Global Warming Prevention Essay Example | Topics and Well Written Essays - 1000 words

Global Warming Prevention - Essay Example Industrialization has caused us to increase the amount of fossil and carbon based fuels we burn. Coal, oil and natural gas are great sources of energy because they produce massive amounts of energy from a small volume of matter. Unfortunately, these carbon-based fuels produce carbon dioxide as a waste product. Carbon dioxide is a green house gas. It traps the earth’s heat and keeps it in the atmosphere much the same way a blanket hold in heat from the human body in a bed. Too much carbon dioxide is like sleeping under a thick blanket on a warm night. Too much heat is trapped, resulting in an uncomfortable situation. A minority of scientists feel that human sources of carbon dioxide have little or nothing to do with global warming. They point to the geologic history of earth and show times that earth was much warmer than it is currently. Interests, such as oil and gas companies, that want to continue to drill for and consume fossil fuels at the current levels, often support the se scientists. Countering these industry scientists are many brave individuals. Al Gore said, â€Å"Scientists around the world are sounding a clear and urgent warning. Global warming is real, it is already underway, and its consequences are totally unacceptable (Anderson, 2009).† Most independent data shows that global warming is being driven by human activity, so the most important thing we can do in this generation is develop practices and technology that lessen human impact on the global climate. The first course of action we must undertake to prevent further warming is to lessen the amount of greenhouse gasses entering the atmosphere. This is not a simple job because much of our modern lifestyle depends on burning fossil fuels. The largest amounts to fossil fuels are burned to transport goods and people and to produce electricity. Reducing the amount of fuel used in these two processes will greatly reduce the amount of carbon dioxide entering the atmosphere. For electric al power generation, we need to derive more of our energy from renewable resources such a wind and solar power. Many electrical power plants burn coal because it is cheap and easy to obtain. Solar and wind power are more expensive because the technology to generate electricity this way is fairly new (Roberts, 1994). Research and development monies must be spent so that photovoltaic solar panels and wind turbines can produce electricity more efficiently. Greater efficiency will result in reduced cost. Some skeptics argue that these technologies only work when the wind is blowing and the sun is shining. They say that this is not reasonable because an energy supply must be constant. Improvements in storing generated electricity in liquid metal batteries will enable sustainably generated electricity to be produced and then stored until needed. This is an example of how technology can overcome current obstacles to electrical power generation. Providing carbon-neutral transportation will be a bit trickier and require more sacrifice. We are many generations away from being able to produce solar powered cars and trucks. Currently, transportation accounts for over 25% of the fossil fuels consumed globally (Collier, 2007). Clear alternatives, such as hybrid vehicles have grown in popularity and are cutting fuel consumption, but global changes have been

