Original post by David Harris

The key is to choose your subject carefully. Whose life would you be excited to learn about? You’re bound to find out all kinds of interesting information as you read and research. But first, let’s make sure you know what a biography is.

What Is a Biography?
A biography is the written story of a person’s life. It includes all the facts about a person’s life–birthplace, childhood experiences, and so on. But the important part of a biography is its ability to express what makes this person special. For example, Michael Jordan’s biography tells what makes him one of the greatest basketball players that ever lived.

How Do I Choose a Biography to Report on?
There are stacks of biographies in the library and the bookstore–even on the Internet. The best way to start is to choose someone whom you are very curious about–Olympic skater Michelle Kwan? Dancer and choreographer Martha Graham? Soccer star Mia Hamm? Ray Kroc, the entrepreneur behind McDonald’s hamburger chain? Walt Disney? For online information about thousands of folks, go to , the Biography Resource.

• links to sites that focus on the lives of individuals or groups of people .
• links to sites that contain worthwhile collections of links to other biographical resources.
• links to primary biographical source material such as images, diaries, memoirs, correspondence, interviews, oral histories, etc.
• links to some of the best biographical dictionaries.
• links to short dictionary entries.
• links to fan biographies of living rock stars, soap stars, movie stars, etc.
• links to sites where special effects overwhelm content.

How Do I Begin My Report?
Start off with this information:

• title of the book
• author of the book
• whom the book is about
• the person’s special accomplishment

Then sum up the person’s life in a few introductory paragraphs. You can accomplish this by discussing some of the events or relationships that influenced the course of the subject’s life:

• date of birth
• hometown
• education (high school? college?)
• type of work
• relationships (siblings? married? kids?)

What Do I Say in the Middle of the Report?
Consider answering the following questions:

• How has this person made an impact on others’ lives?
• What happened in this person’s younger life that prepared him or her for this accomplishment or pursuit? What obstacles did he or she overcome?
• What kind of personality does this person have? Intelligent, generous, far-sighted? How did this help this person?
• What are three things you found out that surprised you? Your teacher and classmates are probably interested in hearing about these things too.

How Do I End the Report?
You might want to answer these questions as a way to end your report:

• Would you recommend this book to a friend? Explain why or why not.
• If you could have one thing in common with this person, what would it be? Ingenuity? Savvy business skills? Courage? Why?

Want to Give Your Project Extra Flair?
Go the extra mile. Add some multimedia elements to your project.

• Include a picture of the person.
• Include a voice recording of the person.
• List web sites you visited that have more information on this person.

Where Can I Find More Information About Biographies?
Check out Biography.com for winning essays in the Biography of the Year essay contest (grades 5-12).

Today, more than ever to be successful on your
bar exam, you must be aware of what’s tested and what it takes to pass. And,
more importantly, you must carefully select the bar review course you will
trustto help you make the leap from law student to lawyer.

What Will Your Bar Exam Look Like and What Will It Take To Pass?
Depending on which state’s bar exam you take, you will be required to juggle
some (if not all) of these four components:
The Multistate Bar Exam (MBE) is a full day, 200 question multiple-choice exam
administered in all but three states (Indiana, Louisiana and Washington) on
the last Wednesday of each February and July.
The state essay exam is part of every state’s bar exam. However, the length
and number of questions varies from one jurisdiction to the next.
The performance exam is challenging bar examinees in an increasing number of
states, including Alaska, California, District of Columbia, Colorado, Georgia,
Hawaii, Illinois, Iowa, Mississippi, Missouri, Nevada, New Mexico, Oregon,
Texas and West Virginia. The Multistate Performance Test (MPT) is administered
the last Tuesday of each February and July. States may use one or both of the
MPT’s 90 minute skills questions.
The Multistate Professional Responsibility Exam (MPRE) is required in every
state except Virginia, Washington, and Wisconsin, and is administered
nationwide each March, August and November. The MPRE is the only component of
the bar exam not administered with the rest of the exam, and is, in fact,
generally taken before graduation from law school.

