The Vietnam War Of Vietnam - 2003 Words

The Vietnam War in Vietnam, Laos, and Cambodia lasted from November 1st, 1955 to around April 30th, 1975. The war was split up between two sides, North Vietnam, who were allied with the Soviet Union, China, and most of the communist countries during this time period, and South Vietnam, who were allied with the United States and many countries that were against the belief of Communism. Although the United States did not necessarily have to get involved in the war, they believed that they had too so that South Vietnam would not join the Communist party. During this time period there was a belief that if a region began to fall underneath communist control then other countries around them would do the same, this was known as the domino theory. As a result, the United States were committed for the long run to try and contribute to South Vietnam, so that Communism would not spread across the world. While the United States government was simply trying to stop Communism, what they did not kn ow was that this war would begin the movement of anti-war by the citizens of the United States. Peace movements began to appear all across the country in major cities such as New York, Washington D.C., Philadelphia, Chicago, and in smaller towns as well. Surprisingly, numerous veterans joined in on the movement too. This may have been due to the fact that many veterans have struggled from Posttraumatic Stress Disorder, but it also enlightened an abundant amount of citizens for if those who areShow MoreRelatedThe Vietnam War On Vietnam1725 Words   |  7 PagesThe War on Vietnam Many believe that the way Americans entered the war against the North Vietnam communists was unjust. The United States got into a war that they had no clue on how to win. â€Å"The Vietnam War was a long, costly armed conflict that pitted the communist regime of North Vietnam and its southern allies, known as the Viet Cong, against South Vietnam and its principal ally, the United States. The divisive war, increasingly unpopular at home, ended with the withdrawal of U.S. forces in 1973Read MoreThe Vietnam War Of Vietnam920 Words   |  4 Pages1940’s Vietnam was trying to break free of French reign over their country. During this time period Vietnam was split into two parts, north and south. The Japanese had decided to take over Vietnam in 1942. They couldn’t capture all of Vietnam, so they decided to retreat. North Vietnam proclaimed independence on September 2, 1945 as the Democratic Republic of Vietnam. The State of Vietnam declared independence on June 14, 1949, b ut remained under French rule until August 1, 1954. South Vietnam was theRead MoreThe Vietnam War : Vietnam1170 Words   |  5 PagesBeyond Vietnam. The Vietnam War is one of the most traumatic episodes in the history of the United States. Not only because it ended with a defeat for the United States Army, but because unleashed the largest wave of protests in the country, in which the government lost support. Extended over more than a decade, between 1959 to April 30 of 1975, although the US intervened in 1965, in which American soldiers experienced in firsthand scenes of destruction and death. During the Vietnam War clashedRead MoreVietnam And The Vietnam War1711 Words   |  7 Pages â€Æ' The Vietnam War was one of the bloodiest wars in the history of Vietnam. Vietnam use to be a peaceful country until the idea of communism started spreading across Vietnam. Many wanted to stay democratic but saw what happened to the Germans and started to lean towards communism. Many also wanted to stay democratic and still had it hopes high that it will soon get their lives and economy back on track. It later exploded into a huge argument and then leads to a civil war spurring between NorthRead MoreThe Vietnam War Of Vietnam952 Words   |  4 Pageswords that describe the Vietnam War. The Vietnam War had 240 days of combat in one year. World War II had forty days of combat in four years(Interesting Facts). That statistic shows how rough the Vietnam War was. The fighting was constant between the two sides. This war was fought over politics and had many gruesome battles. Before the Vietnam war, Vietnam was in a revolution because they did not want to be ruled by France. Vietnam wanted to be independent right after World War II ended in 1945. JapanRead MoreThe Vietnam War Of Vietnam1534 Words   |  7 Pages The Vietnam War began November 1st, 1955 and ended April 30th, 1975. It was a long costly war that involved North Vietnam and their Southern allies, known as Viet Cong, against South Vietnam and its main ally the United States. This war was very unpopular at home and would end with the withdrawal of the United States and the unification of Vietnam under communist control. Many think of war as something that just men are involved in but very rarely do people think of the role of women in the warRead MoreThe War Of Vietnam And The Vietnam War1525 Words   |  7 PagesThe war in Vietnam is The United States and other capitalist bloc countries supported South Vietnam (Republic of Vietnam) against the support by the Soviet Union and other socialis t bloc countries of North Vietnam (Democratic Republic of Vietnam) and the Vietcong of war. Which occurred during the Cold War of Vietnam (main battlefield), Laos, and Cambodia. This is the biggest and longtime war in American history during the 1960s (Best 2008). It is also the most significant war after World War IIRead MoreThe Vietnam War Of Vietnam1573 Words   |  7 PagesA. The Vietnam War occurred from 1955-1975, this included the North and South fighting over government structure of the newly independent state of Vietnam, having recently become independent from France. However, the USA was in Vietnam as a sort of protection for the South Vietnamese people, who had a weaker army force, but only a few thousand Americans were in Vietnam for that purpose at the time. On August 7, 1964, the USA entered the war for the purpose of fighting the North Vietnamese due toRead MoreVietnam And The Vietnam War1987 Words   |  8 PagesIn 1945, at the end of WWII, Vietnam started their wa r for independence against their colonial rulers, France. Nine years after the start of the First Indochina War, the French were defeated at Dien Bien Phu which led to a peace conference in Geneva. At the conference, Laos, Cambodia, and Vietnam received their independence from France. However, Vietnam was divided between a Communist North and a Democratic South. In 1958, Communist- supported guerrillas in South Vietnam, known as the Viet Cong, beganRead MoreVietnam And The Vietnam War848 Words   |  4 Pageseverything. The Vietnam War changed a lot of people all around the world. The Vietnam War was between North Vietnam and South Vietnam. The Vietnam War was a very bloody and violent war. The war was a long and costly-armed conflict. This war changed Vietnam and its citizens forever. During the Vietnam War, North Vietnam and South Vietnam both had received help from other countries. South Vietnam worked with the United States, South Korea, Thailand, Australia, and New Zealand. North Vietnam worked with

Homework 2 Essay - 4362 Words

1. Construct a balance sheet for Sophie’s Sofas given the following data. (Be sure to list the assets andliabilities in order of their liquidity.) | Cash balances | = | $ | 8,000 | Inventory of sofas | = | $ | 180,000 | Store and property | = | $ | 80,000 | Accounts receivable | = | $ | 20,000 | Accounts payable | = | $ | 15,000 | Long-term debt | = | $ | 150,000 | | BALANCE SHEET OF SOPHIE’S SOFAS | Assets | | Liabilities amp; Shareholders’ Equity | | Cash | $ | Accounts payable | $ | Accounts receivable | | Long-term debt | | Inventory | | Shareholders’ equity | | Store amp; property | | | | | | | | Total assets | $ | Total liabilities amp; Shareholders equity | $ | | Top†¦show more content†¦| What are the book value and market value of the firm? (Enter your answers in dollars not in millions.) | Book value | $ | Market value | $ | | b. | If there are 2 million shares of stock in the new corporation, what would be the price per share and the book value per share? (Round your answers to 2 decimal places.) | Price per share | $ | Book value per share | $ | | Explanation: a. Book value equals the $800,000 the founder of the firm has contributed in tangible assets. Market value equals the value of his patent plus the value of the production plant: $50,000,000 + $800,000 = $50,800,000. | b. Price per share = $50.8 million/2 million shares = $25.40 | Book value per share = $800,000/2 million shares = $0.40 | 6. Sheryl’s Shipping had sales last year of $16,500. The cost of goods sold was $7,800, general and administrative expenses were $2,300, interest expenses were $1,800, and depreciation was $2,300. The firm’s tax rate is 30%. | a. | What are earnings before interest and taxes? | Earnings before interest and taxes | $ | b. | What is net income? | Net income | $ | c. | What is cash flow from operations? | Cash flow from operations | $ | Explanation: a. amp; b. | | | Sales | $ | 16,500 | Cost of goods sold | | 7,800 | General amp; administrative expenses | | 2,300 | Depreciation expense | | 2,300 | | | | EBIT | | 4,100 | Interest expense | | 1,800 | | | | TaxableShow MoreRelatedModule 2 Homework1867 Words   |  8 PagesModule 2 Homework Risk Management and Health Care Regulations Angie Martinez Grand Canyon University Module 2 Homework 1) There are several processes involved in a wrongful discharge. This is a fairly new and quickly expanding area that involves litigation, and this is an area that employers would rather avoid. About 65%-70% of worker’s are thought to be employees at will which means that an employer may fire an employee at any time for any reason, as long as the reason is lawful (KavalerRead MoreAccounting Homework 21133 Words   |  5 PagesAccounting 202 Homework Chapter 1-Managerial Accounting , the Business Organization, and Professional Ethics 1-40 Use of Accounting Information in Hospitals Most U.S. hospitals do not derive their revenue directly from patients. Instead, revenues come through third parties, such as insurance companies and government agencies. Until the 1980s, these payments generally reimbursed the hospital’s costs of serving patients. Such payments , however , are now generally flat fees for specified servicesRead MoreHomework 2 solution2999 Words   |  12 PagesUniversity of Minnesota Department of Economics Econ 4331w: Economic Development Homework Assignment 2 - Answer Key Exercise 1 a) (5 points) Describe the †¦nal goods producing sector in the Romer model. Is there perfect or imperfect competition? Write down the problem of the †¦rm in this sector and derive the †¦rst order conditions for optimality. Answer: This sector produces the †¦nal good using intermediate goods and sells that good to consumers. There RA are a large number of perfectly competitiveRead MoreFi515 Homework 2813 Words   |  4 PagesAssume there are 365 days in a year. The Days Sales Outstanding: Receivable / Average sales per day DSO= 20 days, Average daily sales = $20,000 Receivable 20 days= 20,000 Receivable = 20 x 20,000 = $400,000 Problem 3-2: Vigo Vacations has an equity multiplier of 2.5. The company’s assets are financed with some combination of long-term debt and common equity. What is the company’s debt ratio? Debt Ratio: Total liabilities / Total assets Problem 3-3: Winston Washers’sRead MoreHomework #2 Solutions Essay1715 Words   |  7 PagesPhysics 221 Summer 2012 HOMEWORK #2 Due Friday June 22, 2012 1 A 70.0-kg person stands on a scale placed on the ï ¬â€šoor of an elevator. Find: - the weight of the person (magnitude and direction), - the normal force by the scale on the person (magnitude and direction), - and what the scale reads (in kilograms) in the following cases: (a) The elevator moves up with a constant speed of 2.0 m/s2 . (b) The elevator has a constant upward acceleration of 2.0 m/s2 . (c) The elevator has a constantRead MoreEssay on Homework Week 2758 Words   |  4 PagesCOMP122 Week 1 Homework Part 1: Complete the following problems. 1. What is machine code? Why is it preferable to write programs in a high level language such as C++? Machine code it the language that the computer understands. High level languages are better because they are easier to understand and work with. 2. What does a compiler do? What kinds of errors are reported by a compiler? A compiler translates one computer language into another. It also pics up errors in the program beingRead MoreWeek 2 Fin515 Homework1102 Words   |  5 Pagesdaily sales are $20,000. What is the level of its accounts receivable? Assume there are 365 days in a year. Formula for DSO = Receivables/ Ave sales per day = Receivables/( Annual sales/365) = 20 days x $20,000= $400,000 Solution: AR = $400,000 3-2 Debt Ratio Vigo Vacations has an equity multiplier of 2.5. The company’s assets are financed with some combination of long-term debt and common equity. What is the company’s debt ratio? Formula for Debt ratio = Debt Ratio + Equity Ratio = 1 EquityRead MoreEssay on Homework Assignment Ch1-21067 Words   |  5 PagesAC 550 Intermediate Accounting Homework assignment Ch1-2 Chapter 1 CA1-1 1. GAAP is the term used to indicate the whole body of FASB authoritative literature. Ans: True 2. Any company claiming compliance with GAAP must comply with most standards and interpretations but does not have to follow the disclosure requirements. Ans: False – All company that is claiming compliance with GAAP must follow all standards and interpretations especiallyRead MoreBiol101 Homework Assignment 2 Essay818 Words   |  4 PagesB) Stem cells. A relative of a friend of yours had a spinal cord injury after a bad car accident. The medical team has decided that this patient is a good candidate for a clinical trial using stem cell therapy. Your friend has not had a biology course since high school, so you are going to write for him or her a two-page discussion of stem cell information. In your discussion, include a description of the biology of stem cells, and explain how these cells are unique in their ability to treat diseasesRead MoreHomework Accounting 2 Treasure Stock1688 Words   |  7 Pagestransaction   * b.  Ã‚  Further allocation of amounts allocated to repurchased shares to various components of stockholder equity upon formal or constructive retirement.   gt;  Ã‚  Ã‚  Ã‚  Ã‚  Allocating Repurchase Price to Other Elements of the Repurchase Transaction 30-2  Ã‚  Ã‚  Ã‚  Ã‚  An allocation of repurchase price to other elements of the repurchase transaction may be required if an entity purchases treasury shares at a stated price significantly in excess of the current market price of the shares.  An agreement to repurchase

