Elizabethan Life/Elizabethan Dance

Christian Gabriel Mrs. Molnar English 1 Pre-IB 23 May 2011 Elizabethan Life/Elizabethan Dance was a vital piece of the way of life in the Elizabethan Era. Not exclusively did the honorable class appreciate it, yet additionally the lower class. Move was utilized in festivities and parties, and frequently, only for relaxation. Lofty moving experts showed these moves. These moves included remarkable structures and stand-out styles (Hall 81). Above all else, moving experts were incredible administrations for the English Elizabethan Court.In the Elizabethan time, it was required for English Elizabethan Court individuals to have involvement with moving, particularly in light of the fact that Queen Elizabethan supported it among every last bit of her subjects (Alchin/Elizabethan Dance). The most celebrated moving experts were Thoinot Arbeau, Fabritio Caroso, and Cesare Negri (Alchin/Elizabethan Dance). Thoinot Arbeau was conceived on March 17, 1520. He was known as a theoretican and student of history of move. He delivered a moving manual called the Orchesographie. This moving manual contained painstakingly nitty gritty, bit by bit portrayals of sixteenth move forms.His administrations were useful to the Elizabethan Court (Hall 81). Fabritio Caroso da Sermoneta was an Italian Renaissance moving expert. His move manual, Il Ballarino, was distributed in 1581. Another was Nobilta di Dame, which was imprinted in 1600. A significant number of the moves of Fabritio Caroso's manuals are intended for two artists with a couple for at least four artists. These manuals offer a lot of data to move antiquarians. A considerable lot of the moves likewise contain commitments to respectable ladies who were individuals from the Elizabethan Court (Hall 81). Cesare Negri was an Italian artist and choreographer.Born in Milan, he established a move institute there in 1554. He composed the move manual Le Grazie d'Amore, the primary content on expressive dance hypothesis to clarify the rule of the â€Å"five fundamental positions†. Negri was a functioning Elizabethan Court choreographer for the respectability in Italy (Hall 81). Arbeau, Caroso, and Negri all showed numerous types of move. There were numerous straightforward moves performed during the Elizabethan Era. Moves for the high society incorporated the Tintertell, the Saltarello, and the Ballet. Lower class moves incorporated the Jig, the Brawle, and Morris Dancing (Alichin/Elizabethan Dance). It was unimaginable for a considerable lot of the high society moves to be performed by the lower class and bad habit versa† (Alchin/Elizabethan Dance). Accordingly, moves were just for one’s explicit class (Alchin/Elizabethan Dance). Privileged moves required the utilization of enormous instruments, for example, console instruments. A well known move of the privileged was the Tintertell. It was a refined hit the dance floor with mind boggling steps and subtleties. The Tintertell was performed with cou ple and at Masques or other Elizabethan gatherings at that point (â€Å"Medieval And Renaissance Dances†). Other high society moves were the Saltarello and the Ballet.The Saltarello is a move displayed after a portion of the more typical moves. It requires dynamic advances joined with bouncing (Miller/Renaissance Dance Steps). The Ballet is a formal and cultured move structure built up at the French Court in the sixteenth century moved via prepared experts. It is fundamentally the same as the Ballet performed today, aside from a lot less complex (Alchin/Elizabethan Dance). Beside high society moves, lower class moves would have been performed at fairs and celebrations, other than Masques and gatherings. A few moves of the lower class were the Brawle, the Jig, and Morris Dancing.To start, the Brawle was a â€Å"immensely mainstream move performed during celebrations† (Alchin/Elizabethan Dance). In this move, individuals are around and move sideways (Evans/SCA Renaissanc e Dance). The Jig is a lower class move, which was related with the traditions and celebrations celebrated in Elizabethan England. The move comprises of thrashing legs, bouncing feet, and twisting legs (Evans/SCA Renaissance Dance). Finally, Morris Dancing was a custom people move acted in provincial England by gatherings of uncommonly picked and prepared men. It depends on musical venturing and the execution of horeographed figures by a gathering of artists. The artists used sticks, blades, hankies, and ringers to apply inventiveness (Hall 81). In spite of the fact that there were numerous kinds of moves, moving in the Elizabethan Era had certain behavior. Moving was a formal and extraordinary issue. It had numerous developments and styles (Miller/Renaissance Dance Steps). These styles included Singles and Doubles, Saltarello, Reverence, and Signals. These types of decorum were the rules of moving in that time (Singman 137). One moving behavior development was the Singles and Doubl es (Miller/Renaissance Dance Steps). These are essentially just strides forward or in reverse. They as a rule began with the left foot† (Miller/Renaissance Dance Steps). Regularly, the artists will say, â€Å"Double forward, single back! †, which makes the entire parade push ahead bit by bit over the move floor (â€Å"Medieval and Renaissance Dances†). Another development was the Saltarello. It required exceptionally dynamic advances. The Saltarello was a structure utilized in expanded development move like the Jig. For instance, the move required three quick advances and a jump toward the end (Hall 81). Different moves required an increasingly social factor.These practices included Reverence and Signals. Adoration, otherwise called reverena, was only a type of regard for the artists. For instance, the men would bow, while the ladies twist their knees in a type of a curtsey (Singman 137). Certain artists utilized signs to draw in different artists. Ladies certain ly utilized this method (Hall 81). Ladies utilized their fans to flag their accomplice. Subsequently, the fans were representative. For instance, â€Å"a fan completely open with the left hand implied, ‘Come and converse with me’† or â€Å"a shut fan in the correct hand implied, ‘Follow me’† (Hall 81).The signs were keys to organization and science in moving (Hall 81). To close, moving was critical in the way of life of Elizabethans (â€Å"Medieval and Renaissance Dance†). It was mainstream because of the way that the two classes could be included. It was novel in the numerous kinds and developments of move. From privileged moves like the Tintertell, to bring down class moves, for example, the Brawle (Alchin/Elizabethan Dance). What they every common wa the requirement for a specific creativity, motivation, and distinction.

Should We Pay College Athletes Essay Example for Free

Should We Pay College Athletes Essay Would it be a good idea for us to pay school competitors? That is a major point in NCAA sports at the present time. Individuals believe that school competitors try sincerely and that they have the right to get paid. Michael Wilbon is one of these individuals. From the start he was against paying school competitors, however now he is totally supportive of it. He says that he is keen on observing the individuals that make income share a little bit of it. At that point you have individuals like a journalist from the Daily Evergreen. He is against paying the competitors. He expresses that when you are an understudy competitor it is understudy first and competitor second, and that on the off chance that you begin paying school competitors it will put being a competitor first. I emphatically believe that school competitors shouldn’t be paid for playing sports in school. Paying players to play sports in school can make players ruin their profession, cause the NCAA to be uneven, and would remove grants. The principal issue with paying school competitors is that it could demolish a school athlete’s future profession. For instance, what happens when you give a little child cash? They spend it on garbage that they don’t need. So something very similar would occur with most youthful school competitors. Consider it, you’re giving a young person straight out of secondary schools a lot of cash to come a play sports at your school. Young people are not capable with cash. A prime case of this event is Josh Hamilton. Hamilton is an expert baseball player in the Major Leagues. He got drafted out of secondary school and marked an agreement with the Tampa Bay Rays for almost 4 million dollars. He got snared with an inappropriate people and wound up blowing all his cash on medications and tattoos. He even got kicked out of Major League baseball for some time. I believe this would happen to a ton of player in school in the event that they got paid. Another issue with paying school competitors is that it will make the NCAA become uneven. It will make school sports simply like elite athletics. The universities with the most cash will have the best groups and the schools with the least cash will have the most noticeably terrible groups. The opposition would crumble. Investigate proficient baseball for instance. The most generously compensated group in the Majors is the New York Yankees, and they are likewise the best. The least paid group is the Kansas City Royals, and they are the most noticeably terrible group in baseball. New York has cash to purchase the best players out there, while the Royals don’t. They can’t get great players due to their spending plan. This is actually what might occur if school competitors got paid. The school with the most elevated spending plan would get the best players in the nation, while the school with the most noticeably awful financial plan wouldn’t have the option to get gr eat players. This will make similar groups great and similar groups terrible throughout each and every year. It would remove all the opposition. The third and last explanation that paying school competitors is a terrible decision is that it would remove grants. Consider it, you are as of now paying school competitors to play by giving them grants. For what reason would you have to pay them more to play on the off chance that they have a grant as of now? You wouldn’t. Which implies that grants would be gone all together and that’s not reasonable for every other person? Shouldn't something be said about the individuals that are non-competitors? They wouldn’t have the option to get grants since they don’t play sports. This would make the understudy populace decline. Bunches of individuals can’t bear to go to the universities they go to. The main explanation they can go is on the grounds that grants permit them to. It’s not option to accept away the open door for less blessed individuals. So I believe that paying school competitors is an ill-conceived notion. It could destroy a players vocation giving them a great deal of cash at a youthful age, similar to it nearly did to Josh Hamilton of the Texas Rangers. It would likewise make the NCAA be uncompetitive and turn out to be actually similar to the expert groups. Also, finally it would dispose of grants, which would accept away open doors of a ton of understudies that are non-competitors Works Cited Chait, Jonathan. â€Å"Fixing College Sports: Why Paying Student Athletes Won’t Work† New York Magazine Mar.2012. Web. 29 Mar.2012 Hamilton, Josh, and Tim Keown â€Å"Beyond Belief† New York: Hamilton, 2008 â€Å"College Athletes Should Not Get Paid To Play† The Daily Evergreen Aug. 2011. Web. 29 Mar. 2012

