Manning Guidance Essay Example for Free

Manning Guidance Essay Do the prioritizations outlined in the 2013 Manning Guidance agree with the imperatives of the 2013 ASPG? Why or why not? Overall, Manning Guidance (MG) 2013 is a near-term document that supports the imperatives of the 2013 Army Strategic Planning Guidance (ASPG) for all â€Å"near-term† priorities that covers FYs 13-15. The mission statement of MG 2013, states â€Å"Provide AC Army with personnel manning guidance for FY13-15 that is synchronized with the â€Å"Army’s Priorities†. The major difference is that ASPG covers near term (FYs 13-15), mid-term (FYs 16-20), as well as long term (FY21 and beyond); however, MG 2013 is a near-term document that supports the imperatives of the ASPG for FYs 13-15 only. Additionally, MG 2013 is more focused on the â€Å"Manning† line of effort vs. holistic approach to all things Army Strategic planning guidelines and considerations. ASPG Imperative #1 states: Provide modernized and ready, tailored land force capabilities to meet Combatant Commanders’ requirements across the range of military operations. How the MG 2013 supports this effort: MG provides guidelines for alignment of manning levels IAW Army priorities as reflected in the IRPL and other priorities established by Army senior leadership. MG also establishes clear guidelines on the manning levels during the ARFORGEN models by instituting not less than P2 rating during RESET and P1 during TRAIN/READY phase. It also talks about how the Army has enough Soldiers to fill every authorizations in the aggregate. Furthermore, MG also lays out allocated forces and apportioned forces that supports the Combatant Commanders’ requirements; it clearly articulates: urgent forces requires 100% manning, essential forces=90%, and important forces=80%. ASPG Imperative #2 states: Develop leaders to meet the challenges of the 21st century. How the MG 2013 aligns with this effort: MG amplifies the need for the investment of quality officers and NCOs in the institutional Army to develop Soldiers in diverse and broadening positions. It also states Commanders have the option to release Soldiers during any phase of the ARFORGEN cycle to execute Professional Military Education (PME). It also clearly states, Commands can release Soldiers/Leaders to depart unit IOT execute PME and other assignments that can broaden and grow Leaders. ASPG Imperative #3 states: Adapt the Army to more effectively provide land power. How the MG 2013 is in align or contradicts with this effort: First, MG clearly lays out the guidance on Resetting the Force during ARFORGEN cycle. However, ASPG covers areas that are mid-term and long-term that discusses the modernization effort, reforming/restructuring the Force, and fielding the Army of the future that is not laid out in the MG. Some of these areas are covered in the Command Plan as well Army equipping strategy or modernization strategy and not in the Manning Guidance. ASPG Imperative #4 states: Enhance the all-volunteer Army.   How the MG 2013 is in align or contradicts with this effort: Once again, going back to the discussion in the ASPG #2, developing future leaders, MG clearly articulates the support for Soldier/Leader assignments, importance of PMEs, and investing on recruiting/investing on top quality officers and NCOs that can ultimately enhance the all-volunteer Army.

