Urban Heat Island and Green Infrastructure

Urban Heat Island and Green Infrastructure Chapter 1 What is urban heat island? History â€Å"Did you know that people can affect the environment and even change the weather? Well, next time you are told you cannot, say you already have.†[1] The more urban areas and construction industry develop, the more profoundly the surrounding landscape is altered but also the city scene is changed. Buildings and streets infrastructure replace open land and vegetation. Regions that were once permeable and moist are converted into impervious and dry surfaces. These changes cause urban regions to become warmer than their suburban and rural surroundings therefore forming areas of higher temperatures or heat bubbles in the landscape. This effect is now known as urban heat island and is absolutely not related to the greenhouse effect or global warming. It is strictly a land use phenomena, sometimes exacerbated by city activities. It was in the 1810’s when Luke Howard, a British meteorologist, first investigated and in 1818-1820 described the phenomena. His study[2] was made on the London climate and he documented the effect that built-up areas have on the local weather and temperature. Nowadays, the urban heat island is one of the most studied climate effects of settlements and there is a large body of data on urban heat island characteristics from cities globally. Components of urban heat island In order to identify and describe the urban heat island in one metropolitan area, scientists use temperature registrations of different components. The first component is the surface temperature which represents the temperature of exposed urban surfaces like streets, pavements, faà §ades and roofs. The second component is the atmospheric temperature defined by the air temperature measured in two layers from a vertical city section. These two layers are defined like this: Urban canopy layer – represents the city’s layer of air from the ground to the roofs’ level Urban boundary layer – represents the city’s layer of air from above the roofs to the point where urban activity no longer influences the atmosphere. Figure 2‑a Picture illustrates the difference between urban boundary layer and urban canopy layer Apparently, surface and air temperatures are not related, however surface temperature has an indirect, but extremely significant influence on air temperature, especially in the urban canopy layer. During day time, heat is absorbed by urban infrastructure and edifices and after sunset the energy is slowly released in the air. Consequently, the air temperature in the city during night is maintained at a high level while in suburbs it is cooling down. Figure 2‑b Picture illustrates the city heat bubble Urban heat island is manifested as heat bubble that incorporates the affected parts of the city. But for a better general understanding, when referred to urban heat island effect, it is normally presented as a temperature difference or comparison between the air within the urban canopy layer and that measured in a suburban or rural area outside the settlement both during day and night. Figure 2‑c Picture illustrates the temperature difference between the urban and suburban areas The temperature difference between the two zones is specific for every settlement and it depends significantly on local climate and city morphology. The same rule applies to how warm the urban area is during nighttime compared to daytime. As a general approximation, it could be stated that the city temperature is warmer with 2 ° to 12 °C than suburbs and surrounding rural areas but its. As a result the annual mean air temperature of a city can be with 1 ° to 5 °C warmer than its surroundings.[3] How do urban heat islands form? From the beginning it should be pointed out that every settlement is capable of generating a heat island regardless of its size or location. However, the aspect of urban heat island is characteristic to every city. In addition to the local climate which is subjected to various meteorological factors such as temperature, relative humidity and wind, a number of man-made causes determine the occurrence and intensification of urban heat islands. This phenomena must be seen as the combined result of energy losses and gains together with the increasing area urbanization. City background Climate Settlements’ background strongly influence urban heat island formation. Climate, predominantly wind and clouds, is one of the most significant factors. Heat island levels are largest under calm and clear weather conditions while increasing winds mix the air and reduce the phenomena. Figure 2‑d Picture illustrates how radiative cooling works on cloudy and cloudless nights Radiative cooling is â€Å"the process by which a body releases heat†[4]. In this case the bodies are buildings and pavements. This process is substantially affected by the presence or absence of clouds therefore the level of urban heat island is different depending on the conditions. The maximum level of radiative cooling is experienced on cloudless nights. If there is no wind there is nothing that can block the release of heat in the atmosphere. Therefore the air within the urban canopy layer will continuously be heated and in this case the urban heat island reaches the highest point. Clouds reduce radiative cooling as they increase humidity level and also bring precipitations. Furthermore clouds act like a barrier that absorbs released heat and re-radiate it both back and towards the atmosphere, fact that leads to temperature equalization within the canopy