Environmental sustainability

Environmental sustainability ABSTRACT Universities, as centres for training responsible and knowledgeable humans, prepare students to respond to the intellectual, social, and personal challenges that they will face in community. To this end, universities will take use of various resources. In this regard, the question which rises is to what extent the world leading universities take their environmental responsibility into consideration and how committed they are to environmental sustainability. This paper aimed to explore this issue by studying the world top 10 ranked universities. The study sample included Harvard University (US), University of Cambridge (UK), Yale University (US), University College London (UK), Imperial College London (UK), University of Oxford (UK), University of Chicago (US), Princeton University (US), Massachusetts Institute of Technology (US), and California Institute of Technology (US). The required data was collected through the content analysis of the websites and annual reports of the mentione d universities. Findings of the paper showed that all the studied universities were involved in a number of various environmental activities and were committed to their environmental responsibilities. The findings of the paper can be a benchmark for other universities. Since the environment is an important pillar of corporate social responsibility (CSR) and vital part of sustainability, the findings have important implications for CSR policy of universities. INTRODUCTION All humans have a moral obligation to preserve the planet and there is no excuse for doing nothing to improve the environmental state of the globe. This also applies to institutions of higher education (Christensen et al., 2009). Organizations such as companies or universities are usually responsible for the severe environmental degradation we have witnessed (Alshuwaikhat and Abubakar, 2008; Hoffman and Woody, 2008; Haden et al., 2009). Nowadays, higher education institutions can cause significant environmental impacts (Jabbour, 2010). Many of them, due to their large size, expressive movement of people and vehicles, high consumption of materials, and strong development of complex activities, may be considered as small towns (Alshuwaikhat and Abubakar, 2008). Therefore higher education institutes have a great environmental responsibility toward society. This could be through training graduates with suitable environmental knowledge as well as environmental plans and programs to reduce waste and preserve environment. Now, the question which arises is how aware universities are toward their environmental responsibilities toward society. To answer this question, this study will investigate the issue among world top 10 universities through reviewing their website content and annual reports. Although previous studies have been conducted in this area, they are mainly case studies considering only one university. This study, however, considers 10 International universities at the same time and tries to provide a general picture of how aware and responsible world top universities are toward environment. Since the environment is an important pillar of corporate social responsibility (CSR) and vital part of sustainability, the findings of this study have important implications for CSR policy of universities. ENVIRONMENTAL SUSTAINABILITY IN UNIVERSITIES Sustainability is a pattern of resource use which meets the needs of the present without compromising the ability of future generations to meet their needs. The main idea of sustainable development is to achieve the lasting satisfaction of human needs. Environmental management may be defined as the study of all technical and organizational activities aimed at reducing the environmental impact caused by a companys business operations (Cramer, 1998, p. 162). Although initially targeted for companies, this definition can also be applied to service sector and universities. Universities apply various resources to provide quality education for students. This, in turn, will cause impacts on the environment. Several simple examples of these impacts are electricity consumption, production of waste and CO2 emission caused by daily printing of large numbers of papers. A number of dimensions define environmental management practices (Aragà Ã…’n-Correa, 1998; Klassen Angell, 1998; Klassen W hybark, 1999). As Cà ©spedes-Lorente et al. (2003) mention, Peattie and Ringler (1994) drew a distinction between software and hardware environmental activities. Software activities are those focused on organizational issues such us systems, procedures, audits and manuals, whereas hardware activities are concerned with technological change to reduce the environmental impact of the firm. Environmental sustainability refers to the environmental actions or impacts of what we do. There are a number of studies considering the issues of sustainability and environment in higher education. A study by Wright (2010), examined how a cohort of university presidents and vice-presidents in Canadian universities conceptualize sustainable development, sustainable universities, the role universities play in achieving a sustainable future, key issues facing the university, and the barriers to implementing sustainability initiatives on campus. They showed that although the majority of participants we re well versed in the