Foils In Hamlet Essay -- essays research papers

Night and Day Many authors use foils to better illustrate the nature of the character. Foils are characters who compliment yet contrast the main character. With the use of foils the reader can get a better understanding of the main character through the dialogue of the foils. In Shakespeare’s Hamlet, we find Prince Hamlet foiled by many characters. Each foil revealing something different about Hamlet. One such foil in this play is undoubtedly Laertes, the son of Polonius. There are a few ways that Laertes mirrors Hamlets character, the revenge they both seek , the anger they both have, and they both mourn Ophelia’s death. Just as a foil can mirror a character, it can contrast it. Laertes seeks instant almost thoughtless revenge whereas Hamlet is a bit more cautious and needs further evidence. Both Hamlet and Laertes have a different relationship with Claudius, one is deceived by him and the other sees right through his deception. Both return to Denmark after the passing of King Hamle t, which is the first indication that Laertes will act as a major foil to Hamlet. The tie they share with Claudius is a perfect example of the contrasting ways of Hamlet and Laertes. Claudius is in one way or another responsible for every death in this play. With the death of King Hamlet and the accidental murder of Polonius, we find both Hamlet and Laertes seeking revenge. Hamlet is told by the Ghost that Claudius is responsible for King Hamlets death. Almost as if it were his noble duty, he plo...