layer. Table 2‑c Temperature equalization process When the temperature equalization is reached, the radiative cooling process stops. In this case, the urban heat island is less prominent than during clear sky nights. Geographic location Geographic location has also an influence on urban heat island. A coastal city may experience cooling of urban temperature as well as cities in cold or temperate climates. A city located in the proximity of a forested area has the tendency to create a higher urban heat island than a city developed in a desert. Forests are cooler, therefore the temperature difference between the city and the forest will be higher compared to the desert case where the temperatures are close. City’s morphology Albedo An additional factor that influences urban heat island, particularly at night, is urban morphology. Increasing urbanization heavily alters the ground cover and water formations. What used to be vegetation, beach or lake, now is converted into a city form which comprises the materials used in constructions and infrastructure, the buildings’ dimensions and spacing and amount of green spaces. Materials’ surface color is also an important factor in the city’s morphology. Albedo is determined by the reflectivity of a surface. It is usually defined as a percentage of reflected radiation or by a number between 0 and 1. An albedo with a value of 1 means that 100% of the incoming radiation is reflected and 0% of it is absorbed. An albedo with a value of 0 means that 100% of the incoming radiation is absorbed and 0% of it is reflected. Additionally, urban geometry influences the wind flow direction and speed. Figure 2‑e Albedo illustrations Urban materials One typical city can have approximately 10-20% of its land surface rooftops. Concrete, asphalt and pavements may cover up to 35-55% of the city’s area. All previously mentioned surfaces are really burning during summer, and during day time they can be hotter with more than 50 °C than the air temperature. These structures and the materials they are composed of have large heat capacity and surface radiative properties that facilitate absorption and storage of solar energy. What is more is that urban construction materials are often dark in color, especially roof coverings and a low albedo effect contributes even more to the development of urban heat island. Cities can have multiple and different formations but the ones most relevant to urban heat island are urban canyons. They are like a standard classification of the urban environment, covering the width of the streets and buildings’ height and are usually defined by a ratio between these two factors. Building height is defined by H and canyon with, which represents the streets’ width and thus the distance between buildings from the sides of the street, is defined by W. A high ratio of H:W means that the urban canyon is tall and narrow and a low H:W means that the urban canyon is low and wide. This ratio is a relative measurement. Figure 2‑f Upstream urbanization â€Å"To cool cities, build them tall and shiny†[5]. The impression that tall buildings act as a protection from heat is a completely misplaced one. In fact, small, modern cities with upstream urbanization can have a larger urban heat island effect than a bigger city with no upstream urbanization. This study Thermal Effects of Urban Canyon Structure on the Nocturnal Heat Island: Numerical Experiment Using a Mesoscale Model Coupled with an Urban Canopy Model[6] on tall and narrow urban canyons demonstrates the complex effect that skyscrapers have. These urban canyons display a larger amount of materials that can retain heat and the faà §ades area is close to or even bigger than the canyon area itself. Buildings act as a barrier against wind and air is hardly circulated. Narrow urban canyons with skyscrapers limit the sky view and streets are most of the time shaded. But even with a modest amount of daylight comes a large retention of heat. At the beginning of the day, only the uppermost part of the faà §ades are directly sunlit, but during the day, the beam of light reaches lower. At the end of the day, more than 60% of the skyscrapers’ faà §ade area is sunlit by the direct light beam and thus results a maximized heat absorption per unit area. The absorbed heat is rel eased during night and narrow spaces between buildings act as a trap and the cooling process becomes slower. The amount of released heat combined with hot gas emissions and reduced wind speed make these city segments experience an increased urban heat island effect. Another very common urban canyon is the wide and high type. Skyscrapers act as wind barriers but there is a higher chance to have a better natural ventilation because of the wide spaces between the buildings. The sky view is larger than in a narrow and high urban canyon therefore the building shading effect is lower. Buildings and pavements receive direct sunlight throughout the entire day and at night the cooling process is slow. This is because a large amount of heat is released in the same time in a relatively small space and there is very little wind to help the process. Figure 2‑i Shadow effect in low urban canyons Wide and low canyons receive more sunlight and wind enters between buildings easier than in a high urban canyon. Streets are only partly shaded by buildings and buildings across the street rarely shade each other. In this situation, during the day, buildings and streets absorb heat faster and on the entire surface area. Surfaces receive direct light beam with maximum heat and they also absorb the small