Australian Engineering Practice for Production-myassignmenthelp

Question: Discuss engineers' roles, responsibilities and the need to employ principles of sustainable development. Answer: have embraced various roles and responsibilities when working on my team project. I have to understand the objectives and purpose of the team project. In the team project, I am obliged to recognize the issues as well as the risks which are connected to the project. I have to join hands with the team members to create motivation and also ensure that there is effective communication for positive outcomes in the project. My roles and responsibilities relate to the Trevelyan Textbook since it brings out the knowledge, and principles of the engineering profession. There are several student engineers who have roles and responsibilities for successful learning (Trevelyan, 2014 pp.5). The book indicates that the engineers should be able to embrace deep understanding and insight to deal with the technical tasks and work to be successful. I understand sustainability in engineering as the process of the working and designing systems which use resources and energy sustainably. In simple words, the process does not have a negative impact on the environment and the generations in the future can fulfill their needs (Harris, Pritchard, Rabins, James and Englehardt, 2013 pp.10). Sustainability leads to better engineering solution such as creating the bar for the air quality standards to enhance the quality of life for the humans. For instance, sustainability has helped minimize the threats of air pollution in the United States through technology which was invented by Dan Sperling and Bryan Jenkins (Kanadasan. and Razak, 2015. Pp.80). However, I defined sustainability engineering better since there is need to replace current technologies in the future to change the industries and protect the environment. The world needs solutions of technology, science, and policies over energy and protection for the environment. My values are important and they determine how I respond to the ethical conflict situations. For instance, I embrace three core values which are fidelity, self-discipline, and honesty which I believe they have an impact on how I live and work. Talking of fidelity, I am faithful to the clients and earn trust from the public. Fidelity guides my loyalty to God, my profession, and to the employer. Through honesty, I exercise sincerity, fairness, and truthfulness in every activity. Finally, self-discipline helps me to act reasonably and I do not engage in weird behaviors. Therefore, values are important in the individual life since they determine the choices made (Ferrell and Fraedrich, 2015 pp.12). However, despite having the values, we need to exercise them with morality to avoid unethical conflicts. If the ethical values are exercised with morality, individuals would as well respond to the situations regarding conflicts. Manage information and documentation. Since there are many members of the team, there are various processes that the team set to share information and ensure every individual work on the most recent document. Every personnel are obliged to take part in sharing information based on various cases and criteria set by the team (Kilchoer, Beersma and Homan, 2014 pp.7). For instance, the team employed the one-off sharing process and the systematic sharing process. To begin with one-off sharing process, the team members used this procedure to locate every team member. The team members are careful when sharing the personal information for the team members. Therefore, they employ keen judgment to ensure personal information is protected and if it would be necessary to share it. The team members follow a procedure when using the one-off sharing process. They need to know if the identity of the requester is satisfied to confirm who they are. They must have sufficient information and also know the motive of disclosing information. A policing purpose is employed to ensure that the information is secured (Kembro, Nslund and Olhager, 2017 pp.12). Any team member who is receiving information using the one-off sharing, they have to ensure it is protected and it is only used for the requested reason. For further sharing of information, there must be consultation to ensure that the information is not disclosed to the unauthorized person. On the other hand, systematic sharing process involves sharing of information through agreements among the team members. If there is an agreement when sharing information, it is clear all the requirements are met based on the request. For instance, information can be shared using the E-mail, telephone, or using an address for a team member. In the case where the team share bulk information, a PIA or Privacy Impact Assessment is considered to ensure the privacy for team members is not intruded. This is because a PIA is used to recognize the risks which may involve the project and henc e costs are minimized (Moorthy, Roth, Olliaro, Dye and Kieny, 2016 pp.234). Every team member must be satisfied with the information before it is shared with the intended person. Information is as well reviewed to ensure that it complies with the stakeholders rules. The information sharing processes ensures there is efficiency and also the information is protected to help the team members conduct their operations effectively (Greenaway, Wright, Willingham, Reynolds and Haslam, 2015 pp.4). Through one-off sharing and the systematic sharing processes where Emails, telephones, and addresses are used ensures the team engages every team member to work in the most recent version of a document. Communicate effectively across a range of contexts. Email is one of the most effective ways of communicating effectively with the stakeholders (Knapp, Vangelisti and Caughlin, 2014 pp.18). I sent an email to a team facilitator as outlined below. Dear facilitator, I have read a posting that the team members require a Technical Project Manager to assist them in the project. My experience fits the qualifications you are looking for amongst the team members. Particularly, I have worked with various technological institutions as a Project Manager and I am sure I will have an impact on the team project. I have excelled in maintaining and establishing the best practices, participate in project decision-making, manage complex projects, and ensure there is progress in the project. I have a solid educational background and there I request you to look at my resume and consider me as the Technical Project Manager for the team. Thank you. The above email makes an effective communication since it is clear, confident, and it conveys respect to the facilitator. I have provided an example of an unprofessional email below. Dear facilitator, Thank you; I have seen your concerns that you need a Technical Project Manager. I have the skills and I think that Technical Project Managers have difficult tasks. I understand that you need a degree holder so that the project can run effectively. Therefore, I have worked hard in the course for so long and I have always wanted to play a role as a Technical Project Manager for the team. I am attaching a copy of my grades for you to see that I am bright and I can handle to project effectively. I am also practicing about the project because I am expecting a positive feedback from you. At the same time, I am confident that I will scoop the position in the project. I feel happy for having written to you, and I look forward to a reply with detailed information concerning my role in the team project. The above E-mail is unprofessional and it is full of mockery. The E-mail is not clear and it does not convey respect. The E-mail does not portray effective communication and the writer does not use a professional language. As indicated above, effective communication conveys respect, clear, and confident which is not evident in the E-mail above (Evans, Hearn, Uhlemann and Ivey, 2017 pp.5). It is important if people learn to communicate appropriately through mediums such as emails and exercise effective communication. Bibliography Trevelyan, J., 2014.The making of an expert engineer. CRC Press. Harris Jr, C.E., Pritchard, M.S., Rabins, M.J., James, R. and Englehardt, E., 2013.Engineering ethics: Concepts and cases. Cengage Learning. Kanadasan, J. and Razak, H.A., 2015. Engineering and sustainability performance of self-compacting palm oil mill incinerated waste concrete.Journal of Cleaner Production,89, pp.78-86. Ferrell, O.C. and Fraedrich, J., 2015.Business ethics: Ethical decision making cases. Nelson Education. Kilchoer, S.L., Beersma, B. and Homan, A., 2014. The role of Ethical Leadership in the Task/Relationship Conflict Dilemma and its influence on Job Outcomes. Kembro, J., Nslund, D. and Olhager, J., 2017. Information sharing across multiple supply chain tiers: A Delphi study on antecedents.International Journal of Production Economics. Moorthy, V.S., Roth, C., Olliaro, P., Dye, C. and Kieny, M.P., 2016. Best practices for sharing information through data platforms: establishing the principles.Bulletin of the World Health Organization,94(4), p.234. Knapp, M.L., Vangelisti, A.L. and Caughlin, J.P., 2014.Interpersonal communication human relationships. Pearson Higher Ed. Evans, D.R., Hearn, M.T., Uhlemann, M.R. and Ivey, A.E., 2017.Essential interviewing: A programmed approach to effective communication. Nelson Education. Greenaway, K.H., Wright, R.G., Willingham, J., Reynolds, K.J. and Haslam, S.A., 2015. Shared identity is key to effective communication.Personality and Social Psychology Bulletin,41(2), pp.171-182.