Dance choreography: Extended programme notes

Big Brother is a dance that explores the idea of being trapped and controlled within a â€Å"box. † For me the box was a larger metaphor for society, and on another level, the dance explores the idea of society controlling the individual, and the desire to escape this control. The accompaniment I chose is called, â€Å"The Black Parade† by My Chemical Romance. I chose this piece of music because I felt it created a very strong atmosphere that largely reflected the emotions of the character in my dance. Though only used for around twenty seconds, the varying pace and the complex rhythms in the piece created an air of frustration, desperation and excitement- emotions I try to convey as the character attempts to break free of the box. The electric guitars and drums complemented the powerful and often heavy dynamics. I chose to use a section that moved from a slower tempo into a faster tempo as I felt this represented the character's situation at that point in the dance. The slower tempo, I feel, made the character seem weary- tired of fighting. The transition into the faster tempo as the character makes a final attempt to break free of the box gives the final section an exciting climax, and creates a sense of excitement yet desperation at the idea of escaping. I decided to bring the music in slowly as I felt it built the atmosphere effectively towards a climax at the end of the piece. My piece is split into four sections of ABCD narrative. Section A focussed on the character's discovery of being trapped, whilst section B looked at the character being controlled whilst being trapped in the box (this was also a theme running throughout my piece. Section C, the largest of the sections looked at the character's attempt to escape from the box. Finally, section D, the shortest section, was the character's actual escape from the confines of the box. I began my dance at centre stage, in a ball shape on the floor. By making myself look very small, I feel it made me look very vulnerable, and as if confined- immediately defining the idea of restriction. I then began to run around the ‘box' following a random pathway, pushing off the walls. Creating the circular box as I define these walls. This random pathway indicates the idea of panic for the character on discovering they are in a box. The pathways being random represent the character's lack of self-control over oneself- and underpinning the theme of my dance. Although within these random pathways, I never travel outside the box, outlining the fact I am trapped. The strong pushing gestures (motif A) I use in this section are one of the main motifs running through my piece, and reveal the fact the character is confined to the box. Section B is performed mainly in bound-flow, though the gestures move from closed to open. Initially, the arms are tight to the body, trying to pull away- symbolising chains. Then when free, I take large steps, trudging around the box in a zigzag pathway, with my arms and head floppy yet tense- as if a puppet. Similarly, the idea of a puppet is reflected in the heavy steps here. I used the puppet to convey the idea of the character being controlled; his strings are pulled by society. I then make a gesture, at the edge of the box, facing the audience, as if ‘pulling' away the wall of the box. My facial expression here completely changes to one of wonder and amazement, and I use the second motif – a mime of touching/exploring the wall before pushing off into a spin (motif B). I do this very softly, a contrast from the strength of movements inside the box. I am then pulled back into the box, again like a puppet back under the box's control. This provides the link between section B and section C. I am trying to escape the confines of the box in section C and this is reflected in the repetition of motifs A and B as well as running about the space. As the character is pulled back into the box, the space becomes larger, into a rectangular shape. I included this to allow me to explore a larger amount of the space. This section begins with similar puppet like movements from section B this time repeated on the floor. After getting up, I then run about the space, repeating motif A. After pushing off each wall, I develop this motif by adding to the end of it- travelling to the next in various ways: spins, slide, leap and run. Using many actions emphasises the manic behaviour of the trapped character. The space then again becomes small, this time very small, as if within a corridor. Motif A is again developed, this time by using elbows to push instead of palms. As a result of being trapped in this new smaller box, the somewhat free flow gestures seen earlier in this section become bound flow. I then repeat motif B, this time with a new emphasis on the movements. Instead of them being soft, as they were first, I made them powerful and developed them by adding a hop and push. The hop and push helped make the character look more desperate as if pushing up as well as out of the box. In addition, I developed this motif by repeating each section (the push and spin and then the hop and push) alternately facing to each side. I did this because I wanted to show my motif to the audience from several viewpoints to help add interest to my dance. Section D provides the climax to the dance. The link between section C and D is a set of fast spins, with arms bent upwards. This shows that the character is breaking out of chains seen in section B. The music becomes louder, and moves into a faster tempo- I imagine this to represent the character's heartbeat. The music in section C is slower, but as the character reaches the final breakout he becomes more and more frantic and excited. The climax is me running into a slide on my knees across the floor toward downstage left. I thrash my arms to represent the break for freedom. I then repeat my developed motif B, further developing it by changing the level. This shows how tired the character has become of fighting to escape. For the final image in my piece I thrash my arms over my head, throw my torso forward and hold. The floppy arms here can be left to interpretation for the audience. They could be seen as showing relief at breaking free of the box. Similarly, they also resemble the puppet arms seen in section B showing the box's control- and therefore may indicate that however hard he fights, he cannot escape the box's control. I wished for the audience to make their own interpretation at this point. There is floor work in each of the four sections. The transition between low and high levels suggests at the characters weakness- as if being thrown about the space, as seen in sections A and C. I choreographed this dance as a solo because I wished for it to focus around an individual's fight to break free from the confines of a society that tries to force people into conforming to certain ways- as if the individual is a puppet. By performing in solo, it allows the audience to focus and speculate more on how the individual is affected by society. Similarly, I could have choreographed a group dance to display how this idea of control or the ‘box' affects many of us. Throughout my dance I mainly concentrated my focus forward, toward the walls of the box. I did this because I felt it revealed the character's determination to escape the box. I only had a different focus during two other moments. When being the puppet I had my focus follow my arms and legs to suggest that my whole body was being controlled and pulled toward a point in the space. Secondly, in section B when I pulled away from the wall of the box, to show I was outside of the box my focus was all around the space ahead- as if looking in amazement at what was outside the box. In my piece facial expressions played a huge part in helping tell the story. I used a large variety of facial expressions in accordance with my character's varying emotions. In the opening section my facial expressions were wide and open, and my breathing heavy, to show the character is panicking at being in the box. In the puppet section, my face is blank, to show I haven't control over myself. When seeing outside the box, I looked around in amazement to show the contrast between the box and the outside. And during sections C and D my facial expressions were much tighter to show the character is angry at being in the box, and is determined to find a way to escape. I ensured that the music entered at a time that it went well with the narrative. The music was symbolising the character's emotions. When controlled by the box the character has no control over his own emotions. The lack of music symbolises this- no emotion, no music. Similarly, in section D, the music indicated that the character was about to break free, and gain his own emotions back. As a result my music only came in very close to the climax, when I finally escape the box. I had two main inspirations for the dance. The book â€Å"1984† by George Orwell looks at the idea of society trying to control all aspects of our lives, by taking away individuality and making each person the same. A robot; or puppet in the image of society. This is where I got the main idea for the puppet like movements, and for the idea of being trapped within a box. It is also the inspiration for my title ‘Big Brother,' a term coined by the book. Also, watching the piece ‘Swansong' by Christopher Bruce influenced me hugely. I feel the greatest influence it had on me was to create a piece about the world we live in. The themes of bullying and injustices, that Bruce looks at in the piece, are things that happen in the context of prison all around the world. I took from the piece, that sometimes the most powerful pieces are ones that people can in fact understand and relate, to the dance idea. I am extremely pleased with the piece of dance I have choreographed for my coursework. I feel it clearly expressed an interesting dance idea in an engaging fashion. I am particularly, pleased with my manipulation of spatial design to make clear the idea of the box, and the way the box got larger and then closed in around the character. I felt that the simple motifs very clearly communicated the dance idea, with the pushing motions, and were developed in a way that made them very interesting: by adding spins, leaps, hops, turns and varying levels. Feedback from my peers suggested that my main motifs very clearly communicated the idea of being trapped within a box, and that the message of the dance was very clear. I believe I made the right decision in choreographing a solo piece, as I feel that this emphasised the idea of an individual against the greater society well. I did not like the section B I initially choreographed, as after watching it back on video and receiving feedback from my teachers I felt it was much weaker in comparison to the rest of the dance. The movements were much weaker, and the section did not clearly communicate the dance idea, as it was mainly just a set of non-complementing floor patterns and gestures. I instead developed the theme of society's control, and used this to create the puppet section- a section I am proud of as it is interesting to watch and expresses the dance idea clearly. I could possibly have changed the dynamic of section B to a slower pace to create a greater contrast between the controlled puppet character, and the character fighting for freedom. Other from that, I like the whole of my dance, and felt that all sections were powerful and communicated the dance idea effectively whilst being strong and exciting to watch- especially when combined with my powerful use of facial expression. In feedback from my teachers they suggested that the music would be more appropriately brought in at the point where the character pulls the walls apart and sees outside the box, to show that the character has seen an outside world- a hope- and that now they are not being so controlled but instead fighting the control. My favourite moment of the dance was the ending, the climax to the piece. The loud fast music, powerful and fast dynamic, thrashing gestures and throwing myself to the floor made this very dramatic and a very exhilarating end to the piece.

