The Yellow Wallpaper and the Mark on the Wall Essay

The Yellow Wallpaper and the Mark on the Wall - Essay Example Virginia Woolf was one of the English Women who pioneered the field of modern literature. Woolf is attributed to have written and published a lot of essays, short stories and novels. Woolf’s active years in literature climaxed during the 1920s when she pushed novels such as To the Lighthouse, Mrs Dalloway, Orlando and among others. The two essays were written from the perspectives of two women, who are also the narrators in the stories. This paper provides a compare and contrast analysis of the two essays â€Å"The Yellow Wallpaper† and â€Å"Mark on the Wall†. The two essays compare in that they have been written in a first person narration. It is evident that both Virginia Woolf and Charlotte Perkins Gilman have written the essays while at the same time narrating their stories. The two authors, also compare since they have centered their theme on addressing social concerns, which women experienced during the time they wrote the essays. The narrators of the two essays seem to be in deep contemplation of the current state of life. The narrators embark on providing details on the immediate environment surrounding them. The mentioned details are things in their background such as furniture and walls. Additionally, for the narrator in â€Å"the yellow wall paper† she gives details on the actual yellow wallpaper she is seeing (Gilman 1), while the narrator in â€Å"mark on the wall† describes the mark, which happen to be a snail (Woolf 8). Their contemplations compare since both narrators see their lives as either being suppressed or sidelined. The issue of men dominance, the narrator in â€Å"the yellow wall paper†, mentions that â€Å"†¦I am†¦absolutely forbidden to work†¦until I am well† (Gilman 1). However, according to the narrator she disagrees with ideas from the two men who subject her in dominance. The two men are his husband and his brother she asserts that â€Å"†¦congenial work†¦ with excitement†¦ change†¦would do me good† (Gilman 2). is also common in the two essays because the narrators state. On the other hand, in the essay â€Å"the mark on the wall†, the narrator points out men dominance when she states â€Å"†¦Hell and so forth†¦leaving us†¦with intoxicating sense of illegitimate freedom†¦if freedom exists†¦Ã¢â‚¬  (Woolf 7). The two essays also compare since the narrators focus their minds on an imaginary place whereby their femininity, freedom and creativity are guaranteed. The two women writers, ultimately compare since they successfully address the plight of women through the powerful voice of literature. Another comparison comes from the fact that both narrators have experienced mental problems in there real lives. One of the main contrasts between the essays†The Yellow Wallpaper† and â€Å"The Mark on the Wall† lies on how they have been narrated. The narration of the story† The Yellow Wallpaper† is aided by characters close to the narrator his husband, John and brother. She says â€Å"John is a physician†¦my brother is a physician† (Gilman 1). In the, â€Å"Mark on the Wall† it is different in that the narrator does not seem to rely on a direct conversation with other characters since the narration is based on ideas coming from her mind (Woolf 3). In the â€Å"The Yellow Wallpaper† the narrator faces conflict between her inner desires, which entail her nature and creativity and her husband’s opinion of her. She writes â€Å"John†¦has no patience with faith†¦intense horror of superstition†¦scoffs openly on †¦

Properties of Prunus Persica Linn

Properties of Prunus Persica Linn Review on Phytochemical and Pharmacological Properties of Prunus persica Linn. Monika Rana *1, Deepak Kashyap2, Atul Kabra3 ABSTRACT Prunus persica Linn. Batsch (Family: Rosaceae), commonly known as Peach tree in English and Aru in Hindi, is native to Persia, China and also distributed in Australia, India and USA. Traditionally, the plant used in the treatment of constipation, laryngitis, menostasis, dermopathy and contusion. The major phytoconstituents reported in the plant include amygdalin, prunasin, persicaside, ÃŽ ²-sitosterol, quercetin etc. Pharmacological studies reported in this plant are antiallergic, anti-inflammatory, antiphotoaging, antitumor and spasmogenic effects. This review provides valuable information on phytochemical, pharmacological and traditional properties of the Prunus persica which will help the researcher for further studies. Keywords: Prunus persica Linn.; phytochemical; pharmacological; amygdalin. INTRODUCTION According to the World Health Organization, more than 80% of the world’s population mostly in poor and less developed countries depend on plant-based medicines for their primary health care needs.