MODIGLIANI AND MILLERS ADVICE ON DEBTS IGNORED BY COMPANIES Essay - 1

MODIGLIANI AND MILLERS ADVICE ON DEBTS IGNORED BY COMPANIES - Essay Example Considering the setting of a perfect market, with the absence of frictions, a seminal research conducted by Modigliani and Miller in 1958 proposed that the value of an organization’s market tends to operate in independence of such an organization’s capital structure. The argument by Modigliani and Miller had the essence, adding on the value of debt tends to lower the value of any outstanding capital (equity). Firm’s gain realized by utilizing more of the so seemed cheaper debt will be offset through the implementation of a higher costing policy of the adopted riskier equity. Therefore, considering a fixed value of total equity, the capital allocation between equity and debt will thus be irrelevant since the two capital costs’ weighted average will be of the same amount regardless of any possible combination of the two capital costs2. Unfortunately, no corporation operates in a perfect business world; few if any, are debt financed 100%. Since the realizatio n of the winning paper by Modigliani and Miller, a number of potential explanations regarding the applicability of certain financial structures have emerged, revolving around a number of elements such as the role of taxes, the default cost, credit rationing, equity dilution, and agency costs, while including goals by sponsors and management, yet such goals tend to differ from each other. Another suggestion by Modigliani and Miller is that organizations maintain a capacity of a borrowing reserve in order to accommodate instances of economic uncertainty. It is, therefore, essential to investigate each of the potential inefficiencies mentioned in the prior discussion. Regarding the impact of Taxes, Modigliani and Miller present assumptions which portray obvious violations on the deductibility of payments of interest, and tax as well as corporate taxes. Often, payments on interest committed to debtholders are part of the deductions exercised from corporate revenues before the taxation o f such revenues. Consequently, the retained corporate tax plays the role of a subsidy upon interest payments. On the other hand, if the income paid out is in the form of a dividend to stockholders, such an income will undergo double taxation. The initial taxation happens at the level of corporate through corporate taxes, while the subsequent taxation will be exerted on income tax upon holders of equity. Therefore, a corporation striving to reduce taxes while intending to maximize the incomes available to respective investors should, therefore, supports itself financially, entirely through debt3. Default Costs refer to costs associated with distresses of finances, and, more certainly, bankruptcy. Default costs help in keeping the firm from giving large amounts of debt in comparison to the firm’s amount of underlying financing equity. There are two forms of default costs; can either be implicit or explicit. Explicit default costs cover the payments committed to accountants, law yers, as well as other professionals who advise the firm in instances of liquidation and bankruptcy, or while filling protection forms. Explicit costs can portray an essential fraction of total assets of the corporation. Such fractions are committed to investors during bankruptcy. Additionally, it is essential for corporations to take into consideration, the indirect costs associated with the financial distress incurred when a firm approaches bankruptcy or even

Photosynthesis Essay Example | Topics and Well Written Essays - 500 words

Photosynthesis - Essay Example The molecule is made up of a porphyrin ring with several carbon and nitrogen bonds and a magnesium ion in the center (Starr et al., 2009). The first part of photosynthesis is the light dependent reaction occurring in the thylakoid membrane. Here chlorophyll and other accessory pigments like beta carotene absorb different wavelengths of light in the antenna complex (Starr et al., 2009). When one chlorophyll pigment absorbs a photon of light in photosystem II, the molecule reaches a higher energy state, exciting its electron. This excitation results in the loss one electron which is then passed down the electron transport chain via electron carriers. The excited electron is transferred to another chlorophyll molecule in photosystem I creating a proton gradient. The transfer of electron results in the reduction of co-enzyme NADP to NADPH (Starr et al., 2009). The created energy also helps hydrogen ions to move across the thylakoid membrane. Also at the end of the proton gradient, the enzyme ATP synthase converts ADP to ATP by a process called photophosphorylation where the converted light energy will be stored (Starr et a l., 2009). A water molecule is also split though the process of photolysis resulting in an oxygen molecule and allowing the chlorophyll pigment to regain its lost electron. Therefore, at the end of the first cycle the resulting molecules are 3 ATP, 1 oxygen, and 2 NADPH (Starr et al., 2009). The second part of the process is called the light independent reaction and occurs in the stroma within the chloroplasts and is used to take the carbon dioxide molecule and convert it into sugar. Although, it doesn’t need the light, this part of photosynthesis relies on the products ATP and NADPH to drive its process, the Calvin cycle. The enzyme RuBisCO takes the carbon dioxide molecule and uses it to catalyze RuBP (Starr et al., 2009). The carbon dioxide combines with this 5-carbon molecule in a process called carbon fixation and produces 2