reflected heat by surrounding materials. Likewise heating process the cooling process at night is also faster because the large space between buildings does not trap the warmth and allows air circulation. Lack of vegetation As previously mentioned, increasing urbanization alters the local landscape and most importantly it is done in many ways that really trap a lot of heat. Most of the city’s area is covered with different materials which obstruct the growing of vegetation and prevent the ingress of water in the soil. Therefore the natural circulation process of water in atmosphere is completely changed and it becomes a general concern only when it is too late for changing. As a result, city’s top view in general looks like a mass of concrete combined with asphalt and with not too many little green spots as parks. Therefore, cities are considered hotspots of heat also due to the lack of grass and trees. Vegetation provides moisture and shade which helps lower the surface and air temperature. Open land is a living component compared to concrete and asphalt and it is cooler due to water infiltration high albedo. When sun is shining the water is released from the ground and it cools the surfa ce and also the air by providing humidity. Effects The most obvious effect of urban heat island is that it increases the annual mean temperature of the city. Increased surface heat, especially during summer, can pose a threat to indoor temperatures as well. When a building is designed, faà §ades and roofs are projected to act as an envelope that protects the indoor for outdoor in normal circumstances. But the envelopes’ outside materials are exposed to direct sunlight throughout the day. When the outside surfaces reach abnormal high temperatures hotter than air temperature, no matter how well the walls and roofs are insulated, the indoor air is affected. As a result, air conditioning and mechanical ventilation systems (HVAC) are overused and the energy consumption of the building is increasing. Figure 2‑j Heat bubble effect on clouds The urban heat island can be represented as a heat bubble which incorporates the city. â€Å"When a normal cloud hits the heat bubble it can expand up to two times and can blow up about the half way through. This leads to an increase in precipitations and sometimes the midtown can see up to two times more rainfalls quantity than areas surrounding it.†[7] 1 | Page [1] Quote from Elliot, M. (Director), 2013. The urban heat island explained on The Weather Channel [2] Howard, L., 1818-20. The climate of London: deduced from Meteorological Observations, made at different places in the neighborhood of the metropolis (1st ed., Vol. I). London [3] Quote from Wikipedia, 2001. Urban heat island. [online] [4] Quote from Wikipedia, 2003. Radiative cooling. [online] [5] Quote from Upton, J., 2014. To cool cities, build them tall and shiny. [online] [6] Paragraph information from Kusaka, H., Kimura, F., 2004. Thermal Effects of Urban Canyon Structure on the Nocturnal Heat Island: Numerical Experiment Using a Mesoscale Model Coupled with an Urban Canopy Model. American Meteorological Society. [7] Quote from Elliot, M. (Director). (2013). The urban heat island explained on The Weather Channel

Music Education

Key Curriculum ElementsI believe teaching individuals about singing, playing instruments, moving, composing and listening is incredibly important, ranging from infants through to adults, but starting in early childhood would be most beneficial for long term benefits. These key elements contribute significantly in developing their music skills and knowledge; contributing to their education on a more broad scale (Broad, 2007 pg23); and/or assisting the student’s emotional/mental development. The difficulties that could be expected in the classroom when integrating the music curriculum into lessons could be students lack of wanting to participate (I can’t do it, I’m not good at music) due to fear of failure and/or embarrassment from low self esteem; participation levels of extroverted students in comparison to introverted students; or even a lack of concentration and maturity to handle situations. Other difficulties that might be a challenge may perhaps be the lack of funding to offer reasonable resources; insufficient time allocation to allow reasonable attention to the music curriculum; teachers/students having high expectations of their abilities and those expectations not being met; and there being a lack of space for students to move and experiment.Some potential solutions I can think of, to the difficulties I have stated above might be: ï  ¶ providing a safe and encouraging environment so students do not feel if they attempt something and it does not go as well as they wanted or they might think they have failed. Instead they receive encouragement and  reassurance that they haven’t failed or let anyone down, what they have now done is create something new and/or something they can learn from, lots of positive feedback from the teacher and other students; ï  ¶ encouraging small groups of 2-4 would help introverted students participate more.By having each child required to have a specific task in all group work, so each child can have the same participation level might help introverted students have more participation and extroverted students still have participation, yet not over-whelming the introverted students; ï  ¶ constantly evolving activities used in class to stimulate students learning and encourage active learning, encouraging lack of boredom.Scaffold information and skills starting from basics to