Essay on Orson Welles - 942 Words

Orson Welles nbsp;nbsp;nbsp;nbsp;nbsp;The term genius was applied to him from the cradle, first by the man who would vie with Orsons father to nurture the talent all agreed resided in the fragile boy.(Leaming, 3) nbsp;nbsp;nbsp;nbsp;nbsp;George Orson Welles was born in Kenosha, Wisconsin on May 6, 1915. He was the second son of Richard Head Welles, an inventor, and his wife Beatrice Ives, a concert pianist. His mother was the child of a wealthy family. She had been brought up to revere artistic achievements, and began playing the piano, professionally, only after her marriage broke up when Orson was six. A local doctor, Russian-Jewish orthopedist named Maurice Bernstein, who was a passionate admirer of Mrs. Welles, on first†¦show more content†¦Welles live most of his time with his mother and Dadda Bernstein, but regularly traveled with his father on holidays. nbsp;nbsp;nbsp;nbsp;nbsp;His health effectively kept him out of school until he was eleven, so he had acquired a lot of cultural groundings at home with his mother and the doctor. Fears that he might prove ungovernable like his brother Richard, who had been expelled from school by the age of ten and subsequently banished from home, brought him in 1926 to enrollment in the Todd School for Boys at Woodstock, Illinois, a few months after his mothers death from a liver condition at the age of forty-three. The school was ideally equipped for the nurturing of a young wayward genius.(Taylor) It was run by the proprietor, a terror rejoicing in the name as the King. nbsp;nbsp;nbsp;nbsp;nbsp;Todd School had something of a tradition in drama, though mainly lightweight revues, nativity plays and such. In this department Orson soon got his own way. He was before long adapting, directing and starring in: Doctor Faustus, Everyman, Le Medicin Malgre Lui, Julius Caesar with Orson as Cassius, Dr. Jekkyl and Mr. Hyde, with Orson as both. He also built and managed a large puppet theater, writing his own melodramatic scripts and directing his assistants with the utmost authority.Show MoreRelatedThe Orson Welles Show860 Words   |  4 Pages Orson Welles’ career took place in the mid-thirties to late eighties in the twentieth century. He began his career at age fifteen, starting in Ireland, making his acting debut in the Gate Theater in Dublin. By eighteen, Welles started to appear in off-Broadway productions. It was then that he also launched his radio career. By age twenty, he had presented alternate interpretations of certain well-known plays and movies. At age twenty-two he was the most notable Broadway star from MercuryRead MoreOrson Welles And Citizen Kane2180 Words   |  9 Pagesdirectors and the greatest films, Orson Welles and Citizen Kane both came in first (Carringer 32).† Orson Welles’ produces, co-wrote, directed, and sta rred in the great American classic film, Citizen Kane, at the age of 26. Throughout this entire film, the audience is morally challenged along with being entertained about the rise and fall of an American hero or villain depending on which way you look at it. It is unquestioned that this film achieved great things in cinema. Welles’ utilizes the techniquesRead More Orson Welles in Citizen Kane Essay542 Words   |  3 PagesOrson Welles in Citizen Kane Orson Welles produced, directed and starred in Citizen Kane, the classic masterpiece which communicates its original narrative through ground-breaking cinematography, lighting, music, setting, sound and performances. The film has underlying symbols in every single shot, and uses innumerable cinematic devices to convey meaning. One of the many implications Citizen Kane makes is strongly embodied in the sequence of Kane and his wife SusanRead MoreAnalysis Of Orson Welles And Herman Mankiewicz925 Words   |  4 PagesHowever, the making of its fame was rather rough. Orson Welles and Herman Mankiewicz were the screenwriters for this movie, Welles was the leading director; therefore, he had the final saying in the contributions to the movie. Both writers worked separately when developing the story, only having the main character defined: Charles Foster Kane -it is pertinent to say that I think Foster is supposed to be ironic considering his morose childhood-. Welles had a rough childhood, which is portrayed in theRead MoreThe Film Of Orson Welles And Alfred Hitchcock2138 Words   |  9 Pagescinematic†. Directors Orson Welles and Alfred Hitchcock are among those who were cinematic. According to Carroll, â€Å"To be cinematic was to exploit the unique features of the medium - to use film as film. It seemed self-evident at the time that the best films were the most cinematic, that they were the best because they were cinematic, and that if anything were to succeed as film, it would be