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Plane

2008-07-15T23:49:00.000-07:00

In mathematics, a plane is a two-dimensional manifold or surface that is perfectly flat. Informally, it can be thought of as an infinitely vast and infinitesimally thin sheet oriented in some space. Formally, it is an affine space of dimension two.

When working in two-dimensional Euclidean space, the definite article is used, the plane, to refer to the whole space. Many fundamental tasks in geometry, trigonometry, and graphing are performed in two-dimensional space, or in other words, in the plane. A lot of mathematics can be and has been performed in the plane, notably in the areas of geometry, trigonometry, graph theory and graphing. All two-dimensional figures are assumed to be on a plane, even on the plane, unless otherwise specified.
Contents
[hide]

* 1 Euclidean geometry
o 1.1 Orientation
* 2 Planes embedded in R3
o 2.1 Properties
o 2.2 Define a plane with a point and a normal vector
o 2.3 Define a plane through three points
o 2.4 Distance from a point to a plane
o 2.5 Line of intersection between two planes
o 2.6 Dihedral angle
* 3 Planes in various areas of mathematics
* 4 Planes in Fiction
* 5 See also
* 6 External links

[edit] Euclidean geometry

In Euclidean space a plane is a surface such that, given any two distinct points on the surface, the surface also contains the unique straight line that passes through those points.

The fundamental structure of two such planes will always be the same. In mathematics this is described as topological equivalence. Informally though, it means that any two planes look the same.

A plane can be uniquely determined by any of the following (sets of) objects:

* three non-collinear points (i.e., not lying on the same line)
* a line and a point not on the line
* two lines with one point of intersection
* two parallel lines

[edit] Orientation
Three parallel planes.
Three parallel planes.

Like lines, planes can be parallel or intersecting. Differing from lines, however, planes cannot be skew. Lines drawn on two parallel planes will either be parallel or skew, but will not intersect. Intersecting planes may be perpendicular, or may form any number of other angles.

[edit] Planes embedded in R3

This section is specifically concerned with planes embedded in three dimensions: specifically, in ℝ3.

[edit] Properties

In three-dimensional Euclidean space, we may exploit the following facts that do not hold in higher dimensions:

* Two planes are either parallel or they intersect in a line.
* A line is either parallel to a plane or intersects it at a single point or is contained in the plane.
* Two lines perpendicular to the same plane must be parallel to each other.
* Two planes perpendicular to the same line must be parallel to each other.

[edit] Define a plane with a point and a normal vector

In a three-dimensional space, another important way of defining a plane is by specifying a point and a normal vector to the plane.

Let \bold p be the point we wish to lie in the plane, and let \vec n be a nonzero normal vector to the plane. The desired plane is the set of all points \bold r such that \vec n\cdot (r-\bold p)=0.

If we write \vec n = \begin{bmatrix}a\\ b\\ c\end{bmatrix} , \bold r = (x, y, z) and d as the dot product \vec n\cdot \bold p=-d, then the plane Π is determined by the condition ax + by + cz + d = 0\,, where a, b, c and d are real numbers and a,b, and c are not all zero.

Alternatively, a plane may be described parametrically as the set of all points of the form \vec{u} + s\vec{v} + t\vec{w}, where s and t range over all real numbers, and \vec{u}, \vec{v} and \vec{w} are given vectors defining the plane. \vec{u} points from the origin to an arbitrary point on the plane, and \vec{v} and \vec{w} can be visualized as starting at \vec{u} and pointing in different directions along the plane. \vec{v} and \vec{w} can, but do not have to be perpendicular (but they cannot be collinear).

[edit] Define a plane through three points

* The plane passing through three points \bold p_1 = (x_1,y_1,z_1) , \bold p_2 = (x_2,y_2,z_2) and \bold p_3 = (x_3,y_3,z_3) can be defined as the set of all points (x,y,z) that satisfy the following determinant equations:

\begin{vmatrix} x - x_1 & y - y_1 & z - z_1 \\ x_2 - x_1 & y_2 - y_1& z_2 - z_1 \\ x_3 - x_1 & y_3 - y_1 & z_3 - z_1 \end{vmatrix} =\begin{vmatrix} x - x_1 & y - y_1 & z - z_1 \\ x - x_2 & y - y_2 & z - z_2 \\ x - x_3 & y - y_3 & z - z_3 \end{vmatrix} = 0.

* To describe the plane as an equation in the form ax + by + cz + d = 0, solve the following system of equations:

\, ax_1 + by_1 + cz_1 + d = 0
\, ax_2 + by_2 + cz_2 + d = 0
\, ax_3 + by_3 + cz_3 + d = 0.

This system can be solved using Cramer's Rule and basic matrix manipulations. Let D = \begin{vmatrix} x_1 & y_1 & z_1 \\ x_2 & y_2 & z_2 \\ x_3 & y_3 & z_3 \end{vmatrix}. Then,

a = \frac{-d}{D} \begin{vmatrix} 1 & y_1 & z_1 \\ 1 & y_2 & z_2 \\ 1 & y_3 & z_3 \end{vmatrix}

b = \frac{-d}{D} \begin{vmatrix} x_1 & 1 & z_1 \\ x_2 & 1 & z_2 \\ x_3 & 1 & z_3 \end{vmatrix}

c = \frac{-d}{D} \begin{vmatrix} x_1 & y_1 & 1 \\ x_2 & y_2 & 1 \\ x_3 & y_3 & 1 \end{vmatrix}.

These equations are parametric in d. Setting d equal to any non-zero number and substituting it into these equations will yield one solution set.

* This plane can also be described by the "point and a normal vector" prescription above.

A suitable normal vector is given by the cross product \vec n = ( \bold p_2 - \bold p_1 ) \times ( \bold p_3 - \bold p_1 ), and the point \bold p can be taken to be any of given points \bold p_1, \bold p_2 or \bold p_3.

[edit] Distance from a point to a plane

For a plane \Pi : ax + by + cz + d = 0\, and a point \bold p_1 = (x_1,y_1,z_1) not necessarily lying on the plane, the shortest distance from \bold p_1 to the plane is

D = \frac{\left | a x_1 + b y_1 + c z_1+d \right |}{\sqrt{a^2+b^2+c^2}}.

It follows that \bold p_1 lies in the plane if and only if D=0.

If \sqrt{a^2+b^2+c^2}=1 meaning that a, b and c are normalized then the equation becomes

D = \ | a x_1 + b y_1 + c z_1+d | .

[edit] Line of intersection between two planes

Given intersecting planes described by \Pi_1 : \vec n_1\cdot \bold r = h_1 and \Pi_2 : \vec n_2\cdot \bold r = h_2, the line of intersection is perpendicular to both \vec n_1 and \vec n_2 and thus parallel to \vec n_1 \times \vec n_2 . This cross product is zero only if the planes are parallel, and are therefore non-intersecting or coincident.

Any point in space may be written as \bold r = c_1\vec n_1 + c_2\vec n_2 + c_3(\vec n_1 \times \vec n_2), since \{ \vec n_1, \vec n_2, (\vec n_1 \times \vec n_2) \} is a basis. In this equation, c3 is the line's parameter, and c1 and c2 are constants. By taking the dot product of this equation against \vec n_1 and \vec n_2, and by noting that \vec n_i \cdot \bold r = h_i, we obtain two scalar equations that may be solved for {c1,c2}.

If we further assume that \vec n_1 and \vec n_2 are orthonormal then the closest point on the line of intersection to the origin is \bold r_0 = h_1\vec n_1 + h_2\vec n_2 .

[edit] Dihedral angle

Given two intersecting planes described by \Pi_1 : a_1 x + b_1 y + c_1 z + d_1 = 0\, and \Pi_2 : a_2 x + b_2 y + c_2 z + d_2 = 0\,, the dihedral angle between them is defined to be the angle α between their normal directions:

\cos\alpha = \hat n_1\cdot \hat n_2 = \frac{a_1 a_2 + b_1 b_2 + c_1 c_2}{\sqrt{a_1^2+b_1^2+c_1^2}\sqrt{a_2^2+b_2^2+c_2^2}}.

[edit] Planes in various areas of mathematics

In addition to its familiar geometric structure, with isomorphisms that are isometries with respect to the usual inner product, the plane may be viewed at various other levels of abstraction. Each level of abstraction corresponds to a specific category.

At one extreme, all geometrical and metric concepts may be dropped to leave the topological plane, which may be thought of as an idealised homotopically trivial infinite rubber sheet, which retains a notion of proximity, but has no distances. The topological plane has a concept of a linear path, but no concept of a straight line. The topological plane, or its equivalent the open disc, is the basic topological neighbourhood used to construct surfaces (or 2-manifolds) classified in low-dimensional topology. Isomorphisms of the topological plane are all continuous bijections. The topological plane is the natural context for the branch of graph theory that deals with planar graphs, and results such as the four color theorem.

The plane may also be viewed as an affine space, whose isomorphisms are combinations of translations and non-singular linear maps. From this viewpoint there are no distances, but colinearity and ratios of distances on any line are preserved.

Differential geometry views a plane as a 2-dimensional real manifold, a topological plane which is provided with a differential structure. Again in this case, there is no notion of distance, but there is now a concept of smoothness of maps, for example a differentiable or smooth path (depending on the type of differential structure applied). The isomorphisms in this case are bijections with the chosen degree of differentiability.

In the opposite direction of abstraction, we may apply a compatible field structure to the geometric plane, giving rise to the complex plane and the major area of complex analysis. The complex field has only two isomorphisms that leave the real line fixed, the identity and conjugation.

In the same way as in the real case, the plane may also be viewed as the simplest, one-dimensional (over the complex numbers) complex manifold, sometimes called the complex line. However, this viewpoint contrasts sharply with the case of the plane as a 2-dimensional real manifold. The isomorphisms are all conformal bijections of the complex plane, but the only possibilities are maps that correspond to the composition of a multiplication by a complex number and a translation.

In addition, the Euclidean geometry (which has zero curvature everywhere) is not the only geometry that the plane may have. The plane may be given a spherical geometry by using the stereographic projection. This can be thought of as placing a sphere on the plane (just like a ball on the floor), removing the top point, and projecting the sphere onto the plane from this point). This is one of the projections that may be used in making a flat map of part of the Earth's surface. The resulting geometry has constant positive curvature.

Alternatively, the plane can also be given a metric which gives it constant negative curvature giving the hyperbolic plane. The latter possibility finds an application in the theory of special relativity in the simplified case where there are two spatial dimensions and one time dimension. (The hyperbolic plane is a timelike hypersurface in three-dimensional Minkowski space.)

[edit] Planes in Fiction

The 1884 novel Flatland by Edwin A. Abbott features the concept of a geometric, two dimensional infinite plane inhabited by living geometric figures (triangles, squares, circles, etc.). It has been described by Isaac Asimov, in his foreword to the Signet Classics 1984 edition, as "the best introduction one can find into the manner of perceiving dimensions."

[edit] See also

* Half-plane
* Hyperplane
* Line-plane intersection
* Point on plane closest to origi

Computer

2008-07-15T23:18:00.000-07:00

A computer is a machine that manipulates data according to a list of instructions.

The first devices that resemble modern computers date to the mid-20th century (around 1940 - 1945), although the computer concept and various machines similar to computers existed earlier. Early electronic computers were the size of a large room, consuming as much power as several hundred modern personal computers.[1] Modern computers are based on tiny integrated circuits and are millions to billions of times more capable while occupying a fraction of the space.[2] Today, simple computers may be made small enough to fit into a wristwatch and be powered from a watch battery. Personal computers, in various forms, are icons of the Information Age and are what most people think of as "a computer"; however, the most common form of computer in use today is the embedded computer. Embedded computers are small, simple devices that are used to control other devices — for example, they may be found in machines ranging from fighter aircraft to industrial robots, digital cameras, and children's toys.

The ability to store and execute lists of instructions called programs makes computers extremely versatile and distinguishes them from calculators. The Church–Turing thesis is a mathematical statement of this versatility: any computer with a certain minimum capability is, in principle, capable of performing the same tasks that any other computer can perform. Therefore, computers with capability and complexity ranging from that of a personal digital assistant to a supercomputer are all able to perform the same computational tasks given enough time and storage capacity.
Contents
[hide]

* 1 History of computing
* 2 Stored program architecture
o 2.1 Programs
o 2.2 Example
* 3 How computers work
o 3.1 Control unit
o 3.2 Arithmetic/logic unit (ALU)
o 3.3 Memory
o 3.4 Input/output (I/O)
o 3.5 Multitasking
o 3.6 Multiprocessing
o 3.7 Networking and the Internet
* 4 Further topics
o 4.1 Hardware
o 4.2 Software
o 4.3 Programming languages
o 4.4 Professions and organizations
* 5 See also
* 6 Notes
* 7 References

History of computing

Main article: History of computer hardware

The Jacquard loom was one of the first programmable devices.
The Jacquard loom was one of the first programmable devices.

It is difficult to identify any one device as the earliest computer, partly because the term "computer" has been subject to varying interpretations over time. Originally, the term "computer" referred to a person who performed numerical calculations (a human computer), often with the aid of a mechanical calculating device.

The history of the modern computer begins with two separate technologies - that of automated calculation and that of programmability.

Examples of early mechanical calculating devices included the abacus, the slide rule and arguably the astrolabe and the Antikythera mechanism (which dates from about 150-100 BC). The end of the Middle Ages saw a re-invigoration of European mathematics and engineering, and Wilhelm Schickard's 1623 device was the first of a number of mechanical calculators constructed by European engineers. However, none of those devices fit the modern definition of a computer because they could not be programmed.

Hero of Alexandria (c. 10 – 70 AD) built a mechanical theater which performed a play lasting 10 minutes and was operated by a complex system of ropes and drums that might be considered to be a means of deciding which parts of the mechanism performed which actions - and when.[3] This is the essence of programmability. In 1801, Joseph Marie Jacquard made an improvement to the textile loom that used a series of punched paper cards as a template to allow his loom to weave intricate patterns automatically. The resulting Jacquard loom was an important step in the development of computers because the use of punched cards to define woven patterns can be viewed as an early, albeit limited, form of programmability.

It was the fusion of automatic calculation with programmability that produced the first recognizable computers. In 1837, Charles Babbage was the first to conceptualize and design a fully programmable mechanical computer that he called "The Analytical Engine".[4] Due to limited finances, and an inability to resist tinkering with the design, Babbage never actually built his Analytical Engine.

Large-scale automated data processing of punched cards was performed for the U.S. Census in 1890 by tabulating machines designed by Herman Hollerith and manufactured by the Computing Tabulating Recording Corporation, which later became IBM. By the end of the 19th century a number of technologies that would later prove useful in the realization of practical computers had begun to appear: the punched card, Boolean algebra, the vacuum tube (thermionic valve) and the teleprinter.

During the first half of the 20th century, many scientific computing needs were met by increasingly sophisticated analog computers, which used a direct mechanical or electrical model of the problem as a basis for computation. However, these were not programmable and generally lacked the versatility and accuracy of modern digital computers.
Defining characteristics of some early digital computers of the 1940s (In the history of computing hardware) Name First operational Numeral system Computing mechanism Programming Turing complete
Zuse Z3 (Germany) May 1941 Binary Electro-mechanical Program-controlled by punched film stock Yes (1998)
Atanasoff–Berry Computer (USA) Summer 1941 Binary Electronic Not programmable—single purpose No
Colossus (UK) January 1944 Binary Electronic Program-controlled by patch cables and switches No
Harvard Mark I – IBM ASCC (USA) 1944 Decimal Electro-mechanical Program-controlled by 24-channel punched paper tape (but no conditional branch) Yes (1998)
ENIAC (USA) November 1945 Decimal Electronic Program-controlled by patch cables and switches Yes
Manchester Small-Scale Experimental Machine (UK) June 1948 Binary Electronic Stored-program in Williams cathode ray tube memory Yes
Modified ENIAC (USA) September 1948 Decimal Electronic Program-controlled by patch cables and switches plus a primitive read-only stored programming mechanism using the Function Tables as program ROM Yes
EDSAC (UK) May 1949 Binary Electronic Stored-program in mercury delay line memory Yes
Manchester Mark I (UK) October 1949 Binary Electronic Stored-program in Williams cathode ray tube memory and magnetic drum memory Yes
CSIRAC (Australia) November 1949 Binary Electronic Stored-program in mercury delay line memory Yes

A succession of steadily more powerful and flexible computing devices were constructed in the 1930s and 1940s, gradually adding the key features that are seen in modern computers. The use of digital electronics (largely invented by Claude Shannon in 1937) and more flexible programmability were vitally important steps, but defining one point along this road as "the first digital electronic computer" is difficult (Shannon 1940). Notable achievements include:
EDSAC was one of the first computers to implement the stored program (von Neumann) architecture.
EDSAC was one of the first computers to implement the stored program (von Neumann) architecture.

* Konrad Zuse's electromechanical "Z machines". The Z3 (1941) was the first working machine featuring binary arithmetic, including floating point arithmetic and a measure of programmability. In 1998 the Z3 was proved to be Turing complete, therefore being the world's first operational computer.
* The non-programmable Atanasoff–Berry Computer (1941) which used vacuum tube based computation, binary numbers, and regenerative capacitor memory.
* The secret British Colossus computers (1943)[5], which had limited programmability but demonstrated that a device using thousands of tubes could be reasonably reliable and electronically reprogrammable. It was used for breaking German wartime codes.
* The Harvard Mark I (1944), a large-scale electromechanical computer with limited programmability.
* The U.S. Army's Ballistics Research Laboratory ENIAC (1946), which used decimal arithmetic and is sometimes called the first general purpose electronic computer (since Konrad Zuse's Z3 of 1941 used electromagnets instead of electronics). Initially, however, ENIAC had an inflexible architecture which essentially required rewiring to change its programming.

Several developers of ENIAC, recognizing its flaws, came up with a far more flexible and elegant design, which came to be known as the "stored program architecture" or von Neumann architecture. This design was first formally described by John von Neumann in the paper First Draft of a Report on the EDVAC, distributed in 1945. A number of projects to develop computers based on the stored-program architecture commenced around this time, the first of these being completed in Great Britain. The first to be demonstrated working was the Manchester Small-Scale Experimental Machine (SSEM or "Baby"), while the EDSAC, completed a year after SSEM, was the first practical implementation of the stored program design. Shortly thereafter, the machine originally described by von Neumann's paper—EDVAC—was completed but did not see full-time use for an additional two years.

Nearly all modern computers implement some form of the stored-program architecture, making it the single trait by which the word "computer" is now defined. While the technologies used in computers have changed dramatically since the first electronic, general-purpose computers of the 1940s, most still use the von Neumann architecture.
Microprocessors are miniaturized devices that often implement stored program CPUs.
Microprocessors are miniaturized devices that often implement stored program CPUs.

Computers that used vacuum tubess as their electronic elements were in use throughout the 1950s. Vacuum tube electronics were largely replaced in the 1960s by transistor-based electronics, which are smaller, faster, cheaper to produce, require less power, and are more reliable. In the 1970s, integrated circuit technology and the subsequent creation of microprocessors, such as the Intel 4004, further decreased size and cost and further increased speed and reliability of computers. By the 1980s, computers became sufficiently small and cheap to replace simple mechanical controls in domestic appliances such as washing machines. The 1980s also witnessed home computers and the now ubiquitous personal computer. With the evolution of the Internet, personal computers are becoming as common as the television and the telephone in the household.

Stored program architecture

Main articles: Computer program and Computer programming

The defining feature of modern computers which distinguishes them from all other machines is that they can be programmed. That is to say that a list of instructions (the program) can be given to the computer and it will store them and carry them out at some time in the future.

In most cases, computer instructions are simple: add one number to another, move some data from one location to another, send a message to some external device, etc. These instructions are read from the computer's memory and are generally carried out (executed) in the order they were given. However, there are usually specialized instructions to tell the computer to jump ahead or backwards to some other place in the program and to carry on executing from there. These are called "jump" instructions (or branches). Furthermore, jump instructions may be made to happen conditionally so that different sequences of instructions may be used depending on the result of some previous calculation or some external event. Many computers directly support subroutines by providing a type of jump that "remembers" the location it jumped from and another instruction to return to the instruction following that jump instruction.

Program execution might be likened to reading a book. While a person will normally read each word and line in sequence, they may at times jump back to an earlier place in the text or skip sections that are not of interest. Similarly, a computer may sometimes go back and repeat the instructions in some section of the program over and over again until some internal condition is met. This is called the flow of control within the program and it is what allows the computer to perform tasks repeatedly without human intervention.

Comparatively, a person using a pocket calculator can perform a basic arithmetic operation such as adding two numbers with just a few button presses. But to add together all of the numbers from 1 to 1,000 would take thousands of button presses and a lot of time—with a near certainty of making a mistake. On the other hand, a computer may be programmed to do this with just a few simple instructions. For example:

mov #0,sum ; set sum to 0
mov #1,num ; set num to 1
loop: add num,sum ; add num to sum
add #1,num ; add 1 to num
cmp num,#1000 ; compare num to 1000
ble loop ; if num <= 1000, go back to 'loop'
halt ; end of program. stop running

Once told to run this program, the computer will perform the repetitive addition task without further human intervention. It will almost never make a mistake and a modern PC can complete the task in about a millionth of a second.[6]

However, computers cannot "think" for themselves in the sense that they only solve problems in exactly the way they are programmed to. An intelligent human faced with the above addition task might soon realize that instead of actually adding up all the numbers one can simply use the equation

1+2+3+...+n = {{n(n+1)} \over 2}

and arrive at the correct answer (500,500) with little work.[7] In other words, a computer programmed to add up the numbers one by one as in the example above would do exactly that without regard to efficiency or alternative solutions.

Programs
A 1970s punched card containing one line from a FORTRAN program. The card reads: "Z(1) = Y + W(1)" and is labelled "PROJ039" for identification purposes.
A 1970s punched card containing one line from a FORTRAN program. The card reads: "Z(1) = Y + W(1)" and is labelled "PROJ039" for identification purposes.

In practical terms, a computer program may run from just a few instructions to many millions of instructions, as in a program for a word processor or a web browser. A typical modern computer can execute billions of instructions per second (gigahertz or GHz) and rarely make a mistake over many years of operation. Large computer programs comprising several million instructions may take teams of programmers years to write, thus the probability of the entire program having been written without error is highly unlikely.

Errors in computer programs are called "bugs". Bugs may be benign and not affect the usefulness of the program, or have only subtle effects. But in some cases they may cause the program to "hang" - become unresponsive to input such as mouse clicks or keystrokes, or to completely fail or "crash". Otherwise benign bugs may sometimes may be harnessed for malicious intent by an unscrupulous user writing an "exploit" - code designed to take advantage of a bug and disrupt a program's proper execution. Bugs are usually not the fault of the computer. Since computers merely execute the instructions they are given, bugs are nearly always the result of programmer error or an oversight made in the program's design.[8]

In most computers, individual instructions are stored as machine code with each instruction being given a unique number (its operation code or opcode for short). The command to add two numbers together would have one opcode, the command to multiply them would have a different opcode and so on. The simplest computers are able to perform any of a handful of different instructions; the more complex computers have several hundred to choose from—each with a unique numerical code. Since the computer's memory is able to store numbers, it can also store the instruction codes. This leads to the important fact that entire programs (which are just lists of instructions) can be represented as lists of numbers and can themselves be manipulated inside the computer just as if they were numeric data. The fundamental concept of storing programs in the computer's memory alongside the data they operate on is the crux of the von Neumann, or stored program, architecture. In some cases, a computer might store some or all of its program in memory that is kept separate from the data it operates on. This is called the Harvard architecture after the Harvard Mark I computer. Modern von Neumann computers display some traits of the Harvard architecture in their designs, such as in CPU caches.

While it is possible to write computer programs as long lists of numbers (machine language) and this technique was used with many early computers,[9] it is extremely tedious to do so in practice, especially for complicated programs. Instead, each basic instruction can be given a short name that is indicative of its function and easy to remember—a mnemonic such as ADD, SUB, MULT or JUMP. These mnemonics are collectively known as a computer's assembly language. Converting programs written in assembly language into something the computer can actually understand (machine language) is usually done by a computer program called an assembler. Machine languages and the assembly languages that represent them (collectively termed low-level programming languages) tend to be unique to a particular type of computer. For instance, an ARM architecture computer (such as may be found in a PDA or a hand-held videogame) cannot understand the machine language of an Intel Pentium or the AMD Athlon 64 computer that might be in a PC.[10]

Though considerably easier than in machine language, writing long programs in assembly language is often difficult and error prone. Therefore, most complicated programs are written in more abstract high-level programming languages that are able to express the needs of the computer programmer more conveniently (and thereby help reduce programmer error). High level languages are usually "compiled" into machine language (or sometimes into assembly language and then into machine language) using another computer program called a compiler.[11] Since high level languages are more abstract than assembly language, it is possible to use different compilers to translate the same high level language program into the machine language of many different types of computer. This is part of the means by which software like video games may be made available for different computer architectures such as personal computers and various video game consoles.

The task of developing large software systems is an immense intellectual effort. Producing software with an acceptably high reliability on a predictable schedule and budget has proved historically to be a great challenge; the academic and professional discipline of software engineering concentrates specifically on this problem.

Example
A traffic light showing red.
A traffic light showing red.

Suppose a computer is being employed to drive a traffic light. A simple stored program might say:

1. Turn off all of the lights
2. Turn on the red light
3. Wait for sixty seconds
4. Turn off the red light
5. Turn on the green light
6. Wait for sixty seconds
7. Turn off the green light
8. Turn on the yellow light
9. Wait for two seconds
10. Turn off the yellow light
11. Jump to instruction number (2)

With this set of instructions, the computer would cycle the light continually through red, green, yellow and back to red again until told to stop running the program.

However, suppose there is a simple on/off switch connected to the computer that is intended to be used to make the light flash red while some maintenance operation is being performed. The program might then instruct the computer to:

1. Turn off all of the lights
2. Turn on the red light
3. Wait for sixty seconds
4. Turn off the red light
5. Turn on the green light
6. Wait for sixty seconds
7. Turn off the green light
8. Turn on the yellow light
9. Wait for two seconds
10. Turn off the yellow light
11. If the maintenance switch is NOT turned on then jump to instruction number 2
12. Turn on the red light
13. Wait for one second
14. Turn off the red light
15. Wait for one second
16. Jump to instruction number 11

In this manner, the computer is either running the instructions from number (2) to (11) over and over or its running the instructions from (11) down to (16) over and over, depending on the position of the switch.[12]

How computers work

Main articles: Central processing unit and Microprocessor

A general purpose computer has four main sections: the arithmetic and logic unit (ALU), the control unit, the memory, and the input and output devices (collectively termed I/O). These parts are interconnected by busses, often made of groups of wires.

