Sociology Character Analysis of Sex and the City Term Paper

Sociology Character Analysis of Sex and the City - Term Paper Example She is known for her distinct fashion sense particularly in footwear which is conspicuous in season four where she is invited to be a part of a New York fashion show. She stays in an apartment and works on her PowerBook where she writes newspaper articles discussing the different aspects of a relationship. In subsequent seasons of the show, she comes up with a collection of her essays as a book and commences taking assignments from Vogue which is a New York Magazine. The show portrays her as a home-person, proud of her one-bedroom in a rent-disciplined apartment which is in an Upper East Side brownstone. Though she has always been in long-term relationships with her boyfriends, she is entangled with a character called Mr. Big, played by Chris Noth who deciphers a complicated and multi-faceted on an off relationship. Carrie Bradshaw seems like a sexually liberated woman and a glamorous exemplar of modern femininity. She is a wonderful sex columnist who does not need men for any sort of support or stability in life as she has a strong bond with the rest of the pals she lives with. She has encouraged females across the world to have a bold ownership on their femininity. Although, a raunchy dude-like talk is a part of Carrie's accent which is associated with her male player counterparts, she never fails to witness a soft, feminine side of her personality when her heart was broken. Feminism Feminism may be construed in many ways to many people. It refers to the theory of unjustly inequality to men because of the social meaning of their bodies (Faulconer). As a result, feminism can be referred to as the system of thought or a movement which incorporates a variety of views on the nature of women as they believe in a pluralistic vision of the world which equally regards importance to the experiences of women of all races and classes (Richards, 1992). Carrie is a successful woman, and she considers identity on the top as the development of a sense of self is an important aspect if one needs to concept his values, abilities and hopes for the future (Arnett, 2001, p. 370). Being a media person, she has successfully witnessed the tool kits of possibilities for most of the dimensions such as work, love and idiosyncrasies. She, being an independent person, never preferred anybody else to take hold of her life. This is evident from an episode of Season four of the 'Sex and the Ci ty' series, when the girls meet up for lunch in order to catch up and Carrie reveals that she and Aidan have exchanged keys to each other's apartments. When she comes back home she discovers Aidan cooking in her kitchen which was never used before. Furthermore, her computer was crashed and the access of several files was denied. She was chastised by Aidan for not backing up her material. Though, they go to a computer repairing shop so in order to get her system repaired, the

