All About Eve

Ironically, we see the story repeating Itself at the end of the film. The story itself reflects a history that is as old as show business. Betty Davis' plays Margo Changing, the star of the film fears her stardom will soon fade do to her turning 40 years of age. Margo goes through a series of events were she panics do to her aging. In reality being the age of 40 is not very old. However, in film business actresses are unable to play various roles. Ideally, most roles are created for pretty young woman, and after a certain age it is difficult to portray those oleos.Males however, are able to continue their advancing years In many roles. Marco's character Is egoistical, very demanding, and obsessed with stardom's. Her life revolves around theater. The numbers of roles that are offered to her are suddenly decreasing. Although her character shows confidence on the outside, in the inside she is full of insecurities. Betty Davis' was the perfect candidate for this role. Davis' herself was a very famous Hollywood star whose career was going down the drain due to aging. This movie put this aging actress back to the top.Ann Baxter plays the role of Eve. This character plays a role of a star struck fan. At first Eve seems to be a very naive, and sweet. Eve Is dressed down at the beginning in an old trench coat and hat. She Is setting herself up for an Improvising soul who has to pay cheap for a ticket at a standing room; giving the illusion that she is caught up with the love of the theater. She soon becomes Marco's assistant, and then understudy. Both actresses convey their roles in such a natural way that it seems as if the roles were written for them.Actuality, there was other actresses who were noninsured for these roles, but the castings prevailed. In the film, Eve becomes Marco's understudy with the help, and Influences of great theater people. The film portrayed the rivalry and competition between actors. The movie was such a success that it was nominated for many awards. This film put Betty Davis back on top. Her great performance got Betty nominated In the academy awards for best actress. But, her co-star Ann Baxter (Eve) insisted on being nominated for the same award.Rather than taking the award for supporting actress. This caused the votes for tooth actresses to cancel out; therefore, giving the award to the runner up. Eve later admitted her mistake In not accepting the supporting actress award. George Candler's plays a theater critic named Addison De Witt. De Wit's character is very egoistic, snobby, and believes he is the most important person in the theater world. His dialogue consists of sarcastic tones that set the films themes in perspective. His character represents the views of the director Amanuensis.In a theater community a well recognized critic can make a difference in an audience. Monger than Margo. Yet, he falls in love with Margo and marries her. In real life, Merrill did fall in love with Davis, and also decided to marry her. Along with the cast of this great film Marilyn Monroe is introduced. Marilyn plays the role of Miss Caldwell. Miss Caldwell is interested in meeting wealthy men, and therefore uses her assets like her body to attract them. In real life Marilyn did use her assets to accomplish her goals. The films dialogue sets the movie apart from any other film.The characters are always lively, and clever. Their tone of delivering their lines makes the audience stop and pay attention. The films dialogue undertones all the hidden feelings that the characters are establishing. It reflects the backstabbing, and the means people will take in order to reach stardom. The film director uses high key lighting in black and white in order to portray a flawless and glamorous look. This gives the image a clear and clean appearance. This choice of lighting smooth's the characters flaws, and makes them appear younger than they are almost doll like.In the film the people that are involved in theater appear t o be very wealthy. The characters are dressed formal, and glamorous. It appears that the world the characters inhabit is white segregated. The characters all obtain fur coats, and they appear to treat them as if they had no value. Birdie (the helper of Margo) makes Jokes of the bed looking like a dead animal when the coats are thrown on the bed. Small items like these indicate wealthiest. The film â€Å"All about Eve† is a great representation of the behind the scenes of a theatre based environment.The film represent the secret feelings, envy, Jealousy, and backstabbing between friends, and colleges. This film is an insightful manipulation of art imitating life. The clever dialogue and sharp performances illustrate the plot of the story. The audience is introduced to the story of a young lady and her ruthless way to rise in fame. Once she is an inspiring actress, we see the story repeat itself as a young lady enters the life of Eve claiming to be a star struck fan. The cycle repeats itself, and there are many women who are ready to take her spot.

On the Waterfront Essay

Kazan does not only use Terry Malloy by establishing him a hero in On the Waterfront to value individual conscience or moral growth above community loyalty or sense of obligation, but also other characters like Edie and Father Barry. Unlike Terry, who has to gain individual conscience, Edie and Father Barry have never been really closely connected to the community, which allows them individual conscience. Their supporting role of Terry’s moral growth is used by Kazan to praise individual conscience, as it also liberates the waterfront. It should not be mistaken that Kazan does support individual conscience in the deaths of Charley and Dugan who had to die for the possession of a sense of justice. Their deaths were portrayed by Kazan as a type of martyrdom and also had a great impact on Terry, which resulted in his portrayal as a hero. Edie Doyle and Father Barry epitomise individual conscience, which Kazan attributes to how they are outsiders and allows this value to waver as both of them become more involved with actions of disruption and protest against the corrupt union on the waterfront. Father Barry was a â€Å"saint [who] hid in the church† believing that â€Å"time and faith were great healers†. It was Edie’s sense of justice which pushed Father Barry out of his passive role to work for social justice, as she bitingly scorned Father Barry’s inability with a close up used so that viewers can tangibly feel her resentment, when Joey had just been pushed off the roof of the tenement. Father Barry had transformed from being a â€Å"potato eater† (demeaning label of an Irish Catholic simpleton), to risk being â€Å"shipped off to Abyssinia† (a pun perhaps as the abyss is death) to break the mob’s corrupt grip on the waterfront. The attack on the church did not faze Father Barry despite the alarming clatter of baseball bats on the pavement and heads being using like baseballs, when the church was under attack by the union. Father Barry’s individual conscience grew as he firmly believed that â€Å"these people (the community) needed help†. This as well as going â€Å"right down to the wire† for Dugan, acted as a catalyst for Father Barry’s growth in individual conscience, which had made him a hero in his own right as he had to triumph over his own inhibitions and the conservative restrictions of and expectations of his role from the church. Edie unlike Father Barry, had already possessed individual conscience (she had contributed to Father Barry’s growth to provide justice), but she like Father Barry refrained from perpetually seeking an end to the corruption on the waterfront. Father Barry had sought to back Dugan as he talked to the crime commissioners so that they could charge the union of corruption, yet when Dugan died from an apparent ‘accident’ Father Barry shied away from taking an active role, preferring to be passive in his involvement, as seen when Terry came to ask for advice of whether he should go testify against the union where Father Barry in a bitter tone said that Terry’s â€Å"own conscience has got to do the asking†. This may suggest Father Barry’s guilt in pushing Dugan to take action which resulted in his death. Edie also refrained from the active role she had taken to find Joey’s killer and unknowingly fighting against the corrupt union, when she realised she loved Terry. Thus not wanting him to die but to â€Å"come to the country, where there is no Johnny Friendly†, who controlled the union, and threatened his life. She may have been trying to protect Terry but she did not consider the impact on those who work on the waterfront, including her own father, Pop Doyle, who would continue to be exploited by the union, thus perhaps compromising her morals to an extent. Unlike Terry, Father Barry and Edie were not empowered to stop the corruption of the union on the waterfront. It is in Father Barry and Edie’s inability to stop corruption that establishes Terry as the hero through his moral growth to individual conscience. Ultimately it is his triumph over the corrupt union to show that individual conscience is valued over community value, when comparing his moral growth to Father Barry and Edie’s. Kazan allowed the audience to follow Terry’s tumultuous moral growth allowing strong connection to form between the bodies. It was loss of Joey that had begun the transformation process that had reignited his bitterness for purposely losing in a boxing final to fulfil Johnny Friendly’s bet. Terry’s relationship with Edie had also contributed to his growth of moral conscience as an individual, as Terry wanted to protect as he confessed she was â€Å"the first nice thing that has ever happened to me† to Father Barry when he was seeking to know whether he should confess to the crime commission about Joey’s death. Father Barry had also encouraged Terry to be truthful to himself to develop individual conscience, allowing Terry to admit he was being used by Johnny Friendly (â€Å"it’s do it or else† when it comes to a favour from Friendly). Terry would not have been a hero with individual conscience if he had not the support from Edie and Father Barry. Terry had to struggle against community loyalty to achieve individual conscience. Kazan uses this struggle to humanise the character making him heroic. Terry had always been â€Å"one of theirs† or part of the union as he was the â€Å"brother of Charlie the Gent†, he was in a sense also an outsider like Edie and Father Barry from the workers of Hoboken on the docks yet he was driven by self-preservation, which led him to adopt the â€Å"D ‘n D† or Deaf and Dumb creed (not speaking up against anything the union did – keeping silent) from the dock workers, which inextricably created a superficial community loyalty as they shared the view that their â€Å"life was not worth a nickel†. It was Charlie’s death that had led to Terry going against community loyalty, as Charlie was his brother and shared a strong connection with each other. Charlie had looked out for Terry as he had sacrificed himself knowing â€Å"10 to 1 they (Johnny Friendly) won’t believe me†. This portrayed Terry as the tragic hero eliciting the sympathy of the audience who will celebrate as Terry topples Johnny Friendly’s position of power, as he stumbled battle worn after violently grappling with Friendly into the warehouse to take his position as the new spiritual leader of the workers, with trumpets in the soundtrack heralding his triumph. His growth to individual conscience had led to Terry’s redemption of Joey and Charlie’s death. Community loyalty would not have achieved this. Kazan valued individual conscience in Edie and Father Barry, but through them has shown that though it may motivate them to defeat corruption they may not be empowered to take action. It is through Terry that Kazan strongly values individual conscience by establishing him as an enduring hero, who had to undergo transformation and go against community loyalty, but also needed support to uproot Johnny Friendly and his corruption.

