Salt Paper Essay Example for Free

Salt Paper Essay In its mineral form sodium chloride, NaCl is known as common salt. It is important because it is essential to the health of human beings and of animals. For domestic use it is fined down to what is known as table-salt and small quantities of other chemicals are added to it to keep it free-flowing when in contact with the atmosphere. Salt and potassium are combined to produce iodized salt, used when iodine is lacking in diet. It s absence causes goiter, the swelling of the thyroid gland. Livestock as well as humans need salt, and this provided in the form of solid blocks, known as salt-licks. Salt is also crucial to the food industry. It is used in meatpacking sausage-making and fish-curing both for seasoning and as a preservative. It is also used in the curing and preserving of hides and in the form of brine of brine for refrigeration purposes. Salt is extensively used in the chemical industry; in the manufacture of baking soda, sodium bicarbonate; of caustic soda, sodium hydroxide; of hydrochloric acid, of chlorine etc. It is also used in soap-making, and in the manufacture of glaze and porcelain enamel. It also enters metallurgic processes as flux, a compound used to assist the fusing of metals. Salt lowers the melting point of water, so in combination with grit, it is used for clearing roads of snow and ice. It is also used for water-softening by means of removing calcium and magnesium compounds from tap water. â€Å"Children who eat a lot of salty food also tend to down more sugary drinks which, in turn, might be related to their risk of obesity, a new study suggests. The findings raise the possibility that curbing kids salt intake could end up benefiting their waistlines, researchers report in the Dec. 10 online and January print issue of pediatrics. The study, of nearly 4,300 Australian children and teens, found that the more salt kids ate each day, the more fluids they drank. The same was true when the researchers zeroed in on the nearly two-thirds of kids who drank sugary beverages: For every 390 milligrams (mg) of sodium they got each day, they averaged an extra 0.6 ounces of sugar-sweetened soda, juice or other drinks. Kids who had more than one sugary drink in a day were 26 percent more likely to be overweight or obese than their peers who avoided sweetened drinks. That connection, however, weakened once the researchers factored in exercise habits. Its not exactly surprising that kids with a taste for salty foods would also be fans of soda or other sugary drinks, according to Lana Shandon, an assistant professor of clinical nutrition at the University Of Texas Southwestern Medical Center at Dallas. But its not clear that extra sodium actually made kids drink more sweetened beverages, she pointed out. These data dont tell us anything about cause and effect, Shandon said. We dont know that if we got kids to lower their sodium intake, theyd drink fewer sugar-sweetened beverages. Overall, 62 percent had had at least one sugar-sweetened drink. Those kids averaged over 2,500 mg of sodium a day, and just over 5 percent were obese; of their peers who steered clear of sugary drinks, just over 3 percent were obese, and the average sodium intake was a little less than 2,300 mg. When the researchers looked at obesity risk, they found that kids who had at least one sugar-sweetened drink per day were 26 percent more likely to be overweight or obese. That was with factors like family income and overall calorie intake taken into account. But then the researchers looked at a subgroup of kids whod reported on their exercise habits. And once exercise was factored in, the obesity/sugary drink link was no longer statistically significant which means it could have been a chance finding. Still, the researchers noted, the findings suggest that keeping kids sodium intake down could end up having some impact on their weight. Shandon was skeptical. Its a bit of stretch to say that, she said. Kids who like their salty snacks may be reaching for those sweet drinks because they like the taste of sweet drinks, Shandon explained and not because the sodium is making them do it.† News article from http://health.usnews.com/health-news/news/articles/2012/12/10/could-kids-salt-intake-affect-their-weight . â€Å"Most people are only too aware of the damage and corrosive effects of salt on automobiles. On heavily traveled highways from 40 to 80 tons of salt per lane mile per year may be applied. Landowners along these roads also are aware of the damage to plants that such salt can cause. Deicing salt is usually refined rock salt consisting of about 98.5 percent sodium chloride, 1.2 percent calcium sulfate, 0.1 percent magnesium chloride, and 0.2 percent rock. Calcium chloride is reported to be less toxic to plants but is seldom used because it is much more expensive than rock salt and more difficult to handle. When sprayed onto plants from passing cars and plows, salt may enter plant cells or the spaces between the cells directly. One result of this salt application is that buds and small twigs of some plant species lose cold hardiness and are more likely to be killed by freezing. Salt accumulation in the soil also may cause plant injury. This frequently occurs when salt-laden snow is plowed off streets and sidewalks onto adjacent lawns. Anyone who has tried to get table salt out of a wet shaker knows how readily salt absorbs water. Rock salt exhibits the same property in the soil and absorbs much of the water that would normally be available to roots. Thus, even though soil moisture is plentiful, high amounts of salt can result in a drought-like environment for plants. When salt dissolves in water, sodium and chloride ions separate and may then harm the plants. Chloride ions are readily absorbed by the roots, transported to the leaves, and accumulate there to toxic levels. It is these toxic levels that cause the characteristic marginal leaf scorch. Measures to prevent or lessen injury from salt include using calcium chloride, where feasible, or using sand or cinders. Late season applications (after March 1) are most detrimental and should be avoided if possible since this is the time plants are coming out of dormancy and are most susceptible to injury.† http://www.uvm.edu/pss/ppp/articles/salt1.htm