Classical and Operant Conditioning Essay Example for Free

Classical and Operant Conditioning Essay Behavioural therapies emerged in the 1950s. The main assumption of the behavioural view is that abnormal behaviour is acquired in the same way as normal behaviour, through the principles of Classical and Operant Conditioning. Behavioural therapy is usually targets at specific, well-delineated anxiety disorders such as phobias and compulsions.  One therapy that is used through Classical Conditioning is Systematic Desensitisation. Classical Conditioning is learning that occurs through association. Systematic Desensitisation is used for people with phobias as it de-conditions phobias using relaxation and gradual contact. Individuals might learn that their feared stimulus was not so fearful after all if they could only re-experience the feared stimulus but the anxiety it creates blocks such recovery. This is overcome by introducing the feared stimulus gradually. In this type of behavioural therapy, based on the principle of counter-conditioning, a fearful person imagines a series of progressively more fearsome situations while he or she is deeply relaxed. The responses of relaxation and fear are incompatible, and the fear is eventually dispelled. The use of Systematic Desensitisation was first developed by Wolpe in the 1950s. Systematic Desensitisation enables individuals to overcome their anxieties by learning to relax n the presence of stimuli that once made them unbearably nervous and afraid. Wolpes basic idea was to replace one response (fear) with another (relaxation). This is particularly useful for treating psychological problems in which anxiety is the main difficulty for example phobias, shyness etc. The mode of action of Systematic Desensitisation is that in the early days of Systematic Desensitisation, patients would learn to confront their feared situations. They would gradually overcome their fears by learning to relax in the presence of objects or images that would normally arouse anxiety. Today, this is not the case, the therapists ask the subject to imagine the presence of the feared stimulus rather than actually presenting it. Systematic Desensitisation typically involves steps. First, patients are taught how to relax their muscles. Then the therapist and patient construct a hierarchy, the patient gradually works their way up the hierarchy, visualising each anxiety-evoking event while engaging in the completing relaxation responses. Once one step is mastered they move to the next step, continuing up the hierarchy until they have mastered their feared situation. Research has found that Systematic Desensitisation is successful for a range of anxiety disorders e.g. about 75% of patients with phobias responded to this method of therapy (McGrath et al, 1990). However spontaneous recovery (recovery without treatment) from phobias has been found to be as high as 50-60% (McMorran et al, 2001). This shows that Systematic Desensitisation may contribute little to recovery. Systematic Desensitisation has also been used with OCD patients. The technique of exposure and response prevention has an effectiveness of 60-90% of adults with OCD (Albucher et al, 1998) this is where patients are exposed to the objects or situations that trigger obsessions and are then prohibited from engaging in their usual compulsive response. All behavioural therapies have their roots in learning theory, which has its own roots in experiments with non-human animals. Wolpes (1958) initial research was with cats. He created a phobia by placing them in cages and administering repeated electric shocks. He could then reduce their learned anxiety response by placing food near a cage that was similar to the original. The act of eating apparently diminished the anxiety response; the cats could gradually be placed in cages more and more similar to the original cages without symptoms of anxiety. Human anxiety may not always respond in the same way. Systematic Desensitisation did not cure the phobia of one woman treated for a fear of insects (Wolpe 1973). It turned out that her husband, with whom she had not been getting along with was nicknamed after an insect. Her fear was therefore not the result of conditioning but a means of representing her marital problems. Marital counselling was recommended to her, which succeeded where Systematic Desensitisation had failed.  One therapy that is used through Operant Conditioning is Token Economy. Operant Conditioning is making a conscious association with the consequences of a behaviour e.g. behaviour that is rewarded is more likely to be repeated. The use of Token Economy is a behaviour modification procedure in which patients are given tokens for socially positive behaviour, these being withheld when unwanted behaviours are exhibited. The tokens can then be exchanged for desirable items and activities such as sweets. Although Token Economy programmes were widespread in the 1970s, they became largely restricted to wards being prepared for transfer into the community. A particularly widespread use of Token Economy at the time was for changing the negative symptoms of schizophrenia poor motivation, poor attention and social withdrawal (McMonagle and Sultana, 2001). In educational setting, the Token Economy system is an important part of classroom management, where it is used to build up and maintain appropriate classroom performance and behaviour.

The Virgin and The Gipsy Written by D.H. Lawrence Essays -- Virgin Gip

The Virgin and The Gipsy Written by D.H. Lawrence This novel is very intriguing and teaches lessons of morality, religion, and of life and death intended for those with imagination and insight. The author's style contributes deeply to the intrigue and true meaning to this novel. The author's use of imagery makes tensions in the story vivid and emphatic. In this story there is a re-occurring tension between religion and desire. The tension between religion and desire is most clearly demonstrated between the characters of Yvette and the rector. Yvette was brought up in a world of religious conventions and beliefs, an environment of forgiveness, love, and morality. This world is later realized to truly be a world of repression towards all feelings of passion and desire; not the environment of forgiveness, love, and morality Yvette and the readers are lead to believe. This starts the conflict between religion and desire, and confuses Yvette greatly because her religious upbringing denies and contradicts all her natural instincts of love, passion, and sexuality. The rector and Yvette do not share the same understanding of love. They are both very different in their thoughts and expressions, of what love is. The narrator in the story tells us what the rector thinks of Cynthia, his lost wife. He describes her as 'the pure white snow-flower'; (p.6) and expresses that her husband thought of her 'on inaccessible heights†¦that she was throned in lone splendor aloft their lives, never to be touched'; (p.7) This would have the reader believe that Cynthia is considered in the rector's eyes to be like god not bodily in his life. At another point in the novel the narrator informs the reader that the rector believes Cynthia to be sacred and that she was enshrined in his heart, as if she were a religious idol, never simply expressing any love or desire for his lost wife. It's like the rector has moral religious love for his lost wife, and not passion or desire, like the love Yvette feels for the gypsy. When Yvette matures and realizes that she feels differently than her family, she undergoes a change in her heart, and attitude. Yvette's father picks up on her chan ge and resents her for it because the rector wishes Yvette to be pure and clean like him, or her sister Lucille who turned out the way the rector intended. Therefore not expressing or experiencing true l... ...der that the truth will set you free, and lead you into making the right decisions. The flood is a symbol of re-birth, the flood wiped out the dark, dull stone house, and giving Yvette a second chance at the life she wishes to pursue. The characters are a very important role in the novel and are very diversified. Each character is unique and opinionated which adds contrast and intrigue. Cynthia left her husband for another man, but in her husband's eyes is still considered as pure. The rector is an odd man. Even though his wife left him for another man, he worships her as if she were his god. Perhaps this emphasizes his feelings and beliefs towards her, which are holy and without desire. He does not know the meaning of love, or desire so the reader is lead to believe that his beliefs of holiness, and of purity are his means of recognizing love. This novel was very symbolic and had an extensive vocabulary. It was very intriguing and kept the reader's interest throughout the whole novel. I would recommend this novel to anyone who would like an exercise for his or her mind. There is a lot of insight needed to interpret this novel, but the challenge only adds to the intrigue.

