Essay on Proctors Character in “The Crucible” - 547 Words

John Proctor is portrait in â€Å"The Crucible† as a man of word, a man who is at most times honest. Throughout his whole life, Proctor took care of maintaining his name and his wife’s name clean. It is said in the book how Proctor took care of farming and had a really special caring for his wife. Even though it is arguable and true that he was not faithful at all times to Elizabeth it is insane to say he did not care for her. As an example, when she was condemned he did what was possible in order to save her life. From all sides we can see how this man was compassionate and lived his life with honesty. John Proctor would, in fact, only live under these circumstances. For everyday of a life, every second breathed, and every year you†¦show more content†¦When John Proctor saw his life, everything he had constructed, being held by another’s hand he could not bear it. How dare those officials make an honest man lie and use his name against him? What proof w as so necessary if his word was given in front of the ones to blame him? There was no way John could tolerate such non sense. His most shallow feelings allowed him to think he would be capable of giving up his name in order to survive. Unfortunately to Proctor, to survive is not the same as to live, and to live was what he wanted. His name not only was being stabbed to a door, but was being stabbed in everyone’s life. They wanted Proctor to be an example of a liar, of the existence of witches as he had a heavy name. They wanted to destroy his weighty name and make it barely inexistent or make of it a deception. Proctor’s conscience or ability to distinguish what is right to what it wrong acted upon him, but death was sadly the only alternative he had. A life could be easily consumed by the results of a lie: remorse, loneliness, confusion, and going against moral values between others. Proctor’s name was said to be the only thing he possessed at that moment, and with no motivation whatsoever why live? He would rather be condemned than to go against what he had build up. It was not about pride; pride is egocentric and insane when your own life is at risk. It was about his most profound and unexplainable necessity toShow MoreRelatedWhat were the changes in John Proctors character throughout the play The Crucible? ( Arthur Miller)1938 Words   |  8 PagesIn The Crucible, John Proctor initially portrayed a sinful man whom had an affair, struggling to prove to his wife that he should be trusted again. The dishonesty of the betrayal of Elizabeth and his marriage to her changed, though, by the end of the play. This transition in Proctors character showed he transformed from a deceitful man and husband, to one whom was true to himself as well as his beliefs. This paper will discuss Proctors change in character and his struggle with getting to theRead MoreThe Crucible By Arthur Miller1681 Words   |  7 Pagesstudy in class â€Å"The Crucible† by Arthur Miller, Miller uses characterization to illustrate reputation throughout the play. â€Å"The Crucible† takes place in Salem, Massachusetts. It is based upon the Salem witch trails. In â€Å"The Crucible†, we journey through the life of three characters who reputations plays a major role in the play. The three characters are John Proctor, Abigail Williams, and Reverend Parris. When put in a tight situation dealing with life or death, all of these characters choose to keepRead MoreThe Crucible By Arthur Miller1138 Words   |  5 Pages Arthur Miller’s The Crucible takes place in a puritan 17th century Salem town, where a distinct line separates right from wrong. Puritan ideals define the individuals living in Salem, and John Proctor, the protagonist, finds himself struggling to realize and act on these ideals. Miller portrays Proctor in different lights throughout the course of the play, as Proctor often finds himself engrossed in the heat of the hysteria driven town. His character starts out lacking any heroic or admirable featuresRead MoreCrucible Essay1101 Words   |  5 PagesRedemption is defined as atoning for a fault or mistake. Therefore, the idea of a redemptive character emanates from that character committing a perceived wrong and then overcoming the subsequent consequences with his actions. The Crucible, a famous play by Arthur Miller, incorporates this idea of redemption into its plot through the personal journeys of major characters in the Salem Witch Trials. One such character that displays these qualities of redemption is John Proctor. In the beginning of the playRead MoreEssay about Themes in The Crucible1294 Words   |  6 PagesThemes in The Crucible In the crucible Arthur Miller takes the chilling story of the Salem witch hunt in 1692 and combines it with the issues of McCarthyism in the 1950s. The play reflects Miller’s ideas and opinions about McCarthyism and what he thinks are the similarities to the Salem witch hunts. Proctor is the main character Millers uses to reflect the unfairness of the Salem and McCarthy trials and how the truth died in the 1950s. This makes Proctor’s role very dramatic and excitingRead More Analyze how Arthur Miller creates dramatic tension at the end of Act 31300 Words   |  6 PagesAnalyze how Arthur Miller creates dramatic tension at the end of Act 3 of The Crucible. During this essay, I will be explaining how Arthur Miller creates dramatic tension at thee end of Act 3 of his novel, The Crucible. I will be organizing this essay in paragraphs by points. Here are the main points I will be analyzing: - Setting - Stage Directions - Characters and Language - Comparing thee witch trials to the McCarthyism Proctor brings Mary to court and tells Judge DanforthRead MoreThe Crucible Essay975 Words   |  4 PagesCoherently, Arthur Miller utilizes his diverse cast of characters in his play write â€Å"The Crucible† to demonstrate the ease at which lying to one’s self can create false realities and fallacious logic without our knowing. Arthur Miller’s play write of â€Å"The Crucible† demonstrates mankind’s inherited hypocrisy and inability to recognize our self-deception through Proctor’s repression, Elizabeth’s passive aggression, and Danforth’s denial. â€Å"The Crucible† demonstrates mankind’s natural hypocrisy and ourRead MoreThe Eternal Internal Conflict Of The Crucible By Arthur Miller1362 Words   |  6 Pagesapplicable. In this theory, Freud proposed that the human mind comprises three aspects: the id, the ego, and the superego. Arthur Miller’s fictionalized account of the Salem Witch Trials hysteria, The Crucible, involves some of the most fascinating yet disturbing psychology in the interactions amongst the characters. The heroic protagonist John Proctor is at the crux of this conflict. Starting with an oppressive id that is soon restrained by the ego and subsequently the superego, John Proctor adheres to SigmundRead MoreJohn Proctors Moral Struggle in The Crucible Essay767 Words   |  4 PagesJohn Proctors Moral Struggle in The Crucible The primary dramatic focus in the play The Crucible is the moral struggle of its protagonist, John Proctor. Certain characteristics of John Proctors character and also the environment of the Puritanical Salem alleviated this problem for him. The main issues running through out the play are a series of dilemmas that John Proctor faces. The first and foremost of these is his guilt over his adulterous affair with Abigail Williams, the secondRead MoreThe Crucible By Arthur Miller811 Words   |  4 Pages While The Crucible, by Arthur Miller, is only a four act play, it still resembles the format of a five act play. The five-act structure evolved from a three-act structure, which was made famous by Roman Aelius Donatus. Donatus came up with three types of plays: Protasis, Epitasis, and Catastrophe. The five-act structure helped to expand the three act structure, mainly made famous by Shakespeare through his many tragedies. Even though The Crucible contains only four acts, it still has the common

Matrix Movie Review Free Essays

Brad Davies Sociology 11:00-12:15 a. m. MW 2/20/2010 Swanson Movie Paper 1) In the movie The Matrix, Keanu reeve stars as a character whose world is based on a futuristic reality. We will write a custom essay sample on Matrix Movie Review or any similar topic only for you Order Now This fact plays the role to why this movie demonstrates social imagination. The basis is that the individuals in the movie have to be aware of their enemies, the machines and artificial intelligence. Social imagination is also expressed through the virtual reality the humans go into where they have certain advantages that they wouldn’t have in the real world. The environment determines the reality of the characters in many ways. In The Matrix, that was created by computers to limit and reduce the human population, reeves character forms a rebellion against the machines with others who escaped the cyber world. When he enters the matrix, he continues his constant struggle with Agent Smith, a virtual character created by the machines to destroy Reeves. These, I believe, are good examples of the social imagination. ) The deception of this movie is that the future, many movie producers believe, we humans will be at some sort of worldwide war with artificial intelligence. Along with the characters in the movie, the writers, producers, and directors are the ones who created this deception. The Matrix, which is the â€Å"fake reality†, is created through the minds of the characters by the means of technology. The advancement in technology that the movie portrays is the basis behind the â€Å"artificial reality. I believe, after viewing the movie, the main characters figure out the difference between fact and fiction by simply going through the metamorphous of the real world and the matrix. I feel that the reality of this movie is the possibility that the future of the humans may indeed involve a conflict with machines, artificial intelligence, and/or the entire cyber world. 3) Yes, I do believe that it is possible to create a separate reality in our minds. People do this every day through hypnosis. When people go â€Å"under† and it is said that their conscious minds are released. This is done so that we can escape our very stressful, worrisome, everyday lives. Our minds are endless and we go through hypnosis, we can explore the unexplored of our inner-conscious. When it comes to create a â€Å"fake reality† like the matrix in our minds and live in it, I don’t think it’s possible, without the help of some sort of machine or computer basis. I’m sure some people try to do this, but nothing can compare to the reality portrayed in the movie. ) I did like The Matrix, along with the rest of the trilogy, because of the Sci-fi, fictional baseline. It is pretty cool to think about what it would be like if we could actually hook up to a computer and travel into a different world. This assignment was pretty tricky and I really hope that I nailed all the key points and that my examples make sense and go along with the questions. I think the class is going fairly well so far. Can’t go wrong with learning new things every day! How to cite Matrix Movie Review, Papers