[1] About 35,000 plant species are being used in various human cultures around the world for medicinal purposes.[2] About 170 active compounds currently isolated from higher plants are widely used in modern medicine. Even today, approximately 80 % of such compounds depict a positive correlation between their modern therapeutic use and the traditional use of the plants from which they are derived. At least 7,000 medicinal compounds in the modern pharmacopoeia are derived from plants.[3,4] Prunus persica Linn. Batsch (Family: Rosaceae), commonly known as Peach tree in English and Aru in Hindi, is native to Persia, China and also distributed in Australia and USA. In India, it is cultivated only in the Himachal Pradesh, Kashmir and Uttar Pradesh.[5-7] Traditionally, the plant used in the treatment of constipation, laryngitis, menostasis, dermopathy and contusion.[8] Synonymns P. persica Linn. is also known by other names i.e. Pygeum persica Linn., Amygdalus persica Linn.[5] Vernacular Names P. persica Linn. has various vernacular names[6,8,10] as mentioned in Table 1. Table 1. Various vernacular names of Prunus persica Linn. BOTANICAL DESCRIPTION The peach is a small, deciduous and glabrous tree which grows upto 6m in height (Figure 1). The leaves of the plant are simple, alternate, long-lanceolate, serrulate, 8-15 cm long, 15-35 mm wide, petioles 1-1.5 cm, with glands and small stipules. The flowers of the peach are 1-2 cm in diameter, bisexual, pink, sepals pubescent on exterior, sepals and petals 5, stamens many, inserted with the petals on the calyx tube, pistil1, with 2 ovules. The fruit of the plant is 1-5 cm in diameter, tomentulose, drupe, with a fleshy outer layer surrounding a hard stone containing the seed, the stone deeply sculptured in the month of April- May. The fruit is matured in the season of August- September.[8] Figure 1: Plant of Prunus persica Figure 2: Fruit of Prunus persica Geographical Distribution Prunus persica is native to China and Persia. This plant is also cultivated in USA, New Zealand, Australia and Temperate Asia. In India, it is cultivated in Kashmir, Himachal Pradesh, Utttar Pradesh, and to a limited extend in Nilgiris. The plant is also distributed in the Pakistan, Japan and in the Deccan Region.[5-7] Ethnomedicinal Use The leaves of the plant are used as anthelmintic, insecticidal, laxative, sedative and vermicidal and also in the treatment of piles, leucoderma, and whooping cough. The fruit is used as an aperients, aphrodisiac, antipyretic, antiscorbtic, brain tonic, demulcent, mouth freshener, stomachic and useful in thirst, biliousness and â€Å"kapha†. [5,6,10] The oil from the seeds is abortifacient, good in piles, deafness, earache, stomach troubles of children.[10] The flowers are used as an anthelmintic and purgative.[7] CHEMICAL CONSTITUENTS Prunus persica Linn. contains cyanogenetic glycosides, namely, amygdalin and prunasin[11,12] as the major constituents isolated from the seeds along with the glycerides,[13,14], sterols[15] and emulsin[16]. Rho et al. (2007) reported a new alkaloidal compound, persicaside, isolated from methanol soluble extract of the seed.[17] The stem bark of the plant contains 6-hydroxy 4-methoxy 2-O-ÃŽ ²-D-glucopyranoside, Crysophenol 8-O-ÃŽ ²-D-glactopyranoside, ÃŽ ²-sitosterol and Quercetin[18]. The leaves of the plant contains the caffeic acid, chlorogenic acid, p-coumaric acid, kaempferol, quercetin, quercetin-3-glycoside, quercetin-3-rhamnoside, quinic acid, tannin, urosolic acid and zeaxanthin[19]. The essential oil from the plant contains the 130 compounds, the most important of which are benzaldehyde, limonene, 1-methylethylhydrazine, 4-ethenyl-1,4-dimethyl cyclohexene and 3-carene.[21] Fixed oil, called persic oil extracted from the seeds contains ÃŽ ²-sitosterol, and squalene [Figure 2] .[7] Figure 2. Various chemical constituents present in Prunus persica Linn. Traditional Uses About  ½ teaspoon of young leaves, pounded and mixed with water, is given twice daily after meal in dysentery. The leaves warmed over fire are rubbed against insect bite and pain in eyes. The pounded young leaves are applied on wounds for killing the wound worms in case of animals such as cow and mithun.[21] The paste of the plant along the table salt and water is applied on affected skin twice a day to kill germs in wounds and fungal infection.