W.E.B. Du Bois - Returning Soldiers The Crisis (1919) Essay - 1

W.E.B. Du Bois - Returning Soldiers The Crisis (1919) - Essay Example Du Bois, did not attempt to take any particular side but his primary focus was on engaging in internationalism across boundaries between nations which he terms as ‘inter- nation’ (Du Bois) ‘Returning Soldiers’ by Du Bois, in ‘The Crisis’ (1919) was an outcry of all the struggles suffered by the thousands of black men who fought bravely in bitter resignation unto their last drop of blood for America, with a hope of a better tomorrow. In Du Bois’s words –‘We fought gladly†¦for America and her highest ideals, we fought in the far – off hope, for the dominant southern oligarchy entrenched in Washington.’ (Du Bois) However, they were disillusioned because unfortunately the circumstances did not change and the struggle continued relentlessly with the war claiming destruction to both life and property. Du Bois, accuses America of being vindictive in their approach which forced the blacks to retaliate and fight. In a backlash, Du Bois expresses his views in ‘The Crisis’ which came in for heavy criticism from all quarters, because he accused, the America they fought for, of gloating in lynching, disfranchising its own citizens, encouraging ignorance, stealing from them and insulting them. In argument about lynching that Du Bois speaks of, we understand that lynching was very much present then and it ceaselessly continues even today. He describes lynching in the following words – ‘Barbarism of a degree of contemptible nastiness unparalleled in human history.’ (Du Bois) Some examples of people who were victims of lynching are Rodney King, African Americans, Mexican and Asian immigrants, Oscar Grant and many others. The lynching that Du Bois speaks of, continues even today by punishing, torturing and killing vulnerable individuals who dare to raise their voice against them. Disfranchisement of its own citizens

34 of 34 Discuss interdiction, prevention, and treatment programs as Essay

34 of 34 Discuss interdiction, prevention, and treatment programs as components of the national drug strategy. Include a discussion of the effectiveness of each strategy - Essay Example Increase in drug prices reduces their consumption. The prevention action plan which is part of the national drug strategy aims at avoiding drug use among the youths. This is one through providing information about prevention to affected stakeholders such as parents, law enforcement authorities, educators, young people and the community. It also aims to achieve this through national campaigns against drugs and funding community projects for the same purpose (Gaines & Kappeler, 2008). This has been seen to be successful in reducing car accidents resulting from drug abuse as it is seen to reduce consumption of illicit drugs to considerable levels. Although it is not easy to get the exact number of how this has been successful, since the implementation of the prevention there has been a notable degree in use of drugs among the youths. Treatment as a strategy involves taking the people who are already addicted to drugs to drug rehabilitation center where they are helped in recovering through therapy and counseling. The national drug strategy supports the treatment plan and encourages the use of new collaborative an innovative strategies that will yield better results. This has been through funding territories and provinces to reinforce drug abuse treatment systems thereby increasing the access to drug treatment services to meet the high need. Treatment has been successful in turning around the lives of drug addicts who have collaborated and who are now able to live without dependency on the drugs. United States. (2005). Drug prevention programs and the fiscal year 2006 drug control budget: Is the federal government neglecting illegal drug use prevention? : hearing before the Subcommittee on Criminal Justice, Drug Policy, and Human Resources of the Committee on Government Reform, House of Representatives, One Hundred Ninth Congress, first session, April 26, 2005. Washington: U.S.

