Unit 3 Part 1 Essay Example | Topics and Well Written Essays - 500 words

Unit 3 Part 1 - Essay Example Anderson and Bushman (2001), provide a better understanding of such effects on viewers. Their scientific research states that, â€Å"Violent media increase aggression by teaching observers how to aggress, by priming aggressive cognitions (including previously learned aggressive scripts and aggressive perceptual schemata), by increasing arousal, or by creating an aggressive affective state.† The violent video games are not only affecting the social, psychological and physical wellbeing of children but are also affecting their activities including education, family relationships and interating abilities. In this regard, Lynch et al. (2004), provide studies which â€Å"show a fairly consistent negative correlation between recreational video game play and grades.† Children, who are aggressive by nature without any external factor increasing this aggression, are more likely to be affected by such video games. A correlational study conducted by Anderson and Dill (2000) concludes that the relationship between violent video games and aggression are more likely to be devastating for children having aggressive behaviour or showing negative behaviours in their early life. The main result of the study by Baldacci, Pasold, Baumgardner, & Funk (2004) proposed that media exposure directly relates to the desensitization of children from violence. It also leads to lower empathy when it comes to real life violence. The more a child is exposed to violence in media or video games the more he is desensitized to his surroundings. Similarly it was also found through the study the empathy level of the children was also significantly lowered down with the increased exposure to media and games. Hence, we may conclude that the effects of violent video games and exposure of violence on media is affecting children greatly. There is a need to research the effects in depth and analyze the changes that occur in children’s behaviour after getting exposed to media

Marketing Management Essay Example | Topics and Well Written Essays - 3250 words

Marketing Management - Essay Example According to Kotler (2003), customer perceived value (CPV) is the difference between total customer value and total customer cost. Total customer value includes four factors: product value, services value, image value and personnel value; and total customer cost includes time cost, monetary cost, psychic cost and energy cost (Tseng & Et. Al., 2007). The enhancement of the consumer perceived value can be achieved by increasing total consumer value or by reducing total consumer cost. This can be understood better with the help of an example of Wal-Mart, the UK based retail chain of stores. To enhance the consumer value they offer huge assortments in merchandises. There are various options available for the consumers to chose from the various brands and their private level brands. In reduction to consumer cost, Wal-Mart offers ‘everyday low pricing’ strategy. This offering allows the consumers to save certain amount of money through the low pricing strategy of Wal-Mart. This helped Wal-Mart to cater its consumers’ added value through higher level of satisfaction (IMD, 2009). This model suggests that how received and desired values adjust well into a disaffirmation type satisfaction model. The overall satisfaction can be known as the consumer’s judgment in reaction to assessment of understanding with the products and services. When the consumers make an evaluation, they create certain notions, developed from the past and present experiences about the value that they desired. The desired value directs consumers when they structure perception of the products or services whether it has performed excellently or weakly in the utilisation circumstances. The consumer’s derived value is evaluated upon experiences they use on certain attributes of the experiences, performances and consequences. The received value may guide in the creation that is generally

The street act 1 Essay Example for Free

The street act 1 Essay The main character in The Street, Ann Petry shows that even in the hardest of times, one should continue to push forward, even if the â€Å"wind [pushes]† them away. The wind is trying to prevent those outside, especially Lutie, from accomplishing their mission/goals. The wind blocks Lutie’s path, almost as if it were the difficult situation she is going through. The wind forced the Lutie to shiver as â€Å"its cold fingers†¦touched the back of her neck, explored the sides of her head†. Petry also shows that the wind is doing every possible thing to discourage the people walking on the street, by finding â€Å"chicken bones and pork-chop bones†, and â€Å"every scrap of paper along the street†. The â€Å"violent assault† of the wind forced not only Lutie, but also every other pedestrian on the street back to their homes as it grew â€Å"difficult to breathe†. also indicating that the wind is a hardship that one must face outside of their cozy, warm home. Looking at lutes’ situation/ troubles, the win seems almost like it has something’s against them and all the pedestrians as if the city was cursed up on. Most of the details are primarily aimed towards the win and what it is doing to the scenario, such as when it â€Å"sucked [the] window shades out through the top† of opened windows, and â€Å"stuck its fingers† inside of people’s coat collars. In other words, the wind is deliberately interfering with its surroundings, creating a stressful situation where one would need a sanctuary to avoid the sinister gusts. The â€Å"flapping† of the shades, â€Å"every scrap of paper† being thrown against the people on the streets, and â€Å"dirt and dust† being lifted into the air â€Å"making it difficult to breathe†, creating a chaotic atmosphere. In The Street, Petry creates the idea that in hard, stressful times, one needs a sanctuary to avoid â€Å"the wind† of life’s powerful gusts. Through three crucial, subtle components, personification, imagery, and selection of detail, the purpose of the story was perfectly conveyed. Petry intended for the wind to have a mind, as it was forcing people back to their sanctuaries.