The control unit, ALU, registers, and basic I/O (and often other hardware closely linked with these) are collectively known as a central processing unit (CPU). Early CPUs were composed of many separate components but since the mid-1970s CPUs have typically been constructed on a single integrated circuit called a microprocessor.

Control unit

Main articles: CPU design and Control unit

The control unit (often called a control system or central controller) directs the various components of a computer. It reads and interprets (decodes) instructions in the program one by one. The control system decodes each instruction and turns it into a series of control signals that operate the other parts of the computer.[13] Control systems in advanced computers may change the order of some instructions so as to improve performance.

A key component common to all CPUs is the program counter, a special memory cell (a register) that keeps track of which location in memory the next instruction is to be read from.[14]
Diagram showing how a particular MIPS architecture instruction would be decoded by the control system.
Diagram showing how a particular MIPS architecture instruction would be decoded by the control system.

The control system's function is as follows—note that this is a simplified description, and some of these steps may be performed concurrently or in a different order depending on the type of CPU:

1. Read the code for the next instruction from the cell indicated by the program counter.
2. Decode the numerical code for the instruction into a set of commands or signals for each of the other systems.
3. Increment the program counter so it points to the next instruction.
4. Read whatever data the instruction requires from cells in memory (or perhaps from an input device). The location of this required data is typically stored within the instruction code.
5. Provide the necessary data to an ALU or register.
6. If the instruction requires an ALU or specialized hardware to complete, instruct the hardware to perform the requested operation.
7. Write the result from the ALU back to a memory location or to a register or perhaps an output device.
8. Jump back to step (1).

Since the program counter is (conceptually) just another set of memory cells, it can be changed by calculations done in the ALU. Adding 100 to the program counter would cause the next instruction to be read from a place 100 locations further down the program. Instructions that modify the program counter are often known as "jumps" and allow for loops (instructions that are repeated by the computer) and often conditional instruction execution (both examples of control flow).

It is noticeable that the sequence of operations that the control unit goes through to process an instruction is in itself like a short computer program - and indeed, in some more complex CPU designs, there is another yet smaller computer called a microsequencer that runs a microcode program that causes all of these events to happen.

Arithmetic/logic unit (ALU)
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Main article: Arithmetic logic unit

The ALU is capable of performing two classes of operations: arithmetic and logic.

The set of arithmetic operations that a particular ALU supports may be limited to adding and subtracting or might include multiplying or dividing, trigonometry functions (sine, cosine, etc) and square roots. Some can only operate on whole numbers (integers) whilst others use floating point to represent real numbers—albeit with limited precision. However, any computer that is capable of performing just the simplest operations can be programmed to break down the more complex operations into simple steps that it can perform. Therefore, any computer can be programmed to perform any arithmetic operation—although it will take more time to do so if its ALU does not directly support the operation. An ALU may also compare numbers and return boolean truth values (true or false) depending on whether one is equal to, greater than or less than the other ("is 64 greater than 65?").

Logic operations involve Boolean logic: AND, OR, XOR and NOT. These can be useful both for creating complicated conditional statements and processing boolean logic.

Superscalar computers contain multiple ALUs so that they can process several instructions at the same time. Graphics processors and computers with SIMD and MIMD features often provide ALUs that can perform arithmetic on vectors and matrices.

Memory

Main article: Computer storage

Magnetic core memory was popular main memory for computers through the 1960s until it was completely replaced by semiconductor memory.
Magnetic core memory was popular main memory for computers through the 1960s until it was completely replaced by semiconductor memory.

A computer's memory can be viewed as a list of cells into which numbers can be placed or read. Each cell has a numbered "address" and can store a single number. The computer can be instructed to "put the number 123 into the cell numbered 1357" or to "add the number that is in cell 1357 to the number that is in cell 2468 and put the answer into cell 1595". The information stored in memory may represent practically anything. Letters, numbers, even computer instructions can be placed into memory with equal ease. Since the CPU does not differentiate between different types of information, it is up to the software to give significance to what the memory sees as nothing but a series of numbers.

In almost all modern computers, each memory cell is set up to store binary numbers in groups of eight bits (called a byte). Each byte is able to represent 256 different numbers; either from 0 to 255 or -128 to +127. To store larger numbers, several consecutive bytes may be used (typically, two, four or eight). When negative numbers are required, they are usually stored in two's complement notation. Other arrangements are possible, but are usually not seen outside of specialized applications or historical contexts. A computer can store any kind of information in memory as long as it can be somehow represented in numerical form. Modern computers have billions or even trillions of bytes of memory.

The CPU contains a special set of memory cells called registers that can be read and written to much more rapidly than the main memory area. There are typically between two and one hundred registers depending on the type of CPU. Registers are used for the most frequently needed data items to avoid having to access main memory every time data is needed. Since data is constantly being worked on, reducing the need to access main memory (which is often slow compared to the ALU and control units) greatly increases the computer's speed.

Computer main memory comes in two principal varieties: random access memory or RAM and read-only memory or ROM. RAM can be read and written to anytime the CPU commands it, but ROM is pre-loaded with data and software that never changes, so the CPU can only read from it. ROM is typically used to store the computer's initial start-up instructions. In general, the contents of RAM is erased when the power to the computer is turned off while ROM retains its data indefinitely. In a PC, the ROM contains a specialized program called the BIOS that orchestrates loading the computer's operating system from the hard disk drive into RAM whenever the computer is turned on or reset. In embedded computers, which frequently do not have disk drives, all of the software required to perform the task may be stored in ROM. Software that is stored in ROM is often called firmware because it is notionally more like hardware than software. Flash memory blurs the distinction between ROM and RAM by retaining data when turned off but being rewritable like RAM. However, flash memory is typically much slower than conventional ROM and RAM so its use is restricted to applications where high speeds are not required.[15]

In more sophisticated computers there may be one or more RAM cache memories which are slower than registers but faster than main memory. Generally computers with this sort of cache are designed to move frequently needed data into the cache automatically, often without the need for any intervention on the programmer's part.

Input/output (I/O)
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Main article: Input/output

Hard disks are common I/O devices used with computers.
Hard disks are common I/O devices used with computers.

I/O is the means by which a computer receives information from the outside world and sends results back. Devices that provide input or output to the computer are called peripherals. On a typical personal computer, peripherals include input devices like the keyboard and mouse, and output devices such as the display and printer. Hard disk drives, floppy disk drives and optical disc drives serve as both input and output devices. Computer networking is another form of I/O.

Often, I/O devices are complex computers in their own right with their own CPU and memory. A graphics processing unit might contain fifty or more tiny computers that perform the calculations necessary to display 3D graphics[citation needed]. Modern desktop computers contain many smaller computers that assist the main CPU in performing I/O.

Multitasking
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Main article: Computer multitasking

While a computer may be viewed as running one gigantic program stored in its main memory, in some systems it is necessary to give the appearance of running several programs simultaneously. This is achieved by having the computer switch rapidly between running each program in turn. One means by which this is done is with a special signal called an interrupt which can periodically cause the computer to stop executing instructions where it was and do something else instead. By remembering where it was executing prior to the interrupt, the computer can return to that task later. If several programs are running "at the same time", then the interrupt generator might be causing several hundred interrupts per second, causing a program switch each time. Since modern computers typically execute instructions several orders of magnitude faster than human perception, it may appear that many programs are running at the same time even though only one is ever executing in any given instant. This method of multitasking is sometimes termed "time-sharing" since each program is allocated a "slice" of time in turn.

Before the era of cheap computers, the principle use for multitasking was to allow many people to share the same computer.

Seemingly, multitasking would cause a computer that is switching between several programs to run more slowly - in direct proportion to the number of programs it is running. However, most programs spend much of their time waiting for slow input/output devices to complete their tasks. If a program is waiting for the user to click on the mouse or press a key on the keyboard, then it will not take a "time slice" until the event it is waiting for has occurred. This frees up time for other programs to execute so that many programs may be run at the same time without unacceptable speed loss.

Multiprocessing

Main article: Multiprocessing

Cray designed many supercomputers that used multiprocessing heavily.
Cray designed many supercomputers that used multiprocessing heavily.

Some computers may divide their work between one or more separate CPUs, creating a multiprocessing configuration. Traditionally, this technique was utilized only in large and powerful computers such as supercomputers, mainframe computers and servers. However, multiprocessor and multi-core (multiple CPUs on a single integrated circuit) personal and laptop computers have become widely available and are beginning to see increased usage in lower-end markets as a result.

Supercomputers in particular often have highly unique architectures that differ significantly from the basic stored-program architecture and from general purpose computers.[16] They often feature thousands of CPUs, customized high-speed interconnects, and specialized computing hardware. Such designs tend to be useful only for specialized tasks due to the large scale of program organization required to successfully utilize most of the available resources at once. Supercomputers usually see usage in large-scale simulation, graphics rendering, and cryptography applications, as well as with other so-called "embarrassingly parallel" tasks.

Networking and the Internet
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Main articles: Computer networking and Internet

Visualization of a portion of the routes on the Internet.
Visualization of a portion of the routes on the Internet.

Computers have been used to coordinate information between multiple locations since the 1950s. The U.S. military's SAGE system was the first large-scale example of such a system, which led to a number of special-purpose commercial systems like Sabre.

In the 1970s, computer engineers at research institutions throughout the United States began to link their computers together using telecommunications technology. This effort was funded by ARPA (now DARPA), and the computer network that it produced was called the ARPANET. The technologies that made the Arpanet possible spread and evolved. In time, the network spread beyond academic and military institutions and became known as the Internet. The emergence of networking involved a redefinition of the nature and boundaries of the computer. Computer operating systems and applications were modified to include the ability to define and access the resources of other computers on the network, such as peripheral devices, stored information, and the like, as extensions of the resources of an individual computer. Initially these facilities were available primarily to people working in high-tech environments, but in the 1990s the spread of applications like e-mail and the World Wide Web, combined with the development of cheap, fast networking technologies like Ethernet and ADSL saw computer networking become almost ubiquitous. In fact, the number of computers that are networked is growing phenomenally. A very large proportion of personal computers regularly connect to the Internet to communicate and receive information. "Wireless" networking, often utilizing mobile phone networks, has meant networking is becoming increasingly ubiquitous even in mobile computing environments.

Further topics

Hardware

Main article: Computer hardware

The term hardware covers all of those parts of a computer that are tangible objects. Circuits, displays, power supplies, cables, keyboards, printers and mice are all hardware.
History of computing hardware First Generation (Mechanical/Electromechanical) Calculators Antikythera mechanism, Difference Engine, Norden bombsight
Programmable Devices Jacquard loom, Analytical Engine, Harvard Mark I, Z3
Second Generation (Vacuum Tubes) Calculators Atanasoff–Berry Computer, IBM 604, UNIVAC 60, UNIVAC 120
Programmable Devices Colossus, ENIAC, Manchester Small-Scale Experimental Machine, EDSAC, Manchester Mark I, CSIRAC, EDVAC, UNIVAC I, IBM 701, IBM 702, IBM 650, Z22
Third Generation (Discrete transistors and SSI, MSI, LSI Integrated circuits) Mainframes IBM 7090, IBM 7080, System/360, BUNCH
Minicomputer PDP-8, PDP-11, System/32, System/36
Fourth Generation (VLSI integrated circuits) Minicomputer VAX, IBM System i
4-bit microcomputer Intel 4004, Intel 4040
8-bit microcomputer Intel 8008, Intel 8080, Motorola 6800, Motorola 6809, MOS Technology 6502, Zilog Z80
16-bit microcomputer Intel 8088, Zilog Z8000, WDC 65816/65802
32-bit microcomputer Intel 80386, Pentium, Motorola 68000, ARM architecture
64-bit microcomputer[17] x86-64, PowerPC, MIPS, SPARC
Embedded computer Intel 8048, Intel 8051
Personal computer Desktop computer, Home computer, Laptop computer, Personal digital assistant (PDA), Portable computer, Tablet computer, Wearable computer
Theoretical/experimental Quantum computer, Chemical computer, DNA computing, Optical computer, Spintronics based computer
Other Hardware Topics Peripheral device (Input/output) Input Mouse, Keyboard, Joystick, Image scanner
Output Monitor, Printer
Both Floppy disk drive, Hard disk, Optical disc drive, Teleprinter
Computer busses Short range RS-232, SCSI, PCI, USB
Long range (Computer networking) Ethernet, ATM, FDDI

Software

Main article: Computer software

Software refers to parts of the computer which do not have a material form, such as programs, data, protocols, etc. When software is stored in hardware that cannot easily be modified (such as BIOS ROM in an IBM PC compatible), it is sometimes called "firmware" to indicate that it falls into an uncertain area somewhere between hardware and software.
Computer software Operating system Unix/BSD UNIX System V, AIX, HP-UX, Solaris (SunOS), IRIX, List of BSD operating systems
GNU/Linux List of Linux distributions, Comparison of Linux distributions
Microsoft Windows Windows 95, Windows 98, Windows NT, Windows 2000, Windows XP, Windows Vista, Windows CE
DOS 86-DOS (QDOS), PC-DOS, MS-DOS, FreeDOS
Mac OS Mac OS classic, Mac OS X
Embedded and real-time List of embedded operating systems
Experimental Amoeba, Oberon/Bluebottle, Plan 9 from Bell Labs
Library Multimedia DirectX, OpenGL, OpenAL
Programming library C standard library, Standard template library
Data Protocol TCP/IP, Kermit, FTP, HTTP, SMTP
File format HTML, XML, JPEG, MPEG, PNG
User interface Graphical user interface (WIMP) Microsoft Windows, GNOME, KDE, QNX Photon, CDE, GEM
Text user interface Command line interface, shells
Application Office suite Word processing, Desktop publishing, Presentation program, Database management system, Scheduling & Time management, Spreadsheet, Accounting software
Internet Access Browser, E-mail client, Web server, Mail transfer agent, Instant messaging
Design and manufacturing Computer-aided design, Computer-aided manufacturing, Plant management, Robotic manufacturing, Supply chain management
Graphics Raster graphics editor, Vector graphics editor, 3D modeler, Animation editor, 3D computer graphics, Video editing, Image processing
Audio Digital audio editor, Audio playback, Mixing, Audio synthesis, Computer music
Software Engineering Compiler, Assembler, Interpreter, Debugger, Text Editor, Integrated development environment, Performance analysis, Revision control, Software configuration management
Educational Edutainment, Educational game, Serious game, Flight simulator
Games Strategy, Arcade, Puzzle, Simulation, First-person shooter, Platform, Massively multiplayer, Interactive fiction
Misc Artificial intelligence, Antivirus software, Malware scanner, Installer/Package management systems, File manager

Programming languages

Programming languages provide various ways of specifying programs for computers to run. Unlike natural languages, programming languages are designed to permit no ambiguity and to be concise. They are purely written languages and are often difficult to read aloud. They are generally either translated into machine language by a compiler or an assembler before being run, or translated directly at run time by an interpreter. Sometimes programs are executed by a hybrid method of the two techniques. There are thousands of different programming languages—some intended to be general purpose, others useful only for highly specialized applications.
Programming Languages Lists of programming languages Timeline of programming languages, Categorical list of programming languages, Generational list of programming languages, Alphabetical list of programming languages, Non-English-based programming languages
Commonly used Assembly languages ARM, MIPS, x86
Commonly used High level languages BASIC, C, C++, C#, COBOL, Fortran, Java, Lisp, Pascal
Commonly used Scripting languages Bourne script, JavaScript, Python, Ruby, PHP, Perl

Professions and organizations

As the use of computers has spread throughout society, there are an increasing number of careers involving computers. Following the theme of hardware, software and firmware, the brains of people who work in the industry are sometimes known irreverently as wetware or "meatware".
Computer-related professions Hardware-related Electrical engineering, Electronics engineering, Computer engineering, Telecommunications engineering, Optical engineering, Nanoscale engineering
Software-related Computer science, Human-computer interaction, Information technology, Software engineering, Scientific computing, Web design, Desktop publishing

The need for computers to work well together and to be able to exchange information has spawned the need for many standards organizations, clubs and societies of both a formal and informal nature.
Organizations Standards groups ANSI, IEC, IEEE, IETF, ISO, W3C
Professional Societies ACM, ACM Special Interest Groups, IET, IFIP
Free/Open source software groups Free Software Foundation, Mozilla Foundation, Apache Software Foundation

See also
Look up Computer in
Wiktionary, the free dictionary.
Wikiquote has a collection of quotations related to:
Computers
Wikimedia Commons has media related to:
Computer

* Computability theory
* Computer science
* Computing
* Computers in fiction
* Computer security and Computer insecurity
* Electronic waste
* List of computer term etymologies
* Virtualization

Notes

1. ^ In 1946, ENIAC consumed an estimated 174 kW. By comparison, a typical personal computer may use around 400 W; over four hundred times less. (Kempf 1961)
2. ^ Early computers such as Colossus and ENIAC were able to process between 5 and 100 operations per second. A modern "commodity" microprocessor (as of 2007) can process billions of operations per second, and many of these operations are more complicated and useful than early computer operations.
3. ^ "Heron of Alexandria". Retrieved on 2008-01-15.
4. ^ The Analytical Engine should not be confused with Babbage's difference engine which was a non-programmable mechanical calculator.
5. ^ B. Jack Copeland, ed., Colossus: The Secrets of Bletchley Park's Codebreaking Computers, Oxford University Press, 2006
6. ^ This program was written similarly to those for the PDP-11 minicomputer and shows some typical things a computer can do. All the text after the semicolons are comments for the benefit of human readers. These have no significance to the computer and are ignored. (Digital Equipment Corporation 1972)
7. ^ Attempts are often made to create programs that can overcome this fundamental limitation of computers. Software that mimics learning and adaptation is part of artificial intelligence.
8. ^ It is not universally true that bugs are solely due to programmer oversight. Computer hardware may fail or may itself have a fundamental problem that produces unexpected results in certain situations. For instance, the Pentium FDIV bug caused some Intel microprocessors in the early 1990s to produce inaccurate results for certain floating point division operations. This was caused by a flaw in the microprocessor design and resulted in a partial recall of the affected devices.
9. ^ Even some later computers were commonly programmed directly in machine code. Some minicomputers like the DEC PDP-8 could be programmed directly from a panel of switches. However, this method was usually used only as part of the booting process. Most modern computers boot entirely automatically by reading a boot program from some non-volatile memory.
10. ^ However, there is sometimes some form of machine language compatibility between different computers. An x86-64 compatible microprocessor like the AMD Athlon 64 is able to run most of the same programs that an Intel Core 2 microprocessor can, as well as programs designed for earlier microprocessors like the Intel Pentiums and Intel 80486. This contrasts with very early commercial computers, which were often one-of-a-kind and totally incompatible with other computers.
11. ^ High level languages are also often interpreted rather than compiled. Interpreted languages are translated into machine code on the fly by another program called an interpreter.
12. ^ Although this is a simple program, it contains a software bug. If the traffic signal is showing red when someone switches the "flash red" switch, it will cycle through green once more before starting to flash red as instructed. This bug is quite easy to fix by changing the program to repeatedly test the switch throughout each "wait" period—but writing large programs that have no bugs is exceedingly difficult.
13. ^ The control unit's rule in interpreting instructions has varied somewhat in the past. While the control unit is solely responsible for instruction interpretation in most modern computers, this is not always the case. Many computers include some instructions that may only be partially interpreted by the control system and partially interpreted by another device. This is especially the case with specialized computing hardware that may be partially self-contained. For example, EDVAC, the first modern stored program computer to be designed, used a central control unit that only interpreted four instructions. All of the arithmetic-related instructions were passed on to its arithmetic unit and further decoded there.
14. ^ Instructions often occupy more than one memory address, so the program counters usually increases by the number of memory locations required to store one instruction.
15. ^ Flash memory also may only be rewritten a limited number of times before wearing out, making it less useful for heavy random access usage. (Verma 1988)
16. ^ However, it is also very common to construct supercomputers out of many pieces of cheap commodity hardware; usually individual computers connected by networks. These so-called computer clusters can often provide supercomputer performance at a much lower cost than customized designs. While custom architectures are still used for most of the most powerful supercomputers, there has been a proliferation of cluster computers in recent years. (TOP500 2006)
17. ^ Most major 64-bit instruction set architectures are extensions of earlier designs. All of the architectures listed in this table existed in 32-bit forms before their 64-bit incarnations were introduced.

References

* a Kempf, Karl (1961). "Historical Monograph: Electronic Computers Within the Ordnance Corps". Aberdeen Proving Ground (United States Army).
* a Phillips, Tony (2000). "The Antikythera Mechanism I". American Mathematical Society. Retrieved on 2006-04-05.
* a Shannon, Claude Elwood (1940). "A symbolic analysis of relay and switching circuits". Massachusetts Institute of Technology.
* a Digital Equipment Corporation (1972). PDP-11/40 Processor Handbook (PDF), Maynard, MA: Digital Equipment Corporation.
* a Verma, G.; Mielke, N. (1988). "Reliability performance of ETOX based flash memories". IEEE International Reliability Physics Symposium.
* a Meuer, Hans; Strohmaier, Erich; Simon, Horst; Dongarra, Jack (2006-11-13). "Architectures Share Over Time". TOP500. Retrieved on 2006-11-27.
* Stokes, Jon (2007). Inside the Machine: An Illustrated Introduction to Microprocessors and Computer Architecture. San Francisco: No Starch Press. ISBN 978-1-59327-104-6.

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Music

2008-07-14T23:28:00.000-07:00

Music is an art form in which the medium is sound organized in time. Common elements of music are pitch (which governs melody and harmony), rhythm (and its associated concepts tempo, meter, and articulation), dynamics, and the sonic qualities of timbre and texture. The word derives from Greek μουσική (mousike), "(art) of the Muses".[1]
Contents
[hide]

* 1 Definition of music
* 2 History
o 2.1 Ancient
o 2.2 Medieval and Renaissance Europe
o 2.3 European Baroque
o 2.4 European Classical
o 2.5 Romantic
o 2.6 20th century
* 3 Performance
o 3.1 Aural tradition
o 3.2 Ornamentation
* 4 Production
o 4.1 Composition
o 4.2 Notation
o 4.3 Improvisation
o 4.4 Theory
* 5 Cognition
* 6 Sociology
* 7 Media and technology
o 7.1 Internet
* 8 Business
* 9 Education
o 9.1 Primary
o 9.2 Academia
o 9.3 Ethnomusicology
* 10 Music therapy
* 11 See also
* 12 References
* 13 Further reading
* 14 External links

Definition of music

See also: Music genre

Musical notations
Musical notations

Greek philosophers and ancient Indians defined music as tones ordered horizontally as melodies and vertically as harmonies. Music theory, within this realm, is studied with the presupposition that music is orderly and often pleasant to hear. However, in the 20th century, composers challenged the notion that music had to be pleasant by creating music that explored harsher, darker timbres. The existence of some modern-day music genres such as death metal and grindcore, which enjoy an extensive underground following, indicate that even the harshest sounds can be considered music if the listener is so inclined.

20th-century composer John Cage disagreed with the notion that music must consist of pleasant, discernible melodies. Instead, he argued that any sounds we can hear can be music, saying, for example, "There is no noise, only sound."[2] According to musicologist Jean-Jacques Nattiez, "the border between music and noise is always culturally defined—which implies that, even within a single society, this border does not always pass through the same place; in short, there is rarely a consensus.… By all accounts there is no single and intercultural universal concept defining what music might be, except that it is 'sound through time'."[3]

The creation, performance, significance, and even the definition of music vary according to culture and social context. Music ranges from strictly organized compositions (and their recreation in performance), through improvisational music to aleatoric forms. Music can be divided into genres and subgenres, although the dividing lines and relationships between music genres are often subtle, sometimes open to individual interpretation, and occasionally controversial. Within "the arts", music can be classified as a performing art, a fine art, or an auditory art form.

History
Figurines playing stringed instruments, excavated at Susa, 2nd millennium BC. Iran National Museum.
Figurines playing stringed instruments, excavated at Susa, 2nd millennium BC. Iran National Museum.

Main article: History of music

The development of music among humans must have taken place against the backdrop of natural sounds such as birdsong and the sounds other animals use to communicate.[citation needed] Prehistoric music is the name which is given to all music produced in preliterate cultures.[citation needed][4]

Ancient
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Main article: Ancient music

A range of paleolithic sites have yielded bones in which lateral holes have been pierced: these are usually identified as flutes,[5] blown at one end like the Japanese shakuhachi. The earliest written records of musical expression are to be found in the Samaveda of India and in 4,000 year old cuneiform from Ur.[citation needed] Instruments, such as the seven-holed flute and various types of stringed instruments have been recovered from the Indus Valley Civilization archaeological sites.[6] India has one of the oldest musical traditions in the world—references to Indian classical music (marga) can be found in the ancient scriptures of the Hindu tradition, the Vedas. The traditional art or court music of China has a history stretching for more than three thousand years. Music was an important part of cultural and social life in Ancient Greece: mixed-gender choruses performed for entertainment, celebration and spiritual ceremonies; musicians and singers had a prominent role in ancient Greek theater

In the 9th century, al-Farabi wrote a notable book on music titled Kitab al-Musiqi al-Kabir ("Great Book of Music"). He played and invented a variety of musical instruments and devised the Arab tone system of pitch organisation, which is still used in Arabic music.[7]

Medieval and Renaissance Europe

Main articles: Medieval music and Renaissance music

While musical life in Europe was undoubtedly rich in the early Medieval era, as attested by artistic depictions of instruments, writings about music, and other records, the only European repertory which has survived from before about 800 is the monophonic liturgical plainsong of the Roman Catholic Church, the central tradition of which was called Gregorian chant. Several schools of liturgical polyphony flourished beginning in the 12th century. Alongside these traditions of sacred music, a vibrant tradition of secular song developed, exemplified by the music of the troubadours, trouvères and Minnesänger.

Much of the surviving music of 14th century Europe is secular. By the middle of the 15th century, composers and singers used a smooth polyphony for sacred musical compositions such as the mass, the motet, and the laude, and secular forms such as the chanson and the madrigal. The introduction of commercial printing had an immense influence on the dissemination of musical styles.[citation needed]

European Baroque

Main article: Baroque music

The first operas, written around 1600 and the rise of contrapuntal music define the end of the Renaissance and the beginning of the Baroque era that lasted until roughly 1750, the year of the death of Johann Sebastian Bach.
Allegory of Music, by Filippino Lippi
Allegory of Music, by Filippino Lippi
Allegory of Music on the Opéra Garnier
Allegory of Music on the Opéra Garnier

German Baroque composers wrote for small ensembles including strings, brass, and woodwinds, as well as choirs, pipe organ, harpsichord, and clavichord. During the Baroque period, several major music forms were defined that lasted into later periods when they were expanded and evolved further, including the fugue, the invention, the sonata, and the concerto.[8]

European Classical

Main article: Classical period (music)

The music of the Classical period is characterized by homophonic texture, often featuring a prominent melody with accompaniment. These new melodies tended to be almost voice-like and singable. The now popular instrumental music was dominated by further evolution of musical forms initially defined in the Baroque period: the sonata, and the concerto, with the addition of the new form, the symphony. Joseph Haydn and Wolfgang Amadeus Mozart, well known even today, are among the central figures of the Classical period.

