Coordinate Geometry on ACT Math Strategies and Practice

Coordinate Geometry on ACT Math Strategies and Practice SAT / ACT Prep Online Guides and Tips Coordinate geometry is a big focus on the ACT math section, and you’ll need to know its many facets in order to tackle the variety of coordinate geometry questions you’ll see on the test. Luckily, coordinate geometry is not difficult to visualize or wrap your head around once you know the basics. And we are here to walk you through them. There will usually be three questions on any given ACT that involve points alone, and another two to three questions that will involve lines and slopes and/or rotations, reflections, or translations. These topics are tested by about 10% of your ACT math questions, so it is a good idea to understand the ins and outs of coordinate geometry before you tackle the test. This article will be your complete guide to points and the building blocks for coordinate geometry: I will explain how to find and manipulate points, distances, and midpoints, and give you strategies for solving these types of questions on the ACT. What Is Coordinate Geometry? Geometry always takes place on a plane, which is a flat surface that goes on infinitely in all directions. The coordinate plane refers to a plane that has scales of measurement along the x and y-axes. Coordinate geometry is the geometry that takes place in the coordinate plane. Coordinate Scales The x-axis is the scale that measures horizontal distance along the coordinate plane. The y-axis is the scale that measures vertical distance along the coordinate plane. The intersection of the two planes is called the origin. We can find any point along the infinite span of the plane by using its position along the x and y-axes and its distance from the origin. We mark this location with coordinates, written as (x, y). The x value tells us how far along (and in which direction) our point is along the x-axis. The y value tells us how far along (and in which direction) our point is along the y-axis. For instance, take look at the following graph. This point is 4 units to the right of the origin and 2 units above the origin. This means that our point is located at coordinates (4, 2). Anywhere to the right of the origin will have a positive x value. Anywhere left of the origin will have a negative x value. Anywhere vertically above the origin will have a positive y value. Anywhere vertically below the origin will have a negative y value. So, if we break up the coordinate plane into four quadrants, we can see that any point will have certain properties in terms of its positivity or negativity, depending on where it is located. Distances and Midpoints When given two coordinate points, you can find both the distance between them as well as the midpoint between the two original points. We can find these values by using formulas or by using other geometry techniques. Let’s breakdown the different ways to solve these types of problems. May you always have fast vehicles (or at least sturdy shoes) for all your distance travel. Distance Formula $√{(x_2-x_1)^2+(y_2-y_1)^2}$ There are two options for finding the distance between two points- using the formula, or using the Pythagorean Theorem. Let’s look at both. Solving Method 1: Distance Formula If you prefer to use formulas on as many questions as you are able, then go ahead and memorize the distance formula above. You will not be provided any formulas on the ACT math section, including the distance formula, so, if you choose this route, make sure you can memorize the formula accurately and call upon it as needed. (Remember- a formula you remember incorrectly is worse than not knowing a formula at all.) You will have to memorize each and every ACT math formula you'll need and, for those of you who want to learn as few as possible, the distance formula might be the straw that broke the camel’s back. But for those of you who like formulas and have an easy time memorizing them, adding in the distance formula to your repertoire might not be a problem. So how do we use our formula in action? Let us say we have two points, (-5, 3) and (1, -5), and we must find the distance between the two. If we simply plug our values into our distance formula, we get: $√{(x_2-x_1)^2+(y_2-y_1)^2}$ $√{(1-(-5))^2+(-5-3)^2}$ $√{(6)^2+(-8)^2}$ $√{(36+64)}$ $√100$ 10 The distance between our two points is 10. Solving Method 2: Pythagorean Theorem $a^2+b^2=c^2$ Alternatively, we can always find the distance between two points by using the Pythagorean Theorem. Though, again, you won’t be given any formulas