Conditions for Equilibrium Experiment

Conditions for Equilibrium Experiment Laboratory Report Tricia Desierto, Luis Diaz, Karhen Estella, Gabrielle Beatrix Francisco Department of Biological Science College of Science, University of Santo TomasEspanÃÅ'Æ’a, Manila, Philippines Abstract The object is said to be in a state of equilibrium, when the forces acting upon an object are balanced. There were four activities done in the experiment. In the first activity the equilibrant force was determined. The second activity, unknown forces was determined. For the third activity,center of gravity was located. The last activity, rotational equilibrium was demonstrated. I. Introduction Equilibrium is moving with constant velocity. It is a condition that the rotational  motion of the body may also remain constant. A body is in equilibrium or at rest only when there is no movement or rotation done. When the resultant force acting on the object is zero the object is in equilibrium. The objectives of the experiment are: to determine the equilibrant force by using the component and table method;to determine the unknown forces using the first and second conditions for equilibrium; to locate the center of gravity of a composite body;and to demonstrate the rotational equilibrium. II. Theory A situation wherein the net force acting on a certain object is zero[1] and an object that has no motion or undergoes no rotational and traditional accelerationis said to be in a state of equilibrium wherein net torque and net force on the object is zero in all directions. For an object to be in equilibrium, two conditions should be met. The first condition tells us that the net force acting on the object needs to be zero which only means that for a certain axis of motion, the forces acting along that particular axis should sum up to zero.[2]The second condition needed to attain equilibrium, on the other hand, involves avoiding or neglecting accelerated rotation and it should maintain a constant  angular velocity. A rotating body can attain equilibrium if the rate of its rotation remains unchanged by the forces acting on that certain object.[3] The center of gravity is a geometric property of any object. It is the average location of the  weight  of an object. The  motion  of any object can be described through space in terms of the translation of the center of gravity of the object from one place to another and the rotation of the object about its center of gravity when it is free to rotate.[4] Figure 1. Determination of the Center of Gravity using plumb line technique X= Center of Gravity m=Mass x= distance from a fixed point Equation 1.Center of Gravity Formula When an object is said to be in equilibrium, it is not moving or rotating. The pivotal axis can be any point outside or inside the object. The objects linear and angular accelerations are both zero and the sum of the torquesacting on a system should be equal to zero.The sum of the counter-clockwise torques should be equal to the sum of the clockwise torques.[5] III. Methodology Activity 1: Equilibrant Force Three pans labelled as A, B and C was weighed. Pans A and B were hanged respectively at the 300 and 2000 marks on the force table. 100g was placed on pan A and 150g on pan B. The tension acting on the string, the weight of the pan plus the weight added to the pan was recorded as TA andTB respectively. The two tensions in the strings were balanced by placing weight on pan C or adjusting its position. The tensions are balanced if the pin is exactly at the center of the ring. The magnitude of the equilibrant, the weight of pan C plus the weight added to it, and its position was recorded. The theoretical equilibrant of the two tensions was determined by component method and the % error was computed. Activity 2: First Condition for Equilibrium A cylinder of unknown weight was suspended using the force board by means of two strings. A spring scale was attached to one of the strings and was pulled horizontally until the pin on the force board was exactly at the middle of the ring. The reading on the spring scale was recorded as T1. The angle that the other string made was recorded as ÃŽ ¸. A free body diagram of the ring was drawn. The tension of T2 in the other string and the weight of the cylinder were solved. The cylinder was weighed for the accepted value and the % error was computed. Activity 3: Locating the Center of Gravity A circle with a diameter of 10cm and a square with a side of 10cm were cut out from a card board. The weights of WC and WS were determined. The center of gravity of the composite figure was determined by balancing method and plumb line method. The position of the center of gravity was specified using the leftmost side of the square as the y-axis and the bottom square as the x-axis. The results were checked by actual computation for the center of gravity. Activity 4: Second Condition for Equilibrium The center of gravity of an aluminium bar was located by balancing it on a pencil and the position for the center of gravity was marked. The cylinder used in the previous activity was hanged 5.0cm from one end of the bar. Using the force board, the aluminium bar was supported by means of a spring scale on one end and a string on the other end until the bar assumed a horizontal position. A free body diagram of the bar was drawn. The second condition for equilibrium was used to determine the weight of the bar and the tension in the string. The theoretical weight of the cylinder was used in the computation. The bar was weighed for the accepted value and the % error was computed IV. Results and Discussion V. Conclusion The equilibriant force was successfully determined using the component and table method, with an acceptable value for the % error – 8.70% and 4.47%. The unknown forces were also determined using the first condition of equilibrium with a % error of only 4.57% The center of gravity was defined more accurately with the Plumb Line Method as opposed to the Balancing Method. The unknown forces were unsuccessfully defined using the second condition of equilibrium, as the % error exceeds the acceptable range at 51.76%. VI. Applications VII. References Lesson24:Equilibrium. (n.d.). Retrieved December 8, 2013, from studyphysics: http://www.studyphysics.ca/newnotes/20/unit01_kinematicsdynamics/chp06_vectors/lesson24.htm First Condition. (n.d.). Retrieved December 8, 2013, from boundless: https://www.boundless.com/physics/static-equilibrium-elasticity-and-torque/conditions-for-equilibrium/first-condition/ Second Condition. (n.d.). Retrieved December 8, 2013, from Boundless: https://www.boundless.com/physics/static-equilibrium-elasticity-and-torque/conditions-for-equilibrium/second-condition/ Rotational Equilibrium. (n.d.). Retrieved December 8, 2013, from faculty: http://faculty.wwu.edu/vawter/PhysicsNet/Topics/RotationalDynamics/RotEquilibrium.html Benson, T. (2008, July 18). Center of gravity. Retrieved December 8, 2013, from grc: http://www.grc.nasa.gov/WWW/k-12/airplane/cg.html