New Ternary Fe-Ni-Cu Invar Alloys Preparation

New Ternary Fe-Ni-Cu Invar Alloys Preparation Preparation and Characterization of New Ternary Fe-Ni-Cu Invar alloys S Ahmada, A B Ziya[1], a, A Ibrahimb, S Atiqb, N Ahmada and F Bashirc Abstract. Six alloys of Fe65Ni35-xCux(x= 0, 0.2, 0.6, 1, 1.4, 1.8 at.%) have been prepared by conventional arc-melting technique and characterized by utilizing in-situ X-ray diffraction (XRD) technique and differential scanning calorimetry (DSC) at a range from room temperature to 773 K for determination of phase. The studies show that these alloys form face centered cubic (FCC) throughout the investigated temperature range. The X-ray integrated intensities of various reflections were used to determine the coefficient of thermal expansion ÃŽ ±(T), mean square amplitude of vibrations and characteristic Debye temperature ÃŽËœD. The ternary substitution of copper has a minor effect on the lattice parameter but the Debye temperature ÃŽËœD is found to decrease with the increase of copper content in the alloy. The coefficients of thermal expansion ÃŽ ±(T) were found to be comparable to those for conventional Fe-Ni invar alloys. Keywords:  Invar alloys; lattice parameters; thermal expansion; X-ray diffraction Introduction Iron rich invar alloys have been of keen interest for researchers and developers, for their own reasons and interests, since their discovery in 1898 Guillaume and Hebd (1987) because of their unique set of properties labeled as invar anomaly or invar effect. A number of theories and models have been postulated to explain these deviations in the behavior of these alloys from other materials but still there are many queries unresolved Sanyal and Bose (2000); Iwase et al (2003); Matsushima et al (2006); Goria et al (2010); Yichun et al (2009); Tabakovic et al (2010); Pepperhoff et al (2001); Duffaut et al (1990); Matsushita et al (2008). One of the most important property of these alloys that made them most sought for material for applications in especially the electrical/ electronic precision instruments is their very low coefficient of thermal expansion around room temperature as compared to other metals and alloys. But, these materials also have their limitations and to overcome them , the researchers have either made ternary additions to the basic alloy or have turned their focus onto other combinations of elements termed as invar type Ono et al (2007); Matsushita et al (2004); Gorria et al (2006); Zhichao et al (2002); Rongjin et al (2010); Kaji et al (2004); Matsushita et al (2009); Matsushita et al (2007). For example, in some electrical/electronic applications another important property required in candidate material is good electrical conductivity. Iron based invar alloys cannot be grouped as good electrical conductors. Consequently, to develop invar alloys that exhibit inherent low coefficient of expansion and comparatively better electrical conductivity, ternary additions of elements like copper have been studied Stolk et al (1999); Bernhard et al. (1987). Not to mention such addition is expected to decrease the manufacturing cost. Many research groups have undertaken the study of effect of addition of copper onto invar properties of binary iron nickel a lloys but lacked correlation between the copper addition to change or no change in invar properties. This study has been carried out to correlate the invar effect to ternary addition of copper to base iron nickel invar alloy by replacing nickel with copper and to determine thermal properties of the newly developed alloys for comparison with same properties of binary invar alloys. Experimental methods For this study, one binary Fe65Ni35 (subscript indicates atomic percent of the element) and five ternary Fe65Ni35-xCux where x was selected to be equal to 0.2, 0.6, 1, 1.4 and 1.8 were prepared. High purity elements (>99.9%) were weighed and combined on water cooled hearth of a vacuum arc melter. The process was carried in 600 mbar argon atmosphere created after evacuating the chamber to 10-5 mbar pressure. The alloys were melted several times to ensure thorough mixing of the ingredients. To ensure homogeneity, the samples were then heated under vacuum in a Nebertherm furnace at 1273 K approximately for one hundred and seventy hours. Homogenized samples were then weighed as well as chemically analyzed and found to be well within the selected range of set composition. Each sample was then cold rolled to about 0.2 mm thickness and then heated at 1273 K for four hours to remove rolling stresses. Samples of suitable dimensions were then cut from each strip for characterization through X-ray diffraction (XRD) and differential scanning calorimetry (DSC). XRD was carried out in a Bruker D8 Advance diffractometer equipped with MRI high temperature chamber fitted with PtRh heater element. Operating conditions for the X-ray tube were set at 40 kV and 40 mA. The diffraction patterns were recorded in the step scan mode in the 2ÃŽ ¸-range from 20 to 120o with a step of 0.01o. The in-situ high temperature X-ray diffraction of all samples was carried out in 10-6 mbar vacuum with Ni-filtered CuK radiation from room temperature to 473 K with a step of 20 K and thereon with a step of 50 K till 773 K. DSC of all samples was carried out on SBT-Q600 differential scanning calorimeter from room temperature to 1473 K at a heating rate of 20 K/minute under argon atmosphere. 