Supporting Childrens Care Learning and Development

Introduction The society highly values children. Childcare is currently a shared responsibility. Parents, teachers and all other stakeholders have a role to play in ensuring that a child grows up in an environment that is conducive for its growth. As Hansen (2007, p. 76) states, a child requires a lot of attention, especially at early stages of life because it is at this stage that a child starts to comprehend the immediate environment.Advertising We will write a custom essay sample on Supporting Children’s Care Learning and Development specifically for you for only $16.05 $11/page Learn More At an age of six to seven, a child would be learning a lot from the immediate environment and from the people he constantly interacts with. As Aristotle (1998, p. 89) notes, a child would try to practice what it sees the adult doing, or what it watches on movies. A parent therefore has a responsibility to regulate what a child consumes at this age. The issue of childcare requires a collaboration of the parent, the teacher and the teaching assistant on a very close basis. The parent is always with the child in the evening, on weekends and other holidays. During this days, Nussbaum (2002, p. 56) observes that a parent has the best opportunity to monitor the behavior of the child and understand it better. For this reason, he is in the best position to inform the teacher and the teaching assistant some peculiar behavior of the child or some important information that would help the teacher and the teaching assistant manage the child to the expectation of all the stakeholders. Zipes (1997, p. 67) says that the teacher and the teaching assistant has the opportunity of being with the child for the better part of the day. They have the opportunity of monitoring the child closely, especially without its awareness. From this, they are able to detect the general behavior of the child that would be of concern. Leedy and Ormrod (2005, p. 89) say tha t this message should be communicated to the parent so that the parent knows his or her child better and therefore be in a better position to handle it when at home. Learning at this stage is at its very basic level. The teaching assistant has the role of ensuring that these children learn the basics in various subjects like Science, Mathematics and Languages. According to Cogan and Webb (2002, p. 54), children at this age may not be able to learn things that require deep reasoning, for example irony. They can only learn basic facts that can be observed within the immediate environment and be understood under such normal context (Ward 1999, p. 130). They may not comprehend why some natural things occur (for example death), or their importance. But they can understand basic logics like simple Mathematical calculation or language. As Bolman and Deal (1997, p. 31) state, learning at this stage can greatly be improved when teaching aids are used.Advertising Looking for essay on edu cation? Let's see if we can help you! Get your first paper with 15% OFF Learn More Teaching aids are items that can be used to show the learner the practical example of a learning experience. The researcher was involved in a practical session with students in a classroom set up and other outdoor learning activities. Various learning materials were used to help in this session. The session incorporated the teacher, the parent and the researcher, as the adults and knowledge imparters, and children as the knowledge receivers. In this paper, the researcher reports on how he would have improved the learning process stated above. The Childcare Center Activities As stated above, the teaching assistant was involved in a practical session with students in order to help in improving their learning. In this process, the teaching assistant, in junction with the teacher organized a forum where the learners were introduced to various teaching aids to help enhance various subjects. Three subjects were involved in this research. In Mathematics, several aspects were put to test using various plastic materials (McCarthy Carter 1994, p. 129). The intent was to help the student learn basic additions, multiplications and subtractions. In Science, the learning sessions involved use of the school garden. This was to help the learners understand the immediate environment. As Gardner (2006, p. 76) says, at this stage, learning can be enhanced by incorporating it as part of their play. Children of this age enjoy playing. The easiest way of ensuring that children learn some of the basic knowledge in to involve play in learning process. Leithwood and Steinbach (1999, p. 78) agree with this point. This scholar says that from very early stage, learning has always been viewed as a form of punishment, or an oppressive procedure that one has to undergo in order to achieve benefits that at that stage may not be comprehendible. By involving plays in the learning process, Austin (2007, p. 57) says that a child may not realize that he is subjected to a learning process. Literature was learnt through the use of Chinese New Year dragon story, while language was enhanced through the telephone call.Advertising We will write a custom essay sample on Supporting Children’s Care Learning and Development specifically for you for only $16.05 $11/page Learn More Effectiveness of the Process and the Role of the Teaching Assistant The process used in this process was very effective in imparting knowledge on the children. In the first activity that involved the use of timer and bottles, the effect of the experiment on the children was appropriately felt by the learners as was evidenced by their response to the various questions that followed the process (Hakim 2000, p. 69). The teaching assistant main role was to help the learners by issuing various instructions on how to use the timer and how to hold the bottles. The teaching assistant had to ensure that learners understand the basic concepts that the lesson had planned to achieve. He would keep in touch with the concerned teacher in ensuring that the learners achieved the most out of this process (Bailey, Doherty, Jago 2005, p. 60). The assistant would intervene in case a certain group of student found difficulty in using any of the timers or the bottles. The teaching assistant also ensured that learners were safe in the entire process In the second case that was meant to help the learners understand how to measure liquids and how volumes differ. This would help them appreciate some basic applications like the amount of water an individual would need to take in a day (Baum, Viens, Slatin 2005, p. 120). In this learning process, the researcher worked hand in hand with the learners in ensuring that the bottles they had were of the expected size and with the right number of holes. Because the students were too young to be left to use the scissors and other sharp objec ts required to create holes, the teaching assistant and the class teacher worked hand in hand to help the learners create the holes and cut the plastic bottles to be of the right size. It was important to involve the learners because it would enhance their skills in artistry (Blank 2004, p. 93). The learning objective was achieved to a fair level as majority of the learners were able to correctly respond to the questions that were asked at the end of the session. However, there were those who could not give the right response to some of the questions (Strauss Corbin 1990, p. 73). This could be attributed to the fact that the learners were involved in more than one learning activity hence they failed to comprehend the aim of the session. The teaching assistant noted that many of the children got exhausted with the process of cutting the plastic bottles that they were unable to comprehend the knowledge that was expected of them. The teaching assistant was keen to ensure that these ch ildren do not spill water on their clothes as a way of ensuring that they remained worm and tidy throughout the learning process.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the next activity that involved bowling, the aim was to enhance learners’ ability to add, subtract or do simple division. This activity was very effective because it took Mathematics to the playing ground. When a pin was knocked down by the soft ball which was thrown at the array of pins, the learners would subtract the number of pins that fell from the original number to get the number of pins that remained. The process also enhanced the children’s accuracy and sportsmanship. By aiming at the pins and knocking some down successfully, such a learner would be enhancing its ability in sports and other activities that required such accuracy. This was an outdoor activity and as would be expected, children were actively involved in running around (Reynolds 2011, p. 25). Because the activity was carried out on the floor, which is a hard surface, the teaching assistant was keen to ensure that children were safe through the entire process. The next learning activity was hom e based and was to be supervised by the parents. This learning process was expected to make the learners understand the objects in the immediate environment. The learners were to be helped by their parent to understand the importance of the immediate objects in the environment, both within the house and in outdoor places. Parents were given the instruction by the teaching assistant of how to help the learner in this process. Of interest were the kitchenwares or other gadgets in the house that posed danger to the children especially when they were left alone in the house. The rationale behind this was to ensure that these young children would know the dangers of some of the home appliances and avoid them, unless with an adult (Bottery 2001, p. 79). Success of this learning activity was tested the following day by a question answer session. It was noted with concern that not all the learners were able to respond the questions correctly. Although this could be attributed to the fact th at some of the learners are slow learners, also evident was the fact that some parents either failed to follow the instruction given by the teaching assistant, or others never made the attempt in the first place. In the Chinese New Year dragon, was done within the school. The main aim of this process was to improve the learners’ imaginative ability. The session involved singing, dancing and storytelling. The session called for a heavy participation of the teaching assistant (Nardi 2001, p. 79). Children were shown a drawing of a dragon and then told a specific story about the Chinese Dragon. A cardboard, a plastic and paints were used in designing the dragon. The teaching assistant, in close collaboration with the teacher, ensured that children were safe from the paints, and that they did not soil their clothes. The intended knowledge was passed in three fold. First, it involved through listening to the story told about the dragon. Then they were to read about the dragon by t hemselves. Finally, with the help of the teaching assistant, but through their own creativity, they were to make the dragon using the available materials. This process was a big success. Although some of them were not able to come up with the right drawing due to their tender age, it was evident that they could create an image of this creature in their mind. Most of the learners found this session very enjoyable and they actively participated on the entire process, either by asking questions during the initial story telling session, or by coming up with a creature that would resemble the one in the story. In the next activity that involved the math scavenger, learners were to be tested of speed. Again it was to sharpen their Mathematical abilities. This activity was designed to appear to be more of a game than a learning process. By introducing the competitive aspect to it, the teacher and the teaching assistant intended to make the students do their best in achieving the desired re sult. This activity required heavy intervention by the teaching assistant (Bush 2003, p. 89). These children would be running from one location to another, trying to be the best in beating the deadline. It would involve fighting for the bottles, bumping into each other or even real fight, in case one of them feels cheated by the other. Such occurrences are dangerous as it may result in harm to