An Investigation to Show the Effects of changing temperature in Yeast Respiration Essay Example

An Investigation to Show the Effects of changing temperature in Yeast Respiration Essay Yeast is one of the various single celled fungi that form masses of miniature circular or oval cells by budding. When placed in sugar solution the cells multiply and convert the sugar solution into alcohol and carbon dioxide. Yeasts are used as fermenting agents in baking, brewing and the making of wine and spirits. Brewers yeast is a rich source of vitamin B.Respiration in yeast is the production of the energy in the mitochondria of the cells. There are 2 types of respiration, Anaerobic and aerobic. At first aerobic respiration will be present but only until the oxygen that is already dissolved in the water. When the oxygen is used up anaerobic respiration will be present which produces the alcohol. The word equation for anaerobic respiration in yeast is:Glucose Alcohol + Carbon Dioxide + EnergyAnaerobic respiration is different in humans than it is in yeast because we break down glucose into lactic acid whereas yeast breaks it down into alcohol.Input VariablesThere are several diff erent variables in this experiment such as:The temperature of the waterAmount of WaterAmount of YeastAmount of sugarThe time it is left forIn this experiment I will be changing the temperature of the water.PredictionI predict that the hotter the water is the more carbon dioxide bubbles will be produced because the hot water will produce more kinetic energy so it increases the chance of collision. If we heat the sugar solution too much then the enzyme will change shape and it will become impossible for it to join with the sugar to form a complex. This is called denaturing the enzyme, I predict that this will happen at 70 80 C.PlanFirst I will set up the apparatus as show above. I will add 1.5 grams of sugar to 25ml of water and dissolve it. When we have the water at the correct temperature I will add the same amount of yeast to the sugar solution. When the water is at the correct temperature I will let it stand for 5 minutes. The first test I am going to do will be at normal tap tem perature (20 C). I am going to increase the temperature by 15 C each time until I get to 80 C. I will measure the amount of respiration by counting the carbon dioxide bubbles entering the second test tube.Fair TestTo keep this investigation fair I am going to:* Keep the amount of sugar and yeast the same throughout the investigation* Keep the amount of water the same throughout the investigation* Let the solution stand for the same amount of time each time, five minutes* Add the yeast only when the sugar solution is at the correct temperatureSafetyThis investigation isnt very dangerous; I will only have to be careful when handling the hot water.AnalysisFrom my results you can see that the yeast reacts better between 35-50 C. This is because at 20 C the water was too cold to give the enzyme any energy. At 65 C there was not much reaction, I recorded an average of 2.5 bubbles of carbon dioxide. This was because the water was too hot and when the water is too hot the enzyme deforms and changes shape as shown in my prediction diagram. It gave off a few carbon dioxide bubbles at the beginning before it changed shape so maybe at 50 60 C the yeast will react better as it didnt change shape straight away. At 80 C the water was far too hot, this would have changed the shape of the yeast straight away. I know this because we only counted one carbon dioxide bubble for the whole of the experiment.Quality of ResultsI think that my results were precise. I know this because I measured the yeast and sugar with electronic scales. The water was an accurate measurement as well as I used a measuring cylinder to measure it. Another measurement that was accurate was the temperature of the water as we used a thermometer so I knew when to add the yeast. The final results were another accurate measurement as I completed the same test three times.Was It A Fair Test?This test was fair because:* I used the same amount of yeast for each test* I used the same amount of water for each test * I counted the bubbles for the same period of time each test.The only thing that wasnt fair about the test was that I had to use different types of yeast. For the first and second tests I used yeast that was in small balls (not ground) and for the third test I used a powdered yeast but was still the same brand. I dont think this changed the outcome of my results much as we got similar results for the first, second and third test. The only difference that may have been was that the ground yeast started to respire earlier as it was smaller, therefore easier to dissolve! Another reason that could have made my test unfair was that when the yeast was first added it was dormant and dehydrated. I had to wait for it to start to respire, but this was the case in all the tests so in a way it was fair.Accuracy of MeasurementsAll of my measurements were accurate. This was because I used an electronic set of scales to weigh the yeast and the sugar. Another reason why my test was accurate was th at we used a thermometer to check the temperature that is an accurate means of measuring heat. It would have been even more accurate if we used an electronic thermometer.Improvements to PlanThe only major improvement that I think would have been useful would be to increase the temperature by only 5 C each time instead of 15 C. This would help us to get a more accurate measurement of when the yeast respires best. If I had more time I would have done this and would have been able to find the optimum temperature for the yeast. Another improvement would have been to measure the amount of carbon dioxide given off instead of counting the bubbles. This would have been a good improvement as bubble sizes change, they are never the same size.

Common English Spelling Pronunciation Problems

Common English Spelling Pronunciation Problems Spelling words in English is challenging work. As a matter of fact, many native speakers of English have problems with spelling correctly. One of the main reasons for this is that many, many English words are NOT spelled as they are spoken. This difference between pronunciation and spelling causes a lot of confusion. The combination ough provides an excellent example: Tough - pronounced - tuf (the u sounding as in cup)Through - pronounced - throoDough - pronounced - doe (long o)Bought - pronounced - bawt Its enough to make anyone crazy! Here are some of the most common problems when spelling words in English. Three Syllables Pronounced as Two Syllables Aspirin - pronounced - asprinDifferent - pronounced - diffrentEvery - pronounced - evry Four Syllables Pronounced as Three Syllables Comfortable - pronounced - comfrtableTemperature - pronounced - tempratureVegetable - pronounced - vegtable Words That Sound the Same (Homophones) two, to, too - pronounced - tooknew, new - pronounced - niewthrough, threw - pronounced - throonot, knot, naught - pronounced - not Same Sounds - Different Spellings Eh as in Let letbreadsaid Ai as in I Isighbuyeither The following  letters are silent when pronounced. D  - sandwich, WednesdayG  - sign, foreignGH  - daughter, light, rightH  - why, honest, hourK  - know, knight, knobL  - should, walk, halfP  - cupboard, psychologyS  - islandT  - whistle, listen, fastenU  - guess, guitarW  - who, write, wrong Unusual Letter Combinations GH F: cough, laugh, enough, roughCH K: chemistry, headache, Christmas, stomachEA EH: breakfast, head, bread, insteadEA EI: steak, breakEA EE: weak, streakOU UH: country, double, enough

