Romanesque and Gothic Architecture

Architecture history is an interesting subject in which we how art has evolved over centuries from Neolithic architecture of 10000 BC to the contemporary architectural designs. The existence of this history shows the gradual evolvement of the art to what the world has today. Each of the architectural designs has its own outstanding and unique features that make them stand as original.Advertising We will write a custom research paper sample on Romanesque and Gothic Architecture specifically for you for only $16.05 $11/page Learn More In this history, we can take note of the Romanesque architecture of the Medieval Europe between sixth and 10th century. Two centuries later, it evolved into Gothic architecture that lasted for four centuries to 16th century (Bony, 1983, p. 13). Apart from these being history, there have specific architectural elements that are of use and can help us appreciate these pieces of art for what they are- pure architecture (Tatton-b rown John, 2002, p.35). The aim of writing this paper is to outline specific outstanding features of these two giants in the history of architecture in view of borrowing some of those elements and incorporating them in the contemporary architecture. Romanesque Architecture According to the oxford dictionary, the word â€Å"Romanesque† means â€Å"descended from Roman† and used to denote the roman languages. In architecture, the term first described architectural designs in west Europe from the fifth to the thirteenth centuries. The term is used to describe a style that was identifiably of medieval origin and prefigured in the Gothic, but still maintained the rounded Roman arch that made it appear to be a continuation of the traditional building style of the Romans (Hall, 1983, 154). In the contemporary society, the term ‘Romanesque Architecture’ refers to the works of art that were prevalent between the 10th and 12th century. Specific elements of Romanesq ue Architecture Two periods usually classify the Romanesque architecture. These are â€Å"first Romanesque† style and â€Å"Romanesque† style. The major distinction between the two is the level of expertise in which the structures are constructed (Crossley, 1962, p. 65). The First Romanesque used features like rubble walls, smaller windows and unvaulted roofs while the second Romanesque is marked by greater refinement, together with the more use of the vault and dressed stone.Advertising Looking for research paper on architecture? Let's see if we can help you! Get your first paper with 15% OFF Learn More Generally, the utilization of all the design aspects of Romanesque architecture not only results in an impressive piece of work but also reflect the solidity of art. The outstanding difference between the preceding roman and the later Gothic is that the Romanesque architecture relies on its wall or part of its walls called piers for strength. Walls The ma jor aspects that are characteristic of the walls constructed for buildings based on Romanesque architectural designs are their small openings as well as their thickness. They are made of double shells whose main constituent is rubble. Different regions of the world have different building materials. This depends on the nature of the locally available stones as well the traditions that govern buildings’ designs in any given locality. The stone ranges from brick, limestone, and granite to flint. The style involves small irregular stones bedded in thick mortar (Fletcher, 2001, p.56). Smooth ashlars’ masonry is not commonly used. It only occurred mainly in areas where people used easily workable limestone. Buttresses These are not an outstanding feature because of the massive-size walls of the architectural design. A flat square profile is one of the major characteristics of the buttresses among other aspects that are specific to the design of the wall(s) (Holmes, 1992, p. 122). Some of the elements that architects employ in the construction of buttresses include barrel vaults, which can be either full or half depending on the design of the buttresses in question. This mostly applies in the construction of aisles in churches-the vaulted ones. Arches and openings The other feature that is outstanding in the Romanesque is the use of semi- circular arches for all openings such as doors, windows, for arcades and for vaults. Wide doorways are in most cases surmounted by a semi-circular arch, however, exceptions exist in cases where doors with lintels are set into large arched recess and surmounted by semi-circular â€Å"lunettes† with decorative carvings (Holmes, 1992, p. 126). In other places like Italy and Germany, Ocular windows are common.Advertising We will write a custom research paper sample on Romanesque and Gothic Architecture specifically for you for only $16.05 $11/page Learn More Arcades According to Fletch er, arcades mainly comprise of rows of arches (2001, p. 65). To enhance the stability of the arches, architects employ columns or piers. They form an integral part of the interior parts of large buildings besides occurring in cloisters and atriums. Their major role is to separate the nave from the aisle especially in church buildings. Traditionally the arcade of cloister is of a single stage, while the arcade that divides the aisles and nave is traditionally of two stages, and a third stage