attempt to develop a more mature level of understanding and knowledge base for students to be more comfortable; ï  ¶ the lack of funding to offer reasonable resources does not always have to be seen as a negative, it allows students to use their imagination and creativity to find alternate resources to complete the same task or similar tasks; ï  ¶ insufficient time allocation to allow reasonable attention to the music curriculum is always going to be a sad situation, but integrating the music curriculum into other KLA’s allows the students to be able to enjoy music and appreciate that mus ic can be incorporated into any situation in their lives; ï  ¶ unfortunately teachers/students will always have high expectations of their abilities and those expectations will not always be met.The best teachers can do is to not allow students to see when the students have not meet the expectations they had and when students do not meet their own expectations, the teacher needs to encourage the student to try again and learn from their previous experience; ï  ¶ a lack of space for students to move and experiment is a shame but, a classroom is not the only place that students can learn to create, they can do the basic or the foundation type work in a classroom and then move out into the playground or a hall. One of the best things about music is that it can be created; played; movement; and listened to anywhere there is a desire to enjoy/appreciate it.Some of the things I would hope to achieve in the classroom through the integration of the music curriculum are encouragement of the appreciation of music; knowledge of music and how it can impact ones life; how music can be integrated into everyday life; and no matter who you are you can sing, play instruments, move (dance), compose and listen to  music.Integrating Music into the CurriculumHSIE: This Is Me! (Early Stage 1)Activity 1 – Puppet Joe teaching the students a poem and some rhythm ‘The End’ with Puppet Joe, this will be explained in Lesson Plan 1 Activity 2 – Mirroring each other’s movements to musicThe students are paired off and allocated their own space in the room, standing up, they are facing each other. They will then listen to ‘What I Am’ by Will.I.Am. As they listen to the song, it will speed up and slow down. The students will need to adapt their movement to follow the tempo of the music, for example faster movements as the music speeds or slower movements when the music slows. Once they are able to adapt to different tempos, the music will c hange dynamics via getting louder and softer. The students will need to adapt their movement to follow the dynamics of the music for example larger movements when the music is louder or smaller movements when the music is softer.The students will take turns in leading the movements through each change. Once the song has played through, the students will have a few minutes to talk and create movements together for the tempo and dynamic sections of the song. The song is run through a second time and the students will move together to the music showing the movements they had worked on together. The students are then encouraged to talk through what they found was the best representation of the music when it would change dynamic and tempo. Did the music have repetition, a constant beat, similarities and differences? Time Allocation: 45 minutes HSIE: Celebrations (Stage 1)Activity 3 – Song – ListeningThe class is allocated into groups of 4-5 in their own spaces. Each group c hooses a cultural celebration from a box on the teacher’s desk (each cultural celebration is celebrated by one or more of the students in the class at home).Once they have all picked the activity, they are given a kit (which has been put together by the students prior to this lesson as part of the Celebrations unit they are studying). They will listen to the song that is part of the kit and discuss as a group the beat, pitch, tone colour,  duration, dynamics, tempo and structure of the song. They discuss what features appealed to them or those that did not. Time allocation: 45 minutes Activity 4 – Mirroring each other through rhythm and movement Mirror Me, this will be explained in Lesson Plan 2HSIE: Global Environments: Rainforests (Stage 3) Activity 5 – Visualising the MusicStudents are advised that they are required to produce a visual representation of the music they are about to hear. The class will talk about sounds and how they can represent their music visualisation. The students can, if they choose to, have different sections of the painting for different aspects they visualise with the music. For example, they can have 1 whole painting, 2 halves or 4 quarters, so they can show up to 4 different aspects of the music they are hearing. The class talks about what they are going to produce, it is not a vague impression rather a visualisation of what they believe that Rainforest looks like. Students will listen to a 2 minute excerpt from ‘Relaxing Mix’ by Calmsound.The excerpt of the song will be repeated 4 times with 4 minutes between each repetition and the students have 10 minutes after to complete their painting. After the allocated time, the class will have a discussion on the different aspects they visualised and what aspect of the music created that specific image, tone colour, pitch, tempo, dynamic? The paintings will be put aside once dry to be used in another activity on another day. Time Allocation: 60 minutes Activity 6 – Group composition of a soundscape from a rainforest painting Rainforest Soundscapes, this will be explained in Lesson Plan 3HSIE – ‘The End’ with Puppet Joe Lesson Plan 1 Activity 1 – Puppet Joe teaching the students a poem and some rhythm 1. Level: Early Stage 1 2. Goals: Students will learn the poem ‘The End’ by A. A. Milne. Students will be able to follow a beat/rhythm and accomplish co-ordinated movement. 