Development of Four Year Old | Observational Study

Development of Four Year Old | Observational Study INTRODUCTION TO CHILD DEVELOPMENT Felicia Heong Shin Nin Yvonne Michelle a/p Stephen Das ( ) Ahmad Syazwan ( ) Acknowledgements This book is the result of research on 4 year old children development. The purpose of this book is to share the knowledge and experience collected in the period of time given. I was stimulated by the different milestones a child goes through while growing up and how to tell the difference between a child who is just taking his or her and one who has a true developmental delay. This book is intended for people to understand children’s behavior and guide them along the way.In preparation of this book, many have contributed many helpful comments and information both directly and indirectly, I would therefore like to say thank you to those who made it possible for me to study this subject more in-depth, theoretically as well as practically. There are also some individuals who I need to personally thank for their helpful assistance. A big thank you goes out to my lecturer, Miss Lee Wai Mun for her generous knowledge, research and experience, all of which have been of great importa nce in the writing process of this book. Finally, none of the people I have mentioned are to be held account for the final version you have in your hands. All of the content in this book is entirely my responsibility. But I hope that the information in this book will enlightened you and help you understand more about the developments of a child. Introduction Children grow in unique ways. While children develop at their own pace, every child should do certain tasks by a certain age and its impossible to tell exactly when a child will learn a given skill. Theres more to tracking a child’s development than logging height and weight as the process ofdevelopingfrom a baby into a child requires the achievement of manymilestonesin language, physical, social, emotional development, etc. Hence, developmental milestones give parents a general idea of the changes to expect as the child gets older. This book is about your four year old child. In the course of this year children are moving out of babyhood into childhood. They have rich imaginations, they may have strong fears, they love to play and they enjoy physical activity. They are beginning to be more comfortable spending some time away from their usual comfort zone. Sometimes they are timid about trying new things. Of course all four year olds are different and they may develop at different rates. Indeed, sometimes it’s a case of two steps forward and one step back, with children appearing to forget the things they once knew. Although it is difficult to define ‘normal’ development, there are some milestonesthat children can be expected to achieve. However, if you are worried about your childs development, or if they cant do things that they used to do for more than a short time, it is important to see a pediatrician or child health nurse. If there is anything wrong, getting in early will help. Otherwise it is good to know that your child is developing normally in his or her own special way. It is of utmost importance to remember that the milestones are approximate, not absolute. Each child develops at his or her own pace, and some stages may occur earlier or later this guidebook allows explanations of variations physical, cognitive, emotional, and social developmental milestones to be expected during the first year of life to gain insight into observing in children today and to preview what to look forward to in the years ahead. Chapter One: Cognitive Milestone Most children this age can speak clearly using more complex sentences and enjoy singing, rhyming, and making up words. They are energetic, silly, and, at times, rowdy and obnoxious. Children this age can also count ten or more objects and correctly name at least four colors and three shapes. They are able to recognize some letters and possibly write his or her name. Cognitive development, or the process of growth in intellectual abilities such as thinking, reasoning and understanding, is a major component of early childhood. According to the World Health Organization, early childhood is the most important phase of development throughout the lifespan. So games for cognitive development during early childhood are an effective way to help kids grow intellectually. Categorizing is the type of games that encourage sorting, matching and classifying and are excellent for cognitive development. Identifying colors is a necessary skill that people use every day—for choosing which clothes to wear, reading signs, following traffic signalsand describing the surrounding world. This activity provides an interactive, colorful way for your preschooler to practice color recognition. It introduces children to this bright new world of colors using ordinary household objects such as buttons to group these objects into different sections and learn to recognize colors using a homemade egg carton sorter. Lesson Plan: Date: 10th April 2015 Time: 10.40 a.m.-11.20 a.m. Duration: 35 minutes Years: 4 years old Name of activity: Name it, Sort it Materials: 3 Paper egg carton (half-dozen or full dozen), different brightly-colored buttons. Theme: Color Day Focus: (BM 2.0) Kemahiran Bertutur (PFK 1.0) Perkembangan Motor Halus (ST 2.0) Kemahiran Saintifik Standard Content: (BM 2.1) Berinteraksi dengan mesra (PFK 1.2) Melakukan kemahiran kordinasi mata tangan dalam perkembangan kemahiran motor halus. (ST 2.3) Membanding dan mengelaskan objek. Learning Standard: (BM 2.1.1) Berbual dengan sebutan perkataan yang betul. (PFK 1.2.5) Menggunakan jari untuk menguntai objek bersaiz besar dengan menggunakan tali besar. (ST 2.3.1) Membanding dan mengumpulkan objek-objek mengikut satu ciri: A.)Warna B.)Bentuk Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Color song Teacher would ask the children to sit on the floor in a circle. Teacher sings the color song and asks the children to sing and clap along. â€Å"Red, yellow, green and blue, green and blue, , Red, yellow, green and blue, Purple, orange, brown and black, Red, yellow, green and blue, green and blue.† -Tune of song is of, â€Å"Head, Shoulders, Knees and Toes†. Step 1 (5 minutes) Group name Teacher divides children into 3 groups, each group consisting of 5 children. Children are asks to name their group and come up front of the class to introduce their friends. Step 2 (5 minutes) Name the colors Teacher shows the painted egg carton to the children. Teacher distributes the egg carton to each group. Then, each group is to stand up and name all the colors painted on the egg carton. -Egg carton. Step 3 (10 minutes) Buttons Teacher gives out same amount of different color buttons to each group. Each child is then instructed to sort the buttons into the colors painted on the egg carton. Each child take turns to sort the buttons into the egg carton. -Buttons, egg carton. -The buttons distributed are the same colors painted on the egg carton. Step 4 (5 minutes) Sort and name it Teacher will asks the child to say the name the color of the buttons out loud as they sort it into the egg carton. Teacher will then pick one child from each group to come in front of the class and name the colors as they sort the buttons. -Buttons. Step 5 (5 minutes) Magic color box Children will be ask to sit into a big circle. Teacher will give the children a box. Inside the box is crayons of different colors. Children will sing the magic song, â€Å"Pass, pass, pass the color, This is the game we play! When the little song is through, The color name we’ll say.