Education Is the Most Powerful Weapon Essay Example For Students

Education Is the Most Powerful Weapon Essay Abraham Moscow said, Self actualization is the ultimate goal that man desires , then, education is the best way to transform one s life. Discovering who you are, breaks all form of depression, anxiety and low self-esteem. It gives you that hope to keep pushing on, knowing you will become a medical doctor, astronaut, lawyer, president, banker and so on. There are many problems In our world today, we as youth need to break out of our shell, move away from our comfort zone and bring out that underfed idea, write great books, sing songs, invent devices that will be a blessing to mankind. True education ignites one s spirit to bring a positive change. Even Nelson Mandela knew the importance of education that why he Said, education is the most powerful weapon which you can use to change the world . Imagine If Mandela had no education, would he be able to change his country. In a country Like ours where there are many cultural and tribal diversities, education Is the connecting factor. Education n Nigeria is in a state of dilemma, strike by teachers and lecturers, poor facilities in our schools. This has made many youths to use their potentials for wrong purposes. O switch on your TV and radio set, sad news is what is see and hear, youths involved in arm robbery, oil theft,terrorism,prostitution,fraud. There is always way out, we all have a parts to play, to end this consternating problems. The youths, governments, parents, religious leaders, teachers and lecturers. Parents should support the youths in their choice of career or what they love doing, the Nigerian overspe nt needs to make policies, provide funds and facilities that will revive the poor state of our education system. All teachers should be passionate in their Job and keep all selfish desires away. We the youths have the biggest part to play, we should take all opportunity to learn, so as to use our potentials to create a positive change. In conclusion, education Is what we all need as youths to Improve on yourselves, create Ideas, and boost your talents. Learn new things. Remember that your potential is for positivist and not negativity. It all in your hands. Stay positive, dream big, be creative, be original, be yourself. SE what you learn everyday as a tool to change your society, Nigeria and the world. Education Is the Most Powerful Weapon Which You Can Use to Change the Worldliness Mandela By Kamikaze and improve his world. People say, education is the key to success , be it formal or informal. Changing the world is never an easy Job, but it all begins with that little banker and so on. There are many problems in our world today, we as youth need to powerful weapon which you can use to change the world . Imagine if Mandela had no education, would he be able to change his country. In a country like ours where there are many cultural and tribal diversities, education is the connecting factor. Education governments, parents, religious leaders, teachers and lecturers. Parents should change. In conclusion, education is what we all need as youths to improve on yourselves, create ideas, and boost your talents. Learn new things. Remember that dream big, be creative, be original, be yourself. Use what you learn everyday as a tool

Policing Styles free essay sample

In order to deal with a vast and varying array of problems and situations in the line of duty, the police department employs a multitude of operational strategies. Also they can employ a series of specialized strategies and techniques for more detailed and complex investigations which would take place over a longer period of time. A few examples of core police strategies include: preventative patrol, aggressive patrol, and directed patrol. Preventative patrol is defined as an attempt to stop crimes before they happen. (This can be implemented through several strategies such as a beat cop keeping an eye out for trouble whether he’s – or she – is on foot, bike, or horse.) Aggressive patrol can be seen whenever the police cracks down on a suspects and arrests them for their wrongdoing. Directed patrol, however, keeps the police patrol time centered in high crime areas and neighborhoods. When it comes to the style of policing, you must first take a look at the different situations that a police officer might come upon. We will write a custom essay sample on Policing Styles or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In crowd control, a police officer would want to use preventative patrol. Doing this would mean that he is keeping an eye out for any troublemakers and would be able to take care of them quickly if anything should happen. (This would also put the crowd at ease, as he wouldn’t be aggressive towards those who weren’t causing trouble.) In arresting a suspect/apprehending an offender, the police officer would want to use aggressive patrol as he would need to crack down on him before he could do anything else wrong. In other words, he wouldn’t want to be passive about someone doing something wrong and would want to take action. Helping someone in need would be considered a form of directed patrol, as the officer would have his attention focused solely on who needed his help. (Thus, his attention wouldn’t be directed elsewhere.) Community policing is defined as a philosophy that promotes organizational strategies, which support the systematic use of partnerships and problem-solving techniques, to proactively address the immediate conditions that give rise to public safety issues such as crime, social disorder, and fear of crime. In theory this means that the police and the community work together and become partners to keep the crime in a neighborhood down. If anyone in the community sees anything that could be considered suspicious activity from anyone in the neighborhood, they would call the police and the  police would take a look into it. It’s a benefit for the community because they know that they have the backing of the local police department if anything happened and it’s a benefit for the police because it shows that the community trusts them to do their jobs.

Acid Rain Essays - Inorganic Solvents, Acid Rain, Sulfuric Acid

Acid Rain Essays - Inorganic Solvents, Acid Rain, Sulfuric Acid Acid Rain INTRODUCTION: Acid rain is a great problem in our world. It causes fish and plants to die in our waters. As well it causes harm to our own race as well, because we eat these fish, drink this water and eat these plants. It is a problem that we must all face together and try to get rid of. However acid rain on it's own is not the biggest problem. It cause many other problems such as aluminum poisoning. Acid Rain is deadly. WHAT IS ACID RAIN? Acid rain is all the rain, snow, mist etc that falls from the sky onto our planet that contains an unnatural acidic. It is not to be confused with uncontaminated rain that falls, for that rain is naturally slightly acidic. It is caused by today's industry. When products are manufactured many chemicals are used to create it. However because of the difficulty and cost of properly disposing of these products they are often emitted into the atmosphere with little or no treatment. The term was first considered to be important about 20 years ago when scientists in Sweden and Norway first believed that acidic rain may be causing great ecological damage to the planet. The problem was that by the time that the scientist found the problem it was already very large. Detecting an acid lake is often quite difficult. A lake does not become acid over night. It happens over a period of many years, some times decades. The changes are usually to gradual for them to be noticed early. At the beginning of the 20th century most rivers/lakes like the river Tovdal in Norway had not yet begun to die. However by 1926 local inspectors were noticing that many of the lakes were beginning to show signs of death. Fish were found dead along the banks of many rivers. As the winters ice began to melt off more and more hundreds upon hundreds more dead fish (trout in particular) were being found. It was at this time that scientist began to search for the reason. As the scientists continued to work they found many piles of dead fish, up to 5000 in one pile, further up the river. Divers were sent in to examine the bottom of the rivers. What they found were many more dead fish. Many live and dead specimens were taken back to labs across Norway. When the live specimens were examined they were found to have very little sodium in their blood. This is typical a typical symptom of acid poisoning. The acid had entered the gills of the fish and poisoned them so that they were unable to extract salt from the water to maintain their bodies sodium levels. Many scientist said that this acid poising was due to the fact that it was just after the winter and that all the snow and ice was running down into the streams and lakes. They believed that the snow had been exposed to many natural phenomena that gave the snow it's high acid content. Other scientists were not sure that this theory was correct because at the time that the snow was added to the lakes and streams the Ph levels would change from around 5.2 to 4.6. They believed that such a high jump could not be attributed to natural causes. They believed that it was due to air pollution. They were right. Since the beginning of the Industrial revolution in England pollution had been affecting all the trees,soil and rivers in Europe and North America. However until recently the loses of fish was contained to the southern parts of Europe. Because of the constant onslaught of acid rain lakes and rivers began to lose their ability to counter act their affects. Much of the alkaline elements; such as calcium and limestone; in the soil had been washed away. It is these lakes that we must be worried about for they will soon become extinct. A fact that may please fishermen is that in lakes/rivers they tend to catch older and larger fish. This may please them in the short run however they will soon have to change lakes for the fish supply will die quickly in these lakes. The problem is that acid causes difficulties the fish's reproductive system. Often fish born in acid lakes do not survive for they are born with birth defects such as twisted and deformed spinal columns. This is a sign that they are unable to extract enough calcium from the water to