3. Teaching materials 1. Puppet Joe 2. 2 x taping sticks for the beat 3. 1 copy of ‘The End’ poem by A. A. Milne (see appendix 1) 4. White board 5. White board marker 6. Coloured magnets for the white board 4. Learning outcomes: Musical activity Performing Singing (y) Playing Instruments (n) Moving (y) Organising Sound (n) Listening (y) Musical Concepts Duration (rhythm) (y) Pitch (y) Dynamics (y) Tone Colour (n) Structure (y) 5. Procedure1. Clear an area in the middle of the room and have students sit on the floor in their own space. 2. Teacher introduces Puppet Joe (a kookaburra puppet) and explains that Joe will help them learn a new poem called ‘The End’ by A. A. Milne (see appendix 1). 3. Start with Joe saying the first verse and then repeating the verse using his taping sticks he creates a beat (ti-ti ta ta, ti-ti ta ti-ti). The students then sing through the verse while tapping their knees or clapping their hands with the beat/rhythm. 4. Teacher writes the poem on the white board under bars and talks through the beats/rhythm and words, placing different coloured magnets for the ti-ti’s and ta’s.5. Each verse is then taught the same way, until the last 2 verses when the beat/rhythm is different (ti-ti ta ti-ti, ta ta ti-ti ta ta ta), ‘The End’ sheet music see appendix 2. Once the class has learnt the poem and the beat/rhythm, they then sing through the poem together. 6. The class then picks out a number from a box and the number allocate s the student to their group. In the group the students talk through what movement they think would be good for their verse and if they should use loud, soft, fast or slow speech/singing.7. The class sings through the poem together and then each group sings their own verse with their chosen movement. Then the class sings their section of the poem loud, soft, fast, slow or using a different voice without their movement. Then again mixing the movement and their chosen musical concept. 8. Ask the class if they have any suggestions about the structure, if they think it could be changed. Pick a couple of the suggestions and try them out, see if the class thinks they make the composition better or worse. As a class the student talk through the actions chosen by the groups and the musical concepts, whether they were applicable or not to their verse? Whether there was repetition in the beat/rhythm? What similarities and differences there was in the beat/rhythm?6. AssessmentSee appendix 3 fo r the assessment sheet. 7. Links to other subjects HSIE, Mathematics, English and PDHPE.HSIE – Mirror Me Lesson Plan 2 Activity 4 – Mirroring each other through rhythm and movement 1. Level: Stage 1 2. Goals: Students will understand how rhythm works and identify how the music changes resulting in their movements changing. Students will perform a number of rhythms and patterns in movement focusing on rhythmic correctness and co-ordinated movement. 3. Teaching materials1. IPod dock 2. IPod with Creation by Descendance Aboriginal & Tsi Dance Theatre on it 4. Learning outcomes: Musical activity Performing Singing (n) Playing Instruments (n) Moving (y) Organising Sound (n) Listening (y) Musical Concepts Duration (rhythm) (y) Pitch (y) Dynamics (y) Tone Colour (y) Structure (y) 5. Procedure1. Clear an area in the middle of the room. For this activity the students could even go into the school hall if it is available, to allow for extra space. 2. Have the student’s pa ir up and stand in 2 lines. Allocate the lines names – trees and grass. Have the students move away to their own area in the room/hall and face each other. 3. Talk to the class and advise that when a name (trees or grass) is called out the other student in the pair has to follow the other student. That students need to try movements they think would suit the music, fast, slow, loud and soft. What types of movements would best suit. If the students wanted to they could even represent Australian animals. 4. Start playing the song and prompt the students to listen at first. Then call out trees, as the students are comfortable in following (no less than 60 seconds), the teacher calls out grass. Alternating between the leader gets faster as the students learn to adapt faster.5. The teacher then increases the volume and decreases the volume to encourage alternate responses in the music. 6. At the end the teacher prompts the students to talk about what movements went best with which types of music? What types of movements did they use for the tempo, pitch, dynamics, tone colour? Did they prefer certain parts of the song more than others and why? Those students who represented animals, did they find it hard to choose movements and keep in character for the lesson? Was it easy for students to follow the leader? Was it easy to lead? Which did students prefer to follow or lead?6. AssessmentSee appendix 4 for the assessment sheet. 7. Links to other subjects HSIE, Mathematics, English and Science and Technology.HSIE – Rainforest Soundscapes Lesson Plan 3 Activity 6 – Group composition of a soundscape from a rainforest painting 1. Level: Stage 3 2. Goals: Students will create and perform a soundscape with the use of instruments, voice and movements from a painting of a rainforest. They will demonstrate their rhythmic abilities, co-ordination with movements, their ability to work in groups and ability to create a composition. 