on the ACT math section, you will need to know the Pythagorean Theorem for many different types of questions, and it's a formula you’ve probably had experience using in your math classes in school. This means you will both need to know it for the test anyway, and you probably already do. So why can we use the Pythagorean Theorem to find the distance between points? Because the distance formula is actually derived from the Pythagorean Theorem (and we'll show you how in just a bit). The trade-off is that solving your distance questions this way takes slightly longer, but it also doesn’t require you to expend energy memorizing any more formulas than you absolutely need to and carries less risk of remembering the distance formula wrong. To use the Pythagorean Theorem to find a distance, simply turn the coordinate points and the distance between them into a right triangle, with the distance acting as a hypotenuse. From the coordinates, we can find the lengths of the legs of the triangle and use the Pythagorean Theorem to find our distance. For example, let us use the same coordinates from earlier to find the distance between them using this method instead. Find the distance between the points $(−5,3)$ and $(1,−5)$. First, start by mapping out your coordinates. Next, make the legs of your right triangles. If we count the points along our plane, we can see that we have leg lengths of 6 and 8. Now we can plug these numbers in and use the Pythagorean Theorem to find the final piece of our triangle, the distance between our two points. $a^2+b^2=c^2$ $6^2+8^2=c^2$ $36+64=c^2$ $100=c^2$ $c=10$ The distance between our two points is, once again, 10. [Special Note: If you are familiar with your triangle shortcuts, you may have noticed that this triangle was what we call a 3-4-5 triangle multiplied by 2. Because it is one of the regular right triangles, you technically don’t even need the Pythagorean Theorem to know that the hypotenuse will be 10 if the two legs are 6 and 8. This is a shortcut that can be useful to know, but is not necessary to know, as you can see.] Midpoint Formula $({{x_1+x_2}/2}$ , ${{y_1+y_2}/2})$ In addition to finding the distance between two points, we can also find the midpoint between two coordinate points. Because this will be another point on the plane, it will have its own set of coordinates. If you look at the formula, you can see that the midpoint is the average of each of the values of a particular axis. So the midpoint will always be the average of the x values and the average of the y values, written as a coordinate point. For example, let us take the same points we used for our distance formula, (-5, 3) and (1, -5). If we take the average of our x values, we get: ${-5+1}/2$ $-4/2$ 2 And if we take the average of our y values, we get: ${3+(-5)}/2$ $-2/2$ −1 The midpoint of the line will be at coordinates (−2,−1). If we look at our picture from earlier, we can see that this calculation makes sense. It is difficult to find the midpoint of a line without use of the formula, but thinking of it as finding the average of each axis value, rather than thinking of it as a formal formula, may make it easier to visualize and remember. So what kinds of point and distance questions are on your horizon? Let's take a look. Typical Point Questions Point questions on the ACT will generally fall into one of two categories: questions about how the coordinate plane works and midpoint or distance questions. Let’s look at each type. Coordinate Plane Questions Questions about the coordinate plane test how well you understand exactly how the coordinate plane works, as well as how to manipulate points and lines within it. This can take the form of testing whether or not you understand that the coordinate plane spans infinitely, or how well you understand how negative and positive x and y coordinate values will be, or how well you can visualize points and how they move within the coordinate plane. Let's take a look at an example: We know from our earlier chart that if x is positive and y is negative, then we will be in quadrant IV, and if x is negative and y is positive, we will be in quadrant II. Quadrant I will always have both positive x values and positive y values, and quadrant III will always have both negative x values and negative y values. These do not fit our criteria, so we can eliminate them. This means that our final answer is E, II or IV only. Midpoint and Distance Questions Midpoint and distance questions will be fairly straightforward and ask you for exactly that- the distance or the midpoint between two points. You may have to find distances or midpoints from a scenario question (a hypothetical situation or a story) or simply from a straightforward math question (e.g., â€Å"What is the distance from points (3, -5) and (4, 4)?