the learner (Cheminais 2006, p. 78). The teaching assistant had to ensure that he as constantly in motion among the students, averting any possible collusion and ensuring that there was fairness in picking the bottles. This was important because the process had to be made as competitive as possible. The teaching assistant had to work closely with the teacher, who recorded the results of the students once they completed each stage. This activity was important as it made the children know that life is about struggle and in the struggle, only the best emerge as successful and this would require s ome form of struggle. The telephone activity was a rich source of developing listening and writing skills of the learners. Learners would shift roles as a telephone operator or an information seeker. As an information seeker, the learner would be tested of the ability to take notes and their level of precision (Morrison 2008, p. 167). The teacher and the teaching assistant would be in a position to as to determine the ability of the learner to listen and internalize a piece of spoken information, and then put it down for future references. When a child took the role of telephone operator, the skill to be tested and improved would be expression skills. The teaching assistant would issue instruction to the learners. Because the activity did not involve use of harmful tools and equipments, safety was not a big issue. Teaching assistant therefore concentrated on ensuring that each learner understood the instruction to be followed in this activity. The rationale behind this activity, bes ides enhancing the learners listening and writing skills, was to ensure that the learner would be in a position to respond to telephone calls back at home when such a need would arise. The teaching assistant clearly explained to them how to behave, should such occasion arise at home and there is no adult in the house. The next activity about the garden was to help the learners appreciate nature. Learners were made to understand the effect of plantation on our environment in general. It is a fact that learners at this stage may not be in a position to comprehend the effect of vegetations to our environment in a deeper sense (Darder Rodolfo 2003, p. 89). However, when limited to the garden level, it would be easier to comprehend because of the limited coverage. It would be easy to make them know the beauty of the garden and how this beauty brings about pleasure to those who see it. This activity involved using plastic to cover some plants in the garden as a way of making the learners know how to, and appreciate the need to cover plants during winters. Teaching assistant was actively involved in demonstration of how this process is done. Care had to be taken to ensure that children did not interfere with the plantations (Lindon 2006, p. 145). This was the role of the teaching assistant. The outcome of this learning process was a sign of a big success. Many parents reported that their children were actively participating in tendering the gardens and taking care of other vegetations since the day this activity was carried out. In the next activity that involved bottle with a hole, the intent was to develop the language skills o the learner. The learners were expected to keenly listen to the instruction given by the teacher and write them down in a note form. Freire (2006, p. 125) notes that note taking is a very important activity in the life of a learner from this early stage to the highest level of learning and to one’s entire life. The teaching assistant ensured that all the learners were comfortably seated in positions where they could comfortable write and still be in a position to keenly monitor the proceeding of the learning activity. The teaching assistant created desired holes on the plastic containers for security purposes, and then set up the place for the activity (Austin 2007, p. 87). One child would be taking the notes as the other performs the activity, and then roles would be changed. Planning was important because there was need to ensure that all the requirements for this experiment were made available. The teaching assistant ensured that each of the learners comprehended the instruction at hand and that they would be able to recall this procedure at a later date. Because the focus of this study was one note taking rather than the experiment itself, teaching assistant closely monitored the spelling and the structure of the notes the learners were taking to ensure that they were as per the expectation of the session. Emphasis was laid on the use of bullets in making clear and concise information. The outcome of this process was appealing. Most of the students were able to take notes as per the instruction given, and with precision that was expected. As can be observed, this last category was more of class work than a play session. The teaching assistant took this order of activities with deliberate intention of making the youngsters develop a positive attitude towards learning. They were first made to believe that learning is all fun and laughter. Then the teaching assistant and the teacher made the learners that as they play and have fun, they can as well take notes and relate to various class work assignments. In this last session, it was now play made formal in the context of a classroom. This gradual procedure was important in ensuring that children develop love for class work and learning in general they are made to appreciate the fact that knowledge is everywhere around us, whether at home , in school, in the garden or even at the playgrounds (Griswold 2004, p. 49). Possible Changes that Would Improve the Above Outcome This process was a great success. The teaching assistant realized that children of the age between five and sis learnt in a much better way if teaching prompts were involved in the learning process. However, the teaching assistant strongly believes that this process could be much successful if some adjustments could be done on the entire process. The choice of plastic bottles was a good one because it can be cut and turned into different objects that would meet different requirements (Hurst 2007, p. 50). The way they were used in this learning process was not bad, but the process would have been a bigger success if a few changes would have been implemented. Some of the adjustments that the researcher feels that could be done on the above process include the following: In the first part of this learning process, the researcher would have considered makin g the holes on the bottles with the help of the teacher. The learners would not be not be involved in this process because the aim of this research was not to test their artistry skills, but their ability to use the timer and the already improvised plastic material. This would save time that is spent in class when they are involved in this process (Kohl 2000, p. 67). This would also avert the possibility of the learners getting injuries from the objects used in making the holes, which are obviously sharp and dangerous if carelessly handled. In order to improve their artistry skills, which is eliminated at this stage if this strategy is employed, the teaching assistant recommends that there should just be a pure practical lesson for this, where nothing is expected of the child, but the possibility of improving his creativity. This would help in focusing on one task at a time. As a teaching assistant, it would be easier to assess the progress of the child in the two areas which are eq ually important to the child’s development. In the third activity which involved home based learning, teaching assistant would have improved the performance by following up the activity by a phone call. The process was not successful because some parent did not do the right activity with their children, while other parents completely failed to do the activity completely. In order to ensure that this process received better results, teaching assistant would consider making phone calls to the respective parents just to ensure that they were doing the activity expected of them and that they were doing it right. The follow up would make the parent realize that this process was important and the teacher and the teaching assistant consider it part of a lesson for the learner. This would boost the results of this process. At this stage of learning, children value games so much. The teaching assistant would have considered a little change in the last activity of the session. The last activity registered a success. However, this success would have been enhanced if they were made to believe that this was a game, just like in the previous occasions. Although these students were able to perform the activities before them, the setting of this last activity was more of a classroom than a classroom-play ground setting. The teaching assistant would have considered creating a more relaxed atmosphere where the learners would feel not coerced to perform activities at hand. However, the entire process was a success and the outcome clearly pointed out the importance of using such teaching aids. List of References Aristotle, 1998, The Nicomachean Ethics, Oxford University Press, Oxford. Austin, J 2007, The Art of Teaching, Noir Publishing, New York. Austin, J 2007, The Last Snake Man, Noir Publishing, New York. Bailey, R Doherty, J Jago, R 2005, Physical Development and Physical education in learning in the early years, Paul Chapman, London. Crotty, M 2003, The Foundations of Social Research: meaning and perspective in the research process, Sage, London. Baum, S, Viens, J Slatin, B 2005, Multiple intelligences in the elementary classroom: a teacher’s toolkit, Teachers College Press, New York. Blank, 2004, â€Å"Teaching qualitative data analysis to graduate students†, Social Science Computer Review, Vol. 22, no. 2, pp 187-196. Bolman, L Deal, T 1997, Reframing Organizations: artistry, choice and leadership, Jossey Bass, San Francisco. Bottery, M 2001, â€Å"Globalization and the UK competition state: no room for transformational leadership in education?† School Leadership and Management, Vol. 21, no. 1, pp 34-78. Bush, T 2003, Theories of Educational Management, Sage, London. Cheminais, R 2006, Every Child Matters: A practical guide for teachers, David Fulton Publishers, London. Cogan, D Webb, J 2002, Introducing children’s literature, Routledge, New York. Darder, A Rodolfo, D 2003, The critical pedagogy reader, Routled ge, New York. Freire, P 2006, Pedagogy of the oppressed Continuum International Publishing Group, Wiley, New York. Gardner, H 2006, Multiple Intelligences: New Horizons, Basic Books, New York. Griswold, J 2004, The meaning of ‘Beauty The beast’: a handbook, Broadview Press, New York. Hakim, C 2000, Research Design: Sucessful Designs for Social and Economic Research, Routledge, New York. Hansen, D 2007, Ethical Visions of Education, Teachers College Press, New York. Hurst, C 2007, Social Inequality, Pearson Education, Boston. Kohl, H 2000,The Discipline of Hope: Learning from a Lifetime of Teaching. New York: New Press. Leedy, P Ormrod 2005, Practical Research: Planning and Design, Pearson, Prentice Hall. Leithwood, K Steinbach, R 1999, Changing Leadership for Changing Times, Open University Press, Buckingham. Lindon, J 2006, Equality In Early Childhood: Linking Theory and Practice, Hodder Arnold, London. McCarthy, M Carter, R 1994, Language as Discourse: Perspective s for Language Teaching, Longman Group, Essex. Morrison, G 2008, Early Childhood Education Today, Pearson Education, New York. Nardi, D 2001, Multiple Intelligence and Personality Type, Telos Publications, New York. Nussbaum, M 2002, For Love of Country? Beacon Press, Boston. Reynolds, K 2011, Children’s literature: a very short introduction, Oxford Press, Gosport. Strauss, A Corbin, J 1990, Basics of qualitative research: Grounded theory procedures and techniques, Sage Publications, Newbury Park. Ward, K 1999, Cyber-ethnography, and the emergence of the virtually new community, Journal of Information Technology 14: 95-105 Zipes, J 1997, Happily ever after: fairy tales, children and the culture industry, Routledge, New York. This essay on Supporting Children’s Care Learning and Development was written and submitted by user Br0therh00d0fEv1lMutants to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Facade I Know What You Mean. These Words From Dolphus Raymond Not Only