First World War Essay Example | Topics and Well Written Essays - 250 words

First World War - Essay Example However, the concept of Empire and Imperialism were strong driving factors for the First World War. The great powers of Europe wanted to expand and maintain their spheres of influence in Europe. The rise of nationalistic sentiments among the different ethnic populations led to the strengthening of imperial influence. For instance, Russia supported Serbia since both belong to the Slavic people. Being a foot soldier during this period of war can range from depressive to horrific. Since static trench warfare was the predominant strategy during this time, the soldiers on each side were either on the offensive or the defensive stance. It was usually a gruesome act for armies from each side to come out of the trenches for an offensive push just to be blasted by artillery or shredded by machine gun and rifle fire. Still, many soldiers were willing to do so out of either patriotic feelings or because of a great deal of imperial propaganda. Women took part in the war mainly as field medical aid or support units. The war ended with the defeat of the German and Austrian-Hungarian Empires against the British, American, and French. The Russians were forced out early from the war due to the rise of the Bolshevik communists. The Treaty of Versailles was passed to the humiliating detriment of both the German and Austro-Hungarian Empires. Both states lost their holdings and status as imperial powers, and their military capabilities reduced. The face of Europe changed after the First World War as the Balkan states that were under the Austro-Hungarian Empire became independent. Germany lost its imperial influence, while Russia became the Soviet Union after the communists took over the Tsarist

Research Question Essay Example | Topics and Well Written Essays - 750 words

Research Question - Essay Example Contacting the facilities will also enable easy reach to counselors who employ the target treatment models to treat clients with conduct disorders. Selection of the participant samples will rely on the volition of every individual (Bordens & Abbott, 2014). There will be no compulsion or enticement of any person to participate. This statement is to mean that there will be payments or promise of any gains to induce the samples into participating in the research. To select the clients or victims of conduct disorders, counselors working in the correctional and counseling resource centers will have to disclose or allow access to the individuals. Since doing so without consent of the clients under treatment is unethical, the researcher will have to rely on two options. One of the options is for the counselors to consult with the clients to know who is willing to participate in the research. The clients who express their willingness to participate will have consented for disclosure of name and details to the researcher before the actual contact. Another option is for the counselors to share details of clients treated in the past and expressed willingness to sensitize communities and conduct campaigns to encourage children and adolescents to respect rules set at homes and school (Bordens & Abbott, 2014). Undoubtedly, a person who involves in sensitization of communities about conduct disorders after having recovered from similar conditions have l ittle or no problem being disclosed. This view is due to the fact the past clients involving in sensitization will have to present selves as examples to give first-hand information to the audiences to believe the facts presented about the conditions. Prior to beginning the actual study, it is important to obtain informed consent from the target samples. The researcher will consider written and

UK Childrenswear Sector Essay Example | Topics and Well Written Essays - 1500 words

UK Childrenswear Sector - Essay Example According to the statistics, the value sector in 2006 accounted for 35.9% of all UK childrenswear sales, whereas the total clothing market accounted for 23.6% and it is estimated that the growth can increase further. The slow growth rate of Childrenswear in UK can be attributed to the factors like, slower birthrate in UK and the rapid growth of the value market in childrenswear. In spite of the overall sector growth, only the value and low-price fashion retailers have exhibited a continuous growth. Of the nine leading childrenswear retailers in UK, only seven that have a value or low price fashion positioning have gained market share between 2002 and 2007. Under traditional mid market retailers group, the market leaders like Next and Debenhams have only gained the equal share in market. The UK childrenswear market can be considered as the clothing supplier sector for the children under the age of 15 years. This sector produces or promotes the categories like infant clothing, toddler clothing, kids wear- girls clothing boys clothing, sports clothing, night wear etc., The childrenswear have experienced a risen value of 13.1% from 2001 to 2005 worth of PS6.3bn. The price deflation in UK has also influenced the childrenswear market, due to the increasing number of supermarkets and value retailers. However, the retailers like ASDA, Primark, Tesco have concentrated much on childrenswear rather than other non food sales. During this period these giants have concentrated much on pricing which have created a pricing strategic war in the childrenswear sector. In order to sustain and make a competitive position in the market, many other retailers have to follow the leader strategy, by cutting down the prices. Also the recent raise in the UK birth rate have also contributed rise for the baby wear sales In the recent years the UK retail childrenswear market have become a value conscious market trying to observe value through out the supply chain. Also the market is trying to impress the customer through various innovative and technology oriented services like creating email lists etc., rather than regular promotions. The UK market has become more product and brand led allowing the retailers to keep their own labels and to establish their exclusive lines of sales. This has gained a marked success over the supermarkets and value retailers who tend to focus on non branded items. The trend of success led the market to concentrate on the pricing. The childrenswear market is driven by 3 types of consumers. 1. Parents, 2. Children, 3. Non Parents who want to gift. Parents always wants the best and stand out look for their kids, which can hinder the market share of the non innovative product suppliers. People began to look for 'latest and unique fashion' for their kids. Though the female population under-15 years age is smaller than the male, the Childrenswear market have experienced a growth for Girls wear than the boys wear. This difference can be attributed to the behavioural and attitudinal differences between consumer behaviour of male and female. Girls do maintain an extensive wardrobe and are also much fashion consciousness, and can make high purchase with the changing trends. The girls' wear market in the UK shows some characteristics when divided on the basis of age group: under-nines and above-nines. Under-nines can be classified and targeted for more traditional children's

