Chemical Physical And Biological Evidence Biology Essay

Chemical Physical And Biological Evidence Biology Essay There are many different types of evidence that can be found at a crime scene, these can be categorised into chemical, physical and biological evidence. Physical evidence can be collected at the crime scene and are mainly physical objects such as a murder weapon or a broken window. Chemical evidence is any residue from liquids that could have been used to assist with the crime such as poison and drugs, finally biological evidence is when hair or skin from a persons body has been transferred to a physical surface and then be collected and tested. When such evidence is collected it can be used to find what exactly happened in the crime, the history behind the crime and who was involved and could have committed it. All evidence can be tested and analysed and is vital when finding out the various incidences that happened at a crime scene, some examples of evidence are shown below: Chemical Physical Biological Water Cuts Blood Chromatography Bang on head Hair Soil Finger print Lip Print Rain water Shoe prints Sweat Petrol Murder weapon Skin Fluids Broken windows/doors Saliva Poison Clothing Nails Drugs Fibres Gun residue Skeletal remains Alcohol DNA cosmetics Paint Serial Numbers Some evidence can be overlapped into two categories once it has been tested an example of this would be finger prints as it is both physical evidence and biological evidence. Health and Safety The Health and Safety at work act all employees have the right to be safe in their working environment to stop them from getting hurt while doing their job, if someone does get hurt while they are doing their job then they will have to receive compensation from the company because they would probably have to take a long time off work and it wouldnt be their fault it would be the companys fault for not providing a safe working environment for their employees to work in. This act is extremely important for people who work in forensic science and a crime scene this is because employees have to be trained to wear protective equipment to stop them from being contaminated by any substances in a crime scene. Employees also have to be trained to collect evidence properly without contaminating any evidence; this is because evidence cannot be used in a court case or to prosecute somebody. COSHH The Control of Substances Hazardous to Health Regulations 2002. COSHH is there to prevent ill health of companys employees that are carrying out experiments that involve hazardous chemicals. If COSHH was not there then people would not know how to handle experiments and what they should do if an accident arises. COSHH provides eight very important steps that should be placed somewhere in a work place to keep employees informed about what chemicals they are using or could potentially come across. Step 1: Assess the risk Step 2: Decide what precautions are needed Step 3: Prevent or adequately control exposure Step 4: Ensure that control measures are used and maintained. Step 5: Monitor the exposure. Step 6: Carry out appropriate health surveillance. Step 7: Prepare plans and procedures to deal with accidents, incidents and emergencies. Step 8: Ensure employees are properly informed, trained and supervised. COSHH states that employees have to be trained into dealing with bodily fluids and other hazardous substances, this is because the people collecting evidence and moving a body at a crime scene can be contaminated, and to ensure this the employees do not become contaminated by an substances they have to wear gloves, goggles, suits and masks so that no substance can be touched or breathed in. Management of health and safety at work The Crime Scene When a crime scene is discovered, I think this is the series of events that will happen, the cleaner will see the broken glass when they have come into work and go over to investigate the area, the cleaner will the go through the door and see the body of the victim. They will check to see if there are any life signs from the victim and then look around to see if there is anyone else in the area. After this the police will be called to investigate further When a crime scene of a murder scene is discovered by an individual, the police come to investigate that there is actually a crime scene. When this has been assessed the Scene of Crime Officer will be the first onto the scene and they will cordon off the area, the best point of access will then be chosen and that will also be cordoned off, this is so that no one who should not be there will not gain entry to the crime scene and contaminate the crime scene or the evidence within it the access point has to be so that it is not the same as the access point the suspect has used so the evidence is not contaminated. The scene of crime officer will then have the responsibility to set up and inner and outer cordon, this is because the inner cordon will be around the evidence to ensure that it will not be touched and contaminated, the outer cordon will be around the area, this is so that evidence such as footprints are not contaminated. There are six different types of people that can appear at the scene of the crime to investigate the area and scan the scene for evidence, these are: The Public: the public are most likely to appear on the scene of the crime first, this is because they generally want to know exactly what is going on, when the scene turns into an investigation the area has to be specially cordoned off to prevent the public from entering the area and accidentally destroying evidence. First Officer: The first officer or constable checks the scene for any visible evidence and has to take note of the environment such as the weather and any strange smells in the area. The First Officer also cordons off the evidence from public view. Crime Scene Manager/Investigating Officer is responsible for the crime until the case is ended such as someone being convicted or the case being dropped. The Scene of Crime Officer cordons off the inner and outer area and collects the evidence. Scientific Support: The scientific support put the evidence in bags and labelled them and then sends it to the forensic scientists for further analysis. Scientific Support is paid by the Scene of Crime Officer. Others: The other people that can appear on the scene is the media to report to the public on what happened. The army, fire arms experts, paramedics and anthropologists can also be present on a crime scene. Our crime scene: After school has finished, every Thursday evening between the hours 4:00pm 6:00pm there is a rock climbing club that takes place in the school gym. On Friday 13th November at 7:26am the school cleaner discovers the body of 18 year old Harriet Oaks who is a consistent member of the rock climbing club. Various evidence was found at the crime scene, the body was found on the floor next to the rock climbing wall with a rope around the neck which have caused strangulation marks, fibres from a jumper was found in her mouth and throat, these fibres were from a jumper that was also left at the crime scene. It was also found that there was pollen on the jumper which will be used for further evidence. The body was found still wearing rock climbing clothing, in the pockets of her tracksuit bottoms a fine white powder was found, in the alternative pocket a letter was found addressed to one of the suspects, the rock climbing teacher Mr Ross Hill who it was also found that they were having an affair. Outside of the crime scene there were other various evidence that can contribute to the finding of the suspect. The evidence that was found was paint on a bollard which is assumed to be from a car, maybe the car of the suspect, the other evidence was found was soil footprints that was found inside of the building and also a blood splatter that could have been from the suspect when they had broken in. CCTV footage was also found that could contain evidence from the crime scene. This was the evidence that was found: -Pollen -Letter -White powder in the pocket -Finger Prints -CCTV footage Evidence How its collected Why was it collected How is it stored Blood on the window I would use a cotton bud to scrape the blood from the surface. It can be DNA tested and find instant evidence on who the suspect could be. Tyre marks and footprints Tyre and footprints are collected in the same way by me; a plaster cast is taken of the soil. Footprints are very important because it can be used to tell what type of shoes the suspect was wearing, if the suspect was male or female, how tall they are and how much the suspect weights. When the cast has dried it is sealed in a plastic bag and then labelled, this is to prevent cross contamination. The bag that will be used is made out of strong plastic and is used to keep the evidence safe and intact. Paint Paint on a surface can be scraped from the surface, the flake of paint can be used to be analysed. I would also use a cotton bud to collect wet paint. The police would use this as evidence because it can be used to tell which car was used to commit the crime, this is because most cars have different paint on them so it can be used to decipher what car was used. The paint will be placed inside of a bag and then labelled. This is because the bag will prevent the paint from being cross contaminated or damaged. Soil If the footprint is found inside then I would have to take a photograph of the footprint because it can be psychically collected. The photo of the footprint can be used to decipher what type of shoe the suspect was wearing at the time of the crime. The photo will be placed in a plastic bag so that it can be examined and looked at with out the photo being damaged or contaminated. Fibres If I found fibres in the victims throat would be taken