Facade I know what you mean. These words from Dolphus Raymond not only gaveScout a surprise, but also started her first conversation with him. Through Mr. Raymond,Scout was able to see why people sometimes may act differently in front of some peoplethan they may usually behave. Before the trial, Jem explains to Scout that ever since his fiancee committedsuicide, Mr. Raymond had been drunk. However, when Scout actually meets DolphusRaymond, she finds him to be quite sober. Scout asked why he would want thetownspeople to think badly of him. Not at all offended like she expected, he answered,Itain't honest but it's mighty helpful to folks...you see they could never, never understandthat I live like I do because that's the way I want to live. Mr. Raymond explains thatpretending that he is drunk gives people a reason not to like him or his actions. Scoutbegins to see that in his own mind, Mr. Raymond is doing the town a favor by behavingunacceptably. From that point on, Scout would know t he truth behind DolphusRaymond's actions, despite the townspeople's interpretations and stories. In her brief conversation with Dolphus Raymond, Scout is able to begin seeingpast the facades people wear everyday. This lesson is one that everyone needs to learn inlife, the sooner, the better. I'm sure that Scout will realize this sometime later in life.Rodney Campbell

Purchase quality economics essay from us

Purchase quality economics essay from us Economics essay Students taking a course in Economics are often assigned to produce an economics essay. When giving this assignment, professors want to see whether students understand an educational program well. Moreover, producing such papers helps students learn to cover different topics. Thus, they will know how to analyze economic issues in the right way. Note that different mathematical formulas and methods are used to prepare works in Accounting. You should know that Economics is a complex academic area. You should adopt financial strategies and develop economic concepts to write superior economics essays. This subject analyzes such matter as GDP (gross domestic product). Furthermore, it explores the way various economic issues influence different industries. Economics can be divided into two types: macro and micro. Macroeconomics examines an economy as a unit. In this case, the economy of a particular country and that of big entities are taken into account. Microeconomics investigates how small companies distribute their economic resources. It is obvious that economic essays are written on a variety of topics. You need to choose the one for your work. There are a lot of issues you can write about. Nevertheless, you should select the subject that you are well-aware of. For instance, you may examine such item as recession. In this case, you should find out what causes it. In order to analyze the issue thoroughly, you should take into account the following facts: climate changes, low economic growth, a small number of tourists, etc. Note that there are a lot of other economics essay topics which you may cover. When writing your economic essay, you need to use modern reliable sources. Thus, you will be able to collect relevant material on the discussed subject. For this reason, you should browse websites providing economic information, read journals and economics articles about the considered matter. By the way, you may ask you teacher to explain some aspects of the work clearly. Moreover, your professor may recommend using some reputable sources for preparing your paper. Are you eager to know how to write an economics essay perfectly? First, you need to write grammatically correct sentences and pay meticulous attention to the meaning of the used words. However, if you face any difficulties, you should get valuable help online. Our writers can produce original academic works in different subjects. They use authoritative sources when preparing essays. Besides, they always make references appropriately. You can be sure that a skilled writer will be assigned to your order. Furthermore, you may choose a preferred writer to do you all your assignments. We ensure that you will receive a good essay form us on time. If you want to prepare a work of superior quality, you should write a great thesis statement. Thus, you need to conduct detailed research to examine the topic properly. If you should focus on the main idea of your paper, you will develop it in the right manner. Remember that the presented ideas should be based on strong arguments. Readers may disagree with the viewpoint presented in your piece of economics essay writing. Therefore, you should provide factual data to persuade readers take your position. Before you begin producing your paper, you should make a plan. It should present all the points you are going to explore in your economics essay. You need to write a great work, so that readers find it interesting. If you concentrate on the selected topic, you will prepare an outstanding piece of writing.

Socialization Essay Example | Topics and Well Written Essays - 750 words - 1

Socialization - Essay Example Why? Because man is free on god’s earth. But man can enjoy this freedom only in America. Therefore, when I noticed that President was going, instead of bringing them to the discussion table to solve problems of terrorism, to impose his will upon other nations such as Iraq, Afghanistan, etc. through war, I opposed him. But for the same reason, I support Mr. Barrack Obama who is more flexible. Further I learnt about my father’s influence on me, when I read about the concept of political socialization. I learnt that political socialization is a concept in political study. It mainly deals with the psychological development processes by which a man, in modern society, adopts and internalizes various features, of a political culture, such as political attitudes, political beliefs, political values, behavior patterns and habits. Indeed the internalization of these political features teaches a man to belong to a political community. Therefore, it basically determines the doctrinal and behavioral aspects of a political community. Indeed political socialization is the summation of all the evaluative, cognitive and affective internalization and orientation -of a man’s consciousness in his or her childhood and adolescence- towards a political system. The political socialization starts from one’s childhood. A child’s political socialization begins with th e influence of various agents such â€Å"parents, family, Friends, Teachers, Media, Genders, Religion, Race, Age, and Geography†. They play very fundamental roles to impact a child’s political beliefs. These agents are often classified into two groups: primary group and secondary group. Political socialization of a man is â€Å"determined by the face-to-face interactions of a man with the primary agents† such as parents, family members, friends, etc. The primary agents are supposed to be in direct contact with the primary. On the

AR7 Essay Example | Topics and Well Written Essays - 500 words

AR7 - Essay Example Since all Ebusiness transactions are used using the communication systems and without the need of ever doing business face-to-face. Such liberty has developed various models within ebusiness such as B2B. B2C, C2B. G2B etc. There are basically three types of e business, 1-to buy and sell goods, 2-inter and intra organization information exchange, and 3-customer service. The website: Bewari is a B2B service provider with a portal for suppliers and consumers. The suppliers could list their products and other businesses and governments can purchase them through beware portal website. Bewari vision is to become a leading ebusiness B2b service provider and change the way business is done in the Middle East. The website currently has 60,000 trading partners with 50,000 online auctions worth over $2.5 billion. The customer base includes governments, large business, trading companies etc. The company deals in several countries of Middle East with a franchise approach. The company has good future forecasting and is expected to raise the number of member, it also has several quality and branding awards. The products transacted on site are from oil and gas to FMCG industry. The website deals like any other portal providing facilities such as contacting customers, catalogues, and auto extend auctions etc. Bewari also provides training for online procurement an d procurement consulting. The company is now working with the government on creating an online directory of all the companies in the region. The future plans include starting up a business to consumer website; however it is far from implementation. The website is powered by oracle which provides safe and reliable trading software. It helped saved reduced procumbent cycle times to government workshops, airlines, and regional electricity and construction companies. The extended market reach helped small IT products

Jackson Pollock Essay Example for Free

Jackson Pollock Essay There are several artists who have influenced my work and my passion for the arts. One of my favorite is Jackson Pollock. Pollocks works inspire me to be creative even if my creativity is random. â€Å"Jackson Pollack was an American artist who had an important influence on modern painting as an important figure in the abstract expressionist movement.†(World Book) Jackson Pollock was born January 28, 1912 in Cody, Wyoming into a family of four boys with Jackson being the youngest. His family moved to California where his father worked for the government as a surveyor. In 1930 Jackson joined his eldest brother Charles in New York City where he attended the Art Students League. There Pollack studied under Thomas Hart Benton. It was at the Art Student League that he first started dabbling in art. Some of his first works were â€Å"sketches using twisted counter shifts modeled after European artist such as Michelangelo, Rubens, and one of his personal favorites El Greco.† (nga.gov) He also experimented in pottery. He made several ceramic pieces like vases, bowls and plates. Most of the bowls he created were donated to Mrs. Benton Thomas Benton’s wife to sell for profits to help benefit the struggling artist in the area. The paintings created during 1931-1934 like Going West or Bird is examples of abstract expressionism. Growing up in the west Pollack painted several pieces with western scenes. â€Å"He made spasmodic trips to that area after he came to live in New York as a young man and his consciousness was conditioned, always, by early memories of the West.†(Robertson, B.) At first glance the early collection might be overlooked for a piece by an amateur painter because at the time he was an amateur painter. As his craft grew so did his painting style and theme. His works begin to reflect his sporadic emotions. â€Å"Jackson Pollock said regarding his art When I am in a painting, Im not aware of what Im doing. It is only after a sort of get acquainted period that I see what I have been about. I have no fears about making changes, destroying the image, etc, because the painting has a life of its own. I try to let it come through. It is only when I lose contact with the painting that the result is a mess. Otherwise there is pure harmony, an easy give and take, and the painting comes out well.(1artclub) Although he is now a famous artist and his works are studied and collected by many, Pollock did not acquire fame easily and there was much sacrificed on behalf of all those who loved and cared for and about him and his works. He suffered from alcoholism and depression. Like so many artist unfortunately, his work was significantly more appreciated after his tragic death. In the movie Pollack Jackson is portrayed to be a bit manic and known to have random backlashes and outburst stemming from his drinking, especially when his art was the subject of discussion. Critics struggled to identify what his exact style was and Jackson refused to identify it. This was part of the reason he was critically judged thorough out his career. After leaving the Art League School Pollack became a member of the League and took on a job for the mural commission of Indiana. â€Å"In 1937 Jackson began psychiatric treatment for his alcoholism.† (O’Connor, F.) During this period of his life he worked for the Works Project Administration (WPA) â€Å"He was required to submit for allocation one painting about every eight weeks, depending on its size and his normal rate of production â€Å"(O’Connor, F. ) for eight years. He would make approximately $7,800. Jackson meets Lee Krasner, a fellow surrealist in the American art world who had heard of Pollack and wanted to meet him before participating in an art show together. It was not until many years later that the two would marry. Lee Krasner was Pollock’s biggest supporter, best friends and love of his life. She understood Pollack in ways even he did not. Pollocks work had a strong Native American theme, which came from traveling with his father as a surveyor for the US government. An example of one of these pieces is Guardians of the Secret which he showed in his first one man show, sponsored by Miss Guggenheim. In this painting there is what appears to be a dead animal or person with a mask on, perhaps a wolf head. I think this may be a sacrifice or an accident cover up. It looks like four people standing around a tomb or table have a discussion. One of the figures seems to have a crown on. All of the figures have animalistic mask or maybe paint on their faces. On the tomb or table it looks like scribbles or an ancient script. The manly also resemble totems poles. The painting could be if a burial, or a ritual. Whatever the case it is a beautiful painting and like most of Pollock works the meaning is left up to the viewer. As Pollock continued to mature as an artist so did his work. In 1943 Pollock signed a one year contract with Peggy Guggenheim an avid art collector and owner of a museum-gallery called Art of This Century. The contract stipulated he receive â€Å"$150 a month and a settlement at the end of the year if more than $2700 worth of paintings were sold, allowing one third to the gallery. If less than this amount were realized, Miss Guggenheim would receive paintings to make-up the difference.†(O’Connor, F.) Pollack was also promised a one man show and a commission for a mural he would paint in Miss Guggenheims home. In 1950-1951 Pollock began painting in black and white. This is said to be the climax of Pollock’s inspiration. Unlike other artist Pollock numbered his paintings instead of naming all of them. When he was inspired he painted pictures at such a rate a number system was the best way to keep track of what he was producing. â€Å"Number Thirty Two, in particular, should be considered as a twentieth-century masterpiece: a perpetual mobile of whiplash line which has, in its cool muscularity, something of the improvisatory nature of jazz† (Robertson, B.) Soon after this period Pollock developed the black and white theme further into his splatter painting or drip painting as he was nicknamed â€Å"Jack the Dripper† by Time magazine in 1956. The first of this series was Lavender Mist. Pollock had created an international sensation of action painting. â€Å"Harold Rosenberg, described it, the canvas now became an arena in which to act, instead of a space in which to represent a real or imagined object, as it had been traditionally.† ( Busignani, A.) In 1946 Pollock and his wife moved to the East Hamptons. He would spend the remaining years of his life in a drunken violent rage. In 1956 Jackson Pollock was drunk driving when he had a violent accident that would take his and two other lives. His struggling career and unexpected death contribute to his legendary art status. Reference http://www.1artclub.com/going-west-by-jackson-pollock/ http://www.nga.gov/feature/pollock/artist1.shtm O’Connor, Francis. â€Å"Jackson Pollock† Museum of Modern Art. New York. 1967 Robertson, Bryan. â€Å"Jackson Pollock† Library of Congress. Harry N. Abrams Inc. New York. 1960. World Book Encyclopedia, 2002, v15. P. p. 646