necessary for it to employ the peculiar features of the so-called medium,† (Carroll 1). Orson Welles was only twenty-sixRead MoreAnalysis Of Orson Welles Citizen Kane1776 Words   |  8 Pages1941, the release of Orson Welles Citizen Kane saw the New York Times label it as the riding crest of perhaps the most provocative publicity wave ever to float a motion picture†. Withstanding against contextual influences and alterations this historically epic melodrama has endured time, continuing to rouse meaning and differing interpretations for the individual of yesterday, today and tomorrows humanity. Setting precedent for a new world of cinematography to arise, Welles utilised the day’s contextRead MoreCitizen Kane By Orson Welles855 Words   |  4 Pageswilling to get money and wealth is able to do awful things with people. Trying to multiply their prosperity and authority they can lose their human nature and soul, turn human relation into the market. In the movie â€Å"Citizen Kane† directed by Orson Welles in 1941, on the example of the main character, Charles Foster Kane, it is shown how the person who could get everything he wanted, but was unable to save it (Citizen Kane). For example, he had two marriages, but both were unhappy becauseRead More Hello, My Name Is Orson Welles Essay1578 Words   |  7 Pages Hello, My Name Is Orson Welles nbsp;nbsp;nbsp;nbsp;nbsp;Orson Welles liked to reuse certain elements throughout his films. He liked a good deep focus shot. He liked low key lighting. He liked the grotesque side of life, blocking actors in groups of three, low camera angles and especially pointy bras. He also liked to open his movies in a certain predictable way. In Citizen Kane, he used the announcer in quot;News on the Marchquot; to introduce the subject and main character, Charles FosterRead MoreOrson Welles s Citizen Kane994 Words   |  4 PagesOrson Welles’s Citizen Kane (1941) is known as one of the most innovative and highly rated films of all time. Welles and his cinematographer, Gregg Toland, were among the first filmmakers to use deep-focus photography for significant portions of the film rather than using the more classic medium and close up shots. Welles and Toland also used unconventional filming methods, such as â€Å"high contrast, unusual camera angles, and the use of shafts of light† (Cagle, Dombrowski and Ramaeker), which createdRead MoreThe Movie Citizen Kane written by Orson Welles1179 Words   |  5 Pages The Film Citizen Kane by written by Orson Welles does an excellent job at using film techniques and mise-en-scene to help viewers understand the sense of nature between characters. I wrote about this once before when analyzing another scene in the film but there are many examples within the film of techniques being used intricately in both deliberate and subliminal ways to portray the tone of specific scenes. A series of scenes in which this is very apparent is when a story is being told about Charles

Museums Essays - 10752 Words

Museum Museum, institution dedicated to helping people understand and appreciate the natural world, the history of civilizations, and the record of humanity’s artistic, scientific, and technological achievements. Museums collect objects of scientific, aesthetic, or historical importance; care for them; and study, interpret, and exhibit them for the purposes of public education and the advancement of knowledge. There are museums in almost every major city in the world and in many smaller communities as well. Museums offer many benefits to their visitors, their communities, and society as a whole. As educational institutions, they offer unparalleled opportunities for self-directed learning and exploration by people of diverse ages,†¦show more content†¦Greek temples displayed votive offerings, statues, and paintings, which when displayed as a collection were known as pinakotheke (picture gallery). In the 5th century bc, the Prophylae, a hall in a building on the Acropolis in Athens, contained a collection of paintings that was available to the public. When the empire of Alexander the Great crumbled, the motivations for acquiring objects of art and history began to change. The interest in Greek civilization created a desire for its art. As a result, the ruined, neglected, or abandoned cities and shrines of the classical age were widely looted. The Romans displayed these paintings and sculptures in public places, or they were acquired by wealthy and powerful citizens for display in their private homes. When, in turn, the Roman Empire fell, the Vandals, the Goths, and other newcomers to the Mediterranean shores looted its treasures. In the Middle Ages, Christianity was the focal point for collecting. Cathedrals, churches, and monasteries became repositories for religious relics, jewels, precious