Depending on the jurisdiction, each component
of the exam is assigned a relative weight, except the MPRE which is considered
separately. Most states take your scaled MBE score and average it with your
score on the essay and/or performance test section of the bar exam. Some
states add a wrinkle by requiring that you reach a minimum score on the MBE in
order to pass the bar, regardless of the average of your essay/performance and
MBE score. (In the state-by-state directory starting on page 4, you’ll see how
your particular state blends the components of your exam.) Let’s look at each
component separately to give you a more detailed look at what you’ll
encounter.

The Multistate Bar Exam (MBE)

Unfortunately, for most test-takers, the MBE is an entirely "different" kind
of exam. First of all, it’s much longer than most of your law school exams. The
MBE gives you only six hours to complete 200 multiple choice questions (each
with four answer choices) in six subject areas: Contracts, Torts, Constitutional
Law, Real Property, Evidence and Criminal Law/Procedure. All subjects are
weighted roughly equally with 34 questions each on Contracts and Torts, and 33
questions each on the remaining subjects.
Not bad, you’re thinking. After all, you took all those subjects in law
school, right? Wrong! The MBE doesn’t test those subjects the way you learned
them in law school. First, the "majority rules" tested on the MBE aren’t the
rules of any one state; they’re the law as interpreted by committees of law
school professors and practitioners nationwide. So you will have to know exactly
what the testmakers consider majority rules in the first place! Second, you are
no longer rewarded for your knowledge of the big picture. Instead, you must
demonstrate knowledge of very specific rules as well as their intricacies and
exceptions. And finally, the MBE is written by professional testmakers who know
how to trip you up. So in addition to knowing the law, to clear the MBE hurdle
you must know how to handle the unique difficulties presented by the MBE.
How is the MBE scored?
The number of questions answered correctly (out of 200) generates a "raw"
score. Over the last several years, the average raw score has been typically
about 128. To that raw score, the National Conference of Bar Examiners (NCBE),
which administers the MBE, adds points to provide what they call a "scaled"
score. These added points, normally between 10 and 20, smooth out any
differences in difficulty from one exam to the next. That final scaled score has
averaged between 136 and 145 for the last several years.
How does BAR/BRI help you pass the MBE?
Many states have been raising the requirements for a passing MBE score. As
the MBE standards get tougher your choice of study programs for the MBE becomes
more important–especially if you want to ensure that the first time you take
the MBE is the only time! Since your success on the MBE depends on both your
knowledge of the law and your test-taking skills, BAR/BRI uses a fully
integrated program of both substantive lectures/outlines and MBE workshops. In
fact, BAR/BRI provides you with two Multistate workshops–at no additional
charge–specifically designed to complement and reinforce the substantive
lectures.
Strategically coordinated with the substantive lectures, the BAR/BRI
Multistate Workshops reinforce your learning for each MBE subject and provide
you with an insider’s look at the "tricks of the trade." During the workshops
you will learn to quickly and efficiently answer MBE questions and avoid the "distractor"
answers so frequently used by the examiners. During the Gilbert 3-Day Multistate
Workshop, you will take a simulated MBE given under actual timed testing
conditions and receive exclusive individualized computer performance analysis
indicating exactly where you stand on every subject…every topic in every
subject…and even subtopics within a topic. Your Gilbert individualized
computer performance analysis points out your relative weaknesses so you can
maximize your precious and limited study time in the days before the exam.
Your Multistate preparation is supplemented by StudySmart®
Software (for Windows, Mac or DOS). Recognized as bar review’s most advanced
interactive software, StudySmart® integrates MBE practice questions
and outlines and exam tips from the renowned "Conviser Mini Review", to provide
you the ultimate in individualized, computer-assisted bar exam training.
Additionally, you will also benefit from two giant workbooks containing
nearly 3000 MBE questions with complete diagnostic, exam oriented answers.
Simply put: BAR/BRI provides the most effective Multistate review available.
Not surprising considering we have been helping students pass the MBE since it
was first administered, over twenty years ago.
The State Essay Exam
Several states also use the Multistate Essay Exam (MEE). This three-hour exam
consists of six 30-minute essay questions that test your knowledge of six
subject areas (Business Organizations, Conflict of Laws, Commercial
Transactions, Family Law, Federal Civil Procedure, and Wills, Trusts & Future
Interests). The fact that this exam has the word "Multistate" in its title is
somewhat deceptive. Although theoretically a "national" exam (meaning that it’s
designed to be answered according to majority law principles), it’s graded by
state bar examiners and they may require you to apply both general and state law
principles.
How does BAR/BRI help you pass the essay exam?
Success on the essay exam depends on much more than just knowing the law. You
need to know where the questions come from, what the bar examiners look for, and
the ins-and-outs of your particular state’s essay exam. With courses nationwide
and 30 years of bar review experience, BAR/BRI has the exclusive edge on essay
exam preparation. As with the MBE, you get complete substantive review of every
essay subject tailored to your specific state’s bar exam. Depending on which
jurisdiction you choose, you’ll get simulated essay questions, graded feedback,
and exclusive BAR/BRI essay workshops. Whatever help and support you need, BAR/BRI’s
there to provide it for you!
The Multistate Professional Responsibility Exam (MPRE)
All but three jurisdictions require you to pass the MPRE to receive your law
license. The good news about the MPRE is that you can (and definitely should)
get it out of the way before the bar exam. While most students take the MPRE in
November of their third year, you may take it in either March, August, or
November. Historically to pass this multiple-choice exam testing majority rules
of professional responsibility and the ABA Code of Judicial Conduct, you must
correctly answer 32-34 of the 50 questions.
How will BAR/BRI help you pass the MPRE?
As with every other element of the bar exam, BAR/BRI gives you everything you
need to pass the MPRE, simply and easily! You get:
A totally exam oriented outline; A lecture covering the substantive law and
highlighting the frequently tested issues; The unique Conviser Mini Review: a
condensed version of the outline ideal for final review; Hundreds of practice
questions to hone your test-taking skills; The StudySmart® Software
on Professional Responsibility (available in Windows, DOS and Mac).
 