of windows (clerestory) rising above them (Holmes, 1992, p. 130). Traditionally, the purpose of arcading is to fulfill structural purpose but it is also use for decorative purpose both internally and externally. Piers In Romanesque architectural designs, architects employ piers to offer support to the other components of a building especially the arches. Though they are typically of rectangular shape, piers can take forms that are more complex with half-segments of large hollow-core columns on th e inner surface that supports the arch, or clusters of smaller shafts that lead into the arch ‘mouldings’ (Fletcher, 2001, p.67). Piers occur in different shapes depending on their usage. For instance, they assume a cruciform shape when the architects use them to join two significantly large arches. Columns Columns form an integral part of Romanesque architectural designs in buildings. Crossley argues that, to enhance their aesthetic value, most architects incorporate not only attached shafts but also colonnets in the structure in question (1962, p. 76). Other columns used in this architectural design are salvaged columns, drum columns and hollow core columns (Fletcher, 2001, p.70). Each of these columns designs gives them strength because they carry the massive weight of the upper walls. Some of them like the hollow core columns can be ornamented with incised decorations. Vaults and roofs Wood plays a pivotal role in the construction of roofs and vaults as far as Roman esque architecture is concerned. Harvey noted that, vaults and roofs can take the form of a king post, simple truss or even a tie beam (1950, p. 22). The lining in such cases comprise of a wooden ceiling. Vaults of stone or brick take on different forms. There are several types of vaults, which include barrel vault, groin vault, arched vault and ribbed vault.Advertising Looking for research paper on architecture? Let's see if we can help you! Get your first paper with 15% OFF Learn More Unlike the arched and ribbed vaults, the groin and barrel vaults are relatively easy to construct. Most architects argue that the easiest type of a vault to construct is the barrel (Crossley, 1962, p. 80). For the construction of such barrels, there need to be strong walls, which may or may not have small holes to enhance the support of such vaults. A groin vault is similar to the barrel that only that it requires the use of two barrels. Decoration Decoration in Romanesque architecture is yet another outstanding element of the style with arcading being its most significant aspect. Arcades are used to a great effect both internally and externally. Another decorative feature is architectural sculpture, which can be geometric. Figurative sculpture decorated buildings with fine curving engrossed on the wall surface. Other decorative features of used in Romanesque architecture are the use of murals and stained glass. Gothic architecture This architectural design succeeded the Romanesque in the 16th century. Historians argue that in the ancient times, many people used the term ‘Gothic Architecture’ as a way of describing the architectural culture that was primitive and unacceptable in many regions. The style got its influence from Romanesque and possibly from the east. Some of the elements of these pieces of architecture are as follows. Plan Most gothic buildings are of the Latin cross, with a long nave making the better part of the church, a transverse arm (transept) and, after it, an extension called the presbytery, chancel or choir (Harvey, 1950, p. 26). A prominent feature of the buildings that were constructed based on gothic architecture is the Hallenkirche. Hallenkirche comprises of two major components-naves and aisles. However, they could also take a different form. For instance, in the South of France, architects only used a singlewide nave and no aisles. Structure: The ogival arch Historians argue that the first people to use the ogival arch in architectural designs were Islamists that lived in the East. They form a major party of the architectural history among the Muslims. This style evolved from the Romanesque without a clean break and for most part, it has borrowed from the Romanesque. This makes it a significant aspect in gothic architectural designs. Functions Unlike the features of Romanesque art, gothic architecture has many applications not only in the ancient times but also in the contemporary society. For instance, gothic semi-circular vaults are used not only ion the roofing of roofs that have a regular shape but also those that have irregular shapes e.g. trapezoids. Another structural advantage is that its pointed arch channels the weight onto the piers or columns that bear it at a steep angle thus enabling the architects to raise vaults much higher than those in Romanesque architecture (Bony, 1983, p.17). This gave the building not only a very new physical appearance but also a new impression of verticalit y toward heaven. The application of the pointed arch in gothic architecture is for both decorative and structural purposes. It is therefore useful in every location where the vaulted shape is of need. Height The usual proportion for most buildings constructed using gothic architectural design especially churches is 2:1. However, depending on the overall size of a building, especially that of many storey buildings, this