Burden Of A Athlete s Beauty Test - 1204 Words

Juanita Mainoo Professor Warren English 1302-59 31 October 2014 Burden Look to the left. Look to the right. Who do you see? For some people they see other human beings of all shapes and sizes going on about their daily lives. For others, those human are replaced by bars and standards by which they are comparing themselves too. This overwhelming sense to pass society’s beauty test can lead to psychological illnesses known as eating disorders. The reality is that today’s society pushes people, primarily young women, to physically push their body to the point of perfection. As a collegiate athlete there are many times in which I have seen pro-athletes and even my own teammates feel so much of that same pressure to stay competitive, in†¦show more content†¦Purging anorexia is when weight loss is achieved by vomiting or using laxatives and diuretics (Help Guide). Life for anorexia patients becomes centered on only one thought, remaining thin and losing weight, although it is never enough. This is related to why 90-95% of anorexia suffe rers are girls and women. Possessing one of the highest death rates of any mental condition, and typically appearing in the early to mid-adolescence, highlights the importance of knowing exactly what anorexia looks like before help can be offered (NEDA). Bulimia, on the other hand, is characterized by the refusal of the patient to maintain a body weight at or above a minimally normal weight for their age or height. This stems from an intense fear of weight gain. Although the exact cause of bulimia is unknown, there are many possible factors that could play a role in bulimia’s development such as biology, societal expectations, and emotional health. Just as anorexia can be divided into two categories, bulimia can be classified as either purging or non-purging. Purging incorporates regularly self-inducing vomit while a non-purging patent will use other methods to rid themselves of calories such as fasting (Mayo Clinic). In contrast to anorexia, a person suffering from bulimia is usually not underweight. In fact, many people with bulimia are overweight or obese