3 Clumsy Compositions

3 Clumsy Compositions 3 Clumsy Compositions 3 Clumsy Compositions By Mark Nichol In each of the sentences below, awkward syntax results in a distractingly clunky flow that obstructs comprehension. Discussion and revision of each example tells and shows how to make the statements flow more smoothly. 1. They wanted to evolve the organization beyond its roots as a traditional hospital network with success measured by occupancy, or â€Å"heads in beds.† When an informal word or phrase used as a synonym for a more formal term appears, the coinage often follows the standard term as an appositive (a term equivalent to an adjacent term), which is illogical- why introduce the slang term after using the official one, when, whether it appears again or not, it seems immediately redundant? The only sensible reason to use both synonyms is to first introduce an informal term that will subsequently reappear in the piece of content, then gloss (briefly define) it with the formal term; thereafter, when readers encounter the term again, they will have already been informed of its meaning: â€Å"They wanted to evolve the organization beyond its roots as a traditional hospital network with success measured by ‘heads in beds,’ or occupancy.† 2. The issue has been under the spotlight in Hong Kong. Hong Kong Monetary Authority spokesperson John Chang commented on its response last week. In this sentence, â€Å"Hong Kong† is awkwardly repeated in immediate succession, separated only by a period, which makes it difficult to read. The phrase describing John Chang’s affiliation is easily relocated to follow his name, a solution recommended in general when such a description is extensive: â€Å"The issue has been under the spotlight in Hong Kong. John Chang, a spokesperson for the Hong Kong Monetary Authority, commented on its response last week.† 3. The customer risk rating calculation methodology should be adjusted to take into account any heightened risk of financial crime. The adjectival cluster that precedes methodology is awkward because all the words in that string are nouns serving as adjectives, and the reader can easily become frustrated about having to haltingly read the phrase while trying to parse where the phrasal adjective ends. The technically correct solution is to hyphenate the string, but the result is unwieldy. Better yet, relax the sentence to reduce the number of elements in the phrasal adjective: â€Å"The methodology for calculating customer-risk rating should be adjusted to take into account any heightened risk of financial crime.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:45 Synonyms for â€Å"Food†Disappointed + PrepositionUsing "May" in a Question

Relationship between education and health status Research Paper

Relationship between education and health status - Research Paper Example The study, of the relationship between education and the health status, is crucial since lifestyle related diseases are becoming increasingly rampant and can only be controlled if people are well educated on the same. When people speak of health status and education, it may not be obvious as to which form of education they are referring. It could be that they mean the formal education offered in schools, or the informal education offered concerning health and general wellbeing. This paper seeks to explain the relationship between education and health status of individuals. Fayissa et al (2011) explain that the relationship between health status and education is a two-way process. This, they explain, means that changes in the education quality and level of an individual affects the health status the same way the health status affects the level and quality of education. According to Fayissa et al (2011), poor health status has serious negative effects on the education of an individual. An appropriate illustration, they say, is the fact that an individual infected with such serious diseases as HIV and AIDS do not have the motivation to acquire education. This was established by a study carried out by Cutler and Lleras-Muney (2007). The study, carried out among college-age students, indicated that those with little or no education are less concerned about their health status. It was, however, concluded that in considering the effect of education on health status and vice versa, other aspect had to be taken into serious consideration. For example, such fac tors as the economic status of the family from which the individuals came from mattered a lot. An individual could be uneducated, but since they were financially stable and could afford to pay for insurance covers, they took more precaution and were so much concerned about their health. According to Cutler and Lleras-Muney (2007), the relationship between education and health

Paper that assesses the legal problems of genuineness of assent and Essay

Paper that assesses the legal problems of genuineness of assent and what condition must prevail in order for a contractual offer to be null and void relative to absense of genuineness - Essay Example Agreements or promises made must be consented to in order to bind all the parties to a contract. Essentially, the contracting process has to be genuine. If the genuineness of assent is questionable, the underlying contract(s) might fail to be legally binding. However, there are legal challenges involved relative to proving lack of genuineness of assent in a contract context. The enforceability of a contract is subject to genuineness of assent (Miller, 2012). Contracts are effectively and efficiently performed where genuineness of assent is not questionable. When genuineness of assent is characterized by doubt or lack of it altogether, legal provisions applicable to the contract context take their course. In this respect, the primary legal problems and challenges that surround genuineness of assent include mistake, misrepresentation, undue influence, or duress (Miller, 2012). The occurrence of these factors in a contract jeopardizes voluntary consent. Mistakes in contracting can be made by one or more parties. In most cases, mistakes in contracting are either factual or value-based. On its part, misrepresentation encompasses fraudulent and non-fraudulent practices that could be perpetrated by one, more than one, or all the contracting parties. Where a contracting party’s free will is overcome by the influence of another party resulting in contract consent that is not driven by free will, undue influence is realized (Miller, 2012). Moreover, an agreement or promise made under threats or force is not genuine; an aspect referred to as duress. All these issues constitute legal problems involved in contracting as far as genuineness of assent is concerned. For a contractual offer to be null and void relative to absence of genuineness, there are conditions that must be satisfied relative to mistake, misrepresentation, undue influence, or duress in contracting (Miller, 2012). Whether the mistake is unilateral or

George and Lennie Essay Example for Free

George and Lennie Essay The title of the book comes from a poem by the 18th century Scottish poet Robert Burns. Of Mice and Men is a novel written by John Steinbeck. It is set in California in 1930s during the time of the depression. During this time of depression, people lived in poverty, finding it difficult to gain employment and often had to search ranch to ranch for employment. At this time people were inspired and motivated by the American dream a dream of a land in which life should be better and richer. This, however was nothing but a lost dream. They went on to search for a job, which would fullfill, their dreams. In Of Mice and Men we know that there are characters that have a dream. A dream that they are really working hard for and there are characters whose dreams are already taken away from them. I think John Steinbeck wrote this so he can provide the reader with a historical and social viewpoint and background of life in the 1930s. An outsider is someone who does not fit in to the mainstream of Society. In this essay I will write about Candy, the oldest person on the farm. Crooks, the crippled Negro and Cuerlys wife, the only women in the book, who did not even get a name. I have chosen them because they dont fit in with the other characters. In the 1930s Curleys Wife represents people who were ignored and suffered from loneliness. First of all John Steinbeck does not reveal the name of Curleys Wife as he thinks she is not important which makes me think that she has no other part to play other than being Curleys Wife. Curlys Wife is stuck on a farm when she thinks she should be in Hollywood.

Robert E. Lee Essay -- essays research papers fc

In 2003, Roy Blount Jr. published the book Robert E. Lee through the Penguin Group Inc. This book is different then other books published about Lee due to the fact that this book looks behind the man in uniform, and shows how Lee became the legend that we know today. Blount brings an element of humor that some would not expect to find when writing about Lee. Through this type of writing, Lee transforms into the everyday person who we all can relate to.   Ã‚  Ã‚  Ã‚  Ã‚  Blount takes the reader through the life of Robert E. Lee. However, Blount dances to a different beat while telling the story of Lee. There are some details about Lee that have been overlooked or ignored by other writers that Blount made prominent in this biography. One of these is Lee’s humor when it comes to the word â€Å"Pussyism† (57). This word was used when referring to the Oxford movement in the Church of England. Lee walked into conservation between two junior officers and declared, â€Å"Beware of Pussyism! Pussyism is always bad, and may lead to unchristian feeling; therefore beware of Pussyism!†(58). Lee is brought alive into the readers mind by this type of humor.   Ã‚  Ã‚  Ã‚  Ã‚   Blount begins the journey through Lee’s life with Lee’s father, Henry â€Å"Light Horse Harry† Lee. Henry was a Revolutionary War hero who went bankrupt and disgraced the Lee name. When Robert was a young child his father went to Baltimore to assist in the defense of a newspaper that was opposed to the war o...