out with tweezers and placed in a container. However if fibres are found on clothing then the whole piece of clothing would be collected. Fibres can be anaylsed to see if the fibres match any items worn by the suspect. Fibres are stored in a brown paper bag this is so that they do not become contaminated and so that the clothing can breathe as it will be stored for a long period of time. Pollen Pollen that was found in the victims throat would be taken out with a cotton bud and placed in a container. However if the pollens are found on clothing then the whole piece of clothing would be collected. Pollen is collected because it can be used to tell where the suspect has been at the time the crime had taken place or how they have escaped the crime scene. This is because pollen is different from different flowers so it can easily be used to decipher which flowers the suspect has been near to. Pollen that has been found on clothing will be stored in a brown paper bag to allow the clothing to breath and prevent cross contamination. Finger prints Finger prints are invisible to the naked eye, so to collect them a light has to be shone onto the finger print with a powder sprinkled on it. This is so the print becomes visible and then I would have to take a photograph. Everyone has different fingerprints so the print can be used to tell exactly who committed the crime. The photo will be placed in a plastic bag so that it can be examined and looked at with out the photo being damaged or contaminated. White Powder The powder is placed into a pot and then experiments are conducted on it to see what kind of powder it was The powder can be analysed to see what it was and it may be able to help contribute to the crime case. It is put in a pot and sealed to prevent cross contamination or lost. Letter The letter will be taken out of the victims pocket and then placed in a paper bag The letter is collected to give further evidence about the victims personal life and also the victims handwriting can also be analysed. The letter will be kept in a plastic bag to ensure that it does not become damaged or contaminated. It also means that the letter can be read and analysed without being taken out of the bag Searching for evidence There are a variety of different ways to search for evidence at a crime scene, if a crime has taken place in a large field or open area a large amount of police are gathered into a series of parallel lines to scan the area for evidence, this will ensure that every inch of space is searched so no evidence can go amiss. If a crime has taken place in an indoor area the spiral method will be used to search for evidence, this means the police will go from the outer cordon and spiral inwards to cover the whole area; this is so that no evidence can be contaminated or broken. The last search method is dividing into grids, this ensures that each section is covered so no evidence can be missed or contaminated. The grid division method is mainly used in indoor environments because it means every inch of area will be searched. Collecting evidence pollen Testing pollen is essential to finding out who could have possibly committed a crime. A Forensic Botanist which is a plant scientist extracts grains of pollen from a piece of clothing that could have been worn by the suspect, pollen is used because the suspect rarely even remembers that pollen could be used as a piece of evidence. The forensic Botanist can therefore use key identification to understand what type of pollen has been on the suspect and from which species of flower, this will then be used to identify if the suspect has been at the crime scene at any given time. Analysing footprint and tyre prints Distinction Justify why the procedure is done? Possible Errors: Dont get the whole imprint of a clear footprint -If you spray hairspray too close the soil will be moved. weather can affect the footprint. If you do not move quickly enough the plaster will set before it is poured into the footprint. -If the plaster is of the wrong consistency then it will not set if there is too much water and if there is too much plaster the liquid will not pour over footprint Experiment I first mixed three parts of plaster of Paris and two parts water, then mixed thoroughly together to create the plaster and it is completely liquefied. I put a dam around the plaster so it does not run out of it As the soil is loose I put hairspray on so the soil does not move away. If I put it too close to the hairspray will move the soil. I then poured the plaster slowly and evenly over the footprint by not pouring directly on the footprint, this is done by holding a spatula underneath the plaster and letting the plaster run over it smoothly before it falls onto the footprint. I then waited for the plaster to set When the cast has been set the forensics analyst looks at various things within the footprint to help them in catching the suspect. This is done by looking at the size of the shoe which can help determine the gender and the height of the culprit. The type of print can also help tell if the culprit was running or walking through the scene of the crime and whether or not there is any definitive aspects to the shoe the suspect was wearing such as the make of the shoe and any ridges or other features on the shoe. Fibres Another experiment that I have conducted is collecting evidence that consist of fibres from clothing items and seeing what they look like under a microscope. The method is exactly the same as the pollen collection however instead of brushing the fibres onto a piece of fabric, I had to pull the fibres off one by one and spread them out as thinly as possible so that I could get a clearer look. The polyester and acrylic fibers looked exactly the same however but the cotton fibre looked very different. Fibres will be used as evidence as clothing from the suspect could rub off onto the victim or the environment. Fingerprints I also conducted a fourth experiment to evaluate the collection of evidence by taking fingerprints. The fourth experiment that I conducted to research the taking of evidence was by taking fingerprints. The class had two community police officers in to explain the processes on a crime scene in which the ways all types of evidence is collected. They gave us sheets that are used when taking fingerprints and they also gave us ink pads. Fingerprints are taken by making one rolling movement with each finger on the ink pad then the same movement onto the sheet. The first set of fingerprints taken is of the tips of each finger on both hands, it is then done with the four pads of the fingers together and the pads of the thumbs separately. Finally, the side print of the hand is taken. Although this experiment that I conducted has been used a lot in the past and is still used, there is new technology that allows police to scan the criminals fingerprints without the use of ink and paper. This means it is much more reliable, less messy and easy to do if the criminal refuses. Below are images of different types of finger prints; Police Notes: The police were called into the school lab; the evidence that was found was hairspray, cigarette butt, coat and a coffee cup. The hairspray that was found was sprayed with aluminium powder and a fingerprint was found, however this fingerprint cannot be used as evidence as it is known that the fingerprint is that of a police person, this is known because every member of the police force have to have their fingerprints taken when they first join the police. However if a gloved had of been used they would not know if the evidence from the glove belonged to the suspected criminal or a member of the police collecting evidence. The coffee cups that have been found have to be emptied of their contents and sealed into packaging for later testing, the packaging has to be marked as fragile because if the cup is destroyed the DNA will be harder to obtain. When collecting evidence from the coat it has to be done quickly as the coat could go mouldy if it is placed into an evidence bag, so the coat is therefore taken to the station and hung to dry and then placed into a brown paper bag, this will therefore allow the coat to breath. Both shoes and clothing items are packed in this way, however shoes will have to be packed separately as different shoes may have different evidence on them, this will stop both of the shoes from cross contaminating one another so they can be used in court. A knife is found with blood on it, it was found that the offender was suicidal and tried to commit suicide by cutting their wrists as they were addicted to drugs, it was then discovered that the crime was committed as the offender needed money to buy drugs. This is called acquisitive crimes and consists of a total of 7 out of 10 crimes committed today; these are crimes such as theft, burglary and shop lifting just to get money to feed a drug addiction. However, if a serious crime was committed with this knife such as a stabbing the community police will have no involvement as SOCO will have to be called in to deal with proceedings. The knife will be collected by placing it into a plastic tube and then that is placed inside of a bag and secured safely. If a tube is not available then SOCO have to improvise by securing the weapon in a box with wire then in a bag. Bags will always be reused and every piece of evidence is secured inside of one to be taken back to the station for further analysis. Method for coffee cup collecting and packaging:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pour liquid contents into the sink holding the handle with one finger hooked through to make liquid pour out the opposite side.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Get bag and fill in the outside labels.