Ncert Physics Book Free Essays

string(256) " heat Measurement of temperature Ideal-gas equation and absolute temperature Thermal expansion Specific heat capacity Calorimetry Change of state Heat transfer Newton’s law of cooling CHAPTER 274 274 275 275 276 280 281 282 286 290 12 THERMODYNAMICS 12\." Presents NCERT Text Books NCERT Text Books: 11th Class Physics About Us: Prep4Civils, website is a part of Sukratu Innovations, a start up by IITians. The main theme of the company is to develop new web services which will help people. P rep4Civils is an online social networking platform intended for the welfare of people who are preparing for Civil services examinations. We will write a custom essay sample on Ncert Physics Book or any similar topic only for you Order Now The whole website was built on open-source platform WordPress. 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CONTENTS FOREWORD PREFACE A NOTE FOR THE TEACHER CHAPTER iii v x 1 PHYSICAL WORLD 1. 1 1. 2 1. 3 1. 4 1. 5 What is physics ? Scope and excitement of physics P hysics, technology and society Fundamental forces in nature Nature of physical laws CHAPTER 1 2 5 6 10 2 UNITS AND MEASUREMENTS 2. 1 2. 2 2. 3 2. 4 2. 5 2. 6 2. 7 2. 8 2. 9 2. 10 Introduction The international system of units Measurement of length Measurement of mass Measurement of time Accuracy, precision of instruments and errors in measurement Significant figures Dimensions of physical quantities Dimensional formulae and dimensional equations Dimensional analysis and its applications CHAPTER 16 16 18 21 22 22 27 31 31 32 3 MOTION IN A STRAIGHT LINE 3. 1 3. 2 3. 3 3. 4 3. 5 3. 6 3. 7 Introduction Position, path length and displacement Average velocity and average speed Instantaneous velocity and speed Acceleration Kinematic equations for uniformly accelerated motion Relative velocity CHAPTER 39 39 42 43 45 47 51 4 MOTION IN A PLANE 4. 1 4. 2 4. 3 4. 4 4. 5 Introduction Scalars and vectors Multiplication of vectors by real numbers Addition and subtraction of vectors – graphical method Resolution of vectors 65 65 67 67 69 CK xii 4. 6 4. 7 4. 8 4. 9 4. 10 4. 11 Vector addition – analytical method Motion in a plane Motion in a plane with constant acceleration Relative velocity in two dimensions Projectile motion Uniform circular motion CHAPTER 71 72 75 76 77 79 5 LAWS OF MOTION 5. 1 5. 2 5. 3 5. 4 5. 5 5. 6 5. 7 5. 8 5. 9 5. 10 5. 11 Introduction Aristotle’s fallacy The law of inertia Newton’s first law of motion Newton’s second law of motion Newton’s third law of motion Conservation of momentum Equilibrium of a particle Common forces in mechanics Circular motion Solving problems in mechanics CHAPTER 89 90 90 91 93 96 98 99 100 104 105 6 WORK, ENERGY AND POWER 6. 1 6. 2 6. 3 6. 4 6. 5 6. 6 6. 7 6. 8 6. 9 6. 10 6. 11 6. 12 Introduction Notions of work and kinetic energy : The work-energy theorem Work Kinetic energy Work done by a variable force The work-energy theorem for a variable force The concept of potential energy The conservation of mechanical energy The potential energy of a spring Various forms of energy : the law of conservation of energy Power Collisions CHAPTER 114 116 116 117 118 119 120 121 123 126 28 129 7 SYSTEM OF PARTICLES AND ROTATIONAL MOTION 7. 1 7. 2 7. 3 7. 4 7. 5 7. 6 7. 7 7. 8 7. 9 7. 10 Introduction Centre of mass Motion of centre of mass Linear momentum of a system of particles Vector product of two vectors Angular velocity and its relation with linear velocity Torque and angular momentum Equilibrium of a rigid body Moment of inertia Theorems of per pendicular and parallel axes 141 144 148 149 150 152 154 158 163 164 CK xiii 7. 11 7. 12 7. 13 7. 14 Kinematics of rotational motion about a fixed axis Dynamics of rotational motion about a fixed axis Angular momentum in case of rotations about a fixed axis Rolling motion CHAPTER 167 169 171 173 8 GRAVITATION 8. 1 8. 2 8. 3 8. 4 8. 5 8. 6 8. 7 8. 8 8. 9 8. 10 8. 11 8. 12 Introduction Kepler’s laws Universal law of gravitation The gravitational constant Acceleration due to gravity of the earth Acceleration due to gravity below and above the surface of earth Gravitational potential energy Escape speed Earth satellite Energy of an orbiting satellite Geostationary and polar satellites Weightlessness 183 184 185 189 189 190 191 193 194 195 196 197 APPENDICES 203 ANSWERS 219 CK CK CONTENTS FOREWORD PREFACE A NOTE FOR THE TEACHERS CHAPTER iii vii x 9 MECHANICAL PROPERTIES OF SOLIDS 9. 9. 2 9. 3 9. 4 9. 5 9. 6 9. 7 Introduction Elastic behaviour of solids Stress and strain Hooke’s law Stress-strain curve Elastic moduli Applications of elastic behaviour of materials CHAPTER 231 232 232 234 234 235 240 10 MECHANICAL PROPERTIES OF FLUIDS 10. 1 10. 2 10. 3 10. 4 10. 5 10. 6 10. 7 Introduction Pressure Streamline flow Bernoulli’ s principle Viscosity Reynolds number Surface tension CHAPTER 246 246 253 254 258 260 261 11 THERMAL PROPERTIES OF MATTER 11. 1 11. 2 11. 3 11. 4 11. 5 11. 6 11. 7 11. 8 11. 9 11. 10 Introduction Temperature and heat Measurement of temperature Ideal-gas equation and absolute temperature Thermal expansion Specific heat capacity Calorimetry Change of state Heat transfer Newton’s law of cooling CHAPTER 274 274 275 275 276 280 281 282 286 290 12 THERMODYNAMICS 12. 1 12. 2 Introduction Thermal equilibrium 298 299 CK CK xii 12. 3 12. 4 12. 5 12. 6 12. 7 12. 8 12. 9 12. 10 12. 11 12. 12 12. 13 Zeroth law of thermodynamics Heat, internal energy and work First law of thermodynamics Specific heat capacity Thermodynamic state variables and equation of state Thermodynamic processes Heat engines Refrigerators and heat pumps Second law of thermodynamics Reversible and irreversible processes Carnot engine CHAPTER 300 300 302 03 304 305 308 308 309 310 311 13 KINETIC THEORY 13. 1 13. 2 13. 3 13. 4 13. 5 13. 6 13. 7 Introduction Molecular nature of matter Behaviour of gases Kinetic theory of an ideal gas Law of equipartition of energy Specific heat capacity Mean free path CHAPTER 318 318 320 323 327 328 330 14 OSCILLATIONS 14. 1 14. 2 14. 3 14. 4 14. 5 14. 6 14. 7 14. 8 14. 9 14. 10 Introduction Periodic and oscilatory motions Simple harmonic motion Simple harmonic motion and uniform circular motion Velocity and acceleration in simple harmonic motion Force law for simple harmonic motion Energy in simple harmonic motion Some systems executing SHM Damped simple harmonic motion Forced oscillations and resonance CHAPTER 336 337 339 341 343 345 346 347 351 353 15 WAVES 15. 1 15. 2 15. 3 15. 4 15. 5 15. 6 Introduction Transverse and longitudinal waves Displacement relation in a progressive wave The speed of a travelling wave The principle of superposition of waves Reflection of waves 363 365 367 369 373 374 CK CK xiii 15. 7 15. 8 Beats Doppler effect 379 381 ANSWERS 391 BIBLIOGRAPHY 401 INDEX 403 CK CHAPTER ONE PHYSICAL WORLD 1. 1 WHAT IS PHYSICS ? 1. 1 What is physics ? 1. 2 Scope and excitement of physics 1. 3 Physics, technology and society 1. 4 Fundamental forces in nature 1. Nature of physical laws Summary Exercises Humans have always been curious about the world around them. The night sky with its bright celestial objects has fascinated humans since time immemorial. The regular repetitions of the day and night, the annual cycle of seasons, the eclipses, the tides, the volcanoes, the rainbow have always been a source of wonde r. The world has an astonishing variety of materials and a bewildering diversity of life and behaviour. The inquiring and imaginative human mind has responded to the wonder and awe of nature in different ways. One kind of response from the earliest times has been to observe the hysical environment carefully, look for any meaningful patterns and relations in natural phenomena, and build and use new tools to interact with nature. This human endeavour led, in course of time, to modern science and technology. The word Science originates from the Latin verb Scientia meaning ‘to know’. The Sanskrit word Vijnan and the Arabic word Ilm c onvey similar meaning, namely ‘knowledge’. Science, in a broad sense, is as old as human species. The early civilisations of Egypt, India, China, Greece, Mesopotamia and many others made vital contributions to its progress. From the sixteenth century onwards, great strides were made n science in Europe. By the middle of the twentie th century, science had become a truly international enterprise, with many cultures and countries contributing to its rapid growth. What is Science and what is the so-called Scientific Method ? Science is a systematic attempt to understand natural phenomena in as much detail and depth as possible, and use the knowledge so gained to predict, modify and control phenomena. Science is exploring, experimenting and predicting from what we see around us. The curiosity to learn about the world, unravelling the secrets of nature is the first step towards the discovery of science. The scientific method involves several interconnected steps : Systematic observations, controlled experiments, qualitative and 2 quantitative reasoning, mathematical modelling, prediction and verification or falsification of theories. Speculation and conjecture also have a place in science; but ultimately, a scientific theory, to be acceptable, must be verified by relevant observations or experiments. There is much philosophical debate about the nature and method of science that we need not discuss here. The interplay of theory and observation (or experiment) is basic to the progress of science. Science is ever dynamic. There is no ‘final’ theory in science and no unquestioned authority among scientists. As observations improve in detail and precision or experiments yield new results, theories must account for them, if necessary, by introducing modifications. Sometimes the modifications may not be drastic and may lie within the framework of existing theory. For example, when Johannes Kepler (1571-1630) examined the extensive data on planetary motion collected by Tycho Brahe (1546-1601), the planetary circular orbits in heliocentric theory (sun at the centre of the solar system) imagined by Nicolas Copernicus (1473–1543) had to be replaced by elliptical rbits to fit the data better. Occasionally, however, the existing theory is simply unable to explain new observations. This causes a major upheaval in science. In the beginning of the twentieth century, it was realised that Newtonian mechanics, till then a very successful theory, could not explain some of the most basic features of atomic phenomena. Similarly, the then accepted wave picture of light failed to explain the photoelectric effect properly. This led to the development of a radically new theory (Quantum Mechanics) to deal with atomic and molecular phenomena. Just as a new experiment may suggest an lternative theoretical model, a theoretical advance may suggest what to look for in some experiments. The result of experiment of scattering of alpha particles by gold foil, in 1911 by Ernest Rutherford (1871–1937) established the nuclear model of the atom, which then became the basis of the quantum theory of hydrogen atom given in 1913 by Niels Bohr (1885–1962). On the other hand, the concept of antiparticle was first introduced theoretically by Paul Dirac (1902–1984) in 1930 and confirmed two years later by the experimental discovery of positron (antielectron) by Carl Anderson. P HYSICS Physics is a basic discipline in the category f Natural Sciences, which also includes other discip lines like Chemistry and Biology. The word Physics comes from a Greek word meaning nature. Its Sanskrit equivalent is Bhautiki that is used to refer to the study of the physical world. A precise definition of this discipline is neither possible nor necessary. We can broadly describe physics as a study of the basic laws of nature and their manifestation in different natural phenomena. The scope of physics is described briefly in the next section. Here we remark on two principal thrusts in physics : unification and reduction. In Physics, we attempt to explain diverse hysical phenomena in terms of a few concepts and laws. The effort is to see the physical world as manifestation of some universal laws in different domains and conditions. For example, the same law of gravitation (given by Newton) describes the fall of an apple to the ground, the motion of the moon around the earth and the motion of planets around the sun. Similarly, the basic laws of electromagnetism (Maxwell’s eq uations) govern all electric and magnetic phenomena. The attempts to unify fundamental forces of nature (section 1. 4) reflect this same quest for unification. A related effort is to derive the properties of a igger, more complex, system from the properties and interactions of its constituent simpler parts. This approach is called reductionism and is at the heart of physics. For example, the subject of thermodynamics, developed in the nineteenth century, deals with bulk systems in terms of macroscopic quantities such as temperature, internal energy, entropy, etc. Subsequently, the subjects of kinetic theory and statistical mechanics interpreted these quantities in terms of the properties of the molecular constituents of the bulk system. In particular, the temperature was seen to be related to the average kinetic energy of molecules of the system. . 2 SCOPE AND EXCITEMENT OF PHYSICS We can get some idea of the scope of physics by looking at its various sub-disciplines. Basically, the re are two domains of interest : macroscopic and microscopic. The macroscopic domain includes phenomena at the laboratory, terrestrial and astronomical scales. The microscopic domain includes atomic, molecular and nuclear P HYSICAL WORLD phenomena*. Classical Physics deals mainly with macroscopic phenomena and includes subjects like Mechanics, Electrodynamics, Optics a nd T hermodynamics . Mechanics founded on Newton’s laws of motion and the law of gravitation is concerned with the motion (or quilibrium) of particles, rigid and deformable bodies, and general systems of particles. The propulsion of a rocket by a jet of ejecting gases, propagation of water waves or sound waves in air, the equilibrium of a bent rod under a load, etc. , are problems of mechanics. Electrodynamics deals with electric and magnetic phenomena associated with charged and magnetic bodies. Its basic laws were given by Coulomb, Oersted, Fig. 1. 1 chemical process, etc. , are problems of interest in thermo dynamics. The microscopic domain of physics deals with the constitution and structure of matter at the minute scales of atoms and nuclei (and even ower scales of length) and their interaction with different probes such as electrons, photons and other elementary particles. Classical physics is inadequate to handle this domain and Quantum Theory is currently accepted as the proper framework for explaining microscopic phenomena. Overall, the edifice of physics is beautiful and imposing and you will appreciate it more as you pursue the subject. Theory and experiment go hand in hand in physics and help each other’s progress. The alpha scattering experiments of Rutherford gave the nuclear model of the atom. Ampere and Faraday, and encapsulated by Maxwell in his famous set of equations. The motion of a current-carrying conductor in a magnetic field, the response of a circuit to an ac voltage (signal), the working of an antenna, the propagation of radio waves in the ionosphere, etc. , are problems of electrodynamics. Optics deals with the phenomena involving light. The working of telescopes and microscopes, colours exhibited by thin films, etc. , are topics in optics. Thermodynamics, in contrast to mechanics, does not deal with the motion of bodies as a whole. Rather, it deals with systems in macroscopic equilibrium and is concerned with changes in internal energy, temperature, entropy, etc. , of the ystem through external work and transfer of heat. The efficiency of heat engines and refrigerators, the direction of a physical or * 3 You can now see that the scope of physics is truly vast. It covers a tremendous range of magnitude of physical quantities like length, mass, time, energy, etc. At one end, it studies phenomena at the very small scale of length -14 (10 m o r even less) involving electrons, protons, etc. ; at the other end, it deals with astronomical phenomena at the scale of galaxies or even the entire universe whose extent is of the order of 26 10 m. The two length scales differ by a factor of 40 10 or even more. The range of time scales can be obtained by dividing the length scales by the –22 speed of light : 10 s to 1018 s. The range of masses goes from, say, 10–30 kg (mass of an 55 electron) to 10 kg (mass of known observable universe). Terrestrial phenomena lie somewhere in the middle of this range. Recently, the domain intermediate between the macroscopic and the microscopic (the so-called mesoscopic physics), dealing with a few tens or hundreds of atoms, has emerged as an exciting field of research. 4 Physics is exciting in many ways. To some people the excitement comes from the elegance and universality of its basic theories, from the fact that few basic concepts and laws can explain phenomena covering a large range of magnitude of physical quantities. To some others, the challenge in carrying out imaginative new experiments to unlock the secrets of nature, to verify or refute theories, is thrilling. Applied physics is equally demanding. Application and exploitation of ph ysical laws to make useful devices is the most interesting and exciting part and requires great ingenuity and persistence of effort. What lies behind the phenomenal progress of physics in the last few centuries? Great progress usually accompanies changes in our basic perceptions. First, it was realised that for scientific progress, only qualitative thinking, though no doubt important, is not enough. Quantitative measurement is central to the growth of science, especially physics, because the laws of nature happen to be expressible in precise mathematical equations. The second most important insight was that the basic laws of physics are universal — the same laws apply in widely different contexts. Lastly, the strategy of approximation turned out to be very successful. Most observed phenomena in daily life are rather complicated manifestations of the basic laws. Scientists recognised the importance f extracting the essential features of a phenomenon from its less significant aspects. It is not practical to take into account all the complexities of a phenomenon in one go. A good strategy is to focus first on the essential features, discover the basic principles and then introduce corrections to build a more refined theory of the phenomenon. For example, a stone and a feather dropped from the same height do not reach the ground at the same time. The reason is that the essential aspect of the phenomenon, namely free fall under gravity, is complicated by the presence of air resistance. To get the law of free all under gravity, it is better to create a situation wherein the air resistance is negligible. We can, for example, let the stone and the feather fall through a long evacuated tube. In that case, the two objects will fall almost at the same rate, giving the basic law that acceleration due to gravity is independent of the mass of the object. With the basic law thus found, we can go back to the feather, introduce corrections due to air resistance, modify the existing theory and try to build a more realistic P HYSICS Hypothesis, axioms and models One should not think that everything can be proved with physics and mathematics. All physics, and also mathematics, is based on assumptions, each of which is variously called a hypothesis or axiom or postulate, etc. For example, the universal law of gravitation proposed by Newton is an assumption or hypothesis, which he proposed out of his ingenuity. Before him, there were several observations, experiments and data, on the motion of planets around the sun, motion of the moon around the earth, pendulums, bodies falling towards the earth etc. Each of these required a separate explanation, which was more or less qualitative. What the universal law of gravitation says is that, if we assume that any two odies in the universe attract each other with a force proportional to the product of their masses and inversely proportional to the square of the distance between them, then we can explain all these observations in one stroke. It not only explains these phenomena, it also allows us to predict the results of future experiments. A hypothesis is a supposition without assu ming that it is true. It would not be fair to ask anybody to prove the universal law of gravitation, because it cannot be proved. It can be verified and substantiated by experiments and observations. An axiom is a self-evident truth while a model s a theory proposed to explain observed phenomena. But you need not worry at this stage about the nuances in using these words. For example, next year you will learn about Bohr’s model of hydrogen atom, in which Bohr assumed that an electron in the hydrogen atom follows certain rules (postutates). Why did he do that? There was a large amount of spectroscopic data before him which no other theory could explain. So Bohr said that if we assume that an atom behaves in such a manner, we can explain all these things at once. Einstein’s special theory of relativity is also based on two postulates, the constancy of the speed f electromagnetic radiation and the validity of physical laws in all inertial frame of reference. It would not be wise to ask somebody to prove that the speed of light in vacuum is constant, independent of the source or observer. In mathematics too, we need axioms and hypotheses at every stage. Euclid’s statement that parallel lines never meet, is a hypothesis. This means that if we assume this statement, we can explain several properties of straight lines and two or three dimensional figures made out of them. But if you don’t assume it, you are free to use a different axiom and get a new geometry, as has indeed happened in he past few centuries and decades. P HYSICAL WORLD 5 theory of objects falling to the earth under gravity. 1. 3 PHYSICS, TECHNOLOGY AND SOCIETY The connection between physics, technology and society can be seen in many examples. The discipline of thermodynamics arose from the need to understand and improve the working of heat engines. The steam engine, as we know, is inseparable from the Industrial Revolution in England in the eighteenth century, which had g reat impact on the course of human civilisation. Sometimes technology gives rise to new physics; at other times physics generates new technology. An example of the latter is the wireless communication technology that followed the discovery of the basic laws of electricity and magnetism in the nineteenth century. The applications of physics are not always easy to foresee. As late as 1933, the great physicist Ernest Rutherford had dismissed the possibility of tapping energy from atoms. But only a few years later, in 1938, Hahn and Meitner discovered the phenomenon of neutron-induced fission of uranium, which would serve as the basis of nuclear power reactors and nuclear weapons. Yet another important example of physics giving rise to technology is the silicon chip’ that triggered the computer revolution in the last three decades of the twentieth century. A most significant area to which physics has and will contribute is the development of alternative energy resources. The fossil fuels of the planet are dwindling fast and there is an urgent need to discover new and affordable sources of energy. Considerable progress has a lready been made in this direction (for example, in conversion of solar energy, geothermal energy, etc. , into electricity), but much more is still to be accomplished. Table1. 1 lists some of the great physicists, their major contribution and the country of rigin. You will appreciate from this table the multi-cultural, international character of the scientific endeavour. Table 1. 2 lists some important technologies and the principles of physics they are based on. Obviously, these tables are not exhaustive. We urge you to try to add many names and items to these tables with the help of your teachers, good books and websites on science. You will find that this exercise is very educative and also great fun. And, assuredly, it will never end. The progress of science is unstoppable! Physics is the study of nature and natural phenomena. Physicists try to discover the rules hat are operating in nature, on the basis of observations, experimentation and analysis. Physics deals with certain b asic rules/laws governing the natural world. What is the nature Table 1. 1 Some physicists from different countries of the world and their major contributions Name Major contribution/discovery Country of Origin Archimedes Principle of buoyancy; Principle of the lever Greece Galileo Galilei Law of inertia Italy Christiaan Huygens Wave theory of light Holland Isaac Newton Universal law of gravitation; Laws of motion; Reflecting telescope U. K. Michael Faraday Laws of electromagnetic induction U. K. James Clerk Maxwell Electromagnetic theory; Light-an electromagnetic wave U. K. Heinrich Rudolf Hertz Generation of electromagnetic waves Germany J. C. Bose Ultra short radio waves India W. K. Roentgen X-rays Germany J. J. Thomson Electron U. K. Marie Sklodowska Curie Discovery of radium and polonium; Studies on Poland natural radioactivity Albert Einstein Explanation of photoelectric effect; Theory of relativity Germany 6 P HYSICS Name Major contribution/discovery Country of Origin Victor Francis Hess Cosmic radiation Austria R. A. Millikan Measurement of electronic charge U. S. A. Ernest Rutherford Nuclear model of atom New Zealand Niels Bohr Quantum model of hydrogen atom Denmark C. V. Raman Inelastic scattering of light by molecules India Louis Victor de Borglie Wave nature of matter France M. N. Saha Thermal ionisation India S. N. Bose Quantum statistics India Wolfgang Pauli Exclusion principle Austria Enrico Fermi Controlled nuclear fission Italy Werner Heisenberg Quantum mechanics; Uncertainty principle Germany Paul Dirac Relativistic theory of electron; Quantum statistics U. K. Edwin Hubble Expanding universe U. S. A. Ernest Orlando Lawrence Cyclotron U. S. A. James Chadwick Neutron U. K. Hideki Yukawa Theory of nuclear forces Japan Homi Jehangir Bhabha Cascade process of cosmic radiation India Lev Davidovich Landau Theory of condensed matter; Liquid helium Russia S. Chandrasekhar Chandrasekhar limit, structure and evolution of stars India John Bardeen Transistors; Theory of super conductivity U. S. A. C. H. Townes Maser; Laser U. S. A. Abdus Salam Unification of weak and electromagnetic interactions Pakistan of physical laws? We shall now discuss the nature of fundamental forces and the laws that govern the diverse phenomena of the physical world. 1. 4 FUNDAMENTAL FORCES IN NATURE* We all have an intuitive notion of force. In our experience, force is needed to push, carry or hrow objects, deform or break them. We also experience the impact of forces on us, like when a moving object hits us or we are in a merry-goround. Going from this intuitive notion to the proper scientific concept of force is not a trivial matter. Early thinkers like Aristotle had wrong * ideas about it. The correct notion of force was arrived at by Isaac Newton in his famous laws of motion. He also gave an explicit form for the force for gravitational attraction between two bodies. We shall learn these matters in subsequent chapters. In the macroscopic world, besides the gravitational force, we encounter several kinds f forces: muscular force, contact forces between bodies, friction (which is also a contact force parallel to the surfaces in contact), the forces exerted by compressed or elongated springs and taut strings and ropes (tension), the force of buoyancy and viscous force when solids are in Sections 1. 4 and 1. 5 contain several ideas that you may not grasp fully in your first reading. However, we advise you to read them carefully to develop a feel for some basic aspects of physics. These are some of the areas which continue to occupy the physicists today. P HYSICAL WORLD 7 Table 1. 2 Link between technology and physics Technology Scientific principle(s) Steam engine Laws of thermodynamics Nuclear reactor Controlled nuclear fission Radio and Television Generation, propagation and detection of electromagnetic waves Computers Digital logic Lasers Light amplification by stimulated emission of radiation Production of ultra high magnetic fields Superconductivity Rocket propulsion Newton’s laws of motion Electric generator Faraday’s laws of electromagnetic induction Hydroelectric power Conversion of gravitational potential energy into electrical energy Aeroplane Bernoulli’s principle in fluid dynamics Particle accelerators Motion of charged particles in electromagnetic ields Sonar Reflection of ultrasonic waves Optical fibres Total internal reflection of light Non-reflecting coatings Thin film optical interference Electron microscope Wave nature of electrons Photocell Photoelectric effect Fusion test reactor (Tokamak) Magnetic confinement of plasma Giant Metrewave Radio Telescope (GMRT) Detectio n of cosmic radio waves Bose-Einstein condensate Trapping and cooling of atoms by laser beams and magnetic fields. contact with fluids, the force due to pressure of a fluid, the force due to surface tension of a liquid, and so on. There are also forces involving charged nd magnetic bodies. In the microscopic domain again, we have electric and magnetic forces, nuclear forces involving protons and neutrons, interatomic and intermolecular forces, etc. We shall get familiar with some of these forces in later parts of this course. A great insight of the twentieth century physics is that these different forces occurring in different contexts actually arise from only a small number of fundamental forces in nature. For example, the elastic spring force arises due to the net attraction/repulsion between the neighbouring atoms of the spring when the spring is elongated/compressed. This net ttraction/repulsion can be traced to the (unbalanced) sum of electric forces between the charged constit uents of the atoms. In principle, this means that the laws for ‘derived’ forces (such as spring force, friction) are not independent of the laws of fundamental forces in nature. The origin of these derived forces is, however, very complex. At the present stage of our understanding, we know of four fundamental forces in nature, which are described in brief here : 8 P HYSICS Albert Einstein (1879-1955) Albert Einstein, born in Ulm, Germany in 1879, is universally regarded as one of the greatest physicists of all time. His astonishing scientific career began with the publication of three path-breaking papers in 1905. In the first paper, he introduced the notion of light quanta (now called photons) and used it to explain the features of photoelectric effect that the classical wave theory of radiation could not account for. In the second paper, he developed a theory of Brownian motion that was confirmed experimentally a few years later and provided a convincing evidence of the atomic picture of matter. The third paper gave birth to the special theory of relativity that made Einstein a legend in his own life time. In the next decade, he explored the consequences of his new theory which included, among other things, the mass-energy equivalence enshrined in his famous equation E = mc2. He also created the general version of relativity (The General Theory of Relativity), which is the modern theory of gravitation. Some of Einstein’s most significant later contributions are: the notion of stimulated emission introduced in an alternative derivation of Planck’s blackbody radiation law, static model of the universe which started modern cosmology, quantum statistics of a gas of massive bosons, and a critical analysis of the foundations of quantum mechanics. The year 2005 was declared as International Year of Physics, in recognition of Einstein’s monumental contribution to physics, in year 1905, describing revolutionary scientific ideas that have since influenced all of modern physics. 1. 4. 1 Gravitational Force The gravitational force is the force of mutual attraction between any two objects by virtue of their masses. It is a universal force. Every object experiences this force due to every other object in the universe. All objects on the earth, for example, experience the force of gravity due to the earth. In particular, gravity governs the motion of the moon and artificial satellites around he earth, motion of the earth and planets around the sun, and, of course, the motion of bodies falling to the earth. It plays a key role in the large-scale phenomena of the universe, such as formation and evolution of stars, galaxies and galactic clusters. 1. 4. 2 Electromagnetic Force Electromagnetic force is the force between charged part icles. In the simpler case when charges are at rest, the force is given by Coulomb’s law : attractive for unlike charges and repulsive for like charges. Charges in motion produce magnetic effects and a magnetic field gives rise to a force on a moving charge. Electric nd magnetic effects are, in general, inseparable – hence the name electromagnetic force. Like the gravitational force, electromagnetic force acts over large distances and does not need any intervening medium. It is enormously strong compared to gravity. The electric force between two protons, for example, 36 is 10 times the gravitational force between them, for any fixed distance. Matter, as we know, consists of elementary charged constituents like electrons and protons. Since the electromagnetic force is so much stronger than the gravitational force, it dominates all phenomena at atomic and molecular scales. (The other two forces, as we hall see, operate only at nuclear scales. ) Thus it is mainly the ele ctromagnetic force that governs the structure of atoms and molecules, the dynamics of chemical reactions and the mechanical, thermal and other properties of materials. It underlies the macroscopic forces like ‘tension’, ‘friction’, ‘normal force’, ‘spring force’, etc. Gravity is always attractive, while electromagnetic force can be attractive or repulsive. Another way of putting it is that mass comes only in one variety (there is no negative mass), but charge comes in two varieties : positive and negative charge. This is what makes all the difference. Matter is mostly electrically neutral (net charge is zero). Thus, electric force is largely zero and gravitational force dominates terrestrial phenomena. Electric force manifests itself in atmosphere where the atoms are ionised and that leads to lightning. P HYSICAL WORLD 9 Satyendranath Bose (1894-1974) Satyendranath Bose, born in Calcutta in 1894, is among the great Indian physicists who made a fundamental contribution to the advance of science in the twentieth century. An outstanding student throughout, Bose started his career in 1916 as a lecturer in physics in Calcutta University; five years later he joined Dacca University. Here in 1924, in a brilliant flash of insight, Bose gave a new derivation of Planck’s law, treating radiation as a gas of photons and employing new statistical methods of counting of photon states. He wrote a short paper on the subject and sent it to Einstein who immediately recognised its great significance, translated it in German and forwarded it for publication. Einstein then applied the same method to a gas of molecules. The key new conceptual ingredient in Bose’s work was that the particles were regarded as indistinguishable, a radical departure from the assumption that underlies the classical MaxwellBoltzmann statistics. It was soon realised that the new Bose-Einstein statistics was applicable to particles with integers spins, and a new quantum statistics (Fermi-Dirac statistics) was needed for particles with half integers spins satisfying Pauli’s exclusion principle. Particles with integers spins are now known as bosons in honour of Bose. An important consequence of Bose-Einstein statistics is that a gas of molecules below a certain temperature will undergo a phase transition to a state where a large fraction of atoms populate the same lowest energy state. Some seventy years were to pass before the pioneering ideas of Bose, developed further by Einstein, were dramatically confirmed in the observation of a new state of matter in a dilute gas of ultra cold alkali atoms – the Bose-Eintein condensate. If we reflect a little, the enormous strength of the electromagnetic force compared to gravity is evident in our daily life. When we hold a book in our hand, we are balancing the gravitational force on the book due to the huge mass of the earth by the ‘normal force’ provided by our hand. The latter is nothing but the net electromagnetic force between the charged constituents of our hand and he book, at the surface in contact. If electromagnetic force were not intrinsically so much stronger than gravity, the hand of the strongest man would crumble under the weight of a feather ! Indeed, to be consistent, in that circumstance, we ourselves would crumble under our own weight ! 1. 4. 3 Strong Nuclear Force The strong nuclear f orce binds protons and neutrons in a nucleus. It is evident that without some attractive force, a nucleus will be unstable due to the electric repulsion between its protons. This attractive force cannot be gravitational since force of gravity is negligible compared to the electric force. A new basic force must, therefore, be invoked. The strong nuclear force is the strongest of all fundamental forces, about 100 times the electromagnetic force in strength. It is charge-independent and acts equally between a proton and a proton, a neutron and a neutron, and a proton and a neutron. Its range is, however, extremely small, –15 of about nuclear dimensions (10 m). It is responsible for the stability of nuclei. The electron, it must be noted, does not experience this force. Recent developments have, however, indicated that protons and neutrons are built out of still more elementary constituents called quarks. . 4. 4 Weak Nuclear Force The weak nuclear force appears only in certain nuclear processes such as the ? -decay of a nucleus. In ? -decay, the nucleus emits an electron and an uncharged particle called neutrino. The weak nuclear force is not as weak as the gravitational force, but much weaker than the strong nuclear and electromagnetic forces. The range of weak n uclear force is exceedingly small, of the order of 10-16 m. 1. 4. 5 Towards Unification of Forces We remarked in section 1. 1 that unification is a basic quest in physics. Great advances in physics often amount to unification of different 10 P HYSICS Table 1. Fundamental forces of nature Name Relative strength Range Operates among Gravitational force 10 –39 Infinite All objects in the universe Weak nuclear force 10–13 Very short, Sub-nuclear size ( ? –16 m) 10 Some elementary particles, particularly electron and neutrino Electromagnetic force 10–2 Infinite Charged particles Strong nuclear force 1 Short, nuclear size ( ? –15 m) 10 Nucleons, heavier elementary particles theories and domains. Newton unified terrestrial and celestial domains under a common law of gravitation. The experimental discoveries of Oersted and Faraday showed that electric and magnetic phenomena are in general nseparable. Maxwell unified electromagnetism and optics with the dis covery that light is an electromagnetic wave. Einstein attempted to unify gravity and electromagnetism but could not succeed in this venture. But this did not deter physicists from zealously pursuing the goal of unification of forces. Recent decades have seen much progress on this front. The electromagnetic and the weak nuclear force have now been unified and are seen as aspects of a single ‘electro-weak’ force. What this unification actually means cannot be explained here. Attempts have been (and are being) made to unify the electro-weak and the trong force and even to unify the gravitational force with the rest of the fundamental forces. Many of these ideas are still speculative and inconclusive. Table 1. 4 summarises some of the milestones in the progress towards unification of forces in nature. 1. 5 NATURE OF PHYSICAL LAWS Physicists explore the universe. Their investigations, based on scientific processes, range from particles that are smaller than atoms in size to stars that are very far away. In addition to finding the facts by observation and experimentation, physicists attempt to discover the laws that summarise (often as mathematical quations) these facts. In any physical phenomenon governed by different forces, several quantities may change with time. A remarkable fact is that some special physical quantities, however, remain constant in time. They are the conserved quantities of nature. Understanding these conservation principles is very important to describe the observed phenomena quantitatively. For motion under an external conservative force, the total mechanical energy i. e. the sum of kinetic and potential energy of a body is a constant. The familiar example is the free fall of an object under gravity. Both the kinetic energy How to cite Ncert Physics Book, Essay examples