Short Answers to Big Questions

Short Answers to Big Questions First, I have three very exciting pieces of news to share with you: 1) Googles homepage. 2) My favorite constellation is the APOD (Astronomy Picture Of the Day)!  According to the Greeks, the Pleides were the seven daughters (the constellation is also called The Seven Sisters) of Atlas and Pleione. To the best of my knowledge, no one really knows where the name Pleides came from, so it seems legitimate to pick the possibility that I like the most: plein means to sail, so the Pleides are sailing. Before you argue with that, go spend a few hours lying outside, and let yourself rotate under the stars. On a good night in Boston, I see an armless Orion, and the butt and tail of Ursa Major. One star of Casseiopia could represent the goddess knee, or her head. I like the Pleides because each star is an entire mythical person. The fourth brightest star, for example, is Maia: the oldest sailing sister. She gave birth to Hermes after being raped (surprise surprise) by Zeus. She is also, in case youre interested, a B8 III blue giant with a prominent mercury absorption line. Im sure each of Casseiopeias body parts has a story to tell, too, but there is a much higher density of mythological life stories in the Pleides than in any other part of the sky. My computer at the NRAO this summer was named maia; it felt like destiny. 3) It is beautiful outside. 76 ºF (24 ºC, for those of you who are like me) and cloudless. Its the kind of day that indulges every one of your senses. Now, to the actual content of this post. About a month ago, Chris e-mailed me about a Student Housing Panel. Apparently, there were a lot of new arrivals to the admissions office, and they needed to be brought up to speed about student life at MIT. Since I know a few things about being an MIT student, I was invited to sit on a panel and answer some questions. I had no idea what the questions were going to be. I imagined a fact request, like what is the housing process like for your dormitory? or what is the difference between 8.01 and 8.012? but instead had to improvise answers to (paraphrased): 1) What is your name / year / hometown / high school / major / residence? 2) Why did you choose MIT? 3) Whats your favorite thing about MIT? 4) Have you ever had a UROP? If so, what was the experience like? 5) Why did you choose your dorm/living group and how has it shaped you? 6) What are your biggest regrets from your years at MIT? 7) What activities are you involved with, and how have they shaped you? Admittedly, (1) was pretty straightforward, but the rest woah. Deep questions. Unfortunately I didnt have a notebook with me, so I whipped out a sheet of paper (this article, which my mom sent to me) and began to scribble on the back. When it was my turn to speak, responses came babbling out of me, although Im not sure what exactly I said. I just hadnt had to articulate answers to those questions before. Im glad someone forced me to: I think that theyre important ideas to have in my toolkit of Answers To Questions That Someone Might Ask Me Someday. Now that Ive had a little more time to reflect, here are more concise, confident answers. 1) Anna Ho. Class of 2014. Hometown: its complicated. I was born in Singapore, and moved to England when I was nine and a half, where I picked up an American accent. American School in London (hence the accent). Physics. French House, a living group in New House. 2) To be perfectly honest, I dont know. So, Ill speculate, the same way a historian might speculate about a subjects motivations, based on context and minimal historical records (I dont think I left anything in writing stating the reasons why.) I remember feeling conflicted, because I wanted to emerge from college a well-rounded individual; I was concerned that an MIT education would leave me humanities-less. I remember really admiring everyone I met from MIT, and admiring all of the bloggers on the admissions site. I wanted to be like them. I loved everyone I met during CPW, even though my tonsils rivalled golf balls in volume, and the person I spent the most time with over that weekend remains one of my best friends. I also remember perceiving a lack of pretention about MIT: no one seemed to care how you dressed, what color your hair was, where you came from, who your parents were, how athletic you were. Everyone just wanted to do, and talk about, interesting things. I remember hav ing a lot of respect for what people admired in each other: you would be praised for putting a car on the roof of a building, or for being really excited about your research, or for taking time out of your busy day to be a supportive friend. I remember a conversation back in London, with my writing seminar teacher; when I told him that I was considering going to MIT, he said: oh, MIT! They have a great writing department! Did you know that? Ultimately, I think I picked MIT because, after reading about past MIT students for years (since 8th grade) and meeting current and future ones, I decided that I wanted to be an MIT student. I wanted to be good at the things MIT students admired each other for. I looked up to every individual on that campus, and maybe that made me think going there would turn me into the best person I could be. But thats just an educated guess. Another possibility is that I just made a gut instinct decision. And thats worked out fine! 3) The answer almost everyone gives is the people, so Im going to talk about a couple of other things. The energy. You walk down the hallway, and everyone is walking quickly, with purpose. You catch snippets of excited conversations about projects and stories and wish you had time to listen to all of them. MIT changes us. During orientation, I meet freshmen who are just off the boat from high school, where their identity was The Smart Kid. They are keen to impress. They arrive, and insecurity floods in: everyone around you is OUTSTANDING so you feel very ordinary, and scramble to become distinct. At first, you dont know how you want to distinguish yourself. You talk loudly about a pset score, or about how late you were up studying, or jump to correct people on little insignificant techncialities (spoiler alert: none of these things are particularly impressive.) For some reason, it took me a while to get that admiring others and feeling proud of myself are NOT mutually exclusive. It took me a while to learn that I stand out in ways independent of where I would fall on an IQ or GPA spectrum. Ive learned, for example, that I am very good at infecting others with my excitement for a topic, and that I have a knack for public speaking. One of my friends, on the other hand, is not fond of public speaking at all, yet has incredible to-die-for self-discipline. She exercises all the time, does her grocery shopping regularly (WOW), eats very healthily (WOW), and sleeps well. Ive seen her study for a test every day for a week, or every week for months. I would never say that shes the smartest person I know, but Ive also learned that thats a meaningless compliment, when everyone is intelligence in such a vast array of ways. I was very attached to The Smart Kid title in High School (its addictive) and being stripped of that title on MIT campus can be a p ainful, painful process. But here, Ive had the incentive the need, really to distinguish myself in healthier, more productive ways, and I think that thats made me much better-equipped to enter the world. I also like how much innate respect MIT students have for each other. When I meet someone, I assume that he or she is very competent, kind, and has my best interests at heart. I know that this person has pursued passions in an exceptional way or, frankly, they wouldnt be here and I am excited right off the bat to learn what that story is. I like how much responsibility MIT students take for and give to each other. The spirit here is that were all very intelligent competent people, who care very much about our unique campus culture, and therefore we want a big say in administrative changes. We have a HUGE role in managing our housing system: within our dorms, we basically run CPW and FYRE  and  rooming lotteries. In French House, we even feed each other, through our daily (minus Saturday) cooking system. We take care of each other, here. 4) Yes, and mixed. My first UROP was freshman year; I worked in Saxelab, after introducing myself to the PI following a BCS colloquium. I interviewed for the position, then worked with two post-docs for a few months on a project studying the eye movements of autistic subjects while they watch complex social scenes. It was totally fascinating in theory, but the day-to-day work was tedious; I combed through videos, trying to find appropriate scenes for the study. I didnt learn a whole lot about the brain. In retrospect, I wish I had started the project over IAP or over the summer, so that I could have devoted more time to it. Exposure to the lab did give me a sense for what behavioral study work is like, though, and I learned that I wanted to try something else. Next up: summer after freshman year, I did a computational biology-esque UROP with a grad student in the mechanical engineering department (he was quite the polymath.) Again, that was really interesting but I didnt click particularly well with the mentor and in the end it didnt really go anywhere. So, again, another good learning experience, but meh. Everything changed when I did an REU that I absolutely loved. This was really my transformative research experience for some people, that takes place through a UROP on campus instead. 5) The how it has shaped me is much easier than the why I picked it. How I ended up living here isnt a very romantic story. I didnt get much of a chance to explore the dorms: I was sick with tonsillitis during CPW, and on crutches during REX. I had studied French all my life and had spent a lot of time in France, so was definitely drawn to the cultural aspect, without really knowing what I was in for. Either way, somehow I ended up here, and really could not be happier about it! Now: how its shaped me. At home, my major responsibility was to myself: work hard and develop a set of interests, while Mom and Dad take care of necessities. I stayed far away from student government activities, although I did run a few clubs. My robotics team was probably where I developed my strongest sense of responsibility for others, but at the same time there were always adult mentors who REALLY ran things: organized trips, encouraged us to go out and find funding, etc. French House runs itself. We manage our own budget, debate at house meetings how and when to spend our money. We buy our own kitchen equipment, cook meals for each other, split up the cleaning chores. We plan, organize, run freshmen orientation activities, and ditto social events like dinners and parties. In French House, Ive learned how to feel responsible for my family: things literally would not happen here we would not have dinners, we would not have kitchen equipment, our living space would not be clean if we stopped taking care of it, and each other. Almost all of the upperclassman members of the house have some kind of house government position: this year, Im an orientation chair and sports chair, for example. Im glad that I didnt pick a living group by trying to find the group of people most similar to me.  If I did, I wouldnt have ended up in French House. Sure, its important to live with people you feel comfortable with, but learning to live with people who are different from you is also important and something you will rarely have the opportunity to do, after college. We have a huge diversity of residents here: a range of majors, interests, hobbies, habits, personality types, and as a result, Ive been inspired in ways that I would otherwise never have been, and become best friends with people I would otherwise never have met.   6) Regrets. This is a really hard question, because any regret can be cast as an important life lesson. I do regret not holding onto more my friendships: there are people I talked to a lot freshmen year, who I now wave to in the infinite every now and then. I regret not making a point to exercise regularly. Fortunately, the long walk to New House and the hike up the stairs to French House has kept me reasonably in-shape, but I wish I had made a point of establishing an exercise habit. Other than that, I cant think of anything I really wish I had or hadnt done: I definitely made a lot of mistakes, but I think they all needed to be made. 7) This could be a novella. I wont provide a laundry list. Instead, Ill focus on two that have had totally unexpected but transforming outcomes: -Musical Theater. Ive performed in two musicals at MIT, and the performers confidence Ive gained as a result has made me a MUCH better teacher and public speaker. These are skills that Ive used since to give talks on my research to the public, an activity that ultimately shifted my career path from doctor to astrophysicist public outreach-er. -Dorm Government. I stayed far, far away from dorm government during High School. I sort of just didnt want to know, I think, and felt like I had better things to do. Here at MIT, Ive gotten very heavily involved with politics: Im the president of my dorm, serve as a student rep to the CUP, and have developed a very strong feeling of responsibility for my community as a result. Ive been through some rough patches, but have become so much more adept at navigating the waters of decision-making and consulting and knowing when to ask for advice and when to just make a decision. My spine is much tougher, Ive learned to stand up and fight, how to respond to emergencies. Ive also gotten to know a much wider cross-section of the campus community. Ive learned that at the end of the day, were all MIT students, and which dorm we live in should not limit the radius of our circle of friendships. Its been stressful, not going to lie but a total privilege, and Im now much more aware of my personal strengths and weaknesses.. And hopefully a much better leader. After my term is over, and I have more time to reflect on the experience as a closed system, Ill write a more detailed post about it. When the panel was over, my head was left buzzing with how much of a roller-coaster college has been. What an amazingly high density of learning and changing we do in these four years. And what a weird feeling, to think that I will bow out of this universe in under two semesters.

Madness and Insanity in Shakespeares Hamlet - The...

