Informative Essay on Save the Last Dance and Step Up Essay Example for Free

Informative Essay on Save the Last Dance and Step Up Essay Informative Essay on Step Up and Save the Last Dance The two movies, Step Up and Save the Last Dance, have many things in contrast and in comparison to the other. In Step up, a girl named Sarah Johnson, a promising dancer in high school hoping to be admitted to study at Julliard School. She fails the audition and soon thereafter learns that her mother has been involved in a fatal car accident trying to get to her audition. After her mother’s death, Sara is wracked by built and gives up on ballet. She moves in with her father whom she doesn’t know well, transferring to an urban Chicago school. At her new school she finds that she is one of a handful of white people but quickly friendship flames up between her and a single mom named Chenille. Chenille invites Sara to a dance club called Stepps where she experiences dancing to hip-hop for the first time. While at Stepps, Sara meets Derek, Chenille’s brother and a student with dreams of attending Georgetown Medical School. Upon meeting and seeing each other at school, Derek decides to help Sara develop her dancing skills by incorporating more hip-hip into her ballet style. As they become closer, Derek takes her to a ballet and afterwards Sara confides in him about her mother and her dreams she tossed away. After, Derek convinces her that she needs to do what she wants and follow her dreams of Julliard. Sara auditions for Julliard for the second time, Derek arriving at a crucial point to offer encouragement and support. Sara was finally accepted into Julliard, and to celebrate Sara’s successful audition, they go dancing at the club Stepps. In Save the Last Dance, Tyler Gage was sentenced to 200 hours of community service for breaking into and vandalizing Maryland School of Arts. His community service is to be served at the school and notices as he peers into a dance class a girl named Nora Clark, whom was preparing for her â€Å"senior showcase,† an audition which could determine whether or not she is offered a job with any one of the professional dance companies. When friends of Tyler visit him on the school’s lot, Nora curiously watches from a window as Tyler incorporated a mix of break-dancing and ballet moves he recently observed while watching her. Nora finds herself unexpectedly without a partner for her routine when her partner sprains his ankle during a dance practice. She  held some auditions but decides that no one at her school meet her expectations. Tyler offered to be her partner, but Nora initially refuses. But Tyler proves that he can handle her requests by effortlessly catching and lifting her in a leap, quickly reconsidering his offer to help. Nora convinces the director of the school to allow him to rehearse with her and as they continue with rehearse; they teach each other their styles of dance and become closer to one another. When Nora takes Tyler to a special spot of hers, she reveals to him of how she envisioned her routine and becomes inspired to help her dream come true. He started with recruiting younger dancers for her routine while trying to balance his new goals, his new friends and rekindling the friendships with his old friends. Tyler decides he wants to attend Maryland and speaks with the director about this when Nora suggests that the showcase could be used as his entrance audition. The director agrees to this and advises that this could prove that he deserves a chance. Nora and Tyler move forward with their relationship and rehearsals continue as normal until Noraâ⠂¬â„¢s former dance partner returns seemingly healed from his injury. Tyler, feeling no longer needed, leaves the group and thus returns to the janitorial community services he was sentenced to. Nora continued to incorporate many of Tyler’s suggestions for the routine but finds the new choreography is much too difficult for her previous dance partner. Her partner resigns himself from the routine whilst Nora is once again left without a partner. Nora considers abandoning her dance career, but transforms her choreography into a solo piece when she received support and encouragement from her mother who used to be opposed of her future in dance. Tyler realizes after becoming reacquainted with his old friends that he needs to make better choices in his life when his friend was fatally shot after stealing a car. Tyler showed up at Nora’s showcase last minute and tries to persuade Nora to let him perform with her and to forgive him for his actions. She declined but changes her mind as Tyler wishes her good luck and walks away. After their performance, a director from a professional dance company spoke to Nora about signing her on with them and the director from the school told Tyler he is now a â€Å"transfer student† at Maryland. To be clear with the comparisons and contrasts, Sara was a student who knew only ballet and was taught