†). Let’s look at an example of a scenario question, Becky, Lia, and Marian are friends who all live in the same neighborhood. Becky lives 5 miles north of Lia, and Marian lives 12 miles east of Lia. How many miles away do Becky and Marian live from each other? miles 12 miles 13 miles 14 miles 15 miles First, let's make a quick sketch of our scenario. Now, because this is a distance question, we have the option of using either our distance formula or using the Pythagorean Theorem. Since we have already begun by drawing out our diagram, let's continue on this path and simply use the Pythagorean theorem. Now, we can see that we have made a right triangle from the legs of distance we have already. Becky lives 5 miles north and Marian lives 12 miles east, which means that the legs of our triangle will be 5 and 12. Now we can find the hypotenuse by using the Pythagorean theorem. $5^2+12^2=c^2$ $25+144=c^2$ $169=c^2$ $c=√169$ $c=13$ [Note: if you remember your shortcuts for right triangles, you could have saved yourself some time and simply known that our distance/hypotenuse was 13. Why? Because a right triangle with legs of 5 and 12 means we have a 5-12-13 triangle, which means that the hypotenuse will always be 13.] The distance between Becky’s house and Marian’s house is 13 miles. Our final answer is C, 13 miles. On very rare occasions, you may also be asked for something slightly more peculiar on a midpoint or distance formula, such as the product or the sum of the coordinates. This just requires that you take an extra step once you’ve found your new coordinate points, so don’t get thrown by this scenario. We know that our midpoints are the averages of our individual coordinates. This means we can work backwards from our one pair of given coordinates and from our midpoint coordinates to find our second pair of original coordinates. Our first set of original coordinates is at (1,−5), so these will act as our $x_1$ and our $y_1$. And we are told that our midpoint is at (4,−3), so let us set up the problem. First, let us find the value of our $x_2$ (the x-coordinate of point B). ${x_1+x_2}/2=4$ ${1+x_2}/2=4$ $1+x_2=8$ $x_2=7$ Second, let us find the value of our $y_2$ (the y-coordinate of point B). ${y_1+y_2}/2=−3$ ${-5-y_2}/2=-3$ $−5+y_2=−6$ $y_2=−1$ Now we just need to add our two coordinates. $7+(−1)$ 6 Our final answer is C, 6. Now let's talk strategy, strategy, strategy. (Pretty sure saying things three times makes 'em lucky. Or just conjures Beetlejuice. Either way.) ACT Math Strategies for Solving Point Questions Though point questions can come in a variety of forms, there are a few strategies you can follow to help master them. #1: Always Write Down Your Given Information Though it may be tempting to work through questions in your head, it is easy to make mistakes with your point questions if you do not write down your given information. This is especially the case when working with negatives or with absolute values. In addition, most of the time when you are given a diagram with marked points on the coordinate plane, you will not be given coordinates. This is because the test makers feel it would be too simple a problem to solve had you been given coordinates. So take a moment to write down your coordinates and any other given information in order to keep it straight in your head. #2: Draw It Out In addition to writing down your given information, draw pictures of your scenarios. Make your own pictures if you are given none, draw on top of them if you are given diagrams. Never underestimate the value of marking information on a sketch- even a rough approximation can help you keep track of more information than you can (or should try to) in your head. Time and energy are two precious resources at your disposal when taking the ACT and it takes little of each to make a rough sketch, but can cost you a lot more of both to keep all your information in your head. #3: Decide Now Which Formulas You Want to Use If you feel more comfortable using a variety of formulas for a variety of scenarios, then go ahead and memorize the distance formula in addition to all your other need-to-know formulas. But just remember that memorizing a formula wrong is worse than not remembering it at all, so make sure that you memorize and practice all your formula knowledge between now and test day so you can lock it in