[22] The powdered seeds is mixed with water and usually applied on hands as vulnerary during winters.[23] The fruits of the peach is used in the treatment of damaged hair.[24] Therapeutic uses The plant is used to remove maggots from wounds and also used as demulcent and lubricant.[25,7] Crushed leaves are used to stain palms and feet, in wound healing, burning sensation, colouring palms and feet.[26] The oil extracted from seeds is applied externally for massaging in rheumatism.[27] Veterinary uses The plant leaves are used as a anthelmintic in traditional veterinary practices for the treatment of helminthosis in animals.[28,29] Non-medicinal Uses The fruits of the plant are edible, leaves serve as fodder and stem as firewood.[23] Root bark is used as a dye.[30] PHARMACOLOGICAL ACTIVITIES Anti-inflammatory activity Prunus persica Linn. possessed anti-inflammatory activitiy against rat osteoblast sarcoma cells whereas in carregenan induced paw edema it showed anti-inflammatory activity at a dose of 250 mg/kg. .[17,18,31] Antiallergic activity The ethanolic extract of the plant inhibits mast cell-mediated allergic inflammatory reaction by controlling calcium influx and NF-jB signaling.[32] Antiphotoaging effect The plant possesses the anti-photoaging effect which was assessed by DPPH, Western blot and reverse transcription–polymerase chain reaction analysis. A compound named 2-methoxy-5-(2-methyl propyl) pryazine isolated from the peach was responsible for this activity.[33] Antitumor activity The cyanogenic glycosides, amygdalin and prunasin, isolated from Prunus persica seeds, significantly inhibited the Epstein-Barr virus early antigen activation induced by tumor promoter and showed anti-tumor activity.[12] Protection against skin carcinogenesis The Ku-35 extract of the plant showed protection against UV-induced DNA damage and carcinogenesis when applied topically.[34] Protection against UV-induced skin damage The protective effects of the flower extract of the plant (KU-35) were evaluated against solar ultraviolet (UV)-induced skin damage using in vivo models of UVB-induced erythema in guinea pigs and ear edema in ICR mice. Ku-35, a new cosmetic ingredient, showed protection from UVB-induced skin damage by topical application.[35] Spasmogenic effect The aqueous extract of peach leaves caused a dose-dependent spasmogenic effect at the dose range of 1–10 mg/ml in isolated guinea pig ileum.[36] REFERENCES WHO. IUCN and WWF: Guidelines on the conservation of medicinal plants, IUCN Gland, Switzerland 1993; 1:4-6 WHO. Quality control guidelines for medicinal plant materials. Geneva: World Health Organization; 2008. Fabricant DS, Farnsworth NR. The Value of Plants Used in Traditional Medicine for Drug Discovery. Environ Health Perspect 2001;109: 69-75. Harvey A. The place of natural products in drug discovery. Drug Plus Int. 2004; 3: 6-8. Nadkarni KM. Indian Materia Medica, Ist Vol., Bombay, India: Popular Prakashan; 1976: 1036-37. Pulliah T. Encyclopedia of World Medicinal Plants. India: Regency; 2006: 1620-1621. Bhattacharjee SK. Hand Book of Aromatic Plants, 1st ed., Jodhpur, India: Popular Offset Service Pvt. Ltd; 2000:119–471 WHO. Medicinal Plants in The Republic Of Korea. Manila: World Health Organization; 1998. The Wealth of India (Raw Material), New Delhi: Council of Industrial and scientific Research; 2005; 8: 274-79. Kirtikar KR, Basu BD. Indian medicinal plants with illustrations. Dehradun, India: Oriental Enterprises; 2003: 1334-37. Fukuda T, Ito H, Mukainaka T, Tokuda H, Nishino H, Yoshida T. Anti- tumor promoting effect of glycosides from Prunus persica seeds. Biol. Pharm. Bull. 2003; 26(2): 271-273. Ministry of Health and Welfare, â€Å"The Japanese Pharmacopoeia 14th Edition,† ed. by the Ministry of Health, Labour and Welfare, Tokyo, Japan; 2001:803-806. Takenaga A, Ito S, Tsuyuki H, Nippon Shokuhin Kogyo Gakkaishi 1982; 29:724-729. Kosuge T, Ishida H, Ishii M. Chem. Pharm. Bull. 1985; 33:1496-1498. Morishige H, Ida Y, Shoji J. Shoyakugaku Zasshi 1983; 37: 46-51. Fujisaki M, Ishizawa K. Symposia on Enzyme Chem. 1952; 7: 95. Rho JR, Jun CS, Ha YA, Yoo MJ, Cui MX, Baek HS, et al. Isolation and Characterization of a New Alkaloid from the Seed of Prunus persica L. and its anti-inflammatory activity. Bull. Korean Chem. Soc. 2007; 28 (8):1289. Raturi R, Sati SC, Singh H, Sati MD, Bahuguna P, Badoni PP et al. Chemical examination and anti-inflammatoty activity of Prunus Persica stem bark. Int. J. Pharm. Sci. 2011; 3 (5):315-317. Duke JA. Handbook of Phytochemical Constituents of GRAS Herbs and Other Economic Plants. Florida: CRC Press; 1992:488-490. Hekai R, Weiliang J, Xianglong S. Study on chemical components of the essential oils from Prunus persica and P. davidiana. Chinese Tradit. Patent Med. 1992; 14: 33-34. RC Srivastava Nyishi Community. Traditional knowledge of Nyishi (Daffla) tribe of Arunachal Pradesh. Indian J. Tradit. Know. 2007; 9 (1):26- 37. Abbasi AM, Kham MA, Ahmed M, Zafar M. Herbal medicine used to cure various ailments by the inhabitants of Abbottabad district, North West Frontier Province, Pakistan. Indian J. Tradit. Know. 2010; 9(1):175-183. Hussain F, Shah SM, Sher H. Traditional Resource Evaluation of Some Plants Of Mastuj, District Chitral, Pakistan. Pak J. Bot. 2007; 39(2):3339-54. Nidal A. Jaradat. Medical Plants Utilized in Palestinian Folk Medicine for Treatment of Diabetes Mellitus and Cardiac diseases. J. Al-Aqsa Unv. 2005;9:1-28. Singh VK, Ali ZA, Siddiqui MK. Folk medicinal plants of the Garhwal and Kumaon forests of Uttar Pradesh, India. Hamd Med. 1997;40:35-47. Abbasi AM, Khan MA, Ahmad M, Zafar M, Jahan S, Sultana S. Ethnopharmacological application of medicinal plants to cure skin diseases and in folk cosmetics among the tribal communities of North-West Frontier Province, Pakistan. J. Ethnopharmacol. 2010;128:322-335. Sharma J, Painuli RM. Plants used for the treatment of Rheumatism by the Bhoxba tribe of District Dehradun, Uttarkhand, India. Int. J. Med. Arom. Plants 2011;1:28-32. Hussain A, Khan MN, Iqbal Z, Sajid MS. An account of the botanical anthelmintics used in traditional veterinary practices in Sahiwal district of Punjab, Pakistan. J. Ethnopharmacol. 2008;119:185-190. Akhtar, MS. Anthelmintic evaluation of indigenous medicinal plants for veterinary usage-final research report (1983–1988). Department of Physiology and Pharmacology, University of Agriculture, Faisalabad, Pakistan.1988. The Useful Plants of India, Fifth Reprint. New Delhi: NISCAIR; 2006:496. Deb L, Tripathi A, Bhowmik D, Dutta AS, Kumar KPS. Anti-inflammatory activity of N-Butanol Fraction Of Prunus Persica L aqueous extract. The Pharma Res. 2010; 4:74-78. Shin TY, Park SB, Yoo JS, Kim IK, Lee HS, Kwond TK, et al. Anti-allergic inflammatory activity of the fruit of Prunus persica: Role of calcium and NF-jB. Food Chem. Toxicol. 2010; 48: 2797–2802. Han S, Park KK, Chung WY, Lee SK, Kim J, Hwang JK. Antiphotoaging effect of 2- methoxy-5-(2-methyl propyl) pyrazine isolated from peach (Prunus persica (L) Batsch). Food Sci. Biotechnol. 2010;19(6):1667-1671. Heoa MY, Kima SH, Yang HE, Lee SH, Jo BK, Kima HP. Protection against ultraviolet B and C-induced DNA damage and skin carcinogenesis by the flowers of Prunus persica extract. Mutat Res. 2001;496:47-59. Kim YH, Yang HE, Park BK, Heo MY, Jo BK, Kim HP et al. The extract of the flowers of Prunus persica, a new cosmetic ingredient, protects against solar ultraviolet-induced skin damage in vivo. J. Cosmet Sci. 2002;53:27-34. Gilani AH, Aziz N, Ali SM, Saeed M. Pharmacological basis for the use of peach leaves in constipation. J Ethnopharmacol. 2000;73:87-93.

Statement of Educational Goals and Philosophy :: My Philosophy of Education

Statement of Educational Goals and Philosophy To begin my statement of educational goals and philosophy, I would like to address the issue of the nature of students. I think it is important to state that my choice in becoming an educator was mainly influenced by my love of children of all ages. I was also priviledged to have the influence of my Grandmother Yost for seven years of my life. She was a school teacher in a one room school house in McDowell County. In the short time I was able to be with her, she left impressions on my little girl mind that I will never forget. She believed in children, she believed in God and she believed in living life to its fullest. She passed away when I was seven, but not before she had a chance to impress on me that there was something in life I could give back and that something was myself. To me, teaching is the best way to give of myself. In addition, I chose this profession because I have a genuine interest in seeing all children succeed. I am a firm believer that there is a level of achievement that each child can reach that far out weighs even their highest expectations. I have confidence in the students and believe that there is potential in everyone of them. I believe it is my job as a future educator to go into the classroom with a fresh mind and approach each child as a â€Å"clean slate†. I believe each child should be given the opportunity to change and excel above any record or previous achievement levels. To me, knowledge is something this out there to be obtained everyday. I want my students to understand that each day they enter the classroom there is something to learn, to be understood and more to know. The joy of education is understanding there is someone there to teach me something I didn’t know when I arrived. Knowledge is not a resting place, it is like a rung on a ladder, not meant to rest upon, but rather, there to place one foot higher. Knowledge is also obtained and increased within their life outside of the classroom.

