History and Overview of the University of Cambridge

History and Overview of the University of Cambridge Introduction to the University of Cambridge The University of Cambridge is located in the city of Cambridge in East Anglia, UK. It is thought that the University was founded 1209 by a group of scholars which splintered away from Oxford following a fallout with Oxford locals. Cambridge University describes itself on its website as a ‘self-governed community of scholars’. The University of Cambridge is made up of 31 Colleges and a total exceeding 150 faculties, departments, schools and various other institutions. The University of Cambridge runs with a fairly small central administrative department, with sections built up of and mostly elected by staff from the Colleges and Faculties. Much of the daily administration of the University of Cambridge is taken care of by teaching and/or lecturing staff. The University of Cambridge describes its governmental structure as democratic. History of the University of Cambridge In its early days the University of Cambridge did not have its own premises and so it made use of parish churches such as Great St Mary’s and St Benedict’s to hosts its public ceremonies. Disputations, lodgings and lectures were held in private houses. Eventually a collective of Lawyers, theologians and Regent Masters began hiring and building larger premises in order to hold lectures and to house lodgers. Many of these properties were acquired in the sixteenth century as part of the Colleges themselves. During the late 1500s, the University of Cambridge began to buy up land in an area known as Senate-House Hill, upon which they built several buildings known as Schools. These are today referred to as the Old Schools. The first College was St Peter’s. It was founded by the Bishop of Ely, Hugh Balsam, in 1284. In 1317 King’s Hall was founded by Edward the second in order to school trainees for the higher Civil Service. Over the next hundred years, the University of Cambridge’s best-known colleges were founded; Clare, Corpus Christi, Gonville Hall, King’s, Michaelhouse, Pembroke, Queens, Trinity Hall and St Catharine’s. Three of the newer colleges, Christ’s, Jesus and St John’s, were formed when some of the smaller religious houses were dissolved. They were set up to provide for younger students in addition to postgradutates. At the beginning of the sixteenth century, the Colleges nominated the Proctors from amongst their own numbers, and their heads sat alongside the Vice-Chancellor and senior doctors on an advisory council, which came to be named the Caput Senatus. How the University of Cambridge works Research and teaching at the University of Cambridge is administered by several Faculties, and also a few Syndicates. Together, the Syndicates and the Faculties are responsible for every academic area within the University. Teaching and research in Cambridge is organised by a number of Faculties. In addition, a small number of bodies entitled Syndicates also have responsibilities for teaching and research, and exercise powers similar in effect to those of Faculty Boards. The Faculties and Syndicates cover the whole of the academic programme in the University, each being responsible for a broad subject area. There are six Schools in the University of Cambridge, each covering a range of departments and faculties. The six schools each reflect a grouping of subjects, which are as follows; Arts and Humanities, Biological Sciences, Clinical Medicine, Humanities and Social Sciences, Physical Sciences, and Technology. Every Faculty within the University of Cambridge is governed by a Faculty Board. The Faculty Boards carry responsibility for the upholding of standards in teaching, and the provision of research facilities. Each Faculty Board comprises five classes of membership: Professors and Heads of Departments residing within the Faculty, elected members (the teaching staff), junior members who are elected by the faculty’s students, co-opted members and representatives of cognate studies. Each Faculty’s Chairman and Secretary is elected by members of the boards. The Faculty Board, as well as other boards and syndicates answer to the General Board; other Boards and Syndicates are responsible either to the General Board or the Council. Three of the University of Cambridge’s 31 colleges Murray Edwards, Newnham and Lucy Cavendish are female-only; the remainder, the other 28 Colleges, are mixed. There are two colleges only for postgraduates, Clare Hall and Darwin. Hughes Hall, Lucy Cavendish, St Edmund’s and Wolfson. The remaining 25 Colleges admit both graduates and postgraduates. Oxford and Cambridge The University of Cambridge is the second oldest university in the English-speaking world. The oldest is the University of Oxford. Traditionally the two universities have a long-standing rivalry with each other. Jointly, the University of Oxford and the University of Cambridge are often referred to as Oxbridge. Famous Alumni The University of Cambridge has been the place of study for many people who have become well-known in their particular fields, or simply well-known to the public. To date, Cambridge graduates have won a total of 82 Nobel Prizes, which is greater than any other university. Fifteen of Britain’s Prime Ministers have been graduates of Cambridge, including Robert Walpole. The University of Cambridge has also traditionally been the preferred University for the Royal Family, with graduates including Kings Edward VII and George VI, Prince Henry of Gloucester, Prince William of Gloucester and Edinburgh, and the Prince of Wales Prince Charles. His father, the Duke of Edinburgh Prince Philip, holds the position of Chancellor of the University of Cambridge. Famous Alumni include those known from television comedy programmes; Hugh Laurie (Jeeves and Wooster, Blackadder), Rob Newman (Newman and Baddiel, the Mary Whitehouse experience) and Clive Anderson (Whose Line is it Anyway) all attended Selwyn College. Sacha Baron Cohen, best known for his characters Borat and Ali G, attended Christ’s College. John Cleese of Monty Python fame attended Downing College. Peter Cook and Eric Idle (Monty Python) graduated from Pembroke, and Stephen Fry (Jeeves and Wooster, Blackadded) from Queen’s. There is a rich literary tradition amongst University of Cambridge graduates; William Wordsworth to Ted Hughes, Slyvia Plath to CS Lewis to John Milton were all graduates of the University of Cambridge. The full list is exhaustive, covering seminal figures in religion, politics, and science – including some of the greatest minds of past and modern times; Charles Darwin, amd Stephen Hawking.