3. Results and discussion 3.1. Structure and lattice parameters DSC scans of the six selected invar alloys were measured (not shown here). No sharp exothermal or endothermal peak was observed in the investigated temperature range, it is thus assumed that the samples were single phase. Room temperature XRD patterns of binary classical invar alloy of Fe65Ni35 and ternary alloys of Fe65Ni35-xCux (x=0.2, 0.6, 1, 1.4 and 1.8) are shown in Figure 1. It can be seen that all alloys are single phase and possess face centered cubic (FCC) lattice structure in confirmation to already published data on similar alloy systems Ono et al. (2007). The lattice parameters of the samples under study were determined by the extrapolation of lattice parameters for all reflections against Nelson-Riley function to minimize the random errors Ziya et al (2006). The values of calculated lattice parameters are given in Table 1. It can be seen that copper addition to the binary composition causes marginal decrease in the lattice parameter as expected because the copper with sm aller atomic radii replaced nickel atoms in the structure of relatively larger radius. 3.2 Thermal parameters To investigate invar effect in the newly developed alloys, it was planned to measure / calculate three major thermal properties / parameters vis-à  -vis temperature; namely, coefficient of thermal expansion, Debye temperature and mean square amplitude of vibration. The results obtained for each of them are discussed in succeeding sub sections. 3.2.1 Thermal expansion To investigate invar effect in these newly developed alloys, high temperature XRD technique was employed. A common observation from the scans of all the samples was that these samples are single phase alloys and no phase change occurred in any of the alloy up to scan temperature (773 K). This observation is consistent with the results of DSC measurements. One of the major parameter relating to invar effect is coefficient of thermal expansion which is primarily a reflection of change in lattice parameter with temperature. Temperature dependence of lattice parameter was calculated for each sample from the high temperature XRD data collected during this study. Scan at smaller step, 20 K up to 473 K and then larger step of 50 K to the maximum temperature, 773 K was set based upon the results published in literature for similar type of invar alloys. For calculation purpose data pertaining to (311) peak of binary alloy, (220) peak of Fe65Ni34.8Cu0.2 and (400) peak for all other composition was used. Selection of these peaks was solely made due to their better temperature dependence over the entire temperature range. It can be seen that in all the samples the lattice parameter almost remains unchanged up to about 473 K and there onward, the lattice parameter increases negligibly to a maximum of about 0.004 Aà Ã‚ ¦ at the maximum test tempe rature. However, the effect of increase in temperature on increase in lattice parameter in binary alloy is gradual and almost linear whereas, in ternary alloys, the increase in lattice parameter up to 473 K is insignificant but beyond this temperature it is visible and becomes steep with increase in copper content. Coefficient of thermal expansion ÃŽ ±(T) was then calculated by least square fitting the calculated lattice parameter data to second degree polynomial: ÃŽ ±(T) = A + BT + CT2 Where constant A represents lattice parameter of alloy at absolute zero, while B is the linear term coefficient and C represents the nonlinear term. The calculated values of ÃŽ ±(T) and these constants are tabulated in Table 2 whereas ÃŽ ±(T) versus temperature is plotted in figure 2. It was found that no appreciable change occurs in the thermal coefficient (ÃŽ ±) with temperature which is in line with the conclusion from the lattice parameter calculations. Further, the values of thermal coefficient ÃŽ ±(T) calculated in this study match very well to the values reported earlier for Fe-Cu alloys by other researchers such as (Goria et al. 2004 ). He (Goria et al. 2004) has reported ÃŽ ± (T) for said alloys in the range of 3Ãâ€"10-6K-1 at a temperature of 350 K whereas in the present study same value of ÃŽ ±(T) has been found up to the temperature of 450 K. Based upon above presented results and their analysis it can be concluded that these ternary alloys possess invar characteristics up to test temperature range. 3.2.2  The Debye temperatures and the mean square amplitudes of vibration Debye temperature is usually determined from the slope of ln(Iobs/Ical) versus temperature curves which is then subsequently used to find mean square amplitude of vibrations. Detailed procedure is already presented elsewhere [30]. Accordingly, the ratio of the observed and calculated intensities for each composition over the investigated temperature range was determined for selected Bragg reflections after stripping KÃŽ ±2-components from peak intensity. The peaks selected were (200) for binary, 0.2 at.% Cu and 1.4 at.% Cu containing alloys, (220) for 0.6 at.% Cu and (400) for 1 at.% and 1.8 at.% Cu containing alloys. Again the reflection lines were selected based on their relatively better dependence on temperature and integrated intensities were then determined from selected data by employing a line profile fit software. The results are presented in figure 3. It may be noted that for alloy containing 1.8 at.