Schizophrenia & Paranoid Personality Disorder “a Beautiful Mind”

â€Å"A Beautiful Mind,† which is based on the novel by Sylvia Nasar, is the story about the mathematic genius called John Nash. He enters Princeton University in the 1940s to start his studies in the fields of calculus and mathematical theory. He is very much an outsider, who does not much hang out with his colleague mates but only with his kind and outgoing roommate called Charles and his little nephew. Later on, John turns out to be a teacher at M. I. T and meets one of his students called Alicia, who is very smart, lovely and performs an important role as John’s wife. They get married with blessings of their friends; however, their happiness does not last long because later on, John is diagnosed as psychological disorder called schizophrenia. After this symptom has been diagnosed, Alicia figures out that John’s old friend, Charles and his nephew, never existed but only in John’s imagination. Also she finds out him working as a national security in nowhere, which does not even exist as well. For, she makes a hard decision to send John to the mental hospital and this brings John, who still think everything happened so far is real, to disbelieve his wife. Read also Post-Traumatic Stress Disorder. Even though, the story seems flowing to the tragic way, the real beauty of this movie starts after these previous events, because John realizes he really is suffering form schizophrenia by recognizing that Charles little nephew never changes although time passed by. John never gets rid of his imaginary friends, but tries to ignore them and overcome his symptoms. This was possible because he had his loving family next to him. Later on, he keeps moving forward as a mathematician and receives the Nobel Prize by his work. It is not publicly mentioned in this movie; however there are some psychological disorders that are introduced through out the movie that the main character, John Nash, suffers. Among those, the two major psychological disorders that one can obviously recognize are schizophrenia and paranoid personality disorder. According to the American Psychiatric Association, the psychological disorder called schizophrenia is â€Å"a disruption in cognition and emotion, affecting the most fundamental human attributes: language, thought, perception, affect, and sense of self† (2000). There are two symptoms in schizophrenia. One is hallucination, which means something one sees, feels, or hears that is not really there, and the other one is called delusion that means a false belief about something that one wish were true. The content of the movie, which leads the character to be diagnosed as this symptom is that the main character, John Nash, thinks that his imaginary friends and places really exists. For example, when he was taking a walk with his imaginary friend, Charles, someone suddenly attacked him and took him somewhere he has never been (actually, it is a mental hospital). When he recovered his consciousness, he meets a strange guy, who is suppose to be a mental specialist but John thinks he’s a police. Talking with this strange guy for a few seconds, John finds out Charles sitting at the opposite side of him and thinks he (Charles) is the one who betrayed him and take him to the police. Later on, he finds his wife, Alicia as well and thinks that even she betrayed him. This leads the character to be diagnosed as a paranoid personality disorder. Being paranoid means extremely worried about something/someone because s/he believes that they cannot trust other people. There are several symptoms of paranoid personality disorder. They suspects without sufficient basis, that others are exploiting, harming, or deceiving him or her and/or they are reluctant to confide in others because of unwarranted fear that the information will be used maliciously against him or her (American Psychiatric Association). The example scene of the movie that relates to this disorder is, as it is mentioned above, John becomes reluctant to believe others because he thinks his friend and even his wife betrayed him. Although later he figures out that he is mentally ill, he did suspect people when he did not know he was a schizophrenic. This movie portrayed the disorder realistically, because it is based on true story and real person. Even though the movie might be a little bit exaggerated, these kinds of symptom may occur when one person is really into a specific subject and loves too much about it that s/he cannot even help him/herself.