hip-hop by her boyfriend, Derek. Tyler was a  hip-hop break-dancer who was taught ballet by his girlfriend, Nora. Sara threw away her dreams of going to Julliard due to her mother passing while trying to go to her first audition. Tyler threw away his dream of going to Maryland when Nora decided to use her former dance partner for her showcase. As both sets of main characters incorporate their dance styles together, both sets grew closer to their partner and ended up being in a relationship. Derek convinces Sara to reconsider her dream of Julliard, continue with what makes her happy and re-audition for Julliard. Nora convinced Tyler to use her showcase as his entrance audition, convincing the director of the school as well. Both movies also have surprise visits to emotionally support their partners during a stressful and hard event. Tyler showed up at Nora’s showcase last minute as well as Derek at Sara’s audition. Tyler got into Maryland, Nora became a professional dancer, Derek got into Medical School and Sara got into Julliard. They all accomplished their dream. But in contrast, they both started out dancing a different style before learning to mix it up with another. Tyler first only knew break-dancing and learned ballet. Sara only knew ballet and learned hip-hop. They both started with two different styles. Tyler, the main character in Step Up, was trying to get into Maryland High School as Sara was trying to get into Julliard, a college that’s also difficult to get into. Tyler doesn’t have trouble fitting in at the school while he’s supposed to be there for community service, he fits right in when his dance talents are brought to light. Sara didn’t fit in at her new school and didn’t end up fitting in even in the end of the movie, she just had her few friend s and was happy with that even though she was still considered the oddball of the school for being one of the few white people there. There may be a few more comparisons than contrasts, but I love the movies so much I had trouble pointing out every contrast and unknowingly sought out the comparisons over the contrasts. If there’s a person that has never watched these two movies I would highly recommend them!

Methods for Detecting Exoplanets

Methods for Detecting Exoplanets A discussion and comparison of the radial velocity method and the transit photometry method of detecting exoplanets. An exoplanet is a planet that is outside of our solar system orbiting another star, and so far (at 15/01/2017) 3560 exoplanets have been detected [1]. Currently, with modern technology, the two main ways of detecting an exoplanet is using either the radial velocity method or the transit photometry method, both of which having their advantages and disadvantages. Radial velocity works by the exoplanet having a gravitational effect on the star it is orbiting causing the star to move slightly, leading to its detected light spectra being periodically shifted between red-shift and blue-shift as the planet orbits it. The minimum mass can then be calculated from the stars light spectra. Transit photometry can be used to detect exoplanets by observing a periodic reduction in the intensity of light detected from a star caused by the planet going directly in front of it between the star and the earth. The size of the planet can be worked out by measuring the decrease in light and sometimes the composition of the planet can be deduced The radial velocity method, also known as the Doppler spectroscopy method, to detect exoplanets was the first proper method that worked effectively. Orbiting planets cause a star to move slightly due to their gravitational pull, since the planet has mass. This slight movement of the star being orbited affects the light spectrum from that star which is received by observers on Earth. Regular periodic shifts in the stars expected spectrum, which would appear as a wobble, indicates the presence of an orbiting planet [2]. If the exoplanet caused the star to move towards Earth then its light spectrum would be blue shifted, if the star moved away from Earth the spectrum would be red shifted. The mass of the orbiting planet can then be determined, as Kelpers third law of planetary motion can be used to determine the orbital radius of the planet from the mass of the star, calculated using a Hertzsprung-Russell diagram, and the orbital period of the planet determined from the stars light spectrum. Then Newtons law of gravitation and the orbital law can be used to derive the equation to calculate the velocity of the orbiting planet. With the velocity of the planet, the equation can be used to work out the mass of the detected planet [3]. Using radial velocity is the most common method used to date to detect exoplanets, it has the advantage of not necessarily a very long time comparative to the other methods and is thus useful in large scale surveys to find multiple exoplanets. Unfortunately, it does not give much specific information about