proportion can be as high as 3:6:1 to ensure the stability of the gothic building. The two major aspects that form the external features of gothic buildings as far as the height is concerned are spires and towers. Vertical Emphasis The pointed arch suggests height with this appearance being enhanced more by both the decoration of the building and the architectural features. From the outside, the architects lay more emphasis on verticality in a way by the spires and towers and in a more diminishing way by projecting strongly the vertical buttresses; by attached shafts that often pass through the storeys of the building; by long and narrow openings, vertical mouldings around doors and figurative sculpture that emphasizes the vertical. A pinnacle terminates the roofline, buttresses, gable ends and other parts ((Warren, 1991, p.59). From within the church, attached shafts often join unbroken from floor to ceiling where they meet the ribs of the vault. During the treatment of the wall surfaces and windows, the architects apply a general repetition of the verticals. Light The largely expanded area of the windows as at and the very large size of many individual windows is yet another distinguishing characteristic of the gothic architecture. The difference in size in gothic compare to its predecessor is because of the use of the ribbed vault- more precisely, the pointed ribbed vault, which in this structural design, channeled the weight to a holding shaft with less outward thrust compared to a semicircular vault. As a result, walls do not have to be so strong (Warren, 1991, p.61). In gothic buildings, the design of the windows plays a pivotal role in the lighting. They not only contain a pointed arch but also some other forms of decorative structural designs. To enhance more beauty to the lighting systems of the gothic buildings, the windows incorporate several patterns of stained glass. The architects blend the colors such windows so as to much the other components of the building such as the interiors and the lighting system(s). Symbolism and ornamentation Each architectural concept in the gothic cathedral, including the loftiness and huge dimensions of the structure, were designed to convey a theological message about the glory and greatness of God (Warren, 1991, p.62). The overall structure of the gothic building reflects the universe. The aspects that contribute in such a reflection are not only the geometrical but also the mathematical features that are characteristic of gothic architectural designs. Architects employ such f eatures in stained glasses, statutes as well as sculptural decorations. In the traditional Germanic churches as well in some church buildings in the contemporary society, such aspects depict the sacred aspect of Christian faith. In conclusion, the Romanesque and the gothic architectural designs share the same basic principles. Notwithstanding, the gothic design gains superiority since it is an improvement of the latter and it incorporates structural designs from other traditions especially form the east. Both Romanesque and gothic architecture comprise of aspects that reflect on the evolution of architecture despite the fact that the two may differ significantly. Incorporating these principles- both structural and decorative in the construction industry today can invoke historical structures in our contemporary world given the technology state and the current engineering knowledge and innovation. This will also be very instrumental in the preservation of certain aspects of architect ure in the contemporary society. References Bony, J. (1983). French Gothic Architecture of the Twelfth and Thirteenth Centuries. Berkeley: University of California press. Crossley, F.H. (1962).The English Abbey. UK : Batsford publishers. Fletcher, B. (2001). A History of Architecture on the Comparative method. USA: Elsevier Science Technology. Hall, J. (1983). A History of Ideas and Images in Italian Art. London: John Murray Publishers. Harvey, J. (1961). English Cathedrals. UK: Batsford publishers. Tatton-Brown, T., Crook, J. (2002). The English Cathedral. New Holland: New Holland Publishers. Warren, J. (1991). Creswell’s Use of the Theory of Dating by the Acuteness of the  Pointed Arches in Early Muslim Architecture. Muqarnas. California: University of California press. This research paper on Romanesque and Gothic Architecture was written and submitted by user DannyRand to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Omo Kibish (Ethiopia) - Oldest Known Early Modern Human

