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Essays on gender gap in stem
Essay on women's contribution in mathematics
An essay on how are women viewed in mathematics compared to men
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Human Gender and Mathematics
Is there a difference in the mathematical ability between men and women? Historians have no precise method of quantifying or comparing their individual accomplishments (Olsen). Not only in mathematics, but also in many other career areas in the past, women were looked upon as inferior to their male counterparts. Women were not encouraged to pursue a career in mathematics. Historically, women were seen working around the home, cleaning the house, taking care of the children, and cooking the food. Even if they did pursue a career in mathematics, their research was sometimes viewed as questionable. I will defend the fact that, "Women have the same capabilities of achieving in mathematics than men do." However, you probably have heard of more male mathematicians than female mathematicians because historically, the male is labeled to be smarter in the subject of mathematics. In many cases this is not true. Women were viewed upon as equal in mathematical ability when they began making amazing discoveries in mathematics, began to stick up for their rights, and began to be accepted by their male counterparts as equal. An unknown author once wrote, "To understand the development of mathematics, we must have a picture of the men who made the science"(Olsen). Like many other statements about male mathematicians, you rarely find any trace of their female counterparts. Jean Dumee, a French astronomer, stated that women are not incapable of study, if they wish to make the effort, because between the brain of a woman and that of a man there is no difference (Olsen). Women mathematicians have been around for centuries and have had amazing contributions to the field of mathematics. Women like Hypatia, Sophie Germa...
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...athematics and science. If the above statement holds true, women were considered inferior to men in these areas because they weren’t schooled at a higher level. In today’s world, women are schooled at the same level as men are, which leads them to participate and excel in these fields. Lastly, female mathematicians have the same capabilities of male mathematicians because they made amazing and important discoveries in mathematics, have stuck up for their gender rights, and most important of all, were accepted by their male counterparts as equal.
Works Cited Page
[1] Olsen, Lynn. Women in Mathematics. New York: The MIT Press, 1974
[2] Scott, Agnes. "Biographies of Women Mathematicians." 28 Feb. 1999. Agnes Scott College. <http:/www.agnesscott.edu/Iriddle/women/women.htm>
[3] Walkerdine, Valerie. Counting Girls Out. Bristol, PA: Falmer Press, 1974
Although society claims that we are in the age where there is gender equality, it is clear that women are still not of equal standing than men. In our society, women are of lower status than men. Such as in the workplace, a male employee’s project proposal is favored over a female employee’s proposal because a male superior believes that women cannot construct ideas as well as male employees. This is a result of how our culture has influence our view that women are less superior than men. Our male dominant culture taught us that women are not as capable as men are and that between the two genders, the man is the superior.
Women are restricted or thought lower than men because of gender roles. They could be adored and treasured as much as they want, but that does not change the fact that they are still limited to only so many options. Women are just as brilliant and capable as men are, however they are not given the opportunity to flaunt these feats. It is because women are also a part of this world, they should be recognized what who they truly are not what they are just expected to be. Humankind must be aware that females can do just about anything a man can do, and they can do more than just spend hours in the kitchen.
As the late Baroque period morphed into the new period known as the classical period, technological advances and new compositional techniques and ideas created new opportunities for the musicians of the period. The changes allowed for new performance techniques, forms, performance venues, and newly available compositional orchestrations to be improved and evolved into something new and improved for the new period.
The code of Hammurabi, dating back to 1772 BC, is one of the oldest recorded legal codes and reflects the early Babylonians’ views of justice. The code is best known for “an eye for an eye, a tooth for a tooth.” By enumerating punishments for certain crimes the code removes ambiguity and combined with its relatively harsh penalties, especially on lower class citizens, served as an effective deterrent. More profoundly however, Hammurabi’s code formally shifted justice-seeking responsibilities from the individual to the state. Today, most modern legal systems are structured similarly to Hammurabi’s code with their own codified laws and listed punishments. Capital punishment and the idea that “the punishment should fit he crime” are derivatives from the ancient text that are widespread in the world today.