Exploring the geological history Essay

Firstly we will explore the importance of the site of the town. Because St. Aubins has a town on the sea, it grew up on sites close to a natural harbour, which afforded shelter to the vessels that carried the seaborne trade, upon which the existence of the town depended. St. Aubin is a town of this last class; a glance at a map of Jersey will show that it and Gorey are the only accessible natural harbours which are completely sheltered from the strong westerly winds. St. Aubins is sheltered from the sea on all sides except from the South-East to South. It is widely believed that St. Aubins was once the capital of Jersey; but this can not be true because from the earliest times the Royal Court and the States have met in St. Helier. Also St. Aubin had no church until the 18th Century, and it would be very weird if the capital was left churchless.  Small vessels of the time, securely moored†¦could lie safely in all weathers. The want of depth of water, so detrimental to our town in these days, mattered then, when vessels where very small, and when men where not in such a hurry as they are now, and did not mind waiting patiently for a high tide. This naturally sheltered harbour must have been a resort for fisherman from the earliest time when our island was cut off from the continent. There can be no doubt that St. Aubins is the best natural port in the Island.  The salt and dried cod they brought home found a market in the Roman Catholic countries, where there was an especially large demand during Lent. The ships that carried the fish to these countries brought back cargoes of foreign produce, which in turn was distributed in Northern Europe in exchange for timber for ship-building, hemp for cordage, canvas for sales, pitch and other goods. So a lucrative trade grew up, and the town increased in wealth and importance. St. Helier too, though it had little trade or shiping, seems to have been slightly more populous than St. Aubins, even in it’s great days.  The two towns in fact lived on quite dissimilar lines, the townsmen of St. Helier lived upon the Court, with its lawyers and functionaries, and upon the country people who came into market and to do there business, while the inhabitants of St. Aubins lived upon there overseas trade, and especially upon the Newfoundland fishery. After this time the state of St. Aubin increased slowly but steadily for about one hundred years. Then the ship owners found it very profitable on account of the long wars with France, to fit out and arm vessels as privateers, and the profits earned where so high that this kind of trade grew rapidly until St. Aubins became the chief privateering port in the kingdom. The privateers were fast vessels, heavily armed with guns, and manned with large crews, needed both to work the ships and guns. The captains each carried a Royal Commission called a â€Å"letter of marque† authorising the capture of the ships and goods of the French. The letter of marque was an important document, as it was all that stood between the whole crew hanged as pirates if taken by an enemy man-of-war. No wages were paid to any of the hands but each received his share of the prizes taken.  In the early years of the last century, St. Aubins reached its high point of importance, but then began to fall off owing to the competition of the new port of St. Helier, which was rapidly increasing its harbour accommodation. Of the two largest St. Aubins merchants, the house of Robin moved to St. Helier, while the Janvrins ceased business. This was a serious blow to St. Aubins, so that by about 1850 its shipping had dwindled to small figures, while St. Heliers had increased until it was the sixth port of the whole British Empire. The peace after the Battle of Waterloo helped this result, as privateers became useless and the large St. Aubins capital sunk in them was so great extent lost.  An attempt to make this port for granite export failed, though for a time, the export of gravel brought many ships back to the port. The coming of the railway was a great event. A company formed in 1846 accomplished nothing. A new company in 1861 met with many difficulties; but at last the track was laid. In 1870, the first train was greeted with salvo cannon, and the dean read an eloquent prayer. Two hundred guests lunched in a marquee in the Noirmont grounds. And trains ran continually to bring the while Island to the fete and the fireworks. In 1899, this line was extended to Corbiere. But the advent of the motor bus eventually killed the trains, and in1935 they ceased running. Later, the four-mile track from St. Aubin to La Corbiere was transformed into one of the pleasantest walks on the Island. The Germans relayed the line when making their fortifications; but they have now been removed. The Chief legacy the Germans left to St. Aubin is the immense tunnel which they blasted into the side of the hill to hold their reserve ammunition.  On the 20th October 1941 Hitler declared that the Channel Islands would become an impregnable fortress. Thousands of foreign workers, mostly Spanish, French, Polish and Russian were being poured into the Island to assist in the building of bunkers, gun emplacements, tunnels and sea walls. They needed sand, granite chippings, cement, water and, of course, reinforcing metal. Transport of the first two presented a considerable problem and was largely responsible for the building of the railways. The metre gauge line from St. Helier to St. Aubin and Corbiere can be said to have started opposite commercial buildings, within a stone’s throw of the former J.R. & T Weighbridge terminus. From West Park to St. Aubins tunnel, the roadbed of the former J.R. & T was more or less followed. The line was single throughout except for an occasional crossing loop. A blast wall had already been built at the eastern end of the old J.R. & T tunnel at St. Aubin as a protection from the extensive galleries which were being excavated. The bore of the tunnel itself had been greatly increased and the galleries driven through solid rock, the area being second only to that of the much better known underground hospital, to which rather surprisingly no connecting railway was laid.