concept of sustainable development, they were less familiar with the concept of a sustainable university. However, majority of them were dedicated to having their university become more sustainable. The participants also listed financial predicaments, lack of understanding and awareness of sustainability issues amongst the university population, and a resistance to change as the main barriers in the path of sustainability. Pollock et al. (2009) also insisted that complex and ineffective governance, traditional disciplinary boundaries, and the lack of a shared vision at academic institutions often hinder universitys progress toward leading the world to a more sustainable and desirable future. Furthermore, a study by Rauch and Newman (2009) in Yale University explored how an institutional target can lead to greater community action and long-term commitment than if no specific target is established. METHODOLOGY Similar to a related study by Capriotti and Moreno (2007), this paper used a content analysis methodology to analyze the websites of the top 10 world universities ranked by Times Higher Education (THE, 2009). This research studied the content of the university official websites and tried to identify universities environmental practices, procedures and plans. To this end, we have reviewed all the related web pages of the universities (including news, media, department web pages, etc.) and not just direct links from the homepage. The study sample included Harvard University (US), University of Cambridge (UK), Yale University (US), University College London (UK), Imperial College London (UK), University of Oxford (UK), University of Chicago (US), Princeton University (US), Massachusetts Institute of Technology (US), and California Institute of Technology (US). FINDINGS AND DISCUSSION The findings of this research shows that world leading universities are in some way or another involved in environmental practices and committed to their environmental responsibility. Table 1 summarizes the diversity of the areas which these universities are involved in. Table 1 Environmental practices of studied universities Environmental Practice 1 2 3 4 5 6 7 8 9 10 Reduction of greenhouse gas emissions a a a a a a a a a a Reduction in the use of fossil fuels and increase in the use of renewable resources a a a a a a a a a a Waste recycle and management a a a a a a a a Reduction of water use a a a a a a Green buildings and environmentally responsible architecture a a a a a a a Running an specialized environmental centre/ network a a a a a a a a a a Reduction of the environmental impact due to the use of paper a a a a Increase of environmental awareness among staff students a a a a a a a a a a Minimisation of environmental impact due to materials and services used by the university a a a a a a a a Minimisation of environmental impact due to travel a a a Maintenance of university sites in an environmentally sensitive way a a a a a a Green purchasing for university procurement a a a a a 1: Harvard University (US), 2: University of Cambridge (UK), 3: Yale University (US), 4: University College London (UK), 5: Imperial College London (UK), 6: University of Oxford (UK), 7: University of Chicago (US), 8: Princeton University (US), 9: Massachusetts Institute of Technology (US), 10: California Institute of Technology (US). With the growing concern on climate change around the globe, most of the universities are taking this issue into consideration. For instance, Harvard University monitors and publishes its greenhouse gas emissions statistics across its various schools in North America campus. As shown in their report (Harvard, 2008), the university managed to totally decrease its greenhouse gas emission to the amount of -2.3% in year 2008 compared to year 2006 in their North America campus. At Harvard, they also notice the issue of green buildings through defining Leadership in Energy and Environmental Design (LEED) projects. As mentioned in their environmental report (ibid.), LEED is a rating system for green buildings and provides a nationally accepted third-party verification that a building project meets the highest performance standards. Similarly, in University of Cambridge, a student network named Architecture sans Frontià ©res (ASF) considers the possibilities of a new socially and environmen tally responsible architecture. Through lectures and exhibitions, this network aims to get people thinking about how buildings can respond to the needs of society and the environment (Cambridge, 2007). Yale University also has an office of sustainability where they run various projects such as LEED rating. Similarly, California Institute of Technology utilizes the LEED standard to ensure its buildings meet and maintain a high level of energy, water and resource efficiency. In another instance, Imperial College London was recognised by the Chartered Institution of Building Services Engineers (CIBSE) for the efforts of the Facilities Management department to reduce its carbon production. Interestingly, University of Chicago has an interesting website called green guide where they provide information related to health and environmental topics at the University of Chicago and share tips with visitors on how to live a greener life (Chicago, 2006). The university also provided eco-tip of the month in its website. Overall, all the studied universities take their