Romantic

Main article: Romantic music

Ludwig van Beethoven and Franz Schubert were transitional composers, leading into the Romantic period, with their expansion of existing genres, forms, and functions of music. In the Romantic period, the emotional and expressive qualities of music came to take precedence over the orientation towards technique and tradition. The late 19th century saw a dramatic expansion in the size of the orchestra, and in the role of concerts as part of urban society. Later Romantic composers created complex and often much longer musical works, merging and expanding traditional forms that had previously been used separately. For example, counterpoint, combined with harmonic structures to create more extended chords with increased use of dissonance and to create dramatic tension and resolution.

20th century

Main article: 20th century music

In the 20th century there was a vast increase in music listening as the radio gained popularity worldwide and new media and technologies were developed to record, capture, reproduce and distribute music. The focus of art music was characterized by exploration. Claude Debussy has become well-known and respected for his orientation towards colors and depictions in his compositional style. Igor Stravinsky, Arnold Schoenberg, and John Cage were all influential composers in 20th century art music. Jazz evolved and became a significant genre of music over the course of the 20th century, and during the second half of that century, rock music and hip hop music did the same.

Performance

Main article: Performance

Chinese Naxi musicians
Chinese Naxi musicians

Performance is the physical expression of music. Often, a musical work is performed once its structure and instrumentation are satisfactory to its creators; however, as it gets performed, it can evolve and change.

A performance can either be rehearsed or improvised. Improvisation is a musical idea created on the spot (such as a guitar solo or a drum solo), with no prior premeditation, while rehearsal is vigorous repetition of an idea until it has achieved cohesion. Musicians will generally add improvisation to a well-rehearsed idea to create a unique performance.

Many cultures include strong traditions of solo and performance, such as in Indian classical music, and in the Western Art music tradition. Other cultures, such as in Bali, include strong traditions of group performance. All cultures include a mixture of both, and performance may range from improvised solo playing for one's enjoyment to highly planned and organised performance rituals such as the modern classical concert, religious processions, music festivals or music competitions.

Chamber music, which is music for a small ensemble with only a few of each type of instrument, is often seen as more intimate than symphonic works. A performer may be referred to as a musician.

Aural tradition

Many types of music, such as traditional blues and folk music were originally preserved in the memory of performers, and the songs were handed down orally, or aurally (by ear). When the composer of music is no longer known, this music is often classified as "traditional". Different musical traditions have different attitudes towards how and where to make changes to the original source material, from quite strict, to those which demand improvisation or modification to the music. A culture's history may also be passed by ear through song.

Ornamentation

Main article: Ornament (music)

The detail included explicitly in the music notation varies between genres and historical periods. In general, art music notation from the 17th through the 19th century required performers to have a great deal of contextual knowledge about performing styles.

For example, in the 17th and 18th century, music notated for solo performers typically indicated a simple, unornamented melody. However, it was expected that performers would know how to add stylistically-appropriate ornaments such as trills and turns. In the 19th century, art music for solo performers may give a general instruction such as to perform the music expressively, without describing in detail how the performer should do this. It was expected that the performer would know how to use tempo changes, accentuation, and pauses (among other devices) to obtain this "expressive" performance style. In the 20th century, art music notation often became more explicit and used a range of markings and annotations to indicate to performers how they should play or sing the piece.

In popular music and jazz, music notation almost always indicates only the basic framework of the melody, harmony, or performance approach; musicians and singers are expected to know the performance conventions and styles associated with specific genres and pieces. For example, the "lead sheet" for a jazz tune may only indicate the melody and the chord changes. The performers in the jazz ensemble are expected to know how to "flesh out" this basic structure by adding ornaments, improvised music, and chordal accompaniment.

Production

Main article: Music production

Music is composed and performed for many purposes, ranging from aesthetic pleasure, religious or ceremonial purposes, or as an entertainment product for the marketplace. Amateur musicians compose and perform music for their own pleasure, and they do not derive their income from music. Professional musicians are employed by a range of institutions and organisations, including armed forces, churches and synagogues, symphony orchestras, broadcasting or film production companies, and music schools. Professional musicians sometimes work as freelancers, seeking contracts and engagements in a variety of settings.

There are often many links between amateur and professional musicians. Beginning amateur musicians take lessons with professional musicians. In community settings, advanced amateur musicians perform with professional musicians in a variety of ensembles and orchestras. In some cases, amateur musicians attain a professional level of competence, and they are able to perform in professional performance settings.

A distinction is often made between music performed for the benefit of a live audience and music that is performed for the purpose of being recorded and distributed through the music retail system or the broadcasting system. However, there are also many cases where a live performance in front of an audience is recorded and distributed (or broadcast).

Composition

Main article: Musical composition

"Composition" is often classed as the creation and recording of music via a medium by which others can interpret it (i.e. paper or sound). Many cultures use at least part of the concept of preconceiving musical material, or composition, as held in western classical music. Even when music is notated precisely, there are still many decisions that a performer has to make. The process of a performer deciding how to perform music that has been previously composed and notated is termed interpretation.

Different performers' interpretations of the same music can vary widely. Composers and song writers who present their own music are interpreting, just as much as those who perform the music of others or folk music. The standard body of choices and techniques present at a given time and a given place is referred to as performance practice, where as interpretation is generally used to mean either individual choices of a performer, or an aspect of music which is not clear, and therefore has a "standard" interpretation.

In some musical genres, such as jazz and blues, even more freedom is given to the performer to engage in improvisation on a basic melodic, harmonic, or rhythmic framework. The greatest latitude is given to the performer in a style of performing called free improvisation, which is material that is spontaneously "thought of" (imagined) while being performed, not preconceived. According to the analysis of Georgiana Costescu,[citation needed] improvised music usually follows stylistic or genre conventions and even "fully composed" includes some freely chosen material. Composition does not always mean the use of notation, or the known sole authorship of one individual.

Music can also be determined by describing a "process" which may create musical sounds; examples of this range from wind chimes, through computer programs which select sounds. Music which contains elements selected by chance is called Aleatoric music, and is associated with such composers as John Cage, Morton Feldman, and Witold Lutosławski.

Musical composition is a term that describes the composition of a piece of music. Methods of composition vary widely from one composer to another, however in analysing music all forms — spontaneous, trained, or untrained — are built from elements comprising a musical piece. Music can be composed for repeated performance or it can be improvised: composed on the spot. The music can be performed entirely from memory, from a written system of musical notation, or some combination of both. Study of composition has traditionally been dominated by examination of methods and practice of Western classical music, but the definition of composition is broad enough to include spontaneously improvised works like those of free jazz performers and African drummers such as the Ewe drummers.

What is important in understanding the composition of a piece is singling out its elements. An understanding of music's formal elements can be helpful in deciphering exactly how a piece is constructed. A universal element of music is how sounds occur in time, which is referred to as the rhythm of a piece of music.

When a piece appears to have a changing time-feel, it is considered to be in rubato time, an Italian expression that indicates that the tempo of the piece changes to suit the expressive intent of the performer. Even random placement of random sounds, which occurs in musical montage, occurs within some kind of time, and thus employs time as a musical element.

Notation

Main article: Musical notation

Notation is the written expression of music notes and rhythms on paper using symbols. When music is written down, the pitches and rhythm of the music is notated, along with instructions on how to perform the music. The study of how to read notation involves music theory, harmony, the study of performance practice, and in some cases an understanding of historical performance methods.

Written notation varies with style and period of music. In Western Art music, the most common types of written notation are scores, which include all the music parts of an ensemble piece, and parts, which are the music notation for the individual performers or singers. In popular music, jazz, and blues, the standard musical notation is the lead sheet, which notates the melody, chords, lyrics (if it is a vocal piece), and structure of the music. Scores and parts are also used in popular music and jazz, particularly in large ensembles such as jazz "big bands."

In popular music, guitarists and electric bass players often read music notated in tablature, which indicates the location of the notes to be played on the instrument using a diagram of the guitar or bass fingerboard. Tabulature was also used in the Baroque era to notate music for the lute, a stringed, fretted instrument.

Notated music is produced as sheet music. To perform music from notation requires an understanding of both the musical style and the performance practice that is associated with a piece of music or genre.

Improvisation

Main article: Musical improvisation

Improvisation is the creation of spontaneous music. Improvisation is often considered an act of instantaneous composition by composers, where compositional techniques are employed with or without preparation.

Theory

Main article: Music theory

Music theory encompasses the nature and mechanics of music. It often involves identifying patterns that govern composers' techniques. In a more detailed sense, music theory (in the western system) also distills and analyzes the elements of music – rhythm, harmony (harmonic function), melody, structure, and texture. People who study these properties are known as music theorists.

Cognition

Further information: Hearing (sense) and Psychoacoustics

Concert in the Mozarteum, Salzburg
Concert in the Mozarteum, Salzburg

The field of music cognition involves the study of many aspects of music including how it is processed by listeners. Rather than accepting the standard practices of analyzing, composing, and performing music as a given, much research in music cognition seeks instead to uncover the mental processes that underlie these practices. Also, research in the field seeks to uncover commonalities between the musical traditions of disparate cultures and possible cognitive "constraints" that limit these musical systems. Questions regarding musical innateness, and emotional responses to music are also major areas of research in the field.

Deaf people can experience music by feeling the vibrations in their body, a process which can be enhanced if the individual holds a resonant, hollow object. A well-known deaf musician is the composer Ludwig van Beethoven, who composed many famous works even after he had completely lost his hearing. Recent examples of deaf musicians include Evelyn Glennie, a highly acclaimed percussionist who has been deaf since age twelve, and Chris Buck, a virtuoso violinist who has lost his hearing. This is relevant because it indicates that music is a deeper cognitive process than unexamined phrases such as, "pleasing to the ear" would suggest. Much research in music cognition seeks to uncover these complex mental processes involved in listening to music, which may seem intuitively simple, yet are vastly intricate and complex.

Sociology
Half-section of the Song Dynasty (960–1279) version of Night Revels of Han Xizai, original by Gu Hongzhong; the painting shows musicians entertaining guests in a 10th century household. In the center are three female musicians playing guan, two female musicians playing transverse bamboo flutes, and a male musician playing a wooden clapper called paiban.
Half-section of the Song Dynasty (960–1279) version of Night Revels of Han Xizai, original by Gu Hongzhong; the painting shows musicians entertaining guests in a 10th century household. In the center are three female musicians playing guan, two female musicians playing transverse bamboo flutes, and a male musician playing a wooden clapper called paiban.

Music is experienced by individuals in a range of social settings ranging from being alone to attending a large concert. Musical performances take different forms in different cultures and socioeconomic milieus. In Europe and North America, there is often a divide between what types of music are viewed as a "high culture" and "low culture." "High culture" types of music typically include Western art music such as Baroque, Classical, Romantic, and modern-era symphonies, concertos, and solo works, and are typically heard in formal concerts in concert halls and churches, with the audience sitting quietly in seats.

Other types of music - including, but not limited to, jazz, blues, soul, and country - are often performed in bars, nightclubs, and theatres, where the audience may be able to drink, dance, and express themselves by cheering. Until the later 20th century, the division between "high" and "low" musical forms was widely accepted as a valid distinction that separated out better quality, more advanced "art music" from the popular styles of music heard in bars and dance halls.

However, in the 1980s and 1990s, musicologists studying this perceived divide between "high" and "low" musical genres argued that this distinction is not based on the musical value or quality of the different types of music.[citation needed] Rather, they argued that this distinction was based largely on the socioeconomic standing or social class of the performers or audience of the different types of music.[citation needed] For example, whereas the audience for Classical symphony concerts typically have above-average incomes, the audience for a rap concert in an inner-city area may have below-average incomes. Even though the performers, audience, or venue where non-"art" music is performed may have a lower socioeconomic status, the music that is performed, such as blues, rap, punk, funk, or ska may be very complex and sophisticated.

When composers introduce styles of music which break with convention, there can be a strong resistance from academic music experts and popular culture. Late-period Beethoven string quartets, Stravinsky ballet scores, serialism, bebop-era jazz, hip hop, punk rock, and electronica have all been considered non-music by some critics when they were first introduced.[citation needed]

Such themes are examined in the sociology of music. The sociological study of music, sometimes called sociomusicology, is often pursued in departments of sociology, media studies, or music, and is closely related to the field of ethnomusicology.

Media and technology

Further information: Computer music

The music that composers make can be heard through several media; the most traditional way is to hear it live, in the presence, or as one of the musicians. Live music can also be broadcast over the radio, television or the Internet. Some musical styles focus on producing a sound for a performance, while others focus on producing a recording which mixes together sounds which were never played "live". Recording, even of styles which are essentially live, often uses the ability to edit and splice to produce recordings which are considered better than the actual performance.

As talking pictures emerged in the early 20th century, with their prerecorded musical tracks, an increasing number of moviehouse orchestra musicians found themselves out of work.[9] During the 1920s live musical performances by orchestras, pianists, and theater organists were common at first-run theaters.[10] With the coming of the talking motion pictures, those featured performances were largely eliminated. The American Federation of Musicians (AFM) took out newspaper advertisements protesting the replacement of live musicians with mechanical playing devices. One 1929 ad that appeared in the Pittsburgh Press features an image of a can labeled "Canned Music / Big Noise Brand / Guaranteed to Produce No Intellectual or Emotional Reaction Whatever"[11]

Since legislation introduced to help protect performers, composers, publishers and producers, including the Audio Home Recording Act of 1992 in the United States, and the 1979 revised Berne Convention for the Protection of Literary and Artistic Works in the United Kingdom, recordings and live performances have also become more accessible through computers, devices and Internet in a form that is commonly known as Music-On-Demand.

In many cultures, there is less distinction between performing and listening to music, since virtually everyone is involved in some sort of musical activity, often communal. In industrialized countries, listening to music through a recorded form, such as sound recording or watching a music video, became more common than experiencing live performance, roughly in the middle of the 20th century.

Sometimes, live performances incorporate prerecorded sounds. For example, a disc jockey uses disc records for scratching, and some 20th century works have a solo for an instrument or voice that is performed along with music that is prerecorded onto a tape. Computers and many keyboards can be programmed to produce and play Musical Instrument Digital Interface (MIDI) music. Audiences can also become performers by participating in karaoke, an activity of Japanese origin which centres around a device that plays voice-eliminated versions of well-known songs. Most karaoke machines also have video screens that show lyrics to songs being performed; performers can follow the lyrics as they sing over the instrumental tracks.

Internet

The advent of the Internet has transformed the experience of music, partly through the increased ease of access to music and the increased choice. Chris Anderson, in his book The Long Tail: Why the Future of Business is Selling Less of More, suggests that while the economic model of supply and demand describes scarcity, the Internet retail model is based on abundance. Digital storage costs are low, so a company can afford to make its whole inventory available online, giving customers as much choice as possible. It has thus become economically viable to offer products that very few people are interested in. Consumers' growing awareness of their increased choice results in a closer association between listening tastes and social identity, and the creation of thousands of niche markets.[12]

Another effect of the Internet arises with online communities like YouTube and MySpace. MySpace has made social networking with other musicians easier, and greatly facilitates the distribution of one's music. YouTube also has a large community of both amateur and professional musicians who post videos and comments.[citation needed] Professional musicians also use YouTube as a free publisher of promotional material.

YouTube users, for example, no longer only download and listen to MP3s, but also actively create their own. According to Don Tapscott and Anthony D. Williams, in their book Wikinomics, there has been a shift from a traditional consumer role to what they call a "prosumer" role, a consumer who both creates and consumes. Manifestations of this in music include the production of mashes, remixes, and music videos by fans.[13]

Business

Main article: Music industry

The music industry refers to the business industry connected with the creation and sale of music. It consists of record companies, labels and publishers that distribute recorded music products internationally and that often control the rights to those products. Some music labels are "independent," while others are subsidiaries of larger corporate entities or international media groups.

Education

Primary

Main article: Music education

The incorporation of music training from preschool to post secondary education is common in North America and Europe. Involvement in music is thought to teach basic skills such as concentration, counting, listening, and cooperation while also promoting understanding of language, improving the ability to recall information, and creating an environment more conducive to learning in other areas.[14] In elementary schools, children often learn to play instruments such as the recorder, sing in small choirs, and learn about the history of Western art music. In secondary schools students may have the opportunity to perform some type of musical ensembles, such as choirs, marching bands, concert bands, jazz bands, or orchestras, and in some school systems, music classes may be available. Some students also take private music lessons with a teacher. Amateur musicians typically take lessons to learn musical rudiments and beginner- to intermediate-level musical techniques.

At the university level, students in most arts and humanities programs can receive credit for taking music courses, which typically take the form of an overview course on the history of music, or a music appreciation course that focuses on listening to music and learning about different musical styles. In addition, most North American and European universities have some type of musical ensembles that non-music students are able to participate in, such as choirs, marching bands, or orchestras. The study of Western art music is increasingly common outside of North America and Europe, such as the Indonesian Institute of the Arts in Yogyakarta, Indonesia, or the classical music programs that are available in Asian countries such as South Korea, Japan, and China. At the same time, Western universities and colleges are widening their curriculum to include music of non-Western cultures, such as the music of Africa or Bali (e.g. Gamelan music).

Academia

Musicology is the study of the subject of music. The earliest definitions defined three sub-disciplines: systematic musicology, historical musicology, and comparative musicology or ethnomusicology. In contemporary scholarship, one is more likely to encounter a division of the discipline into music theory, music history, and ethnomusicology. Research in musicology has often been enriched by cross-disciplinary work, for example in the field of psychoacoustics. The study of music of non-western cultures, and the cultural study of music, is called ethnomusicology.

Graduates of undergraduate music programs can go on to further study in music graduate programs. Graduate degrees include the Master of Music, the Master of Arts, the Doctor of Philosophy (PhD) (e.g., in musicology or music theory), and more recently, the Doctor of Musical Arts, or DMA. The Master of Music degree, which takes one to two years to complete, is typically awarded to students studying the performance of an instrument, education, voice or composition. The Master of Arts degree, which takes one to two years to complete and often requires a thesis, is typically awarded to students studying musicology, music history, or music theory. Undergraduate university degrees in music, including the Bachelor of Music, the Bachelor of Music Education, and the Bachelor of Arts (with a major in music) typically take three to five years to complete. These degrees provide students with a grounding in music theory and music history, and many students also study an instrument or learn singing technique as part of their program.

The PhD, which is required for students who want to work as university professors in musicology, music history, or music theory, takes three to five years of study after the Master's degree, during which time the student will complete advanced courses and undertake research for a dissertation. The DMAis a relatively new degree that was created to provide a credential for professional performers or composers that want to work as university professors in musical performance or composition. The DMA takes three to five years after a Master's degree, and includes advanced courses, projects, and performances. In Medieval times, the study of music was one of the Quadrivium of the seven Liberal Arts and considered vital to higher learning. Within the quantitative Quadrivium, music, or more accurately harmonics, was the study of rational proportions.

Zoomusicology is the study of the music of non-human animals, or the musical aspects of sounds produced by non-human animals. As George Herzog (1941) asked, "do animals have music?" François-Bernard Mâche's Musique, mythe, nature, ou les Dauphins d'Arion (1983), a study of "ornitho-musicology" using a technique of Nicolas Ruwet's Language, musique, poésie (1972) paradigmatic segmentation analysis, shows that bird songs are organised according to a repetition-transformation principle. Jean-Jacques Nattiez (1990), argues that "in the last analysis, it is a human being who decides what is and is not musical, even when the sound is not of human origin. If we acknowledge that sound is not organised and conceptualised (that is, made to form music) merely by its producer, but by the mind that perceives it, then music is uniquely human."

Music theory is the study of music, generally in a highly technical manner outside of other disciplines. More broadly it refers to any study of music, usually related in some form with compositional concerns, and may include mathematics, physics, and anthropology. What is most commonly taught in beginning music theory classes are guidelines to write in the style of the common practice period, or tonal music. Theory, even that which studies music of the common practice period, may take many other forms. Musical set theory is the application of mathematical set theory to music, first applied to atonal music. Speculative music theory, contrasted with analytic music theory, is devoted to the analysis and synthesis of music materials, for example tuning systems, generally as preparation for composition.

Ethnomusicology

Main article: Ethnomusicology

In the West, much of the history of music that is taught deals with the Western civilization's art music. The history of music in other cultures ("world music" or the field of "ethnomusicology") is also taught in Western universities. This includes the documented classical traditions of Asian countries outside the influence of Western Europe, as well as the folk or indigenous music of various other cultures.

Popular styles of music varied widely from culture to culture, and from period to period. Different cultures emphasised different instruments, or techniques, or uses for music. Music has been used not only for entertainment, for ceremonies, and for practical and artistic communication, but also for propaganda in totalitarian countries.

There is a host of music classifications, many of which are caught up in the argument over the definition of music. Among the largest of these is the division between classical music (or "art" music), and popular music (or commercial music - including rock and roll, country music, and pop music). Some genres don't fit neatly into one of these "big two" classifications, (such as folk music, world music, or jazz music).

As world cultures have come into greater contact, their indigenous musical styles have often merged into new styles. For example, the United States bluegrass style contains elements from Anglo-Irish, Scottish, Irish, German and African instrumental and vocal traditions, which were able to fuse in the United States' multi-ethnic society. Genres of music are determined as much by tradition and presentation as by the actual music. Some works, like George Gershwin's Rhapsody in Blue, are claimed by both jazz and classical music. Many current music festivals celebrate a particular musical genre.

Indian music, for example, is one of the oldest and longest living types of music, and is still widely heard and performed in South Asia, as well as internationally (especially since the 1960s). Indian music has mainly 3 forms of classical music, Hindustani, Carnatic, and Dhrupad styles. It has also a large repertoire of styles, which involve only percussion music such as the talavadya performances famous in South India.

Music therapy

Main article: Music therapy

Robert Burton wrote in his 17th century work, The Anatomy of Melancholy, that music and dance were critical in treating mental illness, especially melancholia.[15] He said that

But to leave all declamatory speeches in praise of divine music, I will confine myself to my proper subject: besides that excellent power it hath to expel many other diseases, it is a sovereign remedy against despair and melancholy, and will drive away the devil himself.

Burton noted that

...Canus, a Rhodian fiddler, in Philostratus, when Apollonius was inquisitive to know what he could do with his pipe, told him, "That he would make a melancholy man merry, and him that was merry much merrier than before, a lover more enamoured, a religious man more devout."

[16][17][18]

In November 2006, Dr. Michael J. Crawford[19] and his colleagues also found that music therapy helped schizophrenic patients.[20] In the Ottoman Empire, mental illnesses were treated with music.[21]

See also
Music portal

* List of basic music topics
* List of music topics

References

1. ^ Mousike, Henry George Liddell, Robert Scott, A Greek-English Lexicon, at Perseus
2. ^ John Cage, 79, a Minimalist Enchanted With Sound, Dies
3. ^ Nattiez 1990: 47-8, 55
4. ^ "Primitive music" is an obsolescent term for prehistoric music.[citation needed]
5. ^ Son et musique au paléolithique", Pour La Science,. 253, 52-58 (1998)
6. ^ The Music of India By Reginald MASSEY, Jamila MASSEY. Google Books
7. ^ Touma (1996), p.170
8. ^ Baroque Music by Elaine Thornburgh and Jack Logan, Ph. D.
9. ^ American Federation of Musicians/History
10. ^ Hubbard (1985), p. 429.
11. ^ "Canned Music on Trial" part of Duke University's Ad*Access project.
12. ^ Anderson, Chris (2006). The Long Tail: Why the Future of Business is Selling Less of More. Hyperion. ISBN 1-4013-0237-8.
13. ^ Tapscott, Don; Williams, Anthony D. (2006-12-28). Wikinomics: How Mass Collaboration Changes Everything. Portfolio Hardcover. ISBN 978-1591841388.
14. ^ Woodall and Ziembroski, 2002
15. ^ cf. The Anatomy of Melancholy, Robert Burton, subsection 3, on and after line 3,480, "Music a Remedy"
16. ^ Ismenias the Theban, Chiron the centaur, is said to have cured this and many other diseases by music alone: as now thy do those, saith Bodine, that are troubled with St. Vitus's Bedlam dance. Project Gutenberg's The Anatomy of Melancholy, by Democritus Junior
17. ^ "Humanities are the Hormones: A Tarantella Comes to Newfoundland. What should we do about it?" by Dr. John Crellin, MUNMED, newsletter of the Faculty of Medicine, Memorial University of Newfoundland, 1996.
18. ^ Aung, Steven K.H., Lee, Mathew H.M., "Music, Sounds, Medicine, and Meditation: An Integrative Approach to the Healing Arts", Alternative & Complementary Therapies, Oct 2004, Vol. 10, No. 5: 266-270.
19. ^ Dr. Michael J. Crawford page at Imperial College London, Faculty of Medicine, Department of Psychological Medicine.
20. ^ Crawford, Mike J.; Talwar, Nakul, et al. (November 2006). "Music therapy for in-patients with schizophrenia: Exploratory randomised controlled trial". The British Journal of Psychiatry (2006) 189: 405–409. doi:10.1192/bjp.bp.105.015073. PMID 17077429.
21. ^ Treatment of Mental Illnesses With Music Therapy - A different approach from history

Further reading

* Harwood, Dane (1976). "Universals in Music: A Perspective from Cognitive Psychology", Ethnomusicology 20, no. 3:521-33.
* Johnson, Julian (2002). Who Needs Classical Music?: Cultural Choice and Musical Value. Oxford University Press. ISBN 0-19-514681-6.
* Kertz-Welzel, Alexandra. "Piano Improvisation Develops Musicianship." Orff-Echo XXXVII No. 1 (2004): 11-14.
* Kertz-Welzel, Alexandra. "The Singing Muse: Three Centuries of Music Education in Germany." Journal of Historical Research in Music Education XXVI no. 1 (2004): 8-27.
* Kertz-Welzel, Alexandra. "Didaktik of Music: A German Concept and its Comparison to American Music Pedagogy." International Journal of Music Education (Practice) 22 No. 3 (2004): 277-286.
* Kertz-Welzel, Alexandra. "General Music Education in Germany Today: A Look at How Popular Music is Engaging Students." General Music Today 18 no. 2 (Winter 2005): 14-16.
* Molino, Jean (1975). "Fait musical et sémiologue de la musique", Musique en Jeu, no. 17:37-62.
* Nattiez, Jean-Jacques (1987). Music and Discourse: Toward a Semiology of Music (Musicologie générale et sémiologue, 1987). Translated by Carolyn Abbate (1979). ISBN 0-691-02714-5.
* Owen, Harold (2000). Music Theory Resource Book. Oxford University Press. ISBN 0-19-511539-2.
* Small, Christopher (1977). Music, Society, Education. John Calder Publishers, London. ISBN 0-7145-3614-8
* Habib Hassan Touma (1996). The Music of the Arabs, trans. Laurie Schwartz. Portland, Oregon: Amadeus Press. ISBN 0-931340-88-8
* Woodall, Laura and Brenda Ziembroski, (2002). Literacy Through Music.