the planet itself and hence must be combined with other techniques to obtain information like the planets chemical composition, density, and volume. Other methods could thus have more potential for the future for more in depth analysis of the detected planet [4]. One major complication with radial velocity is that it is difficult tell mass of a detected planet easily, only the minimum mass based on how much star appears to move can be calculated, as it depends on the angle of the orbital plane of the planet. If the angle, ÃŽÂ ¸, is the angle made by the plane perpendicular to the orbit of the planet from the plane of the sight from Earth, then the component in line with Earth is sin(ÃŽÂ ¸). The detected mass, M, is thus the product of the actual mass of the planet and sin(ÃŽÂ ¸).ÂÂ   The larger ÃŽÂ ¸, where 0 [5]. This gives arise to the problem that on a rare occasion a low mass star can be detected in a binary star system and mistaken for a planet due to a mass being calculated much smaller than its actual mass and thus appears more similar to that of a planet because of the plane of its orbit with respect to earth. This method mainly detects planets that are very close to the star, massive, and have very short orbital periods so cause the largest wobbles that dont take very long to detect. Planets like this are often referred to as hot Jupiters, due to them being of similar size, mass, and composition to that of the planet Jupiter in our solar system but they are much closer to the star they are orbiting, hence being hotter [6]. A downside of this is that one of the main purposes of detecting exoplanets is to find planets capable of supporting life, and hot Jupiters are very unlikely to do this. Another main method of detecting exoplanets is called transit photometry. A planet may be detected by taking measurements of the dimming of light emitted by the star it orbits. When the planet passes directly in front of the star, as seen from Earth, it blocks out a fraction of the light that we receive. If this dimming occurs at regular intervals, then it may be deduced that this planet is in orbit and passing in front of the star once every orbital period [7]. The amount of dimming that occurs reflects the ratio of size between the star and planet; since the size of such a star may be determined from its spectrum we may then estimate the planets size. For planets orbiting the same sized star with the same luminosity and same light emission spectra, planets orbiting it will decrease the amount of light received on earth by different amounts depending on the size of the planets [8]. A planet with a radius three times larger than another orbiting planet will lead to a drop in the amount of light received nine times that of the other planet. Hence, the decrease in light received from the star due to a planets transit is proportional to the square of the planets radius and so proportional to the planets cross-sectional area. When this method is combined with radial velocity analysis which gives an estimated mass, the density may be calculated, giving a much clearer picture of the composition of the planet. The planets atmospheric conditions may also be uncovered by analysing the depth of the transit at different wavelengths of light. Light emitted by the star will be absorbed by gases in the planets atmosphere to different degrees at different wavelengths [9]. Therefore, by studying its spectra elements in the atmosphere may be determined. For such analysis to be carried out, searches must continuously cover large portions of the sky and its cluttered light sources over long periods of time. Transit photometry only works, however, when a planet passes directly between its star and the Earth, which is uncommon. For a star one astronomical unit (approximately about 150 million kilometres) away from its star, and the star being the same as the sun earth orbits, the probability of an orbiting planet producing a detectible transit is 0.47%, given that the planet has a random orbital alignment [10]. A planets orbital period could be a very long time, months, or years, but its transit directly in front of the star between it and earth could only be a couple of hours.ÂÂ   Despite this, in very large scale exoplanet finding surveys spanning over extended periods of time and covering potentially thousands of stars, the transit photometry method has been found to be more effective than the radial velocity method at finding a larger number of exoplanets [11]. However, transit photometry has a much larger detection rate of false positives, meaning an exoplanet was thought to be detected using this method but after further investigation was found to be a false detection. A 2012 study found that in single planetary systems, the number of false detections was up to 40%, based on the observations from the Kepler mission [12]. This means that, in the case of single planetary systems, a planetary detection using transit photometry must be verified using another method, which is often radial velocity and sometimes the less common method of orbital brightness modulation. Â   Â   References [1] Schneider, J. 2017. Interactive Extra-Solar Planets Catalogue. The Extrasolar Planets Encyclopedia. [Online]. [Accessed 15/01/2017]. Available from: http://exoplanet.eu/catalog/ [2] Astronomy Notes. 