† The children will pass the box around singing the color song until the color stops. Once the song ends, the child that holds the box will put their hand into the box and take a crayon out. The child will tell the color of the crayon. Repeat the game until every child has at least play once. -Box filled with different colors of crayons. -Tune of song is of â€Å"Row, Row, Row Your Boat† Reflection: Children like the games and songs of the activity. Children paid attention to instructions. Children tend to throw buttons too hard in the egg carton or throw at their friends. In the future, use much bigger objects than buttons, such as sponges or straws. Chapter 2: Physical Milestone Chapter 3: Social/Emotional Milestone Chapter 4: Language Milestone Four year olds are now talking in simple sentences and there is so much going on inside their head that often it seems as though the words can’t come out fast enough to describe it all. They often stutter and stumble when trying to express themselves. It can be exhausting to listen and explain things to your child but exciting to be able to share in their rich imaginings. They love to be read to and may want the same book over and over again. Four year olds get across what they want to say in most situations. Some four year olds speak very clearly, while others still use some ‘baby talk’. Some may stumble over some words but this will probably clear up by itself within the year. The average four year old can understand 1000 or more words. Four year olds can usually understand ‘place’ words such as – under, on, beside, back, over. Four year olds ask questions beginning with ‘What’, ‘Who’, ‘Where’ and ‘Why’? They can talk about what happened yesterday and about tomorrow. You can build on what your four year old says to you. Don’t correct their unsuccessful efforts at words but respond positively with the correct word in your reply. Try to be patient. Ask them questions. Some children become such enthusiastic talkers that their constant ‘what’ can become irritating for parents. Most will respond to your request for you to have some quiet time from their questions – at least for a few minutes! Lesson Plan: Date: Time: 10.40 a.m.-11.20 a.m. Duration: 40 minutes Years: 4 years old Name of activity: Shake and Name Materials: Laminated plastic, 3 plastic bottles, clean water, edible food coloring, waterproof marker, colorful beads and buttons. Theme: Words Focus: (BI 3.0) Reading Skills (ST 2.0) Kemahiran Saintifik (BI 4.0) Writing Skills Standard Content: (BI 3.2) Read simple words with understanding. (BI 3.3) Read phrases with understanding. (ST 2.1) Membuat pemerhatian ke atas objek dan fenomena alam di persekitaran. (BI 4.1) Pre-writing skills. Standard Learning: ( BI 3.2.2) Read simple words. (ST 2.1.4) Memerhati dan bercerita secara verbal tentang pemerhatian yang telah dibuat. (BI 3.3.1) Read simple phrases with guidance (e.g. sit down, red ball). (BI 4.1.1) Engage in activities requiring eye-hand coordination. Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Step 1 (10 minutes) Step 2 (5 minutes) Step 3 (5 minutes) Step 4 (5 minutes) Step 5 (5 minutes) Conclusion (5 minutes) Reflection: Chapter 5: Math and Science Milestone Four-year-olds have an increased capacity for learning math concepts. They use logical reasoning to solve everyday problems, and can effectively use language to compare and describe objects and shapes. They can count to ten, recognize written numerals 0 to 9, and add and subtract using numbers up to four. Four-year-olds know some variations of a circle, square, triangle and rectangle. They know days of the week, months, and the seasons, but still cannot tell time. Children are naturally curious about the world and want to find out as much as they can. They want to know what makes the wind blow, how trees grow, why fish have fins, and where turtles go in the winter. But they don’t want adults to give them the answers. They want to be the discoverers, the experimenters, and the theory builders. They don’t want science to be something that is imparted to them; they want it to be something that they do. They want to be scientists; not just consumers of science. They want to ask their own questions, collect their own data, and arrive at new and wonderful ideas. These â€Å"wants† should shape the foundation of an early childhood science curriculum. If you’ve ever dripped food coloring into oil before, you’ll remember the beautiful, jewel-like drops of color floating separate in the oil. This is because oil and water truly don’t mix. If you shake them up, they emulsify, but eventually separate back into oil and water. This activity is to teach children about science but at the same time involves math. The ingredients are using edible ingredients, this makes them a safe science activity for children to make on their own! Lesson Plan: Date: Time: 10.40 a.m.-11.20 a.m. Duration: 40 minutes Years: 4 years old Name of activity: Shake and Count Materials: Two plastic bottle, cooking oil, clean water, food coloring, oil-based coloring, a bamboo skewer, waterproof marker, Beads, Buttons, laminated plastic. Theme: Science and Math Focus: (ST 2.0) Kemahiran Saintifik (ST 7.0) Konsep Nombor (ST 4.0) Menyiasat Alam Bahan Standard Content: (ST 2.1) Membuat pemerhatian ke atas objek dan fenomena alam di persekitaran. (ST 7.1) Memahami nombor 1-10. (ST 4.1) Meneroka sifat umum bahan. Learning Standard: (ST 2.1.4) Memerhati dan bercerita secara verbal tentang pemerhatian yang telah dibuat. (ST 7.1.1) Menyebut nama nombor 1 hingga 10 (rote counting). (ST 7.1.2) Memadankan angka 1 hingga 10 dengan nama nombor secara lisan. (Contoh 2-dua) (ST 4.1.1) Memerhati dan mengumpulkan objek kepada yang tenggelam dan timbul. Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Counting beans Teacher divides children to three groups. Each group containing 5 children. Teacher takes out three bags filled with beans. The bags are then distributed to the children. In front of the classroom is a Step 1 (10 minutes) Step 2 (5 minutes) Step 3 (5 minutes) Step 4 (5 minutes) Step 5 (5 minutes) Conclusion (5 minutes) Reflection: Chapter 6: Music Milestone Four-year-olds can identify changes in pitch, tempo, loudness and musical duration. They can sing songs of their own creation as well as memorized ones. Their art begins to be more realistic, and may incorporate letters. Four-year-olds love to dance, and are able to move rhythmically and smoothly. Their dramatic play is highly imaginative and now has the structure of specific scenarios, like going to the grocery store or rescuing a cat stuck in a tree. By now, 4 year olds can understand basic principles of tone, tempo, genre, pitch, etc. (e.g., can describe which songs are fast and slow or high and low). They can sing complex songs and play an instrument alone as well as with group (e.g., learns newly introduced songs by memory in a day or two). 4 year olds also can use music to reflect thoughts and feelings (e.g., starts buzzing like a bee while looking through a storybook on insects). If taught, children will regard music as a part of daily life (e.g., gets out mat for nap upon hearing soft music being played, puts away toys when clean-up song is sung). Lesson Plan: Date: Time: 10.40 a.m.