Resources to Support Childrens Language Development

Resources to Support Childrens Language Development Task 1 An annotated resource list detailing stories, books, rhymes, songs, finger-plays, story props, puppets, resources and classroom contexts which can be used to support and extend literacy for real life purposes in their setting. You must take into account the particular needs of bilingual learners. In doing this you will realise that what you are doing is describing what you will provide in the role-play context and why. This amounts to a very basic plan together with a rationale for the resourcing. Resource List Following much discussion about poor standards of English teaching, the Literacy Hour was introduced into all English primary schools through the National Literacy strategy during the school year 1998/99. The daily literacy hour is divided between 10-15 minutes of whole class reading or writing; 10-15 minutes whole-class session on word level work (e.g. phonics, spelling) and sentence level work; 25-30 minutes of directed group activities; and a plenary at the end for pupils to revisit the objectives of the lesson, reflect on what they have learnt and consider what they need to do next. The resource list that has been complied has been designed to support activities that take place during the literacy hour. The educational resources market is huge and there is a great deal of choice available. There are many new publishers. For example, Badger Publishing Ltd (www.badger-publishing.co.uk) was established in 1989 and provides a range of books, which are designed to improve children’s literacy skills. The company’s publications are divided into three categories. Badger History for Foundation and Key Stage 1 uses bright and colourful images to stimulate the interest of children in historical concepts. Badger History uses nursery rhymes, changes in everyday life, stories and legends, and significant people and past events drawn from the history of Britain and the rest of the word. Each year of Foundation and KS1 has its own Big Book and Teacher Book. Each Big Book has 10 themes. Details of the book for nursery / reception classes are listed below. Big Book 1 for Nursery / Reception Old Mother Hubbard 12 days of Christmas London Bridge is falling down Boys and girls come out to play Miss Polly had a dolly Ride a cock-horse Mary had a little lamb Sing a song of sixpence Oranges and lemons Rats Badger Nursery Rhymes introduces the first sight words for reception classes. They also provide a literacy course, which aims to fulfil the early learning communication, language and literacy goals and the National Literacy Strategy. The publication contains 24 popular nursery rhymes, coverage of all 45 high frequency words and a range of objectives (word, sentence and text level work). Badger also has another range of publications, which are called Storyteller. This is a new series which uses 36 familiar stories to support the writing, speaking and listening objectives of the National Literacy Strategy in Reception, Year 1 and Year 2. This publication allows children to hear and learn about traditional stories, develop comprehension skills, develop speaking and listening skills, use drama to explore themes and characters, and increase their experience of the language and structure of stories. Each book has its own focus. For example, the publication for Reception uses stories, (The Gingerbread Man) with rhyme and repetitive phrases. Fingerplays are a fun way of introducing poetry to children. Fingerplays are also useful tools for practicing fine motor skills, following directions and introducing concepts. They also provide the opportunity to strengthen children’s language experiences and improve their literacy skills. The following fingerplays can be added to the list of resources: Balls (size, counting) Grandmother’s Glasses Choo! Choo! Two Little Blackbirds (counting) Funny Bunny Up, Up, Up (spatial concepts) Jack in the Box (spatial concepts) Unwind the Thread Riding in a Wagon A Teeny Weeny Spider Pat-a-cake Hickory, Dickory, Dock Grand Old Duke of York Literacy Connections (www.literacyconnections.com) is an American based organisation, which provides a vast array of information on reading, teaching and tutoring techniques, ESOL literacy, and adult literacy. Whilst, its resources etc, obviously cater for the needs of the American educational market, many of the items can be readily adapted to meet the literacy needs of children in the UK. A variety of songs can be accessed from this website. They can used to promote and develop a range of literacy skills. A selection of these songs is shown below. â€Å"Alphabet† is an interactive rap song. It targets the comprehension and manipulation of the alphabet and various words in the English language. Using this rap for Reception classes, challenges the children’s abilities to listen, respond, and demonstrate awareness of language patterns and sounds. The â€Å"Alphabet† Song A, B, C, D, E, F, G H, I, J, K, L, M, N, O, P Q, R, S, T, U, and V W, X, Y, Z A Boy Caught Danny Eating Father’s Groceries A like ant, B – boy†¦. The â€Å"Alphabet Animals at the Zoo† song allows children to develop the following skills and gain a greater understanding of a number of concepts. Notably – identifying letters of the alphabet, learning the order of the letters of the alphabet, recognising symbol sound correspondence, and increasing vocabulary movement. The children stretch, shake and bounce to warm up during the opening verse. Next, they create motions which go with a word for each letter of the alphabet. For example, arch, reach up and bend backwards, bend, bend forward, clap, clap hands, droop, let head, arms and spine sag forward, expand, make the body tall and wide. After completing the alphabet, each child faces someone and does the motion that goes with the first letter of his / her name. Alphabet Animals at the Zoo Learn the abc’s with ease While getting fit and having fun Aphabetise your exercise And do your moves one by one At the store or in the car park You’ll cause a small commotion If you suddenly stand and start The alphabet in motion Scholastic, the global children’s publishing, education and media company, provides a wide range of resources, which can be accessed from its website (www.teacher.scholastic.com). It provides information on how children can create pet puppets and use them interactively in their play. Pet Puppets The creation and use of pet puppets in their play, helps children to develop their social, language and literacy skills. The following materials are required: socks (one for each child), fabric markers, children’s safety scissors, white craft glue, materials to decorate puppets (e.g. feathers, buttons, fabric scraps etc), chart paper and marker. The children work together to create sock puppet pets. In making the puppets the children will be engaged in the following activities: Read stories to children about pets or animals and then engage them in a conversation about different types of pets. Do they have pets? What types of pets do they have? What types of pets do they have? What types of pets do they wish they had? Tell the children that they make sock pet puppets out of socks. When the puppets are complete – the children should be encouraged to participate in activities to develop dramatic-play and language skills. The Role of Parents In Developing Their Children’s Literacy Skills The most important benefit that parents can give to their children is their undivided attention. In a classroom situation a teacher will have to deal with 30 or more children. Therefore, the scope for a teacher to work one-to-one with a pupil is highly restricted. Thus parents play a crucial role in developing their children’s language, literacy and social skills. Adams, M, (1990), estimated that by the time her son was six, he had received 1700 hours of stories being read to him. He had also spent 1000 hours watching the literacy-focused television programme â€Å"Sesame Street†. By contrast, she calculated that in the first year of schooling he would have received 360 hours of literacy instruction, and less than 18 hours were given in individual attention. Toomey, D, (1993), reported studies, which demonstrated that, without help and guidance, parents were much less likely than teachers to praise, and pause and therefore encourage guesses or self-correction, or to give clues if children were hesitant. He suggested that careful thought, and appropriate resources, needed to be given to ensure that this invaluable potential support was channelled effectively. To deal with this issue the government has launched a number of initiatives e.g. Sure Start. This is designed to encourage parents to play a proactive role in their children’s learning. Resources For Bilingual Children There is a huge selection of resources available for developing the language and literacy skills of bilingual children. The use of such resources in the Literacy Hour depends heavily upon the make-up of the Reception class. For example, let us assume that a