environmental responsibility seriously and are involved in this regard. CONCLUSION This study showed that world leading universities are aware of their environmental impacts and have taken necessary steps toward sustainability. Many of them have defined annual plans with objectives to achieve. This can be considered as a benchmark for other universities around the globe. However, the key to success of such plans is commitment from all levels of management specially top leaders. As discussed by Wickenberg (2006) and cited by Axelsson et al. (2008), the norm support given by the leaders of the universities is necessary and crucial to success in local implementation of sustainability plans. This is supported by the research of Christensen et al. (2009) who showed that in spite of adopting an environmental policy and signing an agreement to work for sustainable universities, Aalborg University (Denmark) failed to reach its objectives due to the lack of commitment from top management, the missing acceptance from technical staff, and a narrow understanding of the univers itys environmental impacts. Other universities and their leaders can benchmark these plans and culture to organize their own sustainability and environmental plans. ACKNOWLEDGEMENT The first author would like to thank Universiti Sains Malaysia (USM) for supporting this research through providing Vice-Chancellor Award. REFERENCES Alshuwaikhat, HM and Abubakar, I 2008, An integrated approach to achieving campus sustainability: assessment of the current campus environmental management practices, Journal of Cleaner Production, Vol. 16, pp. 1777-85. Aragà Ã…’n-Correa, J A 1998, Strategic proactivity and firm approach to the natural environment, Academy of Management Journal, Vol. 41, No. 5, pp. 556-567. Axelsson, H, Sonesson, K, and Wickenberg, P 2008, Why and how do universities work for sustainability in higher education (HE)?, International Journal of Sustainability in Higher Education, Vol. 9, No. 4, pp. 469-478. Cambridge, 2007, Resources: Volunteering opportunities, Retrieved on February 22, 2010 from http://webservices.admin.cam.ac.uk/outreach/pages/activities.jsp?category=50. Capriotti, P, and Morenob, A 2007, Corporate citizenship and public relations: The importance and interactivity of social responsibility issues on corporate websites, Public Relations Review, Vol. 33, No. 1, pp. 84-91. Cà ©spedes-Lorente, J, Burgos-Jimà ©ne, J D, and Alvarez-Gil, M J 2003, Stakeholders environmental influence. An empirical analysis in the Spanish hotel industry, Scandinavian Journal of Management, Vol. 19, No. 3, pp. 333-358. Chicago, 2006, Green Guide, Retrieved on February 22, 2010 from http://greenguide.uchicago.edu. Christensen, P, Thrane, M, Jà ¸rgensen, T H, and Lehmann, M 2009, Sustainable development: assessing the gap between preaching and practice at Aalborg University, International Journal of Sustainability in Higher Education, Vol. 10, No. 1, pp. 4-20. Cramer, J 1998, Environmental management: From fit to stretch, Business Strategy and the Environment, Vol. 7, No. 3, pp. 162-172. Haden, SS, Oyler, PH and Humphreys, JH 2009, Historical, practical and theoretical perspectives on green management: an exploratory analysis, Management Decision, Vol. 47, No. 7, pp. 1041-55. Harvard, 2008, Summary of Environmental Performance at Harvard, Retrieved on February 22, 2010 from http://www.provost.harvard.edu/institutional_research/Provost_-_09_36_39Green.pdf. Hoffman, AJ and Woody, JG 2008, Climate Change? Whats Your Business Strategy?, Harvard Business School Press, Boston, MA. Jabbour, C J C 2010, Greening of business schools: a systemic view, International Journal of Sustainability in Higher Education, Vol. 11, No. 1, pp. 49-60. Klassen, R D, and Angell, L C 1998, An international comparison of environmental management in operations: The impact of manufacturing flexibility in the US and Germany, Journal of Operations Management, Vol. 16, No. 2, pp. 177-194. Klassen, R D, and Whybark, D C 1999, Environmental management in operations: The selection of environmental technologies, Decisions Sciences, Vol. 30, No. 3, pp. 601-630. Peattie, K, and Ringler, A 1994, Management and the environment in the United Kingdom and Germany: A comparison, European Management Journal, Vol. 12, No. 2, pp. 216-225. Rauch, J N and Newman, J, 2009, Institutionalizing a greenhouse gas emission reduction target at Yale, International Journal of Sustainability in Higher Education, Vol. 10, No. 4, pp. 390-400. THE 2009, Times Higher Education, online, retrieved 09 December 2009, from http://www.timeshighereducation.co.uk/Rankings2009-Top200.html, Accessed on: December 09, 2009. Wickenberg, P. (2006), Norm supporting actors and structures at the very local level of implementation of sustainable development, in Holmberg and Samuelsson (Eds), Higher Education, in Drivers and Barriers for Implementing Sustainable Development in Higher Education. Education for Sustainable Development in Action (Technical Paper No 3), UNESCO Education. Wright, T 2010, University presidents conceptualizations of sustainability in higher education, International Journal of Sustainability in Higher Education, Vol. 11, No. 1, pp. 61-73. 2

Much ado about nothing presentation of women in the play