Flowers vs Weeds Essays

Flowers vs Weeds Essays Flowers vs Weeds Essay Flowers vs Weeds Essay Weeds vs. Flowers Many people see weeds as weeds and flowers as flowers, but they never take into consideration the things that make them so different and similar. Flowers and weeds all have their own garden and emotional aesthetic values. Preparing food also holds some similarities and differences between the two. These flowers and weeds, although simple at first, also hold some value of medicinal uses. There is more to know than a simple vase for flowers and a trash bag for weeds. The most known differences between weeds and flowers are by far the customs we attach to their beauty and value. If you love someone, you’ll get them roses, it’s simple. For those of us less likely to know the difference, a handful of weeds would not suffice. Much like the value we put into a fragile stem and petals, we also have to put our time and love into them as well. Flowers take time to grow, along with mulch instead of dirt, and they have specific growing and watering conditions; whereas weeds simply grow anywhere at any time, no matter how much you ignore them and loath their existence in your garden. Although there are the similarities that create the make-up of the two, they have a stem, petals, scent and their own defenses. : The main difference though, is how much time and effort we put into raising a beautiful flower, and the time and effort we put into clearing our landscape of the vermin we know as weeds. Throughout history, seeds, stems, and leaves of both flowers and weeds have contributed to human cookery. The culinary use of flowers dates back thousands of years to 140 BC. Many cultures since then have incorporated flowers into traditional foods. Many ancient oriental dishes commonly made use of daylily buds, and the Romans are well known for their use of violet mallow in many recipes. Italian and Hispanic cultures gave us stuffed squash blossoms, while Asian Indians still use rose petals in many dishes today. Though their popularity of being eaten has declined over the years, flowers are still used as sweeteners, flavorings, and garnishes. The same thing can be said about weeds as they are also used as spices today. Though weeds aren’t used as often as flowers, the most commonly used weed is the dandelion, which is occasionally used to make wine and used as a saute in some oils. The most commonly used flower today is the hop. Many people are unaware that this cone like flower is one of the most common ingredients in beer. While delicious flowers are enjoyed my many people, they aren’t the only plants to be consumed by humans today. Though it is common to think of weeds as pests, many people all over the world also use a variety of weeds while they are in the kitchen. In contrast to flowers being used as sweeteners, most weeds are used as spices and bases for salads. Clovers, Chickweed, Bitter Cress, and Thale Cress weeds are all commonly used in salads today. An interesting fact unknown to most people is that wild garlic is considered a weed. Besides cooking with plants, some weeds are used such as cleavers, which are commonly dried, ground up, and used as a flavoring in coffee. Though weeds and flowers may greatly differ in appearances, they both have been and continue to be very beneficial to humans in the kitchen. One major similarity in flowers and weeds is that they both hold medicinal purposes. Even though weeds are usually considered an eyesore, they can be very useful. Marijuana, a well known â€Å"weed† in most cultures, provides a pain killer. It is used by mostly cancer patients who are seeking relief of the pain and nausea caused by cancer treatments. The Spiderwort flower was once considered a cure for spider bites. Its large chromosomes are now useful for lab studies in Cytology. The flower is now used as an inexpensive way to test for pollution being that it changes from blue to pink that there is too much pollution present. Of course we should not forget one of the most common weeds, dandelions; which are always considered a nuisance in our gardens, but surprisingly holds great value. Dandelions can be made into a tea with the leaves and dried roots. This provides relief for digestive problems. Shown the topics of values, food uses, and medicinal purposes, these are the highlights of the crop. These build the foundation for comparing flowers to weeds, as you can see, it is more in depth than a simple glance along a sidewalk. Once this paper has taken root and been shown the care of thought, you’ll wonder too about the vast array of similarities and differences between flowers and weeds, and notice them for being more than simply just plants.