This book by John Rupert Martin is a good introductory book in the understanding of Baroque artists and their tremendous variety. Martin defines the Baroque characteristics, but only very broadly leaving a significant amount of room for the reader to make his own deductions. In general, Martin believes that the typical definitions of the Baroque are "too restrictive and hence likely to create more problems of classification and interpretation than it solves." Even the time of the Baroque is left open to the reader when Martin says the Baroque is roughly comprehended by the seventeenth century. It is important to note at the outset that this is only a convenient approximation; for epoch as a whole can certainly not be fitted into such a strait-jacket." This helps to define the Baroque much more generally as a gradual change which can much easily be noticed from the present than the past.
Gender Matters is a collection of various essays on feminist linguistic texts analysis, by Sara Mills. Mills develops methods of analyzing literary and non-literary texts, in addition to conversational analysis based on a feminist approach. The author draws on data from her collection of essays gathered over the last two decades on feminism during the 1990s. The essays focus on gender issues, the representation of gender in reading, writing, and in public speaking. Furthermore, it highlights the importance of feminists’ analysis of sexism in literature and the relation between gender and politeness. The article is informative for my research paper, as my topic is going to cover language analysis of the text and who women reading and writing differs according to the discourse analysis within linguistic, psychology, case studies audiences and surveys. The book would be helpful, particularly the last three essays that discusses gender, public speaking, the question of politeness and impoliteness in public speaking. Mills’ analysis is not complete without including the idea of global notions of both women and men, to see whether women and men write and read in the same way globally. Therefore, an update would enrich the book’s discussion section. Although, Mills addresses the class and race theme in language and public speaking, I will only look into the role of language that plays a part in doing or reducing gender in literary, non-literary texts and in conversation.
The Baroque period, traversing from 1580- 1750, was a period in which numerous styles were formed. Affected by progressions in religious deduction also moves in political mentality, the florid music is rich in differentiations and disagreements, and the imaginative beliefs to which one arranger aimed would not so much be the same as an alternate's goals. Be that as it may, there all were steady values imparted by inventive brains, and vital to the reasoning of a Baroque craftsman, whether it was a painter, stone carver or musical performer, was a proclaimed goal to move the enthusiasms. The conviction was that music spoke to the feelings, or affections, of life, and consequently ought to energize the audience's feelings. This point spread past Italy, the 'source of Baroque symbolization in all its structures', to turn into one of the 'recognizing characteristics of creative endeavor'[1] all around the seventeenth and early eighteenth hundreds of years.
The Baroque era contains three phases: early, middle, and late. During the early phase of Baroque, harmony became the central idea to music. The Florentine Camarata reinvigorated this style and were the ones who opposed their contemporary music. This group started in Italy and influenced composers in France. Baroque music would help create the popular form of music known as opera. Since it focuses on the soloist rather than a group of people singing simultaneously. It also focuses on the harmonic aspect of music (Palisca, 25).
The Classical Era lasted from approximately 1775-1825, which is when Wolfgang Amadeus Mozart became famous. The classical era was also known as the Age of Enlightenment. Rousseau, Voltaire, and Montesquieu wrote the value of the common person and the power of human reasoning in overcoming problems. The music of the Classical Era reflects the principles of clarity, proportion, and what critics of the day called “naturalness.” During the Classical Era, performing publically was the new view in the way music should be written for the common person. Church music tended to be more conservative than secular compositions. Three composers kind of dominated the Classical Era which are Franz Joseph Haydn, Ludwig van Beethoven, and Wolfgang Amadeus Mozart.
The Baroque era was a unique period in music that began during the 1600's and ended around 1750. The word "baroque" is define by Merriam's Collegiate Dictionary as, "of, relating to, or having the characteristics of a style of artistic expression prevalent esp. in the 17th century that is marked generally by use of complex forms, bold ornamentation, and the juxtaposition of contrasting elements often conveying a sense of drama, movement, and tension." The word "baroque" has been used to indicate paintings, poems, architecture, literature, and all else that is dynamic and astonishing.