Influence of Culture in Nursing Curriculum | Research

Influence of Culture in Nursing Curriculum | Research Amber Hussain Abstract: The aim of this study is to identify the influence of culture in nursing curriculum. 30 nursing instructors participated in the study. A questionnaire was distributed, which included five thematic categories. Findings revealed that teachers view definition of culture differently and they are aware of its importance in nursing in order to provide cultural sensitive patient care, but they view student diversity as challenging in classroom setting. Introduction: Development of curriculum plays a vital role in creating educational change. In order to improve classroom practices and students learning, large-scale curriculum reforms are instigated but these often fall short. There can be variety of reasons for these shortfalls, among which cultural influence is one. To develop and implement a high quality curriculum, a culture-sensitive approach to curriculum development is necessary (Nijhuis, Pieters Voogt, 2013). This approach have equal or even more importance in the field of nursing, as nurses are the one who are confronted with patients who belong to different cultural backgrounds. According to Spritzer et al. (1996), in order to improve nurse’s cross-cultural awareness, major efforts have been made to develop culturally sensitive theoretical knowledge. To develop this awareness, teacher has to play a major role as; teachers’ multicultural competency is becoming an increasingly vital element in educational curriculum (Malta, 2012). Therefore, a teacher’s role is to be aware of their own culture, student’s culture and make students sensitive to cultural diverse patient care, which can be implemented by using varied teaching strategies in classroom setting. According to Maltby (2008), there are a variety of teaching techniques that can be used to engage students in the process of becoming culturally competent such as role plays, using exemplars and web-based interactions. Methodology Using convenience sampling, 30 nursing instructors of more than 1 year experience, participated in study. The participants teach at different teaching institutions of nursing i.e. Ziauddin college of Nursing, Baqai College of Nursing and Aga Khan University School of Nursing. A survey questionnaire was given to rate responses according to five broad aspects: definition of culture, cultural content, students’ diversity, teachers own cultural values and classroom pedagogies on 3 point likert scale (refer Appendix A). Results The study found that the definition of culture is perceived differently by different teachers. 83% view it as lifestyle of people, 33% believe that it is transformed from one generation to another and 37% perceive it as identity of people. 77% teachers disagree that cultural diverse patient care is incorporated in nursing curriculum taught in Pakistan and almost the same percentile (80%) of teachers agreed with the consensus that the curriculum is adapting from west and it diverts students from own culture. 73% stated that diversity among students creates conflict and it arise difficulty in students learning.100% teachers perceive that they are aware of their own culture, 93% knew that it is their responsibility to know about student’s culture and therefore 83% believe that it is important to train teachers regarding cultural diversity. 80% believe that they also face challenge to teach multicultural class. Majority of teachers use different teaching pedagogies like ice breake r (90%), case studies (77%), internet/videos (70%), reflections (67%) and group work (86%), still there are few who are not using these pedagogies. Discussion To investigate what teachers think about the role of culture in teaching and learning in nursing curriculum, questions were asked from them. Results are presented in appendix B and C. The results suggest that teachers in nursing schools perceive the understanding of culture differently. Majority view it as life style of people and few perceive it as identity of people and few believe that it is transformed from one generation to another .There are various understandings regarding culture. According to Stephens (2007, as cited in Nijhuisetal., 2013), culture gives meaning to beliefs and actions of individual and societies. It is an ideational tool which can be used to describe and evaluate that action. Nijhuis, Pieters and Pieters (2013) view culture as static or fixed phenomena. For nursing content part, results show that 77% of the teachers disagree with the opinion that the curriculum present in local context provides enough cultural information. These finding indicated that the kind of information available on the textbooks is not sufficient to teach the culture, which indentifies a gap in the curriculum content that expose students to foreign culture. Maltby (2008) also questioned the depth of cultural content taught in nursing curriculum. Moreover 80% agree that, nursing curriculum is adapted from western culture and it diverts students from their local culture. The idea emphases that, as most of the textbooks of nursing are adapted from foreign culture, they may cause learners to lose their own cultural identity. According to Thomas (1997) Poor contextual curriculum leads to cultural mismatches on the level of local context. In relation to the cultural diversity in students, majority of instructors reported that their classroom students are culturally diverse, and they believe that this creates challenge for both students and teachers, for example for teachers it would be difficult to respect and inculcate each individual student’s cultural needs and use teaching strategies accordingly, whereas, for students, diversity creates difficulty in reaching to a consensus. According to Phuntsog (2001) diversity in student directs teachers to provide equal opportunities to all students irrespective of their culture, caste and learning style. On the other hand, according to Marshall (1995) many institutions value cultural diversity but find it as challenging in a group work because there is a probability of developing a false consensus, as one think differently than other. Moreover, Majority of teachers have reported that they are familiar with their own cultural values and responsible towards knowing student cultural values. This brings forward the idea of culturally responsive teachers who takes the cultural identities of the students in the classroom into account. This would help teachers to teach in a way that recognizes that each learner is an individual, with a particular cultural inheritance, who may rely on a different ways of knowing. According to Malta (2012) by recognizing student diversity it would be possible for teachers to become aware of cultural barriers and learn to teach from a culturally sensitive perspective. Apart from this, majority of teachers had consensus on importance of receiving cultural training, since course trainings would help them to handle cultural themes and topics in more ease due to gaining proficiency in the subject area. Lastly, the study shed light on what kind of activities teachers practice in their Classrooms. Majority of teachers agree that they use different teaching methodologies i.e. icebreakers, case studies, videos, internets, reflection writing and group work, in order make students understand their own culture, be socially comfortable and understand aspects of foreign culture. These findings are parallel to that of Gonen and Saglam (2012) whereby teachers use different channels of information which expose students to foreign culture. Therefore, teachers develop a critical view towards foreign culture and these various sources of information a use to foster understanding of diverse culture. Conclusion In conclusion, culture has an influence in nursing curriculum in the area of content, teaching and learning. In the field of nursing, there is a lack of in depth content regarding culturally diverse patient care and that limited knowledge is mainly adapted from foreign culture due to which we tend to neglect the aspect of native culture. Moreover, students and teachers’ diverse cultural background and values are also affecting the learning outcome in classroom setting. Therefore, it is important for teachers to incorporate those teaching pedagogies which foster the concept of cultural sensitive patient care and respect among each other. References Davidhizar, R., Giger, J.N. (2002). Teaching culture within nursing curriculum using the GigerDavidhizar model of transcultural nursing assessment. Journal of Nursing Education, 40 (6), 282-284. Flintoff, V.J., Rivers, S. (2012). A reshaping of counseling curriculum: responding to the changingcultural context. British Journal of Guidance and Counseling, 40 (3), 235-246. Malta, B.V. (2012). Am I culturally competent? A study on multicultural teaching competencies among school teachers in Malta. The Journal of Multiculturalism in Education, 8 (1), 1-43. Maltby, H.J. (2008). A reflection on culture over time by baccularte nursing students.Contemporary Nurse, 28 (1), 111-118. Marshall, S.P. (2006).Cultural competence in nursing curricula: How are we doing 20years later? Guest Editorial, 45(7), 243-244. Nijhuis, C.G., Pieters, J.M., Voogt, J.M. (2013). Influence of culture on curriculum development in Ghana: an undervalued factor? Curriculum Studies, 45(2), 225-250. Phuntsog, N. (2001). Culturally responsive teaching: what do selected United States elementary School teachers think? Intercultural Education, 12, 51-64. Ruth, L.A. (2003). A critical way of knowing in a multi cultural nursing curriculum. Intuition a Way of Knowing, 24 (3), 129-134. Sairanen, R., Richardson, E., Kelly, L., Bergknut, E., Koskinen, L., Lundberg, P., Muir, N., Olt, H., Vlieger, L. (2013). Putting culture in the curriculum: A European project. Nurse Education in Practice.13, 118-124. Simunovi, V.J., Hren, D., Ivanis, A., Dorup, J., Krivokuca, Z., Ristic, S., verhaaren, H., Sonntag, H., Ribaric, S., Tomic, S., Vojnikovic, B., Selescovic, H., Dahl, M., Marusic, A., Marisic, M. (2007). Survey of attitudes towards curriculum reforms among medical teachers in different socio-economic and cultural environments. Curriculum Reforms among Medical Teachers, 29, 833-835. Spitzer, A., Kesselring, A., Ravid, C., Tamir, B., Granot, M., Noam, R. (1996). Learning about another culture: project and curricular reflections. Journal of Nursing Education, 35 (7), 322-328. Thomas, E. (1997). Developing a culture-sensitive pedagogy: tackling a problem of melding ‘global culture’ within existing cultural contexts. International Journal of Educational Development, 17(1), 13–26. Vikers, D. (2010). Social justice: A concept for undergraduate nursing curricula. Southern Online Journalof Nursing Research, 8(1). Appendix A: Questionnaire used for data collection along with consent form: Purpose: The purpose of this project study is to identify the influence of culture on nursing curriculum. In this study, culture refers to values, beliefs, language and customs of a particular people that impact the area of nursing education and practice. The project basically analyze the presence of cultural content in nursing curriculum and its significance, effects of students diverse cultural characteristic in classroom learning and teachers competency in relation to culture. Consent: This is a project being conducted by Amber Hussain MSCN student in a course of Curriculum, Teaching and Learning at IED (institute of Educational Development). You are invited to participate in this project because you are associated with teaching in nursing profession. Your participation in this study is voluntary. The procedure involves filling a questionnaire. Your responses will be kept confidential and the results of this study will be used for research purpose. Participant Signature: ______________________ Appendix B: Compilation of the responses received by respondents on a 3 point likert scale: Appendix C: Graphical representation of the responses based on 5 broad categories: Graph 1: The above graph depicts that 83% of the teacher’s view culture as a lifestyle of people and about one third of the respondents view it as people identity and a permanent phenomena which is transformed from one generation to another. Graph 2: The above graph shows that 77% of the teachers believe that nursing curriculum taught in Pakistan does not provide opportunities for culturally diverse patient care but 77% of the respondents agreed that the nursing curriculum reflect patient’s values and beliefs. Around 80% of the respondent’s view that nursing curriculum is adopted from western culture and it alienates students from native culture. Graph 3: The above graph depicts that more than 77% of the teacher’s agreed that the student body in classroom is culturally diverse. Around 70% of the respondents also agreed that the language barriers create difficulty in learning and diversity creates conflicts in classroom. Graph 3: Graph 5: The above graph depicts that more than 70% of the teacher’s use the above teaching methodologies frequently in order to achieve different learning objectives.