3. Teaching materials1. Pain tings from previous music lesson 2. Cardboard box 3. 5 x numbers 1-6 4. White board 5. White board marker 6. Coloured magnets for the white board 7. 6 x A3 sheets of paper with a blank grid on it. 8. Coloured pencils 9. Instruments – chimes, drums, triangles, xylophone, tambourines, etc 4. Learning outcomes: Musical activity Performing Singing (y) Playing Instruments (y) Moving (y) Organising Sound (y) Listening (y) Musical Concepts Duration (rhythm) (y) Pitch (y) Dynamics (y) Tone Colour (y) Structure (y) 5. Procedure1. Each student picks out a number (1-6) from a box and that shows which group the student is assigned to. On the white board the list of effects (see appendix 5) is written. Depending on which number the group is, depends on what the effect they will need to introduce into their soundscape. The rainforest pictures have been painted prior to this lesson from an alternate music activity. Each group chooses their favourite painting to create the soundscape from (o n condition that none of the students in the group painted it).2. The class has a discussion on what a soundscape is (a quick refresher) and what they need to cover when preparing for it (dynamics, tempo, pitch, tone colour, etc). The students are encouraged to create a story to at least start and finish the soundscape, they are welcome to have the story throughout the soundscape, eg the effect with the men with axes, they could have them laughing and talking, whistling, etc.The students are also encouraged to include movements if they can see it fits with their soundscape, eg in the gorilla congregation, they can have one or two students sitting like gorillas and making gorilla noises. 3. Each group receives an A3 sheet of paper with a blank grid (see appendix 6) on it and coloured pencils. The students choose the instruments they believe will get the best result for their soundscape and work on their composition which needs to include the allocated effect for their rainforest soun dscape. 4. Once the students have spent the allotted time creating the soundscape on the grid paper (see appendix 7) and practicing it.They will then perform as a group in-front of the class and demonstrate their soundscape. 5. Once all groups have finished performing for the class, there is a class discussion on the musical concepts used by each group and how they felt they related to the painting and soundscape? Did they find that each group included rhythm, tempo, pitch, structure, dynamics, tone colour and if they felt that the groups incorporated the assigned effect successfully? Did the groups that used storytelling as part of their soundscape find it easier/harder to follow the story being told? Did any of the soundscapes sound like they came from any particular cultures? 6. AssessmentSee appendix 8 for the assessment sheet. 7. Links to other subjects HSIE, English and Science and Technology.

William Shakespeare s Taming Of The Shrew - 1676 Words

Many classic literary works are considered timeless due to the way they tackle the human condition. These works have stood the test of time and continue to do so because they grapple with economic and social issues that people of all ages, from all walks of life, can relate to. Shakespearean plays ideally encompass these viewpoints; they can be tragic, comedic or even romantic. Taming of the Shrew by William Shakespeare explores the marriage between a shrewd woman, Katherine and a willing suitor, Petruchio. Petruchio challenges himself to try and transform shrewd ways of Katherine to turn her into the ideal and obedient house wife by using various techniques, such as denying her company and even food and clothing. The comedic genre is shown through the clever language and the witty words, revealing an entertaining and light hearted tone. Classic literary works should always be relatable and to this day, this play is still engaging people with issues prevalent in modern day society. During Shakespearean and Elizabethan times, women were not seen as equal and were treated like property, traded like cattle and sold off with a dowry during marriage. They had to be subservient to the men in their lives, whether it be towards their father or their husband. The man was seen as stronger, more able to do everyday tasks and providing for the family, while the women were to stay at home to raise the kids and clean the house. Despite society’s claims of advancement, women are stillShow MoreRelatedWilliam Shakespeare s Taming Of The Shrew889 Words   |  4 PagesIn many accounts, William Shakespeare’s Taming Of The Shrew, is often criticized for its seemingly misogynistic themes; such as the thought of â€Å"taming† a woman, thus making her completely submissive to her husband. While in the opening of the play, Katharine, ill-tempered but seemingly impenetrable, gets pulverized by Petruchio’s contradicting her words, and also saying disgusting j okes in an intense verbal arguement. In another example, one of the other main characters, Bianca, was bet on by severalRead MoreWilliam Shakespeare s The Taming Of The Shrew1180 Words   |  5 PagesWilliam Shakespeare s ‘The Taming of the Shrew’ is a controversial comedy that has more than 1 interpretation. The 2 prominent interpretations is that it a misogynistic play or that it is a love story about a man liberating a woman. This play has been adapted into any movies the 2 that were studied were ‘The Taming of the Shrew’, produced in 1967 and ‘10 Things I Hate About You’, made in 1999. 