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Put mug into the bag the same way the cup was held when being emptied of any content.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Remove the blue tape and seal. Blood Splatter Experiment I conducted an experiment to test the way a person can tell which way blood has splattered on to a surface. The experiment was tested with watered down poster paint. I tested the drips on five different angles. These were 25 °, 45 °, 60 °, 70 ° and 90 °. If there is blood found at a crime scene the people responsible for testing it would look at the evenness as well as the course in which the blood had come from, this is because if the blood appears to be of a thick consistency it will mean that the blood has been on the surface for a long period of time, However if the blood appears to be very thin it will mean that the blood has been splattered onto the surface recently. The forensic analysis would want to look for the direction in which the drops had come in to identify where the victim had been attacked from, as this could also help to find out what the casualty was hit with depending on the quantity of blood and the distance from the impact it is. Equipment: A retort stand A clamp One pipette A wood block with slits in at each degree angle 15 sheets of A5 paper 1 sheet of A5 card Red poster paint 1 beaker 1 newspaper sheet Ruler Group Results: Angle Distance travelled 1 Distance travelled 2 Distance travelled 3 Average 25 2.5cm 2cm 3cm 2.5cm 45 2.5cm 1cm 2cm 1.8cm 60 1.2cm 2.3cm 1cm 1.5cm 70 1.8cm 1.9cm 1cm 1.6cm 90 1.5cm 1cm 0.8cm 1.1cm Class Results: 1 2 3 4 5 6 7 Average 25 2.33 1.3 2.5 2.06 1.6 1.23 2.5 1,93 45 0.83 0.93 2.1 1.36 0.9 1 1.8 1.27 60 0.67 1.06 0.9 1.2 1.13 0.8 1.5 1.03 70 1 1 0.6 1.36 0.8 0.93 1.6 90 0.9 1.2 0.7 1.13 1.03 0.73 1.1 I first started by setting up the apparatus, this was a retort stand with the clamp attached and the pipette held insecurely in the clamp as this would ensure an precise drop of paint. By putting the pipette loosely in the clamp an error may be caused as the pipette will be able to move too freely and the blood will get splattered inaccurately. This error is hard to prevent because if the clamp is twisted tighter to secure the pipette firmly then it will cause the pipette to be bent and the drop will fail to drop as the pipette will be blocked or the splatter may not end up in the same place. To recover this error, the clam should be left in a loose position and should also be kept steady when the drop is being made, this will therefore prevent the drop from being inaccurate The clamp was placed at 50 cm along the retort stand to make the experiment more accurate as it would not be moved after each drop. Underneath I placed some newspaper down onto the table to prevent it from becoming contaminated and to also so I could draw around a wooden block that I had placed over it. An error that could occur here is that if the newspaper moves through the experiment it may move the apparatus on the top which will mean the experiment will be in a different angle and will therefore make the experiment less accurate. This error can be prevented by sticking the newspaper down securely to prevent the apparatus from moving; the apparatus should also be constantly checked throughout the duration of the experiment to ensure that it has not been misplaced. I placed a wooden block under where the pipette will drip and drew around the bottom of it to make sure it is placed back in the same place every time the paper is changed around, this will ensure that the experiment is more accurate and ensure valid results. Next, I poured paint into a beaker and then used the pipette which is secured in the clamp to gather the paint and to then create a drop. I then wrote on each piece of paper the degree it will be used on and the number it was on that angle. After this I set up the paper in the wood block by taking the piece of card and a piece of paper fitting to the number and angle and securing them both together in the 25 ° slot. The card is used to make sure the paper does not move around when the drop hits the surface which will mean the results of the experiment will be reliable. Once all apparatus was set up and put in the right places I made the first drop onto the paper, waited for it to stop running down the sheet and then prepared to make the next drop. An error could be made if the paint is not left running because it will render the results inaccurate. I then carried this method out again three times each but at different angles, this was done so it would easier to find an average length for each angle.The class then took their results and put them up on the board to create an overall average. Main techniques for analysing chemical, physical and biological evidence Chemical Evidence UV spectrometer UV/visible spectrometry is used for the determination of the concentration of UV or light-absorbing substances in a solution. It works by a light passing through a solution; the higher the Mol concentration of the solution the more light is absorbed. The percentage of transmittance helps analysing the Mol concentration. This specific piece of kit is used because it simple and effective to use because it is all used on computers and therefore anyone can use it with minimal training. There are some problems and variables to using a UV spectrometer to measure light absorbing substances in a solution and that is that it cannot transfer light through glass because glass does not absorb any of the light. Furthermore when the substance is being tested it will need to have a covering placed over it to ensure that the substance does not evaporate when the UV light is shined onto it. Another problem that could arise is that there may not be enough samples to carry the test so a large substance will be needed. Furthermore, there is a chance that the machine could break down. I chose this piece of equipment because this piece of equipment is reliable as it give accurate results, however there is a great chance of human error because the plates can be touched which will therefore give unreliable results. Risk Assessment: The UV spectrometer can cause electrical shock chemical spillage and contact with moving parts. When using this equipment make sure that you wear gloves to avoid skin contact with chemicals. Do not touch any of the wires while the machine is turned on to avoid electrical shocks and do not touch the inside of the machine while it is determining the concentration of UV. Also when using this piece of equipment make sure that it is placed in the middle of the working surface to ensure that the machine cannot be knocked off and hurt somebody. The user of this machine should also wear gloves to protect the skin from absorbing any of the UV and visible light frequencies. Sulphuric Acid: Sulphuric acid is a corrosive chemical that can severely burn the eyes and skin if it comes into contact. At worst it can cause third degree burns and blindness to the victim. In its vapour form it can cause damage to the eyes, nose, throat and lungs, this can be very dangerous especially for Asthmatics because the vapour can cause a build up of fluid in the lungs. If sulphuric acid is ingested vomiting should not be induced, the victim should be given large quantities of water and should seek immediate medical attention. In case of skin contact, immediately flush skin with plenty of water for at least 15 minutes while removing contaminated clothing and shoes. Wash clothing before reuse. Excess acid on skin can be neutralized with a 2% solution of bicarbonate of soda. The victim should then seek medical attention. If sulphuric acid contaminates the eyes, then the eyes should be washed with a constant flow of water for 15 minutes occasionally lifting the lower and uppe r eyelids. To prevent these accidents from happening the user of this chemical should wear goggles, gloves and protective clothing to prevent any contamination. Potassium Manganate: This chemical is very corrosive. Harmful if inhaled, swallowed or absorbed through the skin. Inhalation may result in spasm, inflammation and oedema of the larynx and bronchi, chemical pulmonary oedema. Symptoms of exposure may include burning sensation, coughing, wheezing, and laryngitis, shortness of breath, headache, nausea and vomiting. In case of skin contact, immediately flush skin with copious amounts of water for at least 15 minutes while removing contaminated clothing and shoes. If this chemical is inhaled, remove to fresh air. If not breathing give artificial respiration. If breathing is difficult give oxygen. If swallowed, wash out mouth with water provided person is conscious. Seek medical attention and do not induce vomiting. If the chemical is spilt on clothing wash contaminated clothing before reuse. Method 1. Take 3 plastic cuvettes. Fill one (~3/4 full) with 1M sulphuric acid solutions, fill one with potassium manganate (VII) solution and fill the third with potassium dichromate (VI) solution. 2. Place the cuvette containing the acid into the spectrophotometer. Ensure that the clear/transparent sides of the cuvette are in the beam (not the opaque sides) 3. Set the absorbance wavelength to 400nm. 4. Set the reading to zero. (This is the baseline in which all measurements are made against) 5. Place the cuvette containing potassium manganate (VII) solution into the spectrophotometer and record the absorbance reading in Table 1. 6. Place the cuvette containing potassium manganate (VII) solution into the spectrophotometer and record the absorbance reading in Table 1. UV- visible Spectrophotomerty Table 1: Absorbance Data Wavelength (nm) Absorbance Manganate (VII) Absorbance Dichromate (VI) 400 0.076 1 420 0.035 1.157 440 0.062 1.061 460 0.162 0.848 480 0.408 0.490 500 0.763 0.219 520 1.114

How would you perform the role of BottomIn Act 1 scene 2?