Hirschi Social Control Theory Essay

I agree with Hirchi’s Theory to a certain extent only. This is because I believe it is not applicable to all people and to all situations. Yes, it may be true that when a person, as early as his childhood, conforms to fit into groups and find his place, he will probably be a person who is responsible and law-abiding. While we still have our own self-interests and individuality, we all want to feel we belong and mould our beliefs and involvements to form attachments. Also, as stated by Hirchi’s Theory, conformity is formed by four variables which we develop through our interactions with family and school, the four being: attachment, commitment, involvement and belief. For me, attachment and conformity to different social groups in the society does not guarantee a person for him to be less ready in committing a crime. Yes, a human being’s personality is partly formed by the environment where he is in—may be the attachment and conformity with his environment helps in molding a righteous and morally-upright personality. But in humanism, a human being has the absolute control to his life. He has free will and it is up to him how he will react to the stimuli created by his environment. In addition, psychologically, the formation of personality is still debatable whether it is nature or nurture. Nature says that a human being’s personality is genetic and on the other hand, nurture says that personality is molded by his environment. I think that some criminals can still be counseled psychologically targeting areas where in he has not yet matured and where he is still fixated—some of these may be the lack of attachment to social groups.

Evaluation of teaching Essay

In groups students will successfully complete a procedural checklist/guide and then demonstrate the procedure following the checklist meeting the following criteria: Note made of all material needed for the procedure. Procedure for preparing the environment and the patient for the NG tube insertion described and performed satisfactorily. Each step for NG tube insertion outlined and followed, in PRECISE order, and with correct technique. All necessary checks and appropriate precautions required during and at the end of the procedure are made and reasonable justification given for why such precautions were necessary. Detail made of two scenarios that may be presented (e.g. ph above 6) and alternate steps or procedures that should be followed. While the student is demonstrating the procedure the teacher will be observing the demonstration. You have a checklist with the above criteria A-E and you award a mark on a scale of 1 to 5 to say how well the student is meeting each criteria. For example in C does the narrator and the demonstrator follow each step correctly or do they mix the steps up. Do they forget to do something that they are supposed to do like check for any obstructions in the nose and throat? The students are rated for each of the criteria and given a mark out of whatever mark you want to give. This mark does not even have to be written down but you just have it in your head that the persons performed the tasks excellently, good, fairly well or very poorly. You will use both demonstration and the checklist as the basis for your evaluation. If you collected the checklist that the students did then evaluation of this could be done separately. Basically the students should follow the procedure the same way you demonstrated it and based on how well they follow instructions you will know whether or not they understand and can perform the procedure. If you need additionally clarification please send a message to me on the system.