The Necessary Madness of Hamlet Hamlet, by William Shakespeare, is a complex play, filled with layers of meaning. These are often revealed through the madness of the characters and the theme of madness throughout the play. Although Hamlet and Ophelia are the only characters thought to be so afflicted, the reactions of other characters to this madness mirrors their own preoccupations. When one refers to madness in Hamlet, most would think of Hamlets madness, or at least that that he was pretending to possess. Although Ophelia does go insane and ultimately commits suicide, the central lunacy of the play revolves around Hamlet himself. Hamlets plan to act mad is completely unexplained. It is safe to†¦show more content†¦Polonius is probably the most proactive with his theory, by making elaborate spy plans to test it. Ophelia reluctantly seems to agree with her father, but it may be presumed that this is because she is very reliant on him for her opinions. Horatio, Hamlets best friend, knows that Hamlet is not truly crazy. Many believe that Hamlet is using an appearance of lunacy in order to be able to express his contempt for everyone he sees. The most interesting thing about all of the characters guesses as to the logic behind Hamlets insanity is that the majority of their opinions stem from the thing that most plagues or preoccupies them. Claudius believes that Hamlet is crazy because he has a secret. This was ironic because the secret that Hamlet does have is that he knows that Claudius is his fathers murderer. The very secret that plagues Claudius is the same that plagues Hamlet. Hamlets mother, Gertrude, is wrapped up in her guilt about marrying Claudius so soon after the death of her late husband. She thinks that this must be what makes Hamlet rant so incoherently. While spying on Hamlet for the King, Rosencrantz and Guildenstern decide that he is going crazy because he can no longer fulfill his potential. 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The late king returns as what is suspected to be a ghost or spirit and gives Prince Hamlet orders to seek revenge on Claudius and murder him. This causes Hamlet to intensely consider whether honor or logic is more important. Although Shakespeare only directly refers to one ghost, there are many more ghosts behind the scenes. In the tragedy by Shakespeare, Hamlet as well as all the characters have

A Lesson Plan on Rational Number Lines

Students will use a large number line to understand rational numbers and to position positive and negative numbers correctly. Class: Sixth Grade Duration: 1 class period, ~45-50 minutes Materials: Long strips of paper (adding machine tape works well)Display model of a number lineRulers Key Vocabulary: positive, negative, number line, rational numbers Objectives: Students will construct and use a large number line to develop an understanding of rational numbers. Standards Met: 6.NS.6a. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line. Lesson Introduction Discuss the lesson target with students. Today, they will be learning about rational numbers. Rational numbers are numbers that can be used as fractions or ratios. Ask students to list any examples of those numbers that they can think of. Step-by-Step Procedure Lay out the long strips of paper on tables, with small groups; have your own strip at the board to model what students should be doing.Have students measure two-inch markings all the way to both ends of the paper strip.Somewhere in the middle, model for students that this is zero. If this is their first experience with rational numbers below zero, they’ll be confused that the zero isn’t located on the far left end.Have them mark the positive numbers to the right of zero. Every marking should be one whole number - 1, 2, 3, etc.Paste your number strip on the board, or have a number line started on the overhead machine.If this is your students’ first attempt at understanding negative numbers, you’ll want to begin slowly by explaining the concept in general. One good way, especially with this age group, is by discussing money owed. For example, you owe me $1. You don’t have any money, so your money status can’t be anywhere along the right (positi ve) side of zero. You need to get a dollar in order to pay me back and be right at zero again. So you could be said to have -$1. Depending on your location, the temperature is also a frequently discussed negative number. If it needs to warm up considerably in order to be 0 degrees, we are in the negative temperatures.Once students have the beginning understanding of this, have them begin marking their number lines. Again, it will be hard for them to understand that they are writing their negative numbers -1, -2, -3, -4 from right to left, as opposed to left to right. Model this carefully for them, and if necessary, use examples such as the ones described in Step 6 to increase their understanding.Once students have their number lines created, see if some of them can create their own stories to go along with their rational numbers. For example, Sandy owes Joe 5 dollars. She only has 2 dollars. If she gives him her $2, she could be said to have how much money? (-$3.00) Most students ma y not be ready for problems like this, but for those that are, they can keep a record of them and they could become a classroom learning center. Homework/Assessment Let students take their number lines home and have them practice some simple addition problems with the number strip. This isn’t an assignment to be graded, but one that will give you an idea of your students understanding of negative numbers. You can also use these number lines to assist you as students learn about negative fractions and decimals. -3 8-1 5-4 4 Evaluation Take notes during the class discussion and the individual and group work on the number lines. Don’t assign any grades during this lesson, but keep track of who is seriously struggling, and who is ready to move on.

Geography Coursework Free Essays

string(27) " to travel into Pickering\." Pickering is a historic market town located in North Yorkshire, between York and the North Yorkshire coast. Pickering has many tourist attractions like, the steam railway, Pickering castle, the market and the countryside. It is the gateway to the North York Moors National Park, with its appealing scenery. We will write a custom essay sample on Geography Coursework or any similar topic only for you Order Now We are interested to find out what it is that specifically attracts tourists to that area. This is a map of Pickering along with the attractions of Pickering Two groups took a geography trip to Pickering on two separate days and. Both groups created their own questionnaires and we asked random members of the public these questions. These are some of the questions we asked people while we were in Pickering. Once we had received our results from our questionnaires we compared them with the other group’s results 1.Do you live in: A. Pickering B. the area around Pickering C. or are you a tourist 2.What would you say is the main tourist attraction A. The castle B. The steam railway C. The countryside 3. What method of transport did you use to get here today A. Walk B. Car C. Bus D. Other 4. How long did it take you to travel here today A. Less than 15 minutes B. 15 minutes – 1 hour C. 1 hour + 5. If you are local: Do you do most of your shopping in Pickering I Yes ii No 6. If you are a tourist: A Is this your first visit to Pickering I Yes ii No B. Would you visit Pickering again Table A Where people live Wednesday Thursday Pickering 58% 52% Around Pickering 26% 18% Tourists 16% 30% With these results you can clearly see that a majority of the interviewees were mainly from Pickering. This is somewhat unexpected as Pickering relies on tourists to visit the area. I think the groups went at the wrong time of year because if we went during the school holidays then you should see that there would be an increase in the number of tourists because they would have the time off school and work. : Diagram A My first hypothesis is that on the day that I went on the trip to Pickering I thought there were more local people than tourists. I can prove this with my results from Diagram A and Table A from our questionnaires we asked. However if we had visited Pickering on the market day then we would have seen an increase in the number of local people as the market would attract more local people rather than tourists. Table B The main tourist attraction Wednesday Thursday Castle 12% 15% Steam railway 64% 55% Countryside 17% 15% Other 7% 15% Diagram B The results above show that the on both days the steam railway is the favoured tourist attraction with the majority of the percentage. These results are not exactly unexpected for the reason that the steam railway travels through the countryside so people would still catch a glimpse of the countryside, but because they are on the steam railway they would maybe think that the attraction they are seeing is the steam railway when actually they are viewing the countryside as well. This is a picture of the favourite tourist attraction the steam railway. With my second hypothesis I can say that people preferred the steam railway to the other attractions. I can show this with Diagram B and Table B for the reason that my results show that on Wednesday 64% of people preferred the railway and on Thursday 55% of people favoured the steam railway to the other attractions. Table C Transport Wednesday Thursday Walk 20% 30% Car 56.5% 36% Bus 14.5% 18% Steam train 6.5% 10% Other 3% 6% With these figure we have collated you can clearly see that the main method of transport was the car. This isn’t surprising seen as people rely too much on cars at present, with the majority of people owning one. This is surprising seen as the main tourist attraction is the steam railway so they must have left their cars in the car park while they travelled on the steam railway. After the car, walking was next on both days. With the groups both going during school time and not in a holiday, there would have been more interviewees that are local to the area of Pickering and would have been able to walk there. My group’s results were: Diagram C. For the third hypothesis I can say that the favoured method of transport would be the car. I can back this up with Diagram C and Table C because 56.5% used a car on Wednesday and 36% on Thursday. However on Thursday only 36% travelled by car which maybe suggest that on Thursday there were more local people in Pickering but if you look at my results they show that on Wednesday there were more local people in Pickering. Diagram D Table D Travelling time Wednesday Thursday Less than 15 minutes 48% 42% 15 minutes- 1 hour 31% 36% More than 1 hour 21% 22% On both days it took more people less than 15 minutes to travel into Pickering. You read "Geography Coursework" in category "Papers" The majority of people took less than 15 minutes to travel to Pickering. This is mainly because most of the interviewees were from Pickering and the area around Pickering. This is surprising as Pickering is a tourist town and most of the people we asked were either from Pickering or the area around Pickering and were not actually tourists. My fifth hypothesis is that with the travelling time I can say that a majority of people questioned on both days were from Pickering as it took them less time to travel into Pickering. I can back this up with the results from Table D and Diagram D which both say that the people questioned took 15 minutes or less to travel into Pickering. We also asked people whether they did most o their shopping in Pickering. Our results were; Diagram E These results show that most of the interviewees didn’t do most of their shopping in Pickering. This isn’t surprising as Pickering doesn’t have a major shopping store or any big name stores. So the local people will have to travel out of Pickering to buy all of the luxury items. But the shops that Pickering has are selling the basic goods. With these results they show that a majority of people on both days do their shopping outside of Pickering. Table E Do you do most of your shopping in Pickering? Wednesday Thursday Yes 33% 44% No 67% 56% These results show that most of the interviewees didn’t do most of their shopping in Pickering. This isn’t surprising as Pickering doesn’t have a major shopping store or any big name stores. So the local people will have to travel out of Pickering to buy all of the luxury items. But the shops that Pickering has are selling the basic goods. With these results they show that a majority of people on both days do their shopping outside of Pickering. My sixth hypothesis is that I can say that the people questioned would rather do their shopping outside of Pickering and I can establish this with Table E and Diagram E with both of these showing that people prefer shopping outside of Pickering. Along with only 33% on Wednesday and 44% on Thursday saying they do most of their shopping in Pickering. Table F Is this your first visit to Pickering? Wednesday Thursday Yes 12% 33% No 88% 67% Diagram F Most of the interviewees said that this wasn’t their first visit to Pickering. I think with this question we should have asked if they were a tourist or not. That way we would have had a better idea of who were tourists and who were local to the area this way we would have had different results from the people we interviewed. With a lot of people saying that it wasn’t their first visit to Pickering shows that if they were tourists then they enjoyed visiting Pickering and they decided to travel there again. For my seventh hypothesis I can say that people the people questioned had visited Pickering before and as a consequence of this they visited Pickering again. I can prove this with my Table F and Diagram F. Table F shows that on both days a majority of people had visited Pickering before. However there were a small number of people who hadn’t visited Pickering before. I think that if people said that it was their first visit to Pickering then we should have asked them if they enjoyed their time in Pickering and if they would visit the area again. Diagram G Table G Would you visit Pickering again? Wednesday Thursday Yes 96.5% 82% No 3.5% 18% With these sets of results they show that a lot of the people questioned said that they would visit Pickering again. That shows that Pickering is a pleasant place and is a delightful experience. It seems that on Thursday there were more people that wouldn’t visit Pickering so maybe the people on Thursday thought that Pickering wasn’t an enjoyable place to visit. Whereas Wednesday’s results prove that people visiting Pickering was satisfied with the area. My eighth hypothesis is that I’m able to say that given the chance people would visit Pickering again. I can provide evidence to this with Table G and Diagram G which both say that the majority of people enjoyed their visit to Pickering and would take another trip to the town of Pickering A semi-conclusion would be that a majority of people on both days was fond of Pickering and many of the interviewees had visited Pickering before our visit there and would gladly visit again. Although, there isn’t a large shopping centre nearby to attract the tourists or for the locals to do their shopping, people still flock to Pickering for the market on Wednesdays and the steam railway. A lot of people who had travelled to Pickering didn’t travel for a lengthy amount of time which suggests that a lot of people who were visiting Pickering were from nearby and didn’t have to travel very far. Recently I took a trip with a few of my class-mates to Beverley and asked people there the same questionnaire with a few alterations. We did that so that we could compare the results from Pickering to those of Beverley. We found that a majority of people asked were from the area around Beverley unlike that of people asked in Pickering as most of them were from Pickering itself. Unlike the Pickering survey, were over half the people asked didn’t do their shopping in Pickering. The Beverley survey recorded that half of the people in question did their shopping in Beverley. We asked if people would visit the designated town again given the choice and in Pickering there was a few people who said no but in Beverley everybody in question would visit Beverley again. To conclude my study I can say that the reason people are specifically attracted to Pickering is that most people are interested in the steam railway or the market which are both located in Pickering. Where as, in Beverley people were attracted to visiting Beverley because they were visiting or have visited Beverley Minster. A few ways in which I could have improved my study is that I could have included a plan of the shops and businesses of Pickering. Also, I could have written about the shops and businesses and say if they were high, medium or low order businesses. I could have also asked more people the questionnaire which would have made a difference to my results. Also I could have visited Pickering or Beverley on multiple days and then compared the results to see what differences there would be and I could compare each day with one another. How to cite Geography Coursework, Papers