No Matter How Tough Your Bar Exam Is… Rely on BAR/BRI to Get You Through!

Hopefully, by now you can see that it’s tougher
than ever to pass the bar exam. Not only might you have to juggle the MBE, MEE,
MPRE, MPT and your state’s essay exam, but you will also have to deal with the
disturbing nationwide trend of falling bar exam pass rates.
Don’t worry. BAR/BRI is here to help.

With over thirty years of experience, we know what it takes to pass the bar
exam–the first time. Our faculty analyzes the bar exam every year to give you
the cutting-edge information you need to pass. Our substantive outlines focus
specifically on bar exam law–without a lot of excess words and examples. Our
testing materials carefully direct your study to maximize your performance on
all elements of the bar exam. And our computer software combines the latest bar
review technology with the most individualized performance analysis available.

Decide on the Event
What should your scrapbook be about? Here are some ideas: a birthday, a graduation, a school dance, a class trip, a holiday, a family vacation.

Gather Supplies
Look for scrapbook supplies at craft, photography, and office supply stores. Some basic things you’ll need are an album or three-ring binder and acid-free paper, permanent pens, glue or tape, and photo corners. You’ll need to use acid-free materials if you want your scrapbook to last. Most paper contains acid, which will cause photos and other materials to change color over time.

Some other useful supplies are labels, stickers, stencils, rubber stamps, and paper punches.

Organize Your Memorabilia
Gather all the materials about your event–photos, ticket stubs, programs, invitations, letters, and so on. Sort through the pile and pull out anything you want to include in your scrapbook. Then arrange the materials in a logical sequence.

Design Your Scrapbook
Before you get out the glue or tape, lay out each page with the items you want to include. Try different arrangements until you find what you like. Remember to leave room for page titles and photo captions (and room to three-hole punch the pages if you are using a binder). Then sketch your design lightly in pencil as a guide for each page.