metals, rare manuscripts, and fabrics. Beginning in the 7th century, spoils of the Crusades augmented these collections, as well as private collections. Collecting in the Islamic world and Asia followed similar patterns. Before ad 1000 royal collections of art objects were preserved in palaces and temples in China and Japan. Of particular noteShow MoreRelatedArt And Race : Museums And Museums1740 Words   |  7 PagesMuseums and Race Museums and institutions have to handle controversies and tough subject matter. There is no easy solution in handling them that will please everyone. However, there some ways that are better than others. For the issues that surround race, I believe there is one way that is better than the rest. I believe the correct way to display works of art or any other offensive work is to give the proper background context of the article. With this proper context, it is necessary to understandRead MoreMuseums And Museums Of Museums2444 Words   |  10 PagesMaintaining and increasing visitors to museums is essential to the existence of the institutions. Art Galleries, Children’s Museums, Anthropology Museums, Zoos, History Museums and other types of museums all depend on a steady stream of people coming to their institutions. Without a robust attendance, gallery halls are just empty, full of objects collecting dust. Objects and artifacts that the public and researchers are not viewing a re wasted opportunities to be an inspiration or to help gain newRead MoreArt Museum Vs. Private Museum1276 Words   |  6 PagesMuseum Comparison This paper compares four separate museums. The first two compared, are private art museums in the United States, compared to a private art museum in another country. Secondly, a university natural history museum is compared to another university natural history museum in a foreign country. The comparisons involve taking a closer look at the history, function, staffing, and programs at museums. Many reasons can lead collectors to starting a private museum. Whether collectorsRead MoreUniversity Art Museum1091 Words   |  5 PagesThe University Art Museum Case Analysis Suzana Duran MNGT 372 Professor Quimei Xu I. Relevant Facts/Background The Art Museum is a building on the university premises that is providing a place for the art collection of a university. The building was given to the university by an alumnus around 1929. The wealthy son of the universitys first president served as the museums unpaid director until his death. He brought a few extra collections to the museum during his service, and while servingRead MoreThe Museum Of Anthropology And The Smithsonian Museum1394 Words   |  6 PagesTry, if you would, to recall your last visit to a museum or other similar institution. Did you immediately accept the information presented to you as fact? Did you stop to think about how a particular exhibit represents a culture and whether or not it was accurate? Since their origin, museums were created for the purpose of preservation and interpretation of the material culture they exhibit, and have been the most widely accepted method for the dissemination of information pertaining to other culturesRead MoreThe Museum Of Natural History1155 Words   |  5 PagesMuseums are information organizations, that is, they are about giving the most up-to-date information to their patrons. No matter how well their organization, commercially, is wrap it up that part of them remains the same. From the two museums that I visited, the Henry Ford Museum and the Museum of Natural History, are clearly about passing information to the patron. There are differences between them, however, it is the equivalences that I want to focus on as they are what bind them. The three areasRead MoreThe Akron Art Museum912 Words   |  4 PagesAkron Art Museum The Akron Art Museum is an institute that combined a historic building heavily adorned with Italian Renaissance revival and classicism with a modern and radical steel and glass structure. The once 1899 Akron post office section of the museum houses the local and global pieces of Impressionistic art from the 1850s. The original building is wrapped with a deep red brick and limestone with triangular pediments and pilasters. In 2007, Coop Himmelb(l)au’s architect WolfRead MoreThe Atlanta Museum Of Art1124 Words   |  5 Pagesbecome the establishment now known as the Indianapolis Museum of Art. Since that first exhibition, the IMA has gone through several identity changes. They were first named, the Art Association of Indianapolis. Their next identity was as the John Herron Art Institute, which opened a whole new chapter, as they became â€Å"a campus featuring both a museum and an art school.