% Cu, the intensity data below 350 K has not been included because of exces sive scatter. Apart from this exception, for all other compositions and temperatures the points lie well along the fitted line. Debye temperature(ÃŽËœD) was then determined and plotted for all samples over the test temperature range in figure 4. First of all, these values have been found to be in close concurrence to those reported in literature (Gorria et al. 2009). In addition, from the comparison of these curves with each other two major facts can be deduced; firstly, the value of ÃŽËœD decreases as the amount of copper in the alloy increases, secondly up to the temperature of 473 K, ÃŽËœD for each composition remains almost unaffected by the increase in temperature. However, beyond this temperature and up to the maximum increased temperature, the value of ÃŽËœD decreases. These observations are in line with earlier findings that in these alloys invar effect is present up to 473 K because increase in length due to anharmonicity is compensated with magnetostricion. Furthermore, de crease in ÃŽËœD value both with increase in Cu contents as well as increase in test temperature indicates softening of the material. Mean square amplitude of vibrations ( was then calculated from the ÃŽËœD values as explained in reference (Ziya and Ohshima 2006). The result is tabulated in Table 3. Again the results indicate that there is very slight variation in with increase in temperature for every alloy composition. 4.  Conclusions Effect of copper addition in different percentages to binary iron nickel invar alloy has been investigated through in-situ XRD over a temperature range of 298 to 773 K. Thermal properties, i.e. the coefficient of thermal expansion, Debye temperature and mean square amplitude of vibrations of each of the ternary alloy has been determined and compared to the binary invar alloy prepared for this study as well as with the results published by other researchers for similar alloys. The results indicate that the newly developed ternary alloys exhibit Invar effect up to added copper contents although the temperature range is marginally decreased with the increase in copper contents. References Bernhard H, Volker B, and Jurgen H 1987 J. Mag and Mag. Mat 70 423 Duffaut F and Tiers J-F 1990, Industerial application of Invar, J. Written(Ed), The Invar Effects, TMS, Palo Alto, CA, P. 238 Guillaume Ch. E and Hebd C R 1987 Seances Acad. Sci. 125 235 Goria P , Martinez-Blanco D, Jesus A B, Ronald I S 2010 J. Alloys and Compounds 495 495 Gorria P, Martinez-Blanco D, Iglesias R, Palacios S L, Perez M J, Blanco J A, Barquin F, Hernanddo A, Gonzalez M A 2006 J. Mag and Mag. Mat 300 229 Gorria P , Martinez-Blanco D, Blanco J A, Hernando A, Garitaonandia J S, Barquin L F ,Campo J and Ronald I S 2004 Phys Rev B 69 214421 Gorria P, Martinez-Blanco D, Blanco J A, Maria J P, Hernando A, Maria A L, Daniel H, Souza-Neto N, Ronald I S, Marshall W G, Garbarino G, Mezouar M, Fernandez-Martinez A, Chaboy J, Barquin L F, Rodriguez Castrillon J A, Moldovan M, Garcia A J, Zhang J, Liobet A and Jiang J S 2009 Phys Rev B 80 06442 Iwase A, Hamatani Y, Mukomoto Y, Ishikawa N, Chimi Y, Kambara T, C.Muller C, R. Neumann, Ono F 2003 Nuclear Instruments and Methods in Physics Research B 209 323 Kaji S, Chiyoda S, Saito R, Oomi G, Yoshimura M, Tokunaga A and Kagayama T 2004 J. Mag and Mag. Mat 272-276 792 Liu Y, Lei L, Jiake L, Shen B, Wenbin Hu 2009 J. Alloys and Compounds 478 750 Lu Z, Dern L, and Junyi L 2002 J. Mag and Mag. Mat 239 502 Matsushima Y, Sun N Q, Kanamitsu H, Matsushita M , Iwase A, Chimi Y, Ishikawa N, Kambara T and Ono F 2006 J. of Mag and Mag. Mat 298 14 Matsushita M, Inoue T, Yoshimi I, Kawamura T, Kono Y, Irifun T, Kikgaw T, Ono F 2008 Phy Rev B 77 064429 Matsushita M, Endo S, Miura K, and Ono F 2004 J. Mag and Mag. Mat 269 393 Matsushita M, Ogiyama H and Ono F 2009 J of Mag and Mag. Mat 321 595 Matsushita M, Endo S and Ono F 2007 J of Mag and Mag. Mat 310 1861 Ono F, Matsushima Y, Chimi Y, Ishikawa N, Kambara T, Iwase A 2007 J. Mag and Mag. Mat 310 1864 Ono F, Chimi Y, Ishikawa N, Kanamitsu H, Matsushita Y, Iwase A, and Kambara T 2007 Nuclear Instruments and Methods in Physics Research B 257 402 Pepperhoff W and Acet M 2001 Constitution and Magnetism of Iron and its Alloys, Springer, Berlin p. 106 Rongjin, Huang, Zhixiong W , Xinxin C, Huihui Y, Zhen C and Laifeng L 2010 Solid stat sci 12 1977 Sanyal S and Bose S K 2000 Phy. Rev. B 62 12730 Stolk J and Manthiram A 1999 Mat. Sci and Eng. B 60 112 Tabakovic I, Inturi V, Thurn J and Kief M 2010 electchem. Acta. 55 6749 Ziya A B and Ohshima K 2006 J. alloys and compound 425 123 [1] To whom all correspondence should be addressed; Email: [emailprotected] Tel. No.: +92-61-9239942; Fax: +92-61-9210068

Essay on Sophocles Antigone :: Antigone essays

Antigone was a selfless person with pride as a strong characteristic of her personality.   She possibly had feelings of loneliness and anger from the way society has looked upon her family from their past.   It took a strong willed person who has no fear of the repercussions to stand up to a king as she did.   To make everything all the worst she stood up to a king who was her Uncle and she being a female back in those time, standing up and speaking out for herself was not heard of. Having already been through public disgrace, when her own father, Oedipus found out that he was to fulfill a prophecy; he would kill his father and marry his mother, and this caused Antigone to be full of resentment toward her city.   Both of her brothers die in a battle and, Creon, the king of Thebes forbids the burial of one of her brothers, Polynices.   This must have driven Antigone to follow her moral law.   Considering the love she had for her family as well as her God, she felt that you react upon morals not upon the laws of man.   That morale law was to honor her brother and give him the respectful and proper burial that he deserved just as her other brother was given.   The love she had for her family was the only thing she had left to honor.   Ismene, Antigone’s sister was more fearful of the king’s law then the way her heart was leading her.   Her values were slightly distorted.