In the play the way the characters Interact with each other Is somewhat dependent on class, however largely dependent on gender. A general theme in the play is that the male characters often see the women as deceivers â€Å"trust none† and almost expect them to cheat, resulting in many a Joke based on becoming a cuckold. The plot, women being slandered by mischief-makers whose lover or husband is led to believe she has been unfaithful to him can give us an idea of Shakespearean view (someone who lived In a society where women were submissive to men) as he uses a similar plot again in three more plays including Othello.In Shakespearean comedy there is always confusion, in this case with many mistakes, but ends with it being put back together again (at a wedding) reinforcing that a stereotypical man should have a woman at his side. When looking at the presentation of women in the play, the two significant female characters: Beatrice and Hero, appear to be on the opposite side of the stereotypical spectrum. Beatrice, possibly the most intriguing character in the whole play, speaks and behaves with more than usual freedom.She Is unique as she not only possess a brain, but delights in the use of it, presenting a challenge to all the ale characters. She behaves far from the typical Elizabethan woman emphasized in ACTA scenes where in response to Elongates wish for Beatrice to get married she proclaims she will not be fitted with a husband â€Å"till god make men of some other mettle than earth. † In complete contrast, Hero does not take Beatrice advice to wait and â€Å"let him be a handsome fellow,† she Is completely submissive to her father and doesn't even get to respond In the play.As the reader can see, marriage Is a central part of the play and the way the character's approach marriage can give us a real insight into the presentation of women. I have already mentioned Beatrice talks about being â€Å"fitted† with a husband, this is a notion which suggests that in the play marriage was seen as the woman giving herself to the man. When Beatrice professes her love for Benedict he says that he will â€Å"stop her mouth† with a kiss, showing a man expects to almost â€Å"tame† a woman and she Is expected to be submissive to him.The idea of a woman being completely submissive to their husband Is presented when Hero and Ursula describe Beatrice â€Å"wild spirits† to be â€Å"caught† for Benedict. This suggests that she is now at Benedicts disposal and has almost become his pet. Despite Beatrice reversal in her views on marriage, she had to be tamed to conform to society. Hero however, who is depicted as the model women in the play, is quite happy to marry Claudio despite being â€Å"wooed† by Don Pedro.This presents the socially accepted women as people who are almost thankful to be noticed by men and are quite happy to agree to any proposal they might have. The contrast between Her o and Beatrice highlights the effect of a dominant male in Elizabethan society. Hero has to conform to her father who insists she get married. However, Beatrice does not have a father present in Messing at the time and therefore is not under pressure to marry a man leaving it up to her own discretion.This highlights how women are presented as the object which fathers use to Increase the social standing fact all men that see women as objects. Claudio uses the metaphor â€Å"rotten orange† to describe Hero. In today's society one would expect the orange would represent her beauty on the outside and the sweetness of her character on the inside. However, as she was described as rotten, the inside of the orange for Claudio represented Hero's chastity. This suggests that the most important thing for a man was a woman's beauty and chastity not her character, reinforcing the presentation of women as objects.As does the fact that Don Pedro â€Å"wooed† Hero and then after winni ng Hero over passed her over to Claudio as if it did not matter that she has been tricked. Women as deceivers— Margaret Links to not having a father Links to cuckolding , perhaps showing us how it was an accepted thing for women to be almost controlled by their father and even for them to dictate to whom a women would get married to (as if the father uses their daughter of a way of increasing the social tanning of their family name).This is slightly ironic as later in the play Beatrice herself is said to be â€Å"caught† for Benedict by Hero and Ursula after they compared her spirit to a â€Å"haggard of the rock† and she decides to bind their love in a â€Å"holy band,† both the catching of an animal and a band suggests that the marriage may be restrictive and she will be â€Å"tamed† and domesticated by Benedict as Hero is by her father.Beatrice reversal stems from over hearing a conversation where she finds out that her wit seems not to be appre ciated â€Å"mock me into air. † She is forced to liaise that it is not the way other women think she should behave and it doesn't gain her popularity â€Å"no glory lives behind the back of such† for behaving in this manner.The tone â€Å"taming my wild heart† in which she speaks in what may be called her speech of reversal suggests that she understands this is the right way for a women to live her life and the very fact that she is thinking about marriage â€Å"holy band† even before it is confirmed that Benedict is actually in love with her suggests that for women in the play/at that time it was their ultimate goal to get married and all the dottiness about remaining a bachelor was a mask to cover up their