† (History, 2017) Today, the IMA is one of the largest encyclope dic art museums in the nation. The IMA has had various leadership andRead MoreThe Cultural Heritage Of The Museum1804 Words   |  8 Pagesterrorist organizations in several countries such as Afghanistan, Syria, Iraq, and Libya. As a matter of fact, the danger indicator has reached its highest point. Certainly, museum professionals currently face many challenges to protect their collections from human destruction. However, there are some important procedures the museum professional should follow to protect cultural heritage during times of crisis. The paper will investigate the destruction of the cultural heritage in these countries. ItRead MoreThe Museum : Kingston Museum And Heritage Service1538 Words   |  7 Pages1. Name of museum: Kingston Museum and Heritage Service 2. Name of governing body: Kingston Upon Thames 3. Date on which this policy was approved by governing body: 17/02/2015 4. Date at which this policy is due for review: 17/02/2015 5. Museum’s statement of purpose 5.1. I am not sure of the museum’s statement. 6. An overview of current object handling 6.1. Unknown and not readily available for public knowledge 7. Themes and priorities for future object handling 7.1. Any contact or movement of an

Engage in personal development in health, social care or children’s and young people’s settings free essay sample

1. 1Describe the duties and responsibilities of own work role. While I am at Robert’s Primary School on placement my main responsibility is to maintain and supervise the safety of all children that I work with. A child’s safety is paramount and it crucial that every member of staff, whether they are permanent or volunteer, work towards this. While I am in the Reception Class my duties include: †¢Maintaining the cleanliness of the room, mopping up spills and removing potential risks and hazards. †¢Supervising children and ensuring that they are safe and sensible †¢Be a good role model and impress a good positive image to the children †¢Be polite and well mannered to all children and staff †¢To correct negative behaviour when necessary †¢Attend any training courses I am asked to go to, to keep update and knowledgeable of procedures and policies. †¢Be fully aware and have knowledge of all the School’s policies and procedures †¢Be aware of all safety exits and procedures that must be carried out in an emergency †¢Listen and follow instructions set by my supervisor †¢To be knowledgeable of the routine of the class, and be able to move at the speed set †¢Be flexible, creative, quick, caring, kind, respectful and always do my best at all times Knowing my duties and responsibilities will enable to me to be more confident while I am at Robert’s Primary and will help me to give the best possible care to the children. 1. 1Explain expectations about own work role as expressed in the relevant standards There are many policies which by law I must follow and adhere to, this is to ensure that the children are given the best quality of care and the best possible learning experience. The Health and Safety Act 2004 This states that regular risk assessments of the area should be carried out. Risk assessments are required to ensure the safety of the surrounding environment, so children are able to play and learn in a safe and nurturing environment. A risk assessment is carried out every morning in the class room; all the staff including myself do a thorough walk around and identify any obstacles and potential dangers that could cause harm to any of the staff or children. We identify and remove any risks or potential hazards, for example; toys in walkways, spillages, exposed electrical sockets. Risk assessments are also to be carried out throughout the day, to ensure that the environment stays safe and reduces the chance of accidents happening. The Equality Opportunity Policy Equality of opportunity is about providing equality and excellence for all in order to promote the highest possible standards of achievement. The school’s core value is ‘lighting the way to success’. The School believes that every child has the capabilities of being successful and making a positive contribution to the school and the community The policy details the responsibilities of the school to make a positive, safe learning environment for all staff and children to achieve their full potential. Providing equality to all staff and children is always given. All children are taught Religious education so that they all children are exposed and educated of all different religions and how their faith celebrates and live. All festivals are celebrated at school so that pupils can experience and take part in them. This will help children become knowledgeable and understand the importance of being accepting and celebrating different festivals regardless of what