reception class contains 24 children. If the class contained 20 bilingual children and four native English speakers, this would clearly need a completely different teaching strategy, if the numbers were reversed. In both situations the literacy needs of the two groups most be accommodated. This is why the role of Teaching Assistants has become very important in terms of helping Reception Class teachers deliver a teaching strategy that meets the learning requirements of the children in a specific set. In Task 2, this issue is revisited – as the observation of the children entails analysing the effectiveness of the teaching and resources used in the delivery of the Literacy Hour. In the activity that was observed a specialist bilingual resource was not used. A First Experience book was used Tidy Up – this introduces children to the everyday activity of tidying up. A list of household objects (e.g. coat hanger etc) are involved. No matter how good the teacher, the support and resources are, bilingual speakers are always going to have major problems, if their parents do not make a significant contribution towards developing their children develop their English language and literacy skills. Young children have the monumental task of learning their native language. However, more non-English speaking children are now entering UK schools and are required to develop skills in English as well. Many teachers are now finding that some pupils are not proficient in any language. This is because children are pushed into learning a second language without continuing development in their native language. According to Fillmore, W, (1991), this is happening because children are pushed into learning a second language without continuing development in their native language. Research has shown that children that develop adequate language skills are more likely to experience success when they begin reading (Liberman, 1983; Roth, Speece and Cooper, 2002; Snow, Burn and Griffin, 1998). Early language acquisition begins at home and occurs somewhat naturally, through interactions with friends and family members. Children need these opportunities to develop their native language before they can master a second language. Summary An extensive resource list has been developed. The source and purpose of the items in the list has been explained. If children are going to learn – they must be encouraged to participate. In other words they need to be engaged in a positive and progressive. The contents of the resources list are designed to become fully involved with role play. For example, a teacher can read a short story to group of children. The children will become completely in tune with the experience, when they dress up and act the storyline themselves. Resources provide the opportunity for children to use their imagination. Literacy skills do not sit in isolation. Reading, writing, speaking and listening all interact with social interaction and new learning experiences. Further to this, as highlighted, is the importance of parents becoming actively involved in developing their children’s literacy and language skills. For bilingual children different teaching strategies are required to facilitate their particular learning needs. Specialist resources do exist – but more often than not – the key to success, is using readily available learning resources in new and imaginative ways to meet their needs. Task 2 The second piece of coursework is an evaluation of how well the planned activity meet the intended outcomes – i.e. did the role play area, support and extend the reading, writing, speaking and listening of all the pupils, including bilingual pupils. Introduction This task involves the observation of a number of activities that took place during place Literacy Hour. The children that were observed are in a Reception Class. Communicative competence provides a theoretical framework within, which these observed activities will be reviewed and critically evaluated. Also research findings relevant to the areas under investigation will also be considered. Educational Theory Underpinning Literacy Skills Communicative competence is a concept introduced by Dell Hymes and discussed and redefined by many authors. Hymes’ original idea was that speakers of a language have to have more grammatical competence in order to communicate effectively in a language; they also need to know how language is used by members of a speech community to accomplish their purposes. There are eight aspects of communicative competence. They are grouped together into two groups of four: Linguistic aspects: Phonology and orthography – Phonological competence is the ability to recognise and produce the distinctive meaningful sounds of a language, including; consonants, vowels, tone patterns, intonation patterns etc. Orthographic competence is the ability to decipher and write the writing system of a language. Grammatical competence – This is the ability to recognise and produce the distinctive structures of a language and to use them effectively in communication. Lexical competence – This is the ability to recognise and use words in a language that speakers of the language use them. Lexical competence includes understanding the different relationships among families of words and the common collections of words. Discourse competence – This is used to refer to two related, but distinct abilities. Textual discourse competence refers to the ability to understand and construct monologues or written texts of different genres, such as narratives, procedural texts etc. Learning a language involves learning how to relate these different types of discourse in a way that is coherent to the readers and listeners. If you like, the linguistic aspects of learning a language are the theoretical aspects that have to be mastered. In terms of learning how to read and write, the starting point is phonology. Mastering phonetics is at the very heart teaching Reception Class pupils how to read. The other three aspects are developed over a longer term period. Although by the end of the Reception Year – the children must have made some progress towards becoming effective in terms of the grammatical and lexical competencies. Pragmatic aspects: Functional competence – This refers to the ability to accomplish communication purposes in a language. For example, the ability to use language to greet someone. Sociolinguistic competence – This is the ability to interpret the social meaning of the choice of linguistic varieties and to use language with the appropriate meaning of the communication situation. Interactional competence – This involves knowing and using the mostly-unwritten rules for interaction in various communication situations within a given speech community and culture. Cultural competence – This is the ability to understand behaviour from the standpoint of the members of a culture and to behave in a way that would be understood by the members of the culture in the intended way. Cultural competence therefore involves understanding all aspects of a culture, but particularly the social structure, the values and beliefs of the people, and the way things are assumed to be done. Practice makes perfect – is a phrase that all school children will be familiar. If a child is going to become a proficient reader, writer and speaker of English, then they must be provided with endless opportunities to practice their skills and knowledge of the language. Herein lies the real importance of role-play in learning – it provides children with the opportunity to master the pragmatic competencies. As already stated, in Task 1, parents must become actively involved in developing their children’s literacy skills. Observation Of The Literacy Hour This was a Reception Class in a primary school. The class has 24 pupils. 