-11.20 a.m. Duration: 40 minutes Years: 4 years old Name of activity: Shake it Materials: Three teaspoons uncooked rice, dried beans, two empty diet shake cans or soda cans, clear packing tap, pencil, scissors, markers or stickers. Theme: Focus: Content Standard: Standard Learning: Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Step 1 (10 minutes) Step 2 (5 minutes) Step 3 (5 minutes) Step 4 (5 minutes) Step 5 (5 minutes) Conclusion (5 minutes) Reflection: Put the rice in an empty diet shake can (soda cans dont last as long, but they will work for this project.) Remove the tab and seal the opening with clear packing tape. If you like, make your own cool label for the can. To make the label, cut a piece of paper nine inches long and four and one-half inches wide. Decorate the label with markers or stickers. Tape one side of the label to the can. Then make small rolls of tape and stick them between the label and the can. Wrap the label around the can so that the loose end overlaps the taped end, and tape down the loose end. Put dried beans in the other can, and make a decorated label for that one, too. Try using the rice can for a lighter sound and the bean can for a louder sound. Start shaking! Kids can turn office supplies into sound machines with the activity on the next page. Chapter 7: Art and Creativity Milestone By age 4, many children are learning to better control their hand and wrist movements. They are making forms and objects that are almost, but not quite, recognizable to adults. Circles, lines and crosses are always popular forms. Some 4 year olds may begin naming their drawings. In the middle of drawing, a child may look and say something like, This is a truck, or, This is Mommy. Naming artwork is a big step that shows the child has begun to think in terms of mental pictures. It doesn’t matter that the drawing has little or no resemblance to Mommy. What matters is that the child has discovered that drawing is more than just something physically fun to do. Gradually, some of these forms have taken shape and adults can identify them as people, houses, cars or whatever the young artist intended to draw. Typical drawings at this age are pictures of people consisting of large heads that appear to have arms and legs growing out of them. There is usually little evidence of relative size in these drawings. Tiny legs sprout out of huge heads. A drawing of a butterfly may be twice as big as a dog. Whatever is most important to the child at the time gets the biggest play on the page; what is not important may simply be left out. That’s why children may leave out fingers, necks or other body parts. It’s not that children don’t notice that people have fingers; it’s just that fingers are not important to them at the time they are drawing. During this stage, children may find colors very exciting. Children are not concerned with realistic color representations. They just like to use color. One child may make everything on the page red. Another may use every color in the box on one drawing. Child care providers should not require children to use certain colors or try to read any deep psychological meanings into a child’s choice of colors. Lesson Plan: Date: Time: 10.40 a.m.-11.20 a.m. Duration: 40 minutes Years: 4 years old Name of activity: Hand Paint Materials: Colorful paint, clean cloth, clean water, newspaper, paint brush Theme: Art and Creativity Focus: (KTI 1.0) Seni Visual (PFK 1.0) Perkembangan Motor Halus Content Standard: (KT 1.1) Menggunakan pengetahuan tentang bahan dan teknik dalam menghasilkan karya seni. (KTI 1.2) Menzahirkan idea kreatif dalam penghasilan karya. (Ekspresi kreatif) (KTI 1.3) Menunjukkan apresiasi seni. (PFK 1.0) Melakukan kemahiran motor halus. Standard Learning: (KTI 1.1.1) Mengenal bahan yang diperlukan untuk menghasilkan sesuatu karya contohnya berus dengan bimbingan guru. (KTI 1.2.4) Membuat corak dan rekaan yang mudah melalui pelbagai aktiviti. (KTI 1.3.1) Menceritakan dan mempamerkan hasil kerja sendiri. (PFK 1.1.3) Menggunakan tangan untuk meramas (mix). Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Step 1 (10 minutes) Step 2 (5 minutes) Step 3 (5 minutes) Step 4 (5 minutes) Step 5 (5 minutes) Conclusion (5 minutes) Reflection:

Religion and Education Essay

In this aper, I will discuss and explain the influence of religion and education on societies since the beginning of mankind. 1) Religion deals with almost all aspects of human life. 2) History cannot be taught in education without the mention of religious influences on civilizations. 3) The role of religion in public education is not limited to America alone, since the beginning of mankind every civilization has shown some type of evolution within their religious and educational institutions. There are several examples from different parts of the world to prove how widespread the problem is. ) All societies and civilizations are made up of individuals that belong to families. Families are the core of all societies and the religious choices of each family will society as a whole. 1) It may have influence in education, marriage, work, and even food. â€Å"American religious education, as a kind of spiritual support, has been playing a supportive role in Americans’ outlook on life, the realization of life value, the shaping of personality, ethic concepts and national spirit. It’s important role is manifested in the economic and political fields. † (MENG Xianxia/Cross-cultural Communication Vol. No. 2 1001, p. 231) Religion influence many aspects of day to day issues such as life choices, dress, and education. As shown in the article, â€Å"Religious Experience and Progressive Education,† published in the American Educational History Journal by Jared R. Stallones, â€Å"A recent survey by the Pew Forum on Religion and Public Life revealed that fully eighty-four percent of Americans identify themselves as adherents ofa specific religion. Eighty-eight percent are absolutely or fairly certain of the existence of God or a universal spirit, including fifteen percent of self-identified atheists. Eighty-two percent of the population considers religion to be very or somewhat important in their lives, and seventy-five percent of Americans, including ten percent of atheists, prayed at least once per week. † (p33) This demonstrates how religion is an important entity in the daily lives of many. This is because religions deal with the human life as a whole. For centuries people have searched for the meaning and truth of their own nature and the nature of the universe, religions are the result. We view religions as communities of people who share practices and beliefs, who gather together in special buildings to worship, and ho have a special way of living. More than three-quarters of the world’s population consider themselves members of some kind of religion. Religion influences almost all aspects of human life. It may have influence in education, marriage, work, and even food. ) The United States was founded on the principles of religion, the citizens of this country can practice whatever religion they like without being persecuted. The liberties provided under the Constitution allow individuals to practice their religious beliets openly and without Judgment. These beliets provide guidance and structure in the lives of these individuals. After the founding of the United States, although the Constitution clearly regulates â€Å" secularism†, religions in America are always closely intertwined with the process of American history, and play a huge impact on the political, economic, legal and cultural fields. American sociologist Richard Newhouse said, â€Å"A basic fact about the United States is that Americans themselves claim that most of them are Christian and the moral foundations of American society are