The Human Society and its Environment Essay Example for Free

The Human Society and its Environment Essay Environment (HSIE) syllabus has a two-pronged objective that seeks ultimately to help scaffold students in their development both as persons and as citizens of local and global communities. It seeks to give them a sense of identity, and this involves an understanding of how their talents and opinions are relevant in their society. Research has shown that students (as human beings) develop, not in an isolated context or in a vacuum, but within the context of the family, community, and society in which they live (Panofsky, 2003, p. 411, Azmitia, 2002, p. 355). Therefore, allowing students to feel themselves true citizens of their society is an important aspect of creating identity and participation, according to the ideas of Vygotsky, Dewey, and Gibson, is therefore a key factor in learning (Rahm, 2002, p. 164; Wong Pugh, 2001). Separated into four strands (introduction, rationale, aims and objectives, and an overview of learning in HSIE), the syllabus’ introductory pages demonstrate how its objectives can be addressed in a classroom setting. Each strand clearly outlines how knowledge will be of benefit to the student and by extension to society. In fact, much thought and effort has been placed into determining the individual outcomes of particular aspects of the HSIE content. Though the syllabus is not particularly explicit about how these goals are to be achieved, nor does it clearly define the ideals of citizenship, it does give the teacher enough direction to facilitate the proper delivery of the information. A detailed look at the formulation of the goals in these introductory pages will demonstrate that the syllabus, though not explicit, is adequate in its explanation of how its aims are to be achieved. It will also present a view the interconnected aspects of the syllabus and how essential each is to the achievement of HSIE’s major goals. The introductory pages of the syllabus indicate that some of its content is taken from research into the thought processes of the children (Human Society and its Environment K-6, 2006, p. 9). Its writers have considered the fact that children might think differently about such issues than adults do, and have suggested suitable ways of teaching. This indicates that the syllabus intends to address how students are to be taught the material. The syllabus also indicates that the effective classroom practices of many previous teachers have informed its content, and this too indicates that effective strategies for instruction are to be included in the text of the syllabus. It appears that the strategies will involve equipping teachers with the tools necessary to create a classroom atmosphere in which students go beyond the level of hearing or reading the information to the level at which learning becomes an experience. It implies that teaching should begin on a plane with which the child is familiar and then branch of to less familiar areas, thereby building on schematic knowledge and making connections that allow them to assimilate the information gained (Human Society and its Environment K-6, 2006, p. 7). Though the explanation does not clearly delineate how the will be achieved, it is a promise that the syllabus itself will provide more explicit information on how to do this. Another way in which the introduction to the syllabus promises to demonstrate how to achieve its goals is in its deliberate organisation to allow for depth of understanding by its readers. It not only categorises the content according to the knowledge, values, and skills students ought to take from the class, but it further breaks down these areas, creating in effect a checklist of goals that teachers can try to incorporate into the planning of each lesson (Human Society and its Environment K-6, 2006, p. 8). It suggests to a certain extent the different aspects of the subject that the teachers are meant to emphasise. The goals are explicitly defined, though methods are not. Therefore, though details are not given as to how teachers should teach the lesson, this may mainly be seen as a method of allowing the creativity of each teacher to surface. The syllabus’ introduction appeals to the creativity of the teacher in its conciseness, yet does offer some direction through the thorough way in which the goals are dealt with. For example, though it does not suggest tasks that students should be made to perform in learning about the transmission of culture, it clearly states a number of ways through which culture transmission can be achieved (Human Society and its Environment K-6, 2006, p. 10). Another example is in the reference to the students’ gaining a sense of identity through their environment. The syllabus points toward learning the use of globes, diagrams, maps, and other tools that give direction and perspective about the local and global environment. Though it does not expressly tell how to teach the lessons that incorporate them, it does demonstrate that their use will aid in the achievement of the overall aims of the HSIE syllabus. The syllabus demonstrates a connection among its three main aspects and among the content from different disciplines that make up each of these parts. It argues that knowledge/understandings, skills, and attitudes/values are related in such a way that the student cannot be expected to fully grasp the ideas being presented them unless they have an adequate grasp of each of the areas (Human Society and its Environment K-6, 2006, p. 10). The knowledge provides a basis for students to gain appreciation for themselves and others, as well as for their societal groups. They are able to gain perspectives on cultures, systems, the environment, and historical