20 of who are native English speakers. The other 4 are bilingual. The literacy hour is spread throughout the day and is covered in a number of sessions. Session 1 – Whole Class Reading (15 minutes) Session Objectives: The pupils will extend their vocabulary, exploring the meanings and sounds of new words Hear and say initial and final sounds in words and short vowel sounds in words Read a range of familiar and common words and simple sentences independently Know that print carries meaning and, in English, is read from left to right and top to bottom Show sufficient understanding of the elements of stories, such as main character, sequence of events, and openings, and be able to answer questions about where, who, why and how. This session involved using the story (The Gingerbread Man) from the Storyteller range of books produced by Badger Publishing Ltd. The teacher read a line from the book and asked the whole class to read the line aloud. For those children who struggled with a line they were assisted by the teacher or the teacher’s assistant to complete the task. This process lasted for about five minutes. The teacher then asked questions to help the class to recap on what they had read so far. The children were then put into pairs and were asked to read alternate lines to their partners. For those pupils who struggled with this task – they were aided by the teacher or the teacher’s assistant to complete their sentence. The teacher then moved the session beyond the book and asked the pupils to consider what materials they would like to be made of. This generated a wide range of interesting and amusing responses – ranging from rubber to chocolate. The children were asked to consider what special power they would like to have and why, in their new characterisation. The repetition of the reading aloud of sentences from the story book did not really motivate the pupils. However, when they were allowed to use their imagination and develop their own characterisation in a new format, the majority of the group found this stimulating. The reading aloud and repetition of the sentences was designed to allow the pupils to further develop their lexical competence. The relaxation of the structured rigidity, that is a by-product of reading aloud, provided the pupils with much greater freedom to use their imaginations and consequently develop the pragmatic aspects of the communicative competence framework. As with everything in life, the educational system suffers from two major constraints. That is, a lack of time and a lack of resources. As outlined, in Task 1, there is very little scope for offering individual pupils a sufficient amount of one-to-one contact with the teacher. The average size of Reception Classes in the UK is greater than 24. The bigger the class size and the greater the diversity in language skills (i.e. how many bilingual children are in the class?) then more pressure is placed on the teacher. The Literacy Hour has been in operation for nearly 8 years and its impact has been extensively researched. According to researchers from the University of Newcastle – whole class teaching has not encouraged opportunities for pupils to question or explore ideas to help them regulate their own thinking. The researchers have identified the problem of teachers adapting to the new curriculum without changing their old teaching styles or patterns. Consequently, many of the innovations of the National Literacy Strategy are not implemented as a result. Session 2 – Fingerplays – Directed Group Studies (25 minutes) Session Objective Show sufficient understanding of the elements of stories, such as main character, sequence of events, and openings, and be able to answer questions about where, who, why and how. The class was divided into six groups of four. Each group was presented with a different fingerplay (e.g. Unwind the Thread, Riding in a Wagon, Hickory Dickory Dock etc). The teacher was assisted by a teacher’s assistant and a volunteer worker. Working their way round the groups – the children were instructed on how to participate in the fingerplay and were encouraged to work as a group to generate ideas on what they thought the words contained in the rhymes, actually. The children were then asked again to work as a group and think of a storyline that could be developed using a fingerplay. This session was adequately staffed and this meant that no group of children had to wait long for assistance, in terms of getting answers to their questions. This role-play element of the session proved to be very successful and the children on the whole worked well within the groups to which they had been allocated. This session provided opportunities for the children to develop their proficiency with regard to the pragmatic aspects of the communicative competence. Session 3 – Developing The Language Skills Of Bilingual Pupils (20 minutes) Session Objective – By the end of the session the pupils will show sufficient understanding of the elements of stories, such as main character, sequence of events, and openings, and be able to answer questions about, where, who, why and how. Two of the bilingual students have only recently joined the school. Both of them are new to the UK and to English. Although their parents read to them in Urdu, they are used to a different writing system and print which goes from right to left, rather than from left to right. The TA (Teacher’s Assistant) is using a book which the teacher used at the beginning of the academic year (ie Tidy Up). It is a picture story with no words. The TA had been working with the two new pupils for two weeks and had established a good rapport. She worked her way through each picture and explained to the children what was happening in each scene. A volunteer worker, who was fluent in English and Urdu was on hand. The TA had a number of items (e.g. a clock, a coat hanger, a drinking mug, a torch etc) which featured in the story. As she produced each object she encouraged the children to handle it and say its English name. She asked questions about the objects – what they were for, where might you find them, and so on – and asked the children to find them in the pictures. She talked about the each item’s part in the story. The volunteer remained silent throughout and only interjected when the children did not understand what was being asked of them. Speaking briefly in Urdu to clarify and issue, and then allowing the TA to resume contact with the children. She then asked the children to take on roles of characters in the book, and she also took on a role. Together they acted the story out, using the household objects as props and she encouraged the â€Å"characters† to talk about what they were doing. She then asked the children to â€Å"read† the book in English, and supported (with help from the volunteer worker when appropriate) them individually as they did this. At the end of the session, she reviewed the session, the progress the two children had made. Overall the session was a positive experience for all of the concerned parties. The volunteer worker is helping the children to develop literacy skills within their first language i.e. Urdu. The parents of the children are attending ESOL classes at the school and are actively involved in helping their offspring develop their language skills in Urdu. This is having a positive impact on their ability and willingness to learn English. The use of role-play both at school and at home is increasing their proficiency in both languages. Thus in this instance the use of role-play has generated positive benefits. The objective for the session was achieved. The successful completion of this activity reinforces the factors which are at the heart of the educational theory stated at the beginning of this task. It is counterproductive to fast track the two new arrivals into the class. They need to be helped to master their native language as well as being slowly introduced to English. Their confidence with regard to speaking their own language and becoming more exposed to English, will be increased by the use of role-play activities as observed and by being positively engaged by their parents and extended family, within their home and domestic surroundings. The results of this observation provide a clear link to the previously stated research of several authors (i.e. Fillmore, W, 1991; Liberman, 1983; Roth, Speece and Cooper, 2002; Snow, Burn and Griffin, 1998) that early language acquisition begins at home and occurs somewhat naturally, through interactions with friends and family members. Children need these opportunities to develop their native language before they can master a second language. References Research Evaluation of the National Literacy Strategy – Academic Findings and Recommendations (www.literacytrust.org.uk/research/liteval.html) Literacy Improvement Programme – Developing Literacy in the Early Stages (www.ltscotland.gov.uk) The National Literacy Strategy – Guidance on the organisation of the NLS in Reception classes (Department for Education and Employment, September, 2000) Parental Tips for Enhancing Print Awareness, Phonological Awareness and Oral Language Skills in Young Children Learning English as a Second Language – Crystal Torti, Yvette Carrasco (Top Tips on Parenting, Fall, 2004, Volume 6, Number 3) Beginning to Read: Thinking and Learning About Print – Adams, M. (Cambridge, MA: MIT Press – 1990) Parents hearing their children read: a review – Toomey, D. (Rethinking the lessons of the Haringey Project – Educational Research, 35/3, 223-236, 1993) Cluster 1 – Thinking about children as learners – What role do parents play in children (www.abdn.ac.uk/education/research-and-initiatives/RTR) Early Childhood Today – Pet Puppets (http://teacher.scholastic.com/products/ect/Petpuppets.htm) Fingerplays Index Page (http://falcon.jmu.edu/ramsey/fingerplayindex.htm) Aspects of communicative competence – (www.sil.org/lingualinks/LANGUAGELEARNING/OtherResources) First Experiences (http://books.kelkoo.co.uk/b/a/cpc) How Most Children Learn To Read – Derry Koralek, Ray Collins (Reading Rockets, 1997 – www.readingrockets.org/articles/386) Various pages from Literacy Connections (www.literacyconnections.com) Various pages from Badger Publishing Ltd (www.badger-publishing.co.uk) Literacy Reception Module (Department for Education and Employment, September, 2003)