true feelings hence the relief she feels when she finds out Benedicts love and possibly explains why their exchange at the masked ball was so fiery and aggressive, to cover (as a mask does) up their underlying love and wish to be married like society (Leona and Antonio) suggests. Despite previously saying that one could burn him at the â€Å"stake† and his views would remain, Benedict quickly changes heart to, â€Å"the world must be peopled. However, Benedicts speech is written in prose and is very matter of fact â€Å"l will be horribly in love with her. Unlike Beatrice where it is more romantic, showing how women are presented to be slightly softer romantics but it is the men â€Å"if I do not take pity on her I am a villain† who are expected to take in the woman. Throughout the play we also get a sense that the men see the women as deceivers â€Å"l will not do them the wrong to mistrust any, I will do myself the right to trust none† and almost expect them to cheat, shown by the fact that instead of a cuckold being a suggesting that it is somewhat a certainty that a wife will be unfaithful.When the bastard Don John, who is a self-professed â€Å"plain-dealing villain† slanders Hero, they re ver y quick to come up with the plan to disgrace her in front of the whole congregation, not try and speak with her and find out whether the allegations even have substance. The fact that Don Pedro and even Claudio (who was going to marry Hero) almost immediately believes in Don John (someone who admitted â€Å"you may think I love you not†) and even starts planning his revenge (possibly showing how the most important factor for a man was a woman's chastity due to the extreme nature of his revenge) on Hero shows that although it was a surprise it wasn't something which shocked the men and by agreeing to go to the window in the evening gives us he impression that they are expecting the evening to confirm what they have Just been told.The fact that the Claudio is so quick to entertain the idea that Hero has been unfaithful (foreshadowed in the party scene,) and men are so worried about becoming a cuckold could stem from marriages not possibly meaning as much in comparison to what t hey mean today. After all, it was Don Pedro that actually â€Å"wooed† Hero. This links to the fact that although the men often see the women as deceivers, the women (in this case Hero) seem to have to put up with the fact that Hero was manipulated by two men. Although, Hero seemed to be happy about the whole thing (or had to be under the influence of her father) again further suggesting that it was a women's goal to get married and it didn't particularly matter who it was to, Don Pedro or indeed Claudio.This suggests that it was somewhat a career option for a women hence why they may appear to become domesticated and this could also link to why men are so worried about being cuckolded because the pair decided to get married quickly â€Å"marry her tonight† without actually knowing each other really well. Claudio describes Hero as â€Å"a Jewel,† something which looks wonderful and is radar to find, by using a metaphor and describing her in this why suggests tha t Claudio may see Hero as an object to admire and possess, rather than someone to love. The fact that when he is denouncing her at the wedding he describes her as a â€Å"rotten orange,† you may think that an orange would be used to describe her beauty on the outside and her sweetness on the inside although actually the inside refers to her chastity once again showing us that looks and chastity are, in the eyes of men, more important than personality.Although, in response to how quick Claudio lives in the allegations, another interpretation may be that Shakespeare made his characters worried about others â€Å"the prince woes for himself† deceiving or betraying them no matter what gender and are Just generally susceptible to being caught out by a mischief maker shown when Don John manages to convince Claudio that he has heard Don Pedro â€Å"swear his affection† for Hero, this is a method Shakespeare used for comedic purposes. During the play it becomes apparent that a man places a great deal of importance on a woman's Chastity. Leona berates â€Å"do not pop thin eyes† Hero to the very point where he wishes her dead and wishes that she as not from his blood so he could say â€Å"no part of it is mine. † The metaphor where he says she has fallen into a â€Å"pit of ink† and there isn't enough drops of water in the sea to clean her emphasis that it is the highest of almost all offences.However, when the full story transpired and it became clear that it was in fact Margaret who and therefore different rules were applied for a different class of woman, suggesting that Chastity was a must in an upper class woman yet for men and woman of the lower classes it was more acceptable to entertain someone before marriage if they even get married at all. Although, the fact that Broacher, the very person that deceived the princes is the person that proves Margaret was not aware of the plot shows that even a lowly male servant, who h as committed a terrible crime still has the status in society to prove that Margaret was innocent. In the play it is not even mentioned that Margaret is at the wedding. As she does not speak up, it is either clear that she was not present or simply she would not be believed due to her gender and social standing.However, in Kenneth Branch film Margaret was present and the actor interpreted her face to look horrified, perhaps for Hero but also maybe suggesting that even a woman of lower class would find it horrific for her actions to come out in front of all the people present. Conclusion – modern interpretation better but still gender gap. Coalescence OF MARGE-RAT AND URSULA?class Leona- dogberry CONCLUSION– One of the most interesting ideas in the play is that the traditional couple are perhaps not really in love, but the odd couple are. –Beatrice most horrible line in play I. E market place The fact that a woman says it may show that actually woman are not much different to men who go off and fight a war it is Just society that stops them from doing it