Described by Dickens Essay

The extended metaphor at the end of the first chapter depicts the children as â€Å"vessels† or jars, to be filled to the top with facts until they are full. The metaphor portrays the children as inanimate objects, which shows the reader the arrogance of Gradgrind:  Ã¢â‚¬Å"Vessels then and there arranged in order ready to have imperial gallons of facts poured into them until they were full to the brim.†Ã‚  Dickens describes them as if they are empty and know nothing. Therefore they have to learn facts whether they like it or not. The short sentences and repetition in the sentences of the opening of the second chapter aids the description of Gradgrind as it shows the reader there is no manipulating this man and what you see is what you get. He will never change his mind.  The extended metaphor,† a kind of cannon†¦away† shows the reader Gradgrind’s idea of how children should be properly educated. He believes that imaginations are â€Å"to be stormed away† and children should mature through facts. He is described like a cannon â€Å"loaded to the muzzle with facts† this shows the harshness of his character and the machine-like qualities he holds. Sissy Jupe is described by Dickens as â€Å"dark-eyed and dark-haired† her skin is tanned as Sissy has grown up with the circus she has an interesting background and a creative imagination; she is not just â€Å"filled with facts†. The colour of her eyes and hair reflects her traveller background. Whereas, Bitzer is described by Dickens as â€Å"light-eyed and light-haired.† His skin seems to be white, in contrast to Sissy’s tanned complexion. This description shows the harshness of the Victorian education system, on his appearance. The audience has no sympathy for the coldness of his character even though he is seen as â€Å"a model pupil from a model school† by Gradgrind, who has forced out any imagination Bitzer had and filled him with facts. His description of a horse compared to Sissy’s attempt shows the reader the machine-like almost robotic manner in which he is able to reel off facts: â€Å"Quadruped. Graminivorous.†Ã‚  His character is the opposite of Sissy. Gradgrind refers to her as a number, yet to Bitzer by name, as Sissy has only been at the school for a short time, but is referred to as â€Å"Girl number twenty† as she is new to the school her education is not as Gradgrind would like it to be, this in turn alienates her.  During the fifth chapter, we meet the characters Sissy and Bitzer again as their chase come to a halt when they bump into Gradgrind. After explaining why she was running, Gradgrind comments, as he cannot understand why Sissy should be run after: â€Å"‘Run after?’ repeated Mr Gradgrind. ‘Who would run after you?'†Ã‚  Gradgrind does not know Sissy, and sees her as an outcast. He does not see why she should be run after, and cannot understand why someone would want her. His question is answered when Bitzer enters in the next paragraph. He is described as â€Å"the colourless boy†. This creates lack of empathy in the reader towards Bitzer and how he has been manipulated by Gradgrind and the school. As Bitzer is running after Sissy, although described as without fancy (colourless), he still is a child as he was pulling faces to scare Sissy. Once escorted by Sissy to her home, we see Sissy’s fears of Gradgrind through the way she talks to him. She also seems embarrassed by the state of her home:  Ã¢â‚¬Å"This is it, sir, and – if you wouldn’t mind, sir – this is the house.†Ã‚  Sissy’s politeness to Gradgrind, as well as showing a well-mannered child also show how nervous she is around him, and the fear she has of him. Sissy is frightened of Gradgrind as she sees that as she is from a poor lifestyle, because of the shabbiness of her home, she will not be allowed to continue her studies, as those with a proper education will do better in the future. The audience empathises with Sissy because of this. In conclusion, Gradgrind has a stern manner and is very controlling of his pupils and his children because he is a very hard character he is â€Å"a man of realities.† Bitzer is a machine-like character; his white face reflects the coldness of his life with only facts in it. This contrasts to Sissy’s character, which is imaginative, because she lacks the proper formal education Bitzer has received. â€Å"Hard Times† is based on, and shows, Dickens’s view of rejection, to the callous determination of Victorian greed. The audience empathises with Sissy the most as her character seems to be lost and the most fragile. The audience do not empathise with Gradgrind because of his stern and cold nature, which, as Bitzer becomes a model student, causes the audience to empathise with neither of the two characters.