The Knee :: essays research papers

The Knee   Ã‚  Ã‚  Ã‚  Ã‚  Most doctors agree that the dehumanization in the clinical setting can lead to the loss of a patient because of the lack of respect they are given. That is a great incentive for doctors to try to get to know their patients and make them feel as comfortable as possible. When a patient attends a teaching hospital where aspiring doctors exam patients in groups, there is no real reward for them learning personal information about the patient. They will move on to start their own practice and probably never see the patient again. However, just because the patients are at a teaching hospital does not make them any less important, so how can medical school programs promote patient-physician relationships when the physician has nothing to gain?   Ã‚  Ã‚  Ã‚  Ã‚  Morals and ethics would tell a doctor to respect their patient’s privacy and keep the examinations discrete. Ideally doctors will know all their patients by name, not disease, know a little bit about their private life and find a point of contact with each patient. When in large groups, doctors and medical students don’t really have the opportunity to speak privately with the patients to get to know them, but should they disregard the patient all together and merely address the chief complaint? In Constance Meyd’s â€Å"The Knee,† â€Å"all eyes are on the knee; no one meets her eyes† and she is viewed by the students and teacher as â€Å"irrelevant† (167). The woman’s â€Å"embarrassment and helplessness are evident† to the examiners, but they disregard her emotions as they continue the leg maneuvers. Common courtesy would tell the group to close the door and allow the patient to cover herself more adequatel y, but the author emphasized that the door was open the entire time.   Ã‚  Ã‚  Ã‚  Ã‚  It is quite obvious that morals, ethics and common courtesy are not enough to encourage the respect of patients in the educational atmosphere, as is seen in the story. I believe it is the responsibility of the medical school to encourage their teachers to demonstrate ways to connect with patients rather than just teaching the anatomy of health care. Teachers are supposed to be role models for students and if they are not taught to treat patients with respect, the only way they can learn that kind of skill is the hard way; through the loss of patients because of their feelings of irrelevancy at the doctor’s office, or through the complaints of people who are unsatisfied with their quality of health care.

Boston Tea Party Essay -- essays research papers

The Boston Tea Party   Ã‚  Ã‚  Ã‚  Ã‚  Most people have heard about the Boston Tea Party. When American’s dumped British Tea in Boston Harbor. But not everyone understands the importance of it, and why the Tea Party is still remembered today. It was on December 16, 1773, when American patriots disguised as Mohawk Indians threw 342 chests of tea belonging to the British East India Company from ships into Boston Harbor. â€Å"The Americans were protesting both a tax on tea (the Townshend Acts) and the perceived monopoly of the East India Company (also the called English East India Company)† (Britannica p.1). The Townshend Acts were a series of four acts passed by the British Parliament in an attempt to assert what it considered to be its historic right of colonial authority through suspension of a recalcitrant representative assembly and through strict collection provisions of additional revenue duties. The British-American colonists named the acts after Charles Townshend, who sponsored them. â€Å"The Suspending Act prohibited the New York Assembly from conducting any further business until it complied with the financial requirements of the Quartering Act (1765) for the expenses of British troops stationed there† (Britannica p.1). The second act, often called the Townshend duties, and imposed direct revenue duties payable at colonial ports, on lead, glass, paper, paint, and tea. It was the second time in the history of the colonies that a tax had been levied solely f...

