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.