2007. The Velocities of Stars. [Online]. [Accessed 15/01/2017]. Available from: http://www.astronomynotes.com/starprop/s8.htm [3] Fischer, D. 2010. Radial Velocity. Yale University. [Online]. [Accessed 15/01/2017]. Available from: http://exoplanets.astro.yale.edu/workshop/EPRV/Bibliography_files/Radial_Velocity.pdf [4] Zechmeister, M. 2011. Precision radial velocity surveys for exoplanets. 1st ed. [S.l.: s.n.]. [5] The Planetary Society. 2016. Radial Velocity. [Online]. [Accessed 15/01/2017]. Available from: http://www.planetary.org/explore/space-topics/exoplanets/radial-velocity.html [6] Sasselov, D. 2008. Astronomy: Extrasolar planets. Nature. 451(7174). pp.29-31. [7] Shannon, L. and Russell, D. 2012. Exoplanet Transits: Light Curve Photometry. Bangor University. [Online]. [Accessed 15/01/2017]. Available from: http://www.baylor.edu/content/services/document.php/181811.pdf [8] The Planetary Society. 2016. Transit Photometry. [Online]. [Accessed 15/01/2017]. Available from: http://www.planetary.org/explore/space-topics/exoplanets/transit-photometry.html [9] Shore, L. 2014. Searching for Exoplanets. Exploratorium Teacher Institute. [Online]. [Accessed 15/01/2017]. Available from: http://www.exo.net/~pauld/Venus/ExoPlanets%20and%20Transits.pdf [10] Carroll, M. 2017. Earths of Distant Suns. 1st ed. Cham: Springer International Publishing. p.50. [11] Hidas, M. et al. 2005. The University of New South Wales Extrasolar Planet Search: methods and first results from a field centred on NGC 6633. Monthly Notices of the Royal Astronomical Society. 360(2). pp.703-717. [12] Santerne, A., DÃ ­az, F., Moutou, C., Bouchy, F., HÃ ©brard, G., Almenara, M., Bonomo, S., Deleuil, M., Santos, C. 2012. SOPHIE velocimetry of Kepler transit candidates. Astronomy Astrophysics. 545. p.A76.

Ernest Hemingway Essay -- Ernest Hemingway Authors Essays

Ernest Hemingway The writer/artist that I chose to enlighten you with has inspired many writers as well as literature majors for many years. He continues to tickle our imaginations with the legacy that he has left us with. This man was as genuine as you can get. He was loved by many. He made an impact on any life that he came across. This man is non other than, Ernest Hemingway. Hemingway was a free spirit in an unattached sense. He loved adventure, as well as the drink. He was somewhat enterprising and approached life with added enthusiasm. Hemingway was loyal to himself through living life to the fullest, when times permitted. By this I mean, most people have had a few hardships by choices made without addressing an outcome. Yet, it seems that in Hemingway's youth, improper choices did not faze him in the least. He approached every day as if it were anew, forgetting the woes of yesterday. Hemingway was a handsome man, tall and built. He was sensitive, energetic and had a superb toughness about him which made for a solid spirit. He had luck on his side, as well as an imagination that most would love to be blessed with. He could take any situation and turn it into a story that would catch your attention until the very end. One of his sons states, "when you knew my father for a long time in his youth you could only love him and marvel at him, and when you knew him when he got older you could only be sad or bitter- depending on how well you had known him when he was young". ( Gregory H Hemingway, M.D. "PAPA" A Personal Memoir 1976) This tells me that as Hemingway approached the comming of age, he expericanced a somewhat "dry" well. As we all grow older we slow down, as well as become of a more boring state, and it is ... ...n any future writing. Unfortunatly Hemingway found it too hard to go on, feeling forced to suffer from the loss of his one true love, writing. Heminway commited suicide on the morning on July 2nd, 1961. The apple doesnt fall far from the tree. It seems as if the suicide trend had been passed down through the generations of males within his family. If you read closely into his life, you see a man full of passion, and a vitality which many of us only wish to have. Hemingway has set an example within the literary world. He is admired by many and loved by anyone who has had the pleasure of knowing him, or the opporitunity to know the legend himself through his works. Works Cited Hemingway, Gergory H. M.D. (1976). "PAPA, A Personal Memoir." Boston: Houghton Mifflin Company. Ernest Hemingway Biography>Childhood http://www.lostgeneration.com/childhood.htm

Consequences of Actions in Shakespeares King Lear :: King Lear essays