Made in Chelsea analysis of an episode Essay Example for Free

Made in Chelsea analysis of an episode Essay From the episode of Made In Chelsea I watched, I can say that the representations we have of upwardly mobile young city dwellers are that they are social-oriented, whose lives seem to be some care-free that they can cavort around various places in London—and the world—without any problems. We also only see characters of a certain age range—none are, we assume, above the age of thirty—of which the majority have no jobs or business, leading us to believe that they come from families of ‘old money’, and so having a job themselves would seem rather pointless. Saying that, there are a few characters who do possess their own business or thereabouts. However, our perceptions of the characters are very one sided, as we are constricted to seeing only one side of that character—the one that fits their current storyline the best. This prevents us from seeing, per se, the kind heartedness of a character that has just cheated on their partner. The words ‘characters’ and ‘storylines’ fit well with my next point; the conversations and the events that take place throughout the episode seem far too rehearsed and coincidental for them to be actual ‘reality’. Location shots are used of London sights and attractions to establish the setting of the scene. They also are only of Central London attractions, and the shops and restaurants et al all seem to highlight the wealth of the individuals who shop there, eat there etc. Reactions, for the majority of the show, are shown using over-the-shoulder shots to portray the reaction of the person who is being told something. There is also usage of eye line matching shots that show you what the character may have been looking at from their angle. The episode seems to comprise of short segments that have then been edited in post production so that they can seek out the most entertaining of segments. This is obvious as the episode transitions from one group of people at a restaurant to a boxing arena and then back to the restaurant again. Tzvetan Torodov’s narrative theory that conventional narratives are structured into five stages; Equilibrium—disruption—recognition—repair—reinstatement, could be present within the episode, as you can apply it to the situation between Louis, Spencer and Jamie (the love triangle storyline). The fact that it fits so well with Torodov’s theory does support the question â€Å"How much of Made In Chelsea is actually reality? †