The Crucible By Arthur Miller - 1468 Words

When eras of horrendous history are forgotten, along with valuable lessons learned from the turmoil, who suffers from the negligent ignorance? The Crucible by Arthur Miller is a compelling play about the undertakings of the Salem Witch Trials. Miller uses creative license to mold history into something literarily symbolic: the Witch Trials taught man no significance; the failure to learn from one s mistakes caused history to repeat itself, the people that initially suffered having gone through their troubles for nothing. Therefore, the subsequent victims embody the consequences of the same unlearned lesson, and the cycle repeats. A product of the 1950s Cold War: a domestic struggle with the anxiety of communism, McCarthyism rooted from Americans suspicion of alien policy, a potential threat to their familiar ideals. The religiously intrinsic Puritans of 17th century colonial New England held firmly to their faith and disapproved of other ways to knowing God s will, much like how Am ericans, dreadful of their government becoming something of the tyrannical enemies of Nazi Germany and communist Russia, held firmly to free will, democracy, and the ways of patriotic government. Thus, fear of foreign ideas that might endanger one s safe and comforting standards puts those accused of such in a bind. To confess to witchcraft in 1692 meant life - and a blotched reputation; to deny, meant death. To confess in the 1950s meant an end to the relentless interrogation - andShow MoreRelatedThe Crucible By Arthur Miller1269 Words   |  6 PagesAt first glance, the playwright Arthur Miller in The Crucible highlights the historical significance of the Salem Witch Trials of 1692, but in fact it is an allegorical expression of his perception of McCarthyism. If the reader has some background information on Arthur Miller’s victimization as a communist, it is evident that the play is a didactic vessel illustrating the flaws of the court system in the 1950’s. The co mmunist allegations were launched at government employees, entertainers and writersRead MoreThe Crucible By Arthur Miller1681 Words   |  7 Pagesof their way to the last dying breath to make sure they leave with a good or bad reputation. In one of the recent literature study in class â€Å"The Crucible† by Arthur Miller, Miller uses characterization to illustrate reputation throughout the play. â€Å"The Crucible† takes place in Salem, Massachusetts. It is based upon the Salem witch trails. In â€Å"The Crucible†, we journey through the life of three characters who reputations plays a major role in the play. The three characters are John Proctor, AbigailRead MoreThe Crucible By Arthur Miller1333 Words   |  6 PagesAs the various characters in The Crucible by Arthur Miller interact, the dominant theme of the consequences of women’s nonconformity begins to slide out from behind the curtains of the play. Such a theme reveals the gripping fear that inun dated the Puritans during the seventeenth century. This fear led to the famous witch-hunts that primarily terrorized women who deviated from the Puritan vision of absolute obedience and orthodoxy. Arthur Miller presents his interpretation of the suffering by subtlyRead MoreThe Crucible By Arthur Miller998 Words   |  4 Pagesmotivated by jealousy and spite. The Crucible is a four-act dramatic play production that was first performed on January 22, 1953. Arthur Miller used dialogue within the characters to cover the multiple themes; conflicts and resolutions, plus the few directions for the different actions of the play. The Salem Witch Trials were intended to be performed as the play however, when read, it can be more carefully examined and broken down to analyze the techniques. Miller, the playwright, uses literaryRead MoreThe Crucible By Arthur Miller1145 Words   |  5 PagesUnbalance Through The Centuries In Arthur Miller’s play, The Crucible, the author reflects the persecution of communists in America in the 1950’s through a recount of the Salem witch trials. It is often presumed that Miller based his drama directly off of events that were particularly prevalent in the years surrounding the publication of The Crucible- which was released in the year 1953, towards the conclusion of the Korean War. Although there was not a literal witch hunt occurring during this timeRead MoreThe Crucible By Arthur Miller1063 Words   |  5 PagesIn the English dictionary, there are three definitions of the word crucible. One is a metal container in which metals are mixed and melted. Another is a severe test. But the third definition, and the one that I think fits the best for this book, is a place or situation in which different elements interact to create something new. In my mind, this fits because all of the characters had their little grudges and dirty secrets. But when all th ose seemingly little things interact, they formed somethingRead MoreThe Crucible By Arthur Miller1285 Words   |  6 Pages Rationale, Morality, Stereotypes, Pressure, Self-Censorship, Unanimity, and Mindguards. Groupthink has also taken place in our history a a country. The play, The Crucible by Arthur Miller is about a the real-life Salem Witch Trials that happened in 1692 - 1693, in Salem, Massachusetts. Some symptoms of Groupthink found in the Crucible are Rationale, Pressure, and Self-Censorship. The Groupthink symptom, Rationale, is described as when victims of Groupthink ignore warnings: they also collectivelyRead MoreThe Crucible By Arthur Miller811 Words   |  4 Pages While The Crucible, by Arthur Miller, is only a four act play, it still resembles the format of a five act play. The five-act structure evolved from a three-act structure, which was made famous by Roman Aelius Donatus. Donatus came up with three types of plays: Protasis, Epitasis, and Catastrophe. The five-act structure helped to expand the three act structure, mainly made famous by Shakespeare through his many tragedies. Even though The Crucible contains only four acts, it still has the commonRead MoreThe Crucible By Arthur Miller1052 Words   |  5 PagesBuddy Al-Aydi Ms.Healy English 9 CP 14th October 2014 The Crucible Essay The Crucible was a novel written by Arthur Miller in the 1950’s. It was written in a format of the play, portraying an allegory of the Salem Witch-Hunts led by Senator Joseph McCarthy. The book is known to have a inexplicable plot. This plot is advanced by multiple characters in the book in order to ensure that the reader maintains interest with the material that is being read. The farmer, John Proctor, would be theRead MoreThe Crucible By Arthur Miller841 Words   |  4 PagesThe Crucible is a chaotic play, throughout this American classic Arthur Miller takes the reader through multiple events of terror and insanity. While creating a great on-stage play, Arthur Miller portrays his life through the events, the characters, and plot of The Crucible. Using vivid imagery and comprehensible symbolism, Miller manipulates the real personalities of the characters and events in 1600 Salem, Massachusetts to create a symbolic autobiography. Throughout this play, the reader experie nces