Consequences of Actions in Shakespeare's King Lear King Lear is a perfect demonstration of the great consequences one man's actions can cause. While there are certainly religious Christian elements to the story, the story is not one of morality or hope. King Lear is a lesson, making an example of what can come of a single, foolish, egotistical action. King Lear's action is the surrendering of his throne to his daughters. The element of Christianity enters here, because King is a God-appointed position, not to be given up. Lear, however, decides to disregard this fact, instead focusing on the immediate gratification he will receive from his daughters, and boosting his self-esteem while making him feel loved. Lear essentially offers his land and power for love, "Which of you shall we say doth love us most? That we our largest bounty may extend where nature doth with merit challenge," forgoing his God-given position and rights. Next enters the punishment, seemingly brought about by God. Because Lear has disregarded God's wishes, he is made to suffer insanity and excruciating physical torment. Lear is even given multiple opportunities to revoke his decision, but rather than heed the advice of those trying to help him, he banishes them for questioning his selfish decision. This leaves Lear surrounded by the people looking only to better themselves by using the now vulnerable Lear. Lear is estranged from his kingdom and friends, causing his loss of sanity. In the midst of Lear's self-pity he is discovered by the fool. Fittingly enough the fool is the one able to lead Lear back to the normal world. He is made to appreciate the people who truly cared about him from the beginning. He sees that they were right all along, and repents from his foolish decision, though it's too late to do him any good. Once more, the consequences of Lear's single sin are felt. In a typically Christian or hopeful ending, King Lear would learn to listen to the caring friends he has, and become less selfish. Shakespeare, however, chooses not to end it so predictably or simply. Even after all of Lear's suffering and repenting, he continues to receive punishment. Cordelia, who he has now realized truly loved him most, is killed. Lear is left feeling hopeless, saying, "I know when one is dead, and when one lives. She's dead as earth," which seems slightly to refer to his now cynical view of the earth.

Music Therapy for Post Traumatic Stress Disorder Essay -- Post-traumat

1. INTRODUCTION â€Å"A Person cannot be diagnosed with PTSD without having experienced a traumatic event.† (Hunt and McHale, 2010, p.13). The purpose of this essay is to discuss how Music Therapy can be used to help veterans suffering from PTSD to cope with their traumatic experiences and manage their symptoms. I will define PTSD, then in further detail explore and explain how music therapy can be used to treat and manage the symptoms of PTSD. Finally, I will evaluate if Music Therapy is a suitable intervention for helping veterans treat the symptoms of PTSD. This essay will explore the perspectives of music therapists including Julie Sutton and Gary Ansdell and research of Psychologists Paul Gilbert, Nigel Hunt and Sue Mchale. 2.1 DEFINITION OF PTSD Psychologists Hunt and McHale (2010, p.20) state that according to the Diagnostic and Statistical Manual of Mental Disorders (DSM): In order for someone to be classified as having PTSD, there must be: 1) a traumatic event 2) intrusive re-experiencing 3) avoidance and general numbing 4) hyper arousal 5) problems stemming from these symptoms at work and home 6) a minimum duration of one month This definition is helpful in providing a music therapist with a clear classification system to decide whether a veteran being referred to them, is displaying symptoms related to PTSD. 2.2 THE USE OF ACTIVE LISTENING TO PROMOTE DIAPHRAMATIC BREATHING According to Whealin, De Carvhalo and Vega (2008, pp.22-25): When we have survived extremely stressful or dangerous situations, the amygdala can start to be overactive. That is why when veterans return from war, they often feel alarmed even when they are not in danger. There are a number of skills you can ... ...a Kingsley Publishers, pp.13-75. Bunt, L. and Hoskyns, S. (2002) The Handbook of Music Therapy. London: Routledge, pp.190-195. Bunt, L. (1994) Music Therapy: An Art Beyond Words. London: Routledge, pp.171-175. Bright, G. (1997) Wholeness in Later Life. London: Jessica Kingsley Publishers, pp.119-123. Gilbert, P. (2010) Compassion Focused Therapy. London: Routledge, pp.135-145. Hunt, N.C. and McHale, S. (2010) Understanding Post Traumatic Stress. London: Sheldon Press, pp. 13-25. Jones, E. and Wessely, S. (2005) Shell Shock to PTSD. Hove: Psychology Press, pp.215-220. Sutton, J.P (2002) Music, Music Therapy and Trauma: International Perspectives. London: Jessica Kingsley Publishers, pp.231-257. Whealin, J.M., Decarvahlo, L.T. and Edward, M.V. (2008) Clinician’s Guide to Treating Stress After War. New-Jersey: John Wiley and Sons, pp.20-30.