A Game of Thrones Chapter Seventeen

Bran It seemed as though he had been falling for years. Fly, a voice whispered in the darkness, but Bran did not know how to fly, so all he could do was fall. Maester Luwin made a little boy of clay, baked him till he was hard and brittle, dressed him in Bran's clothes, and flung him off a roof. Bran remembered the way he shattered. â€Å"But I never fall,† he said, falling. The ground was so far below him he could barely make it out through the grey mists that whirled around him, but he could feel how fast he was falling, and he knew what was waiting for him down there. Even in dreams, you could not fall forever. He would wake up in the instant before he hit the ground, he knew. You always woke up in the instant before you hit the ground. And if you don't? the voice asked. The ground was closer now, still far far away, a thousand miles away, but closer than it had been. It was cold here in the darkness. There was no sun, no stars, only the ground below coming up to smash him, and the grey mists, and the whispering voice. He wanted to cry. Not cry. Fly. â€Å"I can't fly,† Bran said. â€Å"I can't, I can't . . . â€Å" How do you know? Have you ever tried? The voice was high and thin. Bran looked around to see where it was coming from. A crow was spiraling down with him, just out of reach, following him as he fell. â€Å"Help me,† he said. I'm trying, the crow replied. Say, got any corn? Bran reached into his pocket as the darkness spun dizzily around him. When he pulled his hand out, golden kernels slid from between his fingers into the air. They fell with him. The crow landed on his hand and began to eat. â€Å"Are you really a crow?† Bran asked. Are you really falling? the crow asked back. â€Å"It's just a dream,† Bran said. Is it? asked the crow. â€Å"I'll wake up when I hit the ground,† Bran told the bird. You'll die when you hit the ground, the crow said. It went back to eating corn. Bran looked down. He could see mountains now, their peaks white with snow, and the silver thread of rivers in dark woods. He closed his eyes and began to cry. That won't do any good, the crow said. I told you, the answer is flying, not crying. How hard can it be? I'm doing it. The crow took to the air and flapped around Bran's hand. â€Å"You have wings,† Bran pointed out. Maybe you do too. Bran felt along his shoulders, groping for feathers. There are different kinds of wings, the crow said. Bran was staring at his arms, his legs. He was so skinny, just skin stretched taut over bones. Had he always been so thin? He tried to remember. A face swam up at him out of the grey mist, shining with light, golden. â€Å"The things I do for love,† it said. Bran screamed. The crow took to the air, cawing. Not that, it shrieked at him. Forget that, you do not need it now, put it aside, put it away. It landed on Bran's shoulder, and pecked at him, and the shining golden face was gone. Bran was falling faster than ever. The grey mists howled around him as he plunged toward the earth below. â€Å"What are you doing to me?† he asked the crow, tearful. Teaching you how to fly. â€Å"I can't fly!† You're flying tight now. â€Å"I'm falling!† Every flight begins with a fall, the crow said. Look down. â€Å"I'm afraid . . . â€Å" LOOK DOWN! Bran looked down, and felt his insides turn to water. The ground was rushing up at him now. The whole world was spread out below him, a tapestry of white and brown and green. He could see everything so clearly that for a moment he forgot to be afraid. He could see the whole realm, and everyone in it. He saw Winterfell as the eagles see it, the tall towers looking squat and stubby from above, the castle walls just lines in the dirt. He saw Maester Luwin on his balcony, studying the sky through a polished bronze tube and frowning as he made notes in a book. He saw his brother Robb, taller and stronger than he remembered him, practicing swordplay in the yard with real steel in his hand. He saw Hodor, the simple giant from the stables, carrying an anvil to Mikken's forge, hefting it onto his shoulder as easily as another man might heft a bale of hay. At the heart of the godswood, the great white weirwood brooded over its reflection in the black pool, its leaves rustling in a chill wind. When it felt Bran watching, it lifted its eyes from the still waters and stared back at him knowingly. He looked east, and saw a galley racing across the waters of the Bite. He saw his mother sitting alone in a cabin, looking at a bloodstained knife on a table in front of her, as the rowers pulled at their oars and Ser Rodrik leaned across a rail, shaking and heaving. A storm was gathering ahead of them, a vast dark roaring lashed by lightning, but somehow they could not see it. He looked south, and saw the great blue-green rush of the Trident. He saw his father pleading with the king, his face etched with grief. He saw Sansa crying herself to sleep at night, and he saw Arya watching in silence and holding her secrets hard in her heart. There were shadows all around them. One shadow was dark as ash, with the terrible face of a hound. Another was armored like the sun, golden and beautiful. Over them both loomed a giant in armor made of stone, but when he opened his visor, there was nothing inside but darkness and thick black blood. He lifted his eyes and saw clear across the narrow sea, to the Free Cities and the green Dothraki sea and beyond, to Vaes Dothrak under its mountain, to the fabled lands of the JadeSea, to Asshai by the Shadow, where dragons stirred beneath the sunrise. Finally he looked north. He saw the Wall shining like blue crystal, and his bastard brother Jon sleeping alone in a cold bed, his skin growing pale and hard as the memory of all warmth fled from him. And he looked past the Wall, past endless forests cloaked in snow, past the frozen shore and the great blue-white rivers of ice and the dead plains where nothing grew or lived. North and north and north he looked, to the curtain of light at the end of the world, and then beyond that curtain. He looked deep into the heart of winter, and then he cried out, afraid, and the heat of his tears burned on his cheeks. Now you know, the crow whispered as it sat on his shoulder. Now you know why you must live. â€Å"Why?† Bran said, not understanding, falling, falling. Because winter is coming. Bran looked at the crow on his shoulder, and the crow looked back. It had three eyes, and the third eye was full of a terrible knowledge. Bran looked down. There was nothing below him now but snow and cold and death, a frozen wasteland where jagged blue-white spires of ice waited to embrace him. They flew up at him like spears. He saw the bones of a thousand other dreamers impaled upon their points. He was desperately afraid. â€Å"Can a man still be brave if he's afraid?† he heard his own voice saying, small and far away. And his father's voice replied to him. â€Å"That is the only time a man can be brave.† Now, Bran, the crow urged. Choose. Fly or die. Death reached for him, screaming. Bran spread his arms and flew. Wings unseen drank the wind and filled and pulled him upward. The terrible needles of ice receded below him. The sky opened up above. Bran soared. It was better than climbing. It was better than anything. The world grew small beneath him. â€Å"I'm flying!† he cried out in delight. I've noticed, said the three-eyed crow. It took to the air, flapping its wings in his face, slowing him, blinding him. He faltered in the air as its pinions beat against his cheeks. Its beak stabbed at him fiercely, and Bran felt a sudden blinding pain in the middle of his forehead, between his eyes. â€Å"What are you doing?† he shrieked. The crow opened its beak and cawed at him, a shrill scream of fear, and the grey mists shuddered and swirled around him and ripped away like a veil, and he saw that the crow was really a woman, a serving woman with long black hair, and he knew her from somewhere, from Winterfell, yes, that was it, he remembered her now, and then he realized that he was in Winterfell, in a bed high in some chilly tower room, and the black-haired woman dropped a basin of water to shatter on the floor and ran down the steps, shouting, â€Å"He's awake, he's awake, he's awake.† Bran touched his forehead, between his eyes. The place where the crow had pecked him was still burning, but there was nothing there, no blood, no wound. He felt weak and dizzy. He tried to get out of bed, but nothing happened. And then there was movement beside the bed, and something landed lightly on his legs. He felt nothing. A pair of yellow eyes looked into his own, shining like the sun. The window was open and it was cold in the room, but the warmth that came off the wolf enfolded him like a hot bath. His pup, Bran realized . . . or was it? He was so big now. He reached out to pet him, his hand trembling like a leaf. When his brother Robb burst into the room, breathless from his dash up the tower steps, the direwolf was licking Bran's face. Bran looked up calmly. â€Å"His name is Summer,† he said.