faith they are from. This also allows children of every religion feel welcome and happy to celebrate and share their faith and be proud of who they are and their religion. Negative behaviour towards any child or member of staff and their beliefs will be put to the behaviour policy and they will discipline accordingly. This applies to all children and staff and managing their behaviour is kept fair and applied equally to all. Any child found bullying or displaying inappropriate behaviour will be dealt with quickly and effectively as to stop the problem from getting worse. All staff are to attend Equality and diversity training to make sure they are fully knowledgeable of the subject and the laws and policies that accompany it. The teachers and staff ensure that the classroom is an inclusive environment in which all pupils feel that their contributions are being valued and included. Every child is valued and respected and allowed to talk and express their view. All children are encouraged to be themselves and any special needs that they may have are met so that can feel actively included and valued. All disabled and enhanced children are given the help that they need so that they can achieve. There are disabled accesses throughout the school, support harnesses, equipment, aids and supportive tools so that children can achieve their fullest potential. As a student I must adhere to the Equality values and enforce them throughout my placement. I must treat children equally. Encourage children to express themselves and embrace and enjoy their culture and share the experiences and times of celebration. All children should be treated equally but differently at the same time. Their differences must be seen and valued, and where necessary practice must be altered to accommodate these beliefs. For example children with special needs will possibly need a different educational care package to those without. Children who are left handed must be given the tools to enable them to write and complete crafts more easily, including left handed scissors and pen Special educational needs and disabilities Act 2001 There are some disabled children in Reception that require additional needs. This Act States â€Å"that school, colleges, universities, adult educational services, youth services must make reasonable provisions to ensure that people with disabilities or special needs are provided with the same opportunities as those who are not disabled†. I must make sure that I do not discriminate against any child with a special need and always show the same care and support to them as every other child. They must be given the same opportunities and be made to feel as part of the class as possible. All measures must be taken to ensure inclusion of the children as best as possible. It states that settings must follow the SEN code of practice which outlines what they should do to support a child with special needs This Act prevents the unfair treatment of people with disabilities and special needs Conventions on the rights of a child This is an important legislation that by law must be followed. The school adheres to the requirements set in the document and fully support its content. It acknowledges that children have a right to express themselves and their opinions. To have their voices heard and their needs acted on upon when necessary, they are to be protected from harm, abuse and exploitation and to always have their privacy protected. I must respect every child for who they are and what their requirements may be, and to always protect them from harm and abuse. If I suspect any child to be a victim of abuse I must make my observations known to the CPO as soon as I can. The faster the better as to keep the child out of harm’s way. There are many more policies that I must follow to ensure the safety and care of the children and also of myself. The Schools Safeguarding policy, states the responsibility of all members of staff to report any signs of abuse or neglect and supports ‘Whistle blowing’ and outlines the procedures a member of staff can take if they do suspect a member of staff. I am included in these responsibilities and I must also report any suspicions I may have of a member of staff to the Head Teacher who is also the CPO of Roberts School. I must also follow the School Site Safety Policy which details all procedures that I must take in the case of an emergency and points out all fire exits. This so that in the event of an emergency I am fully aware of what I need to do to get myself and the children to safety. The standards are all there to protect the health, safety and well-being of each student and member of staff. They are there to support me so I am able to offer the correct and best possible care to all children I work with.