Bottom is one of the group called the mechanics and he is an important comic character and is the only mortal to enter the world of fairies. In this scene we are introduced to him for the first time and he is one of a band of workmen who offer a complete contrast to the world of fairies that we saw previously. In the scene a group of artisans discuss the play they are going to perform as part of Theseus's wedding celebration. The play is entitled, â€Å"The most lamentable comedy, and most cruel death of Pyramus and Thisbe. Peter Quince takes a roll call of the actors and hands out their parts. Bottom the weaver gets the leading role of Pyramus, which pleases him because he is super-confident of his acting abilities. Bottom's costume will reflect his status as a weaver, so therefore his costume might be torn or dusty. His dramatic status is important because he is a dominant, full of self-importance and eager to dominate the meeting of this band of amateur actors. I would also make his costume quite colourful, to reflect his happy, enthusiastic and quite over bearing character. My performance would be influenced by my physical appearance and vocal characteristics. I see Bottom as a tradesman in his forties, taller than the others and of portly build, in fact I would want him to be physically larger than life and his accent Devonshire in cadence and with a raucous singing voice. In this scene, my performance would have to reflect the rivalry between Bottom and Quince. In the beginning of the scene, Quince who is in charge, would walk in rather proud, with an upright posture, and with head held high, maybe greeting the workmen by shaking their hands and smiling, as he doesn't want to make enemies and wants them to do what he requires and to ignore Bottom. He would probably forget to acknowledge Bottom and walk straight past him to put him in his place. Bottom's first line†¦ You were best to call them generally, man by man according to the scrip,' shows that despite Quinces dislike for him, and the attempt to lower his confidence, he is still extrovert and larger than life. It was directed to Quince and in playing this part I would make my voice domineering loud and move in close to Quince trying to intimidate him, as he is smaller than me. Quince would also be centre stage, as he is almost the focal point and is meant to be in charge of the other actors, who would be sitting down, looking up to him. Bottom would stand up in order to compete with Quince and try to push him out of the way or maybe stand in front of him to block him completely. My intention would also to get people to like me and to establish a friendship with them by shaking their hands. I would then break off from doing this to say ‘First good Peter Quince, say what the play treats on.. ‘ in a forceful manner and then get closer to Quince, snatching the scroll out of his hand, as if to take over the rehearsal myself. There would be complete scuffle between them as they fight for passion of the script, and this could be created very comically using large exaggerated gestures and their voice could turn into a crescendo, getting louder to get their point across without the other interfering. As bottom I would sound very confident and sometimes almost quite patronising, as if I am talking to people far more inferior to me for example when I say ‘A very good piece of work I assure you, and a merry' almost as if my opinion is important and worth hearing. Also when I say ‘Now good Peter Quince, call forth your actors.. it would be in a very instructive but condescending tone, emphasising the word ‘good' as it would provoke an annoyed reaction from Quince. Even when Quince calls out my name, emphasising that I am just a weaver, I would respond enthusiastically, instructing him to tell me my part and to carry on with authority. Quince appears very powerful and ignores Bottom, so Bottom h as to re-establish his importance by ordering â€Å"masters spread yourselves' at this point I would reveal some dissatisfaction and pull up a chair and reluctantly sit down. At this stage I would want my audience to respond, by thinking Bottom a rather loud mouthed bossy individual and have them feel sorry for Quince having to put up with such a disruptive member of the group. When finding out that I am ‘a lover that kills myself most gallant for love' I will respond very dramatically, telling the actors how the audience will cry, as my acting will be so natural and emotional. I would hold my hands up to my heart to portray this and maybe pretend to hold out a sword to show how brave I am, even though I am just a lover and not a tyrant. I would also suggest other parts such as Ercles or a part to tear a cat in, to show my capabilities, and in doing this I would screw my face up to make me look vicious and claw my hands, frantically moving my arms back and forth as if I am attacking a cat. I can see myself in every role and when I recite my poem I walk around the whole stage, emphasising the words ‘raging' almost spitting the words out to show my fury, and ‘shivering' by holding my arms and trembling, with my teeth chattering. I would also push my hands out forcefully, thrusting my body forward, almost as if I was ‘breaking' the locks of the prison gates. ‘ Quince just ignores him and continues to issue parts to the other actors. I watch when Quince assigns the part of Thisby to the flute, the bellows-mender, which is the other leading role, and when Flute refuses the part as he has a beard coming, my faces becomes animated and delighted as I would love to play that part too, this would be shown by my raised bright eyes and my open mouth. I face Quince, even though he faces away and tell him how I could wear a mask, and speak in a monstrous little voice, where I would raise the pitch of my voice till it Is almost squeaky, and maybe use a feminine characteristic such as playing with my hair or holding out my hand as if I was carrying a basket. When Quince refuses to give Bottom both parts, Bottom doesn't show any disappointment and tells him to just ‘proceed. ‘ I continue to dominate the discussion and when Quince gives the lion part to Snug, I almost pounce like a lion and curl my fingers up like claws and raw in a deep husky tone. I go towards Quince and aggravate my voice and shout ‘I will roar, that I will do anyman's heart good to hear me.. ‘ and when I quote what the duke will say, I put on an articulate, upper class English accent when I say' Let him roar again, let him roar again. ‘ When Quince and the rest of the actors claim that I would scare the duchess and the ladies and they would end up hanging them all, I am not offended at all, and continue to suggest other ways of roaring such as ‘gently as any sucking dove' and whilst saying this I would say it in a feminine voice with a sweet and innocent expression on my face. When Quince responds, his voice becomes much more stern, and agitated when he says ‘you can play no part but Pyramus' I will the sulk and sit down on a chair, with my head down and my bottom lip drooping, like a child would do If they were upset. This may make the audience feel a bit sorry for Bottom or they might feel relieved that Quince has finally gained more courage and has power over him. When Quince sees this, he puts on a sympathetic tone and says ‘Pyramus is a sweet-faced man' lifting my chin up and gently stroking my face. I quickly recover myself by running energetically towards the wooden box filled with wigs and beards and open it rummaging through all the varieties of beards holding up the ones that might suit his character and throwing the ones that were not good behind him. I think Bottom quite likes the fact that Quince is almost pleading to him and saying how much he needs him to play the part and when Bottom says ‘Well, I will undertake it' he will say it proudly, expecting all the other actors to be relieved. In the end of the scene, when Quince suggests learning their lines the following night and rehearsing in the woods, he emphasises to the actors that they should not fail him. I as Bottom, will stand next to Quince, nodding my head up and down, and looking down at the other actors as I am in charge too and I will announce ‘ we may rehearse most obscenely and courageously' throwing my fist in the air with excitement and I will also make sure I have the last word when I say ‘hold or cut bow-strings,' which I will say firmly and sharply with authority. Overall I will try to irritate the actors and the audience, and make them feel sympathetic towards Quince. I also want the audience to realise that although I am very confident and make out that I'm very talented, I am not very good and don't really have the ability to act other parts, this makes it comical. I will intimidate the other actors on stage to emphasise my authority and I will make sure that I have Quince's attention throughout the whole scene, so if Quince turns his back on me or pushes me out of the way, I will get in front of his view and I will push him out of the way too. This way the audience can see our relationship clearer. There are lots of different levels of emotion when Bottom is acting and there is a lot of competition between Quince and him. Bottom is a very comical and melodramatic character to play.

The Pain of Fast Food Essay Samples

The Pain of Fast Food Essay Samples Criteria for the selection could be contingent upon your interest and the knowledge you have regarding the subject. When you work with us, you're guaranteed that each of the samples and topics will be customized to fit your purposes. Students who find they lack the skills necessary to research and formulate decent essay topic ideas should think about getting assistance from our experts. Furthermore, you wish to select an essay topic that's going to permit you to demonstrate your skills to the best of your ability. Again, the topic has to be relevant to the program material learnt. Argument essay topics are tough to write on, and numerous students wind up feeling frustrated because of absence of time and material. Fast Food Essay Samples In this kind of situation, it's more convenient to locate ready-made essays and use them as an example. Different essay types need various questions. For that, research for sources to put in your essay to strengthen your viewpoint. You may purchase argument essay topics at reasonable rates. Moral argumentative essay topics are a few of the simplest to get carried away with. Banking essays can be real fun to play with if you've got an exhaustive understanding about the discipline and have keen interest in writing, so should you believe that you cannot write decent banking essays than again you're erroneous. Informative essays are somewhat more descriptive. Persuasive or argumentative essays are intended to convince the audience of somebody's viewpoint about a specific topic. Every day the quick food restaurants sell lots of their products, so it's a tremendous waste of paper. The food is more prevalent along the coast. Usually, the majority of the food purchased is shared. Thus, think twice once you choose to visit a fast food restaurant. Fast food provides convenience. Fast food isn't new in Japan, a simple fact that evident by the huge collection of fast food options which are readily available. It is a cheap option for people. Fast Food in the Philippines Food is among the basic necessities of man to be able to remain alive. Evidently, quick food is just one of the main causes of Obesity and Diabetes in regions including United States of America. Therefore, it is the best alternative for people with time-saving mindsets. In conclusion, it is a trend in the contemporary society for the fact that it offers a cheap alternative to most persons who cannot afford other meal types. Fast foods are also related to elevated levels of addiction. The primary aim of topic choice for a proposal essay is to show the idea can be put into place in practice. When you are requested to decide on a great topic for your argument, start with something you're familiarized with. Perhaps, you feel that now you must sit and creat e the very best essay topics all on your own, which could take a great deal of time and energy. Picking an emotional topic is also a great idea. Instead of just immediately writing about your argumentative essay topic, you should first think about what it is you are likely to put back on your paper through a procedure of brainstorming and pre-writing. If you are fighting to find one, try out a fantastic essay writing service to conserve time. You may continue to keep your argumentative essays for your upcoming job portfolio in case they're highly graded. When prior brainstorming is finished, you can begin drafting your essay. A conclusion is, without a doubt, the most significant portion of the argumentative essay because you can either support the very good impression or destroy it entirely. It's important to select debatable argumentative essay topics since you need opposing points you could counter to your own points. There are several steps that you should take so as to write an exemplary essay. The option of compare and contrast essay topics isn't a simple task because you should clearly show your analytical skills. It might be really boring to look for worthy English essay topics on your own, therefore we think that it's time to provide you with a hand of assistance. When you're at college or school, one of the chief tasks you need to do is write essays.