An Analysis of the Influence of Music and it’s Contrasting Message on the Youth of Today

Music is a way of life, it is all around us. It can influence who you are and how you go about your daily lives. Music can manipulate the emotions in a powerful way, which can sometimes determine your mood and your conscience. Sometimes different cultures adapt different music into their lifestyle. Example, Reggae is usually listened to by the Black Caribbean Community. Their music is relaxed and optimistic, as is their lifestyle. The style of music quite often reflects the culture. Music in the 21st century can have positive and negative influences. Different types of music give off different impressions on how the youth of today should live their lives. An example of how diverse cultures can influence a music style can be found in artists such as Ms. Dynamite and 50 Cent. In this essay I will be contrasting the different messages both artists give out through what they say and how they present themselves in their videos. The image they convey is partly determined by their background. Both Ms. Dynamite and 50 Cents music were prompted by their own/previous lifestyles. They were both brought up in dominant cultures, but although it had strong influences on them the cultures themselves were very different. Ms. Dynamite aka Naomi Mclean-Dayley, was born in London in 1982, and lived on a council estate. The eldest of 11 brothers and sisters, she was raised by her primary school teacher mother whose passion for roots, reggae and soul had a profound effect on Naomi. This early part of Ms. Dynamite's journey differs from 50 Cent. 50 Cent was born Curtis Jackson and raised in Queens, New York. He grew up with his grandmother after his mother died under mysterious circumstances when he was 8, and his father left shortly after. The influence placed upon 50 Cent from theses early-life tragedies left him with a sense of insecurity and lack of self-esteem, eventually luring him into the Gangster lifestyle. When he was 12 he was used as a runner and at just 15 he owned his own gun. This all left him with an immense amount of responsibility. This was a diverse contrast compared to Ms. Dynamite. She always had that support wherever she went and whatever she did, as she states, â€Å"My life generally, I've bin lucky to have a lot of Intelligent, loving people around me who will take out five minutes to teach me things about myself without preaching at me just showing me naturally. â€Å"Niomi passed up an opportunity to study social anthropology at Sussex University in order to concentrate on music. Her first single ‘booo! ‘ hurled Ms. Dynamite into the spotlight swiftly establishing her as one of the hottest young talents to emerge from the UK Garage scene. On the contrary 50 Cent was entrenched within the gangster industry, so it wouldn't surprise anybody why he'd been shot 9 times. It was only after his first born baby he became a rap artist. Curtis' first album wasn't a success at all. It wasn't until Eminem noticed him and took interest that 50 Cents career took off. After signing a deal with ‘Shady records' he immediately went to work on his new album entitled ‘Get Rich or Die Tryin. ‘ 50 cent soared to popularity with the first single from his new album ‘In Da Club. Ms Dynamite and 50 Cent both introduce past experiences and elements of their cultures into their songs. The songs that most strongly illustrate these elements are Ms Dynamites ‘It takes more' and 50 cents ‘P. I. M. P'. The titles set the foundation of the songs, and have to be well thought out to interest and catch the attention of the audience. The song ‘It takes more' generally promotes an opposing view of the gangster lifes tyle, unlike 50 Cent, who promotes it in ‘P. I. M. P'. Even though both songs have similar themes the artists themselves express the message in very much different ways. The first twenty to thirty seconds of a video can determine what the remainder is about, and how it impacts the audience. In ‘It takes more'Ms Dynamite starts her video with a strong contrast. As she steps out of the trailer there is a background of a divine scenic beach, but as she carries on walking reality begins to kick in and the beach is replaced with strippers and run down sets. Ms Dynamite is wearing casual clothing portray the message of not flaunting yourself. This makes a statement that you don't need to be made up to feel good or be happy with yourself. That is a good approach in to setting the scene and following the message through. 50 Cent however, starts ‘P. I. M. P'by arriving straight into the master bedroom surrounded by girls in underwear. The room is large and white symbolising wealth and a type of heaven on the outside, relating to the phrase ‘don't judge a book by its cover. ‘ Compared to Ms Dynamite's video, 50 Cent gives the audience a false impression because Ms Dynamite expresses the true reality of the gangster lifestyle through her opening scenes The core of both videos is where the biggest influences are established. In ‘it takes more' the image moves from inside the car to a newspaper picture which transforms to a colour image of a man with two women in a club. The camera zooms in on a tattoo on one of the women. It changes from saying ‘Sadie' to ‘aids. ‘ The message put across in that scene is meant to enlighten you to have self-respect and not get caught up in the gangster lifestyle. A complete opposite message is put across in ‘P. I. M. P. ‘ A later scene in the video shows a man holding several dog leads with women on the ends as though he owns them. This implies his control, and lack of respect shown for women. A quote the lyrics that backs up this point is, ‘ I could care less how she performs in bed,' meaning as long as she's good in bed and making money for me, that's all I care about. The message conveyed in that incident is that women are treated no better than dogs in the organised crime business. Comparing the videos the colours illustrated are very different. In Ms. Dynamite's video there are very dull and dry colours, (such as black and grey) giving the effect of gangster life in reality. The contribution of the colour red symbolises death in that joining the lifestyle can mean you are gambling with your life. 50 Cent in P. I. M. P however, uses totally opposite colours like bright whites. This gives an impression of a heaven like environment. White can also signify his involvement in drugs, because the majority of drug colour is white. The camera angles used in both videos accentuate the ways each person wants to be perceived. Ms. Dynamite focuses the camera level with her face to portray the message of equality. In opposition to this 50 Cent uses camera angles from his feet looking upwards. This gives the message that he's bigger than everyone else, God like and worthy of adoration. The way both artists present themselves in their videos gives us an insight into the kind of message they are trying to communicate. The messages and implications of the artist's videos and lyrics are influenced by their similar early life experiences. Whereas Ms. Dynamite presents the reality of the lifestyle, 50 Cent exaggerates and embellishes it into something quite out of the ordinary. The impact both artists have on the audience differs. Ms. Dynamite promotes a social conscience and 50 Cent promotes his underground street culture, by romanticising the gangster image. He relies on people's fascination with violence and the criminal element. In conclusion my essay shows how easily influenced the youth of today can be, through the medium of music. The messages are quite often designed to be relevant to them whether their content is good or bad. I understand that music is important and we all need it as part of our lives, but we need to realise there are many other ways to be motivated and challenged concerning life issues.

Weakening of the United States Education System Essay

Weakening of the United States Education System - Essay Example This essay stresses that the trend of outsourcing by American companies in the late 1990s gave jobs to Asian countries like India; and these Asian companies and countries have continued to bid on other technological projects. China and India’s large population also represents labor potentials that translate to serious threats on the US dominance in the international technological market. In the 1950s the United States was able to create educational opportunities for its population; the focus on science and math education during these years helped the US gain technological capabilities. But this educational focus has declined or weakened over the years. Instead, over in Asia, young minds are working long and hard hours mastering and gaining knowledge in science, technology, engineering, and math (STEM). And these are the very areas which students in America are avoiding because of their higher levels of difficulty. This paper makes a conclusion that the American education system has yet to incorporate adjustments into its curriculum which would allow its graduates to comfortably relate with the outside world. And this oversight, if uncorrected, will continue to minimize the competitiveness and the capabilities of their graduates and eventually, their workforce. Countries like China and South Korea are investing largely on their universities and in technological research in order to give them the capability of competing strongly with other countries.

Advanced financial planning Essay Example | Topics and Well Written Essays - 3250 words

Advanced financial planning - Essay Example Everyone has heard this word and knows about it. It simply means that money fetches money. The rate at which it fetches is known as interest. The rate is measured in percentage. Surely, higher the rate, larger the benefit flows to you. Understanding Effective and Nominal Interest Rates.Let us understand the difference between actual and nominal interest rate. Supposing your credit card company charges you interest of 2.5% per month. That means that nominal interest per year is 30 percent; however, effective interest rate is something else and can be calculated as,Effective interest rate= (1+ i/n)n -1 (Effective and Nominal†¦)Where, i is nominal interest per year and n is number of periods of compounding. In our case, i=30% or 0.30 and n=12 Effective interest rate= (1+0.3/12)12 -1= (1.025)12 -1 =1.378-1=37.8% It means that though the company informs you about charging 30 percent nominal interest; in real terms, they are charging you at the rate of 37.8 percent.Compounding: This i s also known by most but understood and grasped by few. Compounding of the money is the most fascinating phenomena that bring enormous benefit to you. Do you know that the compounding has a very important dimension in terms of time? Effect of the money fetching money increases manifold when it works for a longer time.The biggest hurdle that haunts most of the people in the life when they start investment is its smallness. Every big thing initially starts small. The time, energy, and efforts put at the beginning do not seem to justify small returns that any business or investment may offer. People get first thought in the mind "For such a small return should I devote my time and spare the money, which otherwise can better be utilized to get more enjoyment in life." Quick answer surfaces, "Sacrifices are manifold compared to the benefits." The thought of this kind wins over the future benefits that may accrue after a few years. Thus, the person tends to postpone a small but a significant beginning, which is capable of transforming his or her fortune. This issue has to be understood thoroughly before it really happens with you stopping your small beginning for big gains in the future. The point to be noted here is that every tycoon or for that matter every big investor always starts small-- as small as you can ever think of but with the passage of time and their perseverance they become big. I am reminded of an ancient story, which I cannot r esist sharing with you. Once there lived a painter who fell upon such tough times that he was unable to earn

Internet crimes Research Paper Example | Topics and Well Written Essays - 1500 words

Internet crimes - Research Paper Example It is becoming common to see it on the news or listening to people complaining that they found some purchases on their credit card bills that they know nothing about and never bought them. The past week CNN showed a report about Sara who was send to life in prison; because she was a leader of global organization, committing crimes through the Internet by stealing credit cards ,stealing government secret information, selling weapons to terrorist groups and selling drugs around the world. Slowly the members of the organization started to fall one by one, it took a long time because they were not only from different countries but also different continents and here is the difficulty. This was the first difficulties and not least, this case was pending in the court for years , it was not like other cases; there are no concrete nor concrete evidence in addition to all this there were no witnesses saw the moment of criminals commit crimes and this was the real challenge for the prosecution. Tools execution of the crime was unusual, as the items used did not iclude a knife, pistol nor usual weapon. In some situations, they were creating fake pages to sell things. Most of the victims were not familiar with the internet on the other hand some were specialists and even professionals. II. Governments C. Cyber Crime Targeting Governments Governments in different countries are focused on issues regarding national security that are associated with internet crimes. For instance, the military has been applying e-mails as a preferred way of communicating. Furthermore, increased development of World Wide Web has led to significant induction in the public domain (Middleton, 2013). Therefore, World Wide Web became a point to be utilized as a virtual medium by criminals. In fact, due increased growth of terrorism, these criminals have commenced to adopt technology as one of their tools to execute their attacks against governments. In this case, terrorists are increasingly applying i nternet as a way of disseminating their ideology and facilitating their ability to undertake their activities against a large society and governments. Terrorist organizations focus on using internet to make attempts of disrupting communication hubs, which affects various governments. Therefore, through internet crimes these terrorist are able to undertake substantial activities that has a great effects that cause loss to the governments (Middleton, 2013). Military application of information has a significant role in the context of national security and this can affect decision-making processes. Other attackers are focused on hampering activities undertaken by intelligence and counter-intelligence in virtual medium such as military activities and management of information among advanced nations (Agustina, 2012). Furthermore, attackers are able to disrupt information’s network of advanced nations via virtual medium. Therefore, due to cost effectiveness of virtual medium, develo ping countries have applied their techniques in order to attain military supremacy through the internet, but this has led to increased vulnerability and compromised national security (Middleton, 2013). B. Internet Crime Reports There are cyber crimes units made by governments and law enforcement agencies deals with internet crimes through teams that are focused on tracking down cyber criminal. For instance, in America, Federal Bureau of Investigation (FBI) has a unit