Dixie Chicks - Fly free essay sample

Are you one of those who despises country music? Well, atone time I was, too. It used to be just rap and alternative music blaring throughmy stereo speakers, but that was before one of my friends introduced me to theDixie Chicks and their sophomore CD, Fly. This is not justany old album. You dont buy it because there are a couple songs on it you like;much to my surprise, there are only one or two songs I dont like. There areupbeat songs like Some Days You Gotta Dance, funny songs likeGoodbye Earl and slow, sweet songs such as, HeartbreakTown and Cowboy Take Me Away (my favorite). Anotherthing that sets this album apart is most of the songs have something to do withthe lives of the women in the band. Let Him Fly refers to the need tobe on ones own, Cowboy Take Me Away is about finally finding truelove and the album is titled Fly because of the Dixie Chicks careertaking off. We will write a custom essay sample on Dixie Chicks Fly or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page So whether you like slow, sweet songs to relax to or fast,upbeat songs to dance to, this CD is for you. Dont be scared off because thisalbum is in the country music section of the store, it is much, much more. Dixie Chicks - Fly free essay sample Dixie Chicks again show their amazing talent onFly, a delightful mix of country and zip that youll find hard toquit listening to. This is one CD that you can listen to from start to finish andlove every single minute. No matter what mood youre in, youll find it hard toresist smiling while listening. Like me, you may think youre not fond ofcountry. But, after you hear just the first song, youll be tappin your toes. Itdemonstrates that country can be a fun experience and not just a boring mansinging about love in a cowboy hat. From track one, Ready ToRun, to track thirteen, Let Him Fly, there are songs foranyone. No one will be able to resist the Chicks carefree and sassy pep. You canrun, dance, sing or study to this delightful array of tracks. The DixieChicks Natalie, Emily and Marty have been around for a couple of years, andthis is their second album. We will write a custom essay sample on Dixie Chicks Fly or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They are a group of women getting to do what theyvealways dreamed of. Fly is a perfect example of the fun country soulsthese women possess. Compared to any other country CD I have heard, thissassy mix of tunes is by far the best. Hats off to the Dixie Chicks. This CDrocks!

Arab Spring in North Africa and the Middle East

Arab spring is an anti-government opposition that occurred in North Africa and the Middle East. It is a revolution that caused changes within nations. It happened in many Arabian nations within the Middle East and those in North Africa.Advertising We will write a custom essay sample on Arab Spring in North Africa and the Middle East specifically for you for only $16.05 $11/page Learn More Among countries that were touched by this revolution are Yemen, Syria, Libya, Tunisia, Egypt among others. The revolutions evolved in these nations as war between two conflicting groups, and it went far to touch on citizens at the lowest level. In Egypt, it started as a political revolt against the then reining president. Revolts starts as demonstrations, first for few people then masses are out in the street in support of the side they choose. In many times, there are two strongly conflicting sides. One side of these conflicts involves those who are keen to maintain th e status quo while the other group targets to bring change. This paper explores the subject of Arab Spring using the case study of Libya, a country in North Africa. The conflict saw the then Libyan president overthrown from power. In Libya, conflicts started as tension that had risen from the leadership of the late Mummar Gadhafi; he had a system of leadership that divided the citizens to make it easier to rule them. The citizens of Libya were left to fight for resources that were made scarce by Mummar’s government. Libyans from the entire nation were kept away from benefitting from oil production in the country. Revolutions in a nation have political, social, and economic linkages. Members of a social group feel that they have been represented by the people in leadership or that their concerns are not put into considerations. They cause a movement that stand in opposition of the government in attempt to acquire resources by force. This is what happened to the people of Begha zi in Libya who felt that the then president was not much concerned about them (Tempelhof and Omar 2).Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Revolution in Libya was initiated by different groups that were opposed to the governance of President Mummar Gadhafi. These groups had no indications of planning the events that resulted in the conflicts. However, the groups had similar mission. They reinforced each other to attain what they wanted. Some groups that were mentioned include civil society, youth movements and several rebel soldiers who defected from the government to join other militia groups who wanted change (Tempelhof and Omar 3-6). Politics is used by leaders to divide people into smaller groups that are set against each other and, therefore, are unable to concentrate with the leadership. Ethnicity in Libya became a great cause of division. For example, the region of Misrata under the in fluence of political powers of anti-Gadhafi followers attacked their neighbors, Tawergha. In the same way, the Zinatans attacked their neighbors in Mashashya village (International Crisis Group 2). Economic differences are players in the conflicts. In Libya west, Zuwarans were suffering from unequal government investment in their town as opposed to their neighbors in Jmail. In the same issue, the Zuwarans claimed that their land was invaded by the newly settled Jmail and Rijdalin (International Crisis Group 6). Religious divide was not a big problem since Libya is more populated by Muslims. In Libya, propaganda was propagated through the media that made groups in conflict to be more charged against their opponents. In two cases, the fighters within communities were cheated that their neighbors were arming to attack them. These people were forced to arm themselves in response to threats they anticipated. For example, Surmans were convinced that Zintans were coming to rape their women and kill them (International Crisis Group 2).Advertising We will write a custom essay sample on Arab Spring in North Africa and the Middle East specifically for you for only $16.05 $11/page Learn More The conflicts in Libya resulted in killing of many Libyans and destruction of property. The Libyans realized a new regime. In my view, social media contributes to escalation of conflicts. Media services cause transmission of information, which causes more division within the group in conflict. Works Cited International Crisis Group. â€Å"Divided We Stand: Libya’s Enduring Conflicts.† Middle East/North Africa Report N °130, 2012. Web. Tempelhof, Susanne Tarkowski and Omar, Manal. â€Å"Stakeholders of Libya’s February 17 Revolution.† United States Institute of Peace Special Report, 2012. Web. https://www.usip.org/sites/default/files/resources/SR%20300.pdf This essay on Arab Spring in North Africa and the Middle East was written and submitted by user Jocelynn Schultz to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

All About the French Regular Verb Passer (to Pass)

All About the French Regular Verb 'Passer' ('to Pass') Passer (to pass) is a very common and useful regular -er verb, by far the largest group of verbs in the French language. It may be used as a transitive verb that takes a direct object or an intransitive verb, and in doing so, its  compound tenses  are conjugated with either  avoir  or  Ãƒ ªtre. Intransitive Passer   à ªtre With no direct object, passer means to pass and requires à ªtre in the compound tenses: Le train va passer dans cinq minutes.   The train is going to pass / go past in five minutes.Nous sommes passà ©s devant la porte midi.   We passed by the door at noon When followed by an infinitive, passer means to go / come to do something: Je vais passer te voir demain.   Ill come (by to) see you tomorrow.Pouvez-vous passer acheter du pain  ?   Can you go buy some bread? Transitive Passer Avoir When passer is transitive and has a direct object, it means to pass, to cross, to go through, and it requires avoir as the auxiliary verb  in the compound tenses. On doit passer la rivià ¨re avant le coucher du soleil.   We need to cross the river before sunset.Il a dà ©j passà © la porte.   He has already gone through the door. Passer is also used transitively with a period of time to mean to spend: Nous allons passer deux semaines en France.   Were going to spend two weeks in FranceJai passà © trois mois sur ce livre.   Ã‚  I spent 3 months on that book Transitive versus Intransitive While the meanings are nearly the same, the difference is in the object (the noun following the verb). If there is no object, or if a preposition separates the verb and object, the verb is intransitive, as in Je suis passà © devant la porte. If theres no preposition, as in Jai passà © la porte, its transitive. Se Passer The pronominal se passer most often means to take place, to happen, or, in reference to time, to go by. Quest-ce qui se passe  ?   Whats going on?Tout sest bien passà ©.   Everything went smoothly.Deux jours se sont passà ©s.   Two days went by. Expressions With Passer With  idiomatic expressions  using the French verb  passer, you can butter someone up,  handcuff someone, kick the bucket, and more. passer   clothing  Ã‚  to slip on/intopasser   infinitive  Ã‚  to go do somethingpasser la douane   to go through customspasser la radio/tà ©là ©   to be on the radio/TVpasser lheure dà ©tà ©Ã‚  Ã‚  to turn the clocks foward, begin daylight saving timepasser lheure dhiver  Ã‚  to turn the clocks back, end daylight saving timepasser pas lents   to pass slowlypasser de bons moments   to have a good timepasser de bouche en bouche   to be rumored aboutpasser des faux billets   to pass forged moneypasser devant Monsieur le maire   to get marriedpasser du coq là ¢ne  Ã‚  to change the subject, make a non sequiturpasser en courant   to run pastpasser en revue   to list; to go over in ones mind, go through  (figurative)  passer (en)   ordinal number  Ã‚  to put in ___ gearpasser là ¢ge de   to be too old forpasser larme gauche  (familiar)  Ã‚  to kick the bucketpasser la journà ©e/soirà ©e   to spend the day/eveningpasser la main d ans le dos quelquun   to butter someone uppasser la tà ªte la porte   to poke ones head around the door passer le cap   to get past the worst, turn the corner, get over the hurdlepasser le cap des 40 ans   to turn 40passer le poteau   to cross the finish linepasser les bornes   to go too farpasser les menottes quelquun   to handcuff someonepasser par   to go through (an experience or intermediary)passer par de dures à ©preuves   to go through some rough timespasser par toutes les couleurs de larc-en-ciel   to blush to the roots of ones hair, to turn pale (from fear)passer par luniversità ©   to go through collegepasser pour   to take for, be taken forpasser quelque chose quelquun   to pass/hand something to someonepasser quelque chose aux/par profits et pertes   to write something off (as a loss)passer quelque chose en fraude   to smuggle somethingpasser quelque chose sous silence   to pass something over in silencepasser quelquun tabac   to beat someone uppasser quelquun par les armes   to shoot someone by firing squadpasser sa colà ¨re sur quelqu un   to take out ones anger on someone passer sa mauvaise humeur sur quelquun   to take out ones bad mood on someonepasser sa vie faire   to spend ones life doing Conjugations You can see all the tenses  of passer, both simple and compound,  conjugated elsewhere. For now, below is the present tense to illustrate that passer hews exactly to regular -er conjugation endings.   Present tense: je passetu  passesil passenous  passonsvous  passezils  passent

