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