Decline of Myspace Annotated Bibliography Example | Topics and Well Written Essays - 500 words

Decline of Myspace - Annotated Bibliography Example The author explores the experience of the company as impacted by changing trends and tastes among target consumers which have contributed to its decline. Additionally, the effect of falling performance and impending failure has had on employees as well as how the loss of internet celebrities, such as Tila Tequila, has further depressed myspace’s outlook. Ultimately, while this article dissects the various factors contributing the companies decline in some limited detail and depth, more focus is dedicated within the article to discussing the possibility of an upcoming sale by news giant News Corp. or last ditch redesign of the site intended to revitalize the companies flailing popularity. Hudson, John. â€Å"The Decay of Myspace.† theatlanticwire.com. Jan. 12, 2011. The Atlantic Monthly Group. Web. Retrieved Nov 14 2011: http://www.theatlanticwire.com/technology/2011/01/the-decay-of-myspace/21532/ This article, initially written during the period in which facebook surpassed myspace in popularity and profits, traces the first stages of the companies decline and the efforts of News Corp. chairman Rupert Murdoch to dispel concerns over the future of the site. Revealing the facts beneath Murdoch’s optimistic pronouncements, the author explores early changes int eh marketplace and projects continued future decay of the company’s popularity following their re-organization and layoff of staff. It is made apparent in the course of the article that though even this event is characterized by spokespeople as a voluntary change, the company has begun to experience the strain of decreasing popularity. The author notes myspace’s lackadaisical performance in tech, ad and user rates, and the company’s inability to match the speed of technological evolution achieved by rival facebook. Overall, this article is a negative projection for the company’s future in light of their miscalculations in strategy

Mergers and acquisitions Coursework Example | Topics and Well Written Essays - 2500 words - 1

Mergers and acquisitions - Coursework Example This paper seeks to examine examples of companies in the USA that were involved in a merger. Mergers often look forward to ensuring profits rather than losses in the business combination. The selected company that involved itself in a merger is the Continental Airlines Company. The company was involved in the merger with another airline company. The two companies were the entities in the merger. An entity in business or in mergers and acquisitions (M & A) describes the organization, company or corporation that is acquired by another organization, company or corporation or that merges with the other in order to ensure a successful business in terms of profits, quality of products and competition and its continuous and long term survival in the world's competitive markets (Harwood, 2005). In the year 2010, an airline company in the U.S, Continental Airlines, merged or was rather acquired by another company, United Airlines (UAL) Corporation, also an airline holding company in the U.S w hich had its headquarters in Chicago in the state of Illinois. The two airline companies merged to form the United Continental Holdings in October 2010. The merger took place to ensure that the new company founded posed stiff competition to other airline companies around the world. The merge was also to ensure better services than the services provided before by the individual airline companies. After merging, the founded airline, United Continental Holdings became the largest airline company in the world as was confirmed by revenue passenger miles (New York Times, 2010). Mergers and acquisitions are often accompanied by transaction prices and payment terms. At the time of the merger between Continental Airlines and UAL Corporation, there were several factors that were involved in determining the transaction price and the payment terms for each of the individual companies after the merger. The first factor that determined the payment terms was the presence of other potential bidders who would provide better payment terms. United Airlines initially held merger talks with the US Airways. It is said that a deal was close between the two companies (New York Times, 2010). Unfortunately the merger talks broke off paving way for talks between the United Airlines Corporation and other airlines. On the other hand, the Continental Airlines also held merger talks with the Star Alliance and even merged. However the two airlines later on separated. This paved way for merger talks between the Continental Airlines and the United Airlines Corporation. Better payment terms were put in place bearing in mind that there were other potential bidders in case of a break off of the merger talks. The second factor that determined the transaction price and the payment terms between the two companies was the share deal that was signed by both entities. When the United Airlines and the Continental Airlines announced their merger in 2010, they struck so many deals. One was of a new name o f the company to be formed which was named the United Continental Holdings. Secondly, the two companies struck deals to share the losses and profits. This share deal was the key factor which was strongly involved in determining the transaction price and payment terms during their merger. The third factor that determined the transaction price and the payment terms was the taxes to be imposed on the newly formed company by the US government. Taxes imposed on a certain company greatly influences the payment terms. In case of friendlier taxation, the two entities could enjoy sharing in large amounts of the profits incurred. However, in case of harsh taxation by the US governm

Art history Essay Example | Topics and Well Written Essays - 1250 words - 1

Art history - Essay Example visually appears the same as buon fresco, the pigments simply adhere to the surface since they are not absorbed into the wall; hence fresco secco does not have buon secco’s longevity (Gardner et al: 410). â€Å"This mural painting is among the greatest twelfth century European paintings in the United States†(MFA1, 2008). Earlier it had decorated the apse or semicircular area behind the altar of the monastery church of Santa Maria de Mur, in the foothills of the Spanish Pyrenees. The large-eyed, solemn figure of Christ, dominates the composition. He holds a book on which is inscribed reinforcing passages relating to Christ’s centralization in Christian art and doctrine, which states: â€Å"I am the way, the truth, and the life, no man cometh into the Father but by me†. All four Evangelists, who are authors of the New Testament Gospels, surround Christ. The fresco’s lower tiers contain the twelve Apostles, the original followers of Christ, and scenes from the Bible. The formality, symmetry and positioning of the figures are Byzantine, but the Spanish artist substituted Byzantine mosaic in favor of direct painting on plaster coated walls. The iconographic scheme in the semi-dome of the apse is more closely related to those of the Romanesque Church portals of France. In the fresco, Christ in a star-strewn Mandorla is flanked by the signs of the four Evangelists, which is the apocalypse theme that greatly fascinated the Romanesque imagination. Seven lamps between Christ and the Evangelist signs symbolize the seven Christian communities where St.John addressed his revelation, the Apocalypse, at the beginning of his book. Below, the apostles stand in pairs, adding to the formality of the composition. The main figures are presented with partitioning of the drapery into volumes, made to look tubular by local shading. The painter stiffened the irregular shapes of actual cloth into geometric patterns. The effect overall is one of simple, strong, and str aightforward

The Sample Technical Report Research Paper Example | Topics and Well Written Essays - 750 words - 1

The Sample Technical Report - Research Paper Example This paper outlines that the tone of document is professional and formal. Teacher education language is used in terms of talking about the curriculum. Students will also learn concepts that teachers use in creating curricula and courses. The report focuses on 2012 teacher and student STARTALK programs and not on other blended learning programs Is the report credible? Why or why not? In what ways does the document ensure its credibility? What information/data/research and/or methods does it present? Is the document persuasive? Why or why not? The report is credible because it has a clear research design with clear data-collection procedures and discussions of results. It also provides the data at the end of the report, so that readers can check the data themselves. For instance, raw figures on the teacher and student blended programs are presented in Table 5 in the Appendix On average. In addition, the report does not make sweeping generalizations. For instance, it says: â€Å"In conducting such studies, researchers must bear in mind that cost-effective instruction does not necessarily result in highly effective education† .

Geothermal Energy in Iceland Coursework Example | Topics and Well Written Essays - 1250 words

Geothermal Energy in Iceland - Coursework Example The researcher states that despite the slow pace at which the researches are being conducted, mainstream awareness, as well as government pressures, are on the rise. Various energy technologies have been proposed as appropriate for generating both electricity and heat to address the growing energy demand. A good example of a country involved in harnessing and utilizing renewable energy sources by use of various technological developments in Iceland. Various research findings have outlined different sources of alternative energy. The sources include solar energy, which can be converted either for heating purposes or by use of complex conversion into electricity. Next is wind power that can be used either for generation of electricity or for pumping water. We also have biomass that is used for various purposes including production of heat for warmth and cooking and production of methane gas used in alcohol production for powering electric power plants and fueling automobile. The other source of renewable energy is geothermal power. It is a reservoir of hot water and steam beneath the earth’s surface and can be used for heating as well as the generation of electricity. In addition, we have tidal and wave energy is used for heating and generation of electricity. Of all the stated alternative sources of energy, geothermal energy is one of the energy sources that have gained relevance as green energy leading to its widespread exploitation. The main purpose of this report will be to demonstrate an understanding and ability to assess, generation and the use of, geothermal energy in Iceland with different forms of alternative technologies. As a result, the research process will involve Identification of the primary ways in which energy is being generated from an alternative source (geothermal) in Iceland for the generation of electricity, heat, and transport.