Protection Improvements Option for HMMWVs Assignment - 1

Protection Improvements Option for HMMWVs - Assignment Example According to the U.S. Army representative remarks at the recent Association of the U.S. Army’s â€Å"AUSA Winter† symposium held in Ft. Lauderdale, Fla., Feb. 24-26, 2010, â€Å"The HMMWV Recap requirement exists to address needed repair and rework of existing HMMWVs used in tactical operations while at the same time modernizing through upgrade existing HMMWVs to improve their operational capability† (Scott para 2-3). Under the new approach of revamping the HMMWVs, one option is to develop a single integrated system to be kept on the chassis of HMMWV after taking down its body to fit the new capsule structure on it to be integrated with the current subsystems of the HMMWV. This approach would facilitate not discarding most of the parts of the HMMWV (Scott para 9). The capsule approach can provide the protection improvement needed in up-armored HMMWV because of reduction in weight helping in its load carrying capacity and mobility. Designing of the capsule adds to the protection level in the internal and external body structure of the HMMWV (Scott para 10). As per the US Army TWV Strategy Report, adding armor kits to the vehicles was an afterthought; the vehicles were not designed to carry 3000+ pounds in weight, which is affecting the performance of the vehicles. Considering the future demands on the fleet, the proposed solution stated above would offer the perfect balance in the 3-Ps (Payload, protection, and performance) besides offering a sophisticated fleet, robust enough to host varied modern electronics, essential during any war operations. The proposed capsule approach option is cost-efficient to fulfill the sustainability and affordability issues arising in the future particularly on the right mixing of quality and quantity parameters (7-9). A good thing about the proposed protection improvement option is the cost-effectiveness of the Small Combat Tactical Vehicle Capsule (SCTVC)  approach, developed by Chris Berman, a former Navy SEAL, and the founder and president of Granite Tactical Vehicles – the designer of the SCTVC approach (Scott 6-7).

Select a type of crime such as rape and write a paper explaining the Research

Select a type of crime such as rape and write a explaining the differences between the consensus and conflict approaches to explaining it - Research Paper Example The paper focuses on two issues: the male-centric conception of rape in current law, and the rape and gender violence as linked to other categories of differentiation. The sociological theories that underpin our understanding of crime and punishment, as well as the justice system have long been the subject of debate by opposing ideological camps. The divergent approaches of â€Å"consensus† and â€Å"conflict† and what approach is the most appropriate lens with which to understand crimes remains to be discussed today, with the debates evolving to meet more modern and complex contemporary problems. It is imperative to begin by defining the concepts. Reid (119) defined the consensus approach as one that â€Å"views the emerging norms and laws of society as representative of the common feeling about what is right and proper; that is, they represent a consensus of views—a mechanism for maintaining social order.† It looks at society as a homogenous whole, without factions or frictions, and making a collective determination on what is right and what is wrong. For example, taking a very recent incident, the harsh punishments m eted against the London street rioters might be deemed appropriate among proponents of the consensus theorists: indeed, the destruction of private property and petty larceny go against collective values and the State must bear down heavily upon those who seek to trample those values. In contrast, the proponents of the conflict theory look at society not as a homogenous whole, but as one wracked by class fault lines. Therefore, laws are not simply collectively-agreed upon rules that establish social order and ensure the efficient and harmonious functioning of society, they are a means by which those who have wealth and power ensure that existing hierarchical arrangements are perpetuated. Whilst Karl Marx did not theorize specifically on criminal justice, his philosophies illumine the conflict theory