The International Financial Crisis On Islamic Banks Finance Essay - Free Essay Example

Sample details Pages: 3 Words: 1030 Downloads: 6 Date added: 2017/06/26 Category Finance Essay Type Analytical essay Did you like this example? Prior to the current global financial crisis, Islamic banking and finance (in the eyes of many) was marginalized and not given much attention by many international and conventional financial institutions. While many experts, scholars and leaders in the field of Islamic banking have asserted that many institutions practicing Shariah principles have been left unscathed during the financial crisis, this is not a surprise to many, including those who patronize Islamic banks. All Islamic products are under the law of the Holy Koran and Sharia (Al-Hamzani). Don’t waste time! Our writers will create an original "The International Financial Crisis On Islamic Banks Finance Essay" essay for you Create order And, relying on any unethical or manipulative business practices is prohibited. For example, investing in or deriving money from businesses such as tobacco, alcohol, and gambling are practically non-existent in Islamic finance. The sheer nature and principles of Islamic banking has not only saved it from the global meltdown, but has placed it in a new, bright spotlight amongst anxious consumers and financial professionals alike. According to many based in the Middle East and Gulf region, a good number of Islamic banks have managed and survived the global financial crisis quite well. Simply put: the strict principles and collective thinking behind Islamic banking has proven to be an honest, solid and profitable way of business. No gambling and speculation within the markets are allowed, therefore sparing these institutions from the collapse of financial systems around the world, most notably in America and continental Europe. According to one CEO based in the Gulf state of Bahra in, Adnan Ahmed Yousif, who runs the Al-Baraka Banking Group, Islamic banks do not rely on bonds or stocks, and are not involved in the buying and selling of debt unlike most conventional European and US banks. Yousif added: Islamic banking is distinguished by the fact that it is prohibited from buying debts under Islamic Sharia law, therefore Islamic banks are safe from the effects of the global financial crisis. One noticeable impact as a result of the financial crisis is popularity. The term Islamic Finance stirs more conversation today than it did or would have even five years ago. Financial industry professionals, legal and regulatory and market participants are now more aware of what Islamic finance is, and many are seeking to join what is proving to be somewhat of a lucrative business. The Islamic banking system (not too long ago) was looked upon as something that hindered the growth and development of the financial markets. Today, these theories have been proven wrong , more so as global financial giants that once dominated the markets are either non-existent or have collapsed and been taken over. Islamic banks around the world have stayed strong, and gained popularity. To date, not one Islamic bank following Shariah principles has requested a government bailout or has failed. While banking activity across the globe started to slow and in some cases, stop all together, practioners of Islamic finance found themselves busier. Suddenly, meetings, conferences and events began to take place, all surrounding Islamic finance. Simply put, Islamic finance was turning a profit, while the worlds most prestigious and well-known firms were not. Products of Islamic financesukuk (bonds) for example, have gained greater interest. Suddenly, Islamic finance networking events and meetings are fashionable. Finance and banking professionals are networking and showing increased interest in a system that is based on sharing, honesty and most importantly, has survive d the worst global economic downtown since the Great Depression, while also continuing to serve its customers. A very positive impact indeed, as new interest and business prospects await those who can accept and adhere to Shariah law. Prosperity, Optimism A Further Impact The financial crisis has shown how effective Islamic banking and finance is and its potential to become a leader in global finance. It allows financial companies to reach out to the less privileged, share wealth (as well as debt) and abide by Islamic rules. Such methods are now attracting even non-religious customers. Its practices are all-inclusive; one does not have to be a practicing Muslim to participate. It raises trust among its consumers and promotes Islamic values and beliefs. The global financial crisis has brought Islamic banking into the realm of setting good examples of financial practices. Mainly for its non-risk taking rules, its sold foundations and stability. From Indonesia to Malaysia to the Arab states, Islamic banking is growing and becoming more diverse as its appeal to customers has risen. The lack of risk taking that led to the collapse of world markets is proving attractive. This is one solid factor that led Islamic banking to remain steady and profitable during the downturn. The impact has been a positive one, with Islamic institutions remaining in place and developing new lines of businesses. The Growth Factor The new main drivers of growth of Islamic finance now driving the surge of Islamic finance and banking are market regulation as well as rising favorable demographics, growing affluence among it clients (investors), growth among organized savings and Islamic finance, greater availability of takaful, and Islamic finance products and changing consumer habits. Throughout the Gulf, for example, there has been a construction and real estate boom. CLOSE [X] Heavy dependence on property investment(s) as well as private equity and deal making, for the most part, have kept Islamic banking away from the financial fallout across the worlds markets. Experts, however, have warned that Islamic banks are not totally immune to the financial crisis, as real estate assets can quickly lose value and private equity funds can dry up, according to a report by Kuwait Finance House. But Islamic finance has also spared a lot, and to its credit has kept many banking systems alive, according to the repo rt. It states: In the current financial turmoil, it is interesting to note that Islamic financing may have prevented a majority of the mess created by the conventional banking and financial institutions. In Conclusion As the worlds financial markets continue to work through the crisis, Islamic Finance and banking offers hope and a renewed interest to those seeking safer alternatives in the market. Most authors agree that with continued growth, rising interest in various Islamic products and continued steady returns, Islamic finance is poised to become a significant and unavoidable factor in global finance.

Persuasive Essay About Chocolate - 786 Words

There is no doubt that chocolate has become one of the most favorite food types and flavors in the world. Chocolates come in different shapes and they are popular for different holidays, such as chocolate bunnies and eggs on Easter, chocolate coins on Hanukkah, Santa Claus and other holiday symbols on Christmas, and hearts on Valentines Day. In this essay, I will explain how you can make your own chocolate Easter eggs in your home. Equipment and preparation part is the most crucial part. Go to craft store and pick up your favorite Easter egg molds (molds are usually made from plastic or silicone, not expensive), then follow these steps to make a delicious and decorative chocolate Easter eggs. In your first step, you should melt your†¦show more content†¦Then, pour the melted chocolate into a mold and work quickly. Use a teaspoon to spread your chocolate both sides of the mold. After that, you should close the mold so the edges join, you can use clips. Shake to coat on both sides, then turn it over and put aside until set. By doing this, chocolate setting only on one of the sides can be prevented. Put your molds in fridge until they harden enough, it will be around 5-10 mins. After that, you can remove the eggs from the mold easily. Gently press the top and bottom of the mold to release the egg. Make sure the press each side one at a time. Now your chocolate eggs are ready to eat, but we have one more step to complete this process. This is the funniest part of making Easter chocolate eggs: time to use your imagination. However, you need to follow some steps in this part also. To decorate the eggs, place the egg in a glass or small cup and use as a stand. You can label the eggs with the process called piping. To pipe the eggs, fold a permanent paper in the shape of a cone, and fill the inside with melted white chocolate (or any other color you wish). Write your custom or desired messages, or paint your favorite shapes onto the eggs. You can also add white chocolate into the mold before any of the steps above, to give the eggs zebra like patterns for additional decoration. If you need more creative and sweet ideas, you can watch some videos on YouTube.Show MoreRelatedComparative Analysis Essay857 Words   |  4 PagesJoel Spencer 3779350 Knowing and Knowledge Assessment 1 Comparative Analysis This  essay  will  be  comparing  and  analysing  the  techniques  used  by  two  Melbourne  based university  lectures,  Robert  Manne  and  Patrick  Stokes.  Both  dealing  with  the  thematic  subject  of opinion. Concerning  Climate  Change  Ã¢â‚¬Å"Clear,  Catastrophic  threats,  Manne  opens  the  article  with  an anecdote,  that  Ã‚  a  Ã¢â‚¬Å"part  of  the  english  syllabus  [as  a  schoolboy]  was  Ã¢â‚¬Å"clear  thinking†Ã¢â‚¬ Ã‚  (Manne 2011).  This  anecdote  should  set  up  a  releRead MorePersuasive Analysis : Charlie And The Chocolate Factory736 Words   |  3 PagesIntroduction. 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Child Deve Free Essays

