Attributes of a Good Dancer Essay Example for Free

Attributes of a Good Dancer Essay Describe the attributes of a good dancer. Discuss ways of improving each of these skills in a suitable training programme: (20 marks) A good dancer should have a range of attributes, which they use on a daily basis and in all their work. One of the first attributes of a dancer is having the correct alignment and posture. Posture is the position in which you hold your body upright against gravity whilst standing, sitting or lie in positions where the least strain is places on supporting muscles and ligaments. Whilst alignment in dance refers to the posture and position of the body while dancing or preparing to dance. Having correct body alignment improves the posture, muscle tone and length of performing career of dancers. Good posture is used during ballet and contemporary dance mainly as its helps create better balance with little strain on the on your ligaments and muscles as possible. Alignment also improves a dancer’s balance and therefore is an important attribute of a good dancer and it also increases levels of agility and can reduce chances of causing an injury. To improve your alignment and posture as a dancer you can practise dancing with the correct posture and body alignment and over time you will become use to it and more comfortable doing so. Train to sit up properly and not hunched over when at home for example whilst eating or watching television; this way you’ll eventually be able to do it without thinking whilst dancing so it will come naturally. You can also do exercises at home or incorporated into your dance warm-ups/cool-downs so you can gradually improve on your technique. An example of a exercise you could do at home in your spare time is to sit on a chair, lift your chest and straighten your shoulders. Move your head back as though you are trying to touch an imaginary wall with the back of your head. Hold this position for ten seconds, relax and repeat up to eight times. As you progress with this exercise try and do it up to three time a day and to improve even more and wider the benefits to other parts of your body you could carry out this exercise sitting on an exercise ball instead of a sturdy chair so you would strengthen your core muscles as well as improving your posture and alignment. Another attribute of a good dancer is to have all round high levels of skill related fitness. This includes agility, balance, co-ordination, power, reaction time and speed. Agility is the ability to change the position of the body quickly and to control the movement of your whole body. To improve this in training you could create a dance phrase which includes travel and changes of pathways and levels. Every dance class work on this phrase and progressively make it more difficult therefore improving your agility as a dancer. Balance is the ability to maintain the point of balance over the centre of gravity and you can develop this by focusing time on your technique; this may include arabesques, rond de jambe en’lair and pirouettes (using spotting technique). Co-ordination is the ability to use two or more body parts simultaneously this area of fitness can be improved during dance class by doing more complicated phrases as you progress. Power is the ability to do strength performances quickly and involves both strength and speed. Having a balanced and healthy diet is one of the most important attributes as not only can it improve you dancing it can have positive changes in your everyday life as well. By eating well between your dance classes/ training sessions and at home you will gradually see a change in your dancing as your body needs a high energy source for your stamina and other aspects of dance such as strength and power. There are six different food groups these include; carbohydrates, fats, protein, vitamins and minerals, water and fibre. Each of these groups plays an important role in your diet and nutrition as they each help do different things. Carbohydrates are stored in your muscles and liver as glycogen and they provide you with energy so you can do more activity in dance sessions with getting as tired quickly. Fats are stored all over the body in special fat cells; they also provide energy to a dancer but should be consumed in small amounts compared to the rest of the food groups. The third group protein is found in the muscles and organs; it is needed for growth and repair and therefore is important to a dancer in case they are get injured so they can recover quickly. Vitamins and minerals are stored all over the body and they are needed to increase the strength of your bones, which is highly important in dance as strong bones can prevent injury and means you can have better alignment. Water is another group making up the balanced diet and it is found all over the body seeing as 70% of your body is made up of water. It is a vital factor for the metabolic process and helps get rid of body waste, but most importantly in dance it helps you stay hydrated so you can perform to the best of your ability for longer periods of time. The final group is fibre, it is not stored in the body but passes through; we need it for our intestines to function (mainly the colon) and for our digestive system. As a dancer you should have a good and wide range of knowledge of the mus cles in the body and the body’s anatomy; this way you’ll be able to understand the more technical side of dance and the