The Human Genome :: essays research papers

You may think that you have full control over your body, the way you may look, how you dress, and even how you do your own makeup. You have control over your hair color, how much knowledge you have, and even how strong you can be, but could you imagine having control over how tall you would like to be, the color of your eyes, and potentially the color of your very skin? Can you imagine altering EVERY aspect of yourself, including the omission of disease? These are some of the questions that the USDE hoped to find solutions to through The Genome Project. The Genome Project has been an ongoing project sense 1990 and was finally completed on April 14th , 2003. The U.S. Department of Energy and the National Institutes of Health were the ones directing the Genome Project. The progress of the Genome Project is still unknown because the project was completely finished, but scientists are still going to be researching the Genome Project for many years. The project is like a master blue print of the body. The scientists estimated to find about 100,000 genes in the human body but only found as few as 30,000. There are 4 chemical components that make up DNA, cytocine (C), thymine (T), guanine (G), and adenine (A), these 4 components make up who you are. There are a few goals that scientists were trying to reach, such as finding the structure and function of a genome. Kristin... when ever you get the hell on... call me, i want to know what you wanted to talk to me about... well hurry the **** up. lol, talk to you later. If anyone needs to talk to me for any ****** reason call me... 546-2019   Ã‚  Ã‚  Ã‚  Ã‚  The U.S. Department of Energy is helping the genome project mostly because of how it is taking in so much money. The U.S. Department of Energy had started to help the Human Genome Project in the early 1990’s. The National Institute of Health was helping the Human Genome Project by giving it as much support that it needed complete the Genome Project. The National Institute of Health had started to help the Human Genome Project in the early 1990’s. Both of these company’s were both trying to complete one of the biggest accomplishment in all of history, to try and map out the entire Human body, and both companies had succeeded.