Jewish-Christian morality Just as non-Christian believe. † (Zhang, 2007, p. 13) (MENG Xianxia/Cross-cultural Communication Vol. 7. No. 2, 2011). There are thousands of religions and thousand more subdivisions of those. Religions are divided mainly into ancient and modern religions. Not to say that the â€Å"modern† religions Just originated in the past couple years, Just they are still practiced in present times. Some of the ancient religions include Egyptian, Zoroastria, Greek, Norse, and Celtic. (Source and Cite) 3) People have been shunned, ostracized, sacrificed, and killed because of their religious beliefs. These acts take place because individuals have different views. There are several examples from different parts of the world to prove how idespread the problem is. American society is a blend of secularized and religious elements. Anderson (2004) noted that these two elements have always posed a dilemma for public education. The struggle is how to accommodate both of these societal characteristics. He pointed out that the secular nature of American public culture and its underlying pluralistic character are important aspects of the context for our system of education. The role of religion in public education is not limited to America alone. There are several examples from different parts of the world to prove how widespread the problem is. Thomas (2006) reported a case in France in which a Muslim girl was expelled for wearing a traditional Islamic headscarf. The President supported the move saying that religion should not be permitted in public schools. Islamic leaders protested that the ban was prejudicial, singling out Muslims for discriminatory practices. Hinsliff (2004) reported an interesting controversy in which Christian evangelists in England wanted to have the strengthening of faith teaching in schools. They dropped the idea when†¦ 4) Families are the core of all societies and the religious choices of each family will affect society as a whole. The religious choices of a family will influence an individual’s decisions that will in turn affect society as a whole. What in individual puts out into society will come back as their decision and actions affect society as a whole. Religion is an important entity in the lives of many. According to the International Religious Freedom Act of 1998, â€Å"Religious freedom includes the right to assemble for private and public worship, determine the conditions of membership, give religious instructions, preach its message publicly, and publish and circulate religious material† (International Religious Freedom, Sec. (3) Article 18). The United States is one of the nations with most fantastic religious background, and in reality religion and religious education permeates all aspects of American life. Religion lies in American family education, school education, political activities and social life, playing a role that cannot be ignored. (MENG Abstract p. l) Conclusion: Although religion has been and is a heated topic at times and since the beginning of mankind, we cannot deny the fact, the influence it has had in educational institutions through the development of all civilizations, I teel that this is a great thing. ou will not get very tar into any educational issues without somehow bumping into religious themes. † Marty goes on to explains in Christianity and its legacy in education that â€Å"We Americans are taught to think of American society as a secular one in which religion does not count for much, and our educational system is organized in such a way that religious concerns often receive little a ttention. But if you think for a moment, you may realize that a better question is, where does religion not come into all this? (Burke and Segal p. 631). To have religion thwarting together with education is what gives us history. It is what takes us to the next point in life. It gives us guidance and even sometimes warnings. As a young boy that has been brought up in the ministry and to see how religion has played a key role in my life and education†¦ ‘ applaud this. It is known that religion and education has been around for thousands of years and I believe it will continue for many more. From teaching your grandson to assemble a tomahawk to worshipping the Greek god of war, people show religion and education in many different ways. As, David P. Setran referenced in the Teachers College Record article More Religion in Education and More Education in Religion†: Liberal Progressivism and the Educational â€Å"Common Faith,† 1917-1940, â€Å"The Kingdom of God proved to be a powerful image of the ideal democracy and a powerful representation of religion and education working together to build a better world. It is recommended that future scholars continue to look in other parts of the country and among other individuals to trace these powerful cooperative relation, thus restoring the place of religion as an important source and ally of progressive education. † (p. l, abstract) (Teachers College Record, vl 14 nl 2012. 29pp. Religion and education have been wedded in western culture for as long as schools have existed, and as long as religious diversity and democratic decision-making endure in American society, then struggles between and about religion and education will continue in American schools (Religious Experience and Progressive Education,† published in the American Educational History Journal by Jared R. Stallones, p33. ) Religion and education has been around for thousands of years and it will continue for many more.

Signals and Signs of Community Health - 1110 Words

Introduction There are many signals and signs of community health needs that appear to be difficult to notice for many health professionals. Recognizing community symptoms of disease is an important step in preventing and treating the health conditions of those who need help the most. Community health assessments are valuable tools that can be applied to a medical practice, health and wellness centers and towards the general health knowledge of society. The purpose of this essays is to provide a community health assessment for my community. Within this assessment I will introduce the report and provide important and pertinent demographical data and information about the community. Next I will report the findings of a windshield survey completed in the area. Using the data, I will present the main problem that the information has revealed. Included in the report will be a historical review to tie any significant facts together about the past problems contributing to the present. Final ly, I will summarize the problem and by identifying the population at risk for this problem and the direct and indirect factors that are leading to the issue. Community Chicago, Illinois is the third largest city in the United States. It is the largest city in the midwest. Chicago is a very diverse city and has many different ethnic and socioeconomic populations scattered throughout the city and surrounding areas. Chicago is an extremely urban environment located adjacent to LakeShow MoreRelatedTelemedicine Is The Practice Of Medicine827 Words   |  4 Pagesvideo conferencing, transmission of images and monitoring of vital signs. There is a distinction between telemedicine and telehealth, telehealth is a broader term that does not always refer to clinical services but may also include patient portals, continuing medical education, and nursing call centers. 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Effects Of Colonization Of Conrad s, Achebe s And Orwell...