Driving Miss Daisy Essays

Driving Miss Daisy Essays Driving Miss Daisy Paper Driving Miss Daisy Paper Bruce Beresford, takes place In post-World War II Atlanta, Georgia. The mall character of the movie Is Miss Daisy Whereat, a Jewish widow In her seventies. The movie begins with her putting her car into the wrong gear, and going in reverse into her neighbor? yard. Thus, her son, Billie Whereat, believes that no insurance companies would want to insure her after this incident. At his business, Whereat Industries, he runs across a man by the name of Hook Color, who is an older black man with a lot f driving experience. He used to drive for the Dally Center, as well as the popular Judge Stone. After Hook shows his handiness by helping some of Mr.. Whereat? workers get out of an elevator that they were stuck In, Bobble offers Hook the job of driving his mother around. Hook accepts this job, but has no idea what he is getting himself into. When he arrives at Miss house with Mr.. Whereat, Miss maid, Ideal, even says something along the lines of, take that Job even if God came down to Earth himself and asked me For a significant amount of time after Hook becomes Miss river, she Is very rude to him and It Is not a hard task to realize that she Is prejudice. She would get mad at Hook for even speaking with Ideal, or looking at her family pictures on the walls, or even trying to attend to her garden. She felt that he had no business meddling with any of those things, and she would not even let Hook drive for her at first. Miss Daisy actually began to walk to the Piggy Wiggly store instead of accepting a ride from Hook, but Hook drove the car next to her on the sidewalk until she affably gave In and got In the car. She Immediately began to correctly his driving ND tell him he was going In the wrong direction. Even though he was going the speed limit and taking a shorter route to the Piggy Wiggly. In time Miss Daisy realizes how good of a person Hook is, especially when she accuses him of stealing a can of salmon and he admits to eating It the day before, but that he had stopped by the Piggy Wiggly to buy her another can as a replacement. From then on, Miss Daisy and Hook had a wonderful relationship and actually became best friends. Throug hout the movie there are a few major themes that are closely related to the study of southern Jewish history. E of these themes Includes the prosperity of Mr.. Company, Whereat Industries. He became a very wealthy man and obviously has transcended his wealth to his mother, who also lives a rich life. This connects to Southern Jewish history in that Jews were very much inclined to have their own businesses since they had experience in other aspects of the economy, besides the agricultural aspects like most people. Also, during the movie it is simple to pick out that Mr.. Whereat Is not your traditional Jewish man. Despite the fact that his mother attends Temple every week, he does not, and he seems to be very much influenced by his Christian wife, Fluorine. Mr.. Whereat accepts his Jewish background, but embrace it as many Jews of that time did. In this movie he symbolizes the assimilation of Jewish culture within the South. There were two scenes In the movie that felt very much in tune with the discussions, which take place In our class. At one point in the movie, Hook is driving MISS Dally to newer mouse In Modeled, Ladder Ana teen stop on ten side of the road to eat lunch. Before they get back in the car to continue their drive, two policemen come up to Hook in a very suspecting manner and ask him what he is owing. They continue to ask him for his registration and Miss Daisy speaks up and claims that it is her car. Once the policemen receive the registration, they comment on Miss last name and say they have never heard of it before, and they have these arrogant expressions about themselves. When Hook and Miss Daisy are released to continue their drive, one of the policemen says, An old Niger and an old Jewish woman taking off down the road together. That is one ugly sight. A little ways down the road, Miss Daisy and Hook realize they are lost and have to turn around. Hook has to stop at a service station so that he can put gas in the car and so that Miss Daisy can use the bathroom. Afterwards, Hook has to stop on the side of the road to use the bathroom since a man of his color was not allowed to use the bathroom at the service station. While he was using the bathroom in the woods, it was simple to note that Miss Daisy if fearful to be alone after being questioned by those policemen earlier. This scene makes it understood that anti-Semitism was still a factor as well as prejudice towards Blacks. Another part of the movie that served as one of the most powerful scenes was the mobbing of the Temple that Miss Daisy regularly attends. It is a very dark and rainy day as Hook is driving Miss Daisy back from her award ceremony, in which he received the 1966 Business Man of the Year by The Business Council. They get caught in traffic and Hook gets out of the car to figure out what is going on. When he gets back Daisy says that they are going to be late for Temple, but Hook says that being late matter very much because, done gone and bombed the Temple. ?C,-1?0 She becomes very emotional and does not want to believe that this has actually happened. On the drive back to her house, Hook tells a Tory in which the father of one of his childhood friends was hung. Miss Daisy gets angry and is blind in relating the bombing of the Temple to the hanging of a black man. A few scenes later in the movie, Miss Daisy attends one of Martin Luther King speeches, while Hook waits out in the car. It seems as though after the bombing of the Temple Miss Daisy took a liking to Martin Luther King Jar. Because he did not only speak for Blacks, but rather for everyone who was treated unequally and unfairly. These scenes in the movie lay out the framework for the problems in society during that time period. Anti-Semitism is reoccurring here, but the Joining of Blacks and Jews during this time can also be witnessed during the scene including Martin Luther King speech. Driving Miss Daisy was one of those wonderful feel-good movies that always seems to touch your heart. The main message of the movie is that a person of any background whatsoever can get along with another person of a completely different background, as did Miss Daisy and Hook. Throughout the movie Miss Daisy and Hook go through some rough times, but they become best friends. Miss Daisy forgets all about her prejudice, and becomes a much more humble woman. In her forgetting prejudice it is quite easy to see that she seems to be more at peace, happier with herself, and with life in general. This movie depicted Southern Jewish culture, as well as the South in general, in a very good manner and tone. If one were to wonder why ten elves AT Blacks Ana Jews were closely related aurally tans time parlor, Driving MISS Daisy would be a wonderful movie choice. Not only does it layout the framework of Southern society and culture really well, but it will definitely stir up some emotions and make the problems within society feel very close to home.