facts on how these systems came into being. A key factor that contributes to the interrelatedness of the syllabus’ content is the fact that all knowledge cannot be acquired within a classroom setting. Along with exposure to this knowledge comes a similar exposure to the tools and skills that will allow students opportunity to acquire more knowledge on their own. It is to be noted that according to Howard Gardner, people have different ways of perceiving the world (Mbuva, 2003) and should learn different skills that allow them to use their own type of intelligence. All these skills allow for participation, investigation, the ability to identify biases, and the use of higher- and lower-order thinking skills. Yet the knowledge gained through these methods cannot, by itself, lead to understanding without a suitable way of processing it (State of NSW, 2003, p. 7). According to A classroom practice guide published by the Department of Education and Training of the State of New South Wales, the difference between deep knowledge and deep understanding lies in the assimilation of content that defines students’ learning (2003, p. 7). Quality instruction blended with the attitudes and values that students are desired to learn will grant them a way of processing the knowledge that they gain through classroom and out-of-class lessons (Human Society and its Environment K-6, 2006, p. 13; 2003, p. 7). They allow students to see what use they can make of the knowledge that they gain about themselves, others, their history and their environment. It inculcates a level of respect for other cultures and allows them to develop a sense of societal responsibility. Because, for example, the student understands how the society and its governmental systems work—why each part is necessary—he or she is able to appreciate the need to become a good citizen and to preserve the civilisation which he or she has inherited (Harris, 2001, p. 3). The student, being cognisant of the struggles that ancestors have gone through to create the society, will further respect and honour the traditions that have been passed down. Further historical and cultural studies will also grant respect for other cultures within the Australian society and those of the rest of the world. Students will be able to have respect for the differences between theirs and Aboriginal cultures, and this will enhance their citizenship as they will learn how to treat those citizens whose actions might portray differences to their own (Human Society and its Environment K-6, 2006, p. 13-14). After considering how each aspect of the syllabus relates to the others, it becomes evident that all sections are necessary to the complete education of the student in HSIE. Though the student might have the resources that contain knowledge, they will not be able to access that knowledge without skills that allow them to tap such repositories as the library, internet, and even textbooks. Even once this knowledge is gained, it is necessary that students be able to process it in order to turn that knowledge into understanding and into good citizenship, which is the reason usually cited for teaching HSIE (Reynolds Lewis, 1995, p. 3). Another important aspect of HSIE is to transform students into lifelong learners. All parts of the HSIE learning programme are necessary in order to add meaningfulness to the sense of knowledge acquisition so that students might consider it necessary and worthwhile to use their skills continually to gain knowledge for the betterment of society. It is often problematic that teachers have the ability to make value judgements about particular outcomes of lessons. Students often place high value on teachers’ preferences and pay keen attention to how teachers speak and feel about certain topics. However, teachers may use their influence to an advantage. Demonstrating openness especially to diversity of culture and frowning upon intolerance especially as it regards other people’s values and belief systems will help create a more tolerant class and ultimately a more tolerant society. Related to this is the fact that students will become more exposed to different religions and political views—a situation that might offer some discomfort to parents. It is important that parents be assured that culture sensitivity and tolerance (and not indoctrination) are the main goals of this kind of education. Human Society and its Environment attempts to delineate the different facets of societal groups, show how they connect with each other, and demonstrate to the student how he or she fits within one or all of them. It desires to show the variety of organisations that exist, how these organisations work, and how students with varied interests can become a part of them. It also involves the inculcation of the individual’s debt and responsibility to society—lessons that can be learned through history, environmental, and civil education. The syllabus connects three perspectives: knowledge/understandings, skills, and attitudes/values which students master through the acquisition of low- and high-order thinking skills. Yet all these facets depend upon the provision of quality instruction in a quality learning environment in order to produce deep understanding (State of NSW, 2003, p. 10). References Azmitia, M. (2002). â€Å"Interpretative reproduction: a tool for unpacking the sociocultural dynamics of development. † Human Development. Vol. 45, 355-359. Harris, C. (2001). â€Å"Curriculum control: at what cost to teachers? † AARE Annual Conference 2001. Notre Dame University. Retrieved 3rd August 2006 Available: http://www. aare. edu. au/01pap/har01535. htm Human Society and its Environment K-6: syllabus. (2006). Board of Studies, HSW. Sydney. www. boardofstudies. nsw. edu. au