Once you’ve glued or taped down your photos and other items, add captions or journal entries to the pages. Make your scrapbook more personal by including quotations or comments from family members or friends.

Scrapbook Resources
For more ideas on scrapbooking, see Making Memory Books by Amanda Lewis (Kids Can Press, 1999). There are a lot of resources available on the web, too. Check out the Scrapbooks section of the Family Crafts site on about.com for great tips and ideas. Many web sites include information about scrapbook techniques as well as printable forms and patterns. There is even information about scrapbook clubs whose members share ideas and materials. You might find that scrapbooking becomes a lifetime hobby!

Don’t despair. There are lots of current-event resources available, as well as great ways to generate ideas for your essay.

But first, let’s define some terms:

• A current event is anything going on in the world today that’s attracting notice in the news media; i.e., newspapers, TV news programs, and online news services.
• When your teacher assigns you an essay, he or she wants you to sum up the current event and offer your own thoughts about it.

Pick a Topic

How can you pick out a topic from the hundreds of news stories in the media? Try these tips:

• Browse! Set aside an hour or two to flip through newspapers and magazines at your town library. Or browse current-event news on your favorite Web news service. Try visiting CNNfyi.com, too; it’s an excellent source of information for current-events research.
   
• Follow your interests. Look for news stories that catch your interest–you’ll have more thoughts on the topic to work into your essay.
   
• Cast your “net” wide. Consider choosing a topic beyond your “comfort zone”; for example, an event that’s happening in a culture or country other than your own.
   
• Read enough–but not too much. Don’t feel that you have to read all the stories available on a topic. Read just enough to gain a solid understanding of the topic and to start generating thoughts about it.

Brainstorm Ideas for Your Essay

Once you’ve chosen a topic and read about it, how do you generate ideas for your essay? These tips can help. We’ll use a timely topic–present-day slavery in the African country of Sudan–as an example.

1. Sum up the story. Sum up the basic facts about the topic. Example: “In Sudan, soldiers from the north raid villages of the Dinka and Nuba tribes. They burn homes and steal men, women, and children, bringing them north and keeping them as slaves.”

    

2. Brainstorm ideas. Look over the articles and reports you found on the topic and see what interesting questions or thoughts come to mind about it. Examples:
   • How does this situation compare with slavery in earlier centuries or other regions of the world?
   • Why is this situation happening? What are some possible solutions?
   • Put yourself in the place of an enslaved Dinka or Nuba. How would you cope with your plight?
3. Consult more resources if necessary. Even novels based on real events can give you ideas. Example: You might want to check out the true-to-life novel Dream Freedom by Sonia Levitin. (The novel describes a group of American students’ efforts to stop Sudanese slavery.)

Start Writing

Once your research is done, it’s time to boot up your computer and start composing

Thinking about the social status of women in society from ancient China, many Chinese contemporary thought about the Chinese women powerless in the patriarchal Chinese society. They denied all means and opportunities to ensure their own existence. The men taught them to believe that when they become widows, they remain widows for the rest of their lives, keeping their chastity out of respect for their deceased husbands. Even if they were indigent, we expect them to die of hunger rather than marry another man who has provided their livelihood.

I was one of those Chinese who were mistaken about the old concepts and values of ancient China, and regarded them as scrap. Subsequently, I had the opportunity to read many Chinese classics with a peaceful state of mind, unbiased and without trial. Then I realized that actually I knew nothing of ancient Chinese culture. My previous knowledge of ancient Chinese culture was the distorted version that the Chinese Communist Party was established in the minds of Chinese people since he took control of China in 1949. I realized that the ancient Chinese culture was authentic immensely profound. The ancient Chinese culture has been distorted, leading to the disappearance of many valuable Chinese traditions and making the vast majority of Chinese have lost their understanding of their culture and adopted behaviors as opposed to precious Chinese traditions. Accordingly, the morals of the people of contemporary China has continued to deteriorate to the point that the whole of Chinese society is plunged into moral chaos. I hope to clarify the true meanings of the values of ancient China and give people an opportunity to understand the true ancient Chinese culture.