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Creon finds out that Polynices was buried and this disgusted him so much that his anger was probably bubbling up in the pit of his stomach as if he was on fire.   How could anyone defy him?   What happens with the respect he deserves from his kingdom?   He knew in his mind if something sever was not done about this; his kingdom would not look up to him as he should be looked up to.   Where would he stand in societies eye?   He sent an order to find this person and bring him or her back to face the penalty of death. Antigone was caught and death was the price to pay as ordered by Creon, not to her surprise.   Death to Antigone seemed wanted, it was the only thing left as honor for her.   Haemon, the son of Creon and Antigone’s fiancà © has enough respect for his father that he does not interfere with Creon's decision to put Antigone to death. Essay on Sophocles' Antigone :: Antigone essays Antigone was a selfless person with pride as a strong characteristic of her personality.   She possibly had feelings of loneliness and anger from the way society has looked upon her family from their past.   It took a strong willed person who has no fear of the repercussions to stand up to a king as she did.   To make everything all the worst she stood up to a king who was her Uncle and she being a female back in those time, standing up and speaking out for herself was not heard of. Having already been through public disgrace, when her own father, Oedipus found out that he was to fulfill a prophecy; he would kill his father and marry his mother, and this caused Antigone to be full of resentment toward her city.   Both of her brothers die in a battle and, Creon, the king of Thebes forbids the burial of one of her brothers, Polynices.   This must have driven Antigone to follow her moral law.   Considering the love she had for her family as well as her God, she felt that you react upon morals not upon the laws of man.   That morale law was to honor her brother and give him the respectful and proper burial that he deserved just as her other brother was given.   The love she had for her family was the only thing she had left to honor.   Ismene, Antigone’s sister was more fearful of the king’s law then the way her heart was leading her.   Her values were slightly distorted.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Creon finds out that Polynices was buried and this disgusted him so much that his anger was probably bubbling up in the pit of his stomach as if he was on fire.   How could anyone defy him?   What happens with the respect he deserves from his kingdom?   He knew in his mind if something sever was not done about this; his kingdom would not look up to him as he should be looked up to.   Where would he stand in societies eye?   He sent an order to find this person and bring him or her back to face the penalty of death. Antigone was caught and death was the price to pay as ordered by Creon, not to her surprise.   Death to Antigone seemed wanted, it was the only thing left as honor for her.   Haemon, the son of Creon and Antigone’s fiancà © has enough respect for his father that he does not interfere with Creon's decision to put Antigone to death.

The Euro and the European Union :: Politics Economics

The Euro and the European Union Many people would agree that Europe is a continent in which regions identify with each other even if they are not part of the same country. For that reason, as well as others, in 1957 the Treaty of Rome "declared a common European market as a European objective with the aim of increasing economic prosperity and contributing to 'an ever closer union among the peoples of Europe'" (www.euro.ecb.int). Later, in 1986 and then in 1992, the Single European Act and the Treaty of European Union tried to build on the previous treaty to create a system in Europe in which one currency could eventually be used all over the land under the heading of the Economic and Monetary Union. (www.euro.ecb.int) However, the question remains, why would the leaders of various European nations want to create one currency when the rights of national sovereignty have always been an issue for countries all over the world. Why, in 1998 did they create the European Central Bank, and why in "The third stage of EMU... on 1 January 1999, when the exchange rates of the participating currencies were irrevocably set" (www.euro.ecb.int) did eleven, and later twelve, countries link themselves economically in a way that has never been done before? The answer lies in history. "The need to link separate distinct political communities in order to achieve common objectives is an ancient one" (Woodard). One such example is the Greek independent city states that were linked by a league that dealt with economic issues. The same type of league linking towns in Italy can be found in medieval times. (Woodard) Later, "The United States made the key breakthrough. The states originally formed a loose relationship with weak central government (the Confederation). They replaced this system with a new constitution in 1789 creating the modern United States and defining federalism in its current sense" (Woodard). In doing so, it began a global discussion of the use of federalism to hold regions, and in particular colonies, together. In September of 1946, Winston Churchill made a speech at Zurich University in which he called for a "'United States of Europe'" (www.euro.ecb.int); clearly, this was not a new idea. Churchill thought that by uniting Europe, they would be able to put an end to Europe's decline economically in markets that the United States was quickly taking over.