John Keats: Ode On A Grecian Urn

John Keats: Ode On A Grecian Urn Thou still unravishd bride of quietness[im1], Thou foster-child [im2]of silence and slow time, Sylvan [im3]historian, who canst thus express A flowery [im4]tale more sweetly[im5] than our rhyme: What leaf-fringd legend haunts[im6] about thy shape Of deities or mortals, or of both,[im7] In Tempe [im8]or the dales of Arcady[im9][im10]? What men or gods are these? What maidens loth? What mad pursuit? What struggle to escape?[im11] What pipes and timbrels? What [im12]wild ecstasy? Heard melodies are sweet, but those unheard[im13] Are sweeter; therefore, ye soft pipes[im14], play on; Not to the sensual ear, but, more endeard, Pipe to the spirit ditties of no tone[im15]: Fair youth, beneath the trees, thou canst not leave Thy song, nor ever can those trees be bare;[im16] Bold[im17] Lover, never, never canst thou kiss, Though winning near the goal yet, do not grieve; She cannot fade[im18], though thou [im19]hast not [im20]thy bliss, For ever wilt thou love, and she be fair![im21] Ah, happy, happy [im22]boughs! that cannot shed Your leaves, nor ever bid the Spring adieu; And, happy melodist, unwearied[im23], For ever piping songs for ever new;[im24] More happy love! more happy, happy love! For ever warm and still to be enjoyd, For ever panting[im25], and for ever young; All breathing human passion far above[im26], That leaves a heart high-sorrowful and cloyd[im27][im28], A burning forehead, and a parching tongue. Who are these coming to the sacrifice? To what green altar, O mysterious priest, Leadst thou that heifer lowing at the skies, And all her silken flanks with garlands drest? What little town by river or sea shore, Or mountain-built with peaceful citadel[im29], Is emptied of this folk, this pious morn? And, little town, thy streets for evermore Will silent be; and not a soul to tell Why thou art desolate, can eer return. O Attic shape! Fair attitude! with brede Of marble men and maidens overwrought[im30], With forest branches and the trodden weed; Thou, silent form[im31], dost tease us out of thought As doth eternity: Cold Pastoral![im32] When old age shall this generation waste, Thou shalt remain, in midst of other woe Than ours, a friend to man, to whom thou sayst, Beauty is truth, truth beauty[im33],-that is all Ye know on earth, and all ye need to know. Background: Keats felt inspired after reading two Benjamin Haydon articles, he was aware of Greek art and he had first hand exposure to the Elgin marbles. Reinforced his belief that Greek art was idealistic and captured Greek virtues which form the basis of the poem. He wrote the Odes when he left his job as assistant house surgeon in London, to devote himself entirely to the composition of poetry. Living with his friend Charles Brown, the 23-year-old was burdened with money problems and despaired when his brother George sought his financial assistance. Relationships between the soul, eternity, nature, and art. Keats was a second generation of Romantic poet, he took a polite subject a study of a Greek pot commonly spoken about by the Augustans and traditional odes and turned it into a loud, over-the-top celebration of music, sex, and youth. Structure: Attempted to write sonnets but found the rhyme scheme did not match the message he was trying to convey, so he turned to the ode form. But he found the Pindaric form inadequate for discussing philosophy. So, he developed his own kind. Further altered his ode style for Nightingale and Grecian Urn by adding a secondary voice- creating a dialogue. Keats uses ekphrasis, (the poetic representation of a painting or sculpture in words) but differently from Theocrituss Idyll, a classical poem describing a design on the side of a cup, Theocritus describes motion and underlying motives whilst Keats focuses solely on the external features of the cup but makes the reader think about the underlying motives. Ten-line stanzas, beginning with an ABAB rhyme scheme (alternate rhyme) and ending with a Miltonic sestet (1st and 5th stanzas CDEDCE, 2nd stanza CDECED, and 3rd and 4th stanzas CDECDE, the Keatsian Structure). The same overall pattern is used in Ode on Indolence, Ode on Melancholy, and Ode to a Nightingale (though their sestet rhyme schemes vary), which unify the poems in structure as well as theme. Creates the sense of a two-part thematic structure as well. The first four lines of each stanza roughly define the subject of the stanza, and the last six roughly explicate or develop it. Ode in Greek, means sung. While ode-writers from antiquity adhered to rigid patterns of strophe, antistrophe, and epode, the form by Keatss time had undergone enough transformation that it represented a manner rather than a set method for writing a certain type of lyric poetry. Keatss odes seek to find a classical balance between two extremes, and in the structure of Ode on a Grecian Urn, classical literature and the asymmetry of Romantic poetry. The use of the ABAB structure in the beginning lines of each stanza represents a clear example of structure found in classical literature, and the remaining six lines appear to break free of the traditional poetic styles of Greek and Roman odes. Keats metre reflects a conscious development in his poetic style. The poem contains only a single instance of medial inversion (the reversal of an iamb in the middle of a line), which was common in his earlier works. Keats incorporates spondees in 37 of the 250 metrical feet. Caesurae are never placed before the fourth syllable in a line. The word choice represents a shift from Keats early reliance on Latinate polysyllabic words to shorter, Germanic words. In the second stanza, Ode on a Grecian Urn, which emphasizes words containing the letters p, b, and v, uses syzygy, the repetition of a consonantal sound. The poem incorporates a complex reliance on assonance, which is found in very few English poems. Line 13 where the e of sensual connects with the e of endeard and the ea of ear connects with the ea of endeard. A more complex form is found in line 11 the ea of Heard connecting to the ea of unheard, the o of melodies connecting to the o of those and the u of but connecting to the u of unheard. Themes: Like many Keatsian odes, Ode on a Grecian Urn discusses art and arts audience. He relied on depictions of natural music in earlier poems, and works such as Ode to a Nightingale appeal to auditory sensations while ignoring the visual. Keats reverses this when describing an urn within Ode on a Grecian Urn to focus on representational art. He previously used the image of an urn in Ode on Indolence, depicting one with three figures representing Love, Ambition and Poesy. Of these three, Love and Poesy are integrated into Ode on a Grecian Urn with an emphasis on how the urn, as a human artistic construct, is capable of relating to the idea of Truth. The images of the urn described within the poem are intended as obvious depictions of common activities: an attempt at courtship, the making of music, and a religious rite. The figures are supposed to be beautiful, and the urn itself is supposed to be realistic. Although the poem does not include the subjective involvement of the narrator, the description of the urn within the poem implies a human observer that draws out these images. The narrator interacts with the urn in a manner similar to how a critic would respond to the poem, which creates ambiguity in the poems final lines: Beauty is truth, truth beauty, that is all / Ye know on earth, and all ye need to know. The lack of a definite voice of the urn causes the reader to question who is really speaking these words, to whom they are speaking, and what is meant by the words, which encourages the reader to interact with the poem in an interrogative manner like the narrator. The urn, as a piece of art, requires an audience and is in an incomplete state on its own. This allows the urn to interact with humanity, to put forth a narrative, and allows for the imagination to operate. The images on the urn provoke the narrator to ask questions, and the silence of the urn reinforces the imaginations ability to operate. This interaction and use of the imagination is part of a greater tradition called ut pictura poesis the contemplation of art by a poet which serves as a meditation upon art itself. In this meditation, the narrator dwells on the aesthetic and mimetic features of art. The figures on the urn within Ode on a Grecian Urn lack identities, but the first section ends with the narrator believing that if he knew the story, he would know their names. The second section of the poem, describing the piper and the lovers, meditates on the possibility that the role of art is not to describe specifics but universal characters, which falls under the term Truth. The three figures would represent how Love, Beauty, and Art are unified together in an idealised world where art represents the feelings of the audience. The audience is not supposed to question the events but instead to rejoice in the happy aspects of the scene in a manner that reverses the claims about art in Ode to a Nightingale. Similarly, the response of the narrator to the sacrifice is not compatible with the response of the narrator to the lovers. Narrator contemplates where the boundaries of art lie and how much an artist can represent on an urn. The questions the narrator asks to reveal a yearning to understand the scene, but the urn is too limited to allow such answers. Furthermore, the narrator is able to visualise more than what actually exists on the urn. This conclusion on art is both satisfying, in that it allows the audience to actually connect with the art, and alienating, as it does not provide the audience the benefit of instruction or narcissistic fulfilment. Besides the contradictions between the various desires within the poem, there are other paradoxes that emerge as the narrator compares his world with that of the figures on the urn. In the opening line, he refers to the urn as a bride of quietness, which serves to contrast the urn with the structure of the ode, a type of poem originally intended to be sung. Another paradox arises when the narrator describes immortals on the side of an urn meant to carry the ashes of the dead. In terms of the actual figures upon the urn, the image of the lovers depicts the relationship of passion and beauty with art. In Ode to a Nightingale and Ode on Melancholy, Keats describes how beauty is temporary. However, the figures of the urn are able to always enjoy their beauty and passion because of their artistic permanence. The urns description as a bride invokes a possibility of consummation, which is symbolic of the urns need for an audience. [im1]Apostrophe: Silences the Urn and projects a voice, his own onto it allowing him to speak on its behalf. [im2]Married to Mr. Quietness but they have never consummated their marriage despite ravished imagery. Also, adopted by silence and time but these were not the originally circumstances, the true parent is the silent painter and ceremonial use. After the decline on Greece the pot continued to live on. [im3]Means Forest, the Urn is a historian of people of the woods. [im4]As well as the bee imagery flowery is a pun as a flowery tale is very complicated, also an urn had a flowery or leafy border. [im5]Flower and sweetly is metaphor for bees and nature, he believes that the Urn can tell a better story, with nature like unlike poetry, both are true beauty and show nature. [im6]Exist in one place- but has obvious connections to the supernatural and the dead characters. [im7]In ancient Greece Gods were represented as normal people so it would be hard to tell the difference, Gods also liked to be in company with people. In a way, the poems rigid rhyme and meter is very understated bringing parallels to God. Effortless on the surface highly intricate underneath you wouldnt know what you were looking for unless you sough it out.. [im8]The Vale of Tempe was home for a time to Aristaeus, son of Apollo and Cyrene, and it was here that he chased Eurydice, wife of Orpheus, who, in her flight, was bitten by a serpent and died. In the thirteenth century AD a church dedicated to Aghia (Saint) Paraskevi was erected in the valley. [im9]Tempe and Arcady are allusions to two regions of Ancient Greece known for being particularly lush and green. They become stock symbols in English poetry for places where people lived in the forest. [im10]Vision of pastoralism in nature. [im11]USE of ekphrasis, the poetic representation of a painting or sculpture in words. [im12]Repetition of questions (anaphora) that the speaker cannot comprehend draws parallels to the interaction between Job and God. Something that is godly like nature or beautiful art is incomprehensible for man we can do our best to try to understand it only. [im13]ASSONANCE: ea of Heard connecting to the ea of unheard, the o of melodies connecting to the o of those and the u of but connecting to the u of unheard. [im14]Unlike the wild party music in the chase in stanza 1 the soft pipes give a soothed atmosphere [im15]Paradox: the sweetest melodies are the ones that you do not hear. Keats is tricking the audience: he treats the people as if they are real people in real events living on the Urn just in frozen time The Urns beauty allows him to think of a song in his head that the man is playing and its more beautiful than anything that he has ever heard before. Aka he prefers the fantasy world to the real one. [im16]Edenic, it shall always be spring here with the man under the tree always playing his sweet music for his spirit. [im17]Another apostrophe [im18]No surprise that he is so obsessed with immortality, he had just contracted TB.. [im19]Greece had connections to higher society and was rebellious, he uses anachronistic diction to make this connection with the constant repetition of thou- its made to sound fancy. [im20]Keats says not to grieve but continues to use negative phrasing even in these lines: do not grieve, cannot fade, and hast not thy bliss. Keats may have made a mistake, or there may be a reason for this negative undertone [im21]SYZYG: Repetition of the consonant sound b v p in particular, breaking his reliance on Latinate polysyllabic words to shorter, Germanic words. [im22]Potentially trying to convince himself that he is happy allegorically he is actually happy. [im23]Pronounced un-wear-i-ed to preserve the iambic pentameter. Potentially comparing himself to the happy melodist who too draws out notes/syllables. [im24]Stuck in the same time forever its always new nothing shall ever grow old. [im25]Repetition shows the eternal nature of the urn which is observed here. Panting from being chased in S1 as well as sexual connotations. Alternatively, with the rhythm pulsating and the repetition of speech he is growing sexually excited himself. [im26]Could be the speaker standing above the urn or it could suggest that the lovers are better of above human passion and they are actually all Gods, preserved and beautiful- living on forever as long as they are remembered. [im27]If it is the speaker standing high above then it must be his heart that is sorrow filled, looking at those in love sadden him. Uses metonym to connect them. Words that give meaning to another i.e. Westminster = House of Parliament, Downing Street = Prime Minister. [im28]Too much of something good. [im29]Oxymoron peaceful fortress [im30]Overcomplicated- too good for us Godly. [im31]Apostrophe and personificationÂÂ   is cyclical like looking around the urn in a circle. [im32]The poet compares the experience of looking at the urn to thinking about eternity, an idea so lofty and hard to understand that trying to think about it is like not thinking at all. [im33]Simple chiasmus acts as synecdoche for the poem. Due Process and Crime Control Models: Compare and Contrast Due Process and Crime Control Models: Compare and Contrast The purpose of this paper is to research both the Due Process and Crime Control Models. After researching each of the topics, they will be discussed in further detail. Both of the models will be compared and contrasted as well. Both of the models have proven to be well known and used throughout the United States, as well as many other parts of the world; both models have been used since the 1960s. The contemporary state court system status and the model that is used there will be discussed further in the paper. Both of the models named above are very complex