your head. If, however, you are someone who prefers to dedicate your study efforts elsewhere (or you simply feel that you won’t remember more than a handful of formulas correctly on the day of the test), then go ahead and forget all your â€Å"optional† formulas. Take the time to memorize and use the Pythagorean theorem instead (since you’ll need to know it for a multitude of other types of problems anyway) and wash your hands of the rest of them. You’ll have to know at least a few formulas to do well on the ACT, but you can absolutely get by with only needing a handful, rather than needing to know them all. Test (about to be) in progress. Test Your Knowledge Now, let’s test your point knowledge on a few more real ACT math questions. 1. In the standard $(x,y)$ coordinate plane, a line segment has its endpoints at $(3,6)$ and $(9,4)$. What are the coordinates of the midpoint of the line segment? A. $(3,-1)$B. $(3,1)$C. $(6,2)$D. $(6,5)$E. $(12,10)$ 2. 3. 4. What is the distance between coordinates $(4, -2)$ and $(-4, -6)$? A. $4√5$B. $5√3$C. 8D. $9√3$E. 14 Answers: D, G, F, A Answer Explanations: 1. Here, we have a simple midpoint question, so we just need to find the averages of our coordinates. We are given $(3,6)$ and $(9,4)$, so let us first find the midpoint $x$-coordinate. $${3+9}/2=12/2=6$$ We know our answer must be C or D, since those are the only options that gives us our midpoint $x$-coordinate at 6. Now let us find our $y$-coordinate. $${6+4}/2=10/2=5$$ Our midpoint coordinates will be at (6,5). Our final answer is D, (6,5) 2. If we make a right triangle between the points we are given, we can see that it will have leg lengths of 8 and 8. Because the distance will be in proportion to the legs and the distance between E and D is $1/4$ the distance between E and F, we can take $1/4$ of the distance of each leg. So if we count 2 up from the $x$-coordinate and 2 up from the $y$-coordinate, we get a new coordinate point at (8,6). Our final answer is G, (8,6). 3. This is a question that may appear at first to be a beast to solve, but the principle behind it is not as complex as it looks. Once we've parsed the text, we can see that we are essentially just being asked to find the square root of the sum of the squares of our coordinate values ($√{x^2+y^2}$). The easiest way for us to do this is to plug in our own estimated values for our $z$ points. Because we are not given exact coordinate points, we know we will be able to solve the problem without exact coordinates, which means that a rough estimate will do just fine. So let's give each coordinate point a rough value and say that they are: $z_1=(−5,6$) $z_2=(−3,1)$ $z_3=(−3,−3)$ $z_4=(3,−2)$ $z_5=(5,2)$ Now we need to find the square root of the sum of the squares of our coordinate values ($√{x^2+y^2}$). This means that the squares will cancel out any negative coordinate values (because a negative times a negative is a positive). So we are just looking for whichever $z$ coordinate has the largest absolute value of its coordinates, and these would be $z_5$ and $z_1$. It looks as though $z_1$ will have the largest modulus value, but let's test them both just to be sure. $z_5$ $√{x^2+y^2}$ $√{5^2+2^2}$ $√{25+4}$ $√{29}$ 5.4 And $z_1$: $√{x^2+y^2}$ $√{(−5)^2+6^2}$ $√{25+36}$ $√{61}$ 7.8 The point with the greatest modulus value is $z_1$. Our final answer is F, $z_1$ 4. This is a typical distance question and we can, as always, either use the Pythagorean Theorem or the distance formula. In this case, let's just use the distance formula. $√{(x_2−x_1)^2+(y_2−y_1)^2}$ Our coordinates are: (4,−2) and (−4,−6), so let's plug that into our formula. $√{((−4)−4)^2+((−6)−(−2))^2}$ $√{(−8)^2+(−4)^2}$ $√{64+16}$ $√{80}$ $√16*√5$ $4√5$ (To understand how to reduce roots like this, check out our guide to advanced integers.) Our final answer is A, $4√5$ Oh yeah! You've earned some lasers! The Take-Aways The basic building blocks for coordinate geometry are understanding how the coordinate plane works and how points fit in and can be manipulated in it. Once you've grasped these fundamental concepts, you'll be able to perform more complex coordinate geometry tasks, such as finding slopes and rotating shapes. Coordinate geometry is not an insignificant ACT math topic, but luckily success is mostly a matter of organization and diligence. Be careful to keep track of your negatives and all your moving pieces and you’ll be able to dominate those point questions and all the coordinate geometry the ACT can throw at you. What’s Next? Want to brush up on any of your other math topics? Check out our individual math guides to get the walk-through on each and every topic on the ACT math test. Been procrastinating on your ACT studying? Learn how to overcome your desire to procrastinate and make a well-balanced study plan. Running out of time on the ACT math section? Our guide will help you how to beat the clock and maximize your ACT math score. Trying to get a perfect score? Check out our guide to getting a perfect 36 on ACT math, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: {{cta('999536b9-3e8d-43b1-bb4b-469b84affecc')}}