Roles Of Women In Hindi Films Media Essay

Roles Of Women In Hindi Films Media Essay Bollywood, the second largest film industry is widely known for its form of creative art. It is a form of art with the ability to entertain, educate, and reflect and shape our sense of who we are and our understanding of the society in which we live. In Hindi films there exists the hero and heroine, however gender hierarchy can be seen and importance is imposed on the male actor. One would agree that the Hindi film industry is male-centric, with limited space for females to be versatile in the character they play. The roles played by the heroine are almost replicated by the same guidelines seen within the Indian society. The Indian society is an influence to Bollywood and is what shapes and defines the roles played by females in films. It has been quoted if the image [of women in the cinema] is submissive or secondary, it is the society who is responsible for it . . . filmmakers, keeping in mind the commercial aspect of films, simply highlight what exists1. The portrayal of women in Hindi films has been stable in correspondence to the norms and values contained in the Indian society. India is known to be a hierarchal society, whether it is religion, northern or southern Indian, all groups of people are ranked according to various qualities. Within gender hierarchy, men outrank women of the same or similar age, and senior relatives outrank junior relatives2. This same concept is taken into the Hindi film industry where more emphasis is created on the male actor. From the beginning of the film process importance is on the male. For example within the internal aspects of film processing the second step is acquisition of leading male role and then followed by female acquisitions3. None the less, females are a priority in films; however their portrayals in films are steady and follow certain guidelines according to the roles played. Indian society has many norms and values, one being the role played by an individual in the society. In Indian society the dominant forms of how women are seen are either as the nurturing mother, innocent wife, the vamp, or the educated modern woman. One or more forms of these roles are always portrayed in Hindi films. With these roles come specific characteristics that are viewed in the society which are then followed and expressed in Hindi films. For example it is considered ideal for a woman in Indian society to have characteristics that include, passive, victimized, sacrificial, submissive, glorified, static, one-dimensional and resilient4. These are the traits that are then brought into the film which not only reflect culture, but also shape culture. India is a religiously complex society with dominancy in the complex religion of Hinduism. In traditional Indian society there were definite and essential norms of behaviour that were usually passed down from previous generations. For example Sita, from the Hindu mythology of Ramayana was seen as ideal woman and ideal wife as she was unwaveringly loyal to her husband and obeys his wishes unquestionably5. Hindi films have achieved this ideal of wifes self devotion. The Indian society is known to be restricted to strict rules and regulations which are to be followed by women. The moral of the Indian society states no independence in women and that she should always be under the guidance of another significant male. For example a female in childhood is subjected to her father, in youth to her husband and after to her children. This interpretation of females can be seen in the film Mother India directed by Mehoob Khan. This film reveals the ideal characteristics of a mother played by Nar gis. At the beginning of the movie it seen that she plays the typical role of a female who is married in an Indian traditional manner. The song Pi Ke Ghar Aaj Pyari Dulhaniya Chali is a significant with the line that states that it is a womens fate to leave home. This applies to the traditional moral of the female being passed on from the authority of the father to her husband who now she must be committed to. This is seen in the character. Dharma referring self-subsistence or a universal law or norm, which applies at the moral, the ritual and social level6. This is another religious and mythological aspect that is inflicted upon women. This is also portrayed in the film through and expressed in the song Duniya Men Hum Aaye Hain. Here the lyrics in the song express that the only honour that a women has in her life is a womens dharma. In context of the movie it states that a women may overcome her struggles but with the conditions that are still expected with the role of a mother. Af ter her husband leaving her she still has hope that he will return and keeps faith and raises her children on her own sacrificing everything she has. This shows the over stress on the love for husband and the duties she has as a mother. It can be seen that in any case, in Indian society the first priority of females is to always keep in mind the norms and values placed on them as females. One may argue that these norms and values have changed within the Indian society with the progression of modernization. However, the lifestyle may have changed in roles of mothers, but the beliefs of the values and norms still exist. For example Kal Ho Na Ho directed by Nikhil Advani is a film set in New York with a modern setting. The role played by Jaya Bachchan shows similar characteristics of a mother which were portrayed by Nargis in Mother India. Jaya Bachchan, also a widowed female in the film experiences many difficulties due to her husband committing suicide. Even though the true reasoning behind the suicide is known by her, the blame is turned towards her by her mother-in-law. However, this does not stop her from being loyal to her husband as she stayed widowed and to the challenge to raise her