The film

In the near future of a bleak, dystopian and Impoverished Australia that is facing a breakdown of civil order primarily due to widespread oil shortages. (This is not explained in this film but in the sequel, Mad Max 2: The Road Warrior. ) Central to the plot Is a poorly-funded national police unit called the Maln Force Patrol (MFP, derogatorily called â€Å"The Bronze† by their enemies), which struggles to protect the Outback's few remaining townspeople from violent motorcycle gangs. The MFP's â€Å"top pursuit man† Is a young police offcer, Max Rockatansky (Mel Gibson), badge umber MFP4073.A member of one of the motorcycle gangs, Crawford Montazano (nicknamed Nightriderl escapes from police custody by killing an officer and stealing his vehicle. Max pursues Nightrider in a high-speed chase, which results in Nightrider's death in a fiery car crash. After the dangerous chase (which results In Injuries to a number of officers), the police chief warns Max that Nightrider's gang will be out for him now because of Nightrider's death. Nightrider's gang, which is led by Toecutter (Hugh Keays-Byrne), plans to avenge Nightrider's death by killing MFP officers.Meanwhile, they vandalize property, steal fuel. and terrorize the citizenry. While chewing up a town where the the Nightrider's remains arrived by train, the gang brutalizes a civilian couple that tried escaping to the road; the couple is overtaken, then both of them are raped and the car is wrecked. Max and his close friend and fellow officer, Jim Goose (Steve Blsley), are informed about the incident and go to the crime scene. They find Toecutter's young proteg ©, Johnny the Boy (Tim Burns), and the girl of the couple in the middle of the wreckage.Johnny's drug-fueled rantings reveal him as a member of Nightrider's gang; Goose looks on Johnny with particular disdain, as his leg was broken during the Nightrider pursuit. However, they do not kill Johnny, but arrest him and drag him away In chains. Jo hnny is held at the MFP's dilapidated Halls of Justice pending a visit from the Court. However, when the attorneys arrive, Johnny Is ordered released: the Judge has set Johnny free because no witnesses showed up for the trial. (Without the testimony of witnesses, no charges could be filed; the courts declared â€Å"no contest† for the case.A shocked Goose attacks Johnny and must be physically restrained; both Goose and Johnny shout threats of revenge at each other. The second-in-command of the biker group, Bubba Zanetti (Geoff Parry) arrives at the courthouse to pick up Johnny, on orders from the Toecutter. Bubba does so begrudgingly, because he hates Johnny for his rowdiness and lack of style, and hates the Toecutter's favoritism towards Johnny. Shortly thereafter, Johnny the Boy sabotages Goose's MFP motorcycle while Goose is attending a show at the Sugartown Cabaret.His rear wheel locks up at high speed the next day, throwing Goose from the bike; Goose, however, survives w ithout even Unfortunately, Johnny throws a brake drum through the ute's windshield, causing Goose to roll the vehicle over and gas leaks from the fuel tank, soaking the ground around the truck; Johnny, at the belligerent urging of the Toecutter himself, then burns him alive in the wreckage. Goose survives, but after seeing his charred body in the hospital's burn ward, Max becomes angry and disillusioned with the police force nd resigns from the MFP with no intention of returning.He takes a road trip with his wife and infant son in the relatively peaceful coastal area north of their home. While on holiday, Max's wife, Jessie, (played by Joanne Samuel) runs into Toecutter's gang, who harass her. She escapes, but the gang manages to track her to the home where she and Max are staying. While attempting to escape from the gang again, Jessie and her son are run down by the gang, who leave their crushed bodies in the middle of the road. Max arrives too late to intervene. His son is pronoun ced dead on he scene, while his wife suffers massive injuries. It is revealed in Mad Max 2: The Road Warrior that she later died from her injuries. ) Filled with obsessive rage, Max once again dons his police outfit, straps on his sawn- off shotgun, and steals a supercharged black Pursuit Special to pursue the gang. He methodically hunts down and kills the gang members: several gang members are forced Offa bridge at high speed; Max shoots and shoots Bubba off his cycle with his shotgun (Bubba shoots Max in the leg with a pistol first, though, giving Max a limp hat is consistent throughout the series, then runs over his exposed arm).Max struggles back into his car and pursues the Toecutter into a forbidden area. Max forces the gang's leader into the path of a speeding tractor trailer and he crushed in a head-on collision. Max later finds Johnny the Boy taking the boots off a dead driver at the scene of a crash. Johnny desperately tries to convince Max that the man was dead when he fo und him and that his drug addiction has made him mentally unbalanced. Max doesn't listen and handcuffs Johnny's ankle to the wrecked, overturned vehicle with a uptured petrol tank.Max lights a crude time-delay fuse and gives Johnny a hacksaw, leaving him the choice of sawing through either the handcuffs (which will take 10 minutes) or his ankle (which will take 5 minutes), and then drives off into the desolate outback. Ignoring Johnny's frantic ramblings, Max drives away. The camera shows Max's car from the front, with a large and fiery explosion in the distance behind it, leaving Johnny's fate unknown. Max blankly continues to drive in a rainstorm into the Outback, a shell of his former self.