Punjabi language Essay

Methodology I. Statement of the problem The Internet has become the most extensively used information source the empowers the average person to get in roaming with the latest information. Today’s users can no longer depend on conventional information sources to cope with the latest developments in their respective fields. The Internet has emerged as a powerful education tool with the increasing impact of information and communication technologies on higher education, the ever-increasing number of people accessing Internet coupled with recent explosion of information resources on the Internet; may have considerable implications for teaching, learning and research. Teachers and students are depending more and more on the Internet for their various educational purposes. The present study deals with the Internet in the library of Bhai Kahan Singh, Nabha library (Punjabi University Patiala) & A. C Joshi Library (Panjab University Chandigarh). It is entitled â€Å"Internet and its role in Punjabi University Patiala and Panjab University Chandigarh Libraries: a comparative study. † II. Research Methods After selection and statement of the problem major task for the researcher is to decide about the method, procedure and techniques to be used for collection, analysis and interpretation of data. It is essential that proper methodology is adopted and appropriate techniques are applied so as to achieve the objectives laid down for the investigation present study adopted the survey method. Survey suggests gathering of information relating to the current problem. III. Methodology will be used in the study Students, teachers, Research scholar and library staff in the Panjab University and in the Punjabi University represented the target population for this study. The questionnaire method will be implemented to collect the data for the present study and to select the sample population random sampling method will be used. The sample will be random in the sense that the sample for the present study consisted of as teachers, 25 students, 25 research scholars and 25 library staff selected randomly from Punjabi University and Panjab University, 25 teachers, 25 students, 25 research scholars and 25 library staff selected randomly from Punjabi University and Panjab University under study. Accordingly 15 questionnaires will be distributed among the students, teachers, research scholars and library staff of the Punjabi university and Punjab University. IV. Objective of the study. The present study is an attempt to find out the pattern of using the Internet by the students and teachers of Panjab and Punjabi University. The study will be conducted with the following objectives: * To study the use of the Internet by the teachers, students and research scholars in Panjab and Punjabi university. * To study the various Internet sources and services used by the respondents on the Internet for various activities of teaching, learning and research. * To identify the different purposes for which teacher’s students and research scholars use the Internet. * To examine the impact of Internet on the various activities like teaching, learning and research. * To find out the problems faced by the respondents while using the Internet. V. Scope of the study The scope of the present study is limited to two universities only. The study includes the use of Internet in Punjabi and Panjab university libraries. This study not only includes only one section of library, but it includes the use of Internet in all the sections of the library i. e. , reader’s services and house keeping services. VI. Significance of the study The existence of Internet is a major factor that has changed the way information is produced, published, stored transmitted and used. The Internet is an enabling factor for libraries to establish networks and share their resources. The ever-increasing number of people accessing Internet coupled with recent explosion of information resources on the Internet may have considerable implications for teaching, learning and research. Teachers and students are depending more and more on the Internet for their various educational purposes. The present survey is, therefore, an attempt to assess the effectiveness of Internet as an educational tool, and what role it actually plays in the educational system with special reference to the Punjabi University Patiala and Panjab University Chandigarh. VII. Hypothesis The following null Hypotheses will be framed. 1. The two libraries will be following almost same practices (procedures) which regard to the services yet there growth differ due to certain extraneous factors. 2. There will be a significant difference between the number of users of these two libraries. 3. Rich collection of library supported by adequate staff and liberal rules attract more users. 4. There will be no significant difference in the use of internet conditions of the staff in the two libraries. 5. The use of internet in terms of common parameters are not uniform in different types of university libraries. 6. The university library expenditure in relation to share of university expenditure does not satisfy minimum norms suggested by various committees and commissions. 