Business Intelligence Article Example | Topics and Well Written Essays - 500 words

Business Intelligence - Article Example As a result of this philosophy, Vodafone resorted to implementing EDW to get better access to information from diverse sources for enhanced and dynamic decision making. This made capturing the market impulse easier and becoming proactive in chalking out strategies. Ans 3. Executives do rely on their ‘gut feel’ when making major corporate decisions as asserted by research conducted by Graham et al (2010). They opine that executives of mostly small firms do base their decision on their experience, emotional intelligence, and intuition. Gut feeling in decision making creeps in when executives do not want to delegate more and also when they have faced similar risks during their lifetime. The amount of information collected and processed by the human mind in a service of a large number of years is far more than data analyzed through any of the EDW. This benefit allows executives to rely on their gut feeling when going for major corporate decisions. Ans 4. CEOs care about the single version of the truth because it defines the vertical or the horizontal alignment of the company (Oracle 2008). The single version of truth eliminates redundancy and multiple definitions of a single term used in a business parlance and thus bring in greater financial and operational transparency leading to enhanced business performance (Wailgum 2008). Ans 1. The Go Forward Strategy of Continental deployed the combined use of real-time data warehousing with decision support system to better its business proposition. The primary benefit attained was the single version of the truth for both the employees and the customers and also reduction in costs arising due to frauds, misrepresentation of facts and figures and redundant and obsolete data. Reputation wise, Continental rose to the ‘favorite’ category from that of worst and numerically, over $500 million were saved as costs and generated through increased revenues.

Tension in Between Books and Movies Essay Example | Topics and Well Written Essays - 1000 words

Tension in Between Books and Movies - Essay Example This essay approves that â€Å"When a stranger calls† is a thrilling story of a man who keeps calling a baby sitter asking her if she has checked he babies. The film is tense with scenes of crime and death. Another tense scene is created in the film when a child is seen sitting alone in a huge house with the phone ringing on and off. The baby sitter reports this matter to the police who finds out that the stocker is a man in the house. A somber mood engulfs the film when the stranger kills two children but the baby sitter escapes unhurt. This prompts a police officer to search for the stranger. The stranger is later found and jailed. Astonishingly the Tony the stranger escapes from prison. He then goes back to his former acts of stocking and murder. This report makes a conclusion that murder stories are present in â€Å"Season of Migration to the North†. Mustafa’s life is seen in war both at his naà ¯ve home Sudan and while in Europe. The cases of murder force him to come home. The â€Å"colonel† also comprises various murder stories. The colonel an army officer experiences tough times as he watches his children die in different circumstances. He also murders his wife. All these scenes create tension in the books and the films. â€Å"Psycho† another horror thriller is engulfed by murder as the central theme. A strange serial killer who murders children and stoke their baby sitters surrounds â€Å"When a stranger calls†. Another similarity amongst these stories is the tension that exists created by rain. All the authors use rain to create horrifying conditions in their stories. The rain and thunderstorm contributes in cultivating horror in the stories. Western culture is present in all the stor ies. The stories also linger around sexuality, which leads to crime. Season of migration to the North expresses several sexual acts within its story line.