Prison Nursing Essay

I had been a nurse for 1 yr, and only worked in long term care. I craved a change in my career that was exciting, yet challenging; I decided to become a correctional nurse. I had no idea what was in store for me when I applied for a position with UTMB . I spoke with family and friends who thought I was crazy for wanting to work in such a hostile environment. Needless to say, I didn’t listen and followed my own instinct. When I was hired, I had not taken a tour of the facility; day one was the first time I walked into a prison. As I walked in the gate house, I was saying to myself â€Å"this isn’t so bad! I kept telling myself those same words the whole time I was taking my shoes off , letting my hair down to be searched, and getting frisked while checking for contraband. After the most violating pat down I had ever received was over, my heart began to pound. â€Å"What am I getting myself into? † Once in the infirmary I was given a brief description of job duties. By now my heart was in my throat, but I kept up the brave front . I learned that I would be working in our clinic with convicts that required inpatient medical care. My role was to provide nursing care only. A few things I had to take into consideration; they were convicts. They could be quite manipulative and they tried to test me every time I turned around. They asked questions about my personal life and they asked for favors. They would also ask me to bring in things from the â€Å"real world† or deliver items or letters. This behavior could be grounds for termination so any and every time I was asked to do any of the things I listed or anytime an inmate tried to get to personal it had to be reported. The inmate would then have to face disciplinary action. It was very hard to remember all the dos and don’ts while maintaing professionalism, as well as maintain safety and sanity. In the Texas prison system the inmates endure grueling conditions. In the winter its freezing cold, old boilers are all they have to keep warm. In the summer its smoldering hot, old noisy fans are all they have to keep cool. Being tender hearted as I am, I couldn’t help but feel sorry for them. I was raised to see the good in every body. I was also raised to believe in an eye for an eye. It was really hard to provide unbiased care when I knew I was dealing with a child molester or a rapist. I know we were trained to put all our emotions aside, but in reality my emotions would sometimes get the best of me. I only worked as a correctional nurse for a yr. I enjoyed working with other members of the medical staff as well as correctional officers. I actually enjoyed working with the inmates, providing medical care. I have had my share of inmates cursing and yelling at me and have witnessed situations I will never forget. I learned very quickly to be thick-skinned. I learned to be tough in order to do the job and survive. I still reminisce about the adrenalin rush I would get every time and emergency would arise. I’m glad I made the choice to work at the Wynne Unit it was definitely a life changing experience.

pH Levels Differences Between Normal Urine and Diabetic Urine †Human Anatomy Paper

pH Levels Differences Between Normal Urine and Diabetic Urine – Human Anatomy Paper Free Online Research Papers pH Levels Differences Between Normal Urine and Diabetic Urine Human Anatomy Paper Kidneys are bean-shaped organs that lie along the dorsal wall of the abdominal cavity (Couch and Burger 2004). The two bean-shaped organs are located in the centers of the excretory system where blood and numerous of types fluid can pass through. A person can survive with only one functioning kidney, but if both kidneys fail, the buildup of toxic wastes and the lack of regulation of blood pressure, pH, and ion concentrations will lead to death if untreated (Campbell et all. 2006). Three experiments were taken with the specific organ, all with different procedures and substances. Experiment two was a dialysis test showing positive and negative reactions for specific substances. Hypothesis for Experiment 2 is stated that substances Albumin and Glucose will be positive reactions, Starch and Sodium chloride will be negative reactions. In Experiment three the involvement of â€Å"Normal Urine† and â€Å"Diabetic Urine† are mixed wit different substances. Hypothesis for Experiment three is the pH would be between 1 and 5 for both â€Å"Normal Urine† and â€Å"Diabetic Urine†, the glucose would be at highest of 100 for both urines, and ketones will be negative reactions for both urines. The first Experiment was the control experiment, the procedures are, One: Fold a piece of filter paper in half, then in half again, and open it to form a con e (Couch and Burger 2004). The filter paper will allow any substance with a molecular weight less than 100 to pass through (Couch and Burger 2004). Two: Place the cone into the funnel and place the funnel over a beaker or Erlenmeyer flask (Couch and Burger 2004). Three: Shake a solution containing a few particles of charcoal (black), copper sulfate (blue), and starch (white) in water, and pour it into the funnel until the mixture nearly reaches the rim of the filter paper (Couch and Burger 2004). Four: Count the number of drops passing through the funnel during the time intervals, and record your results (Couch and Burger 2004). Five: Observe which substances passed through the filter by noting the color of the filtrate (Couch and Burger 2004). To determine if starch passed through the filter, add a few drops of iodine to the filtrate in the beaker or flask (Couch and Burger 2004). A blue-black color indicates the presence of starch (Couch and Burger 2004). Six: Observe the color o f the filter paper to determine which substances did not pass through (Couch and Burger 2004). Experiment two was a dialysis test, procedures are the following, One: Tie off one end of a piece of dialysis tubing that has been soaking in distilled water (Couch and Burger 2004). Be careful not to handle the tubing any more than necessary, and only hold it by the ends (Couch and Burger 2004). Two: Place a prepared solution containing starch, sodium chloride (salt), 5% glucose, and albumin into the bag (Couch and Burger 2004). Three: Tie off the other end of the bag, check for leaks by gently squeezing the bag, then rinse it with distilled water. Immerse the bag into a beaker of distilled water (Couch and Burger 2004). Four: After one hour, test the solution in the beaker for the substances that were put into the dialysis tubing bag and record your results; A. Albumin – put 2 ml of the solution from the beaker into a test tube (Couch and Burger 2004).Add 3 drops of Biuret reagent (Couch and Burger 2004).A positive test is a color change from blue to violet (Couch and Burger 2004). B. Glucose – put 3 ml of the beaker solution and 3 ml of Benedict’s reagent into a test tube (Couch and Burger 2004). Heat in a water bath for about 2-3 minutes (Couch and Burger 2004). A positive test is a change in color from clear blue to cloudy green or yellow-orange (Couch and Burger 2004). C. Starch – put 2 ml of the beaker solution into a test tube and add 4-5 drops of IKI (iodine) solution (Couch and Burger 2004). A positive test is a blue-black color change (Couch and Burger 2004) D. Sodium chloride – put 2 ml of the beaker solution into a test tube and add several drops of 1% silver nitrate (Couch and Burger 2004). A positive test is the formation of a white precipitate (Couch and Burger 2004).Last experiment procedures involve Urine, the procedures are as follows; One: obtain a reagent strip and determine the location of the specific reactions on the strip (Couch and Burger 2004). Examine the chart on the container that indicates the re spective color changes (Couch and Burger 2004). Two: Pour some of the â€Å"Diabetic Urine† into a test tube, making sure that you have enough to completely immerse all of the reagent squares on the strip (Couch and Burger 2004). Dip the strip into the â€Å"urine† and drain it on a paper towel to remove excess solution (Couch and Burger 2004). Three: Read results according to the chart on the container and RECORD your results (Couch and Burger 2004). Six: Repeat this test for â€Å"Normal Urine† (Couch and Burger 2004). Results In Experiment 1, which was the control substance results concluded that at a time of ten seconds the volume of water was 30 drops, substrate in filtrate was starch and substance left in filter was charcoal. At a time of 30 seconds the volume of water was 50 drops, substance in filtrate was starch and copper-sulfate, and the substance left in the filter was charcoal. In 60 seconds time, the volume of water was at 76 drops, substance in filtrate was again starch and copper-sulfate, and the substance left in the filter was charcoal. Last with a time of 120 seconds, volume of water was left at 76 drops, substance in filtrate was again starch and copper-sulfate, and the substance left in the filter was charcoal, all of which is shown on table one In Experiment 2 involving dialysis the results for substances Albumin was a positive reaction, Glucose is a negative reaction, Starch is a negative reaction, and last Sodium chloride is a positive reaction. All these results involving dialysis can be seen in Table 2. Experiment 3 results represent urine tests. For results involving pH as a substance, in â€Å"Normal Urine† the pH is 7, in â€Å"Diabetic Urine† pH is 5. With a substance of glucose â€Å"Normal Urine† is 150, and â€Å"Diabetic Urine† is 500. Last with a substance of Ketone, â€Å"Normal Urine† is a negative reaction, and â€Å"Diabetic Urine† is a negative reaction, all of which can be seen on Table3. Discussion As results were concluded it was clear that Experiment 2 hypothesis stating that substances Albumin and Glucose will be positive reactions and Starch and Sodium chloride will be negative solutions was incorrect in some aspects and in Experiment 3 hypothesis stating the pH would be between 1 and 5 for both â€Å"Normal Urine† and â€Å"Diabetic Urine†, the glucose would be at highest of 100 for both urines, and ketones will be negative reactions for both urines was incorrect. While testing on dialysis in experiment 2 and shown in table 2, as results were posted clearly stated that Albumin and Sodium Chloride were the two substances my hypothesis did not support. What dialysis does for the kidneys is acts like a lifesaver not only for people that have both kidneys failing, but also non-exercisers, the people that have no guide to a healthy life. Furnishing dialysis in the United States to large numbers of patients already in poor health and with limited life e xpectancies has contributed to the highest yearly mortality rate for dialysis patients in the developed world- approximately 24% in 1988 (Hines et al. 1997). For these reasons it is important to know what this does for your kidneys. This also helps me understand why the hypothesis was incorrect by stating that Albumin was a positive reaction and Sodium chloride is a negative reaction. Possible errors that could have occurred in the final result of these two substances that were incorrect may have been improper washing of beaker, also not enough of Albumin and Sodium chloride in the dialysis tubing. Experiment 1 was obvious what the results were going to be when testing charcoal with starch and copper sulfate in our control experiment. No errors were recorded for experiment 1, also results supported hypothesis in stating that charcoal would have been the only substance not allowed to filter through because of more particles and a higher concentration. Involving â€Å"Normal Urine† and â€Å"Diabetic Urine† in Experiment 3 it is said that† Diabetic nephropathy, or diabetic kidney disease, affects 20 to 30 percent of patients with diabetes (Thorp and Micah 2005). While testing both â€Å"Normal Urine† and â€Å"Diabetic Urine†, glucose in the â€Å"Diabetic Urine† and the ph in â€Å"Normal Urine† are what my hypothesis did not support. Stating in the hypothesis about glucose being a high of a 100 for both â€Å"Normal Urine† and â€Å"Diabetic Urine† is something I do not support now that I have done further research o n diabetics. There are no potential errors for the result outcome for Experiment 3. Concluding all results and hypothesis stated, Experiment 2 and 3 are definite factors people of any age should be aware of. For diabetic patients, Experiments 2 and 3 should hit really close to home with their lives, and these substances that they see every day. Diabetic nephropathy presents in its earliest stage with low levels of albumin (microalbuminuria) in the urine (Thorp and Micah 2005). Stating this alone is reason enough for all non diabetics and diabetics of all types to be on the look out for any new experiments. Research Papers on pH Levels Differences Between Normal Urine and Diabetic Urine - Human Anatomy PaperThe Relationship Between Delinquency and Drug UseResearch Process Part OneThe Masque of the Red Death Room meaningsEffects of Television Violence on ChildrenStandardized TestingGenetic EngineeringInfluences of Socio-Economic Status of Married MalesAnalysis Of A Cosmetics AdvertisementDefinition of Export QuotasMoral and Ethical Issues in Hiring New Employees