string(203) " TC and asks her â€Å"what happened the babies† TC replies to the Adult â€Å"Megan hit her† Adult says back to TC â€Å"the poor baby† and turns to the other baby TC has and says â€Å"That’s Not Nice†\." Observation: Physical (fine Motor) Time: 12:30-3:00 Date: 5/12/12 |Time |Actions |Social group |Language |Task | |12:30 |T. C is sitting at table making a jigsaw picking up|T. C , C1,C2,C3,C4,C5 |T. We will write a custom essay sample on Child Deve or any similar topic only for you Order Now CC1 –you help me |Making Jigsaw | | |pieces using pincer grasp | |C1T. C –Yeah | | | | | |C4T. C – Me too | | |1: 00 |T. C eats dinner with spoon |T. C , G |none |Eating dinner | |1:30 |T. C helps draw head holding pencil using pincer |T. C , C1 |T. C C1, C1- Look, Look |Drawing picture | | |grasp |T. C , C2 |C1 T. C –That’s lovely | | |1:45 -2:00 |T. C builds a tower with another child |T. C –C1 |T. C C1 want to help |Free-play | | | | |C1T. C -yup | | |2:15 |T. C helps change the page of book using pincer |T. CG |Read That One |Story-time | | |grasp |T. CA | | | |2:30 |T. C has Book of her own reading it and is changing|T. C, C1, C2, C3,C4,C5 |None |Storey-time | | |pages using her pincer grasp | | | | |3:00 |T. C picks her coats and zips it up using pincer |T. C A |T. C A- Bye |Home-time | | |grasp | | | | Personal learning: †¢ Whilst doing this observation on T. C I learned how amazing it is that at such a young age a child can hold a pencil and attempt to draw with it. †¢ Also in this observation I learned that the more free-play that children get the more they develop their skills †¢ I also learned that at such a young age of two that a child with some help from another child can put together a jigsaw without adults help. Summary: TC shows in this observation that she can use her pincer grasp very well as she is making jigsaws and is using a pencil. TC also shows that she can use her gramer grasp when she feeds herself with the spoon. Recommendations for T. C: I would recommend that the creche could ask T. C to build something with the blocks or they could ask T. C to try drawing something on her own to challenge her so she can develop more. Reference: Flood, E. (2010). Child Development for students in Ireland. Dublin: GillMacmillian Physical development: Checklist – gross Motor. Date: 23/11/12 Time: 11:00- 11:30 |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along | | |Not in observation |23/11 | |with the feet | | | | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny. Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time. Holding onto rails with | | | | | |both hands going up. | | |Steers tricycle pushing along | | |Not in observation |23/11 | |with feet. | | | | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation: The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting to get a better understanding of her physical development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body. In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the norms according to flood when she pushes a child in the toy car around the yard. TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development. According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age that children have good physical strength eg. TC could push the younger child around in the toy car I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. C: †¢ I would recommend that the creche get more Toys in the creche so TC can develop her skills on other things. †¢ I would also recommend that the creche encourages TC more to play with other children. References: Flood. E (2010). Child development for students in Ireland. Dublin: GillMacmillian. Piaget, J. (1975). The child’s conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Intellectual development. Observation: narrative. Date: 16/11/12 Time: 11;11:10 T. C is sitting on the couch at the corner with two baby born dolls on her knees; TC is pretending that the baby born dolls are talking to each other saying â€Å"do you want to play† TC is laughing away to herself and is pretending that the babies are laughing with her. TC keeps playing with the dolls, laughing pretending that the dolls are her own children. TC has just named the babies â€Å"Megan and Rachel† (which are the children on front of her) TC is now sitting on the ground with the one of the babies up at her shoulder saying† Its Ok†. Adults goes over to TC and asks her â€Å"what happened the babies† TC replies to the Adult â€Å"Megan hit her† Adult says back to TC â€Å"the poor baby† and turns to the other baby TC has and says â€Å"That’s Not Nice†. You read "Child Deve" in category "Essay examples" TC laughs at adult saying this and says â€Å"Rachel is ok now† and laughs. TC then puts down the Babies and walks over to the picture board and says â€Å"that’s me† and points to the picture of her on the wall. TC then points to another picture and says to adult â€Å"there is Luke and Lauren†. Adult replies â€Å"Yes it is†. TC then goes over to Luke and Lauren and says and points at wall and says â€Å"that’s you Luke and that is you Lauren. † The Door bell then rings and TC looks at door and shouts â€Å"Mammy† TC looks at adults and Says â€Å"That mammy† Adults Replies â€Å"no that’s Lukes mammy†. TC then says â€Å"silly Me† and TC then shouts over to Luke â€Å"Luke Mammy here†. TC Then Goes back over to the Corner and picks up baby born again. End Of observation. Evaluation: The aim of this observation was to observe TC a two year old girl while she was in the creche setting to get a better understanding of her intellectual development. I feel that I have achieved this aim very well and that generally TC is meeting hers norms of development in terms of her intellectual development. In this observation TC shows empathy for the baby born when â€Å"Rachel† is crying. TC shows affection here when she lifts her up and puts her head on her holder. According to Flood(2010) at this age this is what TC should be doing. TC also shows that she is meeting her norms of intellectual development when she goes over to the pictures on the wall and recognizes herself, Lauren and Luke in the photos. According to Flood (2010) these are the norms she should be reaching. According to Piaget A child at the age of 2 â€Å"is at the per-operational stage and assumes that everyone and everything is like them. Therefore they think everything feels pain and has emotions like them. Tc shows this when she thinks that â€Å"rachel† is crying and is hurt. Summary: This observation shows that Tc is meeting all her norms for her age. Recommendations for TC: †¢ I would recommend that the creche encourages TC to play with other children and to get her interacting with other children so that she is not playing on her own. †¢ I would also recommend that the Adults interacts more with TC if they can so that other children will come over and play with her. Personal learning: †¢ I learned that a child at this age can sense emotions and can comfort people who are upset. I also learned that children of this age can are in a little world of their own and just keep themselves amused by talking to themselves †¢ I also learned that children can re member and recognize different people that they might see in a picture. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: GillmacmillianPiaget, J. (1975). The child’s conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Language development – precoded (playing play dough) date: 23/11 Time: 20:00-2:10 |Keys |TC(target child C(Child C1(Child 1 A(Adult 1 | |TC(C |This yours? TC doesn’t get an answer of C) | |TC(A |Harry here | |TC(A |Can I play with harry? | |A(TC |Yes | |A(TC |Do you want me to break that up? | |TC(A |yea | |A(TC |What you making | |TC(A |It for mammy | |A(TC |Good girl | |TC(A |Harry going to sit here |TC(A |There Harry (do-do) | |C1(TC |What you making | |C(C1 |Think she making pancakes | |C(TC |Is it pancakes | |TC(C |I need that | |C(TC |Ok | |C(TC |Shhh† A† on the phone | |TC(C |OK | |TC(C |I need that | |C(TC |Here | |TC(C |Thank you | |C(TC |You’ re welcome. | End of observations. Child Initials: TC Age: 2 Sex: female Date: 3/12 time: 10:55-11:03 Setting: creche Observation: social development Min |Activity |Language record |Task |Social | |1 |Sitting in a circle sing singing |TC(adult – do ring-a-ring-a-Rosie |Group time |Group | | |nursery rhymes | | | | |2 |Sitting in a circle sing singing |A(TC ready |Group time |Group | | |nursery rhymes | | | | |3 |Sitting in a circle sing singing |A-TC-1, 2,3,4,5 Once I got a fish alive†¦ Group time |Group | | |nursery rhymes | | | | |4 |Sitting in a circle sing singing |Singing songs with group |Group time |Group | | |nursery rhymes | | | | |5 |Sitting in a circle sing singing |A(TC –ready |Group time |Group | | |nursery rhymes |TC nods head | | | |6 |Sitting in a circle sing singing |TC singing row-row |Group time |Group | | |nursery rhymes | | | | |7 |Sitting in circle singing santy |A(TC –what you want to sing? |Group time |Group | | |coming to town |TC- santy | | | |8 |Break |TC(G – Its break time |Group time |Group | Evaluation: The Aim of this observation was to observe TC, a two year old girl every minute for eight minutes while she was doing group time in a creche setting. I carried out this observation to get a better understanding of her social development. I feel that I have achieved this aim very well and that TC is meeting her norms of development with her social development. In this Observation we see that TC is meeting her norms when she responds to the adult when she is asked what she wants to sing, she also shows that she is meeting her norms when she joins in when an adult sings, so according to