systems that are used in criminal justice systems throughout the United States as well as many other parts of the world. The models were developed as some type of guideline to aid in the arrest and prosecution of criminals. The purposes of the two models are to help maintain safety is society, as well as protect the rights of the suspect in various situations and scenarios. In order to fully understand both of the models, each system must be viewed separate and together. Various models and techniques have been used in the criminal justice system since its development, some of the models have been more structured than others, some have been less structured than others. When evaluated, some of the different models have worked well in some areas, while other models have not appeared to be beneficial at all. Literature Review Choongh (1998) provided readers with information regarding the limitations of Packers crime control and due process models, which were developed in the 1960s. Choongh informed readers that the crime control model follows procedures very closely, as well as screen suspects, determines guilt, and secures punishment all according to written policies, procedures, and laws. Choongh suggested that there are some problems with the model. One of the problems is that the model defines efficiency by speed and finality. This could possibly be beneficial in some ways, but could also cause harm in other ways; the quicker the investigation the more likely that the work may be incomplete or sloppy. The due process model is more concerned with individual integrity and autonomy. The main purpose of the due process model is to maintain close control over the power of the state. Choongh reported that neither model is effective, this is because the investigations are not thorough enough, court processes are rushed, and prosecutors and law enforcement rush to accusing a person of guilt rather than taking their time and finding the real villain. Henham (1998) provided readers with information about the rights-based approach. The author explained that there is a large need for a rights-based approach to be used for criminals during the sentencing process. Henham feels that the crime control model and the due process model are not adequate. The crime control model is based on repressing criminal activity and maintaining a low crime rate. The due process model focuses mainly the protection of the individual through stressing adherence to courtroom procedures. The rights-based approach is concerned to postulate a number of fundamental normative propositions that have moral, rather than empirical validity. The crime control model and the due process model do not provide adequate choices to criminals when mental health problems are involved, but a rights-based approach would address several areas that the other models do not address. Henham felt that people who suffer from different mental disorders are essentially being discrimin ated against, by not providing for their need. Schrieber, Renneberg, and Macracker (2009) and Tucker, Hasselt, and Russell (2008) all wrote about the criminal justice system, mentally ill patients, and the professionals inadequate training for dealing with the mentally ill. All of the above authors agreed that there is a great need for special training and possibly special crime models that should be used when police are dealing with mentally ill criminals. Recently there has been a rise in the number of cases that law enforcement officials have responded to in which mentally ill individuals were the reason the police were called. Schrieber, Renneberg, and Macracker reported that the criminal justice system is not capable of dealing with offenders who suffer from mental disorders that uncontrollable. Recent studies have shown that law enforcement officials have are generally the first contact with mentally ill suspects in criminal cases, but also in many cases that are not criminal and have to be dealt with through social service programs. The authors reported that the models need to be reorganized so that the criminal justice system will be more sensitive to individuals who suffer from major depression, post traumatic stress disorder, schizophrenia, and psychosis. Rehabilitation is very important for individuals who have these disorders and the treatment that they need is not offered in many of the detainment facilities that criminals are sent to. Klein (2006) wrote about the crime control model. She reported that the crime control model has a very reliable process for screening suspects, and many of the criminals that are charged with crime using this model, will spend time in jail or prison, because the system is so reliable. Klein also wrote about the due process model and how it helps an individual to maintain some autonomy during the criminal justice process. Even though there is room for improvement in the areas of pleading and discovery, Klein supports most of the aspects in each model and the basis behind them. Duff (1998) wrote about the crime control model and the due process model and how the models are viewed in the criminal justice system. Duff reported that the due process model does not agree with the majority of cases in which criminal are sanctioned for their crimes, this is because if the crimes do not involve any harm to others, Duff feels that the criminal should be punished les severely. Roach (1999) provided readers with information about four different models used in the criminal justice system. Roach directed more attention to the due process model and the crime control model. Roach explained Herbert Packer provided professionals with a guide to criminal justice systems by using these models. Both of the authors reported that if the crime control model is used correctly, most criminals plead guilty to the charge or the prosecuting attorney withdrawals the charges. Roach, as well as Duff reported that both models were not only efficient, but also very durable in order to with stand as many years as they have. Edkins (2007) provided readers with information about the due process model and its purpose of helping suspects maintain their individual rights during the criminal justice process. Edkins also provided readers with information about the crime control model and its purpose of making sure that all convicted criminals have harsh punishments. Edkins gave information about seven different studies that were completed which measured attitudes about the due process and crime. Vance and Trani (2008) conducted numerous studies on the crime control model and the due process model. The authors are not in agreement with the crime control model, but they do support the due process model. Vance and Trani reported that both of the models have ethical standards and should be supported across the board, but the in some places, law enforcement and prosecuting attorneys will not support either of the models. The authors reported that there are many reasons for different crime models, some of these purposes are to help catch criminals, detain them, and reduce crime. Arias and Ungar (2009) wrote about Latin Americans and the impact that the two models have on their lifestyle. The authors informed readers that the purpose of the crime control mode is to reduce crime and the purpose of the due process model is to protect individual rights of the accused when it is used as a guide for the criminal justice process. Discussion Due Process The basis of the due process model is formal structure. When used correctly, the due process model protects the rights of suspects accused of various crimes. The due process model reduces many errors that occur during the investigation, arrest, evidence gathering, and trial. Due process does not support much of the evidence that is used in many criminal trials, and there are many reasons and factors for this. Basically, the due process model criticizes every type of evidence except definitive physical evidence that cannot be disputed. The object of looking at evidence in the due process model is deciding what information may be incorrect, falsified, or coerced from an individual. This has occurred on many occasions when other criminals have testified against the suspect, because they may be rewarded with time off of their sentence or other things. Because the main goal of the due process model us to reduce mistakes that can place an innocent person in prison, the process is very slow (Henham, 1998 Klein, 2006). Crime Control The idea of the crime control model is to decrease crime in all areas; for this to be done criminal conduct needs to be drastically reduced. Many of the problems that arise in the crime control model is directed at law enforcement officials. People commit crimes and get away with them, then it may create a higher crime rate because their likely to be more followers. The crime control model directs more attention in investigating, screening people, establishing guilt, seeking harsher punishments for individuals who have committed crimes (Roach, 1999). For the crime control model to work appropriately, the processes must be efficient. Higher arrest and conviction rates need to be seen, as a way of deterring other people from committing crimes. The investigation and arrest process needs to be expedient, so that fewer resources are used on each client. The main purpose of the crime control model is for the there to be enough evidence gathered that the suspects pleads guilty to the charges, and there is no need to waste time, money, or effort on a trial that may last for a unknown amount of time (Duff, 1998). The crime control model utilizes law enforcement officials and prosecuting attorneys to establish the innocence or guilt of a suspect early during the investigation. Individuals who are most likely guilty of committing such crimes progress through the criminal justice systems with great speed; they either plead guilty to such crimes, or they are found innocent or guilty in a criminal trial. , the less likely to find the evidence needed, and the more money spent on the investigation (Klein, 2006). Similarities and Differences between the Two Models The main goal of the due process model is for individuals to be treated fairly in the criminal justice system, so they will not be deprived anything that they deserve in life of they are innocent. The due process model explains that all individuals have a right to freedom and security, unless they are guilty of committing a crime. The crime control model does not hold an individuals rights in high regard, and feels that criminals should be caught at all cost (Roach, 1999). The crime control model puts a lot of their trust into law enforcement officials and prosecuting attorneys to complete the criminal investigations. Depending on the amount of work put into the investigation and the quality of the work that is done, many suspects will either plead guilty, therefore there is no trial. Speed and finality two tasks the crime control model looks to complete (Roach, 1999). When people are arrested for a crime, they are seen as innocent until they actually admit to or are convicted of such crimes (Klein, 2006). When dealing with the due process model, policing society in a positive nature becomes a very vital issue. Followers of the crime control model feel that the number of arrests may deter other criminals from committing crimes, by showing them that the criminal justice system does work (Klein, 2006). Much of the population is in favor of the due process model, because of reasons such as equality, human rights, and freedom. Undert the United States Constitution each individual has certain rights, and the due process model helps to maintain and restore these rights (Henham, 1998). Law enforcement agencies generally prefer the crime control model; they treat suspects who are arrested as though they have already been found guilty (Henham, 1998). The due process model protects individuals with the 4th and 8th amendments which address the issues of illegal searches on individuals suspected of crimes, as well as the right not to incriminate ones self (Choongh, 1998). State Court Systems Model of Choice It appears that each of the models are very unique and are used for different purposes. Just as different defense attorneys have different styles and models that they follow, so do law enforcement officials and prosecuting attorneys. The model that is used is completely up to the individual who is gathering the information and investigating the crime. In an ideal world, the due process model would be the model of choice, because it helps keep the rights of individuals intact, as well as serving its purpose in the criminal justice system. Both the crime control model and the due process model have a positive side as well as a negative. The United States criminal justice system and judicial system has debated the subject of which models are the most beneficial for numerous years, but no common ground has been reached. Two of the main factors that are looked at when making a decision such as this are, which model helps maintain social order, and which model helps reduce the risk of imprisoning innocent individuals. As close as these two factors are related, the answer should be simplistic, however it is not. In the criminal justice system, these factors actually conflict with one another, therefore there is not a common system that came be used for both of the factors. Maintaining and restoring social order is best maintained by the crime control model, whereas protecting individual rights is best maintained by the due process model (Edkins, 2007). The population that law enforcement officials are serving may affect the crime model that they decide to use. Areas with high crime rate may be better served by using the crime control model, whereas areas with less crime may be better served by the due process model. Along with the population, the type of crimes that are being committed may also be a factor in which model is chosen. Areas that suffer from drug trafficking and violence may be best served by using the crime control model, whereas areas that suffer from trespassing and burglaries may be best served by using the due process model. The crime control model implies that law enforcement and prosecuting attorneys act promptly to allegations and investigate them more thoroughly at a later time, but the due process model requires careful consideration in each and every case, prior to arresting individuals (Duff, 1998). Conclusion Both of the models have very different key points. Both of the models have different methods that are used to reach a common goal. If the main goal of the United States Criminal Justice System is to maintain social order and protect the rights of individuals, then there is no way to utilize just one of the two models. The crime control model appears to be the best model used for maintain and restoring order in society. In the ideal world, decisions would not be made in haste. But in order to complete a job and catch certain criminals, then there has to be room for quick decisions, even if it becomes clear that the decisions that were made were wrong. Each state, county, and city has their own way of operating and reducing crime. Unfortunately at times innocent people are brought into the mix, this is a chance that has to be taken in order to have a fully functioning criminal justice system. Scholars have researched for many years how to make the criminal justice system work by following one model, but at this time nobody has been successful in developing such a model. Family: Social Construct And Institution Family: Social Construct And Institution In this essay I intend to discuss the family as a social construct and institution. I will be critically discussing the different forms of the family, and the role of the family within society from four sociological perspectives. The family as a social structure is often taken for granted to mean a married couple with children, possibly incorporating grandparents and directly linked blood relatives. This stereotypical view does not take into account a changing society with changing norms and values. It is important when discussing the family in a sociological context to define the family in a wider perspective. Ferrante (2011) suggests that the family is often described as a social institution that binds people together through various means, blood, marriage, norms