Buddhist Traditions Essay Example for Free

Buddhist Traditions Essay Buddhism is an Eastern religion practiced in most Asian countries. The religion was founded by Siddhartha Gautama (the Buddha) in the late 6th century B.C.E. Even though Buddhism is practiced in many ways, a commonality among these ways is a drawing from the life experiences of the Buddha and his teachings. The spirit or essence of his teachings also referred to as dhamma or dharma, serve as models for the religious life. Some of the teachings of enlightenment that have been an influence of the disciples of Buddha are in regard to having an understanding of suffering and finding the end to all suffering, and on having mutual respect by having right mindfulness and right meditation and the principle of ataman. The beliefs and practice of both Karma and Dharma allow an individual to avoid ignorance and allow for mutual respect, which in return grants the individual peace and happiness. Buddha set the stage for future Buddhist with his teachings on The Noble Eightfold Path and The Principles of Mutual Respect, which many in the world can relate to and use today. What is known about the Noble Eightfold Path? What is Mutual Respect? How can Buddhism be used and understood today?History of BuddhaThe many teachings of Buddha were not discovered until the 1st or 2nd century C.E. until the writings of Buaciha Charija (life of the Buddha) by Ashvaghosa gave an account of BuddhaÂ’s life. The Buddha who was born in ca. 563 B.C.E. in Lumbini, a place in North India near the Himalayan foothills, began his teachings around Benares (at Sarnath). “His era in general was one of spiritual, intellectual, and social ferment. This was the age when the Hindu ideal of renunciation of family and social life by holy persons seeking Truth first became widespread.” (Vail, 1982). SufferingBuddha had attained enlightenment while sitting under a Bodhi tree (The Buddha The Bodhi Tree, n.d). He sought to understand suffering, its cause, its end, and the path that led to its end. By the third night he found his answer which is known as the four noble truths. The first noble truth is the life means suffering (Kniermin, 2009). Human nature and the world is not perfect, therefore, inevitably those in the physical life will suffer from sickness, injury, pain, tiredness, old age, and eventually death. Humans also suffer psychologically such as sadness, fear, disappointment, frustration, and depression. The second truth is that the  origin of suffering is attachment. Desire causes suffering as does the pursuit of wealth and prestige. Those that strive for fame and popularity will also suffer. The third truth is ceasing suffering through nirodha. Nirodha is to not make sensual craving and conceptual attachment. To cease suffering means to remove all cause of suffering through ones actions. To attain perfection in ridding all passions and attachments one would gain Nirvana. To have Nirvana means one no longer worries or has trouble. The fourth truth is that is a gradual path of self-improvement will end all suffering and this can be attained through the following of the Eightfold Path. The Noble Eightfold Path describes the end of suffering through the practice of mental development which was described by Siddhartha Gautama (Kniermin, 2009b). The goal is to free the individual from attachments and delusions, leading one to understand the truth of all things. The beginning and the end of the path is to have the right view. The right view is to see things as they truly are and understand karma. The first step is to know that all beings suffer and to realize that the view of the world is through thoughts and the right view yields right thoughts and actions. Actions are usually expressed through ones attention. Having the right intentions is having a commitment to ethical and mental self-improvement. The three types of right intentions are: 1. to resist desire, 2. strive to avoid feelings of anger, and 3. not think or act in a violent, cruel, or aggressive manner. Although one can have the right intentions one must make an effort. One can have the right effort by preventing unwholesome states. To attain right efforts one must have the right mindfulness. To have a clear consciousness and perceive things as they truly are. The way one conducts oneself is to have the right speech, for words can break or save a person, make enemies or friend, create peace or start a war. Right speech is the practice of not telling lies, abstaining from slanderous speech, abstaining from harsh words, and abstaining from conversation that has no point. Not only is having the right words important, but having the right action. The right actions is to not take life even oneself and to abstain from robbery, fraud, deceitfulness, dishonesty, and sexual  misconduct. The way earns ones living is to have the right livelihood. One should gain wealth legally and peacefully. Some occupations that are not consider to the right livelihood would be prostitution, selling or buying of weapons, raising animals for slaughter or working in a butchery, and selling intoxicants. The eighth principle of the path is to have right concentration. To have right concentration is to establish the mind rightly, which involves all the paths of the noble eightfold (Bhikkhu, 2001 -2009). To establish the right concentration one would use meditation. Tranquil meditation quiets the mind. To enter into right concentration one has to be alert for it can not arise on its own. Once one is able to enter into right concentration one will experience stillness, rapture, and pleasure. Mutual RespectBuddhism teaches one to be mutually respectful of one another since it can lead one down a road of tolerance and acceptance. Mutual respect corresponds to the concept of treat others the way an individual would like to be treated in return. Mutual respect ensures that trust is present in all interactions. Mutual respect operates within the domain of practical reasoning and assists individuals seeking knowledge of what to do and how one should do it, when one wants to build or sustain democracy. However, practical reasoning principles differ from rules. The journey one follows towards understanding, respecting and trusting others winds through hills and valleys. It can be difficult to find the path and even more difficult to stay on the right path. The belief is that it takes true humility, willingness to first listen, a sober look at ones own shortcomings, and commitment over time, however, this approach will not work for everyone. A common thread in world religions are that the teachings are to improve humanity and improve peopleÂ’s ethical behavior thereby improving life on earth. An important leason is for people to learn not to be consumed with material things but to strive to have a balance between material and  spiritual progress. All religions need to work together to make the world a better place. The world needs not only material progress, but also spiritual progress as well. If humans only develop spiritually and do not take care of the material side then people go hungry, and that is not very good either. There needs to be a balance. One does not have to agree with or even necessarily like a person or a religion, but it does ensure that interactions run smoothly. Mutual respect implies recognition that all individuals are human beings together, that in fact, all beings are one. Humans are one and the same, of the same source, each reflecting another aspect of oneself. Instead of looking at differences between groups of people, or indeed between religions, a spiritually oriented person focuses upon similarities. If everyone were to do this, there would be no violence, no wars, no lack of respect for others, and no lack of self-respect. Mutual respect is important because it transforms conflict into peace, compromise, and production. Respect creates an atmosphere that allows for progress to be made. An individual can not expect to receive respect if he or she does not first offer respect. A person is more willing to take part in understanding something if the individual believes that his or her thoughts, opinions, and feelings will be taken into consideration and respected. Mutual respect is created when people treat others as they want to be treated. As mentioned The Golden Rule, “Do unto others as you would have others do unto you” brings forth the idea that all things are connected and in relationship to one another. Mutual respect can “grow from its own process and dynamics. Be the first to accord respect, and with time, it will develop amongst all he conflicting parties” (Beyond Intractability, 2005). If one person is giving respect but not receiving it in return from the other person, conflict is likely to result and could have consequences for both sides. A balance and compromise will result in peace. Buddhism strongly focuses on the anatman, the inner-self, and obtaining the  balance of peace with both the inner-self and outer-self. Therefore, mutual respect greatly relates to the beliefs of the Buddhist religion in respect to eliminating negative energy. Conflicts and not respecting other individuals would only defeat the purpose of what one is trying to accomplish with Ataman. Buddhists also believes in karma, the consequences of oneÂ’s actions. This means that if a Buddhist were to deny respect then in return he or she would suffer the consequences of those actions. This would delay his or her progress towards complete inner and outer peace. The Buddhist religion also discourages ignorance, or lack of knowledge, which can be a result of ignoring mutual respect. “All the problems we experience during daily life originate from ignorance and the method for eliminating ignorance is to practice Dharma” (About Buddha, 2007). Dharma is the act of protecting oneself from suffering and from problems. By practicing mutual respect an individual can avoid any unnecessary conflict or problems that would get in the way obtaining peace and happiness. “Practicing Dharma is the supreme method for improving the quality of our human life” (About Buddha, 2007). By granting mutual respect in all subject matters, an individual improves the quality of his or her life. Buddhist SectsMutual respect is realized in many Buddhist sects. BuddhaÂ’s teachings reached far beyond the area in which he began and formed two primary divisions. The original teachings of Buddha are the Southern School, called Theravada or better known as “Way of the Elders.” Theravada is mainly taught in the Southeast Asian countries. The Northern School is referred to as Mahayana or “The Greater Vehicle,” and is comprised of countries in the North (Fisher, 2002 p. 157). Many writings came from these sects. Those who follow the teachings of Theravada studied older writings called the Pali Canon. A collection of BuddhaÂ’s teachings, the Pali Canon was compiled after BuddhaÂ’s death by a council of five hundred monks who had studied under him. From the Southern School is the Triple Gem which is a collection of Buddha, dharma and sangha. These were used in order for one to convert to Buddhism. Meditations were also very important. One of the techniques was Vipassana meditation. The  word Vipassana can be translated to mean “insight.” This was important because by developing insight helps to calm, focus and watch the mind (Fisher, 2002, p. 161). From the Northern School, Mahayana teachings were referred to as the path of compassion and metaphysics. Though they had the respect of the Southern School, these were teachings that reached beyond those of the Pali Canon. The Mahayanists claimed these scriptures were given only to those kindhearted and enlightened beings. Those scriptures called the Mahayana sutras told of the significance of spiritual understanding. To the Mahayanists, the dharma is not only a term used in writings, but the actual source of a conversion event that makes one realize the need for enlightenment as the absolute significance of life (Fisher, 2002, p. 164). Through the years, Buddha made his teachings in reference to the audience in which he spoke. Buddha in effect, had taught in different levels depending on the willingness of the audience to pay attention to the truth. As time proceeded, the audience changed, and the Mahayanists looked past the Pali Canon which was a teaching to help those with lower capacities to the sutra which would teach the true meaning of the dharma. New Mahayana communities were formed. They called themselves Bodhisattvas. Bodhisattvas were dedicated to attaining enlightenment. These were teachings that expanded on those taught in the sutra. Bodhisattvas believed that not only were there special people who could gain spiritual growth; it could be obtained by the masses of people also. The goal was to achieve the enlightenment and to see in that enlightenment what you have not seen before, which is the divinity of the world (Loverade, n.d.). In accordance with these teachings, Bodhisattvas should become enlightened and return to help others to obtain the same goal. Those returning would not experience the suffering in which others were exposed. The idea is not only to become enlightened, but also to become like Buddha himself and be an enlightened one who returns to the world. ConclusionBuddha, born in 563 B.C.E brought teaching of enlightenment to the world. He taught that desiring brings suffering. He also taught his followers to respect other religions through an open mind and tolerance. Throughout Buddhisms teachings and beliefs runs the undercurrent of mutual respect and enlightenment. In essence, one cannot reach enlightenment without mutual respect. By integrating the four noble truths and the eight fold path an individual will reach an understanding of anatman and the impermanence that exists in life. Illusions will end and self-centeredness will erode and an individual will eventually be free from attachments and understand the truth of all things. Once enlightenment is reached by an individual, the individual is to become like Buddha and return to the world to help others. References About Buddha (2007). About Buddha. Retrieved July 31, 2009 from http://www.aboutbuddha.orgBerzin, Alexander, (1988). The Berzin Archives. Retrieved July 31, 2009 fromhttp://www.berzinarchives.com/web/en/archives/approaching_buddhism/world_today/buddhist_view_other_religions.htmlBeyond Intractability (2005). A free knowledge base on more constructive approaches todestructive conflict. Retrieved July 30, 2009 from http://www.beyondintractability.org/essay/respect/?nid=6573Bhikkhu, T. (2001- 2009). Right concentration. Retrieved August 3, 2009 fromhttp://www.accesstoinsight.org/lib/thai/suwat/concentration.htmlFail,L.F. (1982). Focus. Retrieved July 31, 2009 fromhttp://afe.easia.columbia.edu/japan/japanworkbook/religion/origins.htmlFisher, M.P. (2003). Living religions (5th ed.). Retrieved August 1, 2009 from UOPrEsource REL133Knierim, T. (2009a). The four noble truths. Retrieved August 2, 2009 fromhttp://www.thebigview.com/buddhism/fourtruths.htmlKnierim,T. (2009b). The noble eightfold path. Retrieved August 2, 2009 fromhttp://www.thebigview.com/buddhism/eightfoldpath.htmlLoverade, L. (n.d.). Five stages of consciousness in religion and the returning buddha.