flood (2010) as she is doing this she is meeting her norms of development. She is also meeting her norms when she says â€Å"its break time† as according to flood (2010) children at the age of two will ask for food. In this observation these are the only parts of the norms of development in social skills that we could observe, so we don’t know if she has developed any of the other norms as we can not assume she can do these things we have to see a if she is interacting with the group better. Summary: This observation shows that Tc is meeting most of her norms for her age. But I couldnt prove she is meeting them all. Observation: Emotional Development Event sample. Date: 10/12/12 Observation begins: 9:30 observation finished: 2: 30 |No |Time/date/place |Description of incident |Adult involvement |Provoked/un-provoked | |1 |9:00, 10/12 on couches in corner |TC takes toy of child 1. Child |Adult takes toy of TC and says |Un-provoked | | |of room |1 gets upset and cries |â€Å" C1 had that first† and hands | | | | | |toy back to C1 | | |2 |11:00 10/12 preschool room |TC is playing on mat, TC takes |Adult asks TC to give C1 back |Un-provoked | | | |toy of child 1 and wont give it|the toy by saying â€Å" can C1 have| | | | |back |her toy back please† | |3 |11:30 10/12 tables in preschool |TC is at tables doing puzzles, |Adults says to C1 â€Å" give that |Provoked | | |room |child 1 takes a piece of TC’s |piece back to TC that’s for her| | | | |puzzle and TC gets upset |jigsaw† | | |4 |1:00 10/12 table in preschool |TC is having dinner and child 1|Adult asks C1 to stop â€Å"tipping†|Provoked | | |room |is annoying her by tipping her |TC | | | | |on her arm. TC says â€Å"stop† | | | |5 |1:30 10/12 Library space |Child 1 takes book of TC and TC|Adult Asks C1 â€Å"to give her back|Provoked | | |preschool room. |tur ns to wall and starts |the book† and gives book back | | | | |crying. to TC | | |6 |2:00 10/12 library space |TC then grabs book of child 1 |Adults Takes Book back of TC |Un-provoked | | |preschool room |and wont give book back |and hands to C1 | | |7 |2:30 story-time mat preschool |Child 1 pushes TC out of way so|Adults tells C1 to say â€Å"sorry |provoked | | |room |that she can sit at the front |to Tc† | | | | |of mat. | | | Evaluation: The aim of this observation was to observe TC, a 2 year old girl while she was in the creche setting to get a better understanding of her emotional development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development in terms of her emotional development. This observation shows that TC is meeting her norms of development as she shows extreme behavioral changes as she takes toys of other children but gets upset when children take things off her. According to flood (2010) this is the way a child at the age of two will carry on. This observation also shows that according to flood (2010) a child at the age of two have little concept of sharing this is why TC took the toy off the other child. Flood(2010) also says that children at the age of two doesn’t understand teasing this is why TC gets upset and mad when child 1 is tipping her whilst TC is having her dinner. According to bruner at child at 2 Should be able to â€Å"able to eat with a spoon and fork† TC shows she can do this. Personal Learning: I learned when doing this observation that you have to let children misbehavior for them to learn †¢ I also learned that children shouldn’t be put near another child that may upset or cause conflict with them. †¢ I also learned that you can sort out conflict that happens between children easily and as soon as it occurs. Recommendations for TC: I would recommend that the adults keep TC away from C1 if they keep getting into situations were they are annoying eachother. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gillmacmillian |Keys |TC – target child, A- adult G-group C- other child | |A(TC |Are uses ready? |G(A |Yes | |TC(A |What that (TC points to glue) | |A(TC |That’s glue | |TC(A |can we use that | |A(TC |yes one minute | |TC(G |Were using glue | |C(TC |Cool what you making | |TC(C |Lambs | |TC(C |What you making | |C(TC |Butterflies | |TC(C |Cool | |TC(G |Look at mine (TC holds up lamb) | |A(TC |That’s lovely | |TC(A |Thanks | |TC(C |I like yours | |C(T. C |I like that colour | |TC(C |Thanks | |TC(C |Luke what you making | |C(TC |Lamb like you | |TC(C |NAP (snap) | |A(G |Use having fun? | |G(A |Yeah | |TC(A |Can I make a butterfly now? |A(TC |Yes course you can | |TC(C |I making butterfly like you | |C(TC |We can be the same | |TC(C |Sure mines pink | |A(TC |When you finish your butterfly we are cleaning up ok | |TC(A |Oktaa | |TC(G |We Have to finish up soon | |G(A |nooooo | |A(G |Its break-time | |TC(A |Can we do it again | |A(TC |Yea later | |A(G |We have to clean up now. end of observation) | Language Development: date: 25/2/13 time: 11:00-11:10 Evaluation: The aim of this observation was to observe TC, A 2 Year old child for 10 minutes in a creche whilst she was taking part in a group activity to get a better understanding of the development of her language from the last time I observed her. I feel that TC has progressed in term of her language skills as she now talking clearer and is using more vocabulary As According to Flood (2010 a child at the age of 2 â€Å"uses 200 or more words. † Flood(2010) also claims that a child at the age of 2 â€Å"constantly pointing out an asking the names of people and objects. TC shows that she is meeting this norm when she asks the adult what the glue is. This also shows that TC has progressed since she was last observed as in the last observation she wasn’t asking much questions at all. According to Piaget † the vocabulary of a child is expanded and developed during this as they change from babies to toddlers† Tc shows that she has developed since the last observation as she is having a better conversation in this observation then she was in the last one. According to bowler a child at 2 should â€Å"let people know what they want using words†. TC shows this when she asks adult can she make a butterfly. Personal learning: From doing this observation I learned that children can progress and are always progressing as TC progressed since the last time I observed her. Recommendation for TC: I would recommend that the creche get TC to do more activities like this as in this activity TC was doing lots of interaction with the other chi ldren. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gillmacmillian Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educational Research, Melbourne, Vic. 1996. Piaget, J. , Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul. Physical development: Checklist – gross Motor. Date:25 /2/13 Time: 11:00- 11:30 | |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along |( | |TC is playing in the cars with |23/11 | |with the feet | | |the other children in yard. | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny. Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time. Holding onto rails with | | | | | |both hands going up. | | |Steers tricycle pushing along |( | |TC is playing in the cars in |23/11 | |with feet. | | |yard. | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation: The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting doing an outdoor activity to get a better understanding of her physical development to see if she has developed since I last observed her. I feel that I have achieved this aim very well as TC is now meeting all her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body. In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the norms according to flood when she pushes a child in the toy car around the yard. TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development. According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential. TC Also shows that she is meeting her norms as she shows that she can Rides a trike, pushing it along with the feet as according to flood(2010) she should be doing this at the age of 2 Years also TC shows that she is meeting her norms as she shows that she can Steer a tricycle pushing along with feet. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age those children have good physical strength eg. TC could push the younger child around in the toy car †¢ I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. C I Recommend that the creche do more outdoor activities with them so that TC can keep developing her norms. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gillmacmillian Social development: flow chart- narrative Date:25/2/13 Time: 9:00-12:00 TC entered the creche and went straight over to the table to get toast and juice. TC sat down beside another child and said â€Å"hi† she then turned around to the adult and said â€Å"can I have some toast† The adult replyed â€Å"yes† and handed Tc some Toast. After her toast TC went over to the library counter and sat alongside another child and read a book. TC and the other child were reading the book aloud and swapping book after they had each book read. After the library counter TC went over to the home corner with two other children and pretending to cook them lunch at the kitchen asking â€Å"what would you like for lunch† TC then told the children that this is what her mammy uses to make her dinner. After this TC went over onto the mat and sang nursery rhymes with all the other children and held hands when going around in the circle. TC then went back over to the table where she was going to have her break and asked the adult could she sit beside Lauren and luke. The adult said she could so she said beside them. TC then asked could she be the helper to give the children out there lunches and the adult let her. TC then went around giving all the children their lunches and talking to them. After Break TC went and got her coat on as she was going outside to do and outdoor activity TC stood in the line beside Lauren holding her hand singing â€Å"if your happy and you know it† song. TC then went outside with the other children and stood against the wall watching the adult demonstrating the activity. TC then got in a line behind the other children and waited her turn to do activity. After Activity was done TC went back inside as all the children were and went over and took a sit beside another child as they were making mother days cards TC asked all the children † what colours they were using† after the activity as done it was TC home time so she got up of her chair and said â€Å"bye† to everyone and went to the door to go home. (see flow chart) Evaluation: In this observation we see that TC has progressed since the last time that she observed as she in now interacting with the children more. We see this when TC is sitting next to â€Å"Lauren and luke† and she is taking to them in the last social observation TC was mainly just joining in on what the group was doing she wasnt making her own conversation with the children. According to the Piaget a child at the age of 2 should â€Å"Initiate play activities† TC shows she can do this when she join in indoor and outdoor activities. Also according to Piaget a child at the age of two â€Å"Demonstrate personal preferences about toys, food, and activities† TC show she does this when she pretends to make food for the other children. According to bowler a child at 2 should â€Å"2- 3 year olds love simple picture books with familiar things and simple stories. Read aloud to them and talk about the pictures† TC shows that she can do this when she reads the book at library corner. Summary: In this observation it shows that Tc has developed since the last time i observed her. Recommends: I would recommend that the creche workers keep getting TC involved in activity to make her interact even more with the other children. References: Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educational Research, Melbourne, Vic. 1996. Piaget, J. , Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul. How to cite Child Deve, Essay examples

Art and Architecture of Michelangelo’s David †MyAssignmenthelp.com

Question: Discuss about the Art and Architecture of Michelangelos David. Answer: Rational engagement with Michelangelos David allows the viewer to effectively engage with and fully understand this work of art. Introduction The rational engagement with art enables the spectators to see the art work under the internal light of harmonious spirit. The rational use of art offers an organic and temporary service that satisfies the eternal thirst. Bacon compared rationalists with spiders that spin all out of their own substance (Bacon 2014). However there is a contradiction between the aesthetics of art with the rational appreciation. The aesthetics welcomes the perception based sensitive cognition; the word aesthetic comes from a Greek word aisthetos that means perceptible and sensitive. Rational Engagement in the light of Post modernist Philosophies While discussing the philosophy of art, Baumgarten explains that when knowledge is concerned it is the rational one that holds much higher position than emotional one (Nakamura 2014). Philosopher Immanuel Kant suggested that viewers judgment towards a work of art generally is subjective and the whether a piece of art is beautiful is primarily the viewers subjective experience (Benot 2016). However it is not just the subjective feeling there is also rational engagement embedded. Animals lack this rational engagement with any object. Descartes suggested that the senses could not be subordinated to the intellect if the rationale is not provided (Vibbert 2013). Rational Engagement with David The rational engagement is the engagement with a work of art beyond emotional involvement or appreciation. The viewer develops his or her understanding based on the logic and reason behind the work of art. The middle ages of art did not have the rationalism from the historical perspective and it was more prone towards expressionism. According to the Story of Art the feelings were valued more than logic during the Middle Ages (Gombrich 2014). However the Medieval Greek architecture valued and incorporated more the ancient mathematical principles and at the later stage of the period the reasons started to reflect upon the work of other painters. In Giottos fresco painting the perspective painting techniques got coupled with depth cueing (Lubow 2015). Another painter Masaccio directly combined strict mathematics rules with perspective paintings. Brunelleschi applied linear perspective theory in the architectural art where he amalgamated Gothic style with classical building structures. T he renaissance painting and idealism came under light again in the work of Michelangelo. David demonstrates the application of reason with the reflection of expression of ideas rather than emotion. The Historical Perspective Michelangelos David was created in 1504 that is displayed in the Florence public square. The marble made most recognized sculpture in the world is 135 tall and depicts David waiting for a battle with a stone in his hand (Italianrenaissance.org 2013). David is an example of art where one can find the value of individual human being, physical beauty, rationalism and Greco-Roman influences. The original concept of David is influenced from the biblical story of David, where he did not use his strength directly to defeat Goliath but he thought and planned to use a better stone. David is a nude muscular man whose veins are visible as he is holding a stone firmly. The statute was meant to be placed at the roof of Florence Cathedral, but it is too heavy to be placed there. Davids hands and head are larger than the rest of the body and that is because the viewers were supposed to see this high up. The asymmetrical arrangement or the contrapposto reflects in the artists representing Davids lef t leg as that is also bigger than the right one. The depiction of human figure followed the reasoning of body postures as Michelangelo wanted to perfectly present Davids stance through his bodily gesture. David has put his body weight on the right leg and left leg is resting and this leads to his right hip positions bit higher than the left hip. Because of his stance his torso is bit curvy and his left shoulder is bit higher than his right shoulder. Two Davids One can compare Donatellos bronze made David with Michelangelos marble David to highlight the differences. The basic difference would be the Donatellos David is muscular and manly and without the associated biblical objects like Goliaths head or the sword (ItalianRenaissance.org 2013). Scale wise Michelangelos David is way larger than the other one but that does not make it a giant which his enemy is. Michelangelos David is depicted as he is about to start the battle where Donatellos one has already defeated the giant. The physical presence of David immediately presents the symbolical representation of heroic courage. Michelangelo appropriately depicted the idea of power of spiritual strength to be higher than the arm power through the exact bodily gestures. The Christian and Modernist theory both are rejected are rejected as he does not represent David neither as a giant nor as a victim rather his David is courageous noble man. The statue has a special historical significance as jus t before the statue was completed Florentines won a war against Medicis and held David as the symbol of their heroic act (Paoletti 2015). Conclusion The rational engagement with art enables the viewers with the power of appreciating the subtleties and complexities of art (Dominiczak 2017). The rational engagement contradicts the popular belief that beauty lies in the beholders eyes. When the viewer or critic is truly appreciating the art he needs to differentiate his own theory of beauty from the arts integrity of style and form. In the modern world the viewers engage with the arts on a superficial level mainly guided by their gut feelings. In order to judge the true art it is necessary to build up a sense of reasoning. The rational engagement with David explores many nuances of logical calculations, historical interventions and artistic elements. It highlights the artists knowledge and stance and the viewer gathers knowledge and reapplies those in interpreting the art. Without the rational engagement the statue of David is just a beautiful work of art but the in depth rational engagement helps the viewer to discover all the minu te details and subtleties that makes this art more than just a beautiful figure. References "Donatello's David Italianrenaissance.Org". 2017.Italianrenaissance.Org. https://www.italianrenaissance.org/donatellos-david/ Bacon, Francis. "Analogy, Metaphor, and Pattern."The Art of Social Theory(2014): 80. Benot, Gerald. "The beautifulin information: thoughts about visual literacy and aesthetics."Journal of Visual Literacy35, no. 1 (2016): 60-78. Dominiczak, Marek H. "Michelangelo: The Ingredients of Greatness."Clinical Chemistry63, no. 10 (2017): 1665-1667. Gombrich, Ernst HJ. "Idea in the Theory of Art: Philosophy or Rhetoric?."Daphnet Digital Library1, no. 1 (2014). Lubow, R. E. "Giotto's applications of embodied perception: Lateral and vertical dimensions of space."Laterality: Asymmetries of Body, Brain and Cognition20, no. 6 (2015): 642-657. Nakamura, Tomoe. "The Cognitive and Ethical Scope of Confusion in Baumgarten's Aesthetics."Philosophica44 (2014): 27-46. Paoletti, John T.Michelangelo's David: Florentine history and civic identity. Cambridge University Press, 2015. Vibbert, Charles Bruce. "The Perception of Movement in the Philosophies of Descartes and Bergson."The American Philosophical Association Centennial Series(2013): 313-325.