Omo Kibish (Ethiopia) - Oldest Known Early Modern Human Omo Kibish is the name of an archaeological site in Ethiopia, where was found the earliest examples of our own hominin species, about 195,000 years old. Omo is one of several sites found within the ancient rock formation called Kibish, itself along the Lower Omo River at the base of the Nkalabong Range in southern Ethiopia. Two hundred thousand years ago, the habitat of the lower Omo River basin was similar to what it is today, although moister and less arid away from the river. Vegetation was dense and a regular supply of water created a mix of grassland and woodland vegetation. Omo I Skeleton Omo Kibish I, or simply Omo I, is the partial skeleton found from Kamoya’s Hominid Site (KHS), named after the Kenyan archaeologist who discovered Omo I, Kamoya Kimeu. The human fossils recovered in the 1960s and in the early 21st century include a skull, several pieces from the upper limbs and shoulder bones, several bones of the right hand, the lower end of the right leg, a piece of the left pelvis, fragments of both lower legs and the right foot, and some rib and vertebrae fragments. The body mass for the hominin has been estimated at approximately 70 kilograms (150 pounds), and although it is not certain, most evidence indicates Omo was female. The hominin stood somewhere between 162-182 centimeters (64-72 inches) tallthe leg bones are not sufficiently intact enough to give a closer estimate. The bones suggest Omo was a young adult at the time of her death. Omo is currently classified as anatomically modern human. Artifacts with Omo I Stone and bone artifacts were found in association with Omo I. They included a variety of vertebrate fossils, dominated by birds and bovids. Nearly 300 pieces of flaked stone were found in the vicinity, predominantly fine-grained crypto-crystalline silicate rocks, such as jasper, chalcedony, and chert. The most common artifacts are debris (44%) and flakes and flake fragments (43%). A total of 24 cores was found; half the cores are Levallois cores. Primary stone tool making methods used at KHS produced Levallois flakes, blades, core-trimming elements, and pseudo-Levallois points. There are 20 retouched artifacts, including an ovate handaxe, two basalt hammerstones, sidescrapers, and backed knives. Over the area a total of 27 artifact refits have been found, suggesting a potential slope wash or north-trending sediment slump before the sites burial or some purposeful stone knapping/tool discard behaviors. Excavation History Excavations in the Kibish formation were first conducted by the International Palaeontological Research Expedition to the Omo Valley in the 1960s led by Richard Leakey. They found several ancient anatomically modern human remains, one of them the Omo Kibish skeleton. In the early 21st century, a new international team of researchers returned to Omo and found additional bone fragments, including a femur fragment which conjoined with a piece collected in 1967. This team also conducted Argon isotope dating and modern geological studies that identified the age of the Omo I fossils as 195,000 /- 5,000 years old. The Lower Valley of the Omo was inscribed to the World Heritage List in 1980. Dating Omo The earliest dates on the Omo I skeleton were quite controversialthey were uranium-series age estimates on Etheria freshwater mollusk shells that provided a date of 130,000 years ago, which in the 1960s was deemed too early for Homo sapiens. Serious questions arose in the latter half of the 20th century about the reliability of any dates on mollusks; but in the early 21st century Argon dates on the strata in which Omo lay returned ages between 172,000 and 195,000, with the most likely date nearer 195,000 years ago. A possibility then arose that Omo I had been an intrusive burial into an older layer. Omo I was finally direct-dated by laser ablation elemental Uranium, Thorium, and Uranium-series isotope analysis (Aubert et al. 2012), and that date confirms its age as 195,000/- 5000. In addition, a correlation of the makeup of the KHS volcanic  tuff to the Kulkuletti Tuff in the Ethiopian Rift Valley indicates the skeleton is likely aged 183,000 or older: even that is 20,000 years older than the next oldest AMH representative in the Herto formation also in Ethiopia (154,000-160,000). Sources This definition is part of the About.com Guide to the Middle Paleolithic. Assefa Z, Yirga S, and Reed KE. 2008. The large-mammal fauna from the Kibish Formation. Journal of Human Evolution 55(3):501-512.Aubert M, Pike AWG, Stringer C, Bartsiokas A, Kinsley L, Eggins S, Day M, and Grà ¼n R. 2012. Confirmation of a late middle Pleistocene age for the Omo Kibish 1 cranium by direct uranium-series dating. Journal of Human Evolution 63(5):704-710.Brown FH, McDougall I, and Fleagle JG. 2012. Correlation of the KHS Tuff of the Kibish Formation to volcanic ash layers at other sites, and the age of early Homo sapiens (Omo I and Omo II). Journal of Human Evolution 63(4):577-585.de la Torre I. 2004. Omo Revisited: Evaluating the Technological Skills of Pliocene Hominids. Current Anthropology 45(4):439-466.McDougall I, Brown FH, and Fleagle JG. 2005. Stratigraphic placement and age of modern humans from Kibish, Ethiopia. Nature 433:733-736.McDougall I, Brown FH, and Fleagle JG. 2008. Sapropels and the age of hominins Omo I and II, Kibish, Ethiopia. Journal of Human E volution 55(3):409-420. Pearson OM, Royer DF, Grine FE, and Fleagle JG. 2008. A description of the Omo I postcranial skeleton, including newly discovered fossils. Journal of Human Evolution 55(3):421-437.Rightmire GP. 2008. Homo in the Middle Pleistocene: Hypodigms, variation, and species recognition. Evolutionary Anthropology 17(1):8-21.Shea JJ. 2008. The Middle Stone Age archaeology of the Lower Omo Valley Kibish Formation: excavations, lithic assemblages, and inferred patterns of early Homo sapiens behavior. Journal of Human Evolution 55(3):448-485.Sisk ML, and Shea JJ. 2008. Intrasite spatial variation of the Omo Kibish Middle Stone Age assemblages: Artifact refitting and distribution patterns. Journal of Human Evolution 55(3):486-500.