Motion-Powered Portable Charger

Motion-Powered Portable Charger The focus of this project is to design a Motion-powered portable charger for electronic mobile devices. The interest in electronic mobile devices has led to power supply problems. Most of the devices need a continuous power supply to be fully functional. This project is thought to design a solution to give almost unlimited power supply to charge the electronic mobile devices through movements of the users themselves. The energy is expected to be harvested from electromechanical devices such as Faradays hand-held generator or piezoelectric. The energy is then converted and altered to electrical energy depending on the required output power. This project would not only give almost unlimited power supply but it also would help in improving green technology and more efficient too. Simulation of the circuits in this project were created using Multisim.   1.1 Project Title Motion-powered Portable Charger 1.2 Aim The aim of this project is to design a motion-powered charger that allows electronic devices users to keep on charging their electronic devices from running movement of the users. To achieve this, the charger is expected to harvest enough motion from running to replenish cell phones or other small gadgets, like GPS devices. 1.3 Objectives The objectives of this project are as follows: Choosing the best electromechanical devices to charge the battery in the portable charger Testing the understanding of charger circuits which also includes AC-DC converters, amplifiers and other many minor circuits of an electronic devices Understanding in method to store energy in lithium-ion battery to be used to charge electronic portable devices Measure the efficiency of the devices ; input and output voltage, current and power of the charger Produce useable motion-powered portable charger 1.4 Learning Outcome Learning outcomes of this project are: Manage to understand the mechanism of charging and discharging condition of lithium-ion battery Understand on how to increase both voltage and current to required voltage and current Improve problem solving and decision-making skills for sudden mistakes discovered throughout the projects Have the confidence in designing an electronic and electrical circuits. Understand on files needed to produce a printed circuit board (PCB) Develop soldering skills so a PCB would be fully functional 1.5 Materials Required 18mm OD x 2mm WT x 12 long Perspex Tube 30 SWG Enamelled Copper Magnet wire LM324N OpAmp LM7812CT Single Linear Voltage Regulator TIP122G NPN Darlington Transistor 1N4148 Diode DC-DC 5V 1A/2A Boost Converter BZX79C 4.7V Zener Diode 10k ÃŽÂ © Potentiometer Resistors: 1 ÃŽÂ © 560 ÃŽÂ © 1k ÃŽÂ © 1.5k ÃŽÂ © 2.7k ÃŽÂ © 4.7k ÃŽÂ © 10k ÃŽÂ © 100k ÃŽÂ © 1M ÃŽÂ © Capacitors 10nF 100nF 1.6 Project Planning With a project with many different schedules and tasks that need to be completed project planning was an essential part to designing and building a functioning system. There is a time plan of the whole project in Appendix A Project Planning. 2.1 Fundamentals of Kinetic Energy and Mechanical to Electrical Energy 2.1.1 Faradays Law Initially, in 1821, a Danish physicist and chemist, Hans Christian Oersted, found a phenomenon so called electromagnetism. Soon after the discovery, a British scientist, William Hyde Wollaston, tried to design an electric motor using the fundamental theory of electromagnetism. However, his effort make no results and failed to create the motor [1]. Michael Faraday who have talked to both initiators of the theory started his experiments and managed to produce the very first electric motor. Since he is the only who published his works, he was credited for discovering the theory of induction in 1831 without acknowledging Wollaston [2]. This law predicts how magnetic field would related to electric field which then could produce electromotive force (EMF), a phenomenon generally called Electromagnetic Induction [2]. This law is applied as the basic fundamental theory for many applications such transformers, inductors, electric motors and in this project case, as a generator [2]. However, most of the scientists rejected the Faradays theory since it was not represented mathematically [1]. But only James Clerk Maxwell accepted the theory and described the law as Faradays Law of Induction mathematically which then later generalized to be called the Faraday-Maxwell Equation1 [1][3]. This equation is one of the four so called Maxwells Equation throughout all of his theory about electromagnetism [1]. Faradays Law of Induction surely needs the magnetic flux through a loop of wire [4]. The definition of magnetic flux is given by: where B is the magnetic field and dA is surface integral enclosed by the loop of wires. In term of graphical definition, magnetic flux through the loop of wire is directly proportional to the number of magnetic flux lines been cut when the magnet pass through the loop of wire [4]. 2.1.2 Lenzs Law The Faradays Law of Induction also states that when the magnetic flux that pass through the loop of wire changed, the loop of wire gained an EMF. Generally, this statement means that the induced EMF in closed circuit is defined as rate of change of magnetic flux made from the circuit [5][6]. The definition in term of equation is as below: where is the EMF while is the magnetic flux The Faradays Law of Induction is then further modified and improved by physicist named Heinrich Lenz. The improvised law is called as Lenzs Law. This law, of which gives the direction of the EMF, states that the direction of the induced current is opposite of the direction of the change that produced it because of the negative sign shown in the equation above [7]. In order to increase the induced EMF, it is known to customize the flux linkage since EMF is also known as rate of change of flux. This can be done by wounding coil of wires tightly producing N turns of wires, which each of the turn have the same magnetic flux. The EMF produced through this method is N times of one single turn of wire [8] [9]. Figure 1: Faradays Law of Induction producing EMF The theory from the Faradays Law of Induction due to magnetic flux linkage been cut by loop of wire then become the fundamental principle in making electrical generators. This could be happened when a conductor or loops of wires is moved relative to permanent magnet or vice versa producing EMF. If both ends of the opened-circuit wires is connected to any electrical devices, current will be produced and electrical energy is produced. This electrical energy is gained from the motion of the magnet which then proves the conversion of mechanical energy to electrical energy. 2.1.3 Piezoelectricity Piezoelectricity is the ion charges which are collected in abundant amount in some solid materials, such as ceramics and crystal, and biological matter, for example DNA and bones [10]. This could only be happened when mechanical stress is applied onto the particular substances. It is understood that piezoelectric effect was a result of linear electromechanical contact between electrical and mechanical state in materials whose structure are in highly microscopic structure order. These materials used for piezoelectricity are normally have no inversion symmetry [11]. During the early mid of 18th century, the early discovery and research was studied by Carl Linnaeus and Franz Aepinus. However, the study was on pyroelectric effect. This pyroelectric shows that an electrical potential of a substances or material are produced whenever there is temperature changes [12]. From this discovery, Rene Just Hauy and Antoine Cesar Becquerel conclude a relationship between electric charge of a substances or materials with mechanical stress applied onto it. Despite of their experimental efforts to prove the relationship, they are likely fail to prove the experiments conclusive [12]. Unable to full understand the principle, in 1880, The Curie brothers, Pierre Curie and Jacques Curie manage to demonstrate the very first direct piezoelectric effect [13]. The brothers manage to predict the behaviour of crystal by combining their knowledge on pyroeletricity with their understanding about the crystal structure. The effect was demonstrated by the brothers using tourmaline (crystalline boron silicate mineral), topaz (silicate mineral of aluminium and fluorine), cane sugar and Rochelle salt (sodium potassium tartrate tetrahydrate) Quartz (mineral composed of silicon and oxygen) [13]. However, the converse piezoelectric effect wasnt predicted by the brothers. Only in the next year, 1881, Gabriel Lippmann managed to deduce the converse effect from the basic principles of thermodynamics mathematically [13]. Only then, the Curie brothers got to obtain the verification of the changeability of the deformations in the piezoelectric crystals and thus proved the presence of the converse effect [13]. The very first application of piezoelectric devices was as in sonar. It was first developed by Paul Langevin and his assistants during World War 1 at France which was about 1917 [13]. Starting from this creation where piezoelectric effect was used in sonar, the development of its technology and applications was intensely explored and developed. The most common application was found to be the piezoelectric sensor. Piezoelectric sensor, as known from its name, of course uses piezoelectric. This sensor detects any changes in pressure, force, temperature, stress or strain in form of electrical charge. This is one of the reason why it is called electromechanical devices as it generally converts mechanical energy to electrical energy Figure 2: Electronic and schematic symbol of a piezoelectric sensor The electrical properties of the sensor are that it has very high DC output impedance. This makes the sensor could also be sculpted as proportional voltage source or network filter [14]. Voltage across the source is directly proportional to any force, stress, strain or pressure applied onto it. The current passed through the circuit then will shows as output signal of the sensor of which specifically shows the result of the mechanical force applied [14]. Figure 3: Frequency response of piezoelectric sensor If it is intensely considered, the effects of the mechanical construction and other ingenuity of the sensor are included in the specified model. To make it function as sensor, the straight region (usable region) of the frequency response will normally be used [14]. As an effort to ensure that the low frequencies of interest (straight region) not lost, the leakage and load resistance must be sufficiently large. In this region, a corresponding circuit which has been abbreviated can be used. From the circuit, the capacitance of the sensor is signified by CS of which is defined by the general formula for capacitance of parallel plates [14]. However, the device can also be showed as charge source. This could only be happened if CS is in parallel yet the charge is still directly proportional to applied force [14]. Figure 4: Piezoelectric sensor as voltage source or charge source The principle operation of a piezoelectric material can be divided into 3 main operative modes: Longitudinal effect The total charge displaced does not depend on the dimension and shape of the piezoelectric elements. Yet, the amount charge displaced is directly proportional to the force or pressure. The one and only technique to surge the output charge is by placing a few piezoelectric elements in parallel as from electrical perspective but in series as from mechanical perpective. The output charge is as below: where is the piezoelectric coefficient as a charge in x-axis are being discharged by the forces exerted onto the same x-axis. , is the force exerted in the x-axis while is representing the number of elements that been fixed together. Shear effect The charges formed does not depend on the dimension and size of the piezoelectric elements at all and yet it is totally and directly proportional to the force and pressure exerted. The charge for elements which is placed in parallel as from electrical perspective but in series as from mechanical perspective can be illuminated as below: Transverse effect Charges along x-axis are displaced perpendicularly to a force that been applied along a neutral y-axis. The geometrical proportions of certain piezoelectric component determined the amount of charge displaced, CX. where is the proportion coordinated with the neutral axis, is coordinated with the charge producing axis while is the equivalent coefficient 2.2 Theory of Lithium ion Battery Amongst rechargeable battery that ever exist, lithium ion battery is known to be amongst the battery with highest capability to store energy per unit volume. This is one of the reason why lithium ion battery is considered to be useful for electrical energy storage [15]. Besides, lithium ion battery is also known for its capability and efficiency in charging and discharging [15]. However, there is also disadvantages of using this lithium ion battery. Comparing to capacitors and other different kind of batteries, it is essential for this lithium based battery to be charged using a definite voltage and restricted current [15]. If the condition is not fulfilled, the useful used-to-store-energy battery could be one of the dangerous battery as it could potentially be fire-starting bomb [15]. 