Gender stereo type Essay

Gender stereo type is one of the problems facing gender issues in the world. Women performance in any science or mathematical subject has become wanting. This research paper undertakes to study gender stereotype in classrooms. The performance of mathematics will be looked at. This research paper undertakes to find out gender stereotypes as are in existence in regular classrooms and the conceptions of the same. This is a crucial research question for all students and teachers especially those involved in gender issues. Performance in classroom among women has been affect by the view of women themselves. Gender stereotype has been there for ages especially when the female and male find themselves in the same environment where their abilities are bound to be tested and a classroom is inevitably one of them. Gender stereotype Introduction Mostly ones performance in the classroom determines one’s area of specialization and this researcher set out to establish how gender issues are in relation to the classroom achievements. Women are said to have a preference for arts which are less challenging while men go for the mathematics which is tougher. The division does not end there because men are known to get involved in tough games too like wrestling for their leisure time while their female counterparts go for easy activities like picnics for their recreation time. Gender distinctions in the classroom come along way from the way the boys are brought up knowing that they are cut for the challenging careers – soldiers, pilots scientists while the girls are given the notion that they must always be neat and clean thus they opt for career prospects that can enable them to be’ ladish’ – secretarial jobs, nursing and utmost teaching arts. The war in the classroom is a conspicuous one as the boys openly live out the unnecessary arts and concentrates on the mathematics and science as a way of showing then macho as the tough gender. In a class the popular men are the one’s who have made great achievements like being the football captain or the best athlete while a lady wins by just being smart and showing the classic manners expected of a classic lady and the classroom feats come second or not at all. This research sets out to get an in look to this speculations which have always been there surrounding this subject to establish the truth behind it. The classroom stands out like a tornado that waits to explode and reveal its inner making when put in a stereotype context because the classes components are a people who are striving for a common goal but using different elements to get there – the choices made are done differently depending on the gender of the student in question. At least that is the mindset of most people regarding the classroom and this topic. Statement of the problem. I chose this topic for the research because it directly affects the performance of students and how they relate in regular classrooms. The student’s behavior, performance future ambitions and targets are determined by the perceptions of the gender they belong to. If a student creates a bad perception toward something because of her gender, then the future will be affected. However 3the removal of gender stereotype will set good goals that will create good future targets. There is a relationship between gender stereotypes in performance of some subjects on performance of subjects in class at large. When a student undertakes to create in her mind a mentality of gender stereotypes it becomes hard for him or her learn new things, new concepts, get new challenges, encounter obstacles, learn how to solve problems, learn to be independent and all these will enable to performance level a student to improve. Without gender stereotype a student will be confident and will learn more on his own. Objectives This research on gender stereotype in the classroom is a paper that is meant to clear the air on whether actually there gender related distinctions in the classroom. The extent at which the topic is popular in relation to the classroom will