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Automobile

2008-07-13T23:37:00.000-07:00

An automobile or motor car is a wheeled motor vehicle for transporting passengers; which also carries its own engine or motor. Most definitions of the term specify that automobiles are designed to run primarily on roads, to have seating for one to eight people, to typically have four wheels, and to be constructed principally for the transport of people rather than goods.[1] However, the term is far from precise because there are many types of vehicles that do similar tasks.

Automobile comes via the French language, from the Greek language by combining auto [self] with mobilis [moving]; meaning a vehicle that moves itself, rather than being pulled or pushed by a separate animal or another vehicle. The alternative name car is believed to originate from the Latin word carrus or carrum [wheeled vehicle], or the Middle English word carre [cart] (from Old North French), and karros; a Gallic wagon.[2][3]

As of 2002, there were 590 million passenger cars worldwide (roughly one car per eleven people).[4]
Contents
[hide]

* 1 History
* 2 Production
* 3 Fuel and propulsion technologies
o 3.1 Diesel
o 3.2 Gasoline
o 3.3 Bioalcohols and biogasoline
o 3.4 Electric
o 3.5 Steam
o 3.6 Air
o 3.7 Gas turbine
o 3.8 Rotary (Wankel) engines
o 3.9 Rocket and jet cars
* 4 Safety
* 5 Economics and impacts
o 5.1 Cost and benefits of usage
o 5.2 Cost and benefits to society
o 5.3 Impacts on society and environment
o 5.4 Improving the positive and reducing the negative impacts
* 6 Future car technologies
* 7 Alternatives to the automobile
* 8 See also
* 9 References
* 10 External links

History

Main article: History of the automobile

Although Nicolas-Joseph Cugnot is often credited with building the first self-propelled mechanical vehicle or automobile in about 1769 by adapting an existing horse-drawn vehicle, this claim is disputed by some, who doubt Cugnot's three-wheeler ever ran or was stable. Others claim Ferdinand Verbiest, a member of a Jesuit mission in China, built the first steam-powered vehicle around 1672 which was of small scale and designed as a toy for the Chinese Emperor that was unable to carry a driver or a passenger, but quite possibly, was the first working steam-powered vehicle ('auto-mobile')[5][6]. What is not in doubt is that Richard Trevithick built and demonstrated his Puffing Devil road locomotive in 1801, believed by many to be the first demonstration of a steam-powered road vehicle although it was unable to maintain sufficient steam pressure for long periods, and would have been of little practical use.

François Isaac de Rivaz, a Swiss inventor, designed the first internal combustion engine, in 1806, which was fueled by a mixture of hydrogen and oxygen and used it to develop the world's first vehicle, albeit rudimentary, to be powered by such an engine. The design was not very successful, as was the case with those of Samuel Brown, Samuel Morey, and Etienne Lenoir who each produced vehicles (adapted carriages, carts, or boats) powered by clumsy internal combustion engines.[7]

In November 1881 French inventor Gustave Trouvé demonstrated a working three-wheeled automobile that was powered by electricity. This was at the International Exhibition of Electricity in Paris.[8]

Although several other German engineers (including Gottlieb Daimler, Wilhelm Maybach, and Siegfried Marcus) were working on the problem at about the same time, Karl Benz generally is acknowledged as the inventor of the modern automobile.[7]

An automobile powered by his own four-stroke cycle gasoline engine was built in Mannheim, Germany by Karl Benz in 1885 and granted a patent in January of the following year under the auspices of his major company, Benz & Cie., which was founded in 1883. It was an integral design, without the adaptation of other existing components and including several new technological elements to create a new concept. This is what made it worthy of a patent. He began to sell his production vehicles in 1888.
Karl Benz
Karl Benz
A photograph of the original Benz Patent Motorwagon, first built in 1885 and awarded the patent for the concept
A photograph of the original Benz Patent Motorwagon, first built in 1885 and awarded the patent for the concept

In 1879 Benz was granted a patent for his first engine, which had been designed in 1878. Many of his other inventions made the use of the internal combustion engine feasible for powering a vehicle.

His first Motorwagon was built in 1885 and he was awarded the patent for its invention as of his application on January 29, 1886. Benz began promotion of the vehicle on July 3, 1886 and approximately 25 Benz vehicles were sold between 1888 and 1893, when his first four-wheeler was introduced along with a model intended for affordability. They also were powered with four-stroke engines of his own design. Emile Roger of France, already producing Benz engines under license, now added the Benz automobile to his line of products. Because France was more open to the early automobiles, initially more were built and sold in France through Roger than Benz sold in Germany.

In 1896, Benz designed and patented the first internal-combustion flat engine, called a boxermotor in German. During the last years of the nineteenth century, Benz was the largest automobile company in the world with 572 units produced in 1899 and because of its size, Benz & Cie., became a joint-stock company.

Daimler and Maybach founded Daimler Motoren Gesellschaft (Daimler Motor Company, DMG) in Cannstatt in 1890 and under the brand name, Daimler, sold their first automobile in 1892, which was a horse-drawn stagecoach built by another manufacturer, that they retrofitted with an engine of their design. By 1895 about 30 vehicles had been built by Daimler and Maybach, either at the Daimler works or in the Hotel Hermann, where they set up shop after falling out with their backers. Benz and the Maybach and Daimler team seem to have been unaware of each other's early work. They never worked together because by the time of the merger of the two companies, Daimler and Maybach were no longer part of DMG.

Daimler died in 1900 and later that year, Maybach designed an engine named Daimler-Mercedes, that was placed in a specially-ordered model built to specifications set by Emil Jellinek. This was a production of a small number of vehicles for Jellinek to race and market in his country. Two years later, in 1902, a new model DMG automobile was produced and the model was named Mercedes after the Maybach engine which generated 35 hp. Maybach quit DMG shortly thereafter and opened a business of his own. Rights to the Daimler brand name were sold to other manufacturers.

Karl Benz proposed co-operation between DMG and Benz & Cie. when economic conditions began to deteriorate in Germany following the First World War, but the directors of DMG refused to consider it initially. Negotiations between the two companies resumed several years later when these conditions worsened and, in 1924 they signed an Agreement of Mutual Interest, valid until the year 2000. Both enterprises standardized design, production, purchasing, and sales and they advertised or marketed their automobile models jointly—although keeping their respective brands.

On June 28, 1926, Benz & Cie. and DMG finally merged as the Daimler-Benz company, baptizing all of its automobiles Mercedes Benz as a brand honoring the most important model of the DMG automobiles, the Maybach design later referred to as the 1902 Mercedes-35hp, along with the Benz name. Karl Benz remained a member of the board of directors of Daimler-Benz until his death in 1929 and at times, his two sons participated in the management of the company as well.

In 1890, Emile Levassor and Armand Peugeot of France began producing vehicles with Daimler engines and so laid the foundation of the automobile industry in France.

The first design for an American automobile with a gasoline internal combustion engine was drawn in 1877 by George Selden of Rochester, New York, who applied for a patent for an automobile in 1879, but the patent application expired because the vehicle was never built and proved to work (a requirement for a patent). After a delay of sixteen years and a series of attachments to his application, on November 5, 1895, Selden was granted a United States patent (U.S. Patent 549,160 ) for a two-stroke automobile engine, which hindered, more than encouraged, development of automobiles in the United States. His patent was challenged by Henry Ford and others, and overturned in 1911.

In Britain there had been several attempts to build steam cars with varying degrees of success with Thomas Rickett even attempting a production run in 1860.[9] Santler from Malvern is recognized by the Veteran Car Club of Great Britain as having made the first petrol-powered car in the country in 1894[10] followed by Frederick William Lanchester in 1895 but these were both one-offs.[10] The first production vehicles in Great Britain came from the Daimler Motor Company, a company founded by Harry J. Lawson in 1896 after purchasing the right to use the name of the engines. Lawson's company made its first automobiles in 1897 and they bore the name Daimler.[10]

In 1892, German engineer Rudolf Diesel was granted a patent for a "New Rational Combustion Engine". In 1897 he built the first Diesel Engine.[7] Steam-, electric-, and gasoline-powered vehicles competed for decades, with gasoline internal combustion engines achieving dominance in the 1910s.

Although various pistonless rotary engine designs have attempted to compete with the conventional piston and crankshaft design, only Mazda's version of the Wankel engine has had more than very limited success.

Production
Ransom E. Olds.
Ransom E. Olds.

The large-scale, production-line manufacturing of affordable automobiles was debuted by Ransom Olds at his Oldsmobile factory in 1902. This concept was greatly expanded by Henry Ford, beginning in 1914.

As a result, Ford's cars came off the line in fifteen minute intervals, much faster than previous methods, increasing production by seven to one (requiring 12.5 man-hours before, 1 hour 33 minutes after), while using less manpower.[11] It was so successful, paint became a bottleneck. Only Japan black would dry fast enough, forcing the company to drop the variety of colors available before 1914, until fast-drying Duco lacquer was developed in 1926. This is the source of Ford's apocryphal remark, "any color as long as it's black".[11] In 1914, an assembly line worker could buy a Model T with four months' pay.[11]
Portrait of Henry Ford (ca. 1919)
Portrait of Henry Ford (ca. 1919)

Ford's complex safety procedures—especially assigning each worker to a specific location instead of allowing them to roam about—dramatically reduced the rate of injury. The combination of high wages and high efficiency is called "Fordism," and was copied by most major industries. The efficiency gains from the assembly line also coincided with the economic rise of the United States. The assembly line forced workers to work at a certain pace with very repetitive motions which led to more output per worker while other countries were using less productive methods.

In the automotive industry, its success was dominating, and quickly spread worldwide seeing the founding of Ford France and Ford Britain in 1911, Ford Denmark 1923, Ford Germany 1925; in 1921, Citroen was the first native European manufacturer to adopt the production method. Soon, companies had to have assembly lines, or risk going broke; by 1930, 250 companies which did not, had disappeared.[11]

Development of automotive technology was rapid, due in part to the hundreds of small manufacturers competing to gain the world's attention. Key developments included electric ignition and the electric self-starter (both by Charles Kettering, for the Cadillac Motor Company in 1910-1911), independent suspension, and four-wheel brakes.
Ford Model T, 1927, regarded as the first affordable American automobile
Ford Model T, 1927, regarded as the first affordable American automobile

Since the 1920s, nearly all cars have been mass-produced to meet market needs, so marketing plans often have heavily influenced automobile design. It was Alfred P. Sloan who established the idea of different makes of cars produced by one company, so buyers could "move up" as their fortunes improved.

Reflecting the rapid pace of change, makes shared parts with one another so larger production volume resulted in lower costs for each price range. For example, in the 1930s, LaSalles, sold by Cadillac, used cheaper mechanical parts made by Oldsmobile; in the 1950s, Chevrolet shared hood, doors, roof, and windows with Pontiac; by the 1990s, corporate drivetrains and shared platforms (with interchangeable brakes, suspension, and other parts) were common. Even so, only major makers could afford high costs, and even companies with decades of production, such as Apperson, Cole, Dorris, Haynes, or Premier, could not manage: of some two hundred American car makers in existence in 1920, only 43 survived in 1930, and with the Great Depression, by 1940, only 17 of those were left.[11]

In Europe much the same would happen. Morris set up its production line at Cowley in 1924, and soon outsold Ford, while beginning in 1923 to follow Ford's practise of vertical integration, buying Hotchkiss (engines), Wrigley (gearboxes), and Osberton (radiators), for instance, as well as competitors, such as Wolseley: in 1925, Morris had 41% of total British car production. Most British small-car assemblers, from Abbey to Xtra had gone under. Citroen did the same in France, coming to cars in 1919; between them and other cheap cars in reply such as Renault's 10CV and Peugeot's 5CV, they produced 550,000 cars in 1925, and Mors, Hurtu, and others could not compete.[11] Germany's first mass-manufactured car, the Opel 4PS Laubfrosch (Tree Frog), came off the line at Russelsheim in 1924, soon making Opel the top car builder in Germany, with 37.5% of the market.[11]

See also: Automotive industry

Fuel and propulsion technologies
Auto rickshaws in New Delhi run on Compressed Natural Gas
Auto rickshaws in New Delhi run on Compressed Natural Gas
A CNG powered high-floor Neoplan AN440A, run on Compressed Natural Gas
A CNG powered high-floor Neoplan AN440A, run on Compressed Natural Gas

See also: Alternative fuel vehicle

Most automobiles in use today are propelled by gasoline (also known as petrol) or diesel internal combustion engines, which are known to cause air pollution and are also blamed for contributing to climate change and global warming.[12] Increasing costs of oil-based fuels, tightening environmental laws and restrictions on greenhouse gas emissions are propelling work on alternative power systems for automobiles. Efforts to improve or replace existing technologies include the development of hybrid vehicles, and electric and hydrogen vehicles which do not release pollution into the air.

Diesel

Main article: Diesel engine

Diesel-engined cars have long been popular in Europe with the first models being introduced in the 1930s by Mercedes Benz and Citroen. The main benefit of diesel engines is a 50% fuel burn efficiency compared with 27%[13] in the best gasoline engines. A down-side of the diesel is the presence in the exhaust gases of fine soot particulates and manufacturers are now starting to fit filters to remove these. Many diesel-powered cars can also run with little or no modifications on 100% biodiesel.

Gasoline

Main article: Petrol engine

2007 Mark II (BMW) Mini Cooper
2007 Mark II (BMW) Mini Cooper

Gasoline engines have the advantage over diesel in being lighter and able to work at higher rotational speeds and they are the usual choice for fitting in high-performance sports cars. Continuous development of gasoline engines for over a hundred years has produced improvements in efficiency and reduced pollution. The carburetor was used on nearly all road car engines until the 1980s but it was long realised better control of the fuel/air mixture could be achieved with fuel injection. Indirect fuel injection was first used in aircraft engines from 1909, in racing car engines from the 1930s, and road cars from the late 1950s.[13] Gasoline Direct Injection (GDI) is now starting to appear in production vehicles such as the 2007 (Mark II) BMW Mini. Exhaust gases are also cleaned up by fitting a catalytic converter into the exhaust system. Clean air legislation in many of the car industries most important markets has made both catalysts and fuel injection virtually universal fittings. Most modern gasoline engines also are capable of running with up to 15% ethanol mixed into the gasoline - older vehicles may have seals and hoses that can be harmed by ethanol. With a small amount of redesign, gasoline-powered vehicles can run on ethanol concentrations as high as 85%. 100% ethanol is used in some parts of the world (such as Brazil), but vehicles must be started on pure gasoline and switched over to ethanol once the engine is running. Most gasoline engined cars can also run on LPG with the addition of an LPG tank for fuel storage and carburetion modifications to add an LPG mixer. LPG produces fewer toxic emissions and is a popular fuel for fork lift trucks that have to operate inside buildings.
The hydrogen powered FCHV (Fuel Cell Hybrid Vehicle) was developed by Toyota in 2005
The hydrogen powered FCHV (Fuel Cell Hybrid Vehicle) was developed by Toyota in 2005

Bioalcohols and biogasoline

Ethanol, other alcohol fuels (biobutanol) and biogasoline have widespread use an automotive fuel. Most alcohols have less energy per liter than gasoline and are usually blended with gasoline. Alcohols are used for a variety of reasons - to increase octane, to improve emissions, and as an alternative to petroleum based fuel, since they can be made from agricultural crops. Brazil's ethanol program provides about 20% of the nations automotive fuel needs, including several million cars that operate on pure ethanol.

Electric

Main articles: Battery electric vehicle, Hybrid vehicle, and Plug-in hybrid

The Henney Kilowatt, the first modern (transistor-controlled) electric car.
The Henney Kilowatt, the first modern (transistor-controlled) electric car.
2007 Tesla electric powered Roadster
2007 Tesla electric powered Roadster

The first electric cars were built around 1832, well before internal combustion powered cars appeared.[14] For a period of time electrics were considered superior due to the silent nature of electric motors compared to the very loud noise of the gasoline engine. This advantage was removed with Hiram Percy Maxim's invention of the muffler in 1897. Thereafter internal combustion powered cars had two critical advantages: 1) long range and 2) high specific energy (far lower weight of petrol fuel versus weight of batteries). The building of battery electric vehicles that could rival internal combustion models had to wait for the introduction of modern semiconductor controls and improved batteries. Because they can deliver a high torque at low revolutions electric cars do not require such a complex drive train and transmission as internal combustion powered cars. Some post-2000 electric car designs such as the Venturi Fétish are able to accelerate from 0-60 mph (96 km/h) in 4.0 seconds with a top speed around 130 mph (210 km/h). Others have a range of 250 miles (400 km) on the EPA highway cycle requiring 3-1/2 hours to completely charge[15]. Equivalent fuel efficiency to internal combustion is not well defined but some press reports give it at around 135 mpg–U.S. (1.74 L/100 km / 162.1 mpg–imp).

Steam

Main article: steam car

Steam power, usually using an oil- or gas-heated boiler, was also in use until the 1930s but had the major disadvantage of being unable to power the car until boiler pressure was available (although the newer models could achieve this in well under a minute). It has the advantage of being able to produce very low emissions as the combustion process can be carefully controlled. Its disadvantages include poor heat efficiency and extensive requirements for electric auxiliaries.[16]

Air

Main article: Compressed-air car

Tata/MDI OneCAT Air Car
Tata/MDI OneCAT Air Car

A compressed air car is an alternative fuel car that uses a motor powered by compressed air. The car can be powered solely by air, or by air combined (as in a hybrid electric vehicle) with gasoline/diesel/ethanol or electric plant and regenerative braking. Instead of mixing fuel with air and burning it to drive pistons with hot expanding gases; compressed air cars use the expansion of compressed air to drive their pistons. Several prototypes are available already and scheduled for worldwide sale by the end of 2008. Companies releasing this type of car include Tata Motors and Motor Development International (MDI).

Gas turbine

In the 1950s there was a brief interest in using gas turbine (jet) engines and several makers including Rover and Chrysler produced prototypes. In spite of the power units being very compact, high fuel consumption, severe delay in throttle response, and lack of engine braking meant no cars reached production.

Rotary (Wankel) engines

Rotary Wankel engines were introduced into road cars by NSU with the Ro 80 and later were seen in the Citroën GS Birotor and several Mazda models. In spite of their impressive smoothness, poor reliability and fuel economy led to them largely disappearing. Mazda, beginning with the R100 then RX-2, has continued research on these engines, overcoming most of the earlier problems with the RX-7 and RX-8.

Rocket and jet cars

A rocket car holds the record in drag racing. However, the fastest of those cars are used to set the Land Speed Record, and are propelled by propulsive jets emitted from rocket, turbojet, or more recently and most successfully turbofan engines. The ThrustSSC car using two Rolls-Royce Spey turbofans with reheat was able to exceed the speed of sound at ground level in 1997.

Safety

Main articles: Car safety and Automobile accident

Result of a serious automobile accident.
Result of a serious automobile accident.

Road traffic injuries represent about 25% of worldwide injury-related deaths (the leading cause) with an estimated 1.2 million deaths (2004) each year.[17]

Automobile accidents are almost as old as automobiles themselves. Early examples include Mary Ward, who became one of the first documented automobile fatalities in 1869 in Parsonstown, Ireland,[18] and Henry Bliss, one of the United State's first pedestrian automobile casualties in 1899 in New York.[19]

Cars have many basic safety problems - for example, they have human drivers who can make mistakes, wheels that can lose traction when braking, turning or acceleration forces are too high, and mechanical systems subject to failure. Collisions can have very serious or fatal consequences. Some vehicles have a high center of gravity and therefore an increased tendency to roll over.

Early safety research focused on increasing the reliability of brakes and reducing the flammability of fuel systems. For example, modern engine compartments are open at the bottom so that fuel vapors, which are heavier than air, vent to the open air. Brakes are hydraulic and dual circuit so that a total braking failure is very rare. Systematic research on crash safety started[citation needed] in 1958 at Ford Motor Company. Since then, most research has focused on absorbing external crash energy with crushable panels and reducing the motion of human bodies in the passenger compartment. This is reflected in most cars produced today.

Significant reductions in death and injury have come from the addition of Safety belts and laws in many countries to require vehicle occupants to wear them. Airbags and specialised child restraint systems have improved on that. Structural changes such as side-impact protection bars in the doors and side panels of the car mitigate the effect of impacts to the side of the vehicle. Many cars now include radar or sonar detectors mounted to the rear of the car to warn the driver if he or she is about to reverse into an obstacle or a pedestrian. Some vehicle manufacturers are producing cars with devices that also measure the proximity to obstacles and other vehicles in front of the car and are using these to apply the brakes when a collision is inevitable. There have also been limited efforts to use heads up displays and thermal imaging technologies similar to those used in military aircraft to provide the driver with a better view of the road at night.

There are standard tests for safety in new automobiles, like the EuroNCAP and the US NCAP tests.[20] There are also tests run by organizations such as IIHS and backed by the insurance industry.[21]

Despite technological advances, there is still significant loss of life from car accidents: About 40,000 people die every year in the United States, with similar figures in European nations. This figure increases annually in step with rising population and increasing travel if no measures are taken, but the rate per capita and per mile traveled decreases steadily. The death toll is expected to nearly double worldwide by 2020. A much higher number of accidents result in injury or permanent disability. The highest accident figures are reported in China and India. The European Union has a rigid program to cut the death toll in half by 2010, and member states have started implementing measures.

Automated control has been seriously proposed and successfully prototyped. Shoulder-belted passengers could tolerate a 32 g emergency stop (reducing the safe inter-vehicle gap 64-fold) if high-speed roads incorporated a steel rail for emergency braking. Both safety modifications of the roadway are thought to be too expensive by most funding authorities, although these modifications could dramatically increase the number of vehicles able to safely use a high-speed highway. This makes clear the often-ignored fact road design and traffic control also play a part in car wrecks; unclear traffic signs, inadequate signal light placing, and poor planning (curved bridge approaches which become icy in winter, for example), also contribute.

Economics and impacts
The neutrality of this section is disputed.
Please see the discussion on the talk page.(December 2007)
Please do not remove this message until the dispute is resolved.

Further information: Automotive industry

Cost and benefits of usage

Main article: Economics of automobile usage

The costs of automobile usage, which may include the cost of: acquiring the vehicle, repairs, maintenance, fuel, depreciation, parking fees, tire replacement, taxes and insurance,[22] are weighed against the cost of the alternatives, and the value of the benefits - perceived and real - of vehicle usage. The benefits may include on-demand transportation, mobility, independence and convenience.[23]

Cost and benefits to society

Main article: Effects of the automobile on societies

Similarly the costs to society of encompassing automobile use, which may include those of: maintaining roads, land use, pollution, public health, health care, and of disposing of the vehicle at the end of its life, can be balanced against the value of the benefits to society that automobile use generates. The societal benefits may include: economy benefits, such as job and wealth creation, of automobile production and maintenance, transportation provision, society wellbeing derived from leisure and travel opportunities, and revenue generation from the tax opportunities. The ability for humans to move flexibly from place to place has far reaching implications for the nature of societies. [24]

Impacts on society and environment
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The examples and perspective in this section may not represent a worldwide view of the subject.
Please improve this article or discuss the issue on the talk page.

Further information: Global warming

Transportation is a major contributor to air pollution in most industrialised nations. According to the American Surface Transportation Policy Project nearly half of all Americans are breathing unhealthy air. Their study showed air quality in dozens of metropolitan areas has got worse over the last decade.[25] In the United States the average passenger car emits 11,450 lbs (5 tonnes) of carbon dioxide, along with smaller amounts of carbon monoxide, hydrocarbons, and nitrogen.[26] Residents of low-density, residential-only sprawling communities are also more likely to die in car collisions, which kill 1.2 million people worldwide each year, and injure about forty times this number.[17] Sprawl is more broadly a factor in inactivity and obesity, which in turn can lead to increased risk of a variety of diseases.[27]

Improving the positive and reducing the negative impacts

Fuel taxes may act as an incentive for the production of more efficient, hence less polluting, car designs (e.g. hybrid vehicles) and the development of alternative fuels. High fuel taxes may provide a strong incentive for consumers to purchase lighter, smaller, more fuel-efficient cars, or to not drive. On average, today's automobiles are about 75 percent recyclable, and using recycled steel helps reduce energy use and pollution.[28] In the United States Congress, federally mandated fuel efficiency standards have been debated regularly, passenger car standards have not risen above the 27.5 mpg–U.S. (8.55 L/100 km / 33 mpg–imp) standard set in 1985. Light truck standards have changed more frequently, and were set at 22.2 mpg–U.S. (10.6 L/100 km / 26.7 mpg–imp) in 2007.[29] Alternative fuel vehicles are another option that is less polluting than conventional petroleum powered vehicles.

Future car technologies

Main article: Future car technologies

Automobile propulsion technology under development include gasoline/electric and plug-in hybrids, battery electric vehicles, hydrogen cars, biofuels, and various alternative fuels.

Research into future alternative forms of power include the development of fuel cells, Homogeneous Charge Compression Ignition (HCCI), stirling engines[30], and even using the stored energy of compressed air or liquid nitrogen.

New materials which may replace steel car bodies include duraluminum, fiberglass, carbon fiber, and carbon nanotubes.

Telematics technology is allowing more and more people to share cars, on a pay-as-you-go basis, through such schemes as City Car Club in the UK, Mobility in mainland Europe, and Zipcar in the US.