During the reign of Emperor Chengdi of the Han Dynasty (BC 51-7. JC), there was a young man named Zhang Fang, whose family had held an official rank for several generations, the mother of Zhang Fang was a princess, and his own wife was the younger sister of the Empress. The Emperor Chengdi Zhang and Fang were close friends Chengdi The Emperor enjoyed drinking and having fun with Zhang, often late at night, neglecting to administer the affairs of state. Zhang Fang enjoyed the company of the Emperor Chengdi and vice versa. The mother of the Emperor Chengdi, Great Empress Dowager Wang, Fang Zhang believed was responsible for the negligence of his duty to Emperor Cheng Di. She eventually put pressure on the Emperor Chengdi Fang banish it to the capital. According to historical records, years later, when the Emperor died in Chengdi 7av. JC, Zhang Fang, hearing the news could not stop crying and he died shortly after.

This is usually considered a trivial historical episode. What started me thinking was the comment of an ancient Chinese historian about Zhang Fang. The approximate translation is “Zhang Fang loved the Emperor, but he was not loyal to him. Because of his love and his disloyalty to the emperor, Zhang Fang was far [from being a model] kindly and justice. ”

Based on the concepts of today, Zhang Fang was totally dedicated to the Emperor Chengdi because he was very dear friend of the Emperor Chengdi in all sorts of entertainment. In fact, Zhang Fang was a dear friend when he died of grief at the death of the Emperor Chengdi. But the ancients thought that Zhang Fang “loved his emperor” but “was not loyal to him.” They thought that Zhang Fang was “far from [being a model] of benevolence and justice.” The comment of the historian makes us consider the perspective of ancient Chinese about the meaning of “loyalty to his master or his Emperor . It is apparently a completely different perspective from that of China today. For the ancient Chinese, the meaning of true loyalty is an honorable moral character, far from [the usual concept) of love.

With this in mind, we should probably revisit the memorable characters in ancient Chinese history that are known for their undying loyalty. These loyal subjects presented their demands courageous emperors for the benefit of the people performing their duties until their death, risked their lives to make honest suggestions to tyrants, bravely opposed the corrupt high officials, who had a very negative influence on the emperors or government administrators unwary. We already know the ancient Chinese thought that Zhang Fang "loved his emperor" but "he was not Loya. So the question is: what is the true loyalty?

Ji An was an important broker in the reign of Emperor Wudi of the Hang Dynasty (157 - 87 BC. JC). An Ji began when Emperor Wudi angry with her frank suggestions, and many of his colleagues criticized him later, calling it a "straightforward" and "abrupt". An Ji explained: "The purpose of having brokers is to help the Emperor to control the country. Are we clowns court officials entertainment of the emperor? Is it our task to observe and do nothing l Emperor ruining the country, we have t be given the important position of brokers just to put our interests and our safety before interest and national security? If yes, what will become of this country? "

There is recounted in "XV filial piety in relation to stigma and Remonstrance" in The Book of Filial Piety, a discussion on loyalty. A disciple of Confucius named Zeng asked, "I venture to ask whether the unconditional obedience to the orders of a father may be called filial piety." Confucius replied: "What words are these! What words are these!" Historically, if the Son of Heaven (an emperor) had seven ministers him with remonstrances, though not the right methods of government, would not lose possession of his kingdom. If the prince of a state (or a feudal lord) had five ministers, although his actions can also be erroneous, he would not lose its status. If a great officer had three either, in a similar case, would not lose his head (] of his clan. If an officer had less than a friend telling her remonstrances, a good reputation would continue to be associated with his personality. And the father with a son who would remonstrate not fall into the pit of unjust actions. When it comes to unfair conduct, the reason is that a son must by no means refrain from remonstrating with his father, nor that a minister in his head. Therefore, since the remonstrance is required in case of unfair conduct, how unconditional obedience to the orders of a father she could count as filial piety? ”

True loyalty includes preventing his master or his emperor from making bad decisions. In other words, a subject is fair when it is responsible to the country, the people and their Emperor. With this in mind, we know that fun without restricted with the Emperor Chengdi Zhang Fang had made the emperor a reckless and selfish leader. In fact, Zhang Fang was anything but loyal to the Emperor Chengdi.