To what extent is social class the best indicator of twentieth-century voting patterns in Britain Essay Example

To what extent is social class the best indicator of twentieth-century voting patterns in Britain? Essay Social class continues to play a significant role in the electoral outcomes of all modern democracies. This is particularly true in Britain, as the nation still grapples with a historical legacy that is rooted in class divisions. Having embraced democracy toward the later half of the nineteenth century, political institutions have evolved to function around existing class demarcations. While class consciousness still plays a major role in British polity, it may no longer be the primary force of policy making that it once was. This essay will attempt to assess the relationship between social class and election outcomes in twentieth century Britain by way of citing evidence from scholarly literature. Seen from a historical perspective, the British, and especially the English, â€Å"have traditionally considered themselves above nationalism†. In other words, the self-identity of British citizens is influenced more by their socio-economic background than notions of being uniquely English. This is acknowledged by politicians from both ends of the political spectrum. As Roger Scruton points out, â€Å"In the United Kingdom nationalism is confined to the Celtic fringes, where it has been associated with movements for home rule in Ireland, Scotland and – to some extent – Wales. English nationalism is virtually unknown, at least under that description.† (Harris, 1998) â€Å"None of which, of course, is to suggest that the British in general, or the English in particular, have altogether lacked self-awareness. The apparent absence of introspection has often been a pose. But it began as a reflection of the reality that the British in their heyday did not need to assert their national identity because it was already so pervasive. And not just good manners but common prudence required that such power be cloaked in a degree of self-effacement.† (Harris, 1998) We will write a custom essay sample on To what extent is social class the best indicator of twentieth-century voting patterns in Britain? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on To what extent is social class the best indicator of twentieth-century voting patterns in Britain? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on To what extent is social class the best indicator of twentieth-century voting patterns in Britain? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Class divisions in Britain were at their peak during the first half of the twentieth century. The working class Britain had for long been oppressed by monarchy, aristocracy and the industrial elite. The moment of recognition for its blood, sweat and toil for the nation, and its contribution to the success of the Industrial Revolution did not arrive until 1914, when it was asked to participate in the Great War. It was then that Lloyd George â€Å"proposed ‘homes fit for heroes’ and built the first huge council estates, thereby cementing class segregation into the landscape. For a brief period during and after the Second World War, the desires and needs of working-class people were taken into account–that is, until they became inconvenient. Voters asked for houses with gardens to be built, but millions got flats nonetheless† (Gurney, 1994). â€Å"Along similar lines, it has now become commonplace to point out that working-class voters did not â€Å"ask† for immigration from the old British empire. Nor did they ask for the empire in the first place, but few marched against it in the same way as dockers, meat porters and factory workers did in support of Enoch Powell following his calculatedly vile â€Å"rivers of blood† speech†. (Clarke, et. al, 2004) Further evidence for the relevance of class in elections in Britain is forwarded by John Goldthorpe. His topological model â€Å"constrains the statistical analysis to admit only traditional class alliances into the calculation of the effect of class on voting outcome. His model also introduces a distinction between positive and negative class voting† (Clarke, et. al, 2004). For instance, in Britain, citizens from the working class exercise positive class voting by choosing to vote Labour and exhibit a negative class voting pattern by voting against the Tories. In a comprehensive investigation of elections between 1964 and 1992, Goldthorpe found that â€Å"negative class voting fluctuates more than positive class voting. In particular, Conservative successes are frequently tied to their â€Å"national party† appeals that lower the propensity of workers (including routine white collar and elite blue collar workers) to vote against them† (Clarke, et. al, 2004). But, with the sudden dismantling of the British Empire after the Second World War, Britain underwent an inevitable process of Balkanization. The twentieth century British democracy can be said to be defined by this process of Balkanization of the nation. Although foreign political commentators have not understood this phenomenon well, there is no doubt that we are witnessing a changing national awareness as a result. In the previous two centuries, when the British Empire bestrode the world and the school maps were printed with British flags, it