General Lesson Plan Learning Objectives: What should students know and be able to do as a result of this lesson? Students should be able to write an inequality to represent a given situation.
Causality - What are causes, mechanisms, and the like? We casually refer to causes and effects in normal interactions all the time. We all conduct our lives — choosing actions, making decisions, trying to influence others — based on theories about why and how things happen in the world.
From the early stages of childhood we attribute causes, building a vision of the social and physical world that makes it understandable.
Every action, every choice about what to do, is based on our anticipation of its effects, our understandings of consequences. Analytical and scientific reasoning has a similar form, but requires that we approach causation more systematically and self-consciously.
Analytical Task The general analytical problem. In this and other societies, women and men commonly dress differently. Prepare a causal analysis that seeks to explain why women and men dress differently.
Our analytical task this week is to attempt a "simple" causal analysis of a gender difference that is obvious but not often questioned - the way we dress. The purpose of this exercise is to get us thinking about causality.
To the degree that we can, we want to try to think of different kinds of causes based on varied ways of framing the causal question. Realistically, one could easily write a book about all the possible ways of interpreting this causal question and answering it.
We are just trying to develop some sensible insights in a couple pages. The starting point of most causal analyses is a comparison. When we start with the general question "what causes X?
Examples of such questions might be "why do people in group A do X more than those in group B?
If we are trying to explain some phenomenon, X, then we need to identify variations in the likelihood of X or the rate of X, and look for potential causes that 1 vary across the relevant circumstances in a way that could explain X and 2 that we can connect to the outcomes for X in some way.
For example, with the gender distinctive clothing question, some ways to better specify the question and look at it through comparisons are: What causes individual conformity to the cultural pattern? What induces women and men to conform to the expectations for dressing differently?
Whenever we observe a consistent pattern of social behavior, some common conditions or processes must be inducing people to act in a similar way. Figuring out what encourages conformity and discourages deviance allows us to provide a causal explanation. Think about what happens to people who do not conform to the expectations about male and female appropriate clothing.
And, just as important, ask why it is that people punish nonconformists. Here the basic comparison is between people who conform and those who do not, or between the reactions of people to conformity and nonconformity. What causes differences in dress "codes" across cultures? What circumstances could exist across societies that consistently produce gender differences in modes of dress?
The clothing characteristic of each sex varies greatly across societies and time. Clothing differs between "primitive" cultures and modern ones, between warm and cold climates, and between different parts of the world.
But seemingly everywhere men and women dress differently. How can we explain this pattern? Here the primary comparison is between cultures that have different clothing. Why do the expectations about clothing differences vary by context?
Why are gender differences in dress greater in some circumstances than in others? For example, both women and men may wear similar coveralls in a factory, but women and men generally wear dramatically different clothing to formal dances. Our efforts to find causes behind any phenomena are improved by looking at variations.In cases like this with more than one right answer, we use inequalities, not equations, to represent the situation.
Inequalities are math statements that define a range of values. They are easily recognizable because they contain the symbols. The status of women in Pakistan is one of systemic gender subordination even though it varies considerably across classes, regions, and the rural/urban divide due to uneven socioeconomic development and the impact of tribal, feudal, and capitalist social formations on women's lives.
The Pakistani women of today do, however, enjoy a better status than in the past. Write an inequality to represent the lengths of illegal sticks. Discuss your answer with a classmate. Represent the inequality n. Write an inequality to represent the situation: The temperature stayed above –15°.
Best answer will be marked Get the answers you need, now!5/5(2). Pride and Prejudice Essay: Sample II Compare female and male attitude to marriage by analyzing main male and female characters in the novel. In her novel Pride and Prejudice, Jane Austen shows many different characters, who have their specific features and views.
CHAPTER 15 GENDER INEQUALITY Final Draft, August The transformation of gender relations since the beginning of the 20th century is one of the most rapid, profound social changes in .