Relationships between men and women Essay Example for Free

Relationships between men and women Essay It is a fact that household chores have always and still are mainly the womens job in the family. Washing and ironing are definitely thought of as more of womens role because only 18% of couples share this task equally. Men take more of a part in preparing dinner now with 35% claiming it is done equally but still 32% of couples still think it is the woman more. The most even chores among partners is looking after sick family members (45%) and food shopping (52%). 49% of men still do most of the repairs around the house. Relationships have changed and have become a lot more equal between men and women have become a lot more equal than the traditional patriarchal relationship. Men and women are sometimes thought to have very different roles around the house. For example because women are supposed to have a nurturing and kind personality it is thought that they should look after the children, but the man is thought to have a more practical mind and strong so he does DIY and is the main breadwinner. These are called segregated roles. Role conflict is when two or more of a person roles collide to make it impossible to fulfil them properly. For example, a woman could have three separate roles at one time as a mother, a friend and an employee. If she has to spend extra time at work and then has to look after a friend who is upset she may find it hard to find enough time for her family. When men and women stick to their gender segregated roles but make sure they both contribute equally, it is called joint conjugal roles. Young and Wilmott (1973) suggested that the main family form in Britain was the symmetrical family. This is a family that works on joint conjual roles. Their relationship was more democratic or equal Compared with past gender roles decision making and leisure activities were shared more. The family would become a lot more home centred as the men helped out more. This gave them things in common, which caused relationships between spouses to be warmer and more caring. Feminists do not agree with this symmetrical family theory. Feminists claim that it is not truly symmetrical because even if a man helps more, it is still only help and the main responsibility is still the womans. They also think that men will pick and choose their jobs and leave the women with the worst ones. Oakly (1974) is critical of this theory and does not think that the evidence is convincing. A husband that washes up at least once a week is regarded as helpful in the home to Young and Wilmott. She also argues that men that iron a piece of their own clothing, they are a good husband. Oakly thinks that there is no evidence of symmetry in the home even if the woman is employed she still does more housework. Jan Pahl (1989), in her study of money and power in marriages argues that they are still patriarchal. She found that men are more likely to make most decisions when she interviewed 120 married couples in Kent. Although she found that they share more decisions on what to spend the household income on compared to 30 years ago but however she points out that the man is still in charge of the finances and the wifes access to money. This could sometimes leave women and children living in poverty even when the man has a good income. There are a number of factors that have contributed to equality between the sexes including changes to laws such as the sex discrimination act and equal pay rights. These laws ensure equality in the workplace, which changes the way people think and makes women believe that they deserve the same rights at home. Now girls are getting the same standard of education as boys and the same opportunities which means that women are getting good careers that are equal to mens. Also thins like media with soaps and celebrities promoting equality in the home and cost of living makes both partners work contributes to the changing attitudes. Another way of measuring equality instead of domestic labour is through things like decision-making, finance and power in the home.

Central America Essay -- Central American History

Central America Central America, just south of Mexico and North of Panama, consists of just six countries; Guatemala, Belize, El Salvador, Honduras, Nicaragua, and Costa Rica. Of those six, all share a distinct common history except for Belize. Belize for one is incredibly small, and while Spanish is the official language of other Central American countries, in Belize English is spoken. So throughout this paper as I carelessly say 'Central American' I am not including Belize whose history and development was far different than the others. Although Central America is located close to the United States in relation to the Eastern Hemisphere, our ways of life are indescribably different. When we discuss Poverty in the United States many of us, including myself, don't really know what 'poverty' is. It seems like only a select few are afflicted by it here and programs like Welfare and Food Stamps (with varying degrees of success) seem to lessen the effects. In Central America when one speaks about 'poverty' he/she is including a large proportion of the population. One measure of poverty is the earning power of an individual. The Gross Domestic Product (GDP) which is a measure of income is around $12,000 in the United States. In Central America on the other hand, the wealthiest Country, Costa Rica, came in at just under $2000. Distortion plays a role on the $2000 also, due to the fact the the elite-rich have an enormous concentration of wealth and land ownership, the real GDP of the poorer half of the population is around $200-$400 a year (Pg 10, Booth and Walker). Accompanying poverty or as a result is poor or unavailable education, health care, and an extremely bad job market. Government 'for the people and by the ... ...n't sure how much more aid he could get to Somoza so he pushed for a major offensive. In, 1987, without each side attaining a clear victory, negotiations began. In 1990, Daniel Ortega, a Sandinista was voted out of power to a more conservative , Violeta Barrios de Chamorro. In the end there was basically a stalemate, neither side attained a clear victory. Had the United States not intervened things most likely would have been very different. Our intervention has left a lasting impression on Nicaragua's political and economic situation. In a rebellion which caused " $1.5 billion in property loss, a 2% reduction in the overall population, and years of turmoil " (Pg 68, Booth and Walker) the domestic market was destroyed. No one can say whether our actions were justified or not but it will most likely be on the minds of many Nicaraguans for a long time to come..