2.2.1 Principles of Charging and Discharging Stage of Lithium ion battery The very foremost thing that need to be understood about discharging and charging a battery is its C-rate which is the foundation of battery usage. Generally, the batteries are characterised with nominal capacity which is measured in ampere-hour (Ah). But most of the time, the batteries are labelled in milliampere-hour (mAh) [15]. The label actually explains the amount of current supplied within one hour during the discharging state of the battery before the battery are fully depleted [15]. As an example, a battery labelled with 10000mAh which might be also labelled as 10Ah, could only push 10A to a circuit. If the battery is being discharged through the circuit with 10A but last for 1 hour, it said that the battery would have 1C discharge rate. It is also said to be discharged at rated capacity current. However, the discharge rate would only be 0.5C when the battery only provides 5A or 5000mA to a circuit. However, with 0.5C discharge rate, the battery would last for two hours [15]. Some batteries do tolerate for higher discharging rate compared to 1C, but it couldnt last longer than 1C discharge rate. As for charging condition, the theory is generally the same. At 0.5 charging rate, the same battery that labelled 10000mAh would be charged with maximum current of 50000mA [15]. However, comparing to discharge rate of a battery, most of the batteries are only charged at 0.5 to 0.7C charging rate because of safety and to have long-life battery [15]. Graph 1: Lithium ion battery cycle life, capacity and float voltage are interrelated From the graph above, it is concluded that each cell of most of the lithium ion batteries are only charged to 4.2V maximum. This is because charging using higher voltages might reduce the battery life even though the capacity of the battery are improved [16]. On the other hand, charging the battery using a lower voltage might increase the charge cycles but the run time of the battery are reduced [16]. Many batteries can be classified as over-discharged when the cell voltage of the battery is below 2.8V or 3V. When this happened, the battery can still actually be recharged and used [16]. However, a stage called aconditioning stage need to be done before the battery is charged again. Within the stage, the battery is only charged with 0.1C charging rate [16] Graph 2: The constant current, constant voltage charge profile of lithium ion battery The charge cycle of lithium ion battery is illustrated by the graph above. Generally, every charge cycle of single lithium battery contains two main stages which is Constant Current (CC) and Constant Voltage (CV). However, some chargers which charge series of lithium ion battery have an extra stage that is called Balancing Stage [16]. Explanation for each stage [16] is explained as below: Constant Current (CC) : This stage is always used by all the chargers and it is the one and only stage aimed at the fastest chargers. Generally, the battery is connected to current-limited power supply during this early stage. The limited current is normally 0.5 to 0.7 of the nominal capacity of the battery. The limited current flows continuously and constantly until the voltage of the battery cell reaches 4.2V. At this very moment, the charge of battery is expected to be around 70 to 80% [16]. Constant Voltage (CV) This stage is also known as the saturation stage. In this stage, the charger turns its role into voltage-limited power supply. Contradictly from the previous stage where voltage of the battery continues to be unchanged, the charge current decrease steadily. The battery is only acknowledged to be fully charged when the charge current is valued to be 3 to 10% of the rated capacity [16]. Balancing Stage As told before, this stage is normally only when series of lithium ion batteries need to be charged. In this stage, the charging current is normally lowered or in some cases, the charger is automatically and rapidly turned on and off in order to decrease the average current. At the same time, the charge of each battery cell is kept to the equal level. This was done by a circuit called balancing circuit. The stage will stop only when the batteries are found to be balanced. 2.2.2 Environmental Temperature Generally, lithium-ion battery give best charging performances only at cool temperature. The temperature accepted for the best performances ranging from 5  °C to 45  °C. Sometimes, the battery might even offer fast-charging within the accepted temperature [15]. It is also possible to charge the battery at low temperatures (below 5  °C). However, the cost to charge at low temperature is that the charge current will be reduced and indirectly, it would take long times for the battery to be fully charged. When the battery is charging in the low temperature, any increment in the temperature which is caused by the internal resistance of the cell would highly be beneficial even though it only small increment. On the other hand, charging the lithium ion battery in high temperatures can cause the battery to be degraded. Besides, charging the battery at high temperature (above 45  °C) also might lead to degradation of the battery performances. 3.1 Introduction In order to simplify the design and build the system, the project was split into modules. The project modules were initially designed to be like in the block diagram below. Figure 5: Initial flow chart of the motion-powered portable charger The modules were later adjusted based on the knowledge gained from the literature review. The adjusted modules are shown as below. Figure 6: Final flow chart of the motion-powered portable charger From the flow chart above, it can be seen that the input of the system is made to have two inputs. As for the system, the main input supposed to be the Kinetic/Mechanical to Electrical Energy Converter. However, the other input which is the AC Power Supply is also considered because it is made to be the alternative input just in case if there is any system failure in the main input. From the flow chart, there are three modules that are available in the market and would be useful for the system. The modules are AC Power Supply, Lithium ion Battery and 5V Voltage Regulator. 3.2 Kinetic/Mechanical to Electrical Energy Converter In this module, the design choice to generate the electricity which are harvested from kinetic or mechanical energy have been made. The design choice that have been made uses Faradays Law of Induction and Lenzs Law. Faradays Law of Induction applies that an electromotive force (EMF) will be produced when there is change in magnetic flux when a permanent magnet is passed through a loop of wire. Furthermore, Lenzs Law explained that the electromotive force (EMF) produced have different directions depending on the direction of the movement of the magnet relative to the loop of wire. Lenzs Law also indicates that the EMF can be converted into electricity if both ends of wire are connected to electrical load and it would produce an alternating current. Figure 7: Shake Generator with permanent magnet sealed in the tube From the understanding of the laws, a shake generator is made as in the figure above. The shake generator is made by using 30SWG magnet wire circling around a Perspex tube. A permanent and powerful magnet is then placed in the tube. Both end of the Perspex tube is then sealed using rubber-closed blind. Knowing that the generator would produce alternating current and produce low voltage, a circuit is designed which combined both AC-DC Converter and 12V Output voltage regulator. The AC-DC converter only consists of four 1N4001G diode which combined to form rectifier. On the other hand, the voltage regulator is created by using the LM7812CT Fairchild Semiconductor, 0.1 ÃŽÂ ¼F capacitor and 10 ÃŽÂ ¼F capacitor. Figure 8: AC-DC Converter and 12V 2A Voltage Regulator Circuit 3.3 Battery Charging Circuit Figure 9: Battery Charging Circuit In this circuit, a LM324N Operational Amplifier (op-amp) is used. The op-amp is used to produce a voltage and current limited power supply as in reviewed in the literature review early in this report. In this circuit, the current can be adjusted by using a potentiometer to produce current ranging from 160A to 1600mA. This allows the charger to charge various capacity of lithium ion batteries. The op-amp is used so that the voltage is limited to 4.2V. Thus, the lithium ion batteries will not be damaged. Besides, the circuit also used the TIP122G transistors. This transistor generally is a Darlington bipolar power transistor. This transistor can actually be replaced with any transistor which have pin that compatible with TIP122Gs pin. The transistor also need to have minimum DC current gain more than 100. Besides, the maximum collector current also need to be more than 2A. 3.3.1 Power Supply of the Charger Figure 10: Power Supply Circuit of the Battery Charger The battery charging circuit is mainly power-driven by a charger with rating of 12V 2A as designed in the Kinetic/Mechanical to Electrical Energy Converter module. It is found that the op-amp LM324N is not a rail to rail type. Thus, another voltage rail is needed so that the op-amp could detect the small voltages near the ground (GND). Besides, it is also made the output voltage to be low so that the Darlington transistor (TIP122G) wouldnt turned on when they are not supposed to. By referring to the overall schematic circuit of the Battery Charging Circuit, it can be seen that the transistor, that adjust the flow of the current and voltage across the lithium ion battery (illustrated by the oscilloscope), is not connected to ground but to a voltage rail. This is because the output of the LM324N op-amp couldnt reach the negative voltage supply. It can only reach 1.5 to 2.0V. At this condition, the TIP122G Darlington transistor couldnt be able to turn off and would result in the transistor for not be able to limit the current and voltage appropriately. This is one of the reasons why op-amp U1A and a transistor are used. This is to create a 2.5V rail practically compared to ground (GND). The voltage rail created are further used to sink the current which pass through the charger section of this module. From the circuit, the function of the resistor R2 and R3 are to act as potential divider which gives an average output voltage of 2.5V. However, it is still depending on the tolerance of both resistors. No matter on how the current flow, 2.5V will always loss across the op-amp which controls the transistor. In the circuit, the LED shows whether the charger is on or off. In addition, C2 steadily adjust the voltage out from the charger. In the battery charging circuit module, all of the op-amps and the charging indicator (illustrated by the LED) are precisely powered from the 12V supply. However, the remaining of the circuit is powered with the voltage between 12V and 2.5V rails which is 9.5V. 3.3.2 The charger circuit Figure 11: Actual Charger Circuit This section is the most significant section of the charger because this is the section that responsible in restricting the voltage and current across the lithium ion battery. From the circuit, the limited current can be controlled from the 10k ÃŽÂ © potentiometer. However, the limited voltage will be constantly at 4.2 V unrelatedly to the various kind of the power supply. The potentiometer also effectively works together with the U1C in limiting the current of the battery. The current passing it and the voltage across might be equal since the value of the sense resistor is only 1 ÃŽÂ ©. The potentiometer is above the 1k resistor and the voltage across the 1k ÃŽÂ © resistor is 160mV. This would make the lowest voltage of the output of the potentiometer would be 0.16V. In this condition, this circuit would produce limited current of 160mA which is a suitable condition to charge a lithium ion battery labelled with 300mAh. The highest limited current through the potentiometer can be somewhat more than 1.6A since the voltage drop that been found across it is about 1.6V. Thus, by changing the potentiometer, the possible output voltage obtained can be around 0.16V to 1.6V. On the other hand, this also means that the highest limited current can be ranging around 1600mA to 160A. The transistor will be driven by the op-amp to make the voltage across the sense resistor to have the equal value as in the output of the potentiometer. Besides, the op-amp might get to produce low voltage that is just sufficient to make the transistor turn off and to establish a low limited current all because of the 2.5V rail. Towards the finale phase of the constant current stage, the voltage of the lithium ion battery become closer to the value of 4.2V. At this situation, the limiting voltage stage of the circuit and the constant voltage stage will start to take over the process. A 4.2V situation under 12V (VCC) are created by the BZX79 4.7V Zener diode and the potential divider that consists of R10 and R11. At the moment where the voltage across the lithium ion battery get to 4.2V markings, the U1D op-amp begins to drive voltage into the reversing input of the other op-amp. This process will allow the op-amp to reduce the voltage of the output to the transistor. Thus, the current passing through the lithium ion battery will begin to fall steadily in order to maintain 4.2V across the battery. When the l