The Relationship Between Secure Attachment and Indirect Aggression Essa

Introduction Children, in their early childhood, rely on their attachment relationships for feelings of security. Securely attached children become well adapt at verbalising their needs. For example, a 4-year-old child may say â€Å"Please read me a story before you go†, communicating their fear of been left alone. This increased ability to verbalise their wants and needs continue well on into later childhood and adolescence (Hutchision, 2013). According to Bolby (1973), warm and secure attachment experiences promote beliefs that others have good intentions; however persons who grow with insensitive attachment figures may have bouts of dysfunctional behaviour. Armsden (1986) also believed that secure persons in an intrapersonal domain tend to have more positive, integrated and coherent views of their selves than do insecure persons. There has been a great deal of speculation about how maternal attachment affects all subsequent patters of social behaviour and it is essential that we bring to bear on these speculations all the data we have available (Caldwell, Bettye, Ricciuti, 1973). Although interpersonal attributions and their relationship have been explored extensively (Dodge & Fane, 1982; Gramhan, Hudly & Williams, 1992; Quiggle etal, 1992), the role of such awareness as a link between parent/adolescent attachment and adulterant aggressive behaviour has not been examined systematically (as cited in Simons, Paternite, & Shore, 2001, p. 185). Statistics show (NICHD, 2004) that children following high development trajectories for aggression are more likely to evolve from lower income families, where mothers tend to be less educated and parents are less sensitive and responsive. These parents may often be overwhelmed by a child’... ...l Psychology, 78, 350-365. Graham, S., Hudley, C., & Williams, E. (1992). Attributional and emotional determinants of aggression among African-American and Latino young adolescent. Development Psychology. 28, 731-740. Hutchision, E.D., & Hutchision, E. D. (2013). Essentials of human behaviour: Integrating the life course, person, and environment. Thousand Oaks: CA: SAGE. Kevin J. Simons, Carl E. Paternite, Cecilia Shore. (2001). Quality of Parent/Adolescent Attachment and Aggression in Young Adolescents .Miami University (Ohio). Journal. Patterson, Barbara, and Nancy Meadows. The successful woman: sharpening your skills for personal and professional development. Englewood Cliffs, N.J.: Prentice-Hall, 1982. Print. Quiggle, N. L., Garber, J., Panak, W. F., & Dodge, K. A. (1992). Social information processing in aggressive and depressed children. Child Developm