Physics Mastery Lab - 830 Words

Speed of Sound Lab Report Jamie Cook PHYS 1114: College Physics I Oklahoma City Community College December 10, 2013 Purpose: The purpose of this experiment is to measure the speed of sound in air and to determine the effects of frequency on the speed of sound. Apparatus (equipment used): Signal generator: manufacturer- EMCO, model number- SS-1, range- 20Hz-2MHz, least count- 1Hz Frequency meter: manufacturer- DEADALON CORPORATION, model number- N/A, range- 20Hz-2MHz, least count 1 kilohertz Oscilloscope: manufacturer- BK Precision, model number- 1472C, range- 0-15MHz, least count- 1 Hz Speaker: manufacturer- Western Electric, model number- D17312, range-†¦show more content†¦In this experiment, the signal generator was set so that the frequency meter showed a reading of 1,803 Hz. The microphone was moved to a distance from the speaker so that the oscilloscope displayed a straight diagonal line. This position was of the microphone was recorded as the initial position, or beginning of a wavelength. The microphone was then moved farther in the same direction until the oscilloscope displays the same horizontal line. This position was recorded as final position, or the end of the wavelength. The distance between the two positions represents one wavelength for this frequency. This was repeated for frequencies of 2,402 Hz, 3,002, Hz, 3,602 Hz, and 4,201 Hz. Method continued: Data analysis: After the positions were recorded for frequencies 1,803 Hz, 2,402 Hz, 3,002 Hz, 3,600 Hz, and 4,201 Hz, the wavelength was determined for each. This was done by subtracting the initial position from the final position (position final–position initial=wavelength). Using the calculated wavelength, the speed of sound in air at each frequency was determined by multiplying the wavelength by the frequency (speed of sound=wavelength x frequency). 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Compare and Contrast High Fidelity Novel and Film

Compare and Contrast High Fidelity Novel and Film High Fidelity, the novel written by Nick Hornby, and the film adaptation, directed by Stephen Frears, both portrayed the vital information for the plot however, Hornby was able to convey the ideas better through literary techniques. The novel was adapted into a feature film in 2000 starring John Cusack as Rob and directed by Stephen Frears. The movie was accurate in portraying the novel to a certain extent. The film was able to successfully represent the main ideas of the original novel but when it came to the minute details, it was lacking the contributions of the story that gave it a certain tone that the Hornby, was trying to convey to his audience. The most noticeable differences†¦show more content†¦In the film, however, the actress cast to play Laura, Iben Hjejle, is a blonde with shoulder length hair that does not have big eyes, rather, she has a very strong jaw bone and small eyes. Although the novel was only written a short five years previous to the making of the film, changing the look of Laura in the film may have been done to better suit the style of the early 2000s rather than that of the mid 1990s and to also make a better distinction of the different settings in the novel and film. The looks of London in 1995 were much different than those of Chicago in 2000. The novel wanted to better capture Laura’s style of the 1995 skinhead movement of the European fads, as described in the novel, whereas the film was trying to portray Laura as being more of a punk in modern society trying to break into the working class. Laura was not the only woman in Rob’s life that was not translated correctly from the novel to the film; the description of Maria LaSalle was also lost in translation when trying to create her to be an on screen character. In the novel, Rob describes that â€Å"Marie is pretty, in the that nearly cross-eyed American way – she looks like a slightly plumper, pos t Partridge Family, pre-L.A. law Susan Dey – and if you were going to develop a spontaneous and pointless crush on somebody, you could do a lot worse† (77). Describing Marie as being similar to an actress from the American television show the Partridge Family gives theShow MoreRelatedMetz Film Language a Semiotics of the Cinema PDF100902 Words   |  316 PagesFILM LANGUAGE FILM LANGUAGE A Semiotics of the Cinema Christian Metz Translated by Michael Taylor The University of Chicago Press Published by arrangement with Oxford University Press, Inc. The University of Chicago Press, Chicago 60637  © 1974 by Oxford University Press, Inc. All rights reserved. English translation. 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