The Effects of Colonization in Conrad’s, Achebe’s and Orwell’s Post-Colonial Works In the late 1800s, third world countries, primarily Africa, were infiltrated by European colonizers. In Things Fall Apart, Heart of Darkness, and â€Å"Shooting an Elephant†, we see the direct impact of the colonizers on the beliefs of the natives. Post-colonial literature centres mainly around how beliefs are questioned and eventually altered; a transformation that can manifest in numerous ways as it is not fixed. In each of the stories, a different form of colonization is elucidated. In Things Fall Apart, the curiosity of the natives with regards to the culture of the europeans leads to colonization. The oppression of the natives exerted by the europeans in Heart of Darkness leads to colonization as well. Finally, in â€Å"Shooting an Elephant†, the roles of the colonizers and the colonized are reversed as it is the natives who take on the position of the oppressors . The naà ¯ve villagers of Umuofia in Things Fall Apart discover their resilience when the white men infiltrate their territory like â€Å"locusts†, subtly presenting their culture to the Ibo people who eventually adopt it as their own. This causes religious conflicts and the natives begin questioning their own beliefs. â€Å"And at last the locusts did descend. They settled on every tree and on every blade of grass (†¦) and covered the bare ground. Mighty tree branches broke away under [the] (†¦) vast, hungry swarm.† (Achebe 56) The descension of the

The Mental Health Of The Wealthy - 1842 Words

Similar to parents, schools overlook and neglect the mental health of students because of their fixation on academic success. In 2005 out of 302 middle school students at a private school, the rate of depression for girls was twice that of the general rate of depression for teens (Luthar). The mental health of the wealthy is underestimated seeing that people believe that wealth is an immunity against mental illnesses. Instead, schools misread the symptoms of depression as stress. Also considering that school is an institute for education, the health of the students is not as prioritized. The success of students and their acceptances into college is emphasized and the mental health of students becomes only a topic of health class. Taking into account the duration of a teenager’s life in class, schools should take more responsibility for their students’ mental health. Craig’s situation portrays his school’s neglect of its students’ mental health when he believes that the principal is calling to expel him for admitting himself into a mental ward: â€Å"Now he’s on my ass because he knows I’m crazy and knows I haven’t been doing my homework. [†¦] I’m being expelled. I’m out of school. I’m never going to go to high school again. I’m never going to go to college† (Vizzini 301-302). Craig’s fear of expulsion illustrates the school’s failure to communicate its support for its students. He fails to understand that depression is a mental illness that many students experience and that theShow MoreRelatedIt Is Company Health Insurance Or Government Funded Programs Like Medicare1548 Words   |  7 Pagesnot what they used to be. With the increase of the population around the world also comes the need for health care. 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As many people believe, money brings happiness; and if you’re poor, you must not be happy. Money does buy happiness—but only until a certain point. There’s no doubt that the luxurious life of fancy carsRead MoreWhy The Income Inequality Affects The Health Of People Essay1695 Words   |  7 Pageshave a serious impact on mental and physical health. it is an illness that is associated with stereotypes. The biggest one is â€Å"if poor people become obese they cannot be not poor†. People in this mentality also exclude the structural and social conditions that cause illnesses such as obesity. Social life affects the health of people, especially the socioeconomic level. How much you earn monthly is a factor how fit you are. The risk of being an obese is lower for the wealthy individuals. Poor peopleRead MoreRising Rent in New York City Essay725 Words   |  3 Pagesin a private safe place not surrounded by homeless people. 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This suggests that the association between recent concerns raised by policymakers about the amount of debt student loans and mental health will be stronger among individuals being experienced by current U.S. college students. The author used several sources for his research. The sources used were (U.S. Department of Education, Department of Health Promotion, Education, and Behavior, Department of Community Health Sciences. In addition, PsychologicalRead MoreRichard Cory Summary : Money Does Not Buy Happiness1499 Words   |  6 Pagesthought of as being happiest, i.e., the wealthy, are the most likely to commit suicide (Sanburn). Edwin Arlington Robinson writes Richard Cory in order to illustrate this strange and ironic psychology: â€Å"†¦suicide risks are higher in wealthier neighborhoods, a morbid demonstration of the folly of trying to ‘keep up with the Joneses’† (Sanburn). There are suicidal risk factors because of the pressures of society and their expectations are more intense in wealthy communities. The reason that there are

The Effects of Black Tea on the Growth Free Essays

string(34) " based on its zone of inhibition\." The effects of black tea on the growth of E. coli bacteria cultures Kierstin Barker, Melissa Bischak, Jackie Tyszkiewicz, Errin Enany September 25, 2012 Abstract: This study was carried out in order to investigate whether black tea has antimicrobial properties as stated in Steven Johnson’s The Ghost Map. If tea does have antimicrobial properties, then it could aid in warding off waterborne diseases. We will write a custom essay sample on The Effects of Black Tea on the Growth or any similar topic only for you Order Now We believed that if black tea is steeped in boiled water, then the amount of bacteria exposed to this solution would decrease. We expected to see no difference in the amount of bacteria exposed to the black tea solution. Tannic acid, black tea, boiled water, and a tetracycline antibiotic were tested for their zones of inhibition in order to determine antimicrobial properties. Our results stated that tea does not contain tannic acid but does contain tannin and therefore does not have antimicrobial properties that contain tannic acid based on the results of this experiment. Introduction: In the novel: The Ghost Map, written by Steven Johnson, Johnson refers to the idea that tea has antimicrobial properties and that it could possibly have influenced people’s risk of contracting infectious diseases such as cholera (Johnson, 2006). Traditionally, people drank tea to improve blood flow, eliminate toxins, and to improve resistance to diseases (Dufresne and Farnworth, 2000). Tea has been shown to have a wide range of physiological and pharmacological effects such as having antimicrobial properties, inhibiting malignant cells, and simply leaving the drinker feeling refreshed (Hamilton-Miller, 1995). Black tea contains amounts of tannic acid. Tannic acid is a commercial type of tannin, which is a bitter plant polyphenolic compound that binds to and precipitates proteins and various other