Alternatives to the automobile

Main article: Alternatives to the automobile

Established alternatives for some aspects of automobile use include public transit (buses, trolleybuses, trains, subways, monorails, tramways), cycling, walking, rollerblading, skateboarding and using a velomobile. Car-share arrangements and carpooling are also increasingly popular–the U.S. market leader in car-sharing has experienced double-digit growth in revenue and membership growth between 2006 and 2007, offering a service that enables urban residents to "share" a vehicle rather than own a car in already congested neighborhoods.[31] Bike-share systems have been tried in some European cities, including Copenhagen and Amsterdam. Similar programs have been experimented with in a number of U.S. Cities.[32] Additional individual modes of transport, such as personal rapid transit could serve as an alternative to automobiles if they prove to be socially accepted.[33]

See also
[show]
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Automobile configurations
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Car body style
and classification
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types only)
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Automotive design
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Theft
deterrence

Key • Car alarm • Immobiliser • Klaxon • Automatic vehicle location • VIN etching
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& seating

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Portal • Category
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Car engine
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Air filter · Air fuel ratio meter · Automatic Performance Control · Blowoff valve · Boost · Boost controller · Butterfly valve · Carburetor · Charge cooler · Centrifugal type supercharger · Cold air intake · Engine management system · Engine Control Unit · Forced induction · Front mounted intercooler · Fuel filter · Fuel injection · Fuel pump · Fuel tank · Gasoline direct injection · Indirect injection · Intake · Intercooler · Manifold · Manifold vacuum · Mass flow sensor · Naturally-aspirated engine · Piston · Ram-air intake · Scroll-type supercharger · Short ram air intake · Supercharger · Throttle body · Top mounted intercooler · Turbocharger · Turbocharged Direct Injection · Twin-turbo · Variable Length Intake Manifold · Variable geometry turbocharger · Warm air intake
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Catalytic converter · Emissions control devices · Exhaust pipe · Exhaust system · Glasspack · Muffler · Oxygen sensor
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Anti-lock braking system · Disc brake · Drum brake · Electronic Stability Control · Hand brake · Hydraulic brake · Inboard brake · Brake lining · Brake fade · Brake fluid · Hydraulic fluid · Brake bleeding · Engine braking · Electronic brakeforce distribution · Regenerative brake
Portal · Category

* Car classification
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* List of countries by vehicles per capita
* Lists of automobiles
* Society of Automotive Engineers
* Sustainable transport
* U.S. Automobile Production Figures - production figures for each make from 1899 to 2000
* V2G
* V2V

References

1. ^ (1976) Pocket Oxford Dictionary. London: Oxford University Press. ISBN 0-19-861113-7.
2. ^ ""Car"". (etymology). Online Etymology Dictionary. Retrieved on 2008-06-02.
3. ^ [1], 'Car' derived from 'carrus'.
4. ^ "WorldMapper - passenger cars".
5. ^ "SA MOTORING HISTORY - TIME LINE". Government of South Australia.
6. ^ Setright, L. J. K. (2004). Drive On!: A Social History of the Motor Car. Granta Books. ISBN 1-86207-698-7.
7. ^ a b c Ralph Stein (1967). The Automobile Book. Paul Hamlyn Ltd.
8. ^ Wakefield, Ernest H. (1994). History of the Electric Automobile. Society of Automotive Engineers, Inc., 2-3. ISBN 1-56091-299-5.
9. ^ Burgess Wise, D. (1970). Veteran and Vintage Cars. London: Hamlyn. ISBN 0-600-00283-7.
10. ^ a b c Georgano, N. (2000). Beaulieu Encyclopedia of the Automobile. London: HMSO. ISBN 1-57958-293-1.
11. ^ a b c d e f g Georgano, G. N. (2000). Vintage Cars 1886 to 1930. Sweden: AB Nordbok. ISBN 1-85501-926-4.
12. ^ "Global Climate Change". U.S. Department of Energy. Retrieved on 2007-03-03.
13. ^ a b Norbye, Jan (1988). Automotive fuel injection Systems. Haynes Publishing. ISBN 0-85429-755-3.
14. ^ Bellis, M. (2006) "The History of Electric Vehicles: The Early Years" About.com article at inventors.about.com accessed on 5 September 2007
15. ^ Mitchell, T. (2003) "AC Propulsion Debuts tzero with LiIon Battery" AC Propulsion, Inc. press release at acpropulsion.com accessed 5 September 2007
16. ^ Setright, L.J.K. "Steam: The Romantic Illusion", in Ward, Ian, ed., World of Automobiles (London: Orbis Publishing, 1974), pp.2168-2173.)
17. ^ a b Peden M, Scurfield R, Sleet D et al. (eds.) (2004). World report on road traffic injury prevention. World Health Organization. ISBN 92-4-156260-9. Retrieved on 2008-06-24.
18. ^ "www.universityscience.ie/pages/scientists/sci_mary_ward.php". Retrieved on 2007-04-10.
19. ^ "CityStreets - Bliss plaque".
20. ^ "SaferCar.gov - NHTSA".
21. ^ "Insurance Institute for Highway Safety".
22. ^ "car operating costs". my car. RACV. Retrieved on 2006-12-01.
23. ^ Setright, L. J. K. (2004). Drive On!: A Social History of the Motor Car. Granta Books. ISBN 1-86207-698-7.
24. ^ John A. Jakle, Keith A. Sculle. (2004). Lots of Parking: Land Use in a Car Culture. ISBN 0813922666.
25. ^ "Clearing the Air". The Surface Transportation Policy Project (2003-08-19). Retrieved on 2007-04-26.
26. ^ "Emission Facts". United States Environmental Protection Agency.
27. ^ "Our Ailing Communities". Metropolis Magazine.
28. ^ "Automobiles and the Environment". Greenercars.com.
29. ^ ;"CAFE Overview - Frequently Asked Questions". National Highway Traffic Safety Administration.
30. ^ Paul Werbos. "www.werbos.com/E/WhoKilledElecPJW.htm". Retrieved on 2007-04-10.
31. ^ "Flexcar Expands to Philadelphia". Green Car Congress (2007-04-02).
32. ^ "About Bike Share Programs". Tech Bikes MIT.
33. ^ Jane Holtz Kay (1998). Asphalt Nation: how the automobile took over America, and how we can take it back. ISBN 0520216202

Train

2008-07-12T23:41:00.000-07:00

A train is a connected series of vehicles that move along a track (permanent way) to transport freight or passengers from one place to another. The track usually consists of two rails, but might also be a monorail or maglev guideway. Propulsion for the train is provided by a separate locomotive, or from individual motors in self-propelled multiple units. Most modern trains are powered by diesel locomotives or by electricity supplied by overhead wires or additional rails, although historically (from the early 19th century to the mid-20th century) the steam locomotive was the dominant form of locomotive power. Other sources of power (such as horses, rope or wire, gravity, pneumatics, and gas turbines) are possible.

The word 'train' comes from the Old French trahiner, itself from the Latin trahere 'pull, draw'.[1]
Contents
[hide]

* 1 Types of trains
o 1.1 Official terminology
* 2 Motive power
* 3 Passenger trains
o 3.1 Long-distance trains
+ 3.1.1 High-speed trains
o 3.2 Inter-city trains
o 3.3 Branch line trains
o 3.4 Commuter trains
o 3.5 Named trains
* 4 Freight trains
* 5 Gallery
* 6 See also
* 7 References
* 8 Further reading

Types of trains
An SP freight train west of Chicago in 1992.
An SP freight train west of Chicago in 1992.
German ICE high speed train
German ICE high speed train
A Wengernalpbahn cog train in the Swiss Alps.
A Wengernalpbahn cog train in the Swiss Alps.

There are various types of train designed for particular purposes. A train can consist of a combination of one or more locomotives and attached railroad cars, or a self-propelled multiple unit (or occasionally a single powered coach, called a railcar). Trains can also be hauled by horses, pulled by a cable, or run downhill by gravity.

Special kinds of trains running on corresponding special 'railways' are atmospheric railways, monorails, high-speed railways, maglev, rubber-tired underground, funicular and cog railways.

A passenger train may consist of one or several locomotives, and one or more coaches. Alternatively, a train may consist entirely of passenger carrying coaches, some or all of which are powered as a "multiple unit". In many parts of the world, particularly Japan and Europe, high-speed rail is utilized extensively for passenger travel.

Freight trains comprise wagons or trucks rather than carriages, though some parcel and mail trains (especially Travelling Post Offices) are outwardly more like passenger trains.

Trains can also be 'mixed', comprising both passenger accommodation and freight vehicles. Such mixed trains are most likely to occur where services are infrequent, and running separate passenger and freight trains is not cost-effective, though the differing needs of passengers and freight usually means this is avoided where possible.

Special trains are also used for track maintenance; in some places, this is called maintenance of way.

In the United Kingdom, a train hauled by two locomotives is said to be "double-headed", and in Canada and the United States it is quite common for a long freight train to be headed by three or more locomotives. A train with a locomotive attached at each end is described as 'top and tailed', this practice typically being used when there are no reversing facilities available. Where a second locomotive is attached temporarily to assist a train up steep banks or grades (or down them by providing braking power) it is referred to as 'banking' in the UK, or 'helper service' in North America. Recently, many loaded trains in the US have been made up with one or more locomotives in the middle or at the rear of the train, operated remotely from the lead cab. This is referred to as "DP" or "Distributed Power."

Official terminology
A British Rail Class 153 DMU
A British Rail Class 153 DMU
Modern German Class 423 EMU trainsets meet each other
Modern German Class 423 EMU trainsets meet each other

The railway terminology that is used to describe a 'train' varies between countries.

United Kingdom

In the United Kingdom, the interchangeable terms set and unit are used to refer to a group of permanently or semi-permanently coupled vehicles, such as those of a multiple unit. While when referring to a train made up of a variety of vehicles, or of several sets/units, the term formation is used. (Although the UK public and media often forgo 'formation', for simply 'train'.) The word rake is also used for a group of coaches or wagons.

In the United Kingdom Section 83(1) of the Railways Act 1993 defines "train" as follows:

a) two or more items of rolling stock coupled together, at least one of which is a locomotive; or
b) a locomotive not coupled to any other rolling stock.

United States

In the United States, the term consist is used to describe the group of rail vehicles which make up a train. When referring to motive power, consist refers to the group of locomotives powering the train. Similarly, the term trainset refers to a group of rolling stock that is permanently or semi-permanently coupled together to form a unified set of equipment (the term is most often applied to passenger train configurations). Also, in the United States, they sometimes call the engine an 'iron horse', but varies by person as well. The term 'iron horse' was thought of when the steam locomotive first appeared in the United States. They called it that, due to the fact that it replaced the horse on the railway lines, and was made of metal.

The Atchison, Topeka and Santa Fe Railway's 1948 operating rules define a train as: "An engine or more than one engine coupled, with or without cars, displaying markers."[2]

Motive power
V43, a common Hungarian electric locomotive used in passenger train service.
V43, a common Hungarian electric locomotive used in passenger train service.

The first trains were rope-hauled, gravity powered or pulled by horses, but from the early 19th century almost all were powered by steam locomotives. From the 1920s onwards they began to be replaced by less labour intensive and cleaner (but more complex and expensive) diesel locomotives and electric locomotives, while at about the same time self-propelled multiple unit vehicles of either power system became much more common in passenger service. In most countries dieselisation of locomotives in day-to-day use was completed by the 1970s. A few countries, most notably the People's Republic of China, where coal and labour are cheap, still use steam locomotives, but this is being gradually phased out. Historic steam trains still run in many other countries, for the leisure and enthusiast market.

Electric traction offers a lower cost per mile of train operation but at a higher initial cost, which can only be justified on high traffic lines. Since the cost per mile of construction is much higher, electric traction is less favored on long-distance lines with the exception of long-distance high speed lines. Electric trains receive their current via overhead lines or through a third rail electric system.

Passenger trains

A passenger train is one which includes passenger-carrying vehicles. It may be a self-powered multiple unit or railcar, or else a combination of one or more locomotives and one or more unpowered trailers known as coaches, cars or carriages. Passenger trains travel between stations where passengers may join or leave the train. Many of the more prestigious passenger train services have been given a specific name, some of which have become famous in literature and fiction. India has the largest passenger density in the world.[citation needed]India has one of the largest passenger density due to a great population, referring to a population chart of India, yet it is only one of the most populated countries, but is the only populated one to have the greatest passenger density out of the other countries. [3]

Long-distance trains
Interior of a passenger car in a long-distance train in Finland
Interior of a passenger car in a long-distance train in Finland

Long-distance trains travel between many cities and/or regions of a country, and sometimes cross several countries. They often have a dining car or restaurant car to allow passengers to have a meal during the course of their journey. Trains traveling overnight may also have sleeping cars.

High-speed trains

Main article: High-speed rail

Japanese Shinkansen 500 Series (High-speed rail)
Japanese Shinkansen 500 Series (High-speed rail)

In Japan, most of the public transportation between the Tokyo metropolitan area and the Osaka metropolitan area (around 500 km) is dominated by the Shinkansen, however in longer journeys (such as Tokyo-Hiroshima) more people prefer to travel by air.[4]

Very fast trains sometimes tilt, like the APT, the Pendolino, or the Talgo. Tilting is a system where the passenger cars automatically lean into curves, reducing the sideways g-forces on passengers and permitting higher speeds on curves in the track with greater passenger comfort.

The fastest train on rails is the French TGV (Train à Grande Vitesse) (French for High Speed Train) which achieved a 574.8 km/h (356 mph) speed in testing in 2007. However, TGVs run at a maximum commercial speed of 300-320 km/h. The German ICE uses this commercial speed of 300-320 km/h as well.

Inter-city trains

Trains connecting cities can be distinguished into two groups, inter-city trains, which do not halt at small stations, and trains that serve all stations, usually known as local trains or "stoppers" (and sometimes an intermediate type, usually known as limited-stop).

Branch line trains

Branch lines are usually defined as connections to local stations or local lines and usually stopping services, running to all stations or the majority of stations on a line.

Commuter trains
The Mumbai Suburban Railway in India has the largest passenger density in the world
The Mumbai Suburban Railway in India has the largest passenger density in the world
Interior of a 6 door passenger car in Japan, when the bench seats are folded
Interior of a 6 door passenger car in Japan, when the bench seats are folded

For shorter distances many cities have networks of commuter trains, serving the city and its suburbs. Some carriages may be laid out to have more standing room than seats, or to facilitate the carrying of prams, cycles or wheelchairs. Some countries have double-decked passenger trains for use in conurbations. Double deck high speed and sleeper trains are becoming more common in mainland Europe.

Passenger trains usually have emergency brake handles (or a "communication cord") that the public can operate. Abuse is punished by a heavy fine.

Large cities often have a metro system, also called underground, subway or tube. The trains are electrically powered, usually by third rail, and their railroads are separate from other traffic, without level crossings. Usually they run in tunnels in the city center and sometimes on elevated structures in the outer parts of the city. They can accelerate and decelerate faster than heavier, long-distance trains.

A light one- or two-car rail vehicle running through the streets is by convention not considered a train but rather a tram, trolley, light-rail vehicle or streetcar, but the distinction is not always strict. In some countries such as the United Kingdom the distinction between a tramway and a railway is precise and defined in law.

The term light rail is sometimes used for a modern tram, but it may also mean an intermediate form between a tram and a train, similar to metro except that it may have level crossings. These are often protected with crossing gates. They may also be called a trolley.

Maglev trains and monorails represent minor technologies in the train field.

The term rapid transit is used for public transport such as commuter trains, metro and light rail. However, in New York City, lines on the New York City Subway have been referred to as "trains".

Some commuter trains in Tokyo, Japan have special cars which the bench seats fold up to provide standing room only during the morning rush hour (until 10 a.m.). The E231 series train has two of these cars in each set (usually as part of a 10- or 11-car set), officially nicknamed "roku-tobira-sha" (literally, "6 door car") - all the other cars have four sets of doors on each side.

An estimated 3.5 million passengers ride every day on Tokyo's Yamanote Line, with its 29 stations. For comparison, the New York City Subway carries 4.8 million passengers per day on 26 lines serving 468 stations.

Named trains

Railway companies often give a name to a train service as a marketing exercise, to raise the profile of the service and hence attract more passengers (and also to gain kudos for the company). Usually, naming is reserved for the most prestigious trains: the high-speed express trains between major cities, stopping at few intermediate stations. The names of services such as the Orient Express, the Flying Scotsman, the Flèche d’Or and the Royal Scot have passed into popular culture.

See also: Famous trains
See also: Passenger trains

A somewhat less common practice is the naming of freight trains, for the same commercial reasons. The "Condor" was an overnight London-Glasgow express goods train, in the 1960s, hauled by pairs of "Metrovick" diesel locomotives. In the mid-1960s, British Rail introduced the "Freightliner" brand, for the new train services carrying containers between dedicated terminals around the rail network. The Rev. W. Awdry also named freight trains, coining the term The Flying Kipper for the overnight express fish train that appeared in his stories in The Railway Series books.

Freight trains
British electric container freight train
British electric container freight train
American freight service
American freight service

A freight train (also known as goods train) uses freight cars (also known as wagons or trucks) to transport goods or materials (cargo) – essentially any train that is not used for carrying passengers. Much of the world's freight is transported by train, and in the USA the rail system is used more for transporting freight than passengers.

Under the right circumstances, transporting freight by train is highly economic, and also more energy efficient than transporting freight by road. Rail freight is most economic when freight is being carried in bulk and over long distances, but is less suited to short distances and small loads. Bulk aggregate movements of a mere twenty miles (32 km) can be cost effective even allowing for trans-shipment costs. These trans-shipment costs dominate in many cases and many modern practices such as container freight are aimed at minimizing these.

The main disadvantage of rail freight is its lack of flexibility. For this reason, rail has lost much of the freight business to road competition. Many governments are now trying to encourage more freight onto trains, because of the benefits that it would bring.

There are many different types of freight trains, which are used to carry many different kinds of freight, with many different types of wagons. One of the most common types on modern railways are container trains, where containers can be lifted on and off the train by cranes and loaded off or onto trucks or ships.

This type of freight train has largely superseded the traditional boxcar (wagon-load) type of freight train, with which the cargo has to be loaded or unloaded manually.

In some countries "piggy-back" trains are used: trucks can drive straight onto the train and drive off again when the end destination is reached. A system like this is used through the Channel Tunnel between England and France, and for the trans-Alpine service between France and Italy (this service uses Modalohr road trailer carriers). 'Piggy-back' trains are the fastest growing type of freight trains in the United States, where they are also known as 'trailer on flatcar' or TOFC trains. 'Piggy-back' trains require no special modifications to the vehicles being carried. An alternative type of "inter-modal" vehicle, known as a Roadrailer, is designed to be physically attached to the train. The original trailers were fitted with two sets of wheels: one set flanged, for the trailer to run connected to other such trailers as a rail vehicle in a train; and one set tyred, for use as the semi-trailer of a road vehicle. More modern trailers have only road wheels and are designed to be carried on specially adapted bogies (trucks) when moving on rails.

There are also many other types of wagons, such as "low loader" wagons for transporting road vehicles. There are refrigerator cars for transporting foods such as ice cream. There are simple types of open-topped wagons for transporting minerals and bulk material such as coal, and tankers for transporting liquids and gases. Today however most coal and aggregates are moved in hopper wagons that can be filled and discharged rapidly, to enable efficient handling of the materials.

Freight trains are sometimes illegally boarded by passengers who do not wish to pay money, or do not have the money to travel by ordinary means. This is referred to as "hopping" and is considered by some communities to be a viable form of transport. Most hoppers sneak into train yards and stow away in boxcars. More bold hoppers will catch a train "on the fly", that is, as it is moving, leading to occasional fatalities.

Gallery

Airport Express train in Oslo, Norway

An electric Transperth train at Mclver, Perth, Western Australia

A heritage steam train in Poland

An early horse-pulled train

See also
Wikimedia Commons has media related to:
Trains

* Armoured train
* Famous trains
* Heaviest trains
* History of rail transport
* List of rail accidents
* List of railway companies
* Monorail
* Rail transport modelling
* Rail transport in fiction
* Toy train
* Unit train

Football

2008-06-16T00:02:00.000-07:00

Football is the name given to a number of different team sports, all of which involve (to varying degrees) kicking a ball with the foot in an attempt to score a goal. The most popular of these sports world-wide is association football, also known as soccer and most commonly just football. The English language word "football" is also applied to gridiron football (which includes American football and Canadian football), Australian rules football, Gaelic football, rugby football (rugby league and rugby union), and related games. Each of these codes (specific sets of rules, or the games defined by them) is referred to as "football".

These games involve:

* two teams of between 11 and 18 players
* kicking a spherical or prolate spheroid ball (which is itself called a football) with the foot;
* a clearly defined area in which to keep the ball;
* scoring goals and/or points, by moving the ball to an opposing team's end of the field and either into a goal area, or over a line;
* the goal and/or line being defended by the opposing team;
* players being required to move the ball—depending on the code—by kicking, carrying and/or hand passing the ball;
* goals and/or points resulting from players putting the ball between two goalposts and;

In most codes, there are rules restricting the movement of players offside, and players scoring a goal must put the ball either under or over a crossbar between the goalposts. Other features common to several football codes include: points being mostly scored by players carrying the ball across the goal line and; players receiving a free kick after they take a mark/make a fair catch.

Peoples from around the world have played games which involved kicking and/or carrying a ball, since ancient times. However, most of the modern codes of football have their origins in Europe.
Contents
[hide]

* 1 Etymology
* 2 History
o 2.1 Early history
+ 2.1.1 Ancient games
+ 2.1.2 Medieval and early modern Europe
+ 2.1.3 Calcio Fiorentino
+ 2.1.4 Official disapproval and attempts to ban football
o 2.2 Establishment of modern codes
+ 2.2.1 English public schools
+ 2.2.2 The first clubs
+ 2.2.3 The first competitions
+ 2.2.4 Cambridge rules
+ 2.2.5 The first modern balls
+ 2.2.6 Sheffield rules
+ 2.2.7 Australian rules
+ 2.2.8 The Football Association
+ 2.2.9 Rugby football
+ 2.2.10 North American football codes
+ 2.2.11 Gaelic football
+ 2.2.12 The split in Rugby football
+ 2.2.13 The globalisation of Association football
+ 2.2.14 The reform of American football
+ 2.2.15 Further divergence of the two rugby codes
* 3 Football today
o 3.1 Use of the word "football" in English-speaking countries
o 3.2 Use of the word "football" in non-English-speaking countries
o 3.3 Present day codes and families
+ 3.3.1 Association football and descendants
+ 3.3.2 Rugby school football and descendants
+ 3.3.3 Irish and Australian varieties
+ 3.3.4 Surviving mediæval ball games
# 3.3.4.1 British Shrove Tuesday games
# 3.3.4.2 Outside the UK
+ 3.3.5 Surviving public school games
+ 3.3.6 Recent inventions and hybrid games
+ 3.3.7 Tabletop games and other recreations
* 4 See also
* 5 Notes
* 6 References
* 7 External links

Etymology

Main article: Football (word)

While it is widely believed that the word "football" (or "foot ball") originated in reference to the action of a foot kicking a ball, there is a rival explanation, which has it that football originally referred to a variety of games in medieval Europe, which were played on foot.[1] These games were usually played by peasants, as opposed to the horse-riding sports often played by aristocrats. While there is no conclusive evidence for this explanation, the word football has always implied a variety of games played on foot, not just those that involved kicking a ball. In some cases, the word football has even been applied to games which have specifically outlawed kicking the ball.
A 15th century woodcut depiction of cuju, from a Ming Dynasty edition of the Water Margin.
A 15th century woodcut depiction of cuju, from a Ming Dynasty edition of the Water Margin.
A revived version of Kemari being played at the Tanzan Shrine.
A revived version of Kemari being played at the Tanzan Shrine.

History

Early history

Ancient games

Documented evidence of what is possibly the oldest activity resembling football can be found in a Chinese military manual written during the Warring States Period in about the 476 BC–221 BC. It describes a practice known as cuju (蹴鞠, literally "kick ball"), which originally involved kicking a leather ball through a hole in a piece of silk cloth strung between two 30-foot (9.1 m) poles. During the Han Dynasty (206 BC–220 AD), cuju games were standardized and rules were established. Variations of this game later spread to Japan and Korea, known as kemari and chuk-guk respectively. By the Chinese Tang Dynasty (618–907), the feather-stuffed ball was replaced by an air-filled ball and cuju games had become professionalized, with many players making a living playing cuju. Also, two different types of goal posts emerged: One was made by setting up posts with a net between them and the other consisted of just one goal post in the middle of the field.

The Japanese version of cuju is kemari (蹴鞠), and was adopted during the Asuka period from the Chinese. This is known to have been played within the Japanese imperial court in Kyoto from about 600 AD. In kemari several people stand in a circle and kick a ball to each other, trying not to let the ball drop to the ground (much like keepie uppie). The game appears to have died out sometime before the mid-19th century. It was revived in 1903 and is now played at a number of festivals.

The Ancient Greeks and Romans are known to have played many ball games some of which involved the use of the feet. The Roman writer Cicero describes the case of a man who was killed whilst having a shave when a ball was kicked into a barber's shop. The Roman game harpastum is believed to have been adapted from a team game known as "επισκυρος" (episkyros) or phaininda that is mentioned by Greek playwright, Antiphanes (388–311 BC) and later referred to by Clement of Alexandria. These games appears to have resembled rugby.
An illustration from the 1850s of Australian Aboriginal hunter gatherers. Children in the background are playing a football game, possibly Marn Grook.
An illustration from the 1850s of Australian Aboriginal hunter gatherers. Children in the background are playing a football game, possibly Marn Grook.[2]

There are a number of references to traditional, ancient, and/or prehistoric ball games, played by indigenous peoples in many different parts of the world. For example, in 1586, men from a ship commanded by an English explorer named John Davis, went ashore to play a form of football with Inuit (Eskimo) people in Greenland.[3] There are later accounts of an Inuit game played on ice, called Aqsaqtuk. Each match began with two teams facing each other in parallel lines, before attempting to kick the ball through each other team's line and then at a goal. In 1610, William Strachey of the Jamestown settlement, Virginia recorded a game played by Native Americans, called Pahsaheman. In Victoria, Australia, indigenous people played a game called Marn Grook ("ball game"). An 1878 book by Robert Brough-Smyth, The Aborigines of Victoria, quotes a man called Richard Thomas as saying, in about 1841, that he had witnessed Aboriginal people playing the game: "Mr Thomas describes how the foremost player will drop kick a ball made from the skin of a possum and how other players leap into the air in order to catch it." It is widely believed that Marn Grook had an influence on the development of Australian rules football (see below).

Games played in Central America with rubber balls by indigenous peoples are also well-documented as existing since before this time, but these had more similarities to basketball or volleyball, and since their influence on modern football games is minimal, most do not class them as football.

These games and others may well go far back into antiquity and may have influenced later football games. However, the main sources of modern football codes appear to lie in western Europe, especially England.

Medieval and early modern Europe

Further information: Medieval football

The Middle Ages saw a huge rise in popularity of annual Shrovetide football matches throughout Europe, particularly in England. The game played in England at this time may have arrived with the Roman occupation, but there is little evidence to indicate this. Reports of a game played in Brittany, Normandy, and Picardy, known as La Soule or Choule, suggest that some of these football games could have arrived in England as a result of the Norman Conquest.
An illustration of so-called "mob football".
An illustration of so-called "mob football".