I wonder if there is still a “fair broker” in China today who would risk his life to be truly responsible for China and its people. With the traditional Chinese culture deeply engraved in the minds of the ancients, they were able to discern right from wrong. Even during the most chaotic periods in Chinese history, thanks to the strong influence of traditional moral values, the Chinese throughout history have always supported or sympathized with the historical figures really loyal, even if they have been persecuted by others. Public support of loyal subjects was a natural event in the heart of Chinese moral values. However, since the Communist Party took control of China: “If a person does not seek self-interest, heaven and earth will kill him” has already become a motorcycle prevailing throughout Chinese society! Apparently, with the erosion of traditional Chinese culture and moral values, the true spirit of loyalty is disappearing.

These reflections are in danger of extending the concept too, but open space for training strategies in a culture of science that does not necessarily relate directly to issues and problems that we are accustomed to recognize as characteristic of science. In the kind of language in art and play contribute to forming the culture of science. Conversely, it is worth wondering how people are trained in activities that deal directly with education in science.

Investigate the contributions of the school culture of science and technology and the relationship between these inputs and other extracurricular activities involves thinking about the differences between what is appropriate through an established formal process where a long way to acquire a mastery of language learning which involves a systematic and what is appropriate without the mediation of these languages. Systematic appropriation of scientific knowledge requires discipline, sequentiality and continuity that can only ensure the school. But outside the spaces in which the powers are set out to understand the theoretical and systematic approach to solving the problems are always new ways of accessing scientific knowledge and technology products which include which made possible the mass media and information technology. Beyond the language of the academy, which dominated the tradition and the written arguments, endlessly extending the universe of experience that becomes possible through the relationship with the images. Moreover, new questions and new explanatory analogies in dealing with everyday things that technology has made possible. And there are new spaces for encounter with science and technology outreach programs, workshops, publications, events, and science museums. The “school science” joins in the contemporary cultural environment, a “non-science” that explores new ways to approach knowledge.

In school and beyond are possible both the richness of the scientific attitude that recognizes the values of science as subservience that characterizes scientism. The culture of science is built on the school and beyond, but there is always the danger that the presentation of science as pure entertainment or pure recurrence. The school should form a scientific attitude. Ideally teachers make their students to live the excitement of research and commit collective work of building knowledge in the long term, unfortunately, has not been given the task of teacher social recognition it deserves and has not been necessary to put the emphasis in their training and qualification permanent so happens that the joy of discovering what is most common in school. Inside and outside the classroom can take the game to start and surprise someone in the adventure of knowledge to promote the question rather than ignore it, but it may happen that the understanding is slaughtered in senseless repetition or the market wonderland.

For our part we take the view that the relationship between science and culture is a social and historical phenomenon whose characteristics are defined and modified as it built in different eras of mankind. Knowing the progress of scientific knowledge, its processes, its implications and unresolved questions, it creates expectations which put within reach, not only from teachers and students, but also those members of society who have been unable to approach the school or who received a poor science education.

Communication of concepts emerged within science but have been produced by men and women of flesh and bone to describe and understand the world we live in is a task that could otherwise be rewarding if it is close enough to notions simple to allow the people to feel able to know without thinking about the nature disqualified by his own history in school.

Over the past millennia have done the most astonishing and unexpected discoveries about the cosmos and the place we occupy in it, follow the thread of these scans is really inspiring. They remind us that men have evolved to admire the things that is an understanding joy. [1] Carl Sagan’s legacy is an invitation to reflect on what we know now, what we knew before and I know that we plan for the future as an activity not only necessary for our survival, but also as a pleasant activity in itself that includes all members of society, not only to philosophers, chemists, sociologists, anthropologists and biologists, for example.