English Language Colleges and Universities

Question: Discuss about theEnglish Language for Colleges and Universities. Answer: Introduction The language assessment or language testing refers to the field, which study about the first, second or other languages taught in schools, colleges or universities. According to Jenkins Leung, (2013), the part of applied linguistic focuses on the assessment of the language used in the workplace context or in the citizenship, immigration and asylum contest. In general, the assessment helps the students in the schools or colleges to analyse their learning and improvement. In this essay, the language test has been evaluated through a classroom-based assessment to assess the improvements in the students understanding of skills and communication. It has two main priorities that indicate the overall impact of the learning procedures followed in the classroom. The study has discussed the various processes of language testing to analyse the students capacities and improvements to test their language learning process (Cohen, 2014). Therefore, the purpose of the classroom-based assessment has been disclosed to set the objectives of the study and then the role of teachers or assessors has been evaluated to analyse the overall testing process. Discussion The purpose of classroom-based assessment is to test the learning improvement of the students in a class whether the study procedure is helping them to improve their understanding about the lessons in class. According to Kaplan, (2015), assessments are required to develop the skills of the students about what they had learnt from the lessons in class. These assessments can be conducted in various manners and every process has its own pros and cons. Therefore, it is the responsibility of a teacher to decide which assessment process should be best for the students to measure their improvement. There are other purposes of this classroom-based assessment. It helps to inform and guide the teachers about the teaching and learning processes, helps students to set their learning goals and motivate the students for improving their skills. In thus study, the essential objectives are to analyse the effect of lessons taught in the classes on students, to evaluate their improvement in classes, t o analyse the benefits of the learning processes and to assess the effectiveness of teaching procedures in classes. Therefore, the study is focussing on the purpose of the assessments to meet these objectives. There are some processes or assessments instruments for assessing the learning improvements of the students. The students can be accessed through the activities of quizzes, writing assignments, tests and many more, which have the facility to get the outcome instantly. Therefore, this kind of assessments has proved to be effective as the teachers can easily identify the drawbacks of the students through this. As opined by Yu, (2014), the language can be learnt through formal, informal, assessed, not assessed, structured, unstructured, fun, arduous, and essential and hobby or interest. The formal setting can be in the kindergartens, language centres, schools, clubs, universities, workplaces, short courses and TAFES. In these settings, the students can be accessed through the school like environment where the content is almost set from earlier. The processes of assessments also are formal in these settings and the students are assessed based on the qualifications and accreditations. On the other hand, the informal setting is the called in the setting of homely environment where the students can learn with their family or friends or in a homely ambiance (Richards Rodgers, 2014). In these cases, the assessment process follows the interest of the students who are learning from various practical incidents rather than the formal contents that have set before. The assessments in this case will find out the effectiveness of the learning in the outcome of social connectedness and life skills. There can be another type of assessment, which focuses on the interest or fun or hobby of the learner to analyse their improvements. Therefore, the processes in which the improvement can be analysed properly of a students is perfect for the students to assess them. There are some classroom-based assessments such as, alternative, educational, authentic, informal, formative and statutory (Bygate, Swain Skehan, 2013). All these assessment processes have their individual importance. The quiz is one of the assessments processes that help to improve the practice of regular lessons through a fun activity. The teachers to reduce the stress level of the students between classes can use it. As quiz is considered as a fun game rather learning, therefore, the students find it more interesting to participate. However, it is a fun game; the teacher can assess the improvements of the students from this classroom-based assessment procedure. Apart from this, there are many ways to assess the students in classes with fun activities like quiz. Likewise, debate competition can also be used to analyse the understanding of the students about the language-based subjects such as English. On the other hand, the writing assignments can be very helpful for the students to assess their learning. If the students cannot understand the subject properly, then they cannot develop the content in writing to explain their understanding (Kunnan, 2013). Therefore, it can be used as an assessment program to analyse the students improvements through assessment. General class tests also can be the assessment process for understanding the improvement in a frequent manner. Although it is a formal process, which the students have to face in the classes and the teachers think, it can be the most effective process to assess a students whether he or she is able to learn the language in a proper way or not. Therefore, in this case the teachers have to play a crucial role to develop the questions based on which it can be analysed the students improvements. All these processes are helpful to meet the objectives in this study to get the benefit of the purposes of classroom-based assessments for language testing. There are some language assessment approaches to conduct this classroom-based assessment such as, Discrete-point testing approach, Communicative Testing Approach, Integrative Testing Approach and Performance testing approach (Knig et al., 2014). The Discrete-point testing approach is the process that can assess the students understanding about the components of language. Any language can be divided into its component parts and can be tested through the assessments like reading, writing, speaking, listening, phonology, lexicon, syntax and morphology. This discrete point tests are aiming to achieve a high reliability factor by testing a large number discrete items. In the Communicative Testing Approach, the students communication level on a particular language is tested through the teachers or assessors. In this case, the test should be conducted through the processes of listening, speaking, writing and reading. In the testing procedure, the teachers can assess the students in involvin g them into various pretending situations to test their communication levels in that Language. Therefore, it can be considered as the performance based testing approach for the language assessment. Along with this, the approach of Integrative Testing helps to put back the language skills, which were taken out from the language with discrete items (Richards Schmidt, 2013). Additionally, it helps to assess the capacity of a learner to understand the capability of the person to communicate through the language, which they are learning. Apart from this, there is another approach Performance testing approach to evaluate the performance level of learner after learning the language. The performance level can be accessed through the various testing processes to assess their improvements. According to McLaughlin, (2013), this approach has some principles such as, in this process the teachers have to state the overall goal of the performance and to analyse the performance level they have to evaluate the performance checking process and then can test the performance. This process will help the assessors to understand the improvement of the students. All these are some important approaches that help the assessors to analyse the students improvement in the learning process. The role of the assessor or the teacher plays a crucial part in the process of classroom-based assessment. The teachers have to serve internal and external responsibilities to complete the assessments processes. Monitoring the assessment processes, keeping records of the progress of students and giving the results to other teachers as well as parents and students, selection, certification and meeting statutory requirements are the main responsibilities of an assessor. As per the point of view of some of the eminent scholars, assessment is the systematic procedures based on which one individual student has been tasted as per the knowledge, skills and competencies. Only teaching and learning process is not enough for evaluating the minds of students. Students should be tasted time to time in order to know their learning progress. Teachers have to play a major role in the entire process of assessment (Allen et al., 2013). While dealing with the students within a classroom, teachers should gather detailed information regarding the problems and obstacles of the students. Based on those issues an ideal teacher should proceed for enhancing the mental skills and development of students. However, this particular essay has provided an in-depth understanding about the role of teachers for arranging the entire process of assessment effectively. As stated by Astin (2012), assessment is one of the most effective ways of data collection procedure based on which the teachers can evaluated the growth and the progress of the students. After conducting an entire class, the students may not be able to understand that the teachers have conveyed in the classroom (Reschly Christenson, 2012). Therefore, assessment is the only way, based on which teachers can get an in-depth overview about the learning improvement of every individual student equally. Before, conducting an assessment the teachers generally tend to take an effective remedial class (Treagust, 2012). In this particular class, every student within the classroom is allowed to throw any questions related to their study. This particular class is considered as interactive session where the students have to play a major role along with the teachers. After clarifying the doubt to the students, teachers tend to take an effective interaction with them. Teacher intends to ask some o f the basic questions to the students based on which they can evaluate whether students have understood or not. After conducting the remedial session, the entire process of assessment is started so that students can carry good marks. At the time of this assessment, teachers have to follow some of the major factors (Brown, Bull Pendlebury, 2013). The teachers should follow the expression of every individual student on how they are feeling comfortable with the assessment questions. If any individual students are followed uncomfortable with the assessment paper, the teacher should note the name of this individual as soon as possible. After the end of the session this particular students should be taken an effective interview session in order to know the problems individually. At the same time, some of the major factors should be taken into consideration. At the time of conducting the assessment, teachers should maintain strictness at the assessment hall. Students should not discuss with each other at the time of assessment session. All the solutions should be conducted at the own competency of the students (Crisp, 2012). However, after conducting the entire process of assessment, teachers should evaluate the data about the performance of students. The students who have performed well in the entire session should not be highlighted. Teachers should enjoy the success the achievement of student learning process. In the assessment, the students who have failed to provide an effective feedback should get more guidance and training from the teachers. The role of an ideal teacher in this particular case should be more vital (Falchikov, 2013). At the very first stage, teacher should identify the student who has failed to perform well in the assessment after collecting data. After identifying this individual, the teacher should make an effective session in order to know the problem. A friendly environment should be needed to deal with such kinds of students (Treagust, 2012). Teachers while making the face-to-face interaction should maintain a polite and humble approach to the students so that the students do not hesitate to share their point of views. The role of an ideal teacher should be providing equal respect and dignity to the students from different culture and background (Healey, 2014). While dealing with the different kinds of learners, the teachers tend to come into close contact with students from various attitudes. However, it has been observed that the students have faced immense difficulties and challenges for maintaining their learning process due to the family background. As a result, those students fail to communicate properly with the teachers at the classroom (Imrie et al., 2014). These are the major problems, due to which students fail to provide their best performance in the assessment. The teacher should deal with those students especially. One of the major roles of an ideal teacher is to provide equal priority and response to the students of every culture and background. Arranging parents teacher meeting is also been considered as one of the most effective initiatives for improving the future growth of the students. The mental and learning growth of a student is highly dependent on the family background of a particular student. After collecting sufficient data and information from the assessments, the teacher should make an effective interaction with the parents individually (Piech et al., 2013). Teachers should give an in-depth overview regarding the growth and the success of an individual. The students who have provided negative feedback on the assessment need guidance that is more effective. Therefore, parents would have to take a major initiative regarding the factor as well, so that their children can get a successful future. The role of an eminent teacher in this case is not only to convince the students, but also to make the parents understand on how their children can grow their mental skill and ability (Reschly Christenson, 2012). The paren ts should provide a good environment to their children so that they can get a sufficient time for continuing their study. Conclusion The intention of this study is to analyse the purpose of classroom-based assessment and the various processes to find the importance or usefulness of the assessment. The usefulness of these procedures has been analysed and the role and responsibilities of the assessors has been evaluated to understand the importance of language test through classroom-based assessment. However, the entire essay has provided an in-depth understanding about the importance of assessment for improving the future growth of the students. At the same time the role of teachers have also been provided equal priority in this particular study. Reference List Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., Pianta, R. (2013). Observations of effective teacher-student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system-secondary.School Psychology Review,42(1), 76. Astin, A. W. (2012).Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Rowman Littlefield Publishers. Brown, G. A., Bull, J., Pendlebury, M. (2013).Assessing student learning in higher education. Routledge. Bygate, M., Swain, M., Skehan, P. (2013).Researching pedagogic tasks: Second language learning, teaching, and testing. Routledge. Cohen, A. D. (2014).Strategies in learning and using a second language. Routledge. Crisp, G. T. (2012). Integrative assessment: reframing assessment practice for current and future learning.Assessment Evaluation in Higher Education,37(1), 33-43. Falchikov, N. (2013).Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. Routledge. Healey, M. (2014, February). Students as partners in learning and teaching in higher education. InWorkshop Presented at University College Cork(Vol. 12, pp. 15-00). Imrie, B. W., Cox, K., Imrie, B. W., Miller, A., Miller, A. (2014).Student assessment in higher education: a handbook for assessing performance. Routledge. Jenkins, J., Leung, C. (2013).English as a lingua franca. John Wiley Sons, Inc.. Kaplan, C. S. (2015).Secondary Foreign Language Teachers Cognitions and Practices Related to Classroom-Based Student Assessment(Doctoral dissertation, The Ohio State University). Knig, J., Blmeke, S., Klein, P., Suhl, U., Busse, A., Kaiser, G. (2014). Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach.Teaching and Teacher Education,38, 76-88. Kunnan, A. J. (2013).Validation in language assessment. Taylor Francis. McLaughlin, B. (2013).Second language acquisition in childhood: Volume 2: School-age Children. Psychology Press. Piech, C., Huang, J., Chen, Z., Do, C., Ng, A., Koller, D. (2013). Tuned models of peer assessment in MOOCs.arXiv preprint arXiv:1307.2579. Reschly, A. L., Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. InHandbook of research on student engagement(pp. 3-19). Springer US. Richards, J. C., Rodgers, T. S. (2014).Approaches and methods in language teaching. Cambridge university press. Richards, J. C., Schmidt, R. W. (2013).Longman dictionary of language teaching and applied linguistics. Routledge. Yu, G. (2014). Book review: Classroom-Based Assessment in the School Foreign Language Classroom.Language Testing,31(2), 264-267.