Ten Most Beautiful Experiments

Science in all of its forms and varieties has surpassed many events that have changed its path and the way many individuals view the art. The experiments behind the many concepts of science seem all together complicated and uninteresting when viewed with the naked eye. But, when the cloth is pulled away from the shun reality we truly see what a beautiful experiment is. In the eye of a scientist, beauty lies in the simplicity and ingenuity of the design, and the unambiguous result that opens a new world of understanding. In George Johnsons’ book, The Ten Most Beautiful Experiments, he explores the difficult experiments and explains them in the simplest form. This book establishes a state of wide-eyed wonder through white light split into a rainbow, locating pulse in our own neck, and allows us to peer through a microscope or fire up a Bunsen burner for the very first time. The ideas of many known figures such as Galileo, Newton, and Pavlov, as well as many unsung heroes such as Harvey, Galvani, Joule, and many more are explored in this simple yet enticing book. The first chapter describes Galileo’s studying motion by focusing on a ball experiment instead of the famed Galileo dropping things from the leaning tower of Pisa. In fact in this book Johnson believes that the whole phenomenon never happened and instead focuses on the science of the matter. Galileo carved a groove down the centre of a board about 20 feet long and 10 inches wide. Then he propped it at an angle and timed how quickly the balls rolled down the track. What he discovered was that the distance the ball travels is proportional to the square of the time that has elapsed. Along the ball's path, he placed cat-gut frets, like those on a lute. As the rolling ball clicked against the frets, Galileo sang a tune, using the upbeats to time the motion. This series of events allowed Galileo to show that heavier objects do not fall faster than light ones and to figure out the math for the acceleration of falling bodies. The second chapter describes how William Harvey showed that one form of blood circulates throughout the body, not two. How did an individual display such a complex finding, Harvey had the help of a snake. He needed to observer the flow of blood at a slower pace than many had tested before. Which gave him the idea to use a reptile since they have colder blood, which made its heart beat more leisurely Harvey sliced open a live snake and, while pinching its or main vein, watched as the heart into which it pumped blood grew paler and smaller. He then pinched the snake’s main artery and saw how obstructing the flow caused the heart to swell. When Harvey released the grip, the heart refilled and sprung back to life. Pinching the heart's main artery had the opposite effect where the space between heart and forceps became gorged with blood, inflating like a balloon. It was the heart, was the driving motor, pushing red blood to the extremities of the body. By completing his radical experiment Harvey proved that blood circulated an idea that was so far-fetched managed to overturn the assertion of Galen. In fact Galen had taught that the body contains two separate vascular systems. The first was a blue â€Å"vegetative† fluid, the elixir of nourishment and growth, coursed through the veins. The second was a bright red â€Å"vital† fluid travelled through the arteries, activating the muscles and stimulating motion. Invisible spirits, or â€Å"pneuma†, caused the fluids to slosh back and forth like the tides. The third chapter describes one of the most famed scientists of all time Sir Isaac Newton. He had many discoveries some relating to gravity, calculus, and light spectrums. Newton carefully reviewed what others before him had found and added some observations of his own. In Newton's day, Europe's great scientists believed that white light was pure and fundamental. When it bounced off a colored object or passed through a tinted liquid or glass, it became stained somehow with color. Newton cut a hole in his window shutter and held a prism in the path of the sun, spreading the light into a spectrum. Then he funneled the spectrum through a second prism. He allowed the colors to pass, one by one, through the second prism. Starting at the red end and progressing toward the blue, each color was bent a little more by the glass. Through this exercise Newton had discovered that light consisted of a heterogeneous mixture of different rays. The fourth chapter describes Antoine-Laurent Lavoisier who changed the theory of ash by discovering oxygen. In his experiment he took mercury and heated it in a closed beaker, to develop an almost closed system. Lavoisier heated this until a crust formed or calx which is a reddish color in mercury. After a few days of doing this when he wasn’t producing anymore of the calx, he skimmed it off and isolated it. He placed the isolated mercury in a flask and heated it until it started giving off a gas. He noted that it burned â€Å"with a dazzling splendor†. Calx was not metal without phlogiston, but metal combined with name oxygen. Left behind in the flask was a gas that extinguished flames, now called nitrogen. Lavoisier discovered the nature of oxidation and the chemical composition of the air. The fifth chapter and probably one of the most interesting was of Luigi Galvani the man who accidently discovered â€Å"animal electricity†. Galvani found, the frog's leg would move, seemingly of its own accord, as