Solar cells Essay Example for Free

Solar cells Essay I am trying to find out how the current changes with the area of the solar cells. THEORY The energy in light can be transformed into electricity when shone onto semiconductor materials. Silicon and germanium normally have electrons in low energy states. Absorption of light excites these electrons into higher states and generates a voltage (typically 0. 5 V per cell). As more light is absorbed, more electrons are excited and the current supplied increases. The energy of the photons transfer to electrons in the semiconductor. The energized electrons then break free for the silicon atoms and transfer them to an electric circuit. If we completely cover the top of a solar panel then, then photons cannot get through the conductor, and the current is lost. Internal Resistance (called series resistance) if this is high then this means high losses, to minimize the losses; the cell is covered by a metallic contact grid that shortens the distance that electrons have to travel. FAIR TESTING In this experiment I will only change 1 factor, which is the area of solar cell. I would have to change the card placements which I will use to cover the solar cell at the same measurements every time. I will change the length of the card each time from 100%, 75%, 50% and 25%. The following factors that are going to be kept constant are:- 1. The distance from the lamp to the solar cell if this is changed it will affect the number of photons hitting the solar cell for each reading. 2. The positioning of the lamp if this is changed; it could also affect the number of photons hitting the solar cell for each reading. The lamps must point at the solar panel only. 3. The time this, would have to be accurate i. e. not leave the solar panel under the lamp for too long or it could affect the temperature and the intensity of the light producing photons on the solar cell. The light source The intensity of the light source will be kept the same to prevent more or less photons hitting the solar cell for each reading. 5. The bulb watt this would have to be kept constant, i. e. if I use double the watt of the bulb that double the photons will hit the solar cell. 6. The card If this is change, than this could affect the number if photons which hit the solar cell. PREDICTION Using my scientific knowledge and preliminary research I predict as the percentage area uncovered increases; more photons will hit the semi conduct device, meaning more electrons will be released resulting in more electric current.

Happy Essay -- essays papers

Happy Middle East History Jerusalem The conflict in Jerusalem is rooted in religious, political, and historical aspects. As a center for the worlds three major religions, with a history of political divisions and borders, as well as historical claims to the territory, it calls for a peaceful coexistence and sensitive diplomacy which will enable an accepted agreement. Jerusalem is a prize which, for thousands of years, has been fought over. Israeli’s and Palestinians live side-by-side in the Old City, each claiming that Jerusalem belongs to them. There is no judgment that can be given, there is no right or wrong answer to the problem. For this issue to be solved, both sides must give concessions to each other, and truly feel the need for peace and friendly diplomacy in Jerusalem. The Torah, the most sacred Jewish text, claims that Jerusalem is the ancestral home of the Jewish people. The Torah says that the land was given to Abraham, the Jews patriarch, and his descendent as a birthright for his faithfulness to God. In 1000 BC, David, the Jewish king, established Jerusalem as his capital, and his son, Solomon, built a temple in the city for the Jewish people. Four centuries later, the Jews were conquered and forced into exile. They would not return to Jerusalem until the founding of modern Israel in 1948. During the Roman occupation of Palestine, Jesus was born in the city of Bethlehem. For Christians, Jesus is the Son of God, and the Messiah. Because of his religious beliefs, he as crucified near Jerusalem, and three days later, was resurrected. Tradition holds that the tomb was where the Church of the Holy Sepulcher is today. The Holy Land gave birth to the faith of Christianity. Shortly after the death of Mohammed, the man who established Islam and whom Muslims believe to be the prophet of Allah, the Muslims conquered Jerusalem. Muslims, too, claimed a rightful ownership of the land. They believe that they have an inheritance connection to the patriarch, Abraham, through a different lineage. Jerusalem holds incredible religious significance for the Muslims. Ten years before his death, Mohammed traveled to Jerusalem, where he then rose to heaven to speak with Allah directly. The Muslim people built the Dome of the Rock on top of the Temple Mount in honor of Mohammed’s journey to the heavens. The Dome of the Rock is considered t... ...rcede in this problem as violence and hatred increases. Israel’s use of excessive force against the Palestinians, and the violent attacks against Israeli’s by the Palestinians is only making matters worse. UN Secretary General, Kofi Annan, has convinced Arafat and Barak to meet and come to some sort of peace agreement. The conflict centers mainly around religious claims and political issues. Both sides feel that Jerusalem is rightfully theirs because of its historical religious connections to their religions. The political action taken for the control of the city has had strong moments, but has also faltered. It is as if the process takes one step forward and two steps backward with each time a small conflict arises. Both sides must give in something in order to achieve peace. The Palestinian people have nothing, and their only hope for a future of some sort is to create a Palestinian state. Israel, however, does not want to give up their â€Å"capital† and will do anything in their power to maintain their control over it. The United Nations must intervene, as it is the â€Å"voice of the world,† and will be able to help Arafat and Barak reach a consensus on the status of Jerusalem.