Ted Hughess poems Analysis Essay Example For Students

Ted Hughess poems Analysis Essay Ted Hughess poems often contain striking and sometimes quite startling imagery and language. In the poem Thrushes for example Hughess describes the birds in an almost disturbing manner. Hughes refers to the birds as more coiled steel than living this produces a startling image of the speed and almost robotic and mechanical nature of the thrush who sits, ready to spring into action and devour its victim. It is almost as though they have no other purpose but to hunt and kill their food. He describes the thrushs eye as dark and deadly which gives a threatening and almost menacing image of a thrush just waiting and watching completely focused on finding food. We will write a custom essay on Ted Hughess poems Analysis specifically for you for only $16.38 $13.9/page Order now He describes their hunting method as Triggered to stirrings beyond sense which means that they can sense their prey, a technique that cannot be explained logically but like a water definer who seeks water through some sort of sixth sense. The thrush can find worms or grubs by sense rather then movement, this creates quite a vivid image of these mechanical birds who single mindedly seek out their prey. He uses mono-syllable words such as bounce and stab to describe the quick sharp movements of the birds. These words are almost onomatopoeic. This gives distinct emphasis to these words and reflects the violence of the action, which gives the language quite a startling effect. He refers to the prey as some writhing thing which effectively describes the patheticness of the victim once dragged out of the ground by the seemingly ruthless thrush. He also refers to the thrushes as bullet and automatic which effectively describes the speed and automaticness of the birds and emphasizes the single purpose of them to kill. This has quite a terrifying effect. At the end of stanza three Hughess compares the Thrushes to sharks, The sharks mouth that hungers down the blood-smell even to a leak of its own side and devouring of itself This creates quite a shocking and dramatic effect. It compares the Thrush to a shark who is so mechanically devoted to the single task of pursuing and devouring its prey that it can start to eat itself if it smells its own blood. Hughess also uses startling language to describe the ever present temptation of man whos man can never remain focused on one thing, furious spaces of fire do the distracting devils orgy and Hosannah This creates quite violent and vivid imagery, describing the sinful temptations of man, such as sex. He also conjures up the very vivid and effective image, Black silent waters weep to really capture the idea of stillness which maybe seen on the outside but the huge expanses of depth where you have no idea whats going on, like a mans mind. In the poem Thrushes Ted Hughess uses startling imagery describe the thrush as a ruthless and deadly bird who is completely, single-mindedly devoted to the task of hunting down  its prey and devouring it. The language and imagery emphasise the deadliness of the thrush especially when compared to man who can never be devoted enough to concentrate on one task no matter how it seems to look from the outside there is still the inescapable temptation of everything around us. In the poem Mayday on Holderness Hughess also uses vivid imagery and vocabulary, he begins for example with the phrase motherly summer which successfully creates a sense of warmth and birth of a new summer full of life. He refers to the river Humber as a, a loaded single vein which drains the North. This creates a vivid image of the river like a throbbing vein pumping and flowing across the North of England. .uf0db653c91bc3d7ccf137a3c77071648 , .uf0db653c91bc3d7ccf137a3c77071648 .postImageUrl , .uf0db653c91bc3d7ccf137a3c77071648 .centered-text-area { min-height: 80px; position: relative; } .uf0db653c91bc3d7ccf137a3c77071648 , .uf0db653c91bc3d7ccf137a3c77071648:hover , .uf0db653c91bc3d7ccf137a3c77071648:visited , .uf0db653c91bc3d7ccf137a3c77071648:active { border:0!important; } .uf0db653c91bc3d7ccf137a3c77071648 .clearfix:after { content: ""; display: table; clear: both; } .uf0db653c91bc3d7ccf137a3c77071648 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf0db653c91bc3d7ccf137a3c77071648:active , .uf0db653c91bc3d7ccf137a3c77071648:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf0db653c91bc3d7ccf137a3c77071648 .centered-text-area { width: 100%; position: relative ; } .uf0db653c91bc3d7ccf137a3c77071648 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf0db653c91bc3d7ccf137a3c77071648 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf0db653c91bc3d7ccf137a3c77071648 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf0db653c91bc3d7ccf137a3c77071648:hover .ctaButton { background-color: #34495E!important; } .uf0db653c91bc3d7ccf137a3c77071648 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf0db653c91bc3d7ccf137a3c77071648 .uf0db653c91bc3d7ccf137a3c77071648-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf0db653c91bc3d7ccf137a3c77071648:after { content: ""; display: block; clear: both; } READ: Pulp Fiction Analysis EssayHe creates a quite startling effect by describing how the salt, sea cuts right through his body, The sea-salts scoured me, cortex and intestine He describes quite startling language how he can feel it right down his throat and moving through his organs, as if hes digesting it. He uses a very effective and startling technique of referring to the river as a person who is growing and breathing with all the life and energy of summer around it, What a length of gut is growing and breathing He creates a quite vivid image of the hedgerows which are full of mothers guarding their nests, There are eye-guarded eggs in these hedgerows. This shows how full of life everything is and is effective as it allows you to picture the watchful beady eye of a bird defending her nest from any possible predator. He shows that even though everything looks fine and full of energy there can still be pain and suffering underneath it all by mentioning the hidden wreckage of world war one which is hidden by the North sea. He uses startling language and imagery to emphasise the horrors of the war, Heart-beats, bomb, bayonet. Mother, Mother! Cries the pierced helmet. Cordite oozings of Gallipoli The poem Mayday on Holderness also uses startling imagery and language in a similar way to Thrushes it also describes something typical like a beautiful summers day but concentrates on the pain and suffering lurking underneath. Like how Thrushes portrays an ordinary bird as a deadly and single-minded killing machine. Previous

New Deal Relief Projects Essays - New Deal Agencies, Free Essays

New Deal Relief Projects Essays - New Deal Agencies, Free Essays New Deal Relief Projects After the major crisis of the banking situation had slightly blown over, President F.D.R. faced a new and much more prominent problem; and that was to provide relief and other charities for the unemployed and now many homeless families, along with struggling businesses and facilities. He quickly designed many new programs that would surely help these families that were in desperate need of it. The Public Works Administration (PWA) was designed to provide the public with certain necessities, without providing the politicians with the opportunity of corruption, Roosevelt watched over these proceedings carefully. The plans that were implemented at this time included huge public buildings, dams, irrigation and other flood- control projects. Another relief plan that helped businesses in particular was the National recovery Administration, (NRA) along with the National Industrial Recovery Act, (NIRA). These were designed to help businesses by eliminating unfair competition through a series of codes and newly established laws. The laws against combinations of large businesses were suspended as long as workers were guaranteed specific minimum wages, maximum hours, and the right to bargain as an organization. A very successful relief operation that was specifically designed for young men was the Civilian Conservation Corps, (CCC). This organization provided work for and unemployed and unmarried men. They received food and shelter and were paid about $30 a month for their services, and $25 of that monthly sum was intended on providing for their families. Over 250,000 men joined this group, living together in army-type camps. They performed outdoor work such as digging ditches, fighting fires, also restoration and construction of homes. They benefited from the workout, and their families