Bernard Matthews Farms

Bernard Matthews farms Bernard Matthews farms is the largest turkey producer in the UK. The business has grown substantially since its relatively humble origins in 1950, when entrepreneur Bernard Matthews bought 20 turkey eggs and a second-hand incubator. Twelve turkeys successfully hatched from this initial batch and, before long, the young entrepreneur was able to give up his insurance job and concentrate full-time on rearing turkeys. Today, Bernard Matthews farms rears over seven million turkeys every year. Thirteen million UK households buy a Bernard Matthews farms branded product each year. Despite the size of its operations, the company remains close to its roots in East Anglia, with its farms located across Norfolk, Suffolk and Lincolnshire. Bernard Matthews’ vision is ‘to make turkey the preferred choice of protein for every day and every occasion’. The company’s product line featured affordable, tasty and convenient food choices. Bernard Matthews farms operates in a competitive and fast-changing environment. Consumers are faced with a huge choice of foods to suit different lifestyles, diets, and tastes. However, in recent years, buying patterns have changed as consumers have become more concerned about healthy eating, food safety, and animal welfare. Chance events can have a significant impact on a food business. For example, celebrity chef Jamie Oliver’s high-profile campaign in 2005 to improve the quality of school meals identified foods such as Bernard Matthews farms’ Turkey Twizzlers as being unhealthy. In 2007, there was an outbreak of bird flu at a Bernard Matthews farm in Suffolk. At that time, the media also discovered that the company imported some of its turkey from abroad. The press published stories suggesting that the imports could have been directly related to the outbreak, a theory that was never proven. Initially, Bernard Matthews farms did not speak up and defend its product range against Oliver’s accusations. This resulted in adverse press coverage and the company lost credibility with the media. When bird flu hit, relations with the media were at an all-time low. The companys immediate reaction to the crisis was to focus on eliminating the disease, which it did successfully. Communications came low on the list of priorities. This meant that the resulting information vacuum was soon filled with damaging and often inaccurate news reports. Another issue surfaced during this time period. Two of the company’s workers were convicted of animal cruelty in 2006, having been secretly filmed hitting turkeys with a pole. Others had been filmed playing ‘catch’ with turkeys. Bernard Matthews farms’ spokesperson initially gave â€Å"no comment†, saying he hadn’t seen the video, although he had been shown pictures of the abuse. The company nonetheless claimed it was ‘committed to the â€Å"highest standards† of animal welfare’. The employees defended themselves by saying that they were influenced by the â€Å"culture† at the plant. Yet, in June 2007, employees were again caught and filmed in acts of animal cruelty – this time kicking turkeys. When the company realized the extent of the damage and finally opened up to the press it was too little, too late, as all trust had been lost. As a result, Bernard Matthews farms’ sales in the UK fell by 35% and the company went into a loss position for the first time.

Can global governance avert economic crises Term Paper

Can global governance avert economic crises - Term Paper Example terized by prolonged periods of increased unemployment and inflation, reduced international trade and investment, a loss of foreign reserves and recession. Various types of crises can arise in the global economy. An example of the crises is the financial crisis that is usually observed globally. A Financial crisis according to Portes (1998) is a situation where the financial markets are disturbed in such a manner that the markets fail to allocate the capital. As a result, the investment and the financial intermediation are gravely affected. A ‘financial crisis is’ a term that is usually broadly used for many types of crises. According to Portes (1998) a financial crisis is used to refer to exchange rate problems, bankruptcy, and debt defaults. Some of the examples of the financial crises are explained below. According to Jahjah (2000), defaults refer to a situation where any individual or a country fails to comply with the terms and conditions of an agreement and also is not able to pay the required debts at the already proposed time. An example of a default crisis would be the sub prime crisis that occurred in the US in 2008 where the borrowers were provided with the loans that could not be sold in the prime market according to Whalen (2008). The term ‘sub prime’ was used for the ‘sub prime’ crisis because it actually defines the status of the borrower. This means that during the crises that borrowers who had poor credit history were granted loans. As mentioned above, these loans could not be sold out to anyone in the prime markets. There was a sub prime crisis because the borrowers and lenders both were at risk. The reasons were that the sub prime lending according to Whalen (2008) meant that the borrowers and the lenders had to face markets with higher interest rates, a high rate of default and poor credit history. In the US according to Shankar (2008), the sub prime lending increased from 9% in 1996 to 21% in 2004. Some analysts argue that the

Summary Assignment Example | Topics and Well Written Essays - 500 words

Summary - Assignment Example The authors work with Elizabeth Brainerd is based on two hypotheses. Firstly, competitive industries do not have discrimination, so in case of an exogenous shock (increased trade) the effect of discrimination is negligible. Secondly, in less competitive industries, scope of discrimination is more, so in case of the same exogenous shock narrowing the gender wage gap would be considerable. Since theoretically, the wage differential in competitive industries is nil, by providing for increased trade, the authors could compute the gender wage gap in concentrated industries. The survey covering the period 1977-94 used data from Current Population Survey. The population comprised of individuals aged 18 to 64 and working as full time. First log wage of all individuals was regressed on education, age, agesqaured and nonwhite dummy variable. Then the residual gender wage gap was computed from difference in average residual wages for male and female at industry level. The industry level results were matched to trade level results, with trade measured as import shares. The findings show that an increase in import share leads to reduction in gender wage gap in concentrated industries. However overall increase in trade have a negative impact on relative wages of women. These results can also be factored on decline in unionization and not discrimination impact.