Compare the Ways

To highlight this attention has to be given to the story and roots of youth work in England. One of the first types of youth work provision was the early network of Sunday Schools founded by Robert Raises and Hannah Moore in 1780. Their idea was to morally educate the children and young people of the working classes because at this time less than a third of children of school age actually attended school; hence the young population, especially females, were uneducated (Smith, Bibb).However the working class attempted to create bottom-up forms of education themselves with the formation of the Young Man's Christian Association in 1844 by George Williams. Within the association were the early characteristics of a youth work approach and an emphasis on healthy spiritual well-being especially for city dwelling young males (Smith, AAA; Smith, Bibb).This reflects the morally upright and patriarchal Victorian views of the time along with the recognition of youth as a discipline in its own ri ght (Staunton Rogers, 2004). By the mid nineteenth century the struggles of the working class had been all but lost with the influx of top-down institutions which were mainly church led. Toward the end of the century young sections of the population were identified as needing activities to engage in to improve their leisure time and to maintain social control.It was widely accepted that this leadership would be undertaken by a range of philanthropic institutions and state run establishments. One of the most significant youth organizations of this period was the Scouting movement started by Robert Baden-Powell. To accentuate the importance of state social control and the Liberalism's political agenda school attendance became compulsory up to the age of ten with the introduction of the 1880 and 1902 Education Acts (Smith, AAA).It was also around this time and Britain's early globalization and the changing social and economic conditions that prompted the Politician's and educated membe rs of society to develop country wide youth practice as observers believed that the youth of English nation were experience new and harsh encounters and a lot of this was to do with the newly constructed phase of adolescence, this new breed of child needed discipline , protection and some nurturing(Davies,1967).As Russell and Rugby commented â€Å"some of the challenges were domestic. As the demand for unskilled especially child) labor reduced more and more young people were neither in school nor work† they felt that the young adolescence leisure time was not being fulfilled and the young â€Å"indulge in ‘one main amusement gambling (Russell & Rugby, 1908: 10-11). D The youth of the country were seen as being tested, too, within a new international context who should, who could, take on these emerging responsibilities?Pragmatic and often major compromises with the laissez-fairer principles which had so shaped Victorian Britain had already been made – in order f or example to errant public health and spread elementary education to the whole population. Nonetheless, in this later nineteenth century period and even into the early decades of the twentieth century the state remained, at best, an unwelcome intruder into the personal and social spheres of people's lives. For responding to the newly identified leisure-time needs of young people, a state role was therefore never apparently considered.Self-evidently, these were suitable fields for voluntarily supported clubs' (Berry, 1919: 96) – a task for thinking people who felt something must be done†¦ (Russell and Rugby, 1908: 12); for those who were conscious of what their ‘happier fortune has bestowed on us from our circumstances' (Button, 1985: 14); who were fortunately placed' and therefore felt very strongly that in some way (action) was incumbent on us' (Chill, 1935: 5). By the early decades of the twentieth century the result was a network of local independent boys and g irls clubs across the I-J.From the sass, under the influence of William Smith, military-style brigades for boys and girls also took hold and by the sass were being supplemented and indeed often underpinned by Baden Bowel's Boy Scouts and later the Girl Guides. In due course these sought mutually supportive links by setting up a range of local, regional and national