Problems Faced by Female Teachers

gender discrimination Discrimination  is the  prejudicial  or distinguishing treatment of an individual based on his or her membership – or perceived membership – in a certain group or category. It involves the group's initial reaction or interaction, influencing the individual's actual behavior towards the group or the group leader, restricting members of one group from opportunities or privileges that are available to another group, leading to the exclusion of the individual or entities based on logical or irrational decision making.Discriminatory traditions, policies, ideas, practices, and laws exist in many countries and  institutions  in every part of the world. In some places, controversial attempts such as  racial quotas  have been used to redress negative effects of discrimination—but have sometimes been called  reverse discrimination  themselves. Though gender discrimination refers to beliefs and  attitudes  in relation to the  ge nder  of a person, such beliefs and attitudes are of a social nature and do not, normally, carry any legal consequences.Teacher Cadet EssayGender discrimination, on the other hand, may have legal consequences. Though what constitutes gender discrimination varies between countries, the essence is that it is an adverse action taken by one person against another person that would not have occurred had the person been of another gender. Discrimination of that nature is considered a form of  prejudice  and in certain enumerated circumstances is illegal in many countries. Gender discrimination can arise in different contexts.For instance an employee may be discriminated against by being asked discriminatory questions during a job interview, or by an employer  not hiring or promoting, unequally paying, or wrongfully terminating, an employee based on her (or his) gender. In an educational setting there could be claims that a student was excluded from an educational institution, prog ram, opportunity, loan, student group, or scholarship because of her/his gender. In the housing setting there could be claims that a person was refused negotiations on seeking a house, contracting/leasing a house or getting a loan based on his or her gender.Another setting where there have been claims of gender discrimination is banking; for example if one is refused credit or is offered unequal loan terms based on one’s gender. Another setting where there is usually gender discrimination is when one is refused to extend his or her credit, refused approval of credit/loan process, and if there is a burden of unequal loan terms based on one’s gender. Socially, gender differences have been used to justify  different roles for men and women, in some cases giving rise to claims of primary and secondary roles.While there are alleged non-physical differences between men and women, major reviews of the academic literature on gender difference find only a tiny minority of cha racteristics where there are consistent psychological differences between men and women, and these relate directly to experiences grounded in biological difference. However, there are also some psychological differences in regard to how problems are dealt with and emotional perceptions and reactions that may relate to hormones and the successful characteristics of each gender during longstanding roles in past primitive lifestyles.In the developing countries like Nepal, gender discrimination is one of the major backwards of development. It  describes the absence of obvious or hidden disparities among individuals based on gender. Disparities can include the discrimination in terms of opportunities, resources, services, benefits, decision-making power and influence. Males enjoy a privileged status from their birth whereas females are often ignored and/or are isolated from social interactions. They are not granted the same opportunities in education, and other basic rights are often o verlooked.When a woman gives birth to a son, he is well cared for and is highly regarded by his family and society. On the other hand, in the event that she gives birth to a daughter, she is ignored and poorly regarded. Nepalese society expects females to inhabit with their husband's family and their sons and to continue living in his parent's home. Thus, the maintenance of the family lineage is perpetuated. Daughters are not considered as heirs in the system of Nepali lineage. Nepal’s total population is about 23 million. Out of this about fifty percent is Women. In Nepal, like other developing countries, the state of women is not satisfactory.Male dominated family system provides very little scope for the female to assert their identity. They are marginalized from economic and social opportunities due to illiteracy, poverty and conservative social taboos. The present status of women is said to be strong than the past but it is the same. 32 women have been Members of Parliam ent after restoration of democracy but it is only limited up to the written forms but not so practically. The status of women is the same as it used to be in the past. My neighbor is a pretty woman who has been living near me for 5 years.Her mother in law tortures her for not giving a birth to a boy child. As she has already given birth to two girl child. So they warned her that if next time she does not give birth to a boy then she has to leave the home and her husband will marry another woman. So she in the fear of losing her husband was ready to give birth to another child but unfortunately she got miscarriage and she got admitted to the hospital. The family members in this situation rather than consoling the women they didn’t cared about her and left her in the hospital. After few days the husband got married to another woman .They didn’t allow her to enter the house and meet her daughters. Men can leave their wives for petty reasons such as if they fail to give bi rth to a male heir. Socially and economically men are always considered as superior to women, breadwinner, head of the family and the care taker and this is major cause for the low participation of women in every sector. This is only one example from our society there are several such discriminations and crimes happening in our society for several reasons. Not only in Nepal but throughout the world females are being dominated by males.It is time that Nepalese men understood the value of their women and respected them for what they are. After all, their mothers were also born as girls. The prevailing unfair social and labour relations compounded by unequal power structure and patriarchal thinking contribute to the sorry situation of girls in Nepal. Social attitude towards girls is still regressive. Majority of girls are denied care, education, health