To Grade Or Not To Grade, That Is The Problem Essays - Free Essays

To Grade Or Not To Grade, That Is The Problem Essays - Free Essays To Grade or Not to Grade, That is the Problem - What?s your GPA (Grade Point Average)? - Have you taken this course before? What did you get? In his essay The Farce Called "Grading", Arthur E. Lean questions the use of asking these kinds of questions. Grades have become part of our lives as students. People need a grading system and "seem to assume it to be necessary and intrinsic to the process of formal education"(Lean 131). He refers to the grade as "a symbol purporting to express a measurement of academic achievement-an evaluation of the quality and quantity of learning"(Lean 132). There are two main arguments Lean has suggested. First, there is an inconsistency from the graders. Second, he sees the grading system as being unfair and even harmful for students? attitudes toward education. He points out that grading system should be eliminated. To backup the fact that many people are challenging the necessity of the grading system, Lean provides two examples: "A sustained effort should be made to throw out false inducements to learning. In one way or another most of these refer to our obsession with grades?. As a system for evaluating attainment of broad educational aims, it remains a failure. Few teachers have any systematic idea of how to grade fairly. Grading is also the chief villain behind the scandal of college cheating," said Louis T. Benezet (Lean 130). "I have long ago reached the conclusion that the marking system itself is damaging in its impact on the education of our children and youth, and that it should go the way of the hickory stick and dunce caps. It should be abandoned at all levels of education," said Ernest O. Melby (Lean 130). I agree with Lean to some extent that there are some inconsistencies from the graders and perhaps some unfairness occurred to many students. On the other hand, I am not sure that the system is totally harmful for students? attitudes toward education. Also, given the fact that the grading system is a very useful instrument for both motivating and measuring students? academic abilities, the system is still essential to be kept. There is an inconsistency between markers for grading term papers or open questions that I agree with Lean. On his example of several teachers marking the same paper, "invariably the assigned grades on the same theme ranged all the way from A (excellent) to E (failure)" (Lean 132). Although many professors might say that point of view would not be graded while they try not to be biasing, there is no guarantee that a professor would not give a lower mark to a paper because s/he may disagree with some parts of the essay. As a former English class student in grade 12, I notice that my teacher tended to be prejudicing on non-native English writers? papers. The reason I said that was because there is a big grade difference if our papers were marked by another who had not met the writers before. A professional marker who was hired by the English department graded one of our term papers every term. Generally, the non-native English writers received significantly higher marks than th! ey do when our class teacher is marking. The average differential marks for non-native English are about ten percent. As for native English writer, the differential marks are not very much. It is true that the grading system can hardly be absolutely fair. Actually, "most teachers try to be fair and accurate in their estimate" (Lean 133). One teacher who grades a work accurately doesn?t suggest that the other teachers would do the same. However Lean claims that "all the time they knowat least, those who are honest with themselves know-that they are attempting the impossible. No self-respecting teacher ever rests peacefully the night after turning in a set of grades, for he knows that the "system" has made a charlatan of him and he goes to bed and hating himself for it" (Lean 133). I don?t agree with the way Lean is questioning the teachers since their role is to act as a "judge" on student?s work. There is a difference between being unfair and conforming with the system. A teacher