was no surprise that London was regarded the centre of the world as opposed to the more realistic post Second World war notion of a refuge for a threatened society in retreat (Hanley, 2008). It was at this juncture that a new middle class emerged in the political scene. As Ben Page of the MORI Social Research Institute points out, â€Å"the label Middle England is used as a convenient shorthand for the 25 per cent of the population who are no t surgically wedded to one of the main parties–and who happen to live in marginal constituencies. For this group, party commitment is weak and the impression made by an individual leader is strong. Policies are generally weakly linked with voting intention–unless they push the right buttons† (Reeves, 2007). While traditionally the British electorate was categorized into the working class and the ruling class, the twentieth century had seen the rise of Middle England, which is at times caricatured to be â€Å"insular, selfish, xenophobic, homophobic, anti-welfare, anti-Europe and generally resentful† (Benson, 1989). The rise to prominence of Middle England is attributed to the fact that â€Å"its inhabitants are in fact more numerous, more diverse and considerably more liberal than the stereotype†, making it a real electoral force (Benson, 1989). The notion of Middle England being a twentieth century phenomenon is well documented in English scholarship, as the following passage shows. â€Å"Ian Hislop, researching his BBC radio series Looking for Middle England, found Lord Salisbury using the term in 1882, but it did not seem to have caught on. The historian David Cannadine records in his Class in Britain that it was Mrs T herself who introduced the term into the modern political lexicon–apparently copying Richard Nixon’s conjuring of â€Å"Middle America†. Politically, Middle England denotes a set of voters, presumed to have mainstream attitudes, who are also disproportionately likely to be swing voters in marginal constituencies. Martin Jacques has complained that Middle England is a metaphor for respectability, the nuclear family, conservatism, whiteness, middle age and the status quo.† (Reeves, 2007) A strong indicator of social class’ relevance to twentieth century British politics is the amount of research and analysis dedicated to this area. For example, using scientific methods, researchers have coined a term called ‘absolute class voting’, which is defined as â€Å"middle-class Conservative plus working class Labour votes as a proportion of the total votes cast†. The assumption behind ‘absolute class voting’ is that the electorate is naturally affiliated to the political party representing their class. In other words, Leftist parties are identified with working class Britain and Rightist parties with white collar workers. If the percentage of electorate voting for their default party affiliation falls, the levels of class voting can be said to have declined. This method of ascertaining class voting patterns in Britain has proved consistent with empirical evidence. It is another matter that recent election results suggest a decline in c lass based party affiliations (Manza, 1995). For example, â€Å"Class analysts do recognize the importance of collective mobility, in particular the decline of the manual working class and other changes in class structures of post-industrial societies. For example, a significant portion of the poor electoral results of the Labour Party in Britain is a reflection of substantial decline in the size of the manual working class in recent decades. While acknowledging the force of non-class cleavages on political attitudes (and to a lesser extent, political partisanship), analysts who continue to emphasize the importance of class argue that non-class cleavages have always existed in capitalist societies and that there is little evidence yet that new cleavages are emerging that are actually bringing about class de-alignment, especially with respect to partisanship.† (Manza, 1995) The Sociological approach assumes that voting preferences change as per the socio-economic background of the individual voter, and generally people vote for the party that best represents their interests. While such background factors can include religion, gender, race, financial status etc., for the most part they represent social class identification. The first major study of voting behaviour in Britain was carried out by the team of Butler and Stokes’, whose results were published in the book Political Change in Britain (1964). They concluded that British democracy functioned as a â€Å"stable two-party system with the principal cleavage between non-manual workers and manual workers, the former voting Conservative and the latter, Labour† (Shaw, 1998). While this assessment is true for much of the century, there have been periods of exception. For instance, the consecutive successes of the Tories under the leadership of Margaret Thatcher in the years between 1979 and 1991 were based on the strong support from Conservative Party supporters who comprised 43 percent of the total electorate. Added to this, the sharp downturn in the Labour Party’s electoral prospects and the steady support for new alternatives have induced this anomaly in British voting behaviour. In fact, commentators such as Crewe, Dunleavy, Rose and McAllister argue that