Qualitative Research Definition and Methods

Qualitative Research Definition and Methods Qualitative research is a type of social science research that collects and works with non-numerical data and that seeks to interpret meaning from these data that help us understand social life through the study of targeted populations or places. People often frame it in opposition to quantitative research, which uses numerical data to identify large-scale trends and employs statistical operations to determine causal and correlative relationships between variables. Within sociology, qualitative research is typically focused on the micro-level of social interaction that composes everyday life, whereas quantitative research typically focuses on macro-level trends and phenomena. Methods of qualitative research include  observation and immersion, interviews, open-ended surveys, focus groups, content analysis of visual and textual materials, and oral history.   The Purpose of Qualitative Research Qualitative research has a long history in sociology and has been used within it for as long as the field itself has existed. This type of research has long appealed to social scientists because it allows the research to investigate the meanings that people attribute to their behavior, actions, and interactions with others. While quantitative research is useful for identifying relationships between variables, like, for example, the connection between poverty and racial hate, it is qualitative research that can illuminate why this connection exists by going directly to the source the people themselves. Qualitative research is designed to reveal the meaning that informs the action or outcomes that are typically measured by quantitative research. So, qualitative researchers investigate  meanings, interpretations, symbols, and the  processes and relations of social life. What this type of research produces is descriptive data that the researcher must then interpret using rigorous and systematic methods of transcribing, coding, and analysis of trends and themes. Because its focus is everyday life and peoples experiences, qualitative research lends itself well to creating new theories using the inductive method, which can then be tested with further research. Methods of Qualitative Research Qualitative researchers  use their own eyes, ears, and intelligence to collect in-depth perceptions and descriptions of targeted populations, places, and events. Their findings are collected through a variety of methods, and often, a researcher will use at least two or several of the following while conducting a qualitative study. Direct observation:  With direct observation, a researcher studies people as they go about their daily lives without participating or interfering. This type of research is often unknown to those under study, and as such, must be conducted in public settings where people do not have a reasonable expectation of privacy. For example, a researcher might observe the ways in which strangers interact in public as they gather to watch a street performer.Open-ended surveys: While many surveys are designed to generate quantitative data, many are also designed with open-ended questions that allow for the generation and analysis of qualitative data. For example, a survey might be used to investigate not just which political candidates voters chose, but why they chose them, in their own words.Focus group: In a focus group, a researcher engages a small group of participants in a conversation designed to generate data relevant to the research question. Focus groups can contain anywhere from 5 to 15 participants. Social scientists often use them  in studies that examine an event or trend that occurs within a specific community. They are common in market research too. In-depth interviews: Researchers conduct in-depth interviews by speaking with participants in a one-on-one setting. Sometimes a researcher approaches the interview with a predetermined list of questions or topics for discussion but allows the conversation to evolve based on how the participant responds. Other times, the researcher has identified certain topics of interest but does not have a formal guide for the conversation, but allows the participant to guide it.Oral history: The oral history method is used to create a historical account of an event, group, or community, and typically involves a series of in-depth interviews conducted with one or multiple participants over an extended period of time.Participant observation:  This method is similar to observation, however with this one, the researcher also participates in the action or events in order to not only observe others but to gain the first-hand experience in the setting.Ethnographic observation:  Ethnographic observati on is the most intensive and in-depth observational method. Originating in anthropology, with this method, a researcher fully immerses herself into the research setting and lives among the participants as one of them for anywhere from months to years.  By doing this, the researcher attempts to experience day-to-day existence from the viewpoints of those studied in order to develop in-depth and long-term accounts of the community, events, or trends under observation. Content analysis:  This method is used by sociologists to analyze social life by interpreting words and images from documents, film, art, music, and other cultural products and media. The researchers look at how the words and images are used, and the context in which they are used to draw inferences about the underlying culture. In the last decade, content analysis of digital material, especially that generated by social media users, has become a popular technique within the social sciences. While much of the data generated by qualitative research is coded and analyzed using just the researchers eyes and brain, the use of computer software to do these processes is increasingly popular within the social sciences. Pros and Cons of Qualitative Research Qualitative research has both benefits and drawbacks. On the plus side, it creates an in-depth understanding of the attitudes, behaviors, interactions, events, and social processes that comprise everyday life. In doing so, it helps social scientists understand how everyday life is influenced by society-wide things like social structure, social order, and all kinds of social forces. This set of methods also has the benefit of being flexible and easily adaptable to changes in the research environment and can be conducted with minimal cost in many cases. The downsides of qualitative research are that its scope is fairly limited so its findings are not always widely generalizable. Researchers also have to use caution with these methods to ensure that they themselves do not influence the data in ways that significantly change it and that they do not bring undue personal bias to their interpretation of the findings. Fortunately, qualitative researchers receive rigorous training designed to eliminate or reduce these types of research bias.