Casablanca :: Films Movies

Casablanca 1942, the year of the creation of one of the most historical movies known to date. That movie, Casablanca, based on the play "Everybody Wants to go to Rick's", still captivates audiences around the world. The setting of the movie is Casablanca, Morocco during the second world war. Casablanca is the jump off point to get to Spain and then to America, but refugees must obtain a fairly costly exit Visa to get onto the plane. In the middle of all this is Rick's cafe. Rick's former love Ilsa comes to Casablanca on her way to America and discovers Rick to be a resident there. The love triangle between Ilsa, her husband Laszlo, and Rick keeps the viewer in suspense until the very last minutes of the movie. This movie contains all the factors that a make a movie a classic. It has great performances by a top cast, a flawless script story line and director, and superb production techniques. In addition, it blends a raging love story with tormenting schemes which makes it one of ! the best Hollywood movies of all time. Casablanca was never expected to be a large scale movie. The script was written on a day to day basis even till the last few moments of the movie but despite all that, it made it bigger than any other movie in it's time. The movie took place in 1942 and was based around world war II which in reality was taking place as they filmed. It was because of the war that Rick and Ilsa were separated, and this was an idea that was not so far fetched and something that the audience could identify with. This was important because it captivated the audience and drew them in to see if Rick and Ilsa's undying love would ever be reunited. There are many classical quotes that were used in Casablanca, some of which we still hear being used today. The most famous of course would be 'here's looking at you kid", and who could forget, "play it again Sam", which later became a title for another film. "This could be the beginning of a beautiful friendship", "but we'll always have Paris", "go ahead and shoot, you'll be doing me a favour", these are yet another three quotes which stuck in the minds of audiences everywhere. These quotes help keep the movie and the memories of the actors and actresses alive even fifty seven years after the original shooting. Let's not forget the variety of great music the viewer is Casablanca :: Films Movies Casablanca 1942, the year of the creation of one of the most historical movies known to date. That movie, Casablanca, based on the play "Everybody Wants to go to Rick's", still captivates audiences around the world. The setting of the movie is Casablanca, Morocco during the second world war. Casablanca is the jump off point to get to Spain and then to America, but refugees must obtain a fairly costly exit Visa to get onto the plane. In the middle of all this is Rick's cafe. Rick's former love Ilsa comes to Casablanca on her way to America and discovers Rick to be a resident there. The love triangle between Ilsa, her husband Laszlo, and Rick keeps the viewer in suspense until the very last minutes of the movie. This movie contains all the factors that a make a movie a classic. It has great performances by a top cast, a flawless script story line and director, and superb production techniques. In addition, it blends a raging love story with tormenting schemes which makes it one of ! the best Hollywood movies of all time. Casablanca was never expected to be a large scale movie. The script was written on a day to day basis even till the last few moments of the movie but despite all that, it made it bigger than any other movie in it's time. The movie took place in 1942 and was based around world war II which in reality was taking place as they filmed. It was because of the war that Rick and Ilsa were separated, and this was an idea that was not so far fetched and something that the audience could identify with. This was important because it captivated the audience and drew them in to see if Rick and Ilsa's undying love would ever be reunited. There are many classical quotes that were used in Casablanca, some of which we still hear being used today. The most famous of course would be 'here's looking at you kid", and who could forget, "play it again Sam", which later became a title for another film. "This could be the beginning of a beautiful friendship", "but we'll always have Paris", "go ahead and shoot, you'll be doing me a favour", these are yet another three quotes which stuck in the minds of audiences everywhere. These quotes help keep the movie and the memories of the actors and actresses alive even fifty seven years after the original shooting. Let's not forget the variety of great music the viewer is

Remedial Instruction

Remedial Instruction in English 1. Define and enumerate the procedure of the following: a. augmentative picture( Communication) device †¢These devices of technology can range from: †¢A board with pictures representing a student’s daily needs †¢Words, phrases, sentences symbolically represented on a communication display as photographs, line drawings, tangible objects or letters †¢Electronic speech synthesizers (prerecorded speech, or segments of words, computers and portable electronic devices. †¢Augmentative communication devices help individuals in producing and/or understanding speech. b. Bean bag tossing -Cornhole, also known as bean bag toss, corn toss, baggo or bags, is a lawn game in which players take turns throwing corn hole bags at a raised platform with a hole in the far end. A bag in the hole scores 3 points, while one on the platform scores 1 point. Play continues until a team or player reaches the score of 21. Procedure †¢Bean bag to ssing matches are broken down into innings or frames [1] of play. During each inning, every player throws four bags. A player may deliver the bag from either the left or right pitcher's