General Billy Mitchell - Father of the US Air Force

General Billy Mitchell - Father of the US Air Force Billy Mitchell - Early Life Career: The son of wealthy Senator John L. Mitchell (D-WI) and his wife Harriet, William Billy Mitchell was born on December 28, 1879 at Nice, France. Educated in Milwaukee, he later enrolled at Columbian College (present-day George Washington University) in Washington, DC. In 1898, prior to graduating, he enlisted in the US Army with the goal of fighting in the Spanish-American War. Entering the service, Mitchells father soon used his connections to obtain his son a commission. Though the war ended before he saw action, Mitchell elected to remain in the US Army Signal Corps and spent time in Cuba and the Philippines. Billy Mitchell - An Interest in Aviation: Sent north in 1901, Mitchell successfully built telegraph lines in remote areas of Alaska. During this posting, he began studying Otto Lilienthals glider experiments. This reading, combined with further research, led him to conclude in 1906 that future conflicts would be fought in the air. Two years later, he witnessed a flying demonstration given by Orville Wright at Fort Myer, VA. Sent to the Army Staff College, he became the only Signal Corps Officer on the Army General Staff in 1913. As aviation was assigned to the Signal Corps, Mitchell was well placed to further develop his interest. Associating with many early military aviators, Mitchell was made deputy commander of the Aviation Section, Signal Corps in 1916. At age 38, the US Army felt that Mitchell was too old for flying lessons. As a result, he was forced to seek private instruction at the Curtiss Aviation School in Newport News, VA where he proved a quick study. When the US entered World War I in April 1917, Mitchell, now a lieutenant colonel, was en route to France as an observer and to study aircraft production. Traveling to Paris, he established an Aviation Section office and began connecting with his British and French counterparts. Billy Mitchell - World War I: Working closely with the Royal Flying Corps General Sir Hugh Trenchard, Mitchell learned how to develop aerial combat strategies and plan large-scale air operations. On April 24, he became the first American officer to fly over the lines when he rode with a French pilot. Quickly earning a reputation as a daring and tireless leader, Mitchell was promoted to brigadier general and given command of all American air units in General John J. Pershings American Expeditionary Force. In September 1918, Mitchell successfully planned and orchestrated a campaign using 1,481 Allied aircraft in support of ground forces during the Battle of St. Mihiel. Gaining air superiority over the battlefield, his aircraft aided in driving back the Germans. During his time in France, Mitchell proved a highly effective commander, but his aggressive approach and unwillingness to operate in the chain of command made him numerous enemies. For his performance in World War I, Mitchell received the Distinguished Service Cross, the Distinguished Service Medal, and several foreign decorations. Billy Mitchell - Air Power Advocate: Following the war, Mitchell expected to be placed in command of the US Army Air Service. He was blocked in this goal when Pershing named Major General Charles T. Menoher, an artilleryman, to the post. Mitchell instead was made Assistant Chief of the Air Service and was able to retain his wartime rank of brigadier general. A relentless advocate for aviation, he encouraged US Army pilots to challenge records as well as promoted races and ordered aircraft to aid in fighting forest fires. Convinced that air power would become the driving force of war in the future, he pressed for the creation of an independent air force. Mitchells vocal support of air power brought him into conflict with the US Navy as he felt the ascent of aviation made the surface fleet increasingly obsolete. Convinced that bombers could sink battleships, he argued that aviation should be the US first line of defense. Among those he alienated was Assistant Secretary of the Navy Franklin D. Roosevelt. Failing to achieve his goals, Mitchell became increasingly outspoken and attacked his superiors in the US Army, as well as the leadership of the US Navy and White House for failing to understand the importance of military aviation. Billy Mitchell - Project B: Continuing to agitate, Mitchell managed in February 1921 to convince Secretary of War Newton Baker and Secretary of the Navy Josephus Daniels to hold joint Army-Navy exercises in which his aircraft would bomb surplus/captured ships. Though the US Navy was reluctant to agree, it was compelled to accept the exercises after Mitchell learned of their own aerial testing against ships. Believing that he could succeed in wartime conditions, Mitchell also held that a thousand bombers could be built for the price of one battleship making aviation a more economical defense force. Dubbed Project B, the exercises moved forward in June and July 1921 under a set of rules of engagement that greatly favored the survivability of the ships. In the early tests, Mitchells aircraft sank a captured German destroyer and light cruiser. On July 20-21, they attacked the German battleship Ostfriesland. While the aircraft did sink it, they violated the rule of engagement in doing so. In addition, the circumstances of the exercises were not wartime conditions as all of the target vessels were stationary and effectively defenseless. Billy Mitchell - Fall from Power: Mitchell repeated his success later that year by sinking the retired battleship USS in September. The tests incensed President Warren Harding who wished to avoid any show of naval weakness immediately prior to the Washington Naval Conference, but did lead to increased funding for military aviation. Following a protocol incident with his naval counterpart, Rear Admiral William Moffett, at the beginning of the conference, Mitchell was sent overseas on an inspection tour. Returning to the US, Mitchell continued to criticize his superiors regarding aviation policy. In 1924, the commander of the Air Service, Major General Mason Patrick, sent him on a tour of Asia and the Far East to remove him from the limelight. During this tour, Mitchell foresaw a future war with Japan and predicted an aerial attack on Pearl Harbor. That fall, he again blasted the Army and Navy leadership, this time to the Lampert Committee. The following March, his term of Assistant Chief ended and he was exiled to San Antonio, TX, with the rank of colonel, to oversee air operations. Billy Mitchell - Court Martial: Later that year, following the loss of the US Navy airship USS , Mitchell issued a statement accusing the militarys senior leadership of almost treasonable administration of the national defense and incompetence. As a result of these statements, he was brought up on court-martial charges for insubordination at the direction of President Calvin Coolidge. Beginning that November, the court-martial saw Mitchell receive broad public support and notable aviation officers such as Eddie Rickenbacker, Henry Hap Arnold, and Carl Spaatz testified on his behalf. On December 17, Mitchell was found guilty and sentenced to a five-year suspension from active duty and loss of pay. The youngest of the twelve judges, Major General Douglas MacArthur, called serving on the panel distasteful, and voted not guilty stating that an officer should not be silenced for being at variance with his superiors in rank and with accepted doctrine. Rather than accept the punishment, Mitchell resigned on February 1, 1926. Retiring to his farm in Virginia, he continued to advocate for air power and a separate air force until his death on February 19, 1936. Selected Sources National Museum of the US Air Force: Brigadier General William Billy MitchellUS Army: William Billy MitchellEarly Aviators: Billy Mitchell

Management across Culture in China. China is home to the oldest and Essay

Management across Culture in China. China is home to the oldest and most continuous culture worldwide - Essay Example With globalization came international business people. What is always confusing with different cultures is, those values that may be acceptable in one culture may be counterproductive or even unacceptable in another. In Peoples Republic of China, people view managers differently (Branine, 2011:226). People expect managers in both private and foreign sectors to be entrepreneurial, fluent, pragmatic, and flexible in both their native culture and that of their foreign investors. It is common and believable to find â€Å"benevolent authoritarian† young managers in Chinese companies. Even though this sounds rampant even in other cultures, in China employees expect their managers to deploy leadership by living an exemplary life. This means those managers involved in company operations are hard working and earn their employees respect and compliance. Management characteristics within Chinese culture are rapidly changing especially in the private sector. Traditionally, loyalty remaine d within families or groups however, this is transforming drastically. Mobility of labor is increasing dramatically especially within the foreign firms. Presently, once an employee gains some experience in a particular field, his or her employment options open up widely especially in the large coastal cities of Shanghai, Guangzhou, and Beijing. This shows that loyalty in Chinese culture regarding employment is vividly losing magnitude and at the same time, they are replacing it with experience and labor mobility (Branine, 2011:227). Roles of managers differ coherently with place and culture. With this respect, the role of a manager in China entail that, a successful cross-cultural manager in this country has to be aware that every individual in the organization has a very distinct role to play hence maintaining that role helps in keeping order. Managers may carry out their duties in their respective manner and even function autocratically. In some cases, they might use an intermedia ry to solve problems with their staff or do it privately (Branine, 2011:247). Due to cultural aspects like these, management across such culture is hectic and requires tolerance and perseverance. Nevertheless, China’s cultural adaptability is improving rapidly in spite of her traditional medium of cultural tolerance because of the increasing demand for global marketplace. A manager should receive and address any ideas raised by an employee in order to avoid exposure (Branine, 2011:264). This shows that Chinese culture is gently incorporating approaches brought in by change. In addition, since approach to time and priorities is moderate and typical in Chinese culture, there may be some flexibility towards strict adherence to schedules and deadlines. Nonetheless, the expectations regarding global trade and intercultural expansion are causing Chinese to adopt stringent principles of adhering to schedules. The process of decision making in Chinese organizations is bureaucratic. E ven though China is changing, the engrained bureaucracy within government offices and in the most entrepreneurial companies is still evident. Different departments apt to work separately and quite independently and only share specified and selected information (Branine, 2011:269). This shows that, rivalry often exist amongst these departments under the same company. These cultural

Tourism's Social, Cultural, and Ecological Impact Essay

Tourism's Social, Cultural, and Ecological Impact - Essay Example There can be no doubt that when an area is opened up for tourism that there will be significant changes. Tourism, while stimulating the economy, places the social order, the cultural values, and the ecology of the area at great risk. The social structure of a tourist area will change dramatically as the enterprise matures. A study on North Cape Norway by Gerald (2005, p.48) found that the seasonal nature of the employment opportunities attracted in-migration to the area during the peak season, as well as an out-migration of young people dissatisfied with the "employment prospects offered by seasonal tourism". One respondent to the study noted the personal change that takes place and reported that contact with the tourists caused her to, "become someone ... something you're not. Without knowing it consciously, and it just seems like you are so cosmopolitan, so sophisticated" (Gjerald 2005, p.49). When we add in the factors of stressing the infrastructure, changes in local politics, and the loss of existing social networks the social change is substantial. While the social order is at risk of great change, cultural traditions and values may all but disappear. Tourist destinations are often modeled on the tourist it intends to attract, while the local culture is placed on display as an oddity. The islands of Aruba and Barbuda are, "exemplified by the dominance of large scale resorts, convention trade, and the increasing prevalence of manmade attractions like shopping, gambling, and cruise traffic" (Thomas, Pigozzi, & Sambrook 2005, p.19). In addition, Gerald (2005, p.50) reports a modest increase in drugs, alcohol use, theft, and sexual assault in the North Cape Norway area. Meanwhile, local customs and traditions are relegated to be a display for the tourists, rather than have any meaningful cultural value.

Thesis Statements Essay Example for Free

Thesis Statements Essay There are two aspects that must be present in any thesis statement that is worthy of being written: 1. Textual Evidence 2. Specific Argument Your thesis should include both textual evidence (some description of the text and what you think is important or interesting in it) and a specific argument (the argumentative context in which you are making some claim about what you have seen). The argument should always answer the question â€Å"So what?† regarding the textual evidence. Do not just offer some facts about the text, or statements that cannot be debated. For example, â€Å"Elie Wiesel from Night struggles to survive† is self-evident and does not warrant an argumentative essay. No critical reader would bother to read such an essay since its central claim provokes no argumentative thought, which equates to little to no interest. If you do merely state a fact about the text, I will ask you â€Å"So what?† or, â€Å"What is important ABOUT the fact?† For instance: if your thesis statement is something along the lines of: William Shakespeare’s Romeo and Juliet depicts opposing characters like Benvolio and Tybalt. I will point out that this is merely a factual plot reference, not a claim about the text; basically, no one who has read the story could reasonably conclude otherwise. You’re just telling me that Benvolio and Tybalt are contrasting characters, not what is important or interesting ABOUT the fact that they are opposing. (So what?) But do not abandon this sort of sentence; after all, you have to begin by noticing something. Just make it the first part of your thesis: The opposition of Benvolio and Tybalt in Shakespeare’s Romeo and Juliet. . . becomes the subordinate clause (the textual evidence) in your thesis statement.

Meg Bogins The Women Troubadours Essay -- Meg Bogin Women Troubadours

Meg Bogin's The Women Troubadours What is Bieiris de Romans’ speaker seeking from the woman, Maria, about whom Bieiris writes? More generally, what are female troubadours as a whole seeking from their loves, and their craft? Meg Bogin, in her The Women Troubadours, asserts that â€Å"their poems were addressed to women†¦ to whom they vowed eternal homage and obedience. In exchange for their prostration, the troubadours expected to be ennobled, enriched, or simply made ‘better’† (Bogin, 9). Is the poetry of female troubadours less about the women being addressed and more about the troubadours themselves? By performing a close textual analysis of Bieiris de Romans’ poem to Maria, I hope to elucidate some possible answers to these questions. The poem opens with Bieiris’ speaker addressing her subject as â€Å"Lady Maria.† Rather than merely employing the woman’s first name, or utilizing a possessive phrase such as â€Å"my love† or â€Å"my Maria,† the speaker addresses her as â€Å"lady.† This implies a certain bestowal of respect upon her subject, and is potentially also a means to convey an understanding on the speaker’s part that this Maria has not yet consented to be hers. Next, the speaker proceeds to enumerate copious qualities that she finds pleasing in Maria. She begins by praising Maria’s â€Å"merit and distinction.† By â€Å"distinction† we can safely assume that the speaker refers to a pleasing reputation that Maria has cultivated within society, and possibly also the speaker’s own opinion that Maria is able to be distinguished as superior to other women. The term â€Å"merit,† however, is relatively ambiguous. By â€Å"merit,† the speaker could be indicating one or many qualities, including, but not limited to, virtue, achievement, a... ...g female companion, who will comply with her wishes and desires. Thus, Maria, judging from the qualities attributed to her in the poem, seems a perfect target for Bieiris’ speaker’s affections. Bieiris also appears to have created a speaker who is more concerned with being given the ability to express her desires than with the woman about whom those desires are expressed. Maria seems to be utilized as somewhat of a passive vessel about whom Bieiris can write and express herself in a literary fashion. The desire that Bieiris succeeds in expressing, then, is less one for Maria in particular and more one for composing lyric poetry in general. As a troubadour, Bieiris most likely avidly seeks patronage. Thus Maria is less of a goal to achieve and more a means to a different end: composing poetry for the sake of procuring a reputation, and obtaining financial gain.

Case Synopsis: A Steely Resolve Essay

Nucor is a steel manufacturing company that makes steel by recycling used metals and reforming them into new beams and sheets. Nucor has long had a reputation as a good place to work, although its human resource management policies have generated some controversy. Employees are paid by how much they produce, the more they produce the more they make. Yearly bonuses are based on overall company performance. Employees can choose how hard they work and have a good deal of decision making authority. The company gives employees final say on issues such as halting the process when an error is detected or a possible equipment failure may occur. Further, employees have a significant voice in matters of company policy that affect them. The company has a no-layoff policy, but employees feel the effects of a recession in their paychecks. The current recession has reduced orders at Nucor by 50%, which means employees are seeing up to a 46% reduction in their take-home pay, a bite that most of them cannot afford. Nucor is using this slow period to catch up on and get ahead of maintenance, to write and revise safety manuals and to replace contract companies who did work such as landscape care and janitorial service with regular Nucor employees. By doing these things they help sustain their employees through this difficult time and they prepare their manufacturing plants to gear up quickly to meet increasing demand as the recession ends. Nucor has traditionally enjoyed extremely loyal employees, and they hope that loyalty will sustain the company through this downturn and will celebrate with the company as the economy recovers. Questions: 1. What factors likely contribute to employees’ job satisfaction and organizational commitment at Nucor? 2.How would you describe Nucor’s organizational culture? 3. What terminal and instrumental values do you think are important in Nucor’s culture? 4. How might managers’ levels of emotional intelligence influence how they treat employees at Nucor?