These forms of football, sometimes referred to as "mob football", would be played between neighbouring towns and villages, involving an unlimited number of players on opposing teams, who would clash in a heaving mass of people, struggling to move an item such as an inflated pig's bladder, to particular geographical points, such as their opponents' church. Shrovetide games have survived into the modern era in a number of English towns (see below).

The first detailed description of football in England was given by William FitzStephen in about 1174–1183. He described the activities of London youths during the annual festival of Shrove Tuesday:

After lunch all the youth of the city go out into the fields to take part in a ball game. The students of each school have their own ball; the workers from each city craft are also carrying their balls. Older citizens, fathers, and wealthy citizens come on horseback to watch their juniors competing, and to relive their own youth vicariously: you can see their inner passions aroused as they watch the action and get caught up in the fun being had by the carefree adolescents.[4]

Most of the very early references to the game speak simply of "ball play" or "playing at ball". This reinforces the idea that the games played at the time did not necessarily involve a ball being kicked.

In 1314, Nicholas de Farndone, Lord Mayor of the City of London issued a decree banning football in the French used by the English upper classes at the time. A translation reads: "[f]orasmuch as there is great noise in the city caused by hustling over large foot balls [rageries de grosses pelotes de pee] in the fields of the public from which many evils might arise which God forbid: we command and forbid on behalf of the king, on pain of imprisonment, such game to be used in the city in the future." This is the earliest reference to football.

The earliest mention of a ball game that involves kicking was in 1321, in Shouldham, Norfolk: "[d]uring the game at ball as he kicked the ball, a lay friend of his... ran against him and wounded himself".[5]

In 1363, King Edward III of England issued a proclamation banning "...handball, football, or hockey; coursing and cock-fighting, or other such idle games", showing that "football" — whatever its exact form in this case — was being differentiated from games involving other parts of the body, such as handball.

King Henry IV of England also presented one of the earliest documented uses of the English word "football", in 1409, when he issued a proclamation forbidding the levying of money for "foteball".[5][6]

There is also an account in Latin from the end of the 15th century of football being played at Cawston, Nottinghamshire. This is the first description of a "kicking game" and the first description of dribbling: "[t]he game at which they had met for common recreation is called by some the foot-ball game. It is one in which young men, in country sport, propel a huge ball not by throwing it into the air but by striking it and rolling it along the ground, and that not with their hands but with their feet... kicking in opposite directions" The chronicler gives the earliest reference to a football field, stating that: "[t]he boundaries have been marked and the game had started.[5]

Other firsts in the mediæval and early modern eras:

* "a football", in the sense of a ball rather than a game, was first mentioned in 1486.[6] This reference is in Dame Juliana Berners' Book of St Albans. It states: "a certain rounde instrument to play with ...it is an instrument for the foote and then it is calde in Latyn 'pila pedalis', a fotebal."[5]
* a pair of football boots was ordered by King Henry VIII of England in 1526.[7]
* women playing a form of football was in 1580, when Sir Philip Sidney described it in one of his poems: "[a] tyme there is for all, my mother often sayes, When she, with skirts tuckt very hy, with girles at football playes."[8]
* the first references to goals are in the late 16th and early 17th centuries. In 1584 and 1602 respectively, John Norden and Richard Carew referred to "goals" in Cornish hurling. Carew described how goals were made: "they pitch two bushes in the ground, some eight or ten foote asunder; and directly against them, ten or twelue [twelve] score off, other twayne in like distance, which they terme their Goales".[9] He is also the first to describe goalkeepers and passing of the ball between players.
* the first direct reference to scoring a goal is in John Day's play The Blind Beggar of Bethnal Green (performed circa 1600; published 1659): "I'll play a gole at camp-ball" (an extremely violent variety of football, which was popular in East Anglia). Similarly in a poem in 1613, Michael Drayton refers to "when the Ball to throw, And drive it to the Gole, in squadrons forth they goe".

Calcio Fiorentino
An illustration of the Calcio Fiorentino field and starting positions, from a 1688 book by Pietro di Lorenzo Bini.
An illustration of the Calcio Fiorentino field and starting positions, from a 1688 book by Pietro di Lorenzo Bini.

Main article: Calcio Fiorentino

In the 16th century, the city of Florence celebrated the period between Epiphany and Lent by playing a game which today is known as "calcio storico" ("historic kickball") in the Piazza della Novere or the Piazza Santa Croce. The young aristocrats of the city would dress up in fine silk costumes and embroil themselves in a violent form of football. For example, calcio players could punch, shoulder charge, and kick opponents. Blows below the belt were allowed. The game is said to have originated as a military training exercise. In 1580, Count Giovanni de' Bardi di Vernio wrote Discorso sopra 'l giuoco del Calcio Fiorentino. This is sometimes said to be the earliest code of rules for any football game. The game was not played after January 1739 (until it was revived in May 1930).

Official disapproval and attempts to ban football

Main article: Attempts to ban football games

Numerous attempts have been made to ban football games, particularly the most rowdy and disruptive forms. This was especially the case in England and in other parts of Europe, during the Middle Ages and early modern period. Between 1324 and 1667, football was banned in England alone by more than 30 royal and local laws. The need to repeatedly proclaim such laws demonstrated the difficulty in enforcing bans on popular games. King Edward II was so troubled by the unruliness of football in London that on April 13, 1314 he issued a proclamation banning it: "Forasmuch as there is great noise in the city caused by hustling over large balls from which many evils may arise which God forbid; we command and forbid, on behalf of the King, on pain of imprisonment, such game to be used in the city in the future."

The reasons for the ban by Edward III, on June 12, 1349, were explicit: football and other recreations distracted the populace from practicing archery, which was necessary for war.

By 1608, the local authorities in Manchester were complaining that: "With the ffotebale...[there] hath beene greate disorder in our towne of Manchester we are told, and glasse windowes broken yearlye and spoyled by a companie of lewd and disordered persons ..."[10] That same year, the word "football" was used disapprovingly by William Shakespeare. Shakespeare's play King Lear contains the line: "Nor tripped neither, you base football player" (Act I, Scene 4). Shakespeare also mentions the game in A Comedy of Errors (Act II, Scene 1):

Am I so round with you as you with me,
That like a football you do spurn me thus?
You spurn me hence, and he will spurn me hither:
If I last in this service, you must case me in leather.

"Spurn" literally means to kick away, thus implying that the game involved kicking a ball between players.

King James I of England's Book of Sports (1618) however, instructs Christians to play at football every Sunday afternoon after worship.[11] The book's aim appears to be an attempt to offset the strictness of the Puritans regarding the keeping of the Sabbath.[12]

Establishment of modern codes

English public schools

Main article: English public school football games

While football continued to be played in various forms throughout Britain, its public schools (known as private schools in other countries) are widely credited with four key achievements in the creation of modern football codes. First of all, the evidence suggests that they were important in taking football away from its "mob" form and turning it into an organised team sport. Second, many early descriptions of football and references to it were recorded by people who had studied at these schools. Third, it was teachers, students and former students from these schools who first codified football games, to enable matches to be played between schools. Finally, it was at English public schools that the division between "kicking" and "running" (or "carrying") games first became clear.

The earliest evidence that games resembling football were being played at English public schools — mainly attended by boys from the upper, upper-middle and professional classes — comes from the Vulgaria by William Horman in 1519. Horman had been headmaster at Eton and Winchester colleges and his Latin textbook includes a translation exercise with the phrase "We wyll playe with a ball full of wynde".

Richard Mulcaster, a student at Eton College in the early 16th century and later headmaster at other English schools, has been described as “the greatest sixteenth Century advocate of football”.[13] Among his contributions are the earliest evidence of organised team football. Mulcaster's writings refer to teams ("sides" and "parties"), positions ("standings"), a referee ("judge over the parties") and a coach "(trayning maister)". Mulcaster's "footeball" had evolved from the disordered and violent forms of traditional football:

[s]ome smaller number with such overlooking, sorted into sides and standings, not meeting with their bodies so boisterously to trie their strength: nor shouldring or shuffing one an other so barbarously ... may use footeball for as much good to the body, by the chiefe use of the legges.

In 1633, David Wedderburn, a teacher from Aberdeen, mentioned elements of modern football games in a short Latin textbook called "Vocabula." Wedderburn refers to what has been translated into modern English as "keeping goal" and makes an allusion to passing the ball ("strike it here"). There is a reference to "get hold of the ball," suggesting that some handling was allowed. It is clear that the tackles allowed included the charging and holding of opposing players ("drive that man back").

A more detailed description of football is given in Francis Willughby's Book of Games, written in about 1660.[14] Willughby, who had studied at Sutton Coldfield School, is the first to describe goals and a distinct playing field: "a close that has a gate at either end. The gates are called Goals." His book includes a diagram illustrating a football field. He also mentions tactics ("leaving some of their best players to guard the goal"); scoring ("they that can strike the ball through their opponents' goal first win") and the way teams were selected ("the players being equally divided according to their strength and nimbleness"). He is the first to describe a "law" of football: "they must not strike [an opponent's leg] higher than the ball"

English public schools also devised the first offside rules, during the late 18th century.[15] In the earliest manifestations of these rules, players were "off their side" if they simply stood between the ball and the goal which was their objective. Players were not allowed to pass the ball forward, either by foot or by hand. They could only dribble with their feet, or advance the ball in a scrum or similar formation. However, offside laws began to diverge and develop differently at the each school, as is shown by the rules of football from Winchester, Rugby, Harrow and Cheltenham, during in the period of 1810–1850.[15]

By the early 19th century, (before the Factory Act of 1850), most working class people in Britain had to work six days a week, often for over twelve hours a day. They had neither the time nor the inclination to engage in sport for recreation and, at the time, many children were part of the labour force. Feast day football played on the streets was in decline. Public school boys, who enjoyed some freedom from work, became the inventors of organised football games with formal codes of rules.

Football was adopted by a number of public schools as a way of encouraging competitiveness and keeping youths fit. Each school drafted its own rules, which varied widely between different schools and were changed over time with each new intake of pupils. Two schools of thought developed regarding rules. Some schools favoured a game in which the ball could be carried (as at Rugby, Marlborough and Cheltenham), while others preferred a game where kicking and dribbling the ball was promoted (as at Eton, Harrow, Westminster and Charterhouse). The division into these two camps was partly the result of circumstances in which the games were played. For example, Charterhouse and Westminster at the time had restricted playing areas; the boys were confined to playing their ball game within the school cloisters, making it difficult for them to adopt rough and tumble running games.
Rugby School
Rugby School

William Webb Ellis, a pupil at Rugby School, is said to have "with a fine disregard for the rules of football, as played in his time [emphasis added], first took tha ball in his arms and ran with it, thus creating the distinctive feature of the rugby game." in 1823. This act is usually said to be the beginning of Rugby football, but there is little evidence that it occurred, and most sports historians believe the story to be apocryphal. The act of 'taking the ball in is arms' is often misinterpreted as 'picking the ball up' as it is widley believed that Webb Ellis' 'crime' was handling the ball, as in modern soccer, however handling the ball as the time was often permitted and in some cases compulsory [16] , the rule for which Webb Ellis showed disregard was running forward with it as the rules of his time only allowed a player to retreat backwards or kick forwards.

The boom in rail transport in Britain during the 1840s meant that people were able to travel further and with less inconvenience than they ever had before. Inter-school sporting competitions became possible. However, it was difficult for schools to play each other at football, as each school played by its own rules. The solution to this problem was usually that the match be divided into two halves, one half played by the rules of the host "home" school, and the other half by the visiting "away" school.

Apart from Rugby football, the public school codes have barely been played beyond the confines of each school's playing fields. However, many of them are still played at the schools which created them (see Surviving public school games below).

The first clubs

Main article: Oldest football clubs

During this period, the Rugby school rules appear to have spread at least as far, perhaps further, than the other schools' codes. For example, two clubs which claim to be the world's first and/or oldest football club, in the sense of a club which is not part of a school or university, are strongholds of rugby football: the Barnes Club, said to have been founded in 1839, and Guy's Hospital Football Club, in 1843. Neither date nor the variety of football played is well-documented, but such claims nevertheless allude to the popularity of rugby before other modern codes emerged.

In 1845, three boys at Rugby school were tasked with codifying the rules then being used at the school. These were the first set of written rules (or code) for any form of football.[17] This further assisted the spread of the Rugby game. For instance, Dublin University Football Club — founded at Trinity College, Dublin in 1854 and later famous as a bastion of the Rugby School game — is the world's oldest documented football club in any code.

The first competitions

Main article: Oldest football competitions

The longest running football fixture is the Cordner-Eggleston Cup, contested between Melbourne Grammar School and Scotch College every year since 1858. It is believed by many to also be the first match of Australian rules football, although it was played under experimental rules in its first year. The first football trophy tournament was the Caledonian Challenge Cup, donated by the Royal Caledonian Society of Melbourne, played in 1861 under the Melbourne Rules.[18] The oldest football league is a rugby football competition, the United Hospitals Challenge Cup (1874), while the oldest rugby trophy is the Rugby League Challenge Cup (1897). The South Australian Football Association (30th April 1877) is the oldest surviving Australian rules football competition. The The Football League (1888) is recognised as the longest running Association Football league, while the oldest trophy is the FA Cup, while the oldest national trophy in soccer is the Scottish Cup (1874).

Cambridge rules

Main article: Cambridge rules

In 1848, at Cambridge University, Mr. H. de Winton and Mr. J.C. Thring, who were both formerly at Shrewsbury School, called a meeting at Trinity College, Cambridge with 12 other representatives from Eton, Harrow, Rugby, Winchester and Shrewsbury. An eight-hour meeting produced what amounted to the first set of modern rules, known as the Cambridge rules. No copy of these rules now exists, but a revised version from circa 1856 is held in the library of Shrewsbury School. The rules clearly favour the kicking game. Handling was only allowed for a player to take a clean catch entitling them to a free kick and there was a primitive offside rule, disallowing players from "loitering" around the opponents' goal. The Cambridge rules were not widely adopted outside English public schools and universities (but it was arguably the most significant influence on the Football Association committee members responsible for formulating the rules of Association football).

The first modern balls

Main article: football (ball)

Richard Lindon (seen in 1880) is believed to have invented the first footballs with rubber bladders.
Richard Lindon (seen in 1880) is believed to have invented the first footballs with rubber bladders.

In Europe, early footballs were made out of animal bladders, more specifically pig's bladders, which were inflated. Later leather coverings were introduced to allow the ball to keep their shape.[19] However, in 1851, Richard Lindon and William Gilbert, both shoemakers from the town of Rugby (near the school), exhibited both round and oval-shaped balls at the Great Exhibition in London. Richard Lindon's wife is said to have died due to lung disease caused by blowing up pig's bladders.[20] Lindon also won medals for the invention of the "Rubber inflatable Bladder" and the "Brass Hand Pump".

In 1855, the U.S. inventor Charles Goodyear — who had patented vulcanized rubber — exhibited a spherical football, with an exterior of vulcanized rubber panels, at the Paris Exhibition Universelle. The ball was to prove popular in early forms of football in the U.S.A.[21]

Sheffield rules

Main article: Sheffield rules

By the late 1850s, many football clubs had been formed throughout the English-speaking world, to play various codes of football. Sheffield Football Club, founded in 1857 in the English city of Sheffield by Nathaniel Creswick and William Prest, was later recognised as the world's oldest club playing association football.[22] However, the club initially played its own code of football: the Sheffield rules. The code was largly independent of the public school rules the most significant difference being the lack of an offside rule.

The code was responsible for many innovations that later spread to association football. These included free kicks, corner kicks, handball, throw-ins and the crossbar.[23] By the 1870s they became the dominant code in the north and midlands of England. At this time series of rule changes by both the London and Sheffield FAs gradually eroded the differences between the two games until the adoption of a common code in 1877.

Australian rules
An Australian rules football match at the Richmond Paddock, Melbourne, in 1866. (A wood engraving by Robert Bruce.)
An Australian rules football match at the Richmond Paddock, Melbourne, in 1866. (A wood engraving by Robert Bruce.)

Main article: Australian rules football

The invention of Australian rules football is usually attributed to Tom Wills, who published a letter in Bell's Life in Victoria & Sporting Chronicle, on July 10, 1858, calling for a "foot-ball club" with a "code of laws" to keep cricketers fit during winter.[24] (Official sources which include Wills' cousin, H.C.A. Harrison, as a founder of the code are now generally believed to be incorrect.)

Wills had been educated in England, at Rugby School and had played cricket for Cambridge University. The extent to which he was influenced by the various British and Irish football games is a matter of controversy, but there were similarities between some of them and his game. Australian football also has some similarities to the Australian Aboriginal game of Marn Grook (see above), which he reportedly witnessed as a child in western Victoria.

On July 31, 1858, Wills and people responding to his letter met and experimented with various forms of football.[25] On August 7, Wills was one of the umpires at a game between Melbourne Grammar School and Scotch College, which took place under modified Rugby School rules.[25]

Melbourne Football Club was founded on May 14, 1859, and is the oldest surviving Australian football club, and on May 17, 1859, at the Parade Hotel, East Melbourne, members of the club drew up the first set of laws for Australian rules football. The drafters included Wills, W.J. Hammersley, J.B. Thompson and Thomas Smith. Their code also had pronounced similarities to the Sheffield rules, most notably in the absence of an offside rule, this could be due to Henry Creswick who emigrated from Sheffield and may have been a relative of Nathaniel Creswick.[26] A free kick was awarded for a mark (clean catch). Running while holding the ball was allowed and although it was not specified in the rules, a rugby ball was used. The club shared many members with the Melbourne Cricket Club, which was based at the Melbourne Cricket Ground, and cricket ovals — which vary in size and are much larger than the fields used in other forms of football — became the standard playing field for Australian rules. The 1859 rules did not include some elements which would soon become important to the game, such as the requirement to bounce the ball while running.

Australian rules is sometimes said to be the first form of football to be codified but, as was the case in all kinds of football at the time, there was no official body supporting the rules, and play varied from one club to another. By 1866, however, several other clubs in the Colony of Victoria had agreed to play an updated version of the Melbourne FC rules, which were later known as "Victorian Rules" and "Australasian Rules". The formal name of the code later became Australian rules football (and, more recently, Australian football). By the end of the 19th century, the code had spread to the other Australian colonies and other parts of the world. However, rugby football would remain more popular in New South Wales and Queensland.

The Football Association
The first football international, Scotland versus England. Once kept by the Rugby Football Union as an early example of rugby football.
The first football international, Scotland versus England. Once kept by the Rugby Football Union as an early example of rugby football.

Main article: History of The Football Association

During the early 1860s, there were increasing attempts in England to unify and reconcile the various public school games. In 1862, J. C. Thring, who had been one of the driving forces behind the original Cambridge Rules, was a master at Uppingham School and he issued his own rules of what he called "The Simplest Game" (these are also known as the Uppingham Rules). In early October 1863 another new revised version of the Cambridge Rules was drawn up by a seven member committee representing former pupils from Harrow, Shrewsbury, Eton, Rugby, Marlborough and Westminster.

At the Freemason's Tavern, Great Queen Street, London on the evening of October 26, 1863, representatives of several football clubs in the London Metropolitan area met for the inaugural meeting of The Football Association (FA). The aim of the Association was to establish a single unifying code and regulate the playing of the game among its members. Following the first meeting, the public schools were invited to join the association. All of them declined, except Charterhouse and Uppingham. In total, six meetings of the FA were held between October and December 1863. After the third meeting, a draft set of rules were published. However, at the beginning of the fourth meeting, attention was drawn to the recently-published Cambridge Rules of 1863. The Cambridge rules differed from the draft FA rules in two significant areas; namely running with (carrying) the ball and hacking (kicking opposing players in the shins). The two contentious FA rules were as follows:

IX. A player shall be entitled to run with the ball towards his adversaries' goal if he makes a fair catch, or catches the ball on the first bound; but in case of a fair catch, if he makes his mark he shall not run.

X. If any player shall run with the ball towards his adversaries' goal, any player on the opposite side shall be at liberty to charge, hold, trip or hack him, or to wrest the ball from him, but no player shall be held and hacked at the same time.
—[27][28]

At the fifth meeting it was proposed that these two rules be removed. Most of the delegates supported this, but F. W. Campbell, the representative from Blackheath and the first FA treasurer, objected. He said: "hacking is the true football". However, the motion to ban hacking was carried and Blackheath withdrew from the FA. After the final meeting on 8 December, the FA published the "Laws of Football", the first comprehensive set of rules for the game later known as football (later known in some countries as soccer).

The first FA rules still contained elements that are no longer part of association football, but which are still recognisable in other games (most notably Australian football): for instance, a player could make a fair catch and claim a mark, which entitled him to a free kick, and; if a player touched the ball behind the opponents' goal line, his side was entitled to a free kick at goal, from 15 yards in front of the goal line.

Rugby football

Main article: History of rugby union

A rugby scrum in 1871.
A rugby scrum in 1871.

In Britain, by 1870, there were about 75 clubs playing variations of the Rugby school game. There were also "rugby" clubs in Ireland, Australia, Canada and New Zealand. However, there was no generally accepted set of rules for rugby until 1871, when 21 clubs from London came together to form the Rugby Football Union (RFU). (Ironically, Blackheath now lobbied to ban hacking.) The first official RFU rules were adopted in June 1871. These rules allowed passing the ball. They also included the try, where touching the ball over the line allowed an attempt at goal, though drop-goals from marks and general play, and penalty conversions were still the main form of contest.

North American football codes
This article or section is missing citations or needs footnotes.
Using inline citations helps guard against copyright violations and factual inaccuracies. (December 2007)

Main articles: History of American football and History of Canadian football.

As was the case in Britain, by the early 19th century, North American schools and universities played their own local games, between sides made up of students. Students at Dartmouth College in New Hampshire played a game called Old division football, a variant of the association football codes, as early as the 1820s.
The "Tigers" of Hamilton, Ontario circa 1906. Founded 1869 as the Hamilton Foot Ball Club, they eventually merged with the Hamilton Flying Wildcats to form the Hamilton Tiger-Cats, a team still active in the Canadian Football League.
The "Tigers" of Hamilton, Ontario circa 1906. Founded 1869 as the Hamilton Foot Ball Club, they eventually merged with the Hamilton Flying Wildcats to form the Hamilton Tiger-Cats, a team still active in the Canadian Football League.[29]

The first game of rugby in Canada is generally said to have taken place in Montreal, in 1865, when British Army officers played local civilians. The game gradually gained a following, and the Montreal Football Club was formed in 1868, the first recorded football club in Canada.

In 1869, the first game played in the United States under rules based on the English FA (soccer) code occurred, between Princeton and Rutgers. This is also often considered to be the first US game of college football, in the sense of a game between colleges (although the eventual form of American football would come from rugby, not soccer).

Modern American football grew out of a match between McGill University of Montreal, and Harvard University in 1874. At the time, Harvard students are reported to have played the Boston Game — a running code — rather than the FA-based kicking games favored by US universities. This made it easy for Harvard to adapt to the rugby-based game played by McGill and the two teams alternated between their respective sets of rules. Within a few years, however, Harvard had both adopted McGill's rugby rules and had persuaded other US university teams to do the same. In 1876, at the Massasoit Convention, it was agreed by these universities to adopt most of the Rugby Football Union rules. However, a touch-down only counted toward the score if neither side kicked a field goal. The convention decided that, in the US game, four touchdowns would be worth one goal; in the event of a tied score, a goal converted from a touchdown would take precedence over four touch-downs.

Princeton, Rutgers and others continued to compete using soccer-based rules for a few years before switching to the rugby-based rules of Harvard and its competitors. US colleges did not generally return to soccer until the early twentieth century.
Rutgers College Football Team, 1882
Rutgers College Football Team, 1882

In 1880, Yale coach Walter Camp, devised a number of major changes to the American game, beginning with the reduction of teams from 15 to 11 players, followed by reduction of the field area by almost half, and; the introduction of the scrimmage, in which a player heeled the ball backwards, to begin a game. These were complemented in 1882 by another of Camp's innovations: a team had to surrender possession if they did not gain five yards after three downs (i.e. successful tackles).

Over the years Canadian football absorbed some developments in American football, but also retained many unique characteristics. One of these was that Canadian football, for many years, did not officially distinguish itself from rugby. For example, the Canadian Rugby Football Union, founded in 1884 was the forerunner of the Canadian Football League, rather than a rugby union body. (The Canadian Rugby Union was not formed until 1965.) American football was also frequently described as "rugby" in the 1880s.

Gaelic football

Main article: History of Gaelic football

In the mid-19th century, various traditional football games, referred to collectively as caid, remained popular in Ireland, especially in County Kerry. One observer, Father W. Ferris, described two main forms of caid during this period: the "field game" in which the object was to put the ball through arch-like goals, formed from the boughs of two trees, and; the epic "cross-country game" which took up most of the daylight hours of a Sunday on which it was played, and was won by one team taking the ball across a parish boundary. "Wrestling", "holding" opposing players, and carrying the ball were all allowed.

By the 1870s, Rugby and Association football had started to become popular in Ireland. Trinity College, Dublin was an early stronghold of Rugby (see the Developments in the 1850s section, above). The rules of the English FA were being distributed widely. Traditional forms of caid had begun to give way to a "rough-and-tumble game" which allowed tripping.

There was no serious attempt to unify and codify Irish varieties of football, until the establishment of the Gaelic Athletic Association (GAA) in 1884. The GAA sought to promote traditional Irish sports, such as hurling and to reject imported games like Rugby and Association football. The first Gaelic football rules were drawn up by Maurice Davin and published in the United Ireland magazine on February 7, 1887. Davin's rules showed the influence of games such as hurling and a desire to formalise a distinctly Irish code of football. The prime example of this differentiation was the lack of an offside rule (an attribute which, for many years, was shared only by other Irish games like hurling, and by Australian rules football).

The split in Rugby football
An English cartoon from the 1890s lampooning the divide in rugby football which led to the formation of rugby league. The caricatures are of Rev. Frank Marshall, an arch-opponent of player payments, and James Miller, a long-time opponent of Marshall. The caption reads: Marshall: "Oh, fie, go away naughty boy, I don't play with boys who can’t afford to take a holiday for football any day they like!" Miller: "Yes, that’s just you to a T; you’d make it so that no lad whose father wasn’t a millionaire could play at all in a really good team. For my part I see no reason why the men who make the money shouldn’t have a share in the spending of it."
An English cartoon from the 1890s lampooning the divide in rugby football which led to the formation of rugby league. The caricatures are of Rev. Frank Marshall, an arch-opponent of player payments, and James Miller, a long-time opponent of Marshall. The caption reads:
Marshall: "Oh, fie, go away naughty boy, I don't play with boys who can’t afford to take a holiday for football any day they like!" Miller: "Yes, that’s just you to a T; you’d make it so that no lad whose father wasn’t a millionaire could play at all in a really good team. For my part I see no reason why the men who make the money shouldn’t have a share in the spending of it."