box, but, in any one inning, all bags must be delivered from the same pitcher's box.It is possible that both players can throw from the same pitcher's box. Also, the player gets a three foot box to throw in. Each player must deliver the bag within twenty seconds. The time starts when the player steps onto the pitcher's box with the intention of pitching. The player who scored in the preceding inning pitches first in the next inning. If neither pitcher scores, the contestant or team who pitched last in the preceding inning pitches first in the next inning. Note: one foot cannot pass the back of the board while tossing the corn bag, otherwise the point does not count. Bean bag tossing can be played as either doubles or singles. In doubles play, four players split into two teams. One member from each te am pitches from one cornhole platform and the other members pitch from the other. The first side of players alternate pitching bags until both players have thrown all four of their bags, then the players pitching from the opposing cornhole board continue to alternate in the same manner until all four of their bags are delivered and the inning or frame is completed. In singles play, two players play against each other.Delivery is handled in the same manner as doubles play. Both contestants pitch from the same cornhole platform and alternate their pitches until all of their bags have been pitched, completing the inning or frame. c. Sensory putty †¢Therapy Putty is the clinician's all-purpose answer for children who are nervous, anxious, distracted, or withdrawn in therapy. Most children can't resist Therapy Putty—It can be squeezed, stretched, twisted, and pulled into an endless assortment of shapes. It gives children an engaging yet undemanding activity that helps them ca lm down and sit still.And it often serves as an effective ice-breaker, leading the child into relaxed and productive discussion. †¢Therapy Putty is formulated to ensure long-lasting plasticity. It contains only organic, NON-BLEED colors, and it is odorless and nontoxic. It is also ideal for developing hand-muscle strength and increasing endurance. To gently increase range of motion or reduce stiffness, use Extra-Soft Tan. As strength increases, gradually increase the resistance of putty. Varying resistances are indicated by color Procedure 1.Stretch the Theraputty out and hide coins or small objects in it. Then roll it up into a ball. Have the child pull the putty apart and find all the objects you put in there. 2. Roll the putty out into a long thin snake. Have the child use their index finger to flatten the snake all along its body. Then, using their pincer grip (index finger to thumb) have them squeeze the putty back up. I should now look like a spiky dinosaur! 3. Holding th e putty in one hand, have the child pinch pieces of the putty off at a time with each finger opposing the thumb d. Sandtray technique Sandtray therapy is considered an expressive and dynamic form of psychotherapy that facilitates expression of thoughts through metaphor and symbols, according to the Sandtray Therapy Institute. The technique aims at healing individuals by allowing them to get in touch with their inner processes and past experiences. The Institute touts its ability to let people become who they are meant to be, rather than being limited by what they were taught when they were younger. †¢is a form of expressive therapy that is also known as sandplay and the world technique.It was developed by Margaret Lowenfeld, Goesta Harding, De Domenico, Charlotte Buehler, Bolgar, Fisher, Ruth Bowyer, and Dora Kalff. This non-verbal method of therapy is often used with children, but can be applied to adults, teens, couples, families, and groups as well. Sand tray therapy allows a client to construct their own microcosm using miniature toys and colored sand. The newly created microcosm then acts as a reflection of the client’s own life and allows them the opportunity to resolve conflicts, remove obstacles, and to connect to their inner being and recognize the beauty of their own soul as they begin to accept themselves.Procedure – One of the most common techniques used in sand tray therapy is the world technique. This approach involves the use of miniatures. Clients are encouraged to use miniature toys, figurines and objects in the sand in way they choose. They can add water to the sand, and place the miniatures in the sand tray in any order. The design of the sand tray is guided by their imagination and their subconscious. The result is a microcosm of their inner world. The world within the sand tray is expressed through symbolism and metaphor, and may not even make immediate sense to the client.But aided by the therapist, a client, even a chi ld, can begin to recognize the relationship between the creation in the sand and their own inner world. -The humanistic approach is another common strategy applied in sand tray therapy. Clinicians who use this technique rely solely on the client to find solutions to their problems, using the sand as a tool for healing. Through creative expression, a client is able to manifest in sand things they would otherwise not be able to vocalize or address in traditional therapy.The therapist treats the client as whole and healed, knowing that the process of sand tray therapy allows the client to find the answers that are already within them. e. Pad cast †¢a digital recording of music, news or other media that can be downloaded from the internet to a portable media player. The term originated from â€Å"P. O. D. †, meaning Portable On Demand, and â€Å"cast†, relating to the term broadcast †¢Anyone can create a podcast. All over the world, people are creating podcasts o n subjects ranging from movies, to technology, to music, to politics and whatever else you can think of.This is new original content made by passionate people who want to share