children and show her devotedness to her husband. Throughout the film we see that she still supports her husband when people including her daughter talk negatively about him. Here she is also in the struggle of raising her children up on her own and sacrifices all she has to raise them and keep them happy. In both Kal Ho Na Ho and Mother India the role of the mother can be seen to be dedicated with the qualities of self sacrifice, devotion, and religious beliefs. If not seen as a traditional woman with traditional values, in Hindi films the female is then portrayed as the vamp or modernized women. Bollywood shows both the traditional and modernity of females, yet tends to portray the modern as immoral and favour the traditional aspects. The vamp is usually portrayed as morally dishonoured person and associated with everything that is disagreeable about the west7. Again this is due to the norms and values seen in the Indian society. In this case women are seen as decorative objects and used for entertainment. Courtesan is another common role played by women which is attended for an arousing effect upon men. These types of roles are usually associated with protagonist character. The female is seen modern and revealing clothes and becomes an object of male desire. In many films with picturization of this role of female is usually seen to be glamorous and captures the females beauty in a sensual manner. An example of this is seen in the movie Sho lay directed by Ramesh  Sippy in the song Mehbooba Mehbooba. Here the female dancer appears very different from the other female lead roles. She is there for entertainment and to add glamour. Her clothes are revealing and she is used for the pleasure of the antagonist. A similar but slightly different scene is also seen in Kal Ho Na Ho with the song Its the time to disco. The difference in this song is that the lead female is in the song but is portrayed with a different characteristic that is not the usual in her role. Here Naina (Preity Zinta) is raised in New York but is a casual girl. In this particular scene the audience sees that her attire is modernized, but not revealing. However, in the song a different perspective of her is seen when she gets drunk. Her clothes become more revealing and her actions are different. This is intended to show how a female may act when they go outside of their boundaries of the Indian society and the consequence of it. Jaswinder (Lilette Dubby ) in the movie is would be seen as the vamp in the movie as her clothes are trendy and she is flirty around men. Not only are women who arent seen in traditional clothes seen as vamps, but also those who dont obey traditional rules. These would include those who are adventurous, independent and have values different from the norms. Thus, women commonly in Hindi films are either the modernized seductive role or the sophisticated tradition Indian women. There are many women in the Bombay film industry. Many have reacted with different opinions on how females are being portrayed. For example quoted from Ayesha Jhulka, an actress: You have to accept the fact that its a male-dominated industry. And you have to accept that basically heroes are given much more importance than the heroineSo its better to accept it and then carry on. You have your own place which nobody else can take. What you can do, the heroes probably cant do8. Another opinion quoted by the actress Shabana Azmi: The one thing that hasnt changed only superficially I think, is in its portrayal of womenI think its a waste if you dont offer them and give them roles that are on par with their heroà ¢Ã¢â€š ¬Ã‚ ¦I think that would be very interesting, and basically do films that are pro-women8. Lastly. Actress Ritha Bhaduri states: At the moment I think character roles have more to say than the female heroine, actressà ¢Ã¢â€š ¬Ã‚ ¦There are very few films that are women-orie nted, or have a women dominating the whole thing8. From these opinions of several actresses it can be concluded that many actresses are aware of the stereotypical roles given to women in Hindi films. They do feel that there isnt much importance given to their roles, but also know that a film without a complementing female role would not do very well in the box office. Even though the roles of females are driven by the aspects in the Indian society, actresses have continued to accept the roles and play them according. As stated previously the main cause for this orientation is due to what takes place in the society. As the Indian society makes different progression a change in female roles in Hindi films will also be seen. In conclusion, the female roles played in Hindi film are very restricted and do not have space for variety. Either they are seen as objects to add glamour and entertainment to the film or they are portrayed with important roles such as mothers but with general Indian societal values that come with that role. The Indian society has a main impact on the portrayal of women in Indian cinema. The Indian society has been shaping the role of women in Hindi films Endnotes: 1 Boot, Gregory D. Making a Woman from a Tawaif: Courtesans as Heros in Hinidi Cinema. New Zealand Journal of Asian Studies, 2007: 3 (http://www.nzasia.org). 2 James Heiztman, Robert L.Worden. India Country Studies. Library of Congress Cataloging-in-Publication Data, 1995: 235. 3 Class lecture (Vishwanathan 2010) 4 Pattanayak, Saswat. Women journalists in Hindi Films:http://saswat.com/articles/bollywomen.htm. 5 Chap. 5 Indian Popular Cinema: A Narrative of Cultural Change, by Wimal Dissanayake K. Moti Gokulsing, 79. Trentham Books, 2004. 6 Chap. 6 Indian Popular Cinema: A Narrative of Cultural Change, by Wimal Dissanayake K. Moti Gokulsing, 39-44. Trentham Books, 2004. 7 Wimal Dissanayake.79.2004 8 In Bollywood a guide book to popular Hindi cinema , by Tejaswini Ganti. 187-192: Routledge