Environmental issues Essay

The Greenpeace. org website is an effective tool that calls environmental activists to action around the globe. This essay will demonstrate how the website effectively uses content, design, and visuals to achieve its objectives. The central purpose of the website is to get people involved and taking action to solve issues that negatively affect the planet. The main argument presented by www. Greenpeace. org is that ‘this fragile Earth deserves a voice. It needs solutions. It needs change. It needs action†. This argument is effectively followed up by examples of the earth being threatened by highlighting issues about energy, politics and big business. The description of each environmental issue uses pathos, logos and ethos to persuade activists. The stories that illustrate the need for action are driven by pathos which appeals to the human emotion to compel people to take action. All stories have used visuals to appeal to activists. The pictures and images are a critical part of the argument being effective. When you see something you care about in danger it is more moving than just text. A great example of moving visuals is the cute baby monkey pictured right above the ‘donate to Greenpeace’ button. The use of logos through the use of facts and figures in the website successfully back up the claim that the earth needs help. What adds further credibility to the significant amount of statistics on the website are the links to national websites which provide a more local view of the issues. The overall design of the website is seamless. Every page integrates content and visuals to highlight a range of pressing environmental issues and call for action. The home page is organized and packed full of content with a lot of images used. My firstl impression is that the homepage is too busy but it does give people the choice of what they are interested in. The color scheme is very attractive with the bright green color attracting visitors to areas of interest. The site effectively uses large font for headlines to draw attention also using different font colors for different sections. In terms of ethos the tone is appropriate in that it conveys authority on the subject while still maintaining a down to earth approach that conveys to the reader; we are in this together. The paragraphs are concise and broken up for easy reading and the writer reaches out to the reader to keep them engaged. The website is updated regularly with a daily blog. One of the most effective aspects of the greenpeace. org website is its clear and multiple calls for action on every issue mentioned on the website. For each major story there are two links one is ‘Support Us’ and the other is ‘Take Action’. On the homepage alone there are eight calls for action. The visual argument effectiveness of the greenpeace. org website has a high impact since it personalizes the issues that increase the probability of activists taking action. The website used a wide variety of tools such as video clips, photos, interactive maps, webcams, discussion forums and even Greenpeace TV. The visuals are used mostly to attach feelings and emotions to the issues for example a video clip of an interview with a farmer affected by the destruction of the Amazon forest is a powerful way to convince people to help this farmer and others like him and take action. On each page there is a picture of either an animal or a child asking the reader to take action and help them before it’s too late. Overall the Greenpeace. org website is a highly effective website that inspires and motivates activists and every day citizens to take action to address environmental issues. The design, content and visuals of the pages within the website all support the central argument that the earth is fragile and action is needed to help it before it is too late.