Further information: History of rugby league

The International Rugby Football Board (IRFB) was founded in 1886, but rifts were beginning to emerge in the code. Professionalism was beginning to creep into the various codes of football.

In England, by the 1890s, a long-standing Rugby Football Union ban on professional players was causing regional tensions within rugby football, as many players in northern England were working class and could not afford to take time off to train, travel, play and recover from injuries. This was not very different from what had occurred ten years earlier in soccer in Northern England but the authorities reacted very differently in the RFU, attempting to alienate the working class support in Northern England. In 1895, following a dispute about a player being paid broken time payments, which replaced wages lost as a result of playing rugby, representatives of the northern clubs met in Huddersfield to form the Northern Rugby Football Union (NRFU). The new body initially permitted only various types of player wage replacements. However, within two years, NRFU players could be paid, but they were required to have a job outside sport.

The demands of a professional league dictated that rugby had to become a better "spectator" sport. Within a few years the NRFU rules had started to diverge from the RFU, most notably with the abolition of the line-out. This was followed by the replacement of the ruck with the "play-the-ball ruck", which allowed a two-player ruck contest between the tackler at marker and the player tackled. Mauls were stopped once the ball carrier was held, being replaced by a play-the ball-ruck. The separate Lancashire and Yorkshire competitions of the NRFU merged in 1901, forming the Northern Rugby League, the first time the name rugby league was used officially in England.

Over time, the RFU form of rugby, played by clubs which remained members of national federations affiliated to the IRFB, became known as rugby union.

The globalisation of Association football

Main article: History of FIFA

The need for a single body to oversee Association football had become apparent by the beginning of the 20th century, with the increasing popularity of international fixtures. The English Football Association had chaired many discussions on setting up an international body, but was perceived as making no progress. It fell to associations from seven other European countries: France, Belgium, Denmark, Netherlands, Spain, Sweden, and Switzerland, to form an international association. The Fédération Internationale de Football Association (FIFA) was founded in Paris on May 21, 1904. Its first president was Robert Guérin. The French name and acronym has remained, even outside French-speaking countries.

The reform of American football

Both forms of rugby and American football were noted at the time for serious injuries, as well as the deaths of a significant number of players. By the early 20th century in the USA, this had resulted in national controversy and American football was banned by a number of colleges. Consequently, a series of meetings was held by 19 colleges in 1905–06. This occurred reputedly at the behest of President Theodore Roosevelt. He was considered a fancier of the game, but he threatened to ban it unless the rules were modified to reduce the numbers of deaths and disabilities. The meetings are now considered to be the origin of the National Collegiate Athletic Association.

One proposed change was a widening of the playing field. However, Harvard University had just built a concrete stadium and therefore objected to widening, instead proposing legalisation of the forward pass. The report of the meetings introduced many restrictions on tackling and two more divergences from rugby: the forward pass and the banning of mass formation plays. The changes did not immediately have the desired effect, and 33 American football players were killed during 1908 alone. However, the number of deaths and injuries did gradually decline.

Further divergence of the two rugby codes

Rugby league rules diverged significantly from rugby union in 1906, with the reduction of the team from 15 to 13 players. In 1907, a New Zealand professional rugby team toured Australia and Britain, receiving an enthusiastic response, and professional rugby leagues were launched in Australia the following year. However, the rules of professional games varied from one country to another, and negotiations between various national bodies were required to fix the exact rules for each international match. This situation endured until 1948, when at the instigation of the French league, the Rugby League International Federation (RLIF) was formed at a meeting in Bordeaux.

During the second half of 20th century, the rules changed further. In 1966, rugby league officials borrowed the American football concept of downs: a team could retain possession of the ball for no more than four tackles. The maximum number of tackles was later increased to six (in 1971), and in rugby league this became known as the six tackle rule.

With the advent of full-time professionals in the early 1990s, and the consequent speeding up of the game, the five metre off-side distance between the two teams became 10 metres, and the replacement rule was superseded by various interchange rules, among other changes.

The laws of rugby union also changed significantly during the 20th century. In particular, goals from marks were abolished, kicks directly into touch from outside the 22 metre line were penalised, new laws were put in place to determine who had possession following an inconclusive ruck or maul, and the lifting of players in line-outs was legalised.

In 1995, rugby union became an "open" game, that is one which allowed professional players. Although the original dispute between the two codes has now disappeared — and despite the fact that officials from both forms of rugby football have sometimes mentioned the possibility of re-unification — the rules of both codes and their culture have diverged to such an extent that such an event is unlikely in the foreseeable future.

Football today
Players assemble at the line of scrimmage in an American Football game.
Players assemble at the line of scrimmage in an American Football game.

Use of the word "football" in English-speaking countries

Further information: Football (word)

The word "football", when used in reference to a specific game can mean any one of those described above. Because of this, much friendly controversy has occurred over the term football, primarily because it is used in different ways in different parts of the English-speaking world. Most often, the word "football" is used to refer to the code of football that is considered dominant within a particular region. So, effectively, what the word "football" means usually depends on where one says it.

The name "soccer" (or "soccer football") was originally a slang abbreviation of the word "association" from "association football" and is now the prevailing term in the United States, Canada, Australia and New Zealand where other codes of football are dominant.

Of the 45 national FIFA affiliates in which English is an official or primary language, only three (Canada, Samoa and the United States) actually use "soccer" in their organizations' official names, while the rest use football (although the Samoan Federation actually uses both). However, in some countries, such as Australia and New Zealand, use of the word "football" by soccer bodies is a recent change and has been controversial. The governing body for Rugby Union in New Zealand changed its name from "New Zealand Rugby Football Union" to "New Zealand Rugby Union" in 2006.

Use of the word "football" in non-English-speaking countries

Generally around the world today the word "football" is in widespread use as the name for association football. In Francophone Québec, where Canadian football is more popular, the sport of association football is known as le soccer and the Canadian code as le football.

Present day codes and families

Association football and descendants
An indoor soccer game at an open air venue in Mexico. The referee has just awarded the red team a free kick.
An indoor soccer game at an open air venue in Mexico. The referee has just awarded the red team a free kick.

* Association football, also known as football, soccer, footy and footie
* Indoor/basketball court varieties of Football:
o Five-a-side football — played throughout the world under various rules including:
+ Futsal — the FIFA-approved five-a-side indoor game
+ Minivoetbal — the five-a-side indoor game played in East and West Flanders where it is hugely popular
+ Papi fut the five-a-side game played in outdoor basketball courts (built with goals) in Central America.
o Indoor soccer — the six-a-side indoor game, known in Latin America, where it is often played in open air venues, as fútbol rápido ("fast football")
o Masters Football six-a-side played in Europe by mature professionals (35 years and older)
* Paralympic football — modified Football for athletes with a disability.[30] Includes:
o Football 5-a-side — for visually impaired athletes
o Football 7-a-side — for athletes with cerebral palsy
o Amputee football — for athletes with amputations
o Deaf football — for athletes with hearing impairments
o Electric wheelchair soccer
* Beach soccer — football played on sand, also known as beach football and sand soccer
* Street football — encompasses a number of informal varieties of football
* Rush goalie — is a variation of football in which the role of the goalkeeper is more flexible than normal
* Headers and volleys — where the aim is to score goals against a goalkeeper using only headers and volleys
* Crab football — players stand on their hands and feet and move around on their backs whilst playing football as normal
* Swamp soccer — the game is played on a swamp or bog field

Rugby school football and descendants

* Rugby football
o Rugby league — usually known simply as "football" or "footy" in the Australian states of New South Wales and Queensland, and by some followers of the game in England. Also often referred to simply as "league"
+ Rugby league nines (or sevens)
+ Touch football (rugby league) — a non-contact version of rugby league. In South Africa it is known as six down
+ Tag Rugby — a non-contact version of rugby league, in which a velcro tag is removed to indicate a tackle
o Rugby union
+ Rugby sevens
Rugby sevens; Fiji v Cook Islands at the 2006 Commonwealth Games in Melbourne
Rugby sevens; Fiji v Cook Islands at the 2006 Commonwealth Games in Melbourne
+ Tag rugby — a form of rugby union using the velcro tag
o Beach rugby — rugby played on sand
o Touch rugby — generic name for forms of rugby football which does not feature tackles
* Gridiron football
o American football — called "football" in the United States and Canada, and "gridiron" in Australia and New Zealand. Sometimes called "tackle football" to distinguish it from the touch versions
o Indoor football, arena football — an indoor version of American football
o Nine-man football, eight-man football, six-man football — versions of tackle football, played primarily by smaller high schools that lack enough players to field full 11-man teams
o Touch football (American) — non-tackle American football
+ Flag football — non-tackle American football, like touch football, in which a flag that is held by velcro on a belt tied around the waist is pulled by defenders to indicate a tackle
o Street football (American) — American football played in backyards without equipment and with simplified rules
* Canadian football — called simply "football" in Canada; "football" in Canada can mean either Canadian or American football depending on context
o Canadian flag football — non-tackle Canadian football
o Nine-man football — similar to nine-man American football, but using Canadian rules; played by smaller schools in Saskatchewan that lack enough players to field full 12-man teams

See also: Comparison of American football and rugby league, Comparison of American football and rugby union, Comparison of Canadian and American football, Comparison of rugby league and rugby union.

Irish and Australian varieties
International rules football test match from the 2005 International Rules Series between Australia and Ireland at Telstra Dome, Melbourne, Australia.
International rules football test match from the 2005 International Rules Series between Australia and Ireland at Telstra Dome, Melbourne, Australia.

These codes have in common the absence of an offside rule, the requirement to bounce or solo (toe-kick) the ball while running, handpassing by punching or tapping the ball rather than throwing it, and other traditions.

* Australian rules football — officially known as "Australian football", and informally as "Aussie rules" or "footy". In some areas (erroneously) referred to as "AFL", which is the name of the main organising body and competition
o Auskick — a version of Australian rules designed by the AFL for young children
o Metro footy (or Metro rules footy) — a modified version invented by the USAFL, for use on gridiron fields in North American cities (which often lack grounds large enough for conventional Australian rules matches)
o Kick-to-kick
o 9-a-side footy — a more open, running variety of Australian rules, requiring 18 players in total and a proportionally smaller playing area (includes contact and non-contact varieties)
o Rec footy — "Recreational Football", a modified non-contact touch variation of Australian rules, created by the AFL, which replaces tackles with tags
o Touch Aussie Rules — a non-contact variation of Australian Rules played only in the United Kingdom
o Samoa rules — localised version adapted to Samoan conditions, such as the use of rugby football fields
o Masters Australian football (a.k.a. Superules) — reduced contact version introduced for competitions limited to players over 30 years of age
o Women's Australian rules football — played with a smaller ball and (sometimes) reduced contact version introduced for women's competition
* Gaelic football — Played predominantly in Ireland. Sometimes referred to as "football" or "gaah" (from the acronym for Gaelic Athletic Association)
o Ladies Gaelic football
* International rules football — a compromise code used for games between Gaelic and Australian Rules players

See also: Comparison of Australian rules football and Gaelic football

Surviving mediæval ball games
The ball is hit into the air at the 2006 Royal Shrovetide Football match. (Photographer: Gary Austin.)
The ball is hit into the air at the 2006 Royal Shrovetide Football match. (Photographer: Gary Austin.)

British Shrove Tuesday games

*
o Alnwick in Northumberland
o Ashbourne in Derbyshire (known as Royal Shrovetide Football)
o Atherstone in Warwickshire
o Corfe Castle in Dorset — The Shrove Tuesday Football Ceremony of the Purbeck Marblers.
o Haxey in Lincolnshire (the Haxey Hood, actually played on Epiphany)
o Hurling the Silver Ball takes place at St Columb Major in Cornwall
o Sedgefield in County Durham
o In Scotland the Ba game ("Ball Game") is still popular around Christmas and Hogmanay at:
+ Duns, Berwickshire
+ Scone, Perthshire
+ Kirkwall in the Orkney Islands

Outside the UK

* Calcio Fiorentino — a modern revival of Renaissance football from 16th century Florence.

Surviving public school games
Harrow football players after a game at Harrow School.
Harrow football players after a game at Harrow School.

* Eton field game
* Eton wall game
* Harrow football
* Winchester College football

Recent inventions and hybrid games

* Based on FA rules:
o Cubbies
o Three sided football
o Triskelion
* Keepie uppie(keep up) — is the art of juggling with a football using feet, knees, chest, shoulders, and head.
o Footbag — is a small bean bag or sand bag used as a ball in a number of keepie uppie variations, including hacky sack (which is a trade mark).
* Freestyle football — a modern take on keepie uppie where freestylers are graded for their entertainment value and expression of skill.
* Based on rugby:
o Scuffleball
o Force ’em backs a.k.a. forcing back, forcemanback et c.
* Hybrid games
o Austus — a compromise between Australian rules and American football, invented in Melbourne during World War II.
o Bossaball — mixes Association football and volleyball and gymnastics; played on inflatables and trampolines.
o Footvolley — mixes Association football and beach volleyball; played on sand
o Kickball — a hybrid of Association football and baseball, invented in the United States in about 1942.
o Speedball (American) — a combination of American football, soccer, and basketball, devised in the United States in 1912.
o Universal football — A hybrid of Australian rules and rugby league, trialled in Sydney in 1933.[31]
o Volata — a game resembling Association football and European handball, devised by Italian fascist leader, Augusto Turati, in the 1920s.
o Wheelchair rugby — also known as Murderball, invented in Canada in 1977. Based on ice hockey and basketball rather than rugby.
+ Wheelchair rugby league

Tabletop games and other recreations

* Based on Football (soccer):
o Subbuteo
o Blow football
o Table football — also known as foosball, table soccer, babyfoot, bar football or gettone)
o Fantasy football (soccer)
o Button football — also known as Futebol de Mesa, Jogo de Botões
o Penny football
* Based on rugby:
o Penny rugby
* Based on American football:
o Paper football
o Blood Bowl
o Fantasy football (American)
o Madden NFL
* Based on Australian football:
o List of Australian rules football computer games
+ AFL Premiership 2005

See also

* Names for association football
* Players who have converted from one football code to another
* Football field (unit of length)

Notes

1. ^ Sports historian Bill Murray, quoted by The Sports Factor, "Tie Me Kangaroo Down, Sport" (Radio National, Australian Broadcasting Corporation, May 31, 2002) and Michael Scott Moore, "Naming the Beautiful Game: It's Called Soccer" (Der Spiegel, June 7, 2006). See also: ICONS Online (no date) "History of Football" and; Professional Football Researchers Association, (no date) "A Freendly Kinde of Fight: The Origins of Football to 1633". Access date for all references: February 11, 2007.
2. ^ From William Blandowski's Australien in 142 Photographischen Abbildungen, 1857, (Haddon Library, Faculty of Archaeology and Anthropology, Cambridge)
3. ^ Richard Hakluyt, Voyages in Search of The North-West Passage, University of Adelaide, December 29, 2003
4. ^ Stephen Alsford, FitzStephen's Description of London, Florilegium Urbanum, April 5, 2006
5. ^ a b c d Francis Peabody Magoun, 1929, "Football in Medieval England and Middle-English literature” (The American Historical Review, v. 35, No. 1).
6. ^ a b Online Etymology Dictionary (no date), "football"
7. ^ Vivek Chaudhary, “Who's the fat bloke in the number eight shirt?” (The Guardian, February 18, 2004.)
8. ^ Anniina Jokinen, Sir Philip Sidney. "A Dialogue Between Two Shepherds" (Luminarium.org, July 2006)
9. ^ Richard Carew. EBook of The Survey of Cornwall. Project Gutenberg. Retrieved on 2007-10-03.
10. ^ International Olympic Academy (I.O.A.) (no date), “Minutes 7th International Post Graduate Seminar on Olympic Studies”
11. ^ John Lord Campbell, The Lives of the Lords Chancellors and Keepers of the Great Seal of England, vol. 2, 1851, p. 412
12. ^ William Maxwell Hetherington, 1856, History of the Westminster Assembly of Divines, Ch.1 (Third Ed.)
13. ^ footballnetwork.org , 2003, “Richard Mulcaster”
14. ^ Francis Willughby, 1660–72, Book of Games
15. ^ a b Julian Carosi, 2006, "The History of Offside"
16. ^ example of ball handling in early football from English writer William Hone, writing in 1825 or 1826, quotes the social commentator Sir Frederick Morton Eden, regarding "Foot-Ball", as played at Scone, Scotland:

The game was this: he who at any time got the ball into his hands, run [sic] with it till overtaken by one of the opposite part; and then, if he could shake himself loose from those on the opposite side who seized him, he run on; if not, he threw the ball from him, unless it was wrested from him by the other party, but no person was allowed to kick it. (William Hone, 1825–26, The Every-Day Book, "February 15." Access date: March 15, 2007.)

17. ^ Rugby chronology. Museum of Rugby. Retrieved on April 24, 2006.
18. ^ History of the Royal Caledonian Society of Melbourne
19. ^ Soccer Ball World - Early History (Accessed June 9, 2006)
20. ^ The exact name of Mr Lindon is in dispute, as well as the exact timing of the creation of the inflatable bladder. It is known that he created this for both association and rugby footballs. However, sites devoted to football indicate he was known as HJ Lindon, who was actually Richards Lindon's son, and created the ball in 1862 (ref: Soccer Ball World), whereas rugby sites refer to him as Richard Lindon creating the ball in 1870 (ref: Guardian article). Both agree that his wife died when inflating pig's bladders. This information originated from web sites which may be unreliable, and the answer may only be found in researching books in central libraries.
21. ^ soccerballworld.com, (no date) "Charles Goodyear's Soccer Ball" Downloaded 30/11/06.
22. ^ Harvey, Adrian (2005). Football, the First Hundred Years. Routledge, 95–99. ISBN 0415350190.
23. ^ Murphy, Brendan (2007). From Sheffield with Love. Sports Book Limited, 41–43. ISBN 9781899807 56 7.
24. ^ Letter from Tom Wills. MCG website. Retrieved on 2006-07-14.
25. ^ a b The Origins of Australian Rules Football. MCG website. Retrieved on 2007-06-22.
26. ^ Murphy, Brendan (2007). From Sheffield with Love. Sports Book Limited, 39–41. ISBN 9781899807 56 7.
27. ^ Peter Shortell. Hacking - a history, Cornwall Referees Society, 2 October 2006
28. ^ John Simkin. Ebenezer Cobb Morley, Spartacus Educational. Accessed 22 May 2008
29. ^ Canadian Football Timelines (1860 – present). Football Canada. Retrieved on 2006-12-23.
30. ^ Summers, Mark. The Disability Football Directory.
31. ^ Sean Fagan, Breaking The Codes, RL1908.com, 2006

References

* Mandelbaum, Michael (2004); The Meaning of Sports; Public Affairs, ISBN 1-58648-252-1
* Green, Geoffrey (1953); The History of the Football Association; Naldrett Press, London
* Williams, Graham (1994); The Code War; Yore Publications, ISBN 1-874427-65-8

External links
Look up Football in
Wiktionary, the free dictionary.

* Wilfried Gerhardt, "The colourful history of a fascinating game" (from the FIFA website)

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VOLLEY BALL

2008-06-15T00:05:00.000-07:00

team sport in which two teams of six active players, separated by a high net, each try to score points against one another by grounding a ball on the other team's court under organized rules.[1]

The complete rules of volleyball are extensive, but in general, play proceeds as follows: points are scored by grounding the ball on the opponents' court, or when the opponent commits a fault. The first team to reach 25 points wins the set and the first team to win three sets wins the match.[2] Teams can contact the ball no more than three times before the ball crosses the net, and consecutive contacts must be made by different players. The ball is usually played with the hands or arms, but players can legally strike or push (short contact) the ball with any part of the body.

Through time, volleyball has developed to involve common techniques of spiking, passing, blocking, and setting, as well as specialised player positions and offensive and defensive structures. Because many plays are made above the top of the net, vertical jumping is an athletic skill emphasised in volleyball. This article focuses on competitive indoor volleyball, which is carefully regulated and played indoors. Numerous variations of volleyball have developed for casual play, as has the Olympic spin-off sport beach volleyball.
Contents
[hide]

* 1 History of volleyball
o 1.1 Origin of volleyball
o 1.2 Refinements and later developments
o 1.3 Volleyball in the Olympics
* 2 Rules of the game
o 2.1 The court
o 2.2 The ball
o 2.3 Game play
o 2.4 Errors and faults
o 2.5 Scoring
o 2.6 The Libero
o 2.7 Recent rule changes
* 3 Skills
o 3.1 Serve
o 3.2 Pass
o 3.3 Set
o 3.4 Attack
o 3.5 Block
o 3.6 Dig
* 4 Coaching
o 4.1 Basic principles
* 5 Strategy
o 5.1 Player specialization
o 5.2 Formations
+ 5.2.1 4-2
+ 5.2.2 6-2
+ 5.2.3 5-1
* 6 Variations
* 7 See also
* 8 Related Games
* 9 References
* 10 External links

History of volleyball

Origin of volleyball

On February 9, 1895, in Holyoke, Massachusetts (USA), William G. Morgan, a YMCA physical education director, created a new game called Mintonette as a pastime to be played preferably indoors and by any number of players. The game took some of its characteristics from tennis and handball. Another indoor sport, basketball, was catching on in the area, having been invented just ten miles (sixteen kilometers) away in the city of Springfield, Massachusetts, only four years before. Mintonette (as volleyball was then known) was designed to be an indoor sport less rough than basketball for older members of the YMCA, while still requiring a bit of athletic effort.

The first rules, written down by William G. Morgan, called for a net 6 ft 6 in (1.98 m) high, a 25×50 ft² (7.6×15.2 m²) court, and any number of players. A match was composed of nine innings with three serves for each team in each inning, and no limit to the number of ball contacts for each team before sending the ball to the opponents’ court. In case of a serving error, a second try was allowed. Hitting the ball into the net was considered a foul (with loss of the point or a side-out)—except in the case of the first-try serve.

After an observer, Alfred Halstead, noticed the volleying nature of the game at its first exhibition match in 1896, played at the International YMCA Training School (now called Springfield College), the game quickly became known as volleyball (it was originally spelled as two words: "volley ball"). Volleyball rules were slightly modified by the International YMCA Training School and the game spread around the country to various YMCAs.[3][4]

Refinements and later developments

The first official ball used in volleyball is disputed; some sources say that Spalding created the first official ball in 1896, while others claim it was created in 1900.[5][6][7] The rules have evolved over time; by 1916, the skill and power of the set and spike had been introduced, and four years later a "three hits" rule and back row hitting guidelines were established. In 1917, the game was changed from 21 to 15 points. In 1919, about 16,000 volleyballs were distributed by the American Expeditionary Forces to their troops and allies, which sparked the growth of volleyball in new countries.[5]

The first country outside the United States to adopt volleyball was Canada in 1900.[5] An international federation, the Fédération Internationale de Volleyball (FIVB), was founded in 1947, and the first World Championships were held in 1949 for men and 1952 for women.[8] The sport is now popular in Brazil, in Europe (where especially Italy, the Netherlands, and countries from Eastern Europe have been major forces since the late 1980s), in Russia, and in other countries including China and the rest of Asia, as well in as the United States.[8][4][3]

Beach volleyball, a variation of the game played on sand and with only two players per team, became a FIVB-endorsed variation in 1987 and was added to the Olympic program at the 1996 Summer Olympics.[5][8]

Volleyball in the Olympics

Main article: Volleyball at the Summer Olympics

The history of Olympic volleyball can be traced back to the 1924 Summer Olympics in Paris, where volleyball was played as part of an American sports demonstration event.[9] After the foundation of FIVB and some continental confederations, it began to be considered for official inclusion. In 1957, a special tournament was held at the 53rd IOC session in Sofia, Bulgaria to support such request. The competition was a success, and the sport was officially included in the program for the 1964 Summer Olympics.[5]

The Olympic volleyball tournament was originally a simple competition, whose format paralleled the one still employed in the World Cup: all teams played against each other team and then were ranked by wins, set average, and point average. One disadvantage of this round-robin system is that medal winners could be determined before the end of the games, making the audience lose interest in the outcome of the remaining matches. To cope with this situation, the competition was split into two phases with the addition of a "final round" elimination tournament consisting of quarterfinals, semifinals, and finals matches in 1972. The number of teams involved in the Olympic tournament has grown steadily since 1964. Since 1996, both men's and women's events count twelve participant nations. Each of the five continental volleyball confederations has at least one affiliated national federation involved in the Olympic Games.

The U.S.S.R. won men's gold in both 1964 and 1968. After taking bronze in 1964 and silver in 1968, Japan finally won the gold for men's volleyball in 1972. Women's gold went to Japan in 1964 and again in 1976. That year, the introduction of a new offensive skill, the backrow attack, allowed Poland to win the men's competition over the Soviets in a very tight five-set match. Since the strongest teams in men's volleyball at the time belonged to the Eastern Bloc, the American-led boycott of the 1980 Summer Olympics did not have as great an effect on these events as it had on the women's. The U.S.S.R. collected their third Olympic Gold Medal in men's volleyball with a 3-1 victory over Bulgaria (the Soviet women won that year as well, their third gold as well). With the U.S.S.R. boycotting the 1984 Olympic Games in Los Angeles, the U.S. was able to sweep Brazil in the finals for the men's gold medal. Italy won its first medal (bronze in the men's competition) in 1984, foreshadowing a rise in prominence for their volleyball teams.

At the 1988 Games, Karch Kiraly and Steve Timmons led the U.S. men's team to a second straight gold medal. In 1992, underrated Brazil upset favourites C.I.S., Netherlands, and Italy in the men's competition for the country's first Olympic gold medal. Runner-up Netherlands, men's silver medalist in 1992, came back under team leaders Ron Zwerver and Olof van der Meulen in the 1996 Games for a five-set win over Italy. A men's bronze medalist in 1996, Serbia and Montenegro (playing in 1996 and 2000 as the Federal Republic of Yugoslavia) beat Russia in the gold medal match in 2000, winning their first gold medal ever. In 2004, Brazil won its second men's volleyball gold medal beating Italy in the finals.

See also: Volleyball in the United States and Volleyball in Canada

Rules of the game
Volleyball court
Volleyball court

The court

The game is played on a volleyball court 18 meters long and 9 meters wide, divided into two 9 m × 9 m halves by a one-meter wide net placed so that the top of the net is 2.43 meters above the center of the court for men's competition, and 2.24 meters for women's competition (these heights are varied for veterans and junior competitions).