Civil V Criminal Law

English law is made up primarily of Civil and Criminal Law. Civil Law is concerned with the the Laws of Tort and Contract. Civil law can be defined as that area of law which is concerned with private disputes that occur between individuals or between individuals and organisations and where a proceedings in court is initiated by the aforementioned. In contrast, criminal law seeks to punish those that has done wrongs against the community. For example, a person who decides to take the life of someone else commits murder. The community by way of its government has a duty to protect itself from being murdered. The result is Criminal Law which is enforceable by the State and initiated by the Police. Therefore criminal law is said to protect the community and punishes those that breaks the law with a fine, imprisonment or community sentences. Whereas, civil law seeks to compensate party who has suffered wrong. Civil law covers many areas of everyday daily life, most notable are domestic relations law like divorces and child custody law, probate like wills and estates, employment like agency and working hours laws, and personal injury law. Under pining those laws are Tort and Contract Law. A high level definition of tort law is that it deals with wrongs or injuries inflicted on one party by another and usually the parties involved are unknown to each other until something occurs which results in the tort action. Contracts on the other hand deals with the roles, relationships and obligations of parties that are engaged in a formal agreement. Under civil law an example of tort is acts of carelessness, or failure to act which result in injury or loss to another person. An example is a driver who fails to drive properly and as a result of that failure injures a pedestrian. This incident can give rise to negligence which is the failure to take reasonable care to avoid injury or loss to another person. However in order to prove a negligent claim, it must be proved that there existed a duty of care on the driver to not cause harm to others. The test of this duty of care is that the court will need to determine that a reasonable person would expect that a certain result might follow from an action. Therefore, by not driving properly the driver mounts the pavement and hits the pedestrian, if the result is foreseeable for a reasonable person, then liability may be imposed for the action. In comparison, contract law is an agreement between two persons where one binds himself, with respect to the other, to give something or to render some service. As such, a contract is said to be binding with obligations, and if not met, may lead to an action in civil court. For example a plumber hired to undertake the repair of a leaky facet has entered into a contract to repair the leaking facet in exchange for payment, if he fails to repair the facet within the terms of the agreement, there might not be any obligation to pay him as the terms of the contract has not met. To conclude, civil law covers several area of laws and is primarily concerned with private individuals or companies. The use of the term civil law as a blanket term to cover tort and contract is not confusing as the actions undertaken by the individuals will be indicative of the area of the law that is applicable. The principles are distinguishable, tort usually involves persons who have not entered into a contract or a formal relationship whereas contracts are legally binding agreements established by two or more persons. Where there might be a blurring of the distinctions is where there arises a case of tort while undertaking a contract. Such as an accident in the workplace where there exist a contract of employment. Bibliographies â€Å"Civil Law† Directgov http://www. direct. gov. uk/en/CrimeJusticeAndTheLaw/Thejudicialsystem/DG_4003097 â€Å"Criminal Law† Directgov http://www. direct. gov. uk/en/CrimeJusticeAndTheLaw/Thejudicialsystem/DG_4003097 â€Å"Tort† Stanford University http://plato. stanford. edu/entries/tort-theories/