The Availability Of Play Opportunities For Children During...

Purpose of the Study: To analyze the availability of play opportunities for children in early childhood programs in rural India. Rationale of the Study: The study is being conducted after reading various researches conducted in this field. India is a land of diversities and hence the availability of play and its opportunities are also varied. This study attempts to analyze this diversity at three different setups. Play enhances a child’s development significantly. It serves as a foundation for many aspects, for e.g. peer relationships, group work, problem solving skills, critical thinking, etc. Research Questions of the Study: The following are the questions which will be addressed in this research- 1.Why is outdoor and indoor play†¦show more content†¦(UNESCO) 3.Play: According to Webster s Desk Dictionary of the English Language, the word play has 34 different meanings. In terms of young children and play, the following definitions from Webster s are found to be applicable as well as useful: light, brisk, or changing movement (e.g., to pretend you re a butterfly)to act or imitate the part of a person or character (e.g., to play house) to employ a piece of equipment (e.g., to play blocks) exercise or activity for amusement or recreation (e.g., to play tag) fun or jest, as opposed to seriousness (e.g., to play peek-a-boo or sing a silly song) the action of a game (e.g., to play duck-duck-goose) a recreational activity; spontaneous activities of children 4.Cognitive Development: This is defined as the change or stability in mental abilities, such as reasoning; thinking, memory, creativity, problem solving skills, etc. 5.Socio-Emotional Development: This is defined as the change or stability in emotions, personality and social relationships. (Papalia, 2004) 6.Physical Development: (a) Gross-motor Development- This is defined as the usage of large muscles in our body for activities such as kicking, walking, jumping, hoping, skipping, standing, etc. It comprises of using muscles from our hands and feet and their synchronization. (b) Fine-motor Development- This is defined as the ability or usage of small muscles i.e. fingers for activities such as pinching, folding, holding, writing, etc. It involves synchronization of