and law. According to Zelditch (1964) as cited in Ferrante (2011) there is no concrete group which can be universally identified as the family. Several institutions including political parties, the legal system and the media have been blamed for creating the cereal packet family but not all sociologists agree with what appears to be typical British family. Gittins (1993) as cited in Marsh and Keating (2006) states The ideology of the family would have us believe that there is one type of family, one correct way in which individuals should live and interact with each otherAn ideology that claims that there is only one type of family can never matched in reality, for it represents an ideal to which only some can approximate, an others not at all. During the last century the concept of the family has altered, this is partly due to industrialisation, modernity, changing norms and values and the media. The family can now be seen to have many dimensions, what was considered to be deviant or diverse is often accepted as a norm. Some sociologists argue that during the nineteenth century, post industrialisation, social order, or kinship, a network of relatives (kin) who are connected by common decent or marriage. (Fulcher and Scott 2007) began to alter. Communities that were based on traditional shared values of religion and community changed. Cottage industries began to disappear and families moved from rural areas into towns and cities the nature of the of kinship began to diminish. The economic and social life of this type of family relationship changed, according to Ritzer and Ryan (2011) Rural people were lured by the novelty of city life and the prospects of greater economic opportunity. The domestic economy of the pre-industrial family disappeared. The industrial revolution provided factory work for men leaving the females to take a more prominent role as the caregivers, the family dynamics began to alter creating a major change in the division of labour within the family. Industrialisation was identified by many as having sounded the death knell for this way of life, destroying extended families and undermining communities. (Ogburn 1955 as cited in Gillies 2003). The extended family tends to include generations of family extending both horizontally and vertically including connections my marriage and blood. It is argued by some sociologists that industry has destroyed the traditions of the extended family and the social bonding of kinship, leading to the nuclear family. Talcott Parsons (1949) as cited in Fulcher and Scott (2007) stressed that in the absence of the extended family and kinship, the nuclear family met the needs of a changed society. However Laslett and Wall (1972) as cited in Fulcher and Scott (2007) suggest that the nuclear family has always been the more dominant family type throughout the history of family life. The functionalist approach to the family suggests that the family itself is responsible for ensuring that vital tasks are achieved. Functionalists believe that social institutions such as schools, churches, political systems and the family are all essential to the structure of an effective functioning society and all of these institutions inter relate with each other for the benefit of the whole of society, if one aspect of the structure does not function adequately then society will inevitably experience some form of failure and conflict. Functionalists suggest that the family is one of the most important institutions responsible for the successful raising of a child and parents play a key role in ensuring that children become well integrated within society. Murdock (1949) conducted a study based on two hundred and fifty societies with the aim of discovering if the family was universal. His conclusion was that the nuclear family was a universal social institution that comprised of four basic functions. These he called, sexual relationships, economic cooperation among members, reproduction and the socialisation of infants and children. (Stark, 2010) Murdocks theory has been criticised by many non functionalist sociologists suggesting that his study focussed on the nuclear family and did not take into account other family forms. Gough (1959) argued that Murdocks theory did not take into account societies such as the Nayar, where one woman could have up to twelve potential fathers to a child and a man could have an unlimited amount of wives. Support came from brothers, sisters and children not from potential fathers. This system was based purely on kinship groups. Gough suggests that the existence of the Nayar was not based on economic cooperation between husbands and wives, the socialisation of infants was provided by the women and their kinship groups, and any affectionate relationship between men and women was prohibited. Goughs criticism can be closely compared to family groups in British society today looking at family units that do not meet Murdocks nuclear family theory these families could be single parent families or fami lies consisting of same sex couples. (Bell 1968) Parsons (1959) as cited in Macionis (2012) argued that the family retains two primary functions, these functions are found in all forms of family thought out the world. He suggests that the primary socialisation of children is the first and most important setting for child rearing and parents are in the position to ensure children are able to become well integrated into society and the structuring of the personality in the early years leads to contributing members of society. He acknowledges that family socialisation continues throughout the life cycle but secondary socialisation becomes more dominant as the child develops due to the family being less involved, and agencies such as schools and peer groups become involved. Parsons as cited in Harolambos and Holborn (2008) argued that families are factories which produce human personalities. Parsons second observation of the family was the stabilisation of the adult personality arguing that men and women who have deep personal relationships will lead content and fulfilling lives which in turn will improve family life removing some of the tensions that the family may face such as work and relationships. Marxist sociologists may argue that although family life can be fulfilling and happy the fact that contemporary British society is based on capitalism, which results in exploitation, family members will inevitably be placed under financial strain and tension which can cause problems of discontent and the breakdown of the family unit. Criticisms were that his theory was outdated and based on the ideology of the nuclear family alone. Marxist writers in the 1970s put forward a different perspective of the family they argued that the capitalist system exploits the free domestic labour of the housewife through the domestic division of labour. (Fulcher and Scott 2007). They argue that the concept of the nuclear family promotes the role of the man to be the breadwinner and the woman to be the housewife which has led women, if wanting to work, becoming the reserve army therefore being called upon when required, for example during times of war, according to Marxist theorists the nuclear family provides employers with cheap disposable labour that tends to be less valued than their male counterparts. (Fulcher and Scott 2007) On what foundation of the present family, the bourgeois family based? On capital, on private gain. In its completely developed form this family exists only among the bourgeoisie The bourgeois claptrap about the family and education, about the hallowed correlation of parent and child, becomes all the more disgusting, the more, by the action of modern industry, all family ties among the proletarians are torn asunder, and their children transformed into simple articles of commerce and instruments of labour. (Marx and Engels, 1848 as cited in Ferrante 2011) Although Marx and Engels seem to be criticising the family and suggesting that the family may be considered as a tool for capitalism they were in fact suggesting that the family should be improved and it was the traditional family types that approved of the exploitation of women and children. According to Marsh and Keating (2006), Engels believed that the family exploited women and children and the end of the exploitation within the family could only be achieved in a communist society. The development of the Marist perspective continued throughout the century and the views of Engles and Marx were applied to a modern capitalist society. Modern Marxists would argue against the functionalists who stress that the purpose of the family is to raise children. Marxists agree that the family has a job but that job is to reproduce the labour power that maintains a capitalist society. It is also suggested that the family is a control mechanism that exerts social control on parents. Living in a highly consumer orientated society, children are often in competition with their peers and parents are in competition with other parents to ensure that their children have the best technology and prospects, the pressure to remain in a competing capitalist society gives the parents little choice but to compete in the workplace and accept capitalism as a norm. The family is thus an integral part of what Marxists call commodity fetishism; it helps to fuel the creation of false needs, which in order to be satisfied, require people to work hard. Mobile phones, laptops, X-boxes; all these frivolous things need to be bought by someone and in western capitalist societies it is now increasingly young people who are an important market. And young people come from, of course, families. (Abbot 2010) Historical changes in society have led to changes in feminist perspectives creating several waves of feminism. Although there are several types of feminist views including Liberal, Socialist, Radical and Marxist they do all share a common belief that women experience a range of social, economic, political and personal difficulties in their lives but they dont all agree on the cause of these difficulties. In general feminists have discarded the Functionalist theories of the nuclear family and suggested that many parents have socialised their children to behave in a manner that is considered to be appropriate to their gender roles. Feminists argue that when children see their parents behaving in their appropriate gender role then the children naturally assume that they should behave in the same way. Females have been shown what is considered to be feminine or female, dependence, obedience, conformity and domesticity and males have been encouraged by parents to be dominant, competitive and independent. (Holburn and Steel 2012) The radical feminist perspective of the family agrees basic concept of the Marxist view suggesting that exploitation is a key aspect of the family, however where Marxists suggest that capitalism plays a key role for the exploitation of women the feminist approach suggests that the division of labour is due to genetic predispositions that women are seen as the carers and are more suitable to child rearing that their male counterparts who are seen as the providers. Feminists argue that in the division of labour is unequal and that the domestic role is unrewarded and undervalued. According to Sheeran (1993) as cited in Marsh and Keating (2007) Marxist and radical feminists argue that the family is both an ideological construct and a repressive, socially produced reality, which helps to perpetuate capitalism and / or patriarchy. Such criticisms are overtly anti family, and argue that women have been forced into taking responsibility for child care by that agent of the state, the patriarc hal family. Morgan (1975) as cited in Haralambos and Holborn (2008) suggests that both functionalist and Marxist approaches, both presuppose a traditional model of the nuclear family where there is a married couple with children, where the husband is the breadwinner and where the wife stays at home to deal with the housework. The Interactionist approach is seen to be quite different and works at a micro level rather than the macro level like the previous perspectives. Symbolic interactionism has been an important theoretical perspective in family studies since its early development in the 1920s and 1930s. Symbolic interaction theory describes the family as a unit of interacting personalities. LaRossa and Reitzes (1993) as cited in International Encyclopedia of Marriage and Family (2003). Interactionists suggest that families reinforce and rejuvenate their bonds through the use of rituals. Some social scientists believe that rituals like gathering together for a family meal or the ritual of marriage using symbols to reinforce the bonds this can be seen as a source of family strength and if families preserve rituals then children will become more emotionally equipped to face problems in the future. (Hughes and Kroehler 2011). Critics stress that symbolic interactionism only looks at the micro level and that this perspective does not take into account larger issues of society. The New Right perspective of the family was born from functionalist ideology and supports the theory that the nuclear family is the only type of family that works effectively within British society. Between the 1950s and the 1990s the nuclear family began to alter, families were no longer perceived to be seen in the traditional stereotypical sense, families were becoming more diverse partly due to changes in the law, abortions were legalised, homosexuality decriminalised and the introduction of legislation such as the Sex Discrimination Act and the Equal Pay Act was introduced. New types of families were emerging. Single parent families, reconstituted families, individuals that cohabitated and the formation of same sex relationships that may or may not have had children from previous relationships. The New Right believe that the lack of traditional family and values and diversity has corrupted society. Lone parents were blamed for wayward children suggesting that without a male and f emale parent residing within the family unit then children would not be able to function as contributing members of society. Critics of the New Right suggest that by suggesting that the nuclear family is the only family that works for the benefit of society it ignores the dark side of the family issues such as domestic abuse and by trying to impress that the nuclear family is the superior and morally correct route it creates a them and us situation which can lead to discrimination, persecution and ultimately suggests that other family types are not families at all.(Yorkshire 2011) According to the Office for National Statistics (2011) between 2001 and 2010 families by type have altered slightly to show that there has been a slight increase in the alternative family and a slight decrease in what is considered to be the nuclear family. As the Office of National Statistics now take into account Civil Partnerships as legitimate families the figures reflect a more accurate account of the makeup of the ever changing British family however the categories in which families are assigned do not represent a true picture of the family as it fails to differentiate between reconstituted and nuclear families, while the minority groups such as civil partnership couples and lone parents have been allocated a category of their own. According to Morgan (1994) as cited in Marsh and Keating (2006) We cannot speak of the family as if it were a static and changing thing. Rather it is better to use the word as signifying the character of a complex series of processes over timewe should speak of family processes, family living or family life courses. In this way we will come to recognise that family life is always subject to change and variation that change is at the very heart of family living As society changes with time it can be argued that the family will alter and perceptions of the family from influences such as the media and politics will change the ideology. Although the school of thought may differ depending on what perspective is applied it appears that the family plays an important role within British society, it is important to recognise that without understanding the family it makes it difficult to understand problems that may arise such as domestic violence and child abuse and how they are interpreted as private troubles or public issues.