The awaited sex and the city film The WritePass Journal

The awaited sex and the city film Introduction The awaited sex and the city film IntroductionResearch problemLiterature research two (a): What writers say about Sex and the CityConclusion ReferencesRelated Introduction In 2008 the awaited Sex and the City film was first displayed to millions of thirty-something women across the world. The film was produced, based on the success of the television show that saw four different women celebrate and discuss topics such as friendship, singledom, sex and fashion. The times writer Kate Spicer suggested Sex and the City is a demographic for the way women can break away from old traditions. â€Å"It’s for a new Russian demographic – women trying to break away from old Asian ideas about the man being the main provider . . . struggling with the problems equality and freedom can bring (Spicer, 2008). For me, Sex and the City may have highlighted areas of celebration for women. However, it has also highlighted areas of negativity, such as the discussion of the feminist and the women’s actions being exploited negatively. The purpose of this Dissertation is to first develop a better understanding about the nature of feminism, according to researchers in the field, look at contemporary sources. The second is to compare this to what other writers have said about Sex and the City, concentrating on the research done by other writers of Sex and the City. I will then complete my research by trying to understand the issues that focus around the professional gendered work place, I believe this will give me enough structure to be able to research both Sex and the City films. Below, I have presented my Hypothesis, that will be followed by my main objectives, goals and research questions and a brief structure of the dissertation. The back ground of the key issues surrounding my Hypothesis are;   1) Sex and the City has many critics, this is due to the nature of the characters that take risks. Unfortunately this has caused the audience to segment. Are the view of feminists the same? 2) Socially, the television series highlighted areas of lust for women, did the contemporary thirty something women of the show change the way the protagonist acts? 3) Has Sex and the City ‘swayed’ into another area of pop culture? The people who will most value the research are people that talk and share ideas about contemporary feminism issues. The approach I am using is more direct – looking at the scholars, and comparing core texts to a fiction adaptation that is more popular. If Sex and the City display an encouraging sense of feminism, then the younger generation will be able to understand more about the roots of feminism. Chapter two is the Literature Review and is the account on what has been published on the topic. I will focus on primary research and articles accredited by scholars and researchers. Here I will be able to synthesize results into a summary of what is already known, identify areas of controversy in the literature and formulate questions that need to further research. Chapter three is the Research Methodology and this section simply explains what I have done, why I did it, where I did it and with whom I did it. Each of my data collection will be described in detail in justification to my research questions. Chapter four is the Analysis of my results and presentation of the data I captured. This will either be by comment from observation. Here I will be discussing my hypothesis and whether or not that tests was confirmed or rejected. Chapter five is the Discussion of the results which will overview my research. My final chapter will be my Bibliography which ill contain a complete listin g of all the materials (journal, website, books and magazines) that I have cited in the body of the dissertation. Research problem Feminism is a term that is often heard to explain women’s liberations in the 1970’s. In relates to problems connected with society and sexism. For the purpose of this literature review I want to find out how feminism first relates to Sex and the City, then discuss the different types, if any of feminism hopefully this will underpin any sub problems. Firstly, the idea that feminism is a single coherent view point is not true. Feminists are different and throughout history the way in which feminism has been treated varies by ‘waves’. These waves according to many scholars fall at certain points in time, which are most relevant? I noticed that many scholars used terms to present the way in which SATC is illustrated towards it’s audience. In an era of ‘must see television’ Negra believes that, â€Å"The series’ highly ambivalent investment in a notion of ‘post feminism,’ a cultural catchphrase most often used to express a widely-shared assumption that feminism is no longer desirable or viable† (Negra, 2004). According to Baxter, â€Å"The lives of four white, middle class, thirty something, female friends negotiating the consumer and mating culture of New York, challenged former media representations of femininities† (Baxter, 2000). Kuruc suggests, â€Å"Despite its reputation as innovative programme that allows women a ‘distinct’ voice with a male dominated society, ‘Sex and the City,’ reinforces gender based stereotypes with the use of fashion† (Kuruc, 1998). Arthurs suggests, â€Å"Sex and the City can be compared to previous examples of post feminist, women cantered drama produced for prime time network television in the US. These dramas that in the wake of the second wave feminism selectively deploy feminist discourses as a response to cultural changes in the lives of their potential audience that is addressed to white, heterosexual, and relatively youthful and affluent† (Arthurs, 2003). Thus, each problem refers to a different matter surrounding feminism. These problem broadly are ‘Post Feminism’ – what is this?, Stereotypes and representations of women and discourses show the cultural changes in society for women. For my second review of literature I will focus my discussion based on the results of the previous data. The earliest account of feminism, according to many scholars is the first wave of feminism. The First Wave refers to the middle of the 19th century, in a time when gender equality was politically perceptible. For women of this era, â€Å"the unjust political standings of the governments officially mandated inequalities helped produce a women’s movement† (Krolokke, 2005). Arguably, in the UK and the USA there were many feminist women who helped shape the movements who eventually went onto win reforms in education, healthcare, workplace   and see women’s rights to the vote. Writer (2007) suggests these people were; â€Å"Mary Wollstonecraft, Susan B. Anthony, Lucy Stone, Olympia Brown, and Helen Pitts; there are countless more. Most people consider the first-wave to have ended when the Nineteenth Amendment to the U.S. Constitution was passed, granting women the right to vote† (Writer, 2007). However, Krolokke suggests that the in-equality for women goes fu rther back than the 19th century. â€Å"The struggles of bourgeois European women for education and civil rights in the wake of the French Revolution (1789–99)† (Krolokke, 2005.p.2) were equally hard struggles. The First Wave of Feminism arguably is the birth of this feminist debate. However the problems encountered in the first wave were more social problem, rather than the ones that scholars of SATC were talking about. The second wave feminists assert both the equality of both men and women using political and legal forms. They must not be confused for people who dislike men, but as people who envisioned equality in the non-altering views of society. In Whites book ‘Women’s Magazines between 1693 – 1968’, an indication of women’s occupations throughout the industrial revolution (18th and 19th century) represent second wave feminism.   One of Whites most clear example is the illustrious Emily Faithfull who wrote several magazines for women’s freedom of free thinking. â€Å"Emily Faithful was exceptional in actually achieving the establishment of her own printing press† (Davis, 2005). She battle trade unions, she commented on men and women’s job roles in a society driven by men, â€Å"provided opportunities for women in the print industry† (Davis, 2005) and this â€Å"challenged long-term assumptions about the kinds of work women could do† (Davis, 2005). The term feminist during the industrial revolution stood for exclusion, male centered judgment and undervalued for women who experienced work. Faithfuls was a social rebellion in the 18th and 19th century, however her visions on second wave prejudice targeted women as victims of society empowered women on a even bigger social scale. These actions, according to Krolokke suggests, second wave feminism refers to â€Å"the radical feminism of women’s liberation movement of the late 1960s and 70s† (Krolokke, 2005, p.7). Women in the early 1960’s and 1970’s were also subjects to a slaughter of brand and consumer culture that many women saw as, â€Å"victims of oppressive beauty culture† (Krolokke, 2005, p8). They wanted freedom against a patriarchal-commercialized society dominated by men. This made women protest against sexist discrepancies in their everydayness throughout the 19th century. However now with forms such as The Equal Pay Act and the professional status is more equal. Below are examples of the why the US Department of Labour sanctioned many anti-discriminating policies that offer women’s right in a Western society; The Equal Pay Act of 1963 â€Å"Amended the FLSA to prohibit pay discrimination because of sex† (FWS, 2005). â€Å"The Equal Pay Act (1963) required employers to pay men and women equally. Men and women must have equal responsibility, skills and efforts in the same conditions† (FWS, 2005). Title VII of the Civil Rights Act of 1964 â€Å"This also protects workers against discrimination on the basis of sex, race, color, religion, or national origin in most on-the-job aspects of employment† (FWS, 2005). â€Å"Title VII of the Civil Rights Act of 1964 It states that employers must recruit for jobs without discrimination, however in a male dominated working world some people could argue that the design of promoting jobs is not sensitive enough. However Title VII of the Civil Rights Act of 1964 as amended in 1978, specifically prohibits discrimination because of pregnancy. Employers cannot refuse to employ a woman because of pregnancy or terminate her, force her to go on leave at an arbitrary point during pregnancy, or penalize her because of pregnancy in reinstatement rights including credit for previous service, accrued retirement benefits, and accumulated seniority† (FWS, 2005). Second wave feminists in thetwenty first century tackle more personal obstacles. An example may be when a women is ‘devalued’ by a man due to unequal standings in domestic sphere or in the work place. Spheres that genders occupy have been the focus study of gender constructions through society but the root comes from the way genders are shaped from birth. This is a Marxist view on society and suggests â€Å"sexism is the sole route cause for inequality debate† (Seidman et al, 2006). Seidman et al raises strong arguments on feminism as a social identity. He believes that feminism contrasts the Marx approach of social studies by suggesting â€Å"we are conditioned to act as a certain gender type† (Seidman et al, 2006). His visions of conditioning gender through experience would therefore â€Å"change the nature of how we act through urban society as men and women† (Seidman et al, 2006). According to Krolokke â€Å"The third wave is buoyed by the confidence of having more opportunities and less sexism† (Krolokke, 2005). We understand that women were miss-treated and   victims of the 60s and 70s, could the third wave suggest that they have now reformed? Rockler-Gladen (2007),   suggest   the â€Å"Third Wave focuses on the economic, political, social, and personal empowerment of women. This wave of feminism focuses more on the individual empowerment of a women and less on active nature of social reform. ‘It celebrates women’s journeys to build meaningful identities in the complex contemporary world† (Rockler-Gladen, 2007). We can relate Krolokee’s understanding of third wave feminism to my primary research argued by Jane Arthurs. Thus, Arthurs suggested, â€Å"These dramas that in the wake of the second wave feminism selectively deploy feminist discourses as a response to cultural changes† (Arthurs, 2003). Often people get confused about the third wave due to the image of feminism that popular culture has constructed. According to Krolokke, this is a â€Å"one-sided portrayal†Ã‚   (Krolokke, 2005, p.16). Thus, third wave feminists have certain characteristics. They ‘encourage women to explore sexual options and express themselves in whatever ways they feel comfortable’ (Suite101, 2010), â€Å"celebrate diversity† (Suite101, 2010) â€Å"invite women to be to be angry, aggressive, and outspoken† (Suite101, 2010) but overall â€Å"third wave feminists like to think of themselves as survivors, not victims† (Suite101, 2010). Therefore does SATC promote women in the sense of third wave feminism? To an extent the literature is also suggesting the third wave often celebrates the second waves achievements. Sex and the City if often referred to as forum for feminist discussion because it is structured round four middle class women who relate to political, individual and socialistic problems. The demographic that Arthur recognises suits Krolokke’s ideas that the media has a â€Å"one-sided portrayal†Ã‚   (Krolokke, 2005, p.16) of feminism. However, Negra suggests, â€Å"that feminism is not about the state of one women’s suffrage, it is a lot wider† (Negra, 2004). For example, the ideal demographic for SATC is a women   from a   white middle class background. She is a victim of feminism because she is undervalued solely because she is a women, when she attends a interview that she does not get because she is not a man. This is considerably different to someone from Africa, who’s bases for women’s rights are because they’re children cannot go to school. Thus, there are differences in feminism, that come from different geographical backgrounds. Therefore there is a more universal objectives for many third wave feminists who â€Å"challenge notions of universal womanhood and articulate ways in which groups of women confro nt complex intersections of gender, sexuality, race, class and age related concerns† (Krolokee, 2005). The Post Feminist feeling of today stems from popular culture according to many scholars. It is apparent that many writers suggest that television shows such as Ally McBeal (1997-2002), Designer Women (1986 – 1993) and Zena Warrior Princess (1995 -2001) are â€Å"texts of post-revolution feminist sensibility† (Gerhard, 2005, p.40). This relates heavily you the way in which Baxter challenges representations of feminism through popular culture, though Lotz’s suggests â€Å"confusion over the terminology many signify one of the key obstacles facing feminist advances at the dawn of the 21st century† (Lotz, 2001, p.1). Is this a problem that faces SATC? Thus, Gerhard suggests â€Å"Lotz’s description of contemporary feminism theory is accurate, her use of the term post-feminism to describe these developments are confusing† (Gerhard, 2005, p.41). Therefore to describe Post Feminism from another approach, by Arthurs or Moseley is the â€Å"converge nce of popular culture and select aspects of feminism organized through revisiting the distinction between feminism and femininity† (Gerhard, 2005, p.41). Therefore looking back at the previous waves and selecting aspects of different series, produced for the empowerment of women that suggests that the characteristics of feminism are no longer there. So we can see that evidently the views upon Post Feminism have a certain notion of female confusion. My discussion refers to the significance of how the term is used because It is played on a synonymous meaning of the third wave but refers to the contemporary term that feminists are no longer needed. To better understand the term, I will find some examples using literature and texts to further discover what is meant; Naomi Wolf’s ‘The Beauty Myth (1991)’ published with the â€Å"backlash against feminism† (Whelehan, 1995, p.216) in the time when ‘Post Feminism’ was coined. â€Å"The oppressive book preceded to surround feminism in particular constraints, however using a new perspective on some old problems for feminism† (Whelehan, 1995, p.216). Wolf argued that the second wave feminism era was full of beauty culture and society struggles and that contemporary issues regarding women’s un finished bodies and influences to get plastic surgery Is brainwashing and is feminism. The counter-acts the idea that ‘Post Feminism’ is needed in today’s society. Thornham suggest, â€Å"More recent writing has been less hostile† (Thornham, 2007). This relates to Brudson (1997) who suggests the term is, â€Å"useful in describing a cultural shift in both discourse and popular representations† (Thornham; Brudson, 1997). This shows a cultural shift in how the term is less represented or radical which relates to Arthurs suggestion that 1) â€Å"Sex and the City can be compared to previous examples of post feminist† (Arthurs, 2003) and 2) using â€Å"discourses as a response to cultural changes in the lives of their potential audience that is addressed to white, heterosexual, and relatively youthful and affluent† (Arthurs, 2003). Thornham’s book is one similar to others regarding Women, Feminism and Media studies that all seem to have similar contemporary views on Post Feminism. Small Summary From selected reading I was able to define the concepts of feminism in regards to SATC. I found out the SATC is a text that not only evaluates the life’s of women, but also stereotypes the old traditions of women. Carrying on my secondary research I will ask the following questions based on surrounding problems that I found above; 1)  Ã‚  Ã‚  Ã‚  Ã‚   What do other writers believe are the problems surrounding feminism in SATC? 2)  Ã‚  Ã‚  Ã‚  Ã‚   The previous waves of feminism have taught me that the problems in the modern day are more personal. So, what social problems arise for women in the professional working environment? Literature research two (a): What writers say about Sex and the City A growing aspect of SATC is the demanding battle to keep the sense of the tradition, for women. Because if not kept, then the ideal femininities of feminism, tilt away from the root cause. This is often blamed by emerging programmes, â€Å"the programmes have emerged at a time when young women in Western societies are gaining better educational qualifications, entering the labour market in unprecedented numbers†¦Ã¢â‚¬  (McRobbie, 2008, p.534). Similar to Arthurs suggestion of cultural change. This relates to ‘hyper feminine’ figures in such television dramas as SATC that often play out a celebratory roles that path and engage with women, in this case influence or promote the post modernist approach of women and work. Hyper feminine characters of SATC   are often noted as a ‘forum’ of sexuality for television   and the feminist movement to thrive from, the women are often seen   ‘in-line with the popular culture’ thus, according to N egra â€Å"pathologize thirty something single women as abject, deviant or deficient† (Negra, 2004, p.4). Therefore the modernist approach is seen as celebratory for women but the post modern approach can some times be miss-leading, tilting away from their common social norms can be seen as negative. However, Kuruc’s idea of using fashion to display the individualities relates heavily to the hyper feminine figure because women who have an interest in clothes who are the typical the demographic for SATC. However, most scholars have shared their views on feminism and the SATC films in many different lights. Baxter suggests that someone who understands the modernist or feminist approach to SATC is someone who â€Å"who has personal and political liberation from male patriarchy† (Baxter, 2009, p.91). He then suggests, somebody who reads SATC   in the light of a post-modernist or Post Feminist â€Å"is someone who see’s life in a is complexity, multiplicity, richness of experience, connections with other s and action based nature of modern life† (Baxter 2009, Butler, 2006; Mills, 2002; Weedon, 1997). Baxter raises the argument that relates to Kuruc’s suggestion, â€Å"various life style identities are polarized in terms of their representations of stereotypical femininity and masculinity, other times multiple versions of gender are celebrated and problematical† (Baxter, 2009, p.94). Thus, we understand   third wave feminists often celebrate the dimi nish of sexism, but the polarization that Baxter mentions shows   how the text SATC, connotes second wave dilemmas. Henry suggests that because of the recent shift in romance and women based television dramas there has been a â€Å"shifting representation of feminism on TV† (Henry, 2004) that has been the cause of popular feminine culture changing in the US. The US was where SATC was most popular, according to Sex and the City user rating is in the top one hundred television series of all time rating at number seventy-six and having just under eleven million viewers each week throughout the series (IMDB, 2010). Looking   into the importance of the media images of sexuality, dramas and films such as Bridget Jones (2001), Ally McBeal (1997-2002) and other anti-feminist texts, has enhanced the sexual freedom of a women. SATC â€Å"embodies what is now referred to as ‘third wave feminism’. During the last decade numerous books, magazines and websites emerged, proclaiming the arrival of feminism’s next generation† (Henry, 2004, p.70). Negra explores the concept taken up after the 9/11 attacks of New York and how recent films since the attacks has made the City, the ideal sensitive place to set a ‘chick flick’. Thus, Negra’s idea was that, films that were once set in the City portrayed women as either â€Å"misguided and troubled† (Negra, 2008, p.54). According to Negra films such as Attraction (1987) and Sleepless in Seattle (1993) â€Å"privatized female work† (Negra, 2008, p.54). The attacks on New York (September 11th 2001) have left the City vulnerable and sensitive, therefore women’s work and profession have become more resourceful in many film and television dramas. This could be blame on the buildings that could â€Å"express singular power† (Negra, 2008, p.52) in a sensitive environment, thus SATC does use the expressions of urban architecture in its series. Kuruc studied the feminist tools of fashion throughout the television series of Sex and the City. She experienced signs of gendering and sexism that relate to the liberal battles women under went. Each character wore different styles of fashions throughout the series is excel their identity for example, business, leisure or style. This apposed to men who were generally seen in suits at work, the women were rarely seen at work relying on an image where women’s best kept occupation lies in marriage. The women seemed to be fine with not working, however three had good jobs, however they never were talked about. It was a sign the feminism meant that economically they were financially stable because they were suited by a male figure. Thus, many liberal or second wave feminists would find this offensive – â€Å"each character produces elements of narrative that symbolize gender† (Kuruc, 1998, p.203). The verdict that many scholars experienced is that, to a degree the c ontemporary cosmopolitan illustration can be read by a modernist and post modernist perspective. Literature research two (b): What are the issues in the gendered professional city? Websites such as The F word have been set up to help encourage young feminists to collectively come together to share ideas, interests and views on different matters to show that â€Å"feminism does exist today† (F –Word, 2010). Feminist writers or educators such as Catherine Redfern (F-Word UK) felt inspired to regularly update their press to thousands of readers each day and find new feminist voices. The F-Word brand themselves as â€Å"contemporary UK feminism† (F-Word, 2010); they are a webzine â€Å"designed to help encourage a new sense of community among UK feminists, and to show the doubters that feminism still exists here† (F-Word). They recently posted an article called The professional masquerade: Women working in corporate finance are expected to adhere to sexist and objectifying dress codes, the story was objectifying the notion that women were still seen as objects (2010). Even though there has been a great implement on the equality of gender in a contemporary city, there has been much research done looking at a women’s visibility in urban environments. â€Å"To most casual observers there is no difference, but according to Booth some work, however attracts less notice, household   and domestic work† (Booth, 1996).. These dynamic factors developed our understanding of today’s labour market and the Industrial revolution shaped jobs for women as we have seen in the second wave of feminism in newly developed cities such as London. The expansion of this meant additional positions for women and new opportunity determined women’s roles shaping the urban environment. New labour had gr eat emphasis on regeneration that would battle social exclusion that looks at women’s experience in urban generation. These are signs of a cosmopolitan city in particular the customs that suburban women have bought to the city such as sensitivity that could argue the need for the policies and reforms suggested earlier. Fawcett Online are a website that aims to close the gap between gender inequality. Research done by Fawcett suggest â€Å"that 72% of the 2010 budget cuts George Osborne proposed, savings will be coming out of women’s pockets† (Fawcett, 2010). Online activists such as Fawcett online are seeking a judicial review of the budget. Thanks to legislations from reforms in 2007, â€Å"the equality act states that public authorities have due regard to the need to eliminate unlawful discrimination and harassment, and promote