it hung from a hook, even in the clearest weather. His fellow citizen Volta was assured that electricity was produced by the touching of two different metals. In this case was the frog's leg had hung on a brass hook from an iron rail, virtually being non-biological. Volta confirmed that electricity can indeed come from two metals through his invention of the battery, while Galvani went on to show that there is electricity in the body. He took a dissected frog and nudged a severed nerve against another using a probe made of glass. No metal was involved, but when nerve touched nerve, the muscle contracted as if someone had closed a switch. The sixth chapter describes Michael Faraday who had performed a suite of experiments showing the linkage between electricity and magnetism. Throughout these experiments he invented the the electric motor and the dynamo. Using an Argand oil lamp, Faraday projected polarized light through a block of glass, alongside of which sat a powerful electromagnet. Holding a polarizing filter, called a Nicol prism, to his eye, he rotated it until the light was extinguished. Then he switched on the current. The image of the flame suddenly reappeared. He turned the magnet off and the flame disappeared. The magnetic field, he realized, was twisting the light beam – and if the polarity of the field was reversed, the light beam rotated the other way. Faraday had unified two more forces, demonstrating that light was actually a form of electromagnetism. The seventh chapter was on James Joule and how he discovered that heat was just not nay simple thing but a form of motion. Joule's effort to show that heat and work are related ways of converting energy into motion. This is probably why energy and work are measured in Joules. He took it upon himself to test the theory of caloric or invisible heat in which it will rise up the shaft until you can feel the warmth in the handle. According to this theory, the reason something gets hot when you rub it is because you abrade the surface and let some caloric out. However Joule tested this theory by a rigging of pulleys and weights, he spun a paddle wheel inside a vessel of water and carefully measured the change in temperature. The motion of the paddle made the water warmer, and the relationship was precise where raising one pound of the liquid by one degree took 772 foot-pounds of work. The eighth chapter discusses Albert Abraham Michelson and he set out to prove the existence of the aether. This substance was the fixed backdrop of the universe in which our planet swam as it moved through space. In his apparatus, two beams of light travelled in perpendicular directions. The beam moving upstream with the earth's orbit was slowed by the wind of the aether, while the other beam should be less affected. By comparing their velocities with an interferometer, Michelson would calculate the motion of the Earth, but the speed of the two beams was the same. With help from Edward Morley, Michelson made the measurements much more precisely. Still there was not a hint of aether. In fact, the experiment was a beautiful failure. The ninth chapter discussed man’s best friend thanks to Ivan Pavlov, who had shown how learning was a matter of creatures forming new connections in a living machine. Contrary to legend, Pavlov hardly ever used bells in his experiments with salivating dogs. He conditioned the animals to distinguish between objects rotating clockwise or counter-clockwise, between a circle and an ellipse, even between subtle shades of gray. First, a dog was trained to salivate when it heard an ascending scale, but not a descending one. The melodies were played and the spittle collected. Through simple conditioning, the dog had categorized the music it heard into two groups, depending on whether the pitches were predominantly rising or falling. The mind had lost a bit of its mystery, The tenth chapter or final experiment was on Robert Millikan and how he showed that charge, came in discrete quantities. Millikan's used two round brass plates, with the top one having a hole drilled through the centre. Both plates were mounted on a stand and illuminated from the side by a bright light. The plates were then connected to a 1,000-volt battery. With a perfume atomizer, Millikan sprayed a mist of oil above the apparatus and watched through a telescope as some of the droplets fell into the area between the plates. As he jerked the voltage, he watched as some drops were pushed slowly upward while others were pulled down. Their passage through the atomizer had ionized them, giving the drops negative or positive charges. Thus resulting in what we now call electrons. Johnson's book makes one wonder whether contemporary science might benefit from a bit of the passion and poverty that helped shape these ten beautiful experiments. One might even ask why these and why not include women. Johnson did not play favorites in fact he even mentioned how at one point after publishing the book he had second guessed himself but either way the book accomplished one thing of any. It accomplished in teaching me how the things that I take a mere facts were the hard work of trial and error of many individuals. Such as Harvey for example who proved that blood circulates in one form throughout the body. Something that I just take as a given and don’t consider the amount of work needed to formulate this conclusion. Johnson put it in such a simple context that appreciating the work was truly beautiful.