7. Distribution of fund is not done on equity basis to university libraries. VIII. Sources of Data collection Present study will be an effort to find use of Internet in Panjab University library and Punjabi University library. Universities chosen for selection of the subject will be comparable in terms of use of internet in Punjabi University library and Punjab University Library. This will be done in order to have a homogeneous sample with regard to parameters chosen for the study. IX. Data collection instrument Questionnaire method of research has been adopted in this survey. Keeping in view the objectives of the study, the investigator has used. Primary data will be collected from various categories of staff members and users by informed semi-structured interviews. Various visits to the different sections of the two libraries will be made so as to collect sufficient data through personal observations official documents. Files and statistics records will be scanned to know the number of books issued daily, total number of registered members total number of books purchased, library budget and other related information. X. Components Questionnaire counted 15 questions. According to their content, 15 questions can be divided into various types: personal information, satisfactions etc. XI. Scoring Questionnaire will be administered to the 50 student, 50 teachers, 50 research scholars, 50 library staff of Punjabi University library and Panjab University library. After the initial approval of the university librarian had been obtained survey will be distributed personally to all the professional staff members by the investigator and completed questionnaires will be collected. Afterwards a sincere effort will be made to secure the cooperation of the subjects and to establish a report with the subjects in order to elicit reliable information from them. The subjects will be apprised of the purpose of the investigation as being scientific and academic. They will be told in person that questionnaires will be anonymous and contained a reassurance that no attempt to identify respondents would be made and that they will be free not to answer a question if did not want to data processing will be done through computer. The entries will be coded by university and by designation. XII. Statistical methods Will be used for analysis in order to arrive at objective findings and dependable conclusions the score measures will be subjected to the following statistical treatment. Raw data will be processed to obtain frequency distributions of all variables included in the study. For further processing of the information contained in frequency distribution to a single number per frequency distribution, percentage etc used. XIII. Interpretation and presentation of Data Simple statistical methods like average, % etc ever will be used to interpret the data. Data will be presented in the form of tables, graphs, charts, pie charts, column charts, 100% column charts etc.

French Lieutenant’s Woman

The novel begins with voice of Thomas Hardy’s †³The Riddle†³ which is quoted by the author. This quotation is an apt description for The French Lieutenant’s woman which portrays a singular figure, alone against a desolate landscape. The novel portrays Victorian characters living in 1867, but the author, writing in 1967, intervenes with wry, ironic commentary on Victorian conventions. In fact, it is parody of Victorian novel with chatty narrator and narrative juggling. The most striking fact about the novel is the use of different authorial voices. Voice of the narrator has a double vision: The novel starts off with an intrusive omniscient, typically Victorian, voice: â€Å"I exaggerate? Perhaps, but I can be put to the test, for the Cobb has changed very little since the year of which I write; [†¦]† (Fowles, p.10). In chapter 1 we hear an extensive, detailed description of Lyme Bay. The narrator makes it a point to insist that very little has changed in Lyme Regis since the nineteenth century to the present day. The narrator deftly moves between the two centuries and comments on the present day events in the same tone in which he comments on the Victorian period. We hear the voice of narrator as a formal, stiff Victorian tone while narrating the events in the novel yet the content of what he says is contemporary. The illusion of a Victorian novel is soon broken by a narrator, who introduces his modern 20 century point of view. For example, in Chapter 3, he alludes to devices totally unknown to Victorian society and the illusion of the typically Victorian novel is broken. â€Å"[Charles] would probably not have been too surprised had news reached him out of the future of the air plane, the jet engine, television, radar: [†¦]† (Fowles, p.16). In Chapter 13 he finally reveals himself as a modern narrator when he admits to live in the age of Alain Robbe-Grillet and Roland Barthes (Fowles, p. 80). Voices of the novel seem to belong to John Fowles, the author. The narrator not only comments the whole narrative but he also intrudes in order to make comments on the characters. His authorial intrusions are very pointed and sometimes biased. The narrator’s voice plays the role of both participant and observer. The first person voice occurs in different roles. It seems to be an artist, a novelist, a teacher, a historian and a critic who surveying the scene with a modern and ironic eye, constantly reminding the reader this is not a typically Victorian novel. The third person voice, on the other hand, represents all features associated with an omniscient narrator. It misleads the reader and sometimes even ridicules characters: â€Å"He would have made you smile, for he was carefully equipped for his role. He wore stout nailed boots and canvas gaiters that rose to the encase Norfolk breeches of heavy flannel. There was a tight and absurdly long coat to match; a canvas wide awake hat of an indeterminate beige; a massive ash-plant, which he had bought on his way to the Cobb; and a voluminous rucksack, from which you might have shaken out an already heavy array of hammers, wrappings, notebooks, pillboxes, adzes and heaven knows what else.