different ranges of movement and will eventually improve your dancing skills. An attribute of a good dancer is spending time researching the different joints and what they do movement wise, as there is more to dance than just the actions performed. By practising good and safe techniques in class from the knowledge they learn, it will help prevent injury of the dancer. Having high levels of dance fitness is also an attribute of a good dancer; these include cardiovascular fitness, strength, muscular endurance and flexibility. Cardiovascular fitness is the ability to exercise the whole body for long periods of time. Strength is the amount of force you can put forth with your muscles. Muscular endurance is the ability to use the muscles, which are attached to the bones, many times without getting tired and can improve your posture. Finally flexibility is the ability to use your joints fully. You are flexible when the muscles are long enough and the joints are free enough to allow movement. You can improve all of these in training sessions/dance classes by focusing on your fitness in warm-ups. An example of a warm-up you could do before a dance lesson could be doing five shuttle runs, twenty plie’s in second, twenty parallel squats followed by twenty crunches and then holding a twenty second plank and doing this three times. You can adjust this warm up as you progress by increasing the amount of times you do a certain activity or how long you hold the plank. You can also make it harder for example doing the plank on one foot for twenty seconds and then on the other foot for twenty seconds. This whole warm up covers every aspect involves in dance fitness and the more you complete it the fitter you will gradually become. Good dancers also have spent a long time improving their performance skills during dance practise and doing lots of rehearsal until they get it right. The performance skills they work on are focus, projection, style and musicality. Focus is the use of the eyes and where you direct them during different aspects of the dance whilst doing certain movemen ts. For example if you were doing an arm circle above your head you would direct your focus to the arm, it helps the audience interpret the qualities of the dance and draws their attention to the most important parts of the movement. Projection is when a dancer gives out a certain type of energy from the body, this gives the movement a noticeable quality, and you exaggerate certain actions more than others, making a movement obvious and stand out. An example of projection would be a lunge to your right with an out stretched arm reaching to the end of your kinesphere. Style is the individual features of a choreography or performance that make us recognise a certain dancer’s performance and personal interpretation. A good dancer will spend rehearsal time practising certain movements of their style to make it original and fit them by doing this you can improve your dance performance. Musicality is how a dancer is able to perform in a relation to the music, so say if they’re is a climax in the music they would create a climax in their dance to fit this. They may also do contrasting movements compared to the music or do movements with similar or matching dynamics. This will fit into you training programme by including them every time you dance so they will eventually come naturally to you and you will do them all the time without realising. To conclude good dancers have a wide range of attributes which they use all the time to get to a high level of performance in dance. These include attributes which now they subconsciously use from great practise and ones which they have to constantly work on and keep up to a good/high standard for example diet and health.

History of Abortion Essay -- essays research papers

Ever since the Roe v. Wade Supreme Court decision in 1973, Abortion has changed its course in society. With the new decision made by the United States, abortion was now legal. Many abortions were performed before the Supreme Court decision, but the settlement made it less risky for the doctors involved. Abortion has caused society to be divided by a pro-choice group and pro-life group. Two groups with struggles that will never end. There are many different types of abortions that can be preformed. The type used depends on how far along in the pregnancy the woman is. In the very early stage of the pregnancy, up to 49 days after conception, the woman has two choices. The first is to take a combination of drugs. This is called a medical abortion. The embryo is then passed out. The other met... History of Abortion Essay -- essays research papers Ever since the Roe v. Wade Supreme Court decision in 1973, Abortion has changed its course in society. With the new decision made by the United States, abortion was now legal. Many abortions were performed before the Supreme Court decision, but the settlement made it less risky for the doctors involved. Abortion has caused society to be divided by a pro-choice group and pro-life group. Two groups with struggles that will never end. There are many different types of abortions that can be preformed. The type used depends on how far along in the pregnancy the woman is. In the very early stage of the pregnancy, up to 49 days after conception, the woman has two choices. The first is to take a combination of drugs. This is called a medical abortion. The embryo is then passed out. The other met...