Developmental Reading

â€Å"The Different Learning Styles of the Selected Freshmen Education Students at Villaflores College, Tanjay City Negros Oriental SY: 20011-2012† ____________________________________________________________ __________________ A Baby Thesis Presented to Mr. Percival T. Tolomia, M. A. ED In Partial Fulfillment of the requirement in ED. STRAT 8 (Developmental Reading October 2011 CHAPTER 1 THE PROBLEM AND ITS SCOPE Introduction We choose this topic because we want to know how the freshmen students cope up with their everyday lessons with their learning styles. Recognizing which style is your preferred one is not to suggest that one is better than other, rather it serves to help you work out strategies when a certain teaching methods don’t suit your style and to challenge you to develop in all areas. Basically, once you identify your preferred style(s), take advantage of your strengths and work to develop your weaker areas. Each person has their own type of learning style. A learning style is a method in which each of us utilizes to better understand material. A preferred learning style is a style in which the person can learn best, reflecting their strengths and weaknesses of the individual. In order to understand material we take it all in with our senses, through sight, sound, touch, smell or taste. Multiple Intelligence theory maintains that there are at least seven learning styles (â€Å"intelligences†): interpersonal, intra-personal, body/kinesthetic, visual/spatial, mathematical/logical, verbal/linguistic and musical/rhythmic (Lazear, D. 1991). For the purposes of this paper I will simplify the seven categories into three main categories in which people best learn information: auditory, visual and tactile/kinesthetic. Most people possess the ability to use all three learning styles but learn best using one specific learning style. Statement of the Problem The study aimed to identify the different learning styles preferred by the selected Freshmen Education students of Villaflores College, Tanjay City for School Year 2011-2012. Specifically the study seeks the answer to the following questions: . What is the profile of our student/respondents in relation to: *age; *gender; *address; *size of the family; *educational attainment of parents; 2. What are the different learning styles used by the freshmen education students? 3. To what extent do the learning styles help the students cope up with their everyday lessons? 4. Is there a significant relationship between the learning styles of the students/respondents and their academi c performance? Significance of the Study This work has significance to the following: Students. If they know their learning styles and can articulate their needs, they can go on to address these needs with appropriate assistance. Teachers. When they identify key elements of individual learning styles, they can match instruction and materials with those individual differences providing students with a method for learning that can lead to their improved achievement and increased ability to exercise control over their own program. Moreover knowledge of learning styles would also enable them to assist students with a program that will fit the pupils learning styles strengths. Parents. Parental influences are normally more accepted by students in their formative years, parent’s knowledge of their children’s learning styles would help them in the follow-up of their children’s learning styles. Department of Education (DepEd). The result of the study will provide DepEd the insights on how to improve teaching based on students individual learning styles. Researchers. They should further their queries on the effectiveness of learning style-based instruction so that students can be provided with opportunities to improve their academic performance. Scope and Limitation of the Study The study was conducted in Villaflores College, Tanjay City with the freshmen Education students from the regular classes as respondent. Definition of Terms – Important terms in this study are defined either conceptually on operationally for a clearer understanding of its contents. Department of Education – The government agency tasked to give the basic education in the elementary, secondary and tertiary level. Freshmen Education Students – These refer to the students of Villaflores College enrolled in the Freshmen level in the Regular classes for the School Year 2011-2012. Learning Styles – Refer to the different approaches or ways of learning. It is a student’s consistent way of responding to and using stimuli in the context of learning, Villaflores College – A private school in Tanjay City. It is where the respondents of this study are enrolled in. Cognitive Theory – suggests that individuals process information differently on the basis of either acquired or inherent traits. Many researchers investigated the variables of field dependence and independence, global and analytic, simultaneous and successive, and left-right-preferred processing. As they conducted studies to determine the student’s characteristics that appeared to be more or less responsive to environmental THEORETICAL FRAMEWORK OF THE STUDY The concepts and theories gathered based on readings from books and the internet are used as basis for determining the theoretical framework of the study. Learning styles are biologically and developmentally set of personal characteristics that make the identical types of instruction affective for some students and ineffective to other. Though initially conceived as an outgrowth of practitioner’s observations this learning styles model traces its roots to two distinct learning theories. Cognitive Style Theory Cognitive Theory suggests that individuals process information differently on the basis of either acquired or inherent traits. Many researchers investigated the variables of field dependence and independence, global and analytic, simultaneous and successive, and left-right-preferred processing. As they conducted studies to determine the student’s characteristics that appeared to be more or less responsive to environmental emotional sociological and psychological stimuli, they found out that selected variables often clustered together. Indeed relationships appeared to exist between learning persistently, in quiet and bright light, in formal setting arrangements and with little or no intake, and being and analytic left processor (Dunn, Bruno, Sklar and Beaudry, 1990); (Dunn, Cavanaugh, Elerle and Zenhausern, 1982). Similarly, young people who often requested breaks while learning and who learned more, easily in soft lighting, with sound in the environment, seated formally, and with snacks, often revealed high scores as right processors. Field dependence versus field independence correlated in many ways with global versus an analytic cognitive and, again, seemed to elicit the same clustering as right- and left- preferences students did. In some cases, more attributes allied themselves with global/right tendencies than with their counterparts. Thus, although global/rights often enjoyed working with peers and using their tactual strengths, analytic/left did not reveal the reverse nor did the sociological or perceptual characteristics evidences consistent similarities. The Theory of Multiple Intelligences Howard Garner conceived the theory of multiple intelligences. He identified eight (8) different ways to demonstrate intellectual ability. The types of multiple intelligences are: Visual or Spatial Intelligence (Picture Smart) – learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them. The ability to â€Å"see† things in one’s mind in planning to create a product or solve a problem. This type of intelligence is sensitive of representing ideas visually, creating mental images, noticing visual details drawing and sketching . And has the ability to create visually and visualize accurately. Verbal or Linguistic (Word Smart) – learning through the spoken and written word. This intelligence was always valued in the traditional classroom and in the traditional assessments of intelligence and achievement. This type of intelligence is sensitive of speaking, writing, listening and reading. And has the ability to speak effectively. Mathematical or Logical (Number Smart or Logic Smart) – learning through reasoning and problem solving. Also highly valued in the traditional classroom, where students were asked to adopt to logically sequenced delivery of instruction. This type of intelligence is sensitive of finding patterns, making calculations forming and testing hypothesis, using scientific method and deductive and inductive reasoning. And has the ability to work effectively with numbers and reason effectively. Bodily or Kinesthetic (Body Smart) – learning through interaction with one’s environment. This intelligence is not the domain of â€Å"overly active† learners. It promotes understanding through concrete experience. This type of intelligence is sensitive to activities requiring strength, speed, flexibility, hand-eye coordination and balance. And has the ability to use the hands to fix or create and use the body expressively. Musical (Music Smart) – learning through patterns, rhythms and music. This includes not only auditory learning, but the identification of patterns through all the senses. This type of intelligence is sensitive to listening, singing, playing an instrument. And has the ability to create and analyze music. Intrapersonal (Self Smart) – learning through feelings, values and attitudes. This is deductively affective component of learning through which students place value on what they learn and take ownership for their learning. This type of intelligence is sensitive to setting goals, assessing personal abilities and liabilities and monitoring one’s own thinking. And has the ability to meditate, reflect, exhibits self-discipline, maintain composure, and get the most out of oneself. Interpersonal (People Smart) – learning through interaction with others. Not the domain of children who are simply â€Å"talkative† or â€Å"overly social†. This intelligence promotes collaboration and working cooperatively with others. This type of intelligence is sensitive to noticing and responding to other people’s feelings and personalities. And has the ability to work with people and help people identify and overcome problems. Naturalist (Nature Smart) – learning through classification, categories and hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is not simply the study of nature; it can be used in all areas of study. This type of intelligence is sensitive to identify and classify living things and natural objects. And has the ability to analyze ecological and natural situations and data and to work in natural settings. Existential (Spirit Smart) – learning is seeing the â€Å"big picture† â€Å"Why are we here? † â€Å"What is my role in the world? † â€Å"What is my place in my family, school and community? † This intelligence seeks connections to real world understanding and application of new learning. CONCEPTUAL FRAMEWORK OF THE STUDY The study assessed the preferred learning styles among the freshmen college students in Villaflores College. The study examined the profile of the students respondents and the significant relationship of the preferred learning styles and their profile. The variables and their relationship are shown in the conceptual framework. The diagram further shows two interactive arrows toward the socio-economic variable and learning styles strengths and weaknesses to show dynamism and interrelationship of the different components. The identified learning styles strength or weaknesses will be the basis for an enrichment plan for teaching strategies compatible to the learning styles of the freshmen college students of Villaflores College. The enrichment plan will address the teaching strategies compatible to the learning styles of the students. Review of Related Literature and Studies Related Literature Everybody has strengths, although a parents strengths tend to differ from those of the other parents, from those of their offspring and from those of their own parents. Thus, mother and father often learn differently from each other and also from their children. Nevertheless, parents commonly insist that children study and do their homework as they themselves did when they were young. That approach is not likely to be effective for at least some of the siblings because within the same family, different individuals usually learn in diametrically opposite ways. Learning style then is the way by which each learner begins to concentrate on, process and retain new and difficult information. That interaction occurs differently for every individual. To identify a person’s learning style pattern, it is necessary to examine each individual’s multidimensional characteristics to determine what is most likely to trigger each student’s concentration, maintain it, respond to his or her natural processing style, and lead to a long-term memory (Dunn, Dunn and Perrin, 1994). There are many models to identifying learning styles. One of these is the widely known learning style model of Dunn and Dunn. This learning style uses the three main sensory receivers- Vision, Auditory, and Kinesthetic to determine the dominant learning style of the learners. Its main strength is that it is quite simple, which appeals to a lot of people. The learner may prefer one style of learning for one task, and a combination of others for one task. However, one or more of these styles are dominant. This dominant style defines the best way for a person to learn and perceive information. Some hints for indentifying the different learning styles are: . Visual Learners. These types of learners can learn fast when they see, watch and observed what has to be learned. They easily visualize faces and places by using their imagination. They seldom get lost in new surroundings. They learn better with charts, demonstrations and other visual materials. They pay better attention to lectures if they watch them. b. Auditory Learners. These types of learners do better and can retain information by listening to lectures, tapes and discussions. They remember information by forming the sound of words rather than by reading silently. . Kinesthetic Learners. These learners do best while touching and moving. They tend to lose concentration if there is little or no external stimulation of movement. When listening to lectures they may want to take notes. When reading, they like to scan the material first and focus on the details. They like to draw pictures, diagrams or doodle things. Related Studies One goal of educational research is to discover a method of instruction which enables teachers to teach students effectively and efficiently in the classroom. Researchers have faintly provided knowledge on how children perceive, interact with and respond to the learning environment. But, within the educational reform arena of the 1980’s, a renewed interest styles emerged. Ebert in 1994 conducted a study learning style profile of vocational students. A multi-stage, cluster sampling of students enrolled in vocational education program in Pennsylvania was identified. The Learning Style Profile developed and distributed by the NASSP (1986) was administered to 580 students enrolled in randomly selected vocational education programs. Learning Styles Profiles of students for each program and a composite profile were established. Learning styles of vocational education students enrolled in these selected programs were found to be similar to that of the national population. The popular notion that the vocational education students differ from non-vocational education students based on their inaccurate learning style. If differences exist between vocational and non-vocational education students then the difference is the result of something other than learning style. Students enrolled vocational education programs could be taught using the same methods and with the same expectations as students enrolled in non-vocational education programs. Teachers should employ methods of instructions which address a variety of learning styles and be prepared to assist students to use knowledge of learning styles to facilitate learning. RESEARCH METHODOLOGY Research Design The study utilized the descriptive method of research. It described the different learning styles of students. It further examined present conditions as far as learning styles and profiles of the student/respondents are concerned. Research Respondents There were a total of 164 freshmen education students who serve as respondents of these study, 116 students from Bachelor of Elementary Education and 48 from Bachelor of Secondary Education. Fortunately, the researchers were able to retrieve all the questionnaire forms within the allotted span of time. Research Environment Villaflores College is located in Legaspi St. Tanjay City with the land area of 3 hectares. There are more than 8 buildings with beautiful flowers around which provide a strong facade of greenery and foliage. Research Instruments The VAK Learning Style Self-Assessment Questionnaire was used as the research instrument in gathering of data with some modifications. It contains two major parts: (1) Profile of freshmen college students. It asked for the respondent’s age, gender, family monthly income, size of the family, available learning media at home , and parents’ educational attainment; (2) Preferred learning styles of the freshmen education students. Research Procedure The researcher asked permission from Mr. Percival Tolomia Ed. Strat 8 instructor to conduct this study. After the permission was granted the researchers started the admission of the questionnaires to the freshmen education students in Villaflores College. After retrieving the questionnaire forms, the researchers examined the raw data and made necessary preparations and tabular presentations. Statistical Treatment of Data The preparation of the data matrices was done using the following statistical tools, viz: 1. Sloven’s Formula In sampling, the formula for getting the number of respondents is: n= _______ N_______ 1+ Ne2 Where: n= is the sample size N= is the population size e= is the margin of error 2. Percentage To convert the raw data into percentile score, frequencypercentage was used. The formula is: P= __f__ x 100% N Where: P= Percentage F= frequency N= number of items 3. Weighted Mean To determine the extent of preference of the pupils’ learning styles, the weighted mean was used. The formula reads as follows: Xw = _? (xw)_ ?w Where: XW (read:x bar sub w) is the symbol for the weighted mean. X is the value term W is the weight ? (xw) is the sum of the products of X and W ?w is the sum of weights