The Doppler Effect

Doppler Effect Objectives * Measure the detector frequency for waves emitted from a slowly moving source as that source is approaching the detector. (Exploration 1) * Calculate the detector frequency for waves emitted from a slowly moving source as that source is moving away from the detector. (Exploration 2) * Sketch the wave-front patterns for wave sources with various source speeds. (Exploration 3) Description of Activity In this activity, you will study waves that travel from a moving source to a detector. You will control the source speed as well as the frequency of waves emitted by that source. You will observe the wave fronts and measure the frequency at the detector. The Jump Start exercises below will help you review frequency, wavelength, pitch, and the Doppler effect. Jump Start 1. What type of wave is a sound wave? A sound wave is a longitudinal waves. 2. Define wave frequency. Wave frequency is the number of crests that pass through at a specified time. 3. What is pitch? A pitch is the sound or sensation of the frequency. 4. Sketch one wavelength of a longitudinal wave. Exploration 1: A Wave Source Moving Towards a Detector Procedure 1. Explore the simulation on your own for several minutes. Attempt to identify relationships among source frequency, detector frequency, wave speed, and source velocity. 2. Set Source speed to 1. 0 cm/s. Move the detector by dragging it from the left side of the screen onto the grid; place it on the right side of the grid, directly opposite the wave source. Set Wave speed to 5. 0 cm/s. Select a Source frequency. Record this frequency in Table 1. 3. The top stopwatch in this Virtual Investigation starts automatically when the first wave front touches the detector. The second stopwatch does not start until the source has passed the detector. Select Go. Using the top stopwatch, observe the number of waves that pass the detector in 1. 0 s. This is the detector frequency. Record this frequency in Table 1. In addition, sketch the wave-front pattern on a separate sheet of paper. 4. Repeat step 3 for at least two more trials. Keep Source speed, Wave speed, Source frequency, and detector position the same for all three trials. 5. Repeat steps 2 through 4 for at least three more source frequencies Observations and Analysis Table 1 (source speed = 0 m/s; wave speed = 5. 0 cm/s) Source Frequency (Hz)| Trial 1 Detector Frequency (Hz)| Trial 2 Detector Frequency (Hz)| Trial 3 Detector Frequency (Hz)| Average Detector Frequency (Hz)| 1. 0| 12| 5| 8| 8. 3| 1. 0| 10| 3| 3| 5. 3| 1. 0| 2| 4| 7| 4. 3| 1. 0| 4| 3| 2| 3| 1. For each source frequency, average the detector frequencies. Record these averages in Table 1. 2. Are the source frequencies greater than, less than, or the same as the detector frequencies in this Exploration? The source frequencies were less than the detections. Exploration 2: A Source Moving Away from a Detector Procedure 1. Set Source speed to 1. 0 cm/s and Wave speed to 5. 0 cm/s. Place the detector on top of the source. 2. Set Source frequency to any value. Record this source frequency in Table 2. 3. This time, the detector will detect waves as the source moves away from it. Select Go. In Table 2, record the number of wave fronts that pass the detector in 5. 0 s. 4. Repeat steps 2 and 3 for at least three more source frequencies. Observations and Analysis Table 2 (source speed = 1. 0 cm/s; wave speed = 5. 0 cm/s) Source Frequency (Hz)| Number of Times Detector Flashes in 5. 0 s| Detector Frequency (Hz)| 1. 0| 4| 5| 2. 0| 6| 8| 3. 0| 9| 11| 4. 0| 13| 17| 1. Divide the number of times that the detector light flashes in 5. 0 s by 5. 0 for each source frequency in Table 2. This is the detector frequency. In Table 2, record the detector frequency for each source frequency. 2. Are the source frequencies greater than, less than, or the same as the detector frequencies in this Exploration? The detector frequencies are greater than the source frequencies. 3. In Exploration 1, you averaged the results of three trials. In Exploration 2, you gathered data over a longer period of time. Which approach probably yielded more accurate results? Why? I think Exploration 1 yielded more accurate results because the detector was not sitting above and it gave the detector an accurate reading. Exploration 3: A Moving Source at Different Velocities Procedure 1. Set Wave speed to 10. 0 cm/s and Source frequency to 1. 0 Hz. Place the detector anywhere. 2. Set Source speed to 6. 0 cm/s. 3. Select Go. Sketch the resulting wave-front pattern on a separate sheet of paper. 4. Set Source speed to 8. 0 cm/s. 5. Select Go. Sketch the resulting wave-front pattern on the separate sheet of paper. 6. Repeat steps 4 and 5 for 10. 0 cm/s, 12. 0 cm/s, and 14. 0 cm/s source speeds. Observations and Analysis 1. What happens to the wave-front pattern as the source speed is increased to equal the wave speed? The amount of waves seen in a given time seems to increase and reach the detector much faster. 2. What happens to the wave-front pattern as the source speed is increased beyond the wave speed? When the source speed is increased beyond the wave speed the waves frequency is extremely high. Conclusions Describe how the motion and frequency of a wave source affects the waves that source produces. When the frequency and motion are both set at high rates, the waves that are produced and their frequency is increased. When the motion and frequency are decreased the waves decrease as well. Inquiry Extension Luisa is swinging on a playground swing at school. A teacher facing her blows a whistle to let the children know recess is over. As Luisa swings, what does she hear? When does she hear the highest pitch? As Luisa swings she hears the whistle, but she hears the highest pitch when she is swinging away from the teacher.