their creativity with the world. †¢The cost to start podcasting is so low that anyone can do it. Most podcasters are everyday people like you and me. They could be talking to you driving in their car, sitting in their living room or speaking at a conference. You get to glimpse into their life and into their interests. †¢Podcasters are creating very raw and real content and listeners are responding. Free from corporate radio and broadcast regulations, you can create whatever kind of show you can imagine. Some podcasts are â€Å"talk show† style. Others introduce you to the latest bands and music. With podcasts you can stay current on the news, get a glimpse into someone’s life, listen to move reviews and the list goes on. †¢Most podcasts are made by people who are very passionate a bout their subject. Passion is infectious and interesting to listen to. Since the birth of podcasting, a huge variety of shows have shown up on the internet. †¢In addition, many major media outlets are also now offering podcasts. You can listen to NPR, Rush Limbaugh and many major news outlets by podcast. f. Math Manipulatives In math classrooms today, teachers are using manipulatives to help students learn mathematics. Manipulative materials are any concrete objects that allow students to explore an idea in an active, hands-on approach. Manipulatives can be almost anything –blocks, shapes, spinners or even paper that is cut or folded. †¢The power of using manipulatives is that they let the student connect mathematical ideas and symbols to physical objects, thus promoting better understanding. For example, students in grade 5 must learn about decimal numbers. Students ma ke a common mistake nwhen comparing 0. 7 and 0. 6, thinking that 7 tenths is a smaller number th an 56 hundredths. This is because students think that a two-digit number, such as 56hundredths is larger than a one-digit number, 7 tenths. That â€Å"rule† works for wholenumbers, but not decimals. If the students are asked to build these numbers using amanipulative such as base ten blocks, they can immediately see that 7 tenths is larger than56 hundredths. They connect the model to the concept of the size of the numbers. With many experiences building and representing using manipulatives, students can deepen their understanding of abstract math concepts.It can also be tools to help students solve problems. By using physical models to represent their thinking, they can move and adapt the materials as they explore possiblesolutions to problems G. Raised line paper †¢One way to assist students with difficulty in writing is by offering raised-line paper. The lines on this paper are embossed, which raises them slightly. This provides both visual and tactile cues for student s who have difficulty with letter formation, spacing and â€Å"staying in the lines. † As students write, they will â€Å"feel† the lines both with their fingers and through the motion of their pencils.This may help students to form letters and words more accurately, increasing their feeling of success with writing tasks. †¢When using this kind of tool in your classroom, it’s best to provide it for everyone if possible. This will help class projects or bulletin boards to look uniform in appearance. More importantly, kids with disabilities will have an opportunity to see that they are using the same materials as their peers. Already acutely aware that they struggle with writing, they don’t need to be self-conscious about using different paper than everyone else.In order to save money, kids can use scrap paper or regular paper for writing or dictating rough drafts, and then use the raised-line paper for final copies if necessary Procedure †¢Just p repare the tools(the particular paper) and let the students follow the lines I the paper. h. Sparkle †¢A spelling word game than has been played a lot in classrooms is Sparkle. The basic game goes like this. The person in charge of calling out the words can be the teacher or a student. When the first word is called out, the first person starts spelling it, saying only the first letter.The second person says the second letter and so on down the line. Whoever says the last letter of the word turns to the next person and says â€Å"sparkle† or any other word of your choosing, like â€Å"Whoo-hoo† or â€Å"Gotcha. † The person who would have been next is out, because he or she got â€Å"sparkled†. †¢The game continues with the leader calling out another word. Any time a student misspells a word, that student is out. Some teachers have a student sit down if they are not paying attention and do not know it is their turn or do not remember the previous letter. This helps improve listening skills.Procedure 1. The class forms a circle. 2. The teacher says a list word. 3. The first student says the first letter of the word. 4. The next in line says the second letter. 5. The student next in line says the third letter. This continues until all letters of the list word have been spoken. 6. The student in line AFTER the last letter, then says the list word. 7. The next student in line says â€Å"SPARKLE† and is OUT, and returns to his seat. 8. Anytime a student says the wrong letter, he is out and returns to his seat. 9. I usually give the winner a cap eraser, pencil grip, or something like that. . Adaptive reading materials Multisensory techniques are frequently used for students withLearning Disabilities (LD) Multisensory teaching techniques and strategies stimulate learning by engaging students on multiple levels. They encourage students to use some or all of their senses to: †¢Gather information about a task; †¢Link information to ideas they already know and understand; †¢Perceive the logic involved in solving problems; †¢Learn problem-solving steps; †¢Tap into nonverbal reasoning skills; †¢Understand relationships between concepts; and †¢Learn information and store it for later recall.