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For instance, in Othello, and Taming of the Shrew, similar relationships between the male and female lead characters are displayed and emphasized to bring large meaning to each of the texts. It is these relationships between fathers and daughters, as well as husbands and wives that form to progress the plots of each play. Through these bold and sometimes fatal relationshipsRead MoreWilliam Shakespeare s The Taming Of The Shrew And Of Clytemnestra1550 Words   |  7 Pages When William Shakespeare and Aeschylus create purpose, they create it in a direct manner. Executing it with carefully chosen language, Shakespeare and Aeschylus implement multiple layers to construct meaning and multiple interpretations. Without alienating the audience and regardless of it’s controversial theme’s, both text’s were at a time developed when devoted leaders condemned the idea of Eve and praised the Virgin Mary, Neoclassical scholars welcome the idea of feminism, reversed gender rolesRead MoreAnalysis of William Shakespeare ´s The Taming of the Shrew1962 Words   |  8 Pages â€Å"The Taming of the Shrew ‘ is undoubtedly amongst Shakespeare’s most popular and debated comedies .The main subject of contention amongst critics is the apparent misogynistic elements offered in the play.Some ,like Stevie Davies argue that ‘The Taming of The Shrew ‘ celebrates ‘ female subjugation and mistreatment ‘ .Others see it is a parody of ‘female subjugation’ which grotesquely exaggerates Petruchio’s ‘taming’ of shrewish Katherina and portrays their relationship as a ‘game’ .Whether theRead MoreWilliam Shakespeares Taming of the Shrew William Shakespeare’s romantic comedy, The Taming of1100 Words   |  5 Pages William Shakespeares Taming of the Shrew William Shakespeare’s romantic comedy, The Taming of the Shrew, is an embodiment of the context in which the text was shaped, the Renaissance. The Renaissance period was a time of progression, primarily in the areas of art, science, humanism, religion and self-awareness. The Renaissance focused on taking elements of the past including religion, art and science and adapting them to make them better. Humanists advocated for the freedom of the individualsRead MoreGender Essentialism : Katherine s Transformation1735 Words   |  7 PagesGender Essentialism: Katherine s Transformation in William Shakespeare s Taming Of The Shrew Feminist and cultural historians have convincingly demonstrated that rebellious women were a concern for englishmen during the late sixteenth centuries (Detmer 273). The idea of â€Å"taming† a women is one that men can find useful, though women can also benefit from. Katherine cynically conforms to expectation, and in doing so displays how The Taming of the Shrew is a critique on gender essentialism. TheRead MoreThemes in Taming of the Shrew1433 Words   |  6 PagesThe Taming of the Shrew is a comedy written in the early 1590’s by William Shakespeare. This play within a play starts when a powerful lord plays a prank on a poor, drunken man named Christopher Sly. The lord convinces the poor man that he is actually a lord himself and that the troop of actors that have arrived are there to perform a play for him. This play that the troop of actors performs is the story of Petruchio, who wants to marry for money, and Katherina, the shrew. The two actually marryRead More The Relationship Between Katherine and Bianca in The Taming of the Shrew1186 Words   |  5 PagesThe Relationship Between Katherine and Bianca in The Taming of the Shrew   Ã‚   William Shakespeare is considered the greatest playwright of all time.   His gift for developing characters is one major aspect that accounts for this lofty acknowledgement.   Shakespeare created various characters from drunks and fools to kings and generals.   The characters are so human and so real that the audience can see aspects of their own personalities represented on stage for better or worse.   Inadvertently

The Effects Of Sleep Deprivation On Insulin Resistance And...

The Effects of Sleep Deprivation on Insulin Resistance and Type 2 Diabetes A Meta-Analysis Dalal Mazraeh Saint James School of Medicine Preceptor: Maja Delibasic, M.D. ABSTRACT Sleep deprivation and sleep restriction leads to insulin resistance and the development of type 2 diabetes. To study whether shortened sleep and sleep deprivation affects insulin resistance and glucose intolerance, we developed a meta-analysis of 7 studies that research this topic. The studies included had 92,176 men and women participants with no previous diagnoses of diabetes, with follow-up range of 2-15 years. Of the total participants, 3,206 cases of type 2 diabetes were reported in the follow up period . In pooled analyses, sleep deprivation showed a significant relationship to increased insulin resistance and development of type 2 diabetes. The follow-up period also showed a progressive increase in diabetes. For short duration of sleep (≠¤5–6 h/night), the RR was 1.66 (95% CI 1.54-1.78, P = 0.001 and heterogeneity P = 0.012). Sleep deprivation may be a significant and an independent factor that may lead to insulin resistance, glucose intolerance and symptomatic d iabetes. INTRODUCTION It has been scientifically proven that sleep is a crucial biological task that our body performs to maintain optimal functional capacity(Xu, Q. 2010). According to data collected by National sleep foundation short sleep deprivation is linked with many side effects, such as, increased risk ofShow MoreRelatedSleep Deprivation And Its Effects1738 Words   |  7 PagesSleep is a major component of human life, taking