associations and federations. The Boer War highlighted the need for a fitter, healthier generation of young men and this was supported by social research (Staunton Rogers, 2004).In response to these findings the Children Act 1908 was introduced to establish a Juvenile Justice system, specific medical treatment and free school meals specifically for minors. However, despite young people during this period beginning to be recognized in heir own right there was an ulterior political and philanthropic agenda to enforce social control and Christian morals for both girls and boys (Staunton Rogers, 2004). Nevertheless society be gan to change during World War One as young men were conscripted into the horrors of war and returned transformed.Whereas women were no longer perceived as, â€Å"delicate maidens of Victorian sensibilities† but instead began to be recognized as capable individuals with their own identities (Staunton Rogers, 2004: 4). Subsequently it was recognized that state intervention was needed ND powers and funding were given to local authorities to invest in Juvenile Organizing Committees (Smith, AAA). Up until this point it was still normal to talk about work with or among boys and girls (or young men and women or youth).In the late sass we see the growing use of the term ‘youth work'. The first booklet in the UK appeared with it in its title: Methods in Youth Work (Walked et al 1931). Bibliography Davies, B. And Gibson, A. (1967). The social education of the adolescent, London: University of London Press. IPPP. Laudable, J. (1989) ‘Children in history: concepts of nature and society In: Scarce, G. Deed) Children, Parents and Politics. Cambridge: Cambridge University Press. IPPP-20. Russell, C. E. B. And Rugby, L. M. 1908, Working Lads Clubs, London, MacMillan and Co Ltd. Smith, M. K. (AAA) Youth Work an Introduction. Http://www. Infer. Org/youth's/b-WY. HTML [accessed 08. 11. 12]. Smith, M. K. (Bibb) ‘Hannah More: Sunday schools, education and youth work' The Encyclopedia of Informal Education. Http://www. Infer. Org/thinkers/more. HTML [accessed 9. 11. 12]. Poverty was abundant and with the start of the industrial revolution it was inevitable that children were used as cheap labor (Laudable,1989. Smith, 2002).

Gay Theatre A Microcosm Of The Contemporary Homosexual...

Gay Theatre: A Microcosm of the Contemporary Homosexual Landscape When you hear the term ‘gay theatre’ the first thought that may come to mind is that it describes theatre written for and by homosexuals. If this is true, then before the decriminalization of male homosexual sex in 1967, there was no ‘gay theatre’ in existence due to the political and social landscape of that time. Spanning as far back as Christopher Marlowe and William Shakespeare, themes of homosexuality have been rampant within theatrical content, but because theatre always reflects the social conditions of its time period, the theatre’s behavior toward homosexuality was a microcosm of its contemporary governing attitudes. Before the 1960s, theatre was subject to†¦show more content†¦In the 1920s, being gay in the United States and Great Britain was a crime, illness, and a sin, and it was depicted, as such, on the stage. In much of the theatrical content of the time, the homosexual character was portrayed as very effeminate, pitiful an d sinister. In 1737, an act of Parliament in Britain orchestrated that all licensing and censorship of plays were to be subject to the transgression of the Lord Chamberlain, and similarly in New York, stage legislature outlawed anything that dealt with ‘sexual perversion’. Because of this, homosexuality was not even discussed outwardly on stage until 1958. With this censorship in place, theatre had to be very oblique when dealing with homosexual content. For example, in 1924, Noel Coward’s play The Vortex included a character with an intense cocaine habit that was a metaphor for his repressed homosexuality. Even in metaphor, we are given a very dark, self-loathing view of homosexually that is most likely a product of Coward’s own existence as a closeted homosexual. Oscar Wilde, the most famously homosexual playwright of the time, never wrote a single gay character, but instead expressed his sexual deviance through other kinds of social relations with in his writing. Critics have said A Picture of