Bone Detectives

IntroductionWhen we think of bones, we most often think of the way in which these hard structures support the body, how they work with muscles to produce movement and how they protect our internal organs. But the 206 bones of the human skeleton can also tell a story. The specific structure of your bones reveals information about your gender, your height, your age and even your ethnicity. These biological clues are often the first pieces of evidence scientists look to in identifying the remains of a missing person.Specialists called forensic anthropologists are trained to analyze the secrets locked in a bone’s shape and structure and can use this information to help solve crimes, trace human origins, or identify those who have gone missing. In this project, you will assume the role of a forensic anthropologist and complete a detailed examination of skeletal remains.Forensic anthropologists use a combination of quantitative and qualitative measures to predict traits from bone. T hrough a series of metric measurements and direct observation, you will gather clues about the identity of the remains that have just been unearthed in a local park.Last week, a young couple was out for an early morning run. Stopping to catch a drink, they stumbled upon what appeared to be a human skull. The police arrived at the scene and went on to unearth two skeletons lying side by side. With a huge backlog of missing person cases, the police are looking to you for answers. Who are these people lying forgotten in the park? Can these bones tell their story and finally provide closure to grieving families?In this project, you and your team of forensic anthropologists have been called in to examine the skeletal remains. Through careful observation and measurement of the bones found at the scene, you will provide the local police department information that is vital to identifying these individuals.You will analyze features of bone to determine as much as you can about each personâ €™s gender, ethnic origin, age and height. Once you have completed your tasks, you will prepare your findings in a detailed report to the police department.Equipment Computer with Internet access Laboratory journal Career journal Ward’s Sherlock Bones: Identification of Skeletal Remains Kit (2) Protractor Metric ruler Calipers (large and small) Skeletal remains- skull, pelvis, humerus and femur or tibia Laminated instruction cards and photographs (one set per station plus extra copies of the nasal index photographs) Calculator Project 1.2.3: Student Data Sheet Anatomy in Clay ® Maniken ® Skeletal system graphic organizerProcedure1. Visit the website Visible Proofs: Forensic Views of the Body presented by the National Library of Medicine at http://www.nlm.nih.gov/visibleproofs/education/anthropological/index.html.2. In the section â€Å"Learning from Bones,† complete the visual comparison activities to determine the sex and the ethnic origin of the skulls. Take notes on the bone landmarks you used in your analysis in your laboratory journal.3. Notice that forensic anthropologists use a three-race model to categorize skeletal traits. While there are obvious drawbacks to this model, race determination is considered a vital part of the overall identification process. Notice that in the National Library of Medicine site, ethnic origins are described by the scientific terms Caucasoid, Mongoloid and Negroid. In this activity, these terms will be used interchangeably with White, Asian and Black.4. To learn more about the field of forensic anthropology and the duties of a forensic anthropologist, read the two interviews found at the bottom of the page (Barbian and Sledzick). Use the ideas presented in these two discussions to come up with your own definition of forensic anthropology. Write this definition in your career journal. You  will further explore this career area in the next lesson.5. Now that you have read about the role of a forensic a nthropologist in analyzing skeletal remains, work with a team to analyze the bones from one of the unearthed skeletons. You will analyze features of bone to determine as much as you can about each person’s gender, ethnic origin, age and height. One team will be assigned Skeleton A and one team will be assigned Skeleton B. Make sure that you are only working on the bones that belong to your assigned skeleton.6. Obtain a Student Data Sheet from your teacher. Write â€Å"Skeleton A† or â€Å"Skeleton B† on the top of your data sheet in the box provided.7. Divide your team into four groups. Each group will begin at one of the four bone stations.8. Bring your Maniken ® with you to each station.9. Rotate through the four bone identification stations for your skeleton and complete your analysis. At each station, you will be asked to complete both visual comparison exercises as well as metric measurements. Determine which bone you are analyzing and locate the appropri ate data tables on your Student Data Sheet. NOTE: As you are only looking at four bones, you will not use all of the data tables displayed on the Student Data Sheet.10. At each bone station, complete the following items. Along the way you will encounter many terms for bones or for markings on bones that you may not have heard before. Use the laminated photographs and your knowledge of directional terms to help decipher these clues and complete each step of the analysis. Use the laminated Ward’s instruction card, laminated photographs, and tools at each station to complete the observations or measurements listed for that bone, and determine as much as you can about the person’s gender, race and age. NOTE: Not all bones will be used for all three categories.Work with your group to come to consensus on each trait/measurement. Record your findings on the Student Data Sheet. NOTE: Forensic anthropologists use a scaled system when assessing features from bones. For example, when they look at the shape of the eye sockets to help determine gender, they use a 5 point assessment scale, with each gender at an end of the scale. The shape may fall somewhere in the middle. Therefore, looking at multiple features is necessary to make an informed assessment. Think about this process as you  evaluate the bones.For the following structures, mark the bone or bone landmark on your Maniken ® with a pencil. Use the skeletal remains and the laminated photographs to find and identify each structure. Continue the key you began in Activity 1.2.1 and 1.2.2 to link features on your Maniken ® to your skeletal system graphic organizer. NOTE: Some of these structures may already be labeled.1. Ischium 2. Illium 3. Coccyx 4. Sacrum 5. Pubis 6. Pubic Symphysis 7. Eye Orbit 8. Nasal Cavity 9. Zygomatic Bone 10. Mandible 11. Maxilla 12. Femur 13. Humerus 14. Tibia11. If you are waiting to view your next bone, take the measurements of the enlarged skull photos in order to dete rmine the nasal index for the three ethnic groups. The procedure is outlined in the instruction card found at the skull and additional copies of this protocol should be available from your teacher. This information will be a useful comparison when determining ancestry from the skull.12. When your group has made preliminary findings regarding the gender and ethnicity of the remains, use the equations listed in the data tables to estimate height.13. To determine the probable height range of the individual, refer to the height tables and record the minimum and maximum value of the calculated height ranges (looking at both bones). Convert the minimum and maximum value to feet and inches and estimate the height range of this individual.14. Meet with your entire team to discuss  results and come to consensus on the characteristics of your assigned skeleton. You may need to go back to specific bones if groups disagree. Work together to form a conclusion about gender, height, ethnicity an d age. 15. With your group, prepare a formal case report of your findings. This typed report should be written using terminology that you understand and should include the following headings: Introduction: Provide a brief case description.Summary of Findings: Provide evidence and support for your findings for each trait – sex, ethnic origin, age and height. NOTE: You do not need to list every measurement/observation as evidence. Think about your analysis as a whole and describe how combined data led you to a conclusion. Discuss any inconsistencies in the data and address the limitations of these methods in determining identity.Further Analysis: Read the FBI file on facial reconstruction at http://www.fbi.gov/about-us/lab/forensic-science-communications/fsc/jan2001/phillips.htm/.Discuss how this technique could be used in this case. Research and report on at least two other tests/types of analysis that can be completed using the bone samples. What can we learn from these tests ? How can this information be used to identify the missing?Conclusion: Sum up the case findings and your recommendations for the next steps of the investigation in 1-2 paragraphs.Conclusion1. How did your findings compare to the rest of your team and to the actual data provided by your teacher? What could account for any variation?2. Why do you think the pelvis is often the first bone forensic anthropologists look to in determining sex from skeletal remains?3. The developmental occurrences you used to determine age stopped at age 25. What are other clues a forensic anthropologist may be able to use to determine age if the bones belong to a person over age 25?4. What is the difference between qualitative and quantitative evidence? Explain how both types of measurements played a role in this activity.5. To analyze the long bones, the femur and the humerus, you looked at bone markings such as condyles, tuberosities and trochanters. Look back at the photographs and at the bone markings on your Maniken ®. How would you describe these markings in your own words? Which features do you think separate each class of markings from the others?6. In this activity, you were able to analyze skeletal remains in order to determine four particular traits of an individual. In a real life situation, scientists could provide a more detailed description of the individual based on additional information that can be acquired from the bones of this person. Describe at least two other pieces of information you could possibly learn from bone. Make sure to provide a specific example for each piece of information.

Human Reproductive Cloning and Biotechnology - Free Essay Example

Sample details Pages: 4 Words: 1082 Downloads: 9 Date added: 2019/10/30 Category Science Essay Level High school Tags: Cloning Essay Did you like this example? Cloning, one of natures and sciences greatest mystery, is becoming unraveled through our societys technological advances. What was widely known as just science fiction decades ago, such as Jurassic Park in bringing back fossils of Dinosaurs or replicating an army of clones in the movie Star Wars is now becoming a reality more than ever before. Cloning is making an identical copy of, replicate, and or propagate (an organism or cell) as a clone. Don’t waste time! Our writers will create an original "Human Reproductive Cloning and Biotechnology" essay for you Create order (Webster Webster) It is from one parent resulting in identical cells. Scientifically speaking, one cell could be replicated, as well as organs, organisms, animals and possibly humans. English embryologist Ian Wilmut made the idea possible, with the worlds first cloned mammal; Dolly the sheep. To create Dolly researchers needed: 1 somatic diploid