Child Observation Essay

Child Observation Essay Observation of young children allows for a naturalistic insight into child development, which more experimental methods fail to provide. The method of observation also means social workers can develop skills that would usually be difficult to learn, such as observing without taking notes a practice that is applicable in a professional social work role. Trowell and Miles (1996) emphasise the importance of observation as one of the foundational skills developed in social work, relating to the social workers role in making judgements, decisions and juggling the issues of race, gender and sexuality whilst making important decisions regarding peoples welfare. The observation took place across 5 weeks involving 5 different observation sessions, allowing the child to be observed across a variety of different times during the day. The observation study was based upon the Tavistock method emphasising not taking notes, becoming completely absorbed into the observation and placing importance on the observer recognising their own reactions and responses to what behaviours and dynamics may be displayed. The Tavistock model encourages observers to see what there is to be seen and not look for what they think should be there (p. 2, Reid 1999). This encourages the observers use of non-judgemental perception and not creating inferences about situations based on instinct without evidence. Whilst the Tavistock model traditionally uses weekly observation across the first year of a babys birth this observation was across 5 weeks. It would be hugely beneficial from a child development perspective to observe a newborn infant for a year, however I can imagine the process to be very emotional. I found it difficult to complete my goodbyes to the child I was observing, as I had become a relatively constant fixture in the childs life. Also from the process of observation I felt as if I had begun to know the child, as I had watched her intently and picked up upon habits, favourite activities and began to recognise and understand her personality traits. The age of the child being observed was also very different from the Tavistock model, however I feel that observing a child at the age of between 3 and 5 was incredibly useful. Observation of newborn infants can inform social workers of attachment development and the very first milestones. However an older child can start to infor m social workers of the way children interact with other adults, develop speech and how children themselves relate to others and the wider ecological system (Bronfenbrenner 1990) which can help inform practice, especially direct work with children. The use of the Tavistock model also helped me understand the usefulness of not taking notes, and I think it is a skill I have developed and already put into practice when working with children. Due to learning how to perceive what is going on around me and what is occurring for the child I have been able to transfer this to listening to children talk about their home life (specifically in wishes and feelings work) whilst being able to observe the childs body language. I have made it a point to not take notes when talking to a child, so that they feel I am fully focused on their story. The observation took place in an early years class, in a Roman Catholic School in a deprived area of Suffolk. The schools mission statement is to educate young people to meet the challenge of life courageously, to use their abilities to the full and to live the values of Christs gospel and there is an emphasis on a Catholic education, including religious iconography in all classrooms, regular prayers and a prayer garden in the school grounds. Children are also encouraged to take their first holy communion and attend mass regularly. The school itself is recognised as good by Ofsted, and whilst its main student population is from the nearby area and would describe themselves as White British, there are a small, but growing, population of ethnic minorities. This includes Philippines, Korean and Polish and due to the high incident of non-English speaking parents the schools website offers a translate service. The Ofsted report also discusses that the school has a higher than average numb er of pupils with special educational needs. The area is predominately working class, with an increasing problem with unemployment and poverty. Whilst it is well evidenced that children growing up in deprived areas are more at risk of health problems (McLeod and Shanahan 1993) and at greater risk of varying types of abuse (Aber, Bennet, Conley and Li 1997) the child for this study is developing within the considered normal boundaries, is not known to social services, and is white British. I fortunately already had links to the school due to previously completing work experience- I was therefore already known by members of staff, and had already gained their trust that I would behave in a professional manner. I approached the school and the school agreed to the observation study. I was then invited to come in and speak to a potential parent as she brought her child in to school. The teacher had chosen this child as she had no developmental concerns, describing her as average, the child, siblings and other family members were also not known to social services and come from a stable family. I approached the mother as she entered school and explained the project to her, she was interested and expressed no worries or issues with her child being the subject of the child observation. I was very surprised at the ease of permission, as there is a negative stereotype regarding social workers (Gibleman 2004), however when I spoke to the parent of the child she said that she unde rstood that everyone needs to learn. This made me feel positive regarding the observation as I wasnt immediately challenged or questioned and the parent did not ask for any feedback on the child development which I was initially concerned may be asked of me. I completed the observations on a Tuesday at a variety of times. Due to starting at the end of September I started my observation at 9am as C (as the observation subject shall henceforth be known) had only just begun school and was not yet attending full time. As time progressed I was able to complete observations during the afternoons. I chose the observation to focus on as C participated in a range of activities that appeared to demonstrate numerous facets of child development, including imaginary play, shared play, scaffolding (Vygotsky 1978) and cognitive development (Piaget 1964). I chose not to use the first observation I completed, as C cried for the most part of the observation and was very unresponsive to any task the class teacher had set and refused to participate in any activities, instead she remained on the lap of a teaching assistant. Whilst this in itself obviously indicated a great deal regarding development of attachment this essay would then primarily be focused of attachment rather than the other aspects of child development. The observation I have focused on was the second observation I completed, and is therefore still relevantly soon after C had started school, I could therefore begin to make inferences related to Cs first relationships with her peers and could observe how these developed across the following observations. Analysis of Observation: This observation was the second observation in the series of five. I chose it as I felt the child demonstrated a range of facets of development, including participating in shared play, imaginative play and I began to understand more about the childs individual personality. Language development: Language and communication development begins very early, with very young infants using eye contact and changes in the infants behavioural state in order to communicate their needs to adults. These responses begin to become more complex and reciprocal between adult and caregiver and the child begins to learn sounds ultimately developing language, an important tool in communicating to adults (Sheridan, Sharma and Cockerill 2008). The observation and school day began with the children asked to practice phonic sounds; in this observation the letter O. C (the child) used gestures as well as sounds to practice the letter, encouraging C to recognise the sound and value of the letters, however by 4 years and 3 months Cs language development was such that she could already construct sentences, engage with other children and instigate games and jokes (Pecceci 2006) This is evidenced with C asking another child to play the row your boat game. C is demonstrating her grasp of complex sentence structure using relative clauses (Clark 2003). Similar evidence of developed language acquisition is Cs ability to ask grammatically correct questions, for example when she asked for milk C demonstrated that she had developed an understanding of auxiliary verbs. Social and emotional development: Play is a central part of a childs social development including solitary play (mastery play, generative play), constructive play, locomotor and sociodramatic play. C participated in a range of play indicative of gender stereotypes for example playing brides with a friend, pretending to be a kitten again with a friend, all examples of imaginative and co-operative play. Piaget (1965) discusses the importance of peer interactions to the childs moral feelings, values and beliefs. In the above examples C is engaging in play where the two children involved are expressing their interests and desires (i.e. interest in animals and the desire to have a pet kitten) when the same interests do not exist, an disequillibrium occurs (DeVries 1997) and dependent on the value of the relationship, the child may try and re-establish equilibrium, which is why Piaget suggests peer friendships, and ultimately peer play is essential to a childs operational and co-operational development. C participated in a game with three boys, which involved building a structure. C had to work with her peers, this game was more structured and therefore more implicit rules which is how Piaget (1965) explains the development of childhood moral values. Alternatively Vygotsky (1978) believed that the life long process of development is dependent on social interactions and this leads to cognitive development, which is also known as the zone of proximal development. C worked with three other students to work together to build using the wooden planks, C resolved the problem of where to put the planks to build the most sound structure independently problem solving. There is also an emphasis on play leading to the development of an imagination. This can be evidenced in C becoming a kitten, and behaving as a kitten would- licking her hands as paws etc. Vygotsky (1966) argues that all play involves the creation of an imaginary situation, liberating the child from realistic situational constraints, ultimately Vygotsky implies that childhood play and the transition to adult imagination are both rule bound, and this first develops through imaginative play as observed in C. Emotional development, self-regulation and containment largely derive from the quality of the childs early attachments (Bowlby 1969). Cs mother bought C into the classroom and C appeared reluctant to leave her mother, but she was comforted by the teacher and waved goodbye and did not appear to be distressed. This observation was completed at an early stage of the child attending school full time, therefore a certain amount of separation anxiety could be expected. However C was easily comforted by the teacher suggesting C had developed a secure attachment to her mother but was able to leave her without being anxious. This has important implications for Cs future adjustment at school. Granot and Mayseless (2001) suggest that those children with secure attachments adjust to school better than those with disorganised, avoidant or ambivalent attachment styles. Intellectual and cognitive development: Piaget (1957) theory of child cognitive development states that the child constructs and understands the world around them by experiencing discrepancies from what they already know and what they begin to discover. There are four stages of development, which Piaget discusses sensorimotor, pre-operational, concrete operational and formal operational. Due to Cs age (4 years 3 months) Piaget (1957) would describe C as being in the pre-operational stage mentally representing objects and engaging in symbolic play (seen throughout the observation). The pre-operational stage also links to Piaget and Inhelders (1948) stages of drawing. C demonstrated that she was in the later stages of the synthetic incapacity stage of drawing C had drawn a circular, closed figure with limbs but these were not in proportion, C has also not grasped a sense of perspective and the human figure did not fit the background feature in Cs case a bathtub. The synthetic incapacity stage of drawing runs parallel to the pre-operational stage hence why the picture was also in 2D, as C could only draw from her perspective replicating a bathtub from her internal mental representation. However Vygotsky (1966) theory of cognitive development varied from Piagets (1957) and he placed a greater importance on the cultural and social environment of the child being a vital part of the construction of knowledge. Learning through interactions with their peers, and the expectations, beliefs and traditions of their own cultures. Vygotksy (1966) also placed an importance of peer collaboration, as well as adult assistance in promoting the zone of proximal development, also known as the scaffolding process (Wood, Bruner, and Ross 1976). Scaffolding is very much used a teaching strategy and can be seen with C and her classmates. The teacher demonstrated the letter O and asked the children to copy both sound and movement, providing encouragement and reward when the task was done well. In this situation the teacher also split the task of recognising O down first explaining to the children, then asking the children to sound the letter out, before drawing on the whiteboard and asking the children to copy the writing action. C was then asked to draw the letter on a piece of paper, using the technique previously used by the teacher. C did this task well, suggesting the success of the scaffolding technique. In this observation C also began to demonstrate the beginnings of the development of theory of mind. Perner, Lang and Kloo (1999) suggest an intellectual and developmental shift in a child of around 4 years of age, including the acquisition of theory of mind and self-control. In this observation C and another child hid from a boy, they hid behind the shed, and therefore developed the understanding that if they hide from another that he will not know where they are. However Perner Lang, and Kloo (1999) also suggest a link between acquisition of theory of mind and self-control, but in the hide-and-seek game the two girls called the childs name and giggled, suggesting their executive control has not yet fully developed Moral and spiritual development: As previously described the school is a Roman Catholic school, and there is religious iconography in the classroom, including a picture of Mary and Jesus on the wall. The children are expected to pray three times a day as well as attend mass, collective worship and religious assemblies. There is also a greater emphasis on religious education starting from the early years class. Whilst the childs family are not religious, it is important to consider the impact that such a religious education may have on the childs concept of