Factors in Planning Health Interventions

Factors in Planning Health Interventions Identify, assess and discuss both direct and indirect impacts on health the following determinants have with regards to planning, implementation, and the evaluation of health interventions. Determinant factors Demographic distribution of populations Political values Religious beliefs Human values Ethnicity Traditions Numerous aspects unite collectedly in order to influence the wellbeing of a person and the society. There are factors that cosiderably affect the individuals by the conditions and the environment whether the individuals are healthy or not. These factors are the environment that we live in, our status in life, literacy, and our associations to the people that sorrounds us ( World Health Organization WHO, 2014). Determinants Factors a. Demographic distribution of populations Distribution of population is the number of people living in one place. Demography is focused on the analysis of the population size and structure, specifically in connection to its determinants, fertility, mortality and immigration. Demography has a lot of major issues in its root like global population growth, the challenges of population and the effect of different issues faced by the environment. This could also be rooted in their knowledge about the effect of their actions. Some places aren’t learned enough on the consequences they need to face in doing something. If the population size is big, lesser focus on each family will be given and any help wouldn’t be lend to them, which might result to poverty and hunger that will soon become an illness. The major reason for population changes, whether in an individual country or for the whole world, is the change in birth and death rates. Thebirth rateis the number of live babies born in a year for every 1000 people in t he total population.Death ratesare number of people dying per 1000 people. When birth rates are higher than death rates the population of an area will increase (InternetGeogrphy, 2014). b. Political value Political values are one of the determinants of health. Somehow, it can affect one’s health through their perspective. How they perceive the political values that are instilled to them could be one factor. It depends on the mind setting of the person, if they rely so much on the politics’ promises to create their lives (Levine, 2012). If they think the government can support their needs, which, in reality, is very rare, then their health might be at risk. One must understand the politics’ issue and how it runs in their country. And this belief may result to poverty/hunger, which later will cause illness to the people. Stress may be considered as one of the indirect impact of political values, stress is considered as one of the major causes of different illness recognized and some political values that are not met and was discouraged may lead into giving stress to people. c. Religious beliefs Religious belief doesn’t have that direct impact on their health but indirectly with the belief they stand in for their religion, it may become a determinant of their health. With respect to each all religions, each of it has their own belief and perspective in all aspects. Having a religious belief may have both positive and negatives impacts on health and morbidity. Some religion might consider one thing a bad habit while the other doesn’t even mind it. There are few who have cited several possible reasons basically related with lesser stress levels in a religious community. It has been found that going to church increases life expectancy (Hummer, Roger, Ellison, 1999) with a life expectancy at 20-83 years for often-regular attendees and 75 years for non-attendees. The result however does not necessarily mean that you can rely your life expectancy by the number of visits you have on churches thus it will help you with your health issue with consideration on the belie f they stand. People having strong faith were found to have lesser suicidal characters than those atheists. Another factor for this is the food that each religion is allowed to eat. There are foods that is not allowed in some religion which lead them into a healthier living and other religions which has no restrictions that leads to neglecting the right food to eat and eventually may cause illness. d. Human values Human values just like political values have an impact in people’s health. It is more of their disposition towards themselves. How they value and believe in something that might happen in them. This is more on their self-concept and the importance they give in themselves. Human values also consider factors like eating the right food for a long lasting living and eating or practicing whatever they have been used to without even considering their health. Also it can be rooted on what they have been used to since then, this will be the result of their health. There are different kinds of people who does not believe in taking a lot of care of them and might as well believe in destiny, which refutes the belief of having good health for a long lasting life, this may be considered as the indirect impact of human values. e. Ethnicity Ethnicity is one of the influential socio cultural factor that affects nutritional and health status. It has a vital part in determining culinary practices. The idea of ethnicity is the person’s culturally used practices that comes from its pith place which means, what has been practiced since they were born. Discoveries say that acculturation tends to show relevant differences in person’s health and dietary practices once they become acculturated to their culture (Wikipedia, 2014). This has something to do with how they deal with others who are within their ethnic group. It is what the people in the place they live in that has an effect of what they practice. This is one of the determinants of the health of people, their ethnicity that brings them to what are practicing until now because they have been used to. The state of their health might have something to relate with in their bloodline. f. Traditions Tradition refers to one’s belief that is being passed by their elders. It is their practices that has significance in the past and is still acknowledged until now. This has a great impact on one’s health. It is more on what practices or intake they have been used to since they were young and relatively, it may have an effect on their health later on. It is the summation of their cultural experiences is what somehow defines their health. With the continuous practices of these, surely it will have an impact on one’s health. This is with regard to their values of their elders, how they respect their culture. Indirectly, it has in impact on their health in a way that it defines their health in the present time. Reference World Health Organization WHO. (2014). The determinants of health. Retrieved November 25, 2014, from World Health Organization WHO: http://www.who.int/hia/evidence/doh/en/ InternetGeogrphy. (2014). Population Distribution . Retrieved November 2014, 2014, from InternetGeogrphy: http://www.geography.learnontheinternet.co.uk/topics/popn1.html Levine, S. (2012, July 13). Story: Political values Te ara. Retrieved November 26, 2014, from New Zealand politics and political values: http://www.teara.govt.nz/en/political-values/page-1 Hummer, R. A., Roger, R. G., Ellison, C. G. (1999). Religious involvement and U.S. adult mortality. Retrieved November 25, 2014, from PubMed: http://www.ncbi.nlm.nih.gov/pubmed/10332617 Wikipedia. (2014, May). Ethnicity and health. Retrieved November 26, 2014, from Wikipedia the free Encyclopedia: http://en.wikipedia.org/wiki/Ethnicity_and_health