be delved in to and a solid finding brought forward by doing a research study in this institution. Determiners of the presence of the gender divisions shall be sought and the reasons behind these factors will be acknowledged at the end of this paper. The gender stereotype is a wide topic that brings with a list of implications; there is a need to establish whether it’s actually there in the classroom and its significances. This topic has affected the classroom and there is need to know whether positively or negatively. This topic is reference to women widely assumed stand about the arts and mathematics in the classroom, women are said to prefer arts while mathematics are left for men to it as an expression of their masculinity to show their strength. To establish the magnitude of its effect a thorough research would be necessary through interviewing women on their opinions regarding this topic and the end of the case study. This research does not have an objective to discuss feminism in the classroom but its out to establish the gender differences in picking subjects of study at school and go behind the issue to learn why the gender stereotype in the classroom is their and at what depth has it influenced the decisions made in the classroom by women. This research lays down the issues that are there about women and classrooms when it comes to making the choice of subjects they want to study – sciences and arts – with mathematics as the most conspicuous science in question. Research questions. Does gender stereo type really exist in the classroom or is it an assumption that has always been there? What are the causes of the gender distinctions in the classroom? What are the effects of the gender related divisions in the classroom? Is the gender stereotype here to stay in the classroom? Methodology There are two methods of research/ data collection in research papers: that is quantitative and qualitative. Quantitative method is applicable where the problem is known, the problem is based on theories and can be measured in numbers. The analysis can be done on tables, graphs, pie charts, gnat charts and other statistical theories and it relies on assumptions. There are a number of methods which are under quantitative methods. These include surveys, experiments and quasi experiment. Qualitative method is different from quantitative because it is used to measure human feelings, attitude and perception. The data for this research has been obtained from the ten articles forwarded. Key words. Social category, mathematics attitudes and women. A study was done on women, twenty in number with their ages ranging between 20 – 58 years with a mean age of 23 years. Literature review Introduction All the nine studies showed similar results that the personal, attitude of women in the classroom towards academic activities in the areas of arts and mathematics can be affected by gender categories with only one citing completion as the boost to a positive attitude towards mathematics. Gender stereotype Women who were associated with a clear conscious of being female express a greater liking for the arts while those who were associated with the male category did not connect with the arts and went for mathematics. The women’s attitude were based on their preferences and not influenced by other people’s choice. Murphy. M. C. , Steele C. M. and James J. Gross J. J. (2007) in their article they argue that the influence of the social category has not been established and is not is not easier to pin point the extent at which women attitude could change in a stereotype way using the stereotype category. They further argue that it clear that the changes in attitude among women are due to the stereotype reasoning about women’s ability in relation to men’s ability or a combination of both. Guimond S. and lydie Roussel L. (2001) have added that based on gender identity establishment it can equally affect women’s attitude towards mathematics: women who are made aware of their identity preferred arts while the other ones associated with male gender went for mathematics. Their choices were based on their own personal perceptions without an outward influence from other people who had similar perceptions to theirs. Another study was done by measuring the women’s hidden attitude towards arts and mathematics after reminding them of their gender identity or neutral identity. The results still showed that women’s attitude towards arts and mathematics was more stereotype- consistent when they were associated with the category female or the gender identity.