organic compounds including amino acids and alkaloids and has antimicrobial properties which could possibly aid in warding off waterborne diseases (Yildirim, 2000). Could some people in the city of London actually have been saved from the fatal cholera disease due to their preferred drink of tea? If tea actually does have antimicrobial properties, then it could possibly provide some explanation as to why some people were not affected by this waterborne disease as seriously as others. So, our primary question is, â€Å"Does black tea decrease the amount of live bacteria in a solution? † In order to test this question, we have devised hypotheses and experiments to see if black tea actually does stunt bacterial growth and whether tannic acid helps aid in this process. While making observations, developing questions, designing an experiment to test hypotheses, and analyzing data, we also want to demonstrate our proficiency in using the scientific method throughout this study. We believe that if black tea is steeped in boiled water, then the amount of bacteria exposed to this solution will decrease. We expect to see no difference in the amount of bacteria exposed to the black tea solution. If we are able to accept our alternative hypothesis, then the claims that Steven Johnson makes in The Ghost Map could be plausible and tea with tannic acid could have possibly helped ward off waterborne diseases during this particular outbreak in London. By testing antibiotic, tannic acid, and black tea solutions on prepared agar plates covered in E. coli bacteria, we predict to observe the different effects that each solution emits based on the zone of inhibition for each type of solution. Materials and Methods: This experiment was carried out on September 11, 2012. In order to carry out such an experiment, many different materials were used. Two 200 mL beakers were each filled with 200 mL of deionized water. Using a Bunsen burner, both beakers of water were heated until boiling at 100? C. Three agar plates were prepared with 100 microliters of E. coli bacteria. This amount was measured using a micropipette. The bacteria were then spread around the entire surface area of each plate. Each agar plate was then labeled accordingly (figure 1). Plate #1:Plate #2:Plate #3: Antibiotic (Tetracycline- 30 micrograms/disc) Antibiotic (Tetracycline- 30 micrograms/disc) Boiled water Boiled water Tea Tea 0. 5% tannic acid 0. 5% tannic acid 2% tannic acid 2% tannic acid Figure 1: Labeling of agar plates. The arrows represent the side in which the solution was placed. Each half of the plate contained 3 discs doused with the appropriate solution. After the water was boiled, a black tea bag was then placed into one of the beakers and steeped for 4 minutes. This time was monitored using a stopwatch. After the tea had been steeped, 6 discs were dipped into the tea solution and then placed in the appropriate agar plate (plate #3). The discs were fairly equal distances apart. The same procedure was done with the other beaker of boiled water, the antibiotic, and the different percentages of tannic acid. A total of 6 discs were placed on each plate (ex: 3 dipped in boiled water, 3 in antibiotic in plate #1). These agar plates with added discs were then placed in an incubator set to 37? C for 48 hours and then placed in a refrigerator at 4? C. After the allotted time, the agar plates were taken out of storage and the bacterial reactions to the different solutions were observed and the zone of inhibition on each disc was measured in centimeters using a caliper measuring tool. Results: Table 1. Average diameter in centimeters of the zone of inhibition of the discs soaked each solution. Diameter of Zone of Inhibition| Solution| Average (cm)| Boiled Water| 0. 0| Black Tea| 0. 0| Tannic Acid (0. 5%)| 0. 27| Tannic Acid (2%)| 0. 63| Antibiotic| 1. 0| Table 1. Average diameter in centimeters of the zone of inhibition of the discs soaked each solution. Diameter of Zone of Inhibition| Solution| Average (cm)| Boiled Water| 0. 0| Black Tea| 0. 0| Tannic Acid (0. 5%)| 0. 27| Tannic Acid (2%)| 0. 63| Antibiotic| 1. 0| After measuring the zone of inhibition for each type of solution, we were able to conclude which solution had the most antimicrobial properties based on its zone of inhibition. You read "The Effects of Black Tea on the Growth" in category "Essay examples" The solution that had the most antimicrobial properties (stunted the growth of the bacteria the most) would have the greatest average zone of inhibition. According to our data, the solution with the greatest zone of inhibition was the antibiotic (table 1). This concentration was then compared to the rest of the solutions activity towards the bacteria. The higher tannic acid concentration had a greater zone of Figure 2. Average zone of inhibition in centimeters of each solution tested. For tannic acid solutions, the percentage in the parentheses is the concentration of the tannic acid. Figure 2. Average zone of inhibition in centimeters of each solution tested. For tannic acid solutions, the percentage in the parentheses is the concentration of the tannic acid. inhibition but a lower zone of inhibition than the antibiotic (table 1). Therefore, the more concentrated the tannic acid is, the greater the zone of inhibition. The black tea reacted to the bacteria in the same way as our boiled water control. These both had a zone of inhibition of zero. To better reinforce the differences in zones of inhibition, a bar graph was constructed (figure 2). Through this we were able to see the varying zone of inhibition and therefore could conclude the amount of bacteria growth on the different plates based on which solution was used. Discussion: In this lab, we tested black tea in order to see if it would produce a zone of inhibition in response to E. oli bacteria. What we observed after applying discs to our agar plates was that no apparent zone of inhibition on the tea discs was reached. Our control of boiled water had the same response to the E. coli as did the tea. The tetracycline antibiotic contained the greatest zone of inhibition because it was our control and was known to have antimicrobial properties. Tetracycline is primarily bacteriostatic and exerts its antimicrobial effect by the inhibition of protein synthesis (Anderson, 2012). The tannic acid also had antimicrobial properties based on the zone of inhibition. The greater amount of concentration, the more of an effect it had on stunting bacteria growth. Because the reaction to the bacteria in the tea and water solutions was similar and the reaction to the bacteria in the tea and the antibiotic was so different, this showed that tea does not have any antimicrobial properties based on this experiment. Because of the difference in reactions in the tannic acid versus the tea solutions, tea does not contain tannic acid or the amount of tannic acid in tea is so little that it does not produce a significant effect on bacteria. We expected to see no difference in the amount of bacteria exposed to the black tea solution. Therefore, we accepted our null hypothesis. We must reject our alternative hypothesis because no zone of inhibition was observed on the tea agar plate. We also did this experiment to see if tannic acid had and the black tea had a similar reaction to the bacteria. We observed that the results