up almost a third of an individual’s lifetime and allowing the brain to process an individual’s experiences, thoughts, and memories. Proper sleep is vital to maintaining good health, as it is associated with maintenance of many of the body’s processes such as metabolism and disease prevention. This has become difficult as this modernizing world is completely changing the lifestyles of societies, and therefore the patterns of human sleep, due to schoolRead MoreThe Effects Of Sleep And Sleep Deprivation On The Body1267 Words   |  6 PagesThe Effects of Sleep and Sleep Deprivation Has on the Body. Specific Purpose: To inform the audience about why we need sleep and what happens if you are sleep deprived. Thesis: Sleep is crucial for any living creature and lacking an adequate amount of sleep is detrimental to health. Introduction Attention Getter: Many of us will spend about a third of our lives sleeping, yet don’t know why we need sleep or how important it is for the body. Did you know you can die faster from sleep deprivation thanRead MoreSymptoms And Treatment Of Sleep Deprivation1803 Words   |  8 PagesIntroduction Sleep is a major component of human life, taking up almost a third of an individual’s lifetime and allowing the brain to process an individual’s experiences, thoughts, and memories. Proper sleep is vital to maintaining good health, as it is associated with maintenance of many of the body’s processes such as metabolism and disease prevention. This has become difficult as this modernizing world is completely changing the lifestyles of societies, and therefore the patterns of human sleep, dueRead MoreType 2 Diabetes: An Epidemic1192 Words   |  5 Pagesthat often escapes blame. It is type 2 diabetes. According to the World Health Organization, 347 million people have diabetes worldwide, and 90-95% of these cases are type 2 diabetes. To make matters worse, it is estimated that around 25% of all cases go undiagnosed before it is too late. Even then, one’s death is often attributed to other things such as heart disease, stroke, or kidney failure. Type 2 diab etes is a serious disease that causes the body to become insulin resistant, hindering the body’sRead MoreTaking a Look at Obesity822 Words   |  3 Pagesand diabetes. Obesity can be classified into 2 types. Type-1 obesity is caused by practicing an unhealthy lifestyle. It happens to one who does not want to exercise regularly and do not control his eating habits. Whereas, someone suffering from type-2 obesity is probably caused by his inherited genetic from his own family or may be medical conditions. For instance, hormonal imbalance such as hypothyroidism is also one of the causes which lead to obesity. Only about 1% of obese exists in type 2 obesityRead MoreSleep Is Essential For Survival1925 Words   |  8 PagesWhat Is Sleep and Why Is It So Important In Our Lives Rene Compean II Scientist are starting to understand how sleep affects us in many ways, they include; our daily functioning, physical, and mental health. There are usually five stages of sleep. They are referred to stage 1, 2, 3, and 4. The last step is rapid eye movement or REM. There are certain neurotransmitters in the brain that affect sleep. Food and medicines are also things that can affect sleep. Sleep is essential for survival. ForRead MoreThe Effects of a Lack of Sleep734 Words   |  3 PagesInsomnia; is also known as a deficiency of sleep or sleep deprivation. People with this condition are apt to suffer from inadequate sleep and more likely to battle depression, have poor concentration, and be involved in an auto accident; from a lack of focus. These issues followed by prolonged periods of time; can cause a person some sort of health issues, whether mental or physical.(Harvard Medical School) Sleep deprivation alters the production and action of some hormones, dampening the secretionRead MoreThe Effects of a Lack of Sleep Essay1334 Words   |  6 PagesEffects of a lack of sleep, known as insomnia, is the most common classification of sleep disorders. It was estimated that thirty to forty million Americans have difficulty staying asleep, falling asleep or waking earlier than they would like to, and cannot get back to sleep. Most people settle that this is just a part of life, and the poor quality of sleep proceeds to eat away at the quality of life that could be attained. This seems to be a silent menace that people do not seem to take seriouslyRead MoreCauses Of Obesity In Western Countries1251 Words   |  6 Pagestoday’s 30-40% today to a shocking 70% in 20301 . In particular, childhood obesity exhibited the highest growth rate today, tripling the percentage of children over the past three decades CDC. Obese individuals have a higher risk of developing type t wo diabetes mellitus (T2DM), hypertension, dyslipidemia, cardiovascular disease (CVD), liver dysfunction, sub-fertility, psychological comorbidity3. The underlying mechanism for obesity includes genetic, social and environmental components. However, dueRead MoreSymptoms And Treatment Of Diabetes Mellitus Type 15889 Words   |  24 Pageshyperglycemia resulting from decreased insulin secretion and insulin receptor sensitivity. Chronic hyperglycemia of diabetes leads to microvascular and macrovascular complications 1 CLASSIFICATION 1 †¢ Diabetes mellitus type 2 ââ€"‹ Accounts for 90-95% of cases of diabetes ââ€"‹ Less common types of diabetes include: diabetes mellitus type 1, gestational diabetes, diabetes due to genetic defects, drug-induced diabetes, endocrinopathy based diabetes, exocrine pancreas based diabetes DIAGNOSIS CLINICAL PRESENTATION