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It is supported by Larson’s statement that the goal of a good translator is to translate idiomatically which means that a translator must make every effort to communicate the meaning of the SL text in the natural forms of the TL. (Larson, 1984: 18) Translation covers both written language and spoken language. Translating spoken language is more difficult than translating written language. That’s why, sometimes, a translator accidently makes mistakes in translating a spoken language, for example in the dialogues of a movie. It is caused by slang language which exists in spoken language, stronger cultural influences, and sometimes spoken language doesn’t follow grammatical rules. This is why a kind of translators’ job to translate dialogues in a movie is not easy, especially when they have to put the subtitles in time and cannot give a footnote to explain some difficult words. As this paper is concerning about translation of a movie, it focuses on analyzing the translation of the dialogues in the movie entitled â€Å"Ada Apa dengan Cinta? † This movie is about two teenagers who have different background and character in their high school. Cinta is a popular girl with her lot. On the other hand, Rangga is just a loner who loves literary work. Despite of their contradictory characters and barriers which come along, love grows between them. As additional information, this movie is produced by Miles Production and directed by Rudi Soedjarwo in 2002. ( 21cineplex. com/ada-apa-dengan-cinta,movie,588. htm) This paper is going to pick some dialogues in the movie as the examples. This paper is also going to analyze the movie based on cultural context and idiomatic translation. Its point of view of appropriate or inappropriate translation is based on whether the messages are transferred from SL text to TL text or ot. II. ANALYSIS a. Cultural Context In translating dialogues in a movie, from Bahasa Indonesia to English, a translator doesn’t only have to master both language, but also both cultures because as Edward Sapir states that no language can exist unless it is steeped in the context of culture; and no culture can exist which does not have at its center, the structure of natural language (Sapir, 1956: 69). It proves that language and culture have a strong relationship. This is why the understanding of both cultures is really required for a translator to create an appropriate translation, especially when the object of translation is a movie where spoken language has stronger cultural influence. This is also happened to the movie â€Å"Ada Apa dengan Cinta† because the source language, Bahasa Indonesia, has different root of culture with the target language, English. From the movie â€Å"Ada Apa dengan Cinta†, a conversation is chose as an example of translating spoken language based on cultural context. Cinta:Kamu tuh lebih kalo lagi kebingungan lebih nyenengin ya? Kamu bingung aja terus. (You’re nicer person when you are confused. Just stay confused at all time) Rangga: Kamu? Kamu biasanya kan ngomongnya loe-gue (You said â€Å"you†. Usually you use the colloquial â€Å"you†) That’s an appropriate example of translating spoken language. The reason is although that dialogue shows that there is untranslatability in words â€Å"loe† and â€Å"gue†, as both words are slang words for â€Å"kamu† and â€Å"aku†, the translator find a way to translate it appropriately without ruin the message of the SL to TL. Instead of translating it literally, because there are no slang words for â€Å"you† and â€Å"I† in English, the translator give a trick to translate it by giving ‘a little explanation’ in the translation. The translator translates â€Å"gue† into â€Å"colloquial ‘you’†. It is appropriate, because â€Å"colloquial† means words or languages which are used in conversation but not in formal speech or writing (Hornby, 2006: 281). b. Idiomatic Translation Sometimes, in a certain condition, it’s better for a translator to translate a SL text to TL text idiomatically rather than literally. To translate an idiomatic expression appropriately, a translator needs to understand the cultures of both languages and also needs to develop sensitivity to the use of idioms in the Target Language and use them naturally to make the translation lively and keep the style of the Source Language. ( translationdirectory. com/articles/article1739. php) The sentence below is an example of idiomatic translation which is done appropriately by the translator. It is taken from Cinta’s poem which she sings with a guitar in front of her friends. This is an example of an appropriate idiomatic translation. This is one statement of Cinta when she curses for Rangga in front of her friends after Rangga refused to be interviewed. * Cinta: Udah kayak sastrawan besar gitu lho! (He behaves as though he’s a literary giant! ) The translator’s decision to translate â€Å"sastrawan besar† into â€Å"a literary giant† is appropriate, because the message or the real meaning of â€Å"sastrawan besar† is transferred correctly into English. In this context, â€Å"sastrawan besar† doesn’t mean a big man of literature or something. Giant† in this context is not large person or strong person, but â€Å"a person who is very good at something† (Hornby, 2006: 626). Another example of idiomatic translation in the movie â€Å"Ada Apa dengan Cinta† is in the scene when Rangga’s father hands Cinta a glass of tea when she comes to visit. * Rangga’s father: Silahkan. (Hand ing Cinta a glass of tea) (Be my guest) The translator doesn’t translate â€Å"Silahkan† into â€Å"please† because it’s too literal. â€Å"Be my guest† is the English way of saying that a person is welcome and that hospitality is extended to them. That hospitality usually involves making ones resources available, so it is used in the sense of help yourself, make free with the assets. ( phrases. org. uk/bulletin_board/27/messages/1037. html) From the explanation above, it’s clear that â€Å"be my guest† is an appropriate translation for â€Å"Silahkan† because although the form of the TL text is changed, the message is delivered successfully. III. CONCLUSION From the analysis of â€Å"Ada Apa dengan Cinta†, it proves that mastering both languages is not the only requirement for a translator to produce an appropriate translation. Understanding both cultures is also needed because each culture influences each language. Idiomatic translation is also needed in purpose to deliver the message of the SL text to the TL text if the literal translation is not possible to use. Even, Larson’s statement supports it, according to him, the purpose of a good translator is to translate idiomatically (Larson, 1984: 18). REFERENCES 21Cineplex. 2002. Ada Apa dengan Cinta. 21cineplex. com/ada-apa-dengan-cinta,movie,588. htm 4th June 2011. Eftekhari, Negar. 2008. A Brief Overview on Idiomatic Translation. translationdirectory. com/articles/article1739. php. 2nd June 2011. Hornby, A. S. 2006. Oxford Advanced Learner’s Dictionary 7th Edition. Oxford University Press: Oxford. Larson, Mildred L. 1984. Meaning-based translation: a guide to cross-language equivalence. Lanham, MD: University Press of America and Summer Institute of Linguistics. Nida, Eugene and Charle Taber. 1969. The Theory and Practice of Translation. Leiden: Brill. Newmark, Peter. 1981. Approaches to Translation. Pergamon: London. Phrase Finder. 2004. The Meaning of Phrase. phrases. org. uk/bulletin_board/27/messages/1037. html 5th June 2011 Sapir, Edward. (1956). Culture, language and personality. Berkeley ; Los Angeles: University of California Press. Wojowasito, S and Tito Wasito. 2007. Kamus Lengkap Inggris-Indonesia Indonesia-Inggris. Hasta: Bandung. Analyzing the Translation in the Dialogues of the Movie â€Å"Ada Apa dengan Cinta† Isti Maisaroh 09/282230/SA/14745 English Department Faculty of Cultural Sciences Universitas Gadjah Mada 2011

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Crime Scene Management: Challenges Faced