actually worked in reverse; the tea showed no significant signs of inhibition while the tannic acid did. With further research, we were able to conclude that tea does not contain tannic acid, but it does contain tannin (Richardson, 2012). Tannic acid is a form of commercial tannin and has antimicrobial properties, but it is not found in tea (Post, 2009). Through further research we were able to find a similar experiment that received positive data to support that tea has antimicrobial properties. In this experiment, they attempted to describe the synergistic antimicrobial activity of tea and antibiotics against enteropathogens. Antimicrobial activity of boiled water tea extract and organic solvent extract were studied against Salmonella typhimurium to determine minimum inhibitory concentration. Both green tea and black tea extracts effectively inhibited the growth of S. typhimurium and E. coli (Tiwari et al. , 2005). The difference in this experiment was that they added another alternative to test the tea; the tea was steeped in water at room temperature and in boiled water. According to their results, the zone of inhibition was greater in the tea at room temperature than the boiled water and the E. coli had a lower zone of inhibition than the S. typhimurium (Tiwari et al. , 2005). Not adding these factors into our own experiment could have made a significant difference in our figures and the zones of inhibition. Some areas of human error could have been that the tea was steeped for too short of a time to show any significant results or the forceps that handled the discs were not adequately sterile. Black tea did not have tannic acid as previously thought. Through research we were able to better our knowledge and accept our null hypothesis. Tea does have tannins which can be defensive compounds that counteract bacteria and fungi by interfering with plants’ surface proteins (McGee, 2006). This could have aided in the preservation of health during cholera outbreaks, but tannic acid was not a culprit in this investigation. Tea did not show any significant zone of inhibition and therefore does not have significant antimicrobial properties against E. coli bacteria according to this experiment. Literature Cited: Dufresne, C. and Farnworth, E. 2000. A review of latest research findings on the health promotion properties of tea. Journal of Nutritional Biochemistry 12: 404-421. Hamilton-Miller, J. M. T. 1995. Antimicrobial Agents and Chemotherapy, Vol. 39, No. 11. London: American Society for Microbiology. Johnson, S. 2006. The Ghost Map. New York: Riverhead Books. Lee Anne A. Drug Information Online, 2012. â€Å"Tetracycline Hydrochloride Capsules† USPhttp://www. drugs. com/pro/tetracycline. html Lee Anne Anderson (September 20, 2012). McGee, H. Tea 101, 2006. â€Å"What are Tannins? † http://www. ochef. com/197. htm (September 21, 2012). Post, Gordon. Post Apple Scientific Inc, 2009. â€Å"Tannic Acid† http://tannicacid. info/ (September 21, 2012). Richardson, B. 2012. Tannic Acid in Tea? I Don’t Think So. The Serene Cup. Tiwari TP, Bharti SK, Kaur HD, Dikshit RP, Hoondal GS. 2005. Synergistic antimicrobial activity of tea antibiotics. US Natural Library of Medicine. 122: 80-4. Yildirim, A. 2000. J. Agric. Food Chem. , Vol. 38, No. 10. Turkey: Erzurum. How to cite The Effects of Black Tea on the Growth, Essay examples

Date of Payment of Dividend †Free Samples to Students

Question: Discuss about the Date of Payment of Dividend. Answer: Introduction: Case introduction: In this case, James OHalloran and his wife were acting as the directors and beneficiaries of Fame Decorator Agencies. The company had 217,430 ordinary shares and it also had 66,125 convertible preference shares in Jeffries Industries Ltd., which was a public company at the time and listed on the Australian Stock Exchange. Till December 1994, O'Halloran remained the director and chairman of the company. It was provided by the Articles of Association of Jeffries that in case the company failed to declare dividend regarding the convertible preference shares, they could be converted into ordinary shares on the basis of a formula. According to this formula, the lower the aggregate, weighted average sale price, the higher will be the number of ordinary shares that would be received by the preference shareholders in case of such conversion. The aggregate weighted sale price was going to be decided on the basis of the average price of ordinary shares that were sold on ASX during the 20 days trading period immediately before the date of the payment of dividend. On 28 April, Jeffries Industries announced at nearly 2:44 PM to the ASX that it was not going to pay dividend preference shareholders and therefore they can convert their shares. On the same day at 3:30 PM, Mr OHalloran contacted his stockbroker and placed an order for selling 170,000 ordinary shares held by Fame in Jeffries down to 13 cents per share. Therefore, 170,000 ordinary shares of Jeffries were sold by the stockbroker at prices from 35 cents to 13 cents. Before the sale, the last sale price of the ordinary shares of Jeffries was 45 cents. In view of the ASIC, as a result of this trading, after conversion, Fame was going to receive 42 ordinary shares in return of each reference share. The other hand, if the trading would not have taken place, only 24 ordinary shares would have been received by Fame in return of the reference share. Assuming a value of 30 cents per ordinary share, the convertible preference shareholding of Fame would have become nearly $833,175 in place of the original $476,100. In the present case, Fame Decorators Ltd was a holder of preference shares. The company organized a sale of 170,000 shares by its stockbroker in Jeffries industries during the last eight minutes left for trading in the market, striking all the offer orders that were listed above. Out of these, 74,000 have been sold and the 13 cent mark, where the last sale for the day had taken place. The offer for 13 cent had been made, speculatively by an unrelated third party. However, there were suspicions on part of Jeffries Industries regarding these transactions. The reason was that they can significantly impact the weighted average of the ordinary shares of the company for purchasing the conversion of preferred stock. Therefore, if the transactions that the place on 28th of April were ignored, each holder of preference stock would have received 25 ordinary shares on the basis of each preference share. If these were included, the conversion rate that would have been applied would be a 42 for o ne. Under these circumstances, Jeffries Industries had discussions with the Australian Stock Exchange, and it was decided by the directors of the company that April 28 trading needs to be excluded. There was one more holder of preference shares, Fenwick, who had decided that the validity of this decision needs to be challenged. The case was heard by Cohen J. at the first instance. He arrived at the conclusion that the market had been manipulated by Fame Decorators for the purpose of maximizing its return from the provision of conversion and in this way, the company had contravened deeper emissions that are similar to the proposed section 11 B, Securities Markets Act. It was stated by the Court that the available evidence was not sufficient to support the contention made by Fame