service, recreation and other basic services right from the birth. The environment in which they are living is not conducive for physic al and cognitive growth.Moreover, the atmosphere that prevails at home, family, community and at the national level obstruct the path of overall development of girls. If we fail to properly analyze the nature and form of the problems and the reasons for such a situation of girls, not only will we be unable to ensure a bright future of our girls, but we will fail to ensure a secure future for our women and mothers. This means the movement for women’s liberation will barely be able to keep its head above troubled water. Following facts reveal the situation of the girl children in Nepal. a. Population:  Girls in Nepal consist 50 per cent of the total child population. CBS) ————————————————- In every thousand children Boys  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Girls Infant mortality rate (IMR)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  144. 50  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   150. 38 Child mortality rate (U5MR)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  108. 00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   133. 00 b. Gender Discrimination/Son Preference:  Discrimination of girls is rampant in every sector of society. Son preference is very high. According to the 2001 census, the national ratio of boys and girls is 100:101, while in some districts such as Far West Kailali it is 100:84. c. Literacy Rate:  Literacy rate of girls is 42 per cent compared to 65 per cent among boys.In Nepal, primary school going girls is 74 per cent compared to 86 per cent boys. (MOE 2003) d. Child Malnutrition:  Child malnutrition in Nepal is 56. 2 per cent in which the state of girls is more vulnerable than boys. Statistics on breast feeding indicate that 51 per cent male children are breast fed, while its number is only 43 per cent among female children. e. Child Sexual exploitation:  Almost 40 per cent of s urvivors of child sexual abuse and rape are girls below 18 years. Most of them are abused at home, in educational institutions, work places or any given place. They are insecure in all these places. CWIN 2008) f. Child Marriage:  34 per cent of total marriages in Nepal are with girls below 16 years. Some 7 per cent of child marriages take place with children below 10 years. (UNICEF 2005). Existing practices of dowry in many parts of the country further provokes child marriages in the society. g. Child Labor Exploitation:  Most household chores and child rearing activities are the responsibility of girls. Girls aged between 10-14 years work double compared to boys in the same age group. It is also reported that 2. 6 million Nepali children are working in different fields of labor.Amongst these 56% are reported to be girls. (ILO-IPEC, 2001) h. Bonded Labour:  Labour bondage still persists in the form of ‘Kamlari’ in the eastern part of Nepal, where girls are kept in the households of their ‘masters’ to serve them. i. Girl Trafficking:  Girls are trafficked for different purposes including domestic work, forced beggary, marriage, carpet weaving and sex trade. About 20 per cent (i. e. 40,000) of the total trafficked women for sex trade are girls below 16 years. (CWIN 2006) Annually approximately 12,000 girl children and women are trafficked. (ILO, Problems Faced by Female Teachers gender discrimination Discrimination  is the  prejudicial  or distinguishing treatment of an individual based on his or her membership – or perceived membership – in a certain group or category. It involves the group's initial reaction or interaction, influencing the individual's actual behavior towards the group or the group leader, restricting members of one group from opportunities or privileges that are available to another group, leading to the exclusion of the individual or entities based on logical or irrational decision making.Discriminatory traditions, policies, ideas, practices, and laws exist in many countries and  institutions  in every part of the world. In some places, controversial attempts such as  racial quotas  have been used to redress negative effects of discrimination—but have sometimes been called  reverse discrimination  themselves. Though gender discrimination refers to beliefs and  attitudes  in relation to the  ge nder  of a person, such beliefs and attitudes are of a social nature and do not, normally, carry any legal consequences.Teacher Cadet EssayGender discrimination, on the other hand, may have legal consequences. Though what constitutes gender discrimination varies between countries, the essence is that it is an adverse action taken by one person against another person that would not have occurred had the person been of another gender. Discrimination of that nature is considered a form of  prejudice  and in certain enumerated circumstances is illegal in many countries. Gender discrimination can arise in different contexts.For instance an employee may be discriminated against by being asked discriminatory questions during a job interview, or by an employer  not hiring or promoting, unequally paying, or wrongfully terminating, an employee based on her (or his) gender. In an educational setting there could be claims that a student was excluded from an educational institution, prog ram, opportunity, loan, student group, or scholarship because of her/his gender. In the housing setting there could be claims that a person was refused negotiations on seeking a house, contracting/leasing a house or getting a loan based on his or her gender.Another setting where there have been claims of gender discrimination is banking; for example if one is refused credit or is offered unequal loan terms based on one’s gender. Another setting where there is usually gender discrimination is when one is refused to extend his or her credit, refused approval of credit/loan process, and if there is a burden of unequal loan terms based on one’s gender. Socially, gender differences have been used to justify  different roles for men and women, in some cases giving rise to claims of primary and secondary roles.While there are alleged non-physical differences between men and women, major reviews of the academic literature on gender difference find only a tiny minority of cha racteristics where there are consistent psychological differences between men and women, and these relate directly to experiences grounded in biological difference. However, there are also some psychological differences in regard to how problems are dealt with and emotional perceptions and reactions that may relate to hormones and the successful characteristics of each gender during longstanding roles in past primitive lifestyles.In