Crime Scene Management: Challenges Faced Crime scene management has evolved to meet the challenges of todays crime scene experts. There have been a lot of changes over the past 75 years, especially in the type of evidence which can now be recovered and the investigative tools used to process it. The employment of qualified Scientific Support Managers take charge of all experts involved at a scene and this ensures evidence is recovered In-tact and un-compromised. The following paper shows how modern scene management methods are used to investigate the Ruxton case today. The Initial Call A hill walker in the south of Scotland, spots an arm reaching up out of the river. She immediately calls 999 and Police officers are dispatched to her location. Actions of the First Officers at the Scene (FAO) Quick preservation is the key to success in recovering evidence from any scene. Crime scenes are easily compromised and evidence can be destroyed by walking over or moving any items before experts have cleared the area. Locards Principle In 1921 Locards Principle was founded and it simply states every contact leaves a trace there is always evidence at a scene and failure to find evidence may be due to Poor preservation and search techniques. The officers contact their supervisor as to what they found and requested a Senior Investigating Officer (SIO) to attend the location. FOAs now cordoned off the scene and identify safe parking for technical bureau vehicles. A logbook is opened to record all personnel who attend the scene. Major Crime Scene Management Towards the end of the 1980s it was decided new management and training techniques were required and the roll of Crime Scene Manager was developed. The establishment of the National Training Centre provide crime scene investigators with higher standards of training. (As per G. Keeling and A. Scott Crime scene management workbook, P4) Proper management of staff at major crime scenes was found to be paramount if an investigation is to be successful. All major crime scenes present complex issues which may lead to misunderstandings and conflicts between the various forensic teams. A co-ordinated approach to the investigation is essential and must be agreed by all the various experts if the investigation is to be handled properly. (As per G. Keeling and A. Scott Crime scene management workbook, P14) The management structure includes: Senior Investigation Officer (SIO) Scientific Support Co-ordinator (SSC) Crime Scene Co-ordinator (CSC) Crime Scene Manager (CSM) Exhibits Officer In major crime scenes the SIO will seek the assistance of a Senior Forensic Scientist to co-ordinate with the forensic laboratory. Senior Investigation Officer The Senior Investigating Officer (SIO) is the principle decision maker in the investigation and will control the enquiry with the management team. (see fig 2) Scientific Support Co-ordinator This Scientific Support Co-ordinator manages and co-ordinates the various scientific support teams (outlined later) and advises the SIO on the scientific support strategy. The Crime Scene Co-ordinator The CSC advises the SIO on contamination issues. If it becomes obvious this is not the primary crime scene then the CSC will coordinate personnel at all the various scenes. The Crime Scene Manager The CSM is an experienced CSI who will take control of the scene and is responsible for all matters relating to its examination. The CSM is the liaison between the SIO and CSIs.(See fig 3) (As per G. Keeling and A. Scott Crime scene management workbook, P14) Exhibits Officer This detective is in charge of keeping all evidence secure. The exhibits officer records, catalogues and assigns exhibit numbers to each piece of evidence i.e. LCH1. The incident Room Information is controlled and stored in the incident room using a computer system first introduced in the UK in 1986 known as HOLMES (Home Office Large Major Enquiry System). The Incident room provides the SIO with accurate up to date information on the examination of evidence. The Incident room also provides a two way information system for detectives during the investigation. Police and staff at the scene include Personnel under the control of The Scientific Support Co-ordinator include: The Crime Scene Investigator is responsible for persevering and collecting evidence at the scene. The Photographer provides a full pictorial record of the scene and the Post Mortem and produces albums for trial. The Surveyor provides detail maps and plans of the scene. The Fingerprint Lab tech is used to recover prints at a scene. The Fingerprint expert is used to examine prints at a scene and aid in eliminating any persons who have cause to be a scene. Experts provided by the Forensic Science Service (FSS) include: Entomologists Anthropologists Forensic Psychologists Forensic Archaeologists Chemist Biologist Dynamic Risk Assessment Under the Health Safety at work Act 1974 The Crime Scene Manager completes a Dynamic Risk Assessment for every scene which addresses: Water born hazards (drowning, weils disease) Biological issues (HIV/AIDS/HEP AB) Personal injury Items infested with parasites Unsafe areas Welfare issues which must be addressed:- Meal breaks WC facilities, Weather conditions Critical Stress Debriefing Personnel working at this scene were presented with a horrendous sight of decomposed and butchered body parts strewn across the area. All staff must be offered the opportunity to undertake Critical Stress Debriefing. Contamination Matrix The Crime Scene manager compiles a Contamination Matrix which ensures no person or vehicle attends more than one scene. This will eliminate any possibility of cross contamination. The Forensic strategy The SIO needs the following questions to be answered:- Are the parts human Could the remains be animals? Who is the deceased The victim(s) needs to be identified as soon as possible. Age and sex of the victim(s) Age and gender of the victim will aid in the identification process. Time and date of death The pathologist will be able to determine a rough time of death and an entomologist may be able to produce an estimated date of death. Cause of death The pathologists will give an indication of how the victim(s) died. Can a suspect be eliminated There is no point spending money investigating an innocent person. Can evidence prove this person is or is not a suspect? Is this linked to another crime If this crime is linked to another crime, evidence and investigations from the other crime scenes may be able to direct investigators to a suspect. (As per G. Keeling and A. Scott Crime Scene Management workbook, P20) Using the forensic strategy it is important to keep an open mind and read the scene based on knowledge and experience as the facts fall into place, testing each hypothesis as it develops. (As per P. White From Crime Scene to Court P47) A.B.C Model Assume nothing Believe no one Check everything (See Fig 4) Agreeing and delivering a forensic strategy Once a forensic strategy has been decided the SIO and CSM must before the investigation can continue. The SIO records the agreed strategy in the investigation policy book and the CSM records the strategy in the scene management log. Recording the forensic strategy To avoid any misunderstanding between the SIO and CSM the scene log is updated with actions identified in the forensic strategy. The log is also updated with the outcomes from briefings, meetings and directions to the CSIs. Delivering the forensic Strategy The CSM is responsible for Planning, coordinating and managing the search and recovery of evidence. The CSM details tasks and activities from the strategy to the forensic teams. (As per G. Keeling and A. Scott Crime Scene Management workbook, P21) Managing Police and Forensic experts at the scene Processing a crime scene involves a team of experts who can deal with any piece of evidence uncovered during an investigation. These experts need to be managed and coordination to avoid any overlaps during their examinations. (As per G. Keeling and A. Scott Crime Scene Management workbook, P21) Major Crime Scene vehicles The attendance of a Major Crime Scene Vehicle is requested. (See fig 6). This vehicle will act as a command post to allow briefings to be held on site. Crime scene vehicles also attend which contain equipment such as lighting, tarpaulin, plastic tape and any non-routine equipment needed at an external crime scene. (As per P. White From Crime Scene to Court P46) Immediate Search The CSM contacts Police Search Advisors (POLSA) who are trained in systematic searching techniques for large areas. A fingertip search of the area is conducted to locate evidence. The CSIs will recover and transfer the evidence to the Exhibits Officer to hold until their value to the investigation is ascertained. (As per P. White From Crime Scene to Court P49) Recovery of Evidence The CSM produces an Evidence Recovery Plan which outlines the steps required before any piece of evidence is recovered. Sequencing of examination The Sequencing of Examinations must always be done in such a way that the recovery process does not destroy other evidence. Evidence should be processed in this order:- Pictorial record and sketches of the position of the item Recovery of fragile evidence first i.e. DNA, fibres Fingerprinting (As per G. Keeling and A. Scott Crime Scene Management workbook, P22) The Planning Cycle NEW INFORMATION New information can be obtained from any source at any time STOP stop and obtain a briefing ASSESS Using the CSMs initial questions. What do I know? Now formulate a plan, immediate action required PLAN What specialists do I require? Is my Evidence Recovery Plan in place. REVIEW review the actions put in place (See fig 5) Cordons The CSM will confirm the positions of the cordons are. The CSM will identify the position of a second outer cordon. Once the inner cordon is in place, only personnel wearing PPE will be allowed pass. Crime Scene Surveillance All personnel will be aware a suspect may be present or revisit the scene during the investigation asking questions. It is best practice that details are recorded of any person enquiring about the scene or vehicles driving around the area. (As per G. Keeling and A. Scott Crime Scene Management workbook, P11) Common Approach Path (CAP) A common approach path is established to allow access to the scene. This is completed by identifying a route to the scene which would not likely to have been used by the suspect. This route is subjected to a fingertip search and a full video and photographic record is completed. Once this route is established the CSM, SIO, Pathologist and Forensic Scientist will approach the main area where the biggest concentration of the body parts are located. Body parts Body parts are placed in new plastic body bags and labelled appropriately. The body parts are accompanied back to the morgue by the Crime Scene Manager and a Police Officer. The Officer will remain with the bodies for the duration until the Post Mortem is completed. Under Water Search Unit An Under Water Search Unit is bought in and will search the river to recover body parts and the instruments used in the possible murder and dissection of the bodies. The Post Mortem The Pathologist will systematically examine the body to establish cause and time of death. An attempt to identify the weapon and instrument used to dissect the bodies will be made. A full video and photographic record including sketches are made for each step. The Pathologist will take various samples, blood, hair (head body), DNA and swabs from all body orifices and send to the lab for processing. The Anthropologist An Anthropologist will aid in the identification and reassembly of skeletonised remains of the victims. (see fig 8) Examination of the skulls Examination of the skulls can give an estimated age and gender of the victims. It is estimated the shorter body is aged between 20 and 30 years and female. The taller of the two bodies was approximately between 30 and 40 years of age, also female. The Entomologist Examining maggots recovered from the scene the Entomologist constructs a timeline using the insects life cycles to estimate the date of death. This date coincides with the date on the newspaper which some of the body parts were wrapped in. Cause of death The taller woman had damaged of the hyoid bone consistent with strangulation. Five stab wounds to the chest were found. The smaller womans skull was fractured and her tongue shows signs of swelling consistent with asphyxia. When the PM is complete the Senior Investigation Officer asks the Pathologist for a cause of death. Results of the Post Mortem The post mortem has proven there are two bodies, both female, one in her twenties and the other in her thirties. The bodies were dismembered using a knife at the joints. The Pathologists concluded the bodies were mutilated to prevent identification and possibility by somebody with medical training. Both victims died a violent death. After the PM the coroner is informed and takes responsibility for the bodies until they are released for burial. . Finger and palm prints Automatic Fingerprint Identification Systems (AFIS) developed in the late 80s is now widely used in Police forces all over the world. Palm and fingerprints of the victims are taken and entered onto the AFIS system for possible identification or comparison later. Tool-marks Tool marks on the bones are casted and confirmed they were made by a knife. Facial Reconstruction 2D facial reconstruction was first used in Texas during the 1980s (As per Reichs and Craig. Facial Approximation: procedures and pitfalls) and allows the forensic artists to reconstruct faces on the skulls. 3D facial re-construction can also be done by using clay or 3D computer software using known profiles for race, age, and gender. The reconstructed face is photographed or printed and submitted to the incident room. (See fig 11) Further examination of the scene During the Post Mortem, searching the scene and the river continued and the cordons reviewed. Potential evidence such as footprints, drag marks, clothing snags and blood is recovered and examined for intelligence. Final inventory Once the scene has been fully examined, a final inventory is compiled of whats left and not removed. This will insure whatever is left is not part of the investigation. Although this is normally completed on an inside scene there is merit for carrying out this process for every scene. De-commissioning the scene Before the scene is released it is good practice for an independent Crime Scene Manager to walk the scene to establish if there are any items of interest to the investigation overlooked. The SIO and CSM walk the entire scene and on completion the scene is released. Evidence recovered at the scene Each piece of evidence should be photographed in its location; sketches drawn of its exact location and when collected, packaged in its own separate container, labelled and exhibit numbers assigned. Evidence collected at the scene included: Various body parts Two skulls Maggots Newspaper A patched blouse Tyre tracks Footprints Fingerprints Control samples Tyre marks and footprints Casts of Foot prints and tyre tracks are made and recovered. Intelligence on the class characteristics of the tyre marks can establish a type of tyre present at the scene. The tyre marks can also be compared on the national tyre tread database. If a vehicle is later identified the individual characteristics of the tyre can be compared with the recovered casts. Foot prints recovered can be compared on the national shoe database and be matched to a suspects shoe. The Newspaper The newspaper is examined for fingerprints, handwriting, hairs, fibres, blood and DNA. This paper is the Sunday Graphic which displays the date and part of a headline which refers to a festival in Morecambe near Lancaster. Intelligence from the newspaper points the investigation team to believe the murders may have taken place in the Morecambe area and the bodies driven up to Scotland on or soon after the date on the newspaper. (Wilson Wilson 2003) Missing Persons Reports The investigating team now look at missing persons reports for women in their mid twenties and late thirties from around the Morecambe and Lancaster areas. Mary Jane Rogerson (see fig 10) was reported missing by her stepmother. She had been employed by a Doctor Ruxton, who lived in Lancaster. 34 year old Isabella Ruxton, Dr Ruxtons wife (see fig 9) was also reported missing by friends. These women are good matches to the images the forensic artists generated. The patched blouse The blouse is tested for the presence of hair, fibres and traces of DNA. Any recovered particulates are compared to the victim and possible suspects. A photo of the blouse was shown to Jessie Rogerson and identified as been owned by Mary Jane. Incident room Detectives now turn their attentions to Dr. Ruxton. (See fig 7) Crime Scene 2 (Dr. Ruxtons House) The First Officer on scene preserved the scene using barrier tape to restrict entry to the building. The suspects car and the area surrounding the vehicle is cordon off. The scene log book is started and only persons wearing full PPE can enter the building. The Scientific Support Officer reviews the cordons and the personnel required at the building. The SSO will take into account if there is evidence external to the building. The Contamination Matrix and Dynamic Risk Assessments are completed before any persons enter the building. The SSO marks out the common access to the building. Method of entry to the building will be determined by the Crime Scene Manager. Once the Evidence Recovery Plan is complete, the building is searched. Blood was found on the stairs and in the bathroom. Blood, DNA and other material was discovered in the bathtub. This evidence was recovered and sent to the lab for examination. This blood and DNA will be compared to DNA on file from the victims and on the national DNA database. Evidence recovered from the building included:- Fingerprints Blood Skin and Bone Fragments Hair and fibres Clothing from the victim and suspect The suspects shoes Knifes Dr Ruxtons Doctors Bag Medicines and drugs including their containers Various control samples Mobile phones Fingerprints recovered at the house are compared to the victims on AFIS. As the bodies showed stab wounds and was dissected, a search for any instrument capable of accomplishing this is carried out. Ruxtons Medical bag was collected and sent to the lab. Ruxten`s shoes was collected and soil samples compared to soil from the dump site. The size, make and sole patterns were recorded and compared with marks recovered at the dump site. The shoes were also examined for blood and other trace evidence. Ruxtons clothing was collected and examined for the presence of the victims blood and other trace evidence. The suspect and victims mobile phones are recovered. The phones software is interrogated for cell tower information which can track the movements of the phones imei numbers as they travel between cell towers. Call logs, text messages, photos and emails can be reviewed by investigators. Ruxtons Car The car is impounded, transported to a special examination centre and searched for evidence it transported a body. The vehicles tyres are compared against tyre-tracks recovered from the scene. Soil in the tyres is compared against soil from the dumpsite. The National Vehicle File The vehicles number-plate is checked against the National Vehicle File (NVF) for intelligence. This car was reported as having been involved in a hit and run in Kendal placing it near the crime scene around the estimated date of the murders. ANPR and Speed Enforcement Camera Systems The cars number-plate can also be checked against various databases such as:- Automatic Number Plate Recognition (ANPR) systems Gatso and Robot Speed enforcement cameras CCTV CCTV recordings are collected from Petrol stations, shops and Cafes along the entire route from Dalton Square to the crime scene in Scotland. Image annalists examined the recordings for sightings of Dr Ruxton or his car. Final Inventory A final inventory is conducted by an independent CSM and once the SIO is satisfied there is no more evidence to be recovered, the building as a scene is decommissioned. Post Scene Activity When all the scenes have been examined the incident management team develop and agree a submission policy. (As per G. Keeling and A. Scott Crime Scene Management workbook, P24) The SIO, CSM, SSO and the Exhibits Officer must meet once or twice daily and explore if there are any links between the scenes and the recovered evidence. The CSM will continue to meet and liaise with the SIO and on the progress of the evidence. (As per G. Keeling and A. Scott Crime Scene Management workbook, P24) Budgetary Control The SIO is responsible to keep control of expenditure during the investigation. The SIO will see that overtime is kept to a minimum and only staff working their normal shift are used. As external agencies charge for their services the SIO in consultation with the CSM prioritise evidence to be processed. As intelligence from the lab emerges evidence will move up or down in priority. Submission for finance will consider the following:- Evidence which will prove/disprove a suspects involvement Does the evidence corroborate the suspects, witnesses or victims version of events Will the examination of this evidence further the investigation If these criteria are fulfilled the CSM will authorise its examination. (As per G. Keeling and A. Scott Crime Scene Management workbook, P25) Statements of evidence Every person involved in the investigation will be required to provide a statement. Police and experts notebooks are obtained. These documents will be received, read, catalogued and exhibit numbers assigned. Copies of all documents and reports will be compiled into the book of evidence and submitted in the court file. Experts in court and the trial If the case goes to trial then experts will be required to present their findings on the evidence to the Judge and jury. The defence has the right to cross examine any witness and have any evidence independently examined. On completion of the evidence, the prosecution and defence barristers give their closing statements. The judge will then charge and send the jury to deliberate. The jury can at any stage request clarification on any piece of evidence. When deliberations have finished, the jury return a verdict. Conclusion The murder scene is, without a doubt, the most important crime scene an officer will be called to attend. Because of the nature of the crime death by violence or unnatural causes, the answer to what happened can only be determined after careful and intelligent examination of the crime scene. (Gerberth,.J. Practical Homicide investigation tactics, Procedures and forensics) This essay is based on the Jigsaw murders of 1936 where Dr. Ruxton was found guilty on both accounts of murdering his wife Isabella and their house maid Mary Rogerson. He was sentenced to death.