a lesson before dying Essay -- essays research papers

Lesson Before Dying The Right to Be Free In the novel A Lesson Before Dying, although Grant is an educated black man in the era of a racist society he has struggles greater than most men of his decent. I feel sorry for him because of his limitations, even though I view him as a coward. He cannot break free of his background and family. The three main female characters in the novel, Tante Lou, Miss Emma, and Vivian, restrict and limit Grant's choices. Grant realizes that freedom means leaving his small town and creating a new life, yet each woman holds a chain that keeps him from his destiny and the right to be free. First, Tante Lou, his aunt holds Grant from his dreams by refusing to let him go his own way. Tante Lou wants Grant to stay at home with her and take care of her. But, in the time the novel takes place, it wasn't common for young men stay with their elders and help out, especially when Grant has a college degree and can accomplish so much. Tante Lou took advantage of this in any means necess ary, using the fact that Grant is family and in essence owes it to her to stay and help out. We can see this on page 14 when Tante Lou forces Grant to talk to Mr. Henri about seeing Jefferson. You are going up there with us Grant, or you will not sleep in this house tonight. Tante Lou denies Knodt 2 Grant choices that men his age have. Next, Miss Emma, who doesn't have a family relation to Grant, also restricts his choices in life. Miss Emma plays an important role in the nov...

Is Huck Finn A Racist Book :: Essays Papers

Is Huck Finn A Racist Book Controversial in death as he was in life, Mark Twain has been seriously accused by some of being a "racist writer," whose writing is offensive to black readers, perpetuates cheap slave-era stereotypes, and deserves no place on today's bookshelves. To those of us who have drunk gratefully of Twain's wisdom and humanity, such accusations are ludicrous. But for some people they clearly touch a raw nerve, and for that reason they deserve a serious answer. Let's look at the book that is most commonly singled out for this criticism, the novel that Ernest Hemingway identified as the source of all American literature: The Adventures of Huckleberry Finn. For Twain's critics, the novel is racist on the face of it, and for the most obvious reason: many characters use the word "nigger" throughout. But since the action of the book takes place in the south twenty years before the Civil War, it would be amazing if they didn't use that word. A closer reading also reveals Twain's serious satiric intent. In one scene, for instance, Aunt Sally hears of a steamboat explosion. "Good gracious! anybody hurt?" she asks. "No'm," comes the answer. "Killed a nigger." But anyone who imagines that Mark Twain meant this literally is missing the point. Rather, Twain is using this casual dialogue ironically, as a way to underscore the chilling truth about the old south, that it was a society where perfectly "nice" people didn't consider the death of a black person worth their notice. To drive the point home, Twain has the lady continue: "Well, it's lucky, because sometimes people do get hurt." That's a small case in point. But what is the book really about? It's about nothing less than freedom and the quest for freedom. It's about a slave who breaks the law and risks his life to win his freedom and be reunited with his family, and a white boy who becomes his friend and helps him escape. Because of his upbringing, the boy starts out beli eving that slavery is part of the natural order; but as the story unfolds he wrestles with his conscience, and when the crucial moment comes he decides he will be damned to the flames of hell rather than betray his black friend. And Jim, as Twain presents him, is hardly a caricature. Rather, he is the moral center of the book, a man of courage and nobility, who risks his freedom -- risks his life -- for the sake of his friend Huck.

Ultrasound ? Quick Project :: essays research papers

Ultrasound – Quick Project Ultrasounds are sound waves with frequency beyond the human limits, therefore humans are unable to hear them. It even travels at exactly the same speed as sound in any medium. Humans can hear sound within the frequency range of about 20 to 20,000 Hz, so any sound above 20 kHz is ultrasound. Ultrasound or ultrasonography is a medical imaging technique that uses high frequency sound waves and their echoes. The technique is similar to the echolocation used by bats, whales and dolphins, as well as SONAR used by submarines. Ultrasound has very high frequency vibrations and can be used to clean things. Really dirty teeth can be cleaned superbly in this way. Really delicate mechanisms, such as in antique clocks and watches, can also be safely cleaned. Ultrasound for scanning is the most popular medical use. This is safer than using X-rays. Unborn babies can be seen by moving an ultrasonic transmitter across the mother’s stomach. The sound waves will be projected from the transmitter and the waves are able to travel from one part of the human being to the other. As it hits a tissue or an organ, some waves reflects and gives of echos which can build up a picture on the TV screen. The shorter the wavelength is, the finer the detail of the picture is. Its use in scanning goes far beyond pregnancies. Many other parts of the body are analysed using it (bladder gallstones, the heart, etc.). Ultrasound can even check airplane wings for cracks that would be invisible on the surface. Ships use SONAR to determine the depth of water they are in. Ultrasound is used here because they have a higher frequency and this allows it to penetrate further. However, the disadvantage is that it might scare the fishes away as it would be too noisy for them.