Ferdinand and Isabella essays

Ferdinand and Isabella essays Spains Middle Ages were marked by dramatic cultural contrasts, rapidly changes boundaries, and constant interaction, both good and bad, among the Christian, Muslims, and Jewish societies that shared the Iberian peninsula throughout the time frame until nearly the start of the 16th century. Until the late 1200s, religious tolerance and multiculturalism was a hallmark of Spanish royal society. Isabel (Isabella) was born at Madrigal on April 22, 1451, the daughter of John II of Castile and his second wife, Isabella of Portugal. Almost against her own volition she was drawn into the political intrigue of Castilian politics. Because of her family's importance, she was brought to court at the age of thirteen to be under the eye, and the protection, of her half-brother the king. As the heiress of Castile, the question of Isabel's future marriage became a matter of frenzied diplomatic activity both in Spain and throughout the other royal courts of Europe. France, Portugal, and Aragon each put forward a potential suitor. Ultimately, between her advisors and her own strong will, the decision came down to Ferdinand of Aragon. She married Ferdinand in October of 1469. Ferdinand was born in Sos on March 10, 1452, the son of John II of Aragon and Juana Enriquez, both of Castilian heritage. He was the focus of a bitterly contested succession when his father named him heir apparent and the governor of all his kingdoms and lands. When Ferdinand came of age in 1466, his future was assured. His father had put all the pieces in place for Ferdinand to be accepted into the Castilian court, exactly where John II wanted him. In addition to participating in the world of intrigue at court, Ferdinand also saw battle in the Catalonian wars. When he began to sow his first "wild oats," he went courting and was very favorably received in the home of King Alfonso of Aragon, Isabel's half-brother. Ferdinand had an imposing personality but was never...

Dinosaurs at the American Museum of Natural History

Dinosaurs at the American Museum of Natural History Visiting the fourth floor of the American Museum of Natural History in New York is a bit like dying and going to dinosaur heaven: there are over 600 complete or near-complete fossils of dinosaurs, pterosaurs, marine reptiles, and primitive mammals on display here (these are just the tip of the prehistoric iceberg, since the museum also maintains a collection of over one million bones, accessible only to qualified scientists). The large exhibits are arranged cladistically, evoking the evolutionary relationships of these extinct reptiles as you go from room to room; for example, there are separate halls devoted to ornithischian and saurischian dinosaurs, as well as a Hall of Vertebrate Origins devoted largely to fish, sharks, and the reptiles that preceded the dinosaurs. Why Does AMNH Have so Many Fossils? This institution was at the forefront of early paleontology research, represented by such famous paleontologists as Barnum Brown and Henry F. Osborn- who ranged as far afield as Mongolia to collect dinosaur bones, and, naturally enough, brought the best samples back for permanent exhibition in New York. For this reason, a whopping 85 percent of the display skeletons at the American Museum of Natural History are composed of real fossil material, rather than plaster casts. Some of the most impressive specimens are Lambeosaurus, Tyrannosaurus Rex and Barosaurus, among a cast of hundreds. Planning to Go? If youre planning a trip to AMNH, keep in mind that theres much, much more to see than dinosaurs and prehistoric animals. This museum has one of the worlds best collections of gems and minerals (including a full-sized meteorite), as well as vast halls devoted to extant mammals, birds, reptiles and other creatures from around the globe. The anthropology collection- much of which is devoted to Native Americans- is also a source of wonder. And if youre feeling really ambitious, try attending a show at the nearby Rose Center for Earth and Space (previously the Hayden Planetarium), which will set you back a bit of cash but is well worth the effort.

Presentation of Business Plan for Distance Learning Company Essay

Presentation of Business Plan for Distance Learning Company - Essay Example Moreover, the potential competitors will be identified. As evidenced by the increasing sales of distance learning companies, the steadily growing demand for distance learning products and services in light of the advent of modern technology coupled with the changing lifestyle will be emphasized. The second part will be comprised of the marketing plan. For this section, the strategy pertaining to how to differentiate the products and services the company will be offering to the market will be discussed. More importantly, product samples and service packages will be elaborated on. Differentiation of offerings will be done in terms of adopting a pricing scheme that will suit the budget of targeted clients. It will be highlighted that the company will design and price the said packages competitively. In order to illustrate this point, comparison of the company's packages and corresponding prices to the identified competitors will be shown. To promote the company and its product and service packages, the advertising program will also be discussed. The final section is the discussion of the financial aspect of the company I will be establishing.

Heart attack Case Study Example | Topics and Well Written Essays - 500 words

Heart attack - Case Study Example Lack of this results in the death of its muscle cells which brings about heart attack. This disorder is also referred to as a myocardial infarction as it results in a permanent death of the heart muscle. ‘Myo’ means muscle, ‘cardial’ is the heart while ‘infaction’ refers to the death of a tissue due to lack of blood supply. A possible remedy for this disorder is angioplasty. This refers to a surgical unblocking or repair of the coronary artery. This surgical procedure is often done to open up blocked or narrow coronary arteries and reinstate the flow of blood to the heart muscle. A coronary stent is a small, expandable tube that is used in the treatment of narrowed or blocked coronary artery. This tube is placed in the coronary artery to keep it open so as to ensure a constant flow of blood to the heart muscle. Coronary stents are placed in the affected coronary artery during a procedure referred to as angioplasty or percutaneous coronary interv ention (PCI). Coronary stents treat heart attack disorder as they ensure that the coronary artery remains open. This ensures that there is a constant and continuous flow of blood to the heart muscles through the coronary artery. Insertion of a coronary stent is considered to be minimally invasive as it does not involve any major incisions. It is done within a short period of time and the patients undergo less discomfort as compared to other heart procedures. Additionally, it only takes a short period of time for the patient to achieve full recovery.