equality of opportunity between men and women† (Fawcett, 2010). Fawcett Online were also at the front of the equal pay in the UK published in 2010 as they found â€Å"women working full-time in the UK are still paid on average 16.4% less per hour than men† (Fawcett, 2010). Again Fawcett called upon the government to bridge a gap between them and equality. This relates to Reinardy, who found that â€Å"The stress of women is compounded by family issues, sexism, discrimination and the proverbial glass ceiling that limits professional prosperity† (Reinardy, 2009, p.43). Reinardy’s theory that women are more likely to leave work falls into the category of in-equality at the work place and relates to the gender pay gap. As suggested before there are numerous policies to over come these problems but with so many women leaving work, â€Å"In the U.S in 2005, women accounted for 46.3 percent of the labour force† (Reinardy, 2009, p.42) but â€Å"(25 percent) leaving because of working conditions† (Reinardy, 2009, p.43) i t still seems clear that there is increased pressure for women to work. Bitch magazine (Response to popular pop culture quarterly) are a non-profit feminism magazine that offer a voice to young women who may be influenced by pop culture. It is a chance for women to speak freely about the issues that they want to speak freely about. The website offers more contemporary and political reading, however the majority of the content is based around sexuality, and how or what we should be wearing similar to the issues contemporary feminists the F-Word are discussing. The Women’s Library â€Å"is a cultural centre housing the most extensive collection of womens history in the UK† (London met, 2010). The website is an over view for the Library situated in the Met University. The registered museum dedicated to women of London offers collections on women’s rights such as employment. Books on topics such as equality laws are found, and often loaned out to women to create a wider voice of feminism. In Youth Media Reporter (Issue 6, 2008) Pouncey highlighted areas of bias for women of the seats of Congress. â€Å"In 2007, only 86 of the 535 seats in Congress were held by women – a mere 16.3%† (Pouncey, 2008, p.258). Youth Media Reporter like other non profit magazines are out there to spread a new voice because they believe many young women still get affected by feminism. Feminism according to Pouncey and Youth Media Reporters is â€Å"the lifelong inability to take myself seriously as a worker† (Pouncey, 2008, p.258) that according to my research suggest that they see feminism through the second wave. This statement is part of their ambition to show young women that there are great women role models out there; such as the magazines above, this Youth Media Reporter produce a monthly magazine so they make a more accurate reflection on our 21st century world. SATC was produced for women, however a study showed that in 2007 â€Å"only 15% of behind the scenes talent (directors, producers, writers, cinematographers and editors) on top grossing films in the U.S were women, and the number in fact decreased in the last 10 years† (Pouncey, 2008, p.258). For many contemporary women, the emphasis on culture, in particular film, is delivering mixed messages to women. However, the third wave suggests that through sexuality women can express themselves on a more personal level, it even encourages it. The films director   Michael Patrick King, is gay, a testament of the third wave liberation and the chance for women to accept the sexuality of a man in this circumstance. Thus, when a culture changes, so does the control behind it, many feminist liberators have created means and ways of auctioning and showing support to popular culture in the way of websites, work shops and books. Borda recognizes that the third wave of feminism is not out dated, she believes that this I still a topic of discussion and concerns her topics about the conflict b etween women’s professional and personal identities. She suggests that third wave feminism is misguided and understood wrong, scholars that identified the new wave, were robbed by the thoughts of the media who branded it with the edge of women’s way of getting away from the notion of second wave and what was not complete. Her essay on the Live Nude Girls demonstrates contemporary women’s culture which is â€Å"mainly economic and gender oppression that women continue to face during their daily lives† (Borda, 2009). To summarise this part of my secondary literature review I can see that the demographic for women and work based around the contemporary City relates to Arthurs suggestion again. In the western environment according to Beasley, â€Å"Divides gender into two categories, one being male and the other being female† (Beasley, 2005, p.37). This refers to ‘gendering’ in a contemporary Western society as binary. â€Å"Two categories are not merely regarded as distinct and opposed, they are also put into hierarchy in which one is typically cast a positive and negative† (Beasley, 2005, p.37). Beasley’s argument is understandable and visible to most, the argument relates to gender stereotyping that has led us to believe that â€Å"gender is not neutral, typically this can be seen as sexist in areas such as the work place† (Beasley, 2005, p.40). Beasley evaluated research that he had done on the roles of different genders in urban environments. He found t hat western cultures allocate men and women’s roles, â€Å"Men typically have more of a public involvement, due to work, sports and leisure that are seen as masculine roles. Women have a predominately domestic role in life such as housework, housewife’s and childcare. In a contemporary city this is seen as sexist because both sexes occupy the same space† (Beasley, 2005, p.42). Pringle found that â€Å"corporate managing roles are normally male dominated jobs, while women’s roles are less active, such as secretaries (Pringle, 2005, p.38). This relates to the sexual division of labour, that can be related to the survival instincts of animals. Pringle suggests, â€Å"the hunter is the man and the career and gatherer is the woman† (Pringle, 2005). Pringles irrational debate of women connotes feminism; in today’s post-feminist world some would argue these visions started liberal action for women against society in the late 1960’s and 70â €™s. An interesting point to make clear would be to emphasise how theory related to social studies relates to the way in which SATC is transcribed in reference to the way in which the working women in the professional city is seen. Group dynamics is a topic influenced by many different scholars, thus it fits the nature of the surrounding topic, in particular the Classical Organization Theory. This refers to male power in professional organizations is sometimes known as homosociability. It is a term that illustrates the understandings of the male gender and the â€Å"organisational cultures and ideas of rational decision-making and effective management are overlaid with notions of masculinity† (Ramsay and Parker, 1992). So it is an irrational view of the constructions of a gendered society. There are many gender related theories that are based on a rational view of society. A modern approach one called the Classical Organization Theory, which is based on universal rationality. Max Weber (1864 1920)developed the theory based on bureaucracy, power and control, of basic knowledge through the use of legal authority. His primary goal was to find a way in â€Å"which avoided the corruption, unfairness and nepotism characterizing most 19th century organizations† (HRM, 2010). To succeed that, â€Å"power is principally exemplified within organizations by the process of control† (HRM, 2010). Therefore in the purest form a respect for equality amongst a universal demographic within the workplace was his goal. Weber outlined some main functions that organizations are characterized by, an example according to HRM is; â€Å"a continuous organization of official functions bound by rule† (HRM, 2010). In terms of Male power in the work place, there are often signs of bureaucracy amongst the modern day environment. Gender neutral is many organizations such as the public services are traditionally noted for being irrational. Today, signs of rationality are changing that stigma; policemen and firemen are either becoming officers or rationally sharing the practice of fire or policewomen when needed. From a Liberal Feminists point of view according to Acker (1991), the aims for women in the workplace is ‘empowerment’ and thinks of â€Å"organizations as gender neutral† (Acker, 1991). In terms of a Post Modern feminist approach, one â€Å"recognises that gender and sexuality are constantly at work in organizations† (Acker, 1991) and â€Å"investigates how gender identities are constantly produced in organizations† (Acker, 1991). Thus, Weber’s theory can be criticised by gender as part of our identity and personality. The performance of us as individuals cannot always be played out by norm. Weber’s theory relies on authority and rules that can be broken. Thompson and McHugh (2002) point out that â€Å"their working conditions are conducive to psychological failure. In short, people are treated more as infants than competent human beings† (HRM, 2010).   According to scholars however, this can be the cause of making gender visi ble in the work place. Sexual harassment, gender discrimination and the gender gap are problems n the work force seen each day. Although men and women occupy the same space in many organizations such as work, they are bullied as a minority by a male dominated environment. Following on from the Classical Organizational Theory, is theory based on group space and the diversity of a group. People who function well together to achieve goals are sometimes called in-groups. They produce positive work and use each others strengths to achieve goals. According to many scholars in group dynamics, this is normally formed in the orientation stage of groups. In a work place, â€Å"positive attitudes to in-groups enable people to bolster their self-esteem† (Stainton, 2003). The opposed, however refers to a negative dynamic functions of a group. These groups are called out-groups â€Å"negative attitudes to out-groups allow them to distance themselves from groups who threaten their self-esteem† (Stainton, 2003). Positive attitudes come from individuals in a group that can influence. Based on their personality group individuals can en-force a group to hit targets and manage together. Personality can be positive because many factors can account; the way in which you are brought up can influence your work ethic, drive, social skills and balance. However, negative attitudes come from the same source. Too much work ethic can drive others away, the drive and social skills may vary from others causing other group roles and smaller groups to form. This according to relates to leading scholars Tuckman, Banet and Jones theories about negative cohesions in a group; often Interdependence and Intragroup Conflict can arise. Tuckman developed the four stages of group dynamics that can produce a functioning group. Forming, this according to team building UK is â€Å"Time is spent planning, collecting information and bonding† (TBUK, 2010). The second stage is the most important stage in the group process and the most social ‘storming’, â€Å"Relationships between team members will be made or broken in this phase and some may never recover† (TBUK, 2010) often referred to storming. In many working environments peoples interactions and based on a more professional level, rather than social therefore bonds are often built on a positive nature and develop into negative bonds. However, males with personal sexist issues often express their beliefs in this stage. The third stage ‘norming’ â€Å"tends to be a move towards harmonious working practices with teams agreeing on the rules and values by which they operate† (TBUK, 2010). Therefore the final stage ‘perfor ming’ is based on how well the other groups functions. The work place can cause conflicts in many ways. Women can be victims of homosociability. In reference to the theory, it is obvious how women are diverted by men into out groups; In-groups consisting of males produce negative dynamics in a group, there can be prejudice and sexual discrimination as a cause and research shows that in-groups will try and control out-groups. Referring back to literature research two (a): What writers say about Sex and the City From the film, I found that the encouragement of sexuality and diversity is used on many occasions. In relation to the reading, this is a sign on individual and personal empowerment that many scholars believe is third wave feminism. An example from the film is Samantha. On various occasions Samantha’s mouth gets the better of her. One of the most important scenes is when Carrie and Big are celebrating their engagement dinner when one of Bigs old work friends is being boisterous, talking over Samantha’s speech. Her reaction first of all is to leave it, however after the second occasion she feels the need to tell him to â€Å"Shut up you Jackass†. This is an example of Samantha celebrating unfeminine emotions that wouldn’t have been acceptable in the past. Being loud, angry and outspoken Samantha’s comments relate to the reading in terms of Gladen (2007) social and personal empowerment. This relates to the shifting representation of feminism on TV mad e by Henry (2004), the importance of media images and sexuality is SATC enhances the sexual freedom. This is third wave because scholars believe that these characteristics signify third wave feminism. From the first film, I found that the ladies from SATC represent their own struggles through the forms of sexualized representations of other people. When the ladies attend an auction for a previous wife of a millionaire prince who’s auctioning of her fortune to ‘punish’ him for what he has done to the relationship, the girls are evoked by the struggles that the women went through. This is a metaphor for the way in which Sex and the City viewers and what women of this generation may see as popular culture. As we know, popular culture is a way for third wave feminism to express itself- images of previous feminism that women can relate their personal and identities through it. Thus, it was noted earlier that third wave feminism often celebrates the achievements of the second wave through the consumption of media dramas and television. There are however, some major criticisms of the third wave that can apply to Sex and the City. Sometimes Sex and the City is regarded as not being political enough – as stated by many scholars and Weber in his CO theory. ‘This discourages women from being wider feminists’ (Suite 101, 2010). Sex and the City then, can be criticised for the way in which third wave feminism promoted the well being of the individual and not so much as a society. Female empowerment is seen as negative in Sex and the City. As suggested in the reading the middle class women from the Western society who in Sex and the City have the luxury to spend $50,000 for personal ‘expressive self image’ do not benefit from capitalism in society the same way that a poorer working prostitute in the poorer districts of New York City would. The individual in Sex and the City ‘leads to the promotion of sexualisation for women in society’ (Suite 101, 2010). However Krolokee’s vision of a one sided media represents the third wave encouragements of the film. Therefore the answer to my question earlier: does SATC promote women in the sense of third wave feminism? The answer is yes. This draws us back to the idea of the demographic and the â€Å"notions of universal womanhood† (Krolokee, 2005), in the second film the producers capture a different environment other than New York. When the ladies head to the Middle East they are boycotted by the issues surrounding women and the Burka, Carrie relates to the feminine problems of weight and desire for fast food in humours way suggesting that women will ‘go out of the way of fashion for food’. Thus, the images connotes that the feminist battle is not that wide, well in fact Carries view is less socially weighted. Women of the Western world are not confined by their husbands to wear a Burka, therefore SATC displays something that is very second wave, regarding the politi cal stance. The ladies, while on holiday are also known for having an individual male butler which is a common job for Indian men in the Middle East, however without the support of a wife, the young butlers are at their services of a white-middle class women who is seen as more wealthy and free than this man. She leaves the butler money and the end of the film suggesting that Carrie is a helper to the mans needs, however feminism for the butlers wife is not displayed, the work and social norms of each character is very different from Carrie and SATC’s view on the universal feminist battle. In the Sex and the City films I found that various life style identities are choices by women of Post feminism. In the second film Samantha in particular voices the horror of turning fifty, her forties saw her exploring her sexuality and giving of a good look for women in their forties. However, the debate between beauty culture and feminism is overseen in Sex and the City, it is in fact a great deal of their lives. The sense that women can make their own post revolution choices about what they wear and what beauty enhances they use is their choice. This is often seen in Sex and the City, again when Samantha buys a dress to promote her youth, being told by a youthful figure that I may be to young. She is expressing her post feminist thoughts to the worker, the deeper meaning however relates to the work read about Wolf and oppressed beauty culture. Her views on changing ones self contradicts feminism and is not post feminism, this is a new perspective on the culture of beauty and sugg ests that the choices are post revolutionary but negative reform of feminism. Samantha turning forty to fifty throughout both films I believe is a metaphor for the shift in cultural norms. Thus, a Post Feminist promotes the shift in society and attitudes between men and women, however in Sex and the City the characters lack emotional repress of relationships. Carries disregard for Bigs wants, after work in the First and Second film causes issues that negatively affect their relationship. In the first film she pays no attention to the needs of his marriage that ends up with her admitting that she was wrong. In the second film, her disregard for his feelings about private marriage space ends with her cheating with an old boyfriend, Aiden. This relates to the issues that Thornham noted about Post Feminist discourse. It shows that the term Post Feminist is a term that is less radical and representative of the ideas of feminism, however they do not for fill the gratifications of the other waves. It also relates to the post-revolution feminist sensibility by Gerhard (2005) and argues, Baxter challenges representations of feminism through popular culture, though Lotz’s suggests â€Å"confusion over the terminology many signify one of the key obstacles facing feminist advances at the dawn of the 21st century† (Lotz, 2001, p.1). In which they were right. Wolf argued that second wave culture was full of beauty influences. In relation to Kurucs idea about presenting ourselves as women in a male dominated society is post feminist. For example, Wolfs idea that we currently live in an era full of women who want to change themselves is a post feminist choice made by women. Plastic surgery relates to the way in which the characters use fashion to display their characters as, Wolf noted â€Å"using a new perspective on some old problems for feminism† (Whelehan, 1995, p.216) so we can see that the uses of fashion are ways are post feminist decisions made by the women of SATC. I believe that from what I found in Sex and the City and compared to my literature review that the drama is a perspective of Third Wave feminism. Using sources that I choose from the film, I encounter for many aspects that could argue an un-bias view of Sex and the City. For me the show is Third Wave and based on personal empowerment for the stated reasons above a nd because of the criticisms that also point out the Third Wave perspectives. Overall, I found traits of both types of feminine input into the film. When evaluating the film it is evident that the ways in which the film is Third Wave produce a positive enthuses on women’s feelings. Referring back to literature research two (b): What are the issues in the gendered professional city? Within the film Sex and the City there are occasions that the women are subject to discrimination, proof that it has not been abolished. I found from the Sex and the City film that Miranda is the main subject for feeling undervalued at work, her role as a mother and full time worker relates to thousands of women in the UK today. At the start of the second film she is subject to discrimination that means leaves her feeling undervalued, she eventually quits because she argues back to the masculine figure that dominantly associates with other male figures rather than her, because she is a women. In terms of society today, Fawcett have also published new figures stating that the gender pay gap has decreased by 2.2% over the last year (Fawcett Online, 2010). This shows that male power in the work place is becoming more gender neutral, this represents the state of media culture as Brudson (1997) argues that the state of contemporary political issues are often played out in the shifting dis course of popular media. This issues that surrounded Miranda’s problems for many women relate to Reinardy statement about â€Å"The stress of women is compounded by family issues, sexism, discrimination and the proverbial glass ceiling that limits professional prosperity† (Reinardy, 2009, p.43). The dilemma this arises relates to the CO theory: Weber’s theory relates to rational views on society and in this example Miranda is victim to the process of control over male patriarchy. Amongst other rules and regulations, Miranda like other women in her situation would have the option to make her discrimination visible, however chooses the option to spend more time with her family. The situation she is in is seen from a Third Wave point of view: the aims for empowerment for women in the workplace. This relates to the work recently done by the F-Word who posted the article: The professional masquerade: Women working in corporate finance are expected to adhere to sexist and objectifying dress codes, the story was objectifying the notion that women were still seen as objects (2010). The characters of SATC are able to display these illustrations of real world women who suffer real world social problems like this, as part of being visionaries for other women they also play a big part in contemporary feminism. Luckily, the F-Word and other new technologies enable feminism to be shared quicker and more detailed to more women across the world. In terms of sexuality Carries job as a writer, working for herself is way to express her sexuality which is a trait of third wave feminism. Her job relates to the way in which millions of feminists share views in the real world. Bitch Magazine are a response to popular culture, relating to a chance for women to speak freely about the issues that they want to speak freely about. Carries books all have the titles of real world issues that face relationships of women, as the women’s library in London books are loaned out to women to create a wider voice of feminism. Carries job is very individualistic because she has no constraints of the male dominated work place, unlike her friends she is unaware of the social problems In terms of the debate between the Western environment and the theories surrounding the problems I can initially see that gender is divided into two. These spheres for men and women are becoming more reformed due to the visibility of the issues. Pringles research showed us that â€Å"corporate managing roles are normally male dominated jobs, while women’s roles are less active, such as secretaries (Pringle, 2005, p.38). So the division of labour is seen as negative for women. Conclusion SATC touched on feminist choices, I found that each character promotes individual feminism. The show is used in a Post Feminist tense because the ladies are socially unrestricted. The encouragement of sexuality and diversity, as first was a trait of third wave feminism. Liberal issues were played upon the text and in each film there were experiences of most waves, however as a whole the wider scale of SATC is to promote feminist discourse in a post – revolutionary perspective or post feminism. The writers in SATC believed that the show appealed to a particular demographic, from my results I can see that this is true. The argument between geographical based feminism showed the universal struggles of women around the world, I found ‘lead to the sexualisation of women’ and could be the cause for the one sided portrayal of the media in the Western society. According to many contemporary feminist websites such as the F-Word and Fawcett Online there are different cases of feminism that arise. The concept relating to the waves of feminism in my secondary research is revolution, how feminism has changed throughout history, however has managed to appear in different circumstances within the work place. Even though the work place is a place of managing diversity, a) for the business and b) for the wellbeing of equality there is visibly still certain circumstances that effect the stigma of women and work. Throughout the last months I have been carrying out research based on the films SATC 1 and 2. Whilst doing this I have been collecting results that I think measure up to theory of feminism. Before I started this project, feminism was a term that is misunderstood. Due to my wider understanding of peoples theories and objectives, I am now more aware of the term. References Arthurs, J. (2003). Sex and the City and Consumer Culture. 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