field can attract different approaches towards getting accurate results. They include the use of modernised technological equipment to carry out the measurement, data entry, and analysis. References Couzen, N. H. (1991). Asthma and Exercise. Jones and Bartlett.

Relevance of Modern Cinema to the Study of Ancient History essays

Relevance of Modern Cinema to the Study of Ancient History essays The Relevance of Modern cinema to the study of Ancient History Cinema has been around for about 100 years now. Who would have thought that the French short called The journey to the Moon (1901), would progress into a digital masterpiece like GLADIATOR. Over the century of movies that the world has witnessed, the have been almost 70 films made on the subject of classics. 21 of these were made in the decade between 1959-1969. Almost every one of these (with the exception of 6, including Carry On Cleo!) was solely intent on showing the cultural side of classical times, rather than the popular gory side (e.g. Cleopatra). Both sides are incredibly useful to the study of ancient history. The former shows how the ancient civilisations lived; and the latter shows what they did for entertainment. The subject of classics was first seen to be a novel idea to base a film on in 1899, by the French director Georges Mlis when he made Clopatre. This idea soon caught on, with some years churning out as many as 4 classics films a year (1908, 1961, 1962). However, the idea of classics in a movie soon became cliched, after 21 versions of Hercules, 9 versions of Quo Vadis, 15 films based on Cleopatra, and 7 versions of Spartacus. So, it was unsurprising that from 1983, there was a 14-year gap between two classics films. Ironically, both films were a version of Hercules, the most recent being a Disney Version (which actually stole ideas from almost every significant Greek myth ever told!) Even then, after 14 years, directors feared making a classical movie, as it could ruin their career. Ridley Scott was the first daring filmmaker, when, after 4 years, he made perhaps the most incredible classics film ever. Years of studying classics went into the movie, and the excellent effects enhanced the experience. Now, in the new millennium, the idea is once again becoming a trend, with Gates of Fire set to be released ...

Asymmetric information and market disequilibrium Essay

Asymmetric information and market disequilibrium - Essay Example Evidences state that asymmetric information has resulted in adverse selection and under provision or lack of trade (Cawley & Philipson, 1999, p.827). In the real markets cases often arise when the seller knows more about the product being traded than the buyers. As for example in case of second hand car market, the seller knows more about the car than the buyer. It may be the other way round also where the buyer posses more information than the sellers as for example in insurance market, the buyers of the insurance usually is more aware about their risks than the insurance company selling them the insurance. Labor market can be considered as another case where a labor trying to get a job is more aware of the fact that how able he is or she in convincing the employer to bag the job (Economics of organization, slide 4-6). The market of used car will be used as a model where the asymmetric information leads to the absence of trade in that market. The prediction of the conditions for the used cars is very hard to estimate. Various parameters to judge the conditions may be appearance of the car, existence of otherwise of a guarantee with the car, date of manufacturing and so on. But here the assumption will be that the buyer has only two sets of expectations or information in his mind that is the car is either good or the car is bad. The potential buyer also does not have the determination power of the condition of the car in ex ante situation (Economics of organization, slide 6). The seller is well informed about the condition of the car. If the car is in bad condition, the seller does not have the incentive to reveal the fact (Asymmetric Information, n.d). The willingness of the seller to sell a product is expressed in terms of reservation price. The reservation price of the seller is the price that the seller would accept for the object (Adverse Selection, n.d., p. 1) and it depends obviously on whether the car is good or bad. The reservation price of the seller is provided in the table below: Reservation Price Good condition Bad Condition $ 10, 000 6,000 Table 1. Similarly the buyers also evaluate the condition of the car which is also their reservation price (Onuma, n.d., p. 3). Now common information available to everyone is that half the sellers are selling good cars and half the sellers are selling bad cars. The reservation price of the buyer is provided in the table below: Reservation Price Good condition Bad Condition $ 11,000 7,000 Conjecture of the buyer In case of a risk neutral buyer the maximum amount he or she willing to pay for a used car is given in the expectation calculation of the buyer as given by, , Where E (B) = Expected buying price & probability of half of the sellers selling bad cars= probability of half of the sellers selling good cars= Now if the buyer gets to know about the reservation price of the seller, then he or she will work out the price calculation and will accordingly find that at the price only the selle r of the bad car will be willing to sell the car because the sellers of only bad car’s reservation price is above $ 9,000 and the seller of the good cars’

Answers for 5 discussion questions Essay Example | Topics and Well Written Essays - 500 words

Answers for 5 discussion questions - Essay Example Jackson’s â€Å"The Haunting of Hill House† is a book whose plot revolves round haunting sessions in a hill house. â€Å"Eleanor did not sleep during the afternoon, although she would have liked to; instead, she lay on Theodoras bed in the green room and watched Theodora do her nails, chatting lazily, unwilling to let herself perceive that she had followed Theodora into the green room because she had not dared to be alone† (pg 40). This quote portrays horror in the hill house as everybody feels fear yet they refuse to admit. Horror in the hill house make characters incline to believe in redemption from religion. â€Å"Hell House† depicts haunting sessions and doom that befalls non-believers. This movie is unethical as a method of persuasion as it instills fear in characters leaving them with no other option but believe in religion. Cults and organizations exhibit pledge to their leaders regarding organizational beliefs, ideas and obligations. Leaders of cults and organizations command actions of members and resistance to these actions is unacceptable. Cults and organization serve to acquire financial benefits. Encouraging team spirit within cults and organizations forms a unique feature. However, cults differ from organizations in various aspects. Actions of leaders of organization are subject to review by relevant authorities marred with such duties. Cults are not answerable to any authorities and their activities are non-religious. Unlike cults, organizations condemn members from cutting links with their families or friends. Organizations are not necessarily formed on religious beliefs and ideologies. "It is also possible that part of our test of faith is our loving of this world, even our flesh body, to the extent to be willing to leave it without any proof of the Next Levels existence" (Davis pp. 123). The intriguing aspect of Davis’s analysis is the