There is a line 3 meters from and parallel to the net in each team court which is considered the "attack line". This "3 meter" (or 10 foot) line divides the court into "back row" and "front row" areas (also back court and front court). These are in turn divided into 3 areas each: these are numbered as follows, starting from area "1", which is the position of the serving player:

After a team gains the serve (also known as siding out), its members must rotate in a clockwise direction, with the player previously in area "2" moving to area "1" and so on, with the player from area "1" moving to area "6" (see also the Errors and faults section).

The team courts are surrounded by an area called the free zone which is a minimum of 3 meters wide and which the players may enter and play within after the service of the ball.[10] All lines denoting the boundaries of the team court and the attack zone are drawn or painted within the dimensions of the area and are therefore a part of the court or zone. If a ball comes in contact with the line, the ball is considered to be "in". An antenna is placed on each side of the net perpendicular to the sideline and is a vertical extension of the side boundary of the court. A ball passing over the net must pass completely between the antennae (or their theoretical extensions to the ceiling) without contacting them.

The ball

Main article: Volleyball (ball)

The volleyball is made of leather or synthetic leather and inflated according to FIVB regulations:

* Its circumference is 65–67 cm and its weight is 260–280 g.
* Its inside pressure shall be 0.30–0.325 kg/cm2 (4.26–4.61 psi, 294.3–318.82 mbar or hPa).[11]

Game play

Each team consists of six players. To get play started, a team is chosen to serve by coin toss. A player from the serving team (the server) throws the ball into the air and attempts to hit the ball so it passes over the net on a course such that it will land in the opposing team's court (the serve). The opposing team must use a combination of no more than three contacts with the volleyball to return the ball to the opponent's side of the net. These contacts usually consist first of the bump or pass so that the ball's trajectory is aimed towards the player designated as the setter; second of the set (usually an over-hand pass using wrists to push finger-tips at the ball) by the setter so that the ball's trajectory is aimed towards a spot where one of the players designated as an attacker can hit it, and third by the attacker who spikes (jumping, raising one arm above the head and hitting the ball so it will move quickly down to the ground on the opponent's court) to return the ball over the net. The team with possession of the ball that is trying to attack the ball as described is said to be on offense.

The team on defense attempts to prevent the attacker from directing the ball into their court: players at the net jump and reach above the top (and if possible, across the plane) of the net in order to block the attacked ball. If the ball is hit around, above, or through the block, the defensive players arranged in the rest of the court attempt to control the ball with a dig (usually a fore-arm pass of a hard-driven ball). After a successful dig, the team transitions to offense.

The game continues in this manner, rallying back and forth, until the ball touches the court within the boundaries or until an error is made.

Errors and faults

* The ball lands out of the court, in the same court as the team that touched it last, under the net to the opposing team's court, or the ball touches the net "antennas." The ball also may not pass over or outside the antennas even if it lands in the opponents' court.1
* The ball is touched more than three times before being returned to the other team's court.2
* The same player touches the ball twice in succession.3
* A player "lifts" or "carries" the ball (the ball remains in contact with the player's body for too long).
* A player touches the net with any part of his or her body or clothing while making a play on the ball (with the exception of the hair).
* The players of one team do not manage to touch the ball before the ball lands in their half of the court.
* A back-row player spikes the ball while it is completely above the top of the net, unless he or she jumped from behind the attack line (the player is, however, allowed to land in front of the attack line).
* A back-row player participates in a completed block of the opposing team's attack (completed means at least one blocker touched the ball).
* The libero, a defensive player who can only play in the back row, attempts a block or makes an "attacking hit", defined as any shot struck while the ball is entirely above the top of the net.
* A player completes an attack hit from higher than the top of the net when the ball is coming from an overhand finger pass (set) by a libero in the front zone.
* A player is not in the correct position at the moment of serve, or serves out of turn. This type of foul is related to the position currently occupied by the players (see the table in the Equipment section). When ball is served, players can place themselves freely on the field (e.g. a "back-row" player can be close to the net) so long as they obey the following rules: The area "1" player must be behind the area "2" player and to the right of the area "6" player. The area "6" player must be behind area "3" player, to the left of area "1" player and to the right of area "5". The area "5" player must be behind the area "4" player and to the left of the area "6" player. Symmetric rules must be respected by the front-row players (those in areas "2", "3" and "4"). The penalty for being out of rotation is an automatic service ace if the opposing team is serving, and if it's on the serving team sides, it's an automatic turnover.
* When hitting, a player makes contact with the ball in the space above the opponent's court (in blocking an attack hit, this is allowed).
* A player touches the opponent's court with any part of his or her body except the feet or hands.4
* When serving, a player steps on the court or the end line before making contact with the ball.
* A player takes more than 8 seconds to serve.[12]
* At the moment of serve, one or more players jump, raise their arms or stand together at the net in an attempt to block the sight of the ball from the opponent (screening).5
* A player blocks the serve or attacks the serve when the ball is in the front zone and above the top of the net.
* There is a physical fight between players, whether an opponent or on the same team

Notes:

1 If the ball passes outside the antennas on the first contact for the team, e.g. as the result of a bad pass or dig, a player is allowed to go after the ball as long as he or she does not touch the opponent's court and the ball travels back to his or her team's court also outside the antennas.

2 Except if a player blocks (touches a ball sent over the net by the opposing team, while reaching above the top of the net) a ball that stays in the blocker's side of the net. In such an instance the blocker may play the ball another time without violating the rule against playing the ball twice in succession. If the ball is touched during a block, that contact is not considered one of the team's three contacts.

3 At the first hit of the team, the ball may contact various parts of the body consecutively provided that the contacts occur during one action. Also, when a player touches the ball on a block, he or she may make another play on the ball.

4 Penetration under the net with hands or feet is allowed only if a portion of the penetrating hands or feet remains in contact with or directly above the player's court or center line.[13]

5 Screening is only a fault if the players stand directly next to each other in a way that clearly impedes vision, and the serve is a low line drive over their heads. (This is a judgment call by the referee. Teams are generally given a warning before being sanctioned for screening.)

Scoring

When the ball contacts the floor within the court boundaries or an error is made, the team that did not make the error is awarded a point, whether they served the ball or not. The team that won the point serves for the next point. If the team that won the point served in the previous point, the same player serves again. If the team that won the point did not serve the previous point, the players of the team rotate their position on the court in a clockwise manner. The game continues, with the first team to score 25 points (and be two points ahead) awarded the set. Matches are best-of-five sets and the fifth set (if necessary) is usually played to 15 points. (Scoring differs between leagues, tournaments, and levels; high schools sometimes play best-of-three to 30; in the NCAA games are played best-of-five to 25.[14])

Before 1999, points could be scored only when a team had the serve (side-out scoring) and all sets went up to only 15 points. The FIVB changed the rules in 1999 (with the changes being compulsory in 2000) to use the current scoring system (formerly known as rally point system), primarily to make the length of the match more predictable and to make the game more spectator- and television-friendly.

The Libero

In 1998 the libero player was introduced internationally, the term meaning free in Italian is pronounced LEE-beh-ro (rather than lih-BEAR-oh); the NCAA introduced the libero in 2002.[15] The libero is a player specialized in defensive skills: the libero must wear a contrasting jersey color from his or her teammates and cannot block or attack the ball when it is entirely above net height. When the ball is not in play, the libero can replace any back-row player, without prior notice to the officials. This replacement does not count against the substitution limit each team is allowed per set, although the libero may be replaced only by the player whom they replaced. The libero may function as a setter only under certain restrictions. If she/he makes an overhand set, she/he must be standing behind (and not stepping on) the 3-meter line; otherwise, the ball cannot be attacked above the net in front of the 3-meter line. An underhand pass is allowed from any part of the court.

The libero is, generally, the most skilled defensive player on the team. There is also a libero tracking sheet, where the referees or officiating team must keep track of who the libero subs in and out for. There may only be one libero per set (game), although there may be a different libero in the beginning of any new set (game).

Furthermore, a libero is not allowed to serve, according to international rules, with the exception of the NCAA women's volleyball games, where a 2004 rule change allows the libero to serve, but only in a specific rotation. That is, the libero can only serve for one person, not for all of the people for whom she goes in. That rule change was also applied to high school play soon after.

Recent rule changes

Other rule changes enacted in 2000 include allowing serves in which the ball touches the net, as long as it goes over the net into the opponents' court. Also, the service area was expanded to allow players to serve from anywhere behind the end line but still within the theoretical extension of the sidelines. Other changes were made to lighten up calls on faults for carries and double-touches, such as allowing multiple contacts by a single player ("double-hits") on a team's first contact provided that they are a part of a single play on the ball.

On February 28, 2008, the NCAA changed collegiate scoring from 30 to 25. If the match goes to 5 games, the required score would still be 15 to win. In addition, the word "game" will now be referred to as "set". [1]

Skills

Competitive teams master six basic skills: serve, pass, set, attack, block and dig. Each of these skills comprises a number of specific techniques that have been introduced over the years and are now considered standard practice in high-level volleyball.

Serve
Setting up for an overhand serve.
Setting up for an overhand serve.
A man making a jump serve.
A man making a jump serve.

A player stands behind the endline and serves the ball, in an attempt to drive it into the opponent's court. His or her main objective is to make it land inside the court; it is also desirable to set the ball's direction, speed and acceleration so that it becomes difficult for the receiver to handle it properly. A serve is called an "ace" when the ball lands directly onto the court or travels outside the court after being touched by an opponent.

In contemporary volleyball, many types of serves are employed:

* Underhand and Overhand Serve: refers to whether the player strikes the ball from below, at waist level, or first tosses the ball in the air and then hits it above shoulder level. Underhand serve is considered very easy to receive and is rarely employed in high-level competitions.
* Sky Ball Serve: a specific type of underhand serve occasionally used in beach volleyball, where the ball is hit so high it comes down almost in a straight line. This serve was invented and employed almost exclusively by the Brazilian team in the early 1980s and is now considered outdated.
* Line and Cross-Court Serve: refers to whether the ball flies in a straight trajectory parallel to the side lines, or crosses through the court in an angle.
* Top Spin: an overhand serve where the ball gains topspin through wrist snapping. This spin causes the ball to drop fast.
* Floater: an overhand serve where the ball is hit with no spin so that its path becomes unpredictable. This type of serve can be administered while jumping or standing. This is akin to a knuckleball in baseball.
* Jump Serve: an overhand serve where the ball is first tossed high in the air, then the player makes a timed approach and jumps to make contact with the ball. There is usually much topspin imparted on the ball. This is the most popular serve amongst college and professional teams.
* Jump Float: This is a serve like the jump serve and the floater. The ball is tossed lower than a topspin jump serve, but contact is still made while in the air. This serve is becoming more popular amongst college and professional players because it has a certain unpredictability in its flight pattern.
* Round-House Serve: the player stands with one shoulder facing the net, tosses the ball high and hits it with a fast circular movement of the arm. The ball is hit with the palm of the hand, creating a lot of topspin.
* Hybrid Serve: An overhand serve delivered similarly to a top spin serve; however, it has more pace than a floater, but has a similar unpredictable path.

Pass
A woman making a forearm pass or bump.
A woman making a forearm pass or bump.

Also called reception, the pass is the attempt by a team to properly handle the opponent's serve, or any form of attack. Proper handling includes not only preventing the ball from touching the court, but also making it reach the position where the setter is standing quickly and precisely.

The skill of passing involves fundamentally two specific techniques: underarm pass, or bump, where the ball touches the inside part of the joined forearms or platform, at waist line; and overhand pass, where it is handled with the fingertips, like a set, above the head.

Set

The set is usually the second contact that a team makes with the ball. The main goal of setting is to put the ball in the air in such a way that it can be driven by an attack into the opponent's court. The setter coordinates the offensive movements of a team, and is the player who ultimately decides which player will actually attack the ball.

As with passing, one may distinguish between an overhand and a bump set. Since the former allows for more control over the speed and direction of the ball, the bump is used only when the ball is so low it cannot be properly handled with fingertips, or in beach volleyball where rules regulating overhand setting are more stringent. In the case of a set, one also speaks of a front or back set, meaning whether the ball is passed in the direction the setter is facing or behind the setter. There is also a jump set that is used when the ball is too close to the net. In this case the setter usually jumps off his or her right foot straight up to avoid going into the net. The setter usually stands about ⅔ of the way from the left to the right of the net and faces the left (the larger portion of net that he or she can see).

Sometimes a setter refrains from raising the ball for a teammate to perform an attack and tries to play it directly onto the opponent's court. This movement is called a "dump".[16] The most common dumps are to 'throw' the ball behind the setter or in front of the setter to zones 2 and 4. More experienced setters toss the ball into the deep corners or spike the ball on the second hit.

Attack
An attack in progress
An attack in progress

The attack (or spike, the slang term) is usually the third contact a team makes with the ball. The object of attacking is to handle the ball so that it lands on the opponent's court and cannot be defended. A player makes a series of steps (the "approach"), jumps, and swings at the ball.

Ideally the contact with the ball is made at the apex of the hitter's jump. At the moment of contact, the hitter's arm is fully extended above his or her head and slightly forward, making the highest possible contact while maintaining the ability to deliver a powerful hit. The hitter uses arm swing, wrist snap, and a rapid forward contraction of the entire body to drive the ball. A 'bounce' is a slang term for a very hard/loud spike that follows an almost straight trajectory steeply downward into the opponent's court and bounces very high into the air.

Contemporary volleyball comprises a number of attacking techniques:

* Backcourt (or backrow)/pipe attack: an attack performed by a back row player. The player must jump from behind the 3-meter line before making contact with the ball, but may land in front of the 3-meter line.
* Line and Cross-court Shot: refers to whether the ball flies in a straight trajectory parallel to the side lines, or crosses through the court in an angle. A cross-court shot with a very pronounced angle, resulting in the ball landing near the 3-meter line, is called a cut shot.
* Dip/Dink/Tip/Cheat: the player does not try to make a hit, but touches the ball lightly, so that it lands on an area of the opponent's court that is not being covered by the defense.
* Tool/Wipe/Block-abuse: the player does not try to make a hard spike, but hits the ball so that it touches the opponent's block and then bounces off-court.
* Off-speed hit: the player does not hit the ball hard, reducing its acceleration and thus confusing the opponent's defense.
* Quick hit/"One": an attack (usually by the middle blocker) where the approach and jump begin before the setter contacts the ball. The set (called a "quick set") is placed only slightly above the net and the ball is struck by the hitter almost immediately after leaving the setter's hands. Quick attacks are often effective because they isolate the middle blocker to be the only blocker on the hit.
* Slide: a variation of the quick hit that uses a low back set. The middle hitter steps around the setter and hits from behind him or her.
* Double quick hit/"Stack"/"Tandem": a variation of quick hit where two hitters, one in front and one behind the setter or both in front of the setter, jump to perform a quick hit at the same time. It can be used to deceive opposite blockers and free a fourth hitter attacking from backcourt, maybe without block at all.

Block
3 players performing a block
3 players performing a block

Blocking refers to the actions taken by players standing at the net to stop or alter an opponent's attack.

A block that is aimed at completely stopping an attack, thus making the ball remain in the opponent's court, is called offensive. A well-executed offensive block is performed by jumping and reaching to penetrate with one's arms and hands over the net and into the opponent's area. The jump should be timed so as to intercept the ball's trajectory prior to it crossing over the net. Palms are held deflected downward about 45-60 degrees toward the interior of the opponents court. A "roof" is a spectacular offensive block that redirects the power and speed of the attack straight down to the attacker's floor, as if the attacker hit the ball into the underside of a peaked house roof.

By contrast, it is called a defensive, or "soft" block if the goal is to control and deflect the hard-driven ball up so that it slows down and becomes more easy to be defended. A well-executed soft-block is performed by jumping and placing one's hands above the net with no penetration into the opponent's court and with the palms up and fingers pointing backward.

Blocking is also classified according to the number of players involved. Thus, one may speak of single (or solo), double, or triple block.

Successful blocking does not always result in a "roof" and many times does not even touch the ball. While it’s obvious that a block was a success when the attacker is roofed, a block that consistently forces the attacker away from his or her 'power' or preferred attack into a more easily controlled shot by the defense is also a highly successful block.

At the same time, the block position influences the positions where other defenders place themselves while opponent hitters are spiking.

Dig
Woman going for a dig.
Woman going for a dig.

Digging is the ability to prevent the ball from touching one's court after a spike, particularly a ball that is nearly touching the ground. In many aspects, this skill is similar to passing, or bumping: overhand dig and bump are also used to distinguish between defensive actions taken with fingertips or with joined arms.

Some specific techniques are more common in digging than in passing. A player may sometimes perform a "dive", i.e., throw his or her body in the air with a forward movement in an attempt to save the ball, and land on his or her chest. When the player also slides his or her hand under a ball that is almost touching the court, this is called a "pancake".

Sometimes a player may also be forced to drop his or her body quickly to the floor in order to save the ball. In this situation, the player makes use of a specific rolling technique to minimize the chances of injuries.

Coaching

Basic principles

Coaching for volleyball can be classified under two main categories: match coaching and developmental coaching. The objective of match coaching is to win a match by managing a team's strategy. Developmental coaching emphasizes player development through the reinforcement of basic skills during exercises known as "drills." Drills promote repetition and refinement of volleyball movements, particularly in footwork patterns, body positioning relative to others, and ball contact. A coach will construct drills that simulate match situations thereby encouraging speed of movement, anticipation, timing, communication, and team-work. At the various stages of a player's career, a coach will tailor drills to meet the strategic requirements of the team. The American Volleyball Coaches Association is the largest organization in the world dedicated exclusively to volleyball coaching.

Strategy
An image from an international match between Italy and Russia in 2005. A Russian player on the left has just served, with three men of his team next to the net moving to their assigned block positions from the starting ones. Two others, in the back-row positions, are preparing for defense. Italy, on the right, has three men in a line, each preparing to pass if the ball reaches him. The setter is waiting for their pass while the middle hitter with no. 10 will jump for a quick hit if the pass is good enough. Alessandro Fei (no. 14) has no passing duties and is preparing for a back-row hit on the right side of the field. Note the two liberos with different color dress. Middle hitters/blockers are commonly substituted by liberos in their back-row positions.
An image from an international match between Italy and Russia in 2005. A Russian player on the left has just served, with three men of his team next to the net moving to their assigned block positions from the starting ones. Two others, in the back-row positions, are preparing for defense. Italy, on the right, has three men in a line, each preparing to pass if the ball reaches him. The setter is waiting for their pass while the middle hitter with no. 10 will jump for a quick hit if the pass is good enough. Alessandro Fei (no. 14) has no passing duties and is preparing for a back-row hit on the right side of the field. Note the two liberos with different color dress. Middle hitters/blockers are commonly substituted by liberos in their back-row positions.

Player specialization

There are 5 positions filled on every volleyball team at the elite level. Setter, Outside Hitter/Left Side Hitter, Middle Hitter, Opposite Hitter/Right Side Hitter and Libero/Defensive Specialist. Each of these positions plays a specific, key role in winning a volleyball match.

* Setters have the task for orchestrating the offense of the team. They aim for second touch and their main responsibility is to place the ball in the air where the attackers can place the ball into the opponents' court for a point. They have to be able to operate with the hitters, manage the tempo of their side of the court and choose the right attackers to set. Setters need to have swift and skillful appraisal and tactical accuracy, and must be quick at moving around the court.

* Liberos are defensive players, who are responsible for receiving the attack or serve and are usually the players on the court with the quickest reaction time and best passing skills. Librero means 'free' as they have the ability to substitute for any other player on the court during each play. They do not necessarily need to be tall, as they never play at the net, which allows shorter players with strong passing and defensive skills to excel in the position and play an important role in the team's success. A player designated as a libero for a match may not play other roles during that match. Liberos wear a different colour jersey than their teammates.

* Middle blockers or Middle hitters are players that can perform very fast attacks that usually take place near the setter. They are specialized in blocking, since they must attempt to stop equally fast plays from their opponents and then quickly set up a double block at the sides of the court. In non-beginners play, every team will have two middle hitters.

* Outside hitters attack from near the left antenna. Since most sets to the outside are high, the outside hitter may take a longer approach, always starting from outside the court sideline. In non-beginners play, there are again two outside hitters on every team in every match.

* Opposite hitters or Right side hitters carry the offensive workload for a volleyball team. Their primary responsibilities are to attack the ball from the right side and to put up a well formed block against the opponents Outside Hitters. This player hits the most balls on the team. He/she is set from the front row and the back row. Sets to the opposite usually go to the right side.

Formations

The three standard volleyball formations are known as "4-2", "6-2" and "5-1", which refers to the number of hitters and setters respectively. 4-2 is a basic formation used only in beginners' play, while 5-1 is by far the most common formation in high-level play.

4-2

The 4-2 formation has four hitters and two setters. The setters usually set from the middle front or right front position. The team will therefore have two front-row attackers at all times. In the international 4-2, the setters set from the right front position. The international 4-2 translates more easily into other form of offense.

The setters line up opposite each other in the rotation. The typical lineup has two outside hitters. By aligning like positions opposite themselves in the rotation, there will always be one of each position in the front and back rows. After service, the players in the front row move into their assigned positions, so that the setter is always in middle front. Alternatively, the setter moves into the right front and has both a middle and an outside attacker; the disadvantage here lies in the lack of an offside hitter, allowing one of the other team's blockers to "cheat in" on a middle block.

The clear disadvantage to this offensive formation is that there are only two attackers, leaving a team with fewer offensive weapons.

Another aspect is to see the setter as an attacking force, albeit a weakened force, because when the setter is in the front court they are able to 'tip' or 'dump', so when the ball is close to the net on the second touch, the setter may opt to hit the ball over with one hand. This means that the blocker who would otherwise not have to block the setter is engaged and may allow one of the hitters to have an easier attack.

6-2

In the 6-2 formation, a player always comes forward from the back row to set. The three front row players are all in attacking positions. Thus, all six players act as hitters at one time or another, while two can act as setters. So the 6-2 formation is actually a 4-2 system, but the back-row setter penetrates to set.

The 6-2 lineup thus requires two setters, who line up opposite to each other in the rotation. In addition to the setters, a typical lineup will have two middle hitters and two outside hitters. By aligning like positions opposite themselves in the rotation, there will always be one of each position in the front and back rows. After service, the players in the front row move into their assigned positions.

The advantage of the 6-2 is that there are always three front-row hitters available, maximizing the offensive possibilities. However, not only does the 6-2 require a team to possess two people capable of performing the highly specialized role of setter, it also requires both of those players to be effective offensive hitters when not in the setter position. At the international level, only the Cuban National Women's Team employs this kind of formation. It is also used in Women's NCAA play, partially due to the variant rules used which allow 12[17] substitutions per set (as opposed to the 6 allowed in the standard rules).

5-1

The 5-1 formation has only one player who assumes setting responsibilities regardless of his or her position in the rotation. The team will therefore have three front-row attackers when the setter is in the back row, and only two when the setter is in the front row, for a total of five.

The player opposite the setter in a 5-1 rotation is called the opposite hitter. In general, opposite hitters do not pass; they stand behind their teammates when the opponent is serving. The opposite hitter may be used as a third attack option (back-row attack) when the setter is in the front row: this is the normal option used to increase the attack capabilities of modern volleyball teams. Normally the opposite hitter is the most technical skilled hitter of the team. Back-row attacks generally come from the back-right position (position 1), but are increasingly performed from back-center in high-level play.

The big advantage of this system is that the setter always has 3 hitters to vary sets with. If the setter does this well, the opponent's middle blocker may not have enough time to block with the outside hitter, increasing the chance for the attacking team to make a point.

There is another advantage: when the setter is a front-row player, he or she is allowed to jump and "dump" the ball onto the opponent's side. This too can confuse the opponent's blocking players: the setter can jump and dump or can set to one of the hitters. A good setter knows this and thus won't only jump to dump or to set for a quick hit, but as well to confuse the opponent.

The 5-1 offense is actually a mix of 6-2 and 4-2: when the setter is in the front row, the offense looks like a 4-2; when the setter is in the back row, the offense looks like a 6-2.

Variations

Main article: Volleyball variations

There are many variations on the basic rules of volleyball. By far the most popular of these is beach volleyball, which is played on sand with two people per team, and rivals the main sport in popularity.

See also

* Volleyball jargon
* Volleyball Hall of Fame

Related Games

Prisoner Ball-played with volleyball court and a volleyball. People can be called out, back in.

References

1. ^ "Volleyball". International Olympic Committee. Retrieved on 2007-03-21.
2. ^ "Volleyball". International Olympic Committee. Retrieved on 2007-06-13.
3. ^ a b "The Volleyball Story". Fédération Internationale de Volleyball (FIVB). Retrieved on 2007-09-21.
4. ^ a b "How Volleyball Began". Northern California Volleyball Association. Retrieved on 2007-09-21.
5. ^ a b c d e "History Of Volleyball". Volleyball World Wide. Retrieved on 2007-09-21.
6. ^ "History of Volleyball". SportsKnowHow.com. Retrieved on 2007-09-21.
7. ^ "History of Volleyball". volleyball.com. Retrieved on 2007-09-21.
8. ^ a b c "FIVB History". Fédération Internationale de Volleyball. Retrieved on 2007-09-21.
9. ^ "Chronological Highlights". FIVB. Retrieved on 2007-01-30. “1924: The Olympic Games in Paris. The programme included a demonstration of "American" sports, and Volleyball was among these.”
10. ^ (2005) "Section 1.1", Official Volleyball Rules 2005 (PDF), FIVB. Retrieved on 2006-10-02. “The playing court is [...] surrounded by a free zone which is a minimum of 3 m wide on all sides.”
11. ^ (2005) "Section 3.1", Official Volleyball Rules 2005 (PDF), FIVB. Retrieved on 2006-10-02. “STANDARDS The ball shall be spherical ...”
12. ^ (2005) "Section 12.4.4", Official Volleyball Rules 2005 (PDF), FIVB. Retrieved on 2006-09-12. “The server must hit the ball within 8 seconds after the first referee whistles for service.”
13. ^ (2005) "Section 11.2: Penetration under the net", Official Volleyball Rules 2005 (PDF), FIVB. Retrieved on 2006-09-12.
14. ^ Welcome to AVCA - the American Volleyball Coaches Association
15. ^ Pettit, Terry; and Potts, Kerri (2002-02-28). "Rules changes for the 2002 season". NCAA Women's Volleyball Rules Committee. Retrieved on 2007-01-12. “The NCAA Women's Volleyball Rules Committee [...] approved several rules changes for the 2002 women's volleyball season including the use of the libero player”
16. ^ "Volleyball glossary". Cambridge University Volleyball Club. Retrieved on 2007-03-20.
17. ^ Welcome to AVCA - the American Volleyball Coaches Association

External links
Wikimedia Commons has media related to:
Volleyball

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* AVP
* American Volleyball Coaches Association

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