The Baroque period of music lasted from approximately 1600 – 1750 AD. It falls into the Common Practice period and was the most predominant style of writing after the Renaissance period and before the Classical period (the Classical period uses many elements from the Baroque period). The word Baroque means highly decorated and essentially gives us an insight into what the music of the time was like. Many pieces in the Baroque style have three or four different parts which work together to produce a melodic melody which modulates to relative keys. The Baroque period developed from the Renaissance period. These two periods shared the same idea of counterpoint, yet Baroque music differed from that of the Renaissance period by having stronger rhythms and longer melodies. The era was the beginning of a number of dance suites which all have different characteristics. For example the Minuet in simple triple time does not have an anacrusis and is graceful whilst the gigue is in compound duple time, has a short anacrusis and is often very contrapuntal (where the melody is shared between two o...
The Baroque era's name Baroque, meaning "exaggerated", "abnormal", or even "bizarre", cultivated some of the most revolutionary music and ideas in the timeline of composition itself. It's image, ranging from destitution and lavishness as shown through the period's art and political and economic being, has set this era apart in time through evolution and exploration. The culture and politics surrounding this era and the techniques and methods created are keys to understanding the baroque era and its success in progressing music to where it is today.
The baroque period was known for its “unity of mood” and lasted from 1600 to 1750. The classical period was known as the “age of enlightenment” and lasted from 1750 to 1820. Music in the baroque period was composed to order for specific events and important dates while music in the classical period was created for freelance musicians. Rhythm between both periods differs greatly, in the baroque period the rhythm was steady, regular, and constant, while in the classical period the rhythm provided variety and contrast with its unexpected pauses and frequent changes between notes. Dynamics between both periods are vastly different as well, during the baroque period the dynamics would change suddenly rather than gradually and during the classical period they could change either gradually or suddenly. Tone color of the baroque period consisted of the use of the basso continuo, however, in the classical period, the basso continuo ended and instead, wind and brass instruments were used to provide contrast. Melodies of the baroque period were often complex and hard to remember, unlike the classical period where they were the melodies were tuneful and easy to remember. In both, the harmonies were based on major and minor scales, however, in the classical period dissonance was used to provide
The Baroque period was “one of the most brilliant periods in history, standing squarely at the crossroads between medieval and modern times, this was an age of real achievement, strong hope, and vigorous actuality” (McKinney 270). The term Baroque comes from the Portuguese word barroco, meaning a pearl of irregular shape (Smith 31). Beginning in Italy, the Baroque period was known for its “grandiose concepts” and “magnificent effects”. The grandiose concepts were basically concepts that were grand and over the top. The magnificent effects were just fancy effects. Even while writing the music of that time, the composers would always make the notes fancy and curly. An era of emotional art and music, this period was divided into two time frames: the Early Baroque and the Late Baroque. The Early Baroque lasted from 1650 to 1700 (Britten 84). During this period, choruses and opera were widely popular. Dances were also choreographed to include grace into the songs when performed. Lasting from 1700 to 1750, the Late Baroque added a style of singing known as bel canto (Britten 85). In bel canto, the beauty of the sound overtook the importance of the dramatic dances. Summarizing these two periods, dramatic dancing became popular to go along with the music during the Early Baroque music and singing became popular to be performed along with the music during the Late Baroque. The Baroque period was also a time of numerous achievements. Driven by the influences of the Renaissance period, man began to realize what phenomenal things one could achieve. But what changes in music occurred at this time and what other achievements were made? The Baroque period was a phenomenal period still talked about today.
Parents and educators both display actions that could be and continue to affect the gender gap in STEM. By parents not giving both their sons and daughters an equal to the questions they ask, it supports the idea of why there is a lack of women in these areas of study. Female teachers also may be openly expressing their struggles with math and other similar areas have negatively affected the gap in STEM today. Direct biases and unconscious biases are both reasons that lead to a gap in these areas. But as female teenagers mature and grow older, they have different wants than men do when they grow