† (Fowles, p. 43) In Chapter 13 the first person narrator suggests to stand out against the third person narrator when he admits not to be able to control the thoughts and movements of his characters. He denies having all the god-like qualities associated with the classical role of a narrator who knows all the moves of his characters beforehand and he gives a definition of his status: â€Å"The novelist is still a god, since he creates [†¦] what has changed is that we are no longer the gods of the Victorian image, omniscient and decreeing; but in the new theological image, with freedom our first principle not authority.† (Fowles, p.82). What the narrator does is to break the illusion of being the authoritative voice by providing the further illusion of not being it, insisting on the fact that the characters are allowed their freedom. The narrator seems to become just another character of the story, and first and third person narration overlaps. This illusion of the narrator being a fictional character finally dissolves when he appears in person: first as a fellow passenger in the train in Chapter 55 and a second time in the last chapter. This technique of hearing different voices in a narration is called heteroglossia. The narrator guides the reader through the novel. In summary, the narrative’s voice works on different levels: firstly there is protagonist, Charles, and his struggle to overcome his Victorian mind, secondly the narrator claims his characters to be free of authorial supervision. In fact, the narrator is only concealing his real authority. For example in Chapter 55 when he flips a coin in order to decide how to end his narrative and at last there is the reader whom the narrator allows to break free from the narrative illusion. Character Analysis: Charles and Sarah The first picture we get of Charles is that he is a Victorian gentleman who is in all respects at the height of his time. He has a similar outside and inside. He is dominated by the social conventions of his time, particularly in his attitude towards women, and the only thing he lacks is mystery. He seems to be a flat character that only has inner struggling. His character is developed gradually through the novel. Actually his first meeting with Sarah, is his first step of development which leads him from complacency to doubt, from the known to the undiscovered, and from safety to danger when he realizes that there is an alternative to the puritan world of Ernestina which is the free and spontaneous world of Sarah. In short, his first meetings with Sarah sharpen his awareness of that existentialist freedom she embodies and throughout the novel he is torn between the conventional Victorian ideas and this proposal of personal freedom. It stretches as far as Chapter 44. Throughout all these chapters Charles is torn in between behaving the normal, Victorian way, rating his short relationship with Sarah as a minor, unimportant incident or accepting the full consequences of not behaving in an appropriate Victorian manner. He is fascinated by the enigma which Sarah represents and wants to solve it but on the other hand he is caught in his Victorian pattern of thought. When he decides to visit Sarah in Exeter we are dealing with his second development. He is prepared to accept the consequences of not behaving like a Victorian in order to fulfill his personal ideas. But he is still caught in this particular pattern of thought; maybe this is best expressed by his intention to marry Sarah. He has yet not fully understood the ideas of existential freedom. Charles enters the third stage of development when he realizes that Sarah has left without leaving any trace for him to follow. It is then when he settles to follow the path he had decided to take, whether he will be able to find her or not. The months he searches for Sarah are the final stage of his development in which he is able to get the taste of freedom he once tried to gain. His meeting with Sarah at the end of the novel is the final test he has to go through. On the other hand, from the very beginning, Sarah seems to be a round character. She has different inside and outside. Sarah acts as a counter to Tina, the model of Victorian womanhood. Sarah does not match with the time she lives in especially in her behavior. But her strangeness should be considered in the light of the Victorian age. Her actions are governed by her refusal to follow tradition and by her quest for freedom. She rejects the subservient role which her society tries to force on her, determined to get what she wants and express her desires freely. Although some conflicts about Sarah resolved when she told her story to Charles but some of them has still remained till the end of the novel. In the two endings, Sarah's need for freedom conflicts with her love for Charles. One ending suggests that Sarah will be able to remain outside the confines of Victorian society while still being able to establish a family with Charles and marriage will exact its own conventions which will be difficult to escape. Another ending focuses on her total freedom but also her estrangement from the man she loves. This conflict never resolved!!