donor cell, 1 unfertilized recipient egg with the nucleus removed, 1 electric shock (nuclear transfer) to fuse the them together, and 1 surrogate mother. However, it was very a difficult process it took about 277 cell fusions, 29 early embryos and thirteen surrogate mothers. It only took with the success of mammal cloning, that has a made a significant impact on cloning and science today. Since Dollys significance there were many advances made through cloning mice, dogs, cats, frogs, and livestock. Since Dollys implication, scientists had many predictions of what can occur next since cloning mammals was possible. Dolly was the first example of taking an adult cell and getting an adult, that meant you could re-program an adult cell nucleus back to an embryonic stage. Robin Lovell Badge, head of Division of Stem Cell Biology and Developmental Genetics at the Francis Crick Institute of London (2016) The success led to amazing predictions: human cloning, disease preventions, and rebirth of the deceased. Dollys impact imprinted on many scientists, stem cell biologist Shinya Yamanaka said that Dollys cloning had motivated him to begin developing stem cells derived from adult cells which he accomplished, he also proved that nuclear programming is possible in mammals. The imprint didnt end there, many scientist were inspired of what could be discovered next. The possibilities of cloning range from medical uses, personal uses, and agricultural, livestock improvement to restore and save endangered species. The most controversial debate on cloning would be replicating humans. Wilmut believes that cloning humans is possible, however he does not approve of the idea. Just because it may now work in the sense of producing offspring doesnt mean to say we should do it, he says. The likelihood is you would get pregnancy losses and abnormal births. He also states that some of the clones he created after Dolly faced major health problems and was appalled by this experience. Wilmut wouldnt want to have the same experience with humans, he ultimately believes that it would be far more cruel if done with humans and that there is less of a need to because of recent advances in gene-editing technology. In the United States, human cloning laws are a very ambiguous and grey area due to political and scientific controversies. Although there are no federal l aw explicitly illegalizing human cloning, there are there are no federal laws regarding human cloning. Since there is the possibility of human cloning many wonder about the possibility of bringing back extinct creatures. In 2013, there was a discovery of well- preserved wooly mammoths which sparked an interest to researchers who want to understand how mammoths lived, died, and bring them back to life. The idea of bringing back a wooly mammoth back to life includes: DNA, egg cell, and birthing mother. Researchers can still get DNA from tissue and fossils from organisms from 10,000 years ago to 100,000, this is how the Wooly Mammoth is still an active process. However, although researchers have the DNA of a wooly mammoth it is not perfect. DNA degrades over time and has a half-life of 521 years, meaning scientists would have to fix the DNA before they can start cloning the mammal. With that being said, researchers turned to Precise Genome Editing in which they use CRISPR Cas 9 which is an editing tool for DNA which is able to go through millions of strands of DNA, locate a specific gen ome and remove or add to it. In de-extincting the mammoth scientists are using the DNA of an Asian elephant and replacing parts with a mammoths DNA to make a mammophant Today we have, cloning technology, elephant and mammoth DNA. Scientists can edit together and the plan is to try to artificially inseminate an Asian Elephant mom to carry out the baby. The entire idea of de-extinction which by definition is bringing back a whole species is still an active ongoing process today. De-extinction may be an active ongoing process today, however cloning deceased pets is possible today at a bio-tech lab called in South Korea called Sooam. Sooam was founded by veterinarian and researcher Woo Suk Hwang. Hwang was convicted of stealing research funds and illegally purchasing human eggs for his research, he was also expelled from his academic institution and still faces criminal charges. Sooam Bio-Tech Lab are still active today, dog lovers can technically revive and clone their dogs for $100,000. According to Sooam Biotechs website the cloning technology today is possible at Sooam for any dog no matter its, age, size, and breed. They have claimed that they not only clone animals, but they also heal broken hearts. Sooam has cloned over 1,000 dogs and has step by step instructions in how to preserve you deceased dogs cells. Soonam promises a speedy replacement, if the cells from the dead dog are not compromised. Celebrities such as Barbara Streisand, Diane Furstenburg, and Simon Cowell have cloned their pets. The process used to clone these dogs are the same used to close Dolly, somatic cell nuclear transfer. The dog must be either be alive or has been dead for over 5 days, the cells are taken from the dog and the nucleus is removed. Next, an egg cell from a donor pet is obtained and the egg cell is given an electric shock to stimulate division. Finally, after a few days the developing embryo is placed back in the surrogate mother. Cloning deceased pets are possible today, however many are opposed to the idea, mainly due to the recognition how environmental factors affect behavior. The genetic material of the clone may be the same, but the personality traits and habits may vary. A clone may replicate its genome however it wont be the same dog because it wont have the same life therefore will have different characteristics and customs.