Functionalist View on the Role and Functions of Religion...

Functionalist View on the Role and Functions of Religion in Society Assess the view that sociological arguments and evidence support the Functionalist view of the role and functions of religion in contemporary society. Functionalists believe that religion is a conservative force, and an institution which adds to the requirements of society. They say it ultimately operates as an agency of socialisation. Durkheim (1912) said that all societies are separated into the profane and sacred and that religion is a combined structure consisting of beliefs and practices which are associated to sacred items. Durkheim also stated that religion is used as a collective conscience used to avoid anomie.†¦show more content†¦They say that society will no longer be sacred, but instead the individual and peoples attitude towards society will no longer be religious. A main sociological argument which can be compared to Functionalism is Marxism. Marxism agrees that religion is a conservative force, although it is not a positive force or valuable to society. Marxism says that religion is used to reproduce, preserve and legitimise class inequality; it is seen as an ‘opiate of the masses’ and lulls the working class into a state of false consciousness. Althusser suggested religion is an ‘ideological apparatus’. Although, Marxism does fail to take into account secularisation, and although Marxism argues it isn’t a positive force, it has been in some cases for example by getting rid of ruling elites. Weber described religion as a radical force and suggested society is a result of religion. Weber bases his approach more on detailed studies of real religion such as Protestantism, Buddhism and Hinduism rather than trying to define religion like Durkheim and Marx. Weber arranged religion into two groups, other worldly (being truly religious and retreating from wider society) and this worldly (people who are engaged in wider society, but are religious). Weber believes that religion deals with ‘theodicy’, by answering difficult questions such as ‘why have I become ill?’ The religious answers to questionsShow MoreRelatedSociological Perspective On Society And Society1325 Words   |  6 Pagessociologists theoretical paradigms for explains how society influences people and how people influence society. The three main perspectives are symbolic interactionist perspective, the functionalist perspective, and the conflict perspective. All three of these perspectives look at things differently with in society. I define myself as a structural functionalist. 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