Gender Differences in the Use of Technology Essay

At the center of 21st century culture is computer technology which presence and use just decades ago, were limited for the government and some institutions. Today, computer technology steps out from such isolation pervading all institutions, industries, commerce and other areas of life at what appears to be logarithmic speed, making its mastery or at least working knowledge an essential requisite if one is to keep pace with time. The ubiquity of technology, continuous rise in the demands for technologically-advanced workforce combined with the application of basic economic principles make one think whether the study on gender differences as it relates to technology is really a matter worthy of anyone’s attention. Statistics say it is. Generally, in a technological workplace, women are still underrepresented: only five percent of computer programmers, ten percent of system analysts and ten percent of electronic technicians are females (Statistics: Women in Technology, 2008). In major companies in Silicon Valley, only 5-6% is led by females (Statistics: Women in Technology, 2008). There has been a decline in the number of females pursuing careers related to science and technology. According to the National Center for Education Statistics, the number of women who earned a bachelor’s degree in computer science has decreased from 37% to 28. 4% from 1984 to 1995 (Statistics: Women in Technology, 2008). Female students who took the advanced placement computer examination comprised only 17% (Statistics: Women in Technology, 2008). From these statistics, one may speculate that females’ future career choices still fall along traditional paths. This was confirmed by a study done by Lupart and Cannon (2002) on students’ perceptions on desirable career characteristics and career choices. With the rising demand for high-tech jobs (Statistics: Women and Technology, 2008), knowledge and use of technology become an essential condition to improve women’s participation in the workforce and to enable them to pursue higher status and better-paying jobs in the future. However, the general belief is that not only are women underrepresented in the technology-related industry; they are also considered to be less interested, less confident and less skilled in this area. These three factors affect their usage of technology. Still, underneath these factors, women’s computer usage can be traced on socialization and upbringing. Boys and girls do not play the same games during childhood. While boys are usually made to play video games or games that promote problem-solving, hands-on skills and spatial-relationship skills, girls play with dolls, which tend to develop their value of relationships (Milgram, 2007). Problem-solving, hands-on and spatial-relationship skills are critical to the study of computer and technology-related subjects. As a result of this discrepancy in development, males become more interested in technology and become better-equipped with the necessary skills as they reach adulthood (Milgram, 2007). The males’ generally higher interest in technology, however, does not affect the possibility of improving females’ perception and attitude towards technology. The effect of ubiquitous computing on gender differences was examined in a study done in 2006. Here, the participants were given access 24-hour access to a laptop. Gender differences were observed in behavioral attitude towards future use of computers before the laptop program. Prior to the laptop program, males were more inclined to use computers. This changed after the laptop program. No significant difference was observed in the attitude towards the use of computers after the program (Kay, 2006). Before the program, males were observed to be more skillful in computer abilities compared to females. No significant difference was observed in computer abilities between males and females after the program, except for the skill in programming (Kay, 2006). In central Georgia middle school, the study on 8th grade students showed a statistically significant difference between achievements of males and females. In this experiment, the participants were instructed and given an exam both written and applied on two modules, information and broadcasting. A greater improvement was seen in females for the information module while the males showed greater improvement in the broadcasting module. This study partially debunks earlier findings that males generally show higher achievements compared to males, in the study of computer technology (Hale, 2005). These studies suggest that females’ do not have an inherently unfavorable computer skill, interest, and attitude which affect computer use. Provided with the right tools and knowledge, females may do as well or even better than males (Milgram, 2007). The comparatively lower use of technology by females can be attributed to the differences in perceptions on technology between genders. While the females see technology through its social function, the males’ perspective is more focused on the hardware itself (Brunner, 1997). Males, therefore, are more likely to study more on the intricacies and technicalities of the use of technology compared to females which in effect allows them to maximize its use. Meanwhile, the females’ perspective of technology limits their use to only a number of functions.. According to Milgram (2007), â€Å"[females] are much less likely to retain interest if they feel they are incapable of mastering the material. † Also, males tend to exaggerate their accomplishments while females tend to feel less comfortable even when they do well in tests (Milgram, 2007). The females’ initial lack of skill in technology affects their confidence and perception towards its use. However, like interest and attitude, these may be changed upon exposure. Nicolino, et. al. (2006) measured the confidence gain of male and female respondents in the frequency of use of computers at home and at work. No significant difference in computer use was observed between males and females. Significant differences were observed in the only in the applications used by the two genders. The possible change in perceptions and confidence which may affect usage is evidenced by the study by Wong and Hanafi in 2007. In this study, the attitudes of male and female student teachers in Malaysia towards exposure and use of Information Technology were measured in terms of usefulness, confidence and aversion. No significant differences were seen between the two genders were observed during the pre- and post IT course. Both genders showed improvement in their appreciation of IT usage after the IT course. Females exhibited greater confidence in IT usage after the course compared to their male counterparts (Wong and Hanafi, 2007). Given the males’ higher degree of confidence towards technology, the question now is whether such confidence really translates to increased use of technology. In a study on some 6,800 fourth and eighth grade students, it was reported that males significantly increase their use of technology with age while no such significant increase was seen in females (Barker and Aspray, 2006). It has been established that the males have a more positive attitude and higher degree of confidence towards technology. These, however, are not solely gender-based but more importantly, based on their differences in upbringing, with males having more background in problem-solving and spatial-relationship. Based on the general principles derived from studies on gender-gap in technology, strategies can be employed to address such gap, improve computer attitude, increase computer use and create a culture where everyone can participate and take advantage of the benefits of technology, regardless of gender. Milgram (2007) lists some of such strategies targeting the middle school where attitudes in computer use start to emerge. These strategies include the creation of same-sex groups in classrooms, the integrated and meaningful use of technology, the improvement of teachers’ computer skills, the use of gender neutral softwares, simulation games for all genders, and the discouragement of using technology and computers as a reward. Common among these strategies is their focus on building the confidence of females who often have less experience than males. Simulation games, for example, ensure that not only males are given the opportunity to develop problem-solving and spatial relationship skills. Simulation games also promote hands-on proficiency which is necessary in developing technological skills and use. The creation of same-sex groups in classrooms and the discouragement of using technology and computers as reward minimize the males’ aggressive, assertive and self-assured behavior which stem from their confidence in their skills. In sum, it is by simulating the environment that contributed to the development of males’ skills that the gender gap in the use of technology can be significantly reduced. The fact that females respond to technology more positively if given the right building blocks, as shown by previous studies support this. Works Cited Barker LJ and Aspray W. (2006). The state of research on girls and IT. In J. M. Cohoon and W Aspray (eds. ), Women and information technology (pp. 3-54). Cambridge, MA: MIT Press. Brunner C. (1997). Technology and gender: Differences in masculine and feminine views. NASSP Bulletin, 81(592), 46-51. Hale, KV. (2005). Gender differences in computer technology achievement. Meridian, 8(1). Kay R. (2006). Addressing gender differences in computer ability, attitudes and use: The laptop effect. Journal of Educational Computing Research, 34(2), 187-211. Lupart J and Cannon E. Computers and career choices: gender differences in grades 7 and 10 students. Gender, Technology and Development, 6(2), 233-248. Milgram D. (2007). Gender differences in learning style specific to science, technology, engineering and math. SelfGrowth. com. Retrieved 27 April 2008 from http://www. selfgrowth. com/articles/Gender_Differences_in_Learning_Style_Specific_to_Science_Technology_Engineering_and_Math_STEM. html. Nicolino, P. , Fitzgerald, B. , Maser, K. & Morote, E. (2006). Gender Differences in Confidence about Using Technology: An Introductory Course. In C. Crawford et al. (Eds. ), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 3544-3549). Chesapeake, VA: AACE. Statistics: Women in Technology. (2008). DeVry University Website. Retrieved 27 April 2008 from http://www. phx. devry. edu/outreach/her_world_stats. asp. Wong, S. L. , & Hanafi, A. (2007). Gender Differences in Attitudes towards