self and their moral, religious and spiritual development. Eriksson (1964) drew attention to the importance of religion and spirituality, emphasising that if successfully resolved at an early stage it can bring about the virtue of hope, transferring over time to mature faith and the ability to believe without evidence that the universe is trustworthy (Roehlkepartain, Benson, King and Wagener 2006). Eriksson (1964) also asserted that religion could provide a transcendent worldview, moral beliefs and behavioural norms. Cs religious development can be witnessed through her joining in the prayer at the end of the lesson time. C knew the words to the prayer and actively demonstrated the actions that accompanied the prayer. Whilst I only witnessed 5 sessions, if following the true Tavistock method, there may be more evidence of how C develops religiously, and whether attending a religious school affects her later outcomes in life as it has previously been suggested that religious schools have better discipline, school harmony and less racial discrimination (Jeynes 2002). Cs moral development was also demonstrated several times during this observation. On several occasions C helped out adults, as well as listening to the teacher and following instructions when asked. C did not demonstrate any behaviour that may have been construed as mean or selfish. The fact that C tidied up when asked would suggest that C has reached the pre-conventional level of moral development (Kohlberg 1971). C is responsive to the rules of the classroom and aware of the consequence of not following instructions. It could also be argued that Cs willingness to help at milk time could be seen as evidence of Kohlbergs stage 3 (1971), with C beginning to participate in good behaviour, to please and be approved by others. However Kohlbergs (1971) theory is considered to be gender biased with females typically scoring lower than males, Gilligan (1982) argues that females and males have differences in moral development. Without doing further observations it is not clear how C may cont inue to develop morally and how she would react to Kohlbergs moral questions. Concept of self: School is an incredibly important arena for a child developing its own concept of self, for it is the first time the child begins to identify itself in relation to a number of characteristics such as gender roles and racial identity. C is beginning to develop an internal model comprising of personality, self-esteem, stability and self-efficacy (Markus and Kitayama 1991). C is marking the beginning of her concept of self, by already demonstrating preferences for the type of play, peer relationships and her interests. She showed an interest in artistic activities such as painting and drawing (also seen in future observations) and mainly playing games with girls, however she did also participate in a game of construction with boys. However many children in early childhood cannot express their concept of self instead seeing the mind, self and free will as physical body parts (Damon and Hart 1982). This lies with children believing that animals, plants and some inanimate objects also possess a mind, whilst this did not occur in this observation; C clearly demonstrated this belief in a future observation believing a soft toy had feelings and thoughts of its own. How the child experiences their world: I felt that during the observation that C had a positive experience. Whilst she was initially reluctant to leave her mother, as soon as the teacher had led her into the classroom C appeared to forget about her separation anxiety and immediately became involved with the class. C appeared to do well at the educational task, and when she was given free time to choose a task she participated in several activities including playing with other children but also drawing on her own. She was very giggly appeared happy during the observation running around and playing. However as Piaget and Vonà ¨che (1929) reveal the difficulties in using the observation method to understand how the child experiences the setting and the culture within the school, as C does not spontaneously communicate her thoughts and feelings about her experience, and rather it is the observer who makes these judgements. Analysis of the observation as a series: Language development: C was the age of 4 years and 3 months when completing the observation, she has therefore begun to manage the concept of language and was beginning to experiment with more complex sentence structure and asking more complex questions. As would be expected of a child between the ages of 4-5 C was also developing her receptive skills and demonstrated an understanding of spatial concepts (McLaughlin 2006). For example the teacher asked C to retrieve the box of beads, which was behind the curtain and next to the green box of letter shapes and C was able to do this. She demonstrated that she could follow step-by-step complex instructions as well as the spatial concepts of behind and next to. However whilst C is developing what would be considered normally she also still has difficulty in pronouncing slightly longer words. For example C was playing a pretend game of hospitals with one child being ill and C playing the nurse, however C had difficulties in pronouncing the word hospital and instead pronounced it hopital. Children between the age of 4 and 5 are still developing their linguistic skills and word distortions do occur, and it is expected that in time C with encouragement from parents and teachers will be able to progress (Owens 2005). Cs continued behaviour continued to be much along the same level as the first observation and I was not surprised at her occasional mistakes, as she is not yet linguistically competent and neither would she be expected to be at the age of 4. Social and emotional development: As already discussed, the quality and nature of Cs early social interactions with her primary caregivers gives a template for future social relationships and is also integral to their general social and emotional development (Fabes, Gaertner and Popp 2006). During this observation and the other observations C appeared to have a very good temperament, disregarding the first observation C remained friendly and happy to be interacting with other children. During the 4th observation C was observed to share her own personal toy she had bought in for show and tell because another child had forgotten theirs, thus suggesting C is becoming socially competent and the beginnings of empathy. Sanson and Hemphill (2004) suggest that temperament has the potential to influence several behaviours including how children interact with peers and adults. This in turn suggests that C is able to self-regulate her own emotions. As Eisenberg Cumberland, Spinrad, Fabes, Shepard, Reiser (2001) suggests, those children who are able to self-regulate are more likely to seek out peer relationships and therefore are recognised as more socially competent. This was evidenced in Cs relationships with the other children in the class. C was observed to share her toys without pressure from adults, and she demonstrated an emergence of the understanding of others wishes and beliefs. Fabes, Gaertner and Popp (2006) also suggest that the development of social competence in school age children can be evidenced through the reciprocal relationships between peers, with positive interactions and the maintenance of social contact. Again during the observations I did not observe a negative interaction between C and another child. However I was only in the classroom for an hour a week, it is very likely that C had not completely developed socially, and is likely to have had negative experiences with some of her classmates. There may also have been the added effect of investigator bias, with the children realising that I was observing and therefore modifying their behaviour. Intellectual and cognitive development: Three of my observations were completed first session of the morning and included the routine of the register and phonics and learning to link the letters with the sounds of the letter and introducing an action to help the children represent this therefore using all aspects of learning (visual, auditory and kinetic). During one of my observations I arrived after lunchtime and before the children were again allowed to choose an activity. The class teacher had planned a numeracy session, with the children sitting on the carpet. The teacher would use an abacus and ask the children to count the beads along with her. I observed C and she participated in the task, and was able to count the beads. The teacher then moved three beads across and asked C how many beads were left to which she was able to respond 7. This is concurrent with Piagets (1980) pre-operational stage described previously. This is also suggested by Gelman and Gellistel (1978) who identified two types of numerical knowledge. The first being numerical reasoning and the second being numerical abstraction. Numerical abstraction ability is the process by which the child can abstract and represent numerical value. I observed C doing this when she was asked to move two beads on the abacus and work out how many were left, again an activity she was able to complete, indicating the development of counting principles and basic numerical abilities. As C was in the very early stages of her school life, there is very much an emphasis on play rather than academic activities, as this begins to be introduced later in the school year, therefore much of the evidence of Cs intellectual and cognitive development arose from the occasional structures activities and her interactions with peers and adults. Moral and spiritual development: Piaget (1965) suggested that moral development was a gradual process, running parallel to the stages of intelligence with each stage characterized by a different process (i.e. the pre-operational stage already discussed). He suggested that children go through a heteronomous stage guided by societies rules and boundaries which can be seen as very much enforced by school. As the child matures this becomes more autonomous as these rules and values become an ingrained part of the child. C is learning the rules of the classroom, and these eventually become fairly implicit (though occasionally children need reminding of the basics). Often I observed the class teacher telling the children to sit still, be quiet and to raise their hand when answering a question. Considering the age of C she did not break rules frequently. Occasionally I observed the teacher warn C if she was giggling and talking to a child sat next to her (not unusual behaviour for a 4-5 year old child) and C would stop the behaviour. There were children in the class who did not respond to verbal warnings and they were either asked to sit on their own in a corner, or as a more severe punishment sent to another class. C was therefore able to see the consequences of other childrens behaviour and realise that this could be applied to herself if she did not follow the rules. Bandura and McDonald (1963) also evidenced the influence of social reinforcement upon a childs moral development. They found childrens moral judgements could be altered using reinforcements and social modelling, much the same as teachers use during lesson time. Concept of self: C continued to display a marked preference for playing with children of the same sex. Whilst she would occasionally join in with boy games such as playing with cars and construction games she demonstrated an overall preference for playing dress-up (she participated in a dress up game in two other observations, including dressing up in an apron and playing out a cooking scene) and taking an interest in animals- expressed through enactment, picking a story about a tiger and through drawing (I observed C drawing a picture of herself walking 3 dogs.) As I found out when observing C, with the exception of her dad, she comes from a predominately female family. She has two older sisters who have also previously been at the school who are twins. Due to the predominately female environment that C has grown up in, it may be her preferences for gendered stereotyped activities may be learned behaviour, with children often learning perceived sex roles from parents and older siblings (Fauls and Smith 1956). Again it is difficult to discuss Cs concept of self, as it is largely based upon my observations. Whilst these observations were largely free of judgements it was difficult for me not to say how C appears to be developing in her concept of self. She appears happy and content during her time at school (excluding the first observation) as she could be quiet she had begun to establish good relationships with other children and appeared to be developing healthy self-esteem and positive self-concept. I felt this was due to her close and supportive relationship with her mother and class teacher both of whom appeared to take an interest in her work, encouraging C when she had done something well. How the child experiences their world: Only during the first observation did I feel that perhaps C might not be enjoying her school experience. During the first observation, conducted in very early September starting at 09:00 C was what could only be described as very distressed when her mum dropped her off in the morning. She clung to her mums skirt and was crying refusing to let go. The teacher took her had and led her in to the classroom and then arranged for her to be sat with a teaching assistant, who had the child on her lap. When C was encouraged to sit with her classmates she refused and began to cry again. This suggested that C was displaying separation anxiety (Bowlby 1973). However as Bowlby (1973) discusses this reaction will largely be due to a new and strange setting, considering it was one of Cs first days at school C was finding herself surrounded my new people without the knowledge that her primary caregiver was there so she could explore whilst having a secure base to which to return. However as I progressed through the observation series C began to settle into her surroundings and the new routine of school life. I observed two more sessions at the beginning of the day and C gradually became less distressed, though she still said goodbye and gave her mother a cuddle, suggesting a continuation of the secure attachment. Process of observing: Experience of being an observer: I initially felt very nervous of the whole project, though I felt this was largely down to the difficulties in securing not only a place to observe but also approaching a parent of a child who was going to be comfortable enough to allow a student social worker to observe. It is widely known that many people, especially parents of small children, have developed judgements of social workers largely due to the portrayal in popular media (Gibelman 2004). Fortunately I have very good links to the school I chose to complete my observations in having already completed work experience a few years ago, therefore there were no problems in securing a placement as they already knew and had built up a level of trust. The early years teacher introduced me to a parent, and I was expecting the mother to ask me lots of questions regarding the observation, whether they would be allowed a copy of my observations etcetera but the mother simply stated that it would be fine and that another of her children in the school had also been previously been involved in a study similar. I must have accidentally expressed my surprise at the ease of getting consent (I also thought that due to the age of the children many parents wou