In fact, closer to the concepts emerging from the science becomes as an alternative to a social context in which the economic daily, the lack of credibility in the institutions, job prospects and a number of things, form a breeding ground for the emergence of myths and fundamentalism in the late twentieth century. However, we must be careful with this because even the myths are part of the social machinery. Which we consider a form of knowledge more valuable than another does not mean that we can conceive the existence of a non-scientific thinking and science outside the cultural sphere. The activities that comprise the total human labor, ie the artistic, political and religious, have to recognize that legitimacy or at least recognized by various groups to build their own paradigms or ways of understanding the world.

The Yugoslav Yehuda Elkana (1983), Article Science as cultural system: an anthropological approach, which poses the view that there is a difference between background and pre-scientific cultures, or between thinking and non-Western societies Westerners, is due to a positivist conception of science and wrong. If we conduct a thorough socio-historical analysis of keywords such as science, magic, religion, myth, and so on., would be a way in which we could epistemological note perspectives on how to build and legitmidad of knowledge are socially determined through what Elkana called “images of knowledge”, which can be a vehicle for explanation of the scientific and cultural exchange.

There are many examples in history that can give an account of how certain images produced knowledge and no other. Try to outline very briefly one example of the evolution of ideas about the universe in order to illustrate this. The image of beauty and harmony of the universe for the Greeks focused on the figure of the circle. Aristotle developed three types of local movement: circular around the world, from inside the world into the sky, and sky to the center of the world. Nearly five centuries later, Ptolemy continued to use the circle to develop its model geocentric (Earth is the center of the universe). Catholicism of the Middle Ages legitimized the image on the beauty of the circle to explain to the man as the center of creation. Centuries later, Copernicus realized that the Earth was not the center of the universe because he was a witness and produced records on the occurrence of a supernova in the sky, and also noted that the apparent retrograde motion of Mars. Copernicus challenged the model ptolomeico on the position of the Earth and the stars, but never questioned the idea of the beauty of the circle. Developed his heliocentric model with circular orbits despite his observations on Mars, citing the argument of the epicycle (roll on a circumference of a circle fixed). For its part, the astronomer Tycho Brahe refused to accept it as a model of Copernicus a heretic and irreverent, yet made accurate observations and records that served as Kepler (who did horoscopes for survival) as a source of data to show that heliocentric model of Copernicus was correct, except for the orbital paths of planets.

In the above example highlights the interplay between what is for some legitimate science with pseudo-science or pre-science. The legitimacy of knowledge changes over time because the companies are changed and modified them to carry out political, religious, economic. and for this same reason, the positivist idea of the existence of a genuine and objective science, is another of the many myths that live today.

The analysis of the science culture, Elkana argues that a system can be given to cultural (including science, art, politics) on the other, provided they do not exclude its relationship with other systems. Culture is not an arithmetic sum of elements, but an open system of relations in which it is carried out a process of re-construction and by individuals who are immersed in it.

Elkana takes semiotic concept of culture developed by Clifford Geertz, to assert that science is a cultural system that is historically constructed in a web of meanings that the human being developed and, therefore, is a system that can be questioned, amended, and taught resignified from one discipline to another and from one era to another.
Defenders (extreme) of modern scientism can react to this statement by saying that science does not change and that is a single type. This position is still prevalent in many schools and universities where we work towards a “real science,” single.
Ideologies, political, social pressures and norms, not directly from the images (or visions) of knowledge but of course that interact with them. In terms of Bourdieu, this means that there is simultaneous production and reproduction of forms and concepts within systems.

This is one of the central thesis of Elkana and constitutes a very important contribution to the analysis of the relationship between science and culture. In fact, the author identifies five ways to analyze this relationship:

1 .- The science undervalued in relation to culture.
2 .- The science overvalued in relation to culture.
3 .- The science field as a separate section on culture.
4 .- The science is considered the totality of human culture, which is obtained when deleting the other dimensions of culture (religion, ideology, art, etc..) As being obsolete, useless or a different order of importance.
5.-The view science as a cultural system, ranking it shares with religion, art, ideology, and so on.