How far did young peoples’ lives change beetween the early 1950’s and the late 1960’s?

Today, young adults or ‘teenagers' are known for having different fashions and ideas to the older generations. They dress differently, act differently and have a whole different attitude. However, it hasn't always been like this, before the Cultural Revolution of the late 50's and 60's, ‘young adults' as they were known then, were conforming and obedient who respected their parents and followed the music and fashions of the older generations. The word ‘teenager' is a relatively modern word. Although it has been around since the 1920's, it didn't become widely used until the late 1950's. This was because until then there was no such thing as a teenager. You basically went from being a child to an adult when you reached puberty. This was because of what society dictated. Teenagers weren't allowed to have their own cultures and attitudes, they were expected to go to school, have a job or get married, and produce children, and sexual relationships were expected to take place only after marriage. Much of this way of life was due to the hardships of the Depression and World War Two which created a shortage of money and a shortage of money to spend on fashion, music and leisure activities. After World War Two and the end of rationing in 1953, people began to have gradually more and more money. In 1950 the average weekly wage was à ¯Ã‚ ¿Ã‚ ½7.28 but by 1960 this had increased to à ¯Ã‚ ¿Ã‚ ½14.10. They could afford to spend more on the latest gadgets or a night out to some form of entertainment. However, until the late 1950's, many people were still conforming and conventional. Things reached a turning point when a young, unknown American named Elvis Presley reached the music scene. His style was new and original and above all, different to anything that had been done before. This new type of music titled ‘rock ‘n' roll' had energy and beat which was appealing. Now, young people had more money and more time to spend on music. Music became influential. People began to go wild to the songs they were hearing because they were so excited by it. Parents disapproved of this new ‘rock ‘n' roll'. Elvis and other similar musicians were rebellious and unconventional. He challenged authority and his dancing was thought to encourage sex with the swinging of his hips. The words in his songs were thought to provoke sex too. Parents thought he would influence their children whom he did do to an extent, but there were other influences as well. Young people were having more and more opportunities. Due to changing social attitudes, teenagers became more rebellious and more independent. They were now able to spend more time with their friends and so they were able to form new, different social groups. In the 1950's there were the ‘Teddy Boys' and in the 1960's there were the ‘Rockers' and the ‘Mods'. The ‘Teddy Boys' had long, greased hair that was swept back, and wore Edwardian style coats. They listened to rock ‘n roll by people such as Bill Hayley. The ‘Rockers' were a development of the ‘Teddy Boys'. They had the same hairstyles but wore jeans and leather jackets and moved around on motorbikes. The ‘Mods' were ‘Rockers' rivals. Mods drove Italian scooters and wore expensive, tailored clothes. They listened to music inspired by black singers. Rhythm and blues and soul from the United States and ‘Ska' from Jamaica influenced them. Now that people had more money to spend, people could afford to buy more clothes and more consumer-orientated products. In the 50's girls stared wearing trousers which had been unheard of before. Fashion became orientated towards the young. ‘In 1958 Mary Quant was one of the first to design clothes, shoes, make-up and hairstyles for the under 20's'. Part of this is due to television. Now that television was more readily available, people were being influenced by the fashions shown on TV and because they had more money, they could buy the products advertised on TV. Jobs became more readily available. People were able to pick and choose the jobs they wanted rather than take whatever they could. Women started going to work more. This was totally new. Before, the social stereotypes dictated that the husband should be the breadwinner and the wife should look after the children. In World War Two, many women had to go out to work and some carried this through into the 1950's and 60's. Due to an increase in the amount of women going to work, teenage girls began to go out to work and attitudes towards women began to change. In the 1960's, boundaries were pushed further. As sex before marriage became more acceptable, much more emphasis was put on attracting the opposite sex. Dramatic eye make-up was widely popular in the 60's and skirts became shorter and shorter showing more and more leg. When contraception became legal, people became free of convention and all the constrictions of before were just put aside. People began to experiment like they had never experimented before. A new sub-group named ‘Hippies' emerged. They believed in free love and moral freedom. They promoted sexual liberation and the use or drugs in developing the spirit and mind as well as the body. But there was a downside to all this. The hippie way of life created selfishness and a lack of responsibility. Drugs were also an issue. The Hippies challenged society and its way of life and challenged what was considered normal social behaviour. In 1968 they even challenged political authority, as many people believed the way the government was being run was wrong. But it wasn't just Hippies who caused the breakdown of society. All the changes that had been happening right since the early 1950's had completely revolutionised everything and changed the rules of society. Some things stayed the same throughout the 1950's and 1960's. There was a continual influence from the USA on fashion and music and ideas. Although the music between the 1950's and 1960's was widely different, young people were still listening to music all the same. People watched the same programmes and parents views on society and what was acceptable, stayed the same. They still disapproved of what their children were up to and disapproved of the fashions and music as young teenagers began to show their individuality more and more. Overall, young peoples' lives during the 1950's and 1960's changed greatly in all aspects of life and culture. The whole idea of what a ‘teenager' is was changed around. Fashions became much more individual as did the music that represented the changing attitudes and ideas. The whole two decades could be called a revolution as so many things changed such as money and jobs and entertainment. People were sexually liberated when the pill became more available. Although some things stayed the same, all sides of society for young people were changed.