the developing countries like Nepal, gender discrimination is one of the major backwards of development. It  describes the absence of obvious or hidden disparities among individuals based on gender. Disparities can include the discrimination in terms of opportunities, resources, services, benefits, decision-making power and influence. Males enjoy a privileged status from their birth whereas females are often ignored and/or are isolated from social interactions. They are not granted the same opportunities in education, and other basic rights are often o verlooked.When a woman gives birth to a son, he is well cared for and is highly regarded by his family and society. On the other hand, in the event that she gives birth to a daughter, she is ignored and poorly regarded. Nepalese society expects females to inhabit with their husband's family and their sons and to continue living in his parent's home. Thus, the maintenance of the family lineage is perpetuated. Daughters are not considered as heirs in the system of Nepali lineage. Nepal’s total population is about 23 million. Out of this about fifty percent is Women. In Nepal, like other developing countries, the state of women is not satisfactory.Male dominated family system provides very little scope for the female to assert their identity. They are marginalized from economic and social opportunities due to illiteracy, poverty and conservative social taboos. The present status of women is said to be strong than the past but it is the same. 32 women have been Members of Parliam ent after restoration of democracy but it is only limited up to the written forms but not so practically. The status of women is the same as it used to be in the past. My neighbor is a pretty woman who has been living near me for 5 years.Her mother in law tortures her for not giving a birth to a boy child. As she has already given birth to two girl child. So they warned her that if next time she does not give birth to a boy then she has to leave the home and her husband will marry another woman. So she in the fear of losing her husband was ready to give birth to another child but unfortunately she got miscarriage and she got admitted to the hospital. The family members in this situation rather than consoling the women they didn’t cared about her and left her in the hospital. After few days the husband got married to another woman .They didn’t allow her to enter the house and meet her daughters. Men can leave their wives for petty reasons such as if they fail to give bi rth to a male heir. Socially and economically men are always considered as superior to women, breadwinner, head of the family and the care taker and this is major cause for the low participation of women in every sector. This is only one example from our society there are several such discriminations and crimes happening in our society for several reasons. Not only in Nepal but throughout the world females are being dominated by males.It is time that Nepalese men understood the value of their women and respected them for what they are. After all, their mothers were also born as girls. The prevailing unfair social and labour relations compounded by unequal power structure and patriarchal thinking contribute to the sorry situation of girls in Nepal. Social attitude towards girls is still regressive. Majority of girls are denied care, education, health service, recreation and other basic services right from the birth. The environment in which they are living is not conducive for physic al and cognitive growth.Moreover, the atmosphere that prevails at home, family, community and at the national level obstruct the path of overall development of girls. If we fail to properly analyze the nature and form of the problems and the reasons for such a situation of girls, not only will we be unable to ensure a bright future of our girls, but we will fail to ensure a secure future for our women and mothers. This means the movement for women’s liberation will barely be able to keep its head above troubled water. Following facts reveal the situation of the girl children in Nepal. a. Population:  Girls in Nepal consist 50 per cent of the total child population. CBS) ————————————————- In every thousand children Boys  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Girls Infant mortality rate (IMR)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  144. 50  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   150. 38 Child mortality rate (U5MR)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  108. 00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   133. 00 b. Gender Discrimination/Son Preference:  Discrimination of girls is rampant in every sector of society. Son preference is very high. According to the 2001 census, the national ratio of boys and girls is 100:101, while in some districts such as Far West Kailali it is 100:84. c. Literacy Rate:  Literacy rate of girls is 42 per cent compared to 65 per cent among boys.In Nepal, primary school going girls is 74 per cent compared to 86 per cent boys. (MOE 2003) d. Child Malnutrition:  Child malnutrition in Nepal is 56. 2 per cent in which the state of girls is more vulnerable than boys. Statistics on breast feeding indicate that 51 per cent male children are breast fed, while its number is only 43 per cent among female children. e. Child Sexual exploitation:  Almost 40 per cent of s urvivors of child sexual abuse and rape are girls below 18 years. Most of them are abused at home, in educational institutions, work places or any given place. They are insecure in all these places. CWIN 2008) f. Child Marriage:  34 per cent of total marriages in Nepal are with girls below 16 years. Some 7 per cent of child marriages take place with children below 10 years. (UNICEF 2005). Existing practices of dowry in many parts of the country further provokes child marriages in the society. g. Child Labor Exploitation:  Most household chores and child rearing activities are the responsibility of girls. Girls aged between 10-14 years work double compared to boys in the same age group. It is also reported that 2. 6 million Nepali children are working in different fields of labor.Amongst these 56% are reported to be girls. (ILO-IPEC, 2001) h. Bonded Labour:  Labour bondage still persists in the form of ‘Kamlari’ in the eastern part of Nepal, where girls are kept in the households of their ‘masters’ to serve them. i. Girl Trafficking:  Girls are trafficked for different purposes including domestic work, forced beggary, marriage, carpet weaving and sex trade. About 20 per cent (i. e. 40,000) of the total trafficked women for sex trade are girls below 16 years. (CWIN 2006) Annually approximately 12,000 girl children and women are trafficked. (ILO,