Starting and Naming a Business (Administrative Law and Government Research Paper

Starting and Naming a Business (Administrative Law and Government Regulation) - Research Paper Example Through franchising, the business will be associated with well developed brands and reputation. Disadvantages; franchisees usually have to operate according to the operations rules of the franchisor. Franchisees are required to pay ongoing fees to the franchisor. There is less control especially while selling the business, since there are procedures to follow (Pride, Hughes & Kapoor, 2011). The following are the disadvantages and advantages of a sole proprietorship. Advantages; it is easy and uncomplicated to start this form of business. There are few formal commerce requirements. There is direct motivation since the entrepreneur assumes all risks and earns all the profit. There is better control since the entrepreneur is the sole decision maker. There are minimal legal expenses for starting sole proprietorship. There are no company tax payments. Disadvantages; the entrepreneur make all business decisions and assumes all responsibilities of the business, including business liabilities in case of insolvency. Entrepreneurs may experience difficulties while raising cash needed to start and sustain a business (Pride, Hughes & Kapoor, 2011). According to Pride, Hughes & Kapoor (2011), the following are the disadvantages and advantages of partnerships. Advantages; there are no prescribed requirements for the formation of a partnership. There are no prescribed requirements for the business operations. Therefore, it is inexpensive to operate partnerships. Partners are taxed individually, and this may result to lower taxation. Disadvantages; partnership is not a separate lawful entity implying that partners are, in their individual capacity, accountable for the business debts. The death of a partner may result to termination of the partnership. There may be difficulties in the decision making process. The following are the disadvantages and advantages of a corporation.

Road Pricing Essay Example | Topics and Well Written Essays - 250 words

Road Pricing - Essay Example This cleary indicates that there has been hinderance in traffic flow due to traffic congestion and these cases present externalities which must be avoided by using road pricing to reduce the number of cars on road by charging them a flat-fee in the form of road pricing. According to a source that major traffic jams occur in Central London at around 7:30 am in the morning and then 6:30 pm in the evening. Those eligible to pay were around 150,000 people who used the road every day. These charges were only levied on private vehicles. Pulic vehicles were exempted from these charges so as various other kinds of groups. However, many organisations in UK have argued over the price that is being charged. They claim that it is not the appropiate charge and is much higher than social costs that a vechile inflicts. They also support the reduction of this charge. Similarly, many people have argued that there are errors in database technology which often leads to double charging and over charging. So, in both cases if this carelessness persist it would not solve the problem of congestion but would deter people from driving even if they can afford to pay these costs. The economics behind this will that due to double charging and over charging , demand would go down to zero.