regarding an immediate financial obligation behind certainly discounted selling of these shares. The court stated that Fame had recourse to finance from other sources. Under the circumstances, it was held by the court that the translations cannot be described as general supply and demand but instead, these translations were made by the seller was not looking for general demand. The duties/responsibilities breached: However in this regard, an arbitrary distinction was made by Cohen J. The court stated that the sales down to $.25 cents were not treated as a breach due to reason that they were not so obviously a sacrificial price as compared to the sales at 14 and 13 cents. As a result of this distinction, it can be implied that the single sale of 170,000 shares could either be split into two purposes, one of which was a legitimate purpose and the other was manipulated or the sale had multiple effects, one of which was misleading, while the other was not. Hence, an appeal was made against this decision. In the appeal, it was argued by Fame that the conduct of the company regarding the sale cannot be described as misleading or deceptive and there was no manipulation of the market involved in this transaction. However, it was acknowledged by Fame that the conduct of the company can be described as opportunistic taking advantage of the situation present in the market. However, it was argued by the company that the company was not responsible for the creation of such a situation or any person in collusion. However, the appeal was rejected by the majority. It was found by the court that the equivalent to s11B cannot be described as being confined to fictitious trading. However, a judgment in dissent was written by Priestly. He disagreed with the opinion of the majority according to which the arm's-length translations that have been executed according to the SEATS with method cannot be considered as tenant demand and supply. In the opinion of Priestly, JA, he felt uneasy regarding the imposition of liability for demand regulation of market, particularly when the market participants had all the relevant information available to them. Therefore, he expressed the opinion that an observer of events related with the last eight minutes of trading, who understood the facts that were publicly available and were relevant to the shares of Jeffries Industries, would not have been deceived regarding the market price of diesel shares due to the reason of what took place during the last eight minutes of trading. Discuss and critically ANALYSE the court/tribunal decision: Hence in this case, the court was divided regarding the culpability of transaction. According to the majority of the court, the transaction has been described as manipulative due to the reason that the majority felt that the purpose of the transaction was to artificially host down the price of the shares in order to increase the entitlement of the appellant on conversion of preference shares. On the other hand, in the opinion of the minority, the transaction has merely taken place due to the mechanism of the market. The apparent and done nothing in order to influence the market mechanism except from accepting the offers. According to the rules of the market. In this way, this division in the opinion of the court also reveals the limits present in case of the requirements of specific intent due to the reason that it can be plausibly argued, as done by the minority judge in this case, that, while acting for his own advantage, the purpose of the appellant, cannot be described as creatin g a false or misleading opinions regarding the market. The purpose of the apparent was to bring a close of market price that would be advantageous to him, regarding the conversion of preference shares. In this way, the issue that was mentioned by the minority argument can be dealt with by the interpretation of general intent to manipulate. Even if the minority view is accepted that the appellant did not have the purpose of creating false or misleading appearance of market because he had arguably done nothing more than selling shares according to the procedure of the market, still the transaction can be described as manipulative and the reason that clearly there was an intention present on part of the appellant lamentably regarding the convergent transaction. Therefore, it can be stated that the bad oblation law is not only confined to the deception of a purchaser or a seller of the securities but the law also covers any manipulative device that has been used in case of a securities transaction. However, even if the above-mentioned reasoning may appear to be a little broad, but it can be justified on the basis of a number of grounds. First of all, it will be practically more effective to deal with market manipulation. It would also be consistent with the proposal that has been made by some commentators regarding a general anti-fraud provision; the implied intent approach can also widen the scope of anti-manipulation legislation. Therefore, it will result in improving the rate of enforcement as well as the rate of deterrence. It is particularly very significant, especially in view of the present poor record of enforcement that exists in Australia. In the same way, secondly, it appears that there is some judicial support also present for this approach. The reasoning mentioned above, that was applied by the majority in Fame, according to which, the conduct of the company regarding this sale. The probability to deceive or mislead the third parties who were entitled to depend on the market price in order to determine the conversion rate. Hence, it can be said that it was the impact of the transaction on the parties due to which the court was prompted to arise at the conclusion that the sale was manipulated. Similarly, if the experience from the US can be considered as a guide, the famous misappropriation theory present in the insider trading law was developed in the similar way in accordance with the general anti-fraud rule. The misappropriation theory provides that the fraud takes place on the source of information instead of market traders. Therefore it appears that even if the general intent approach may appear to be broad, but it is a viable option. The relevance of the decision: Therefore, briefly speaking, although there are certain difficulties present, but the implied intent approach needs to be the way forward in order to improve the efficiency of the market manipulation regime. By adopting this approach, the test of manipulation will be broadened and therefore the regime will become more responsive towards new and emerging manipulative practices, but at the same time, it will also prevent over-deterrence, or in other words, to deter the participants in the market from entering socially desirable and legitimate transactions. Hence the general intent needs to be developed judicially by self implied intent approach, which may represent betterment as compared to the specific intent requirement that was present in the earlier provisions. In this case, it appears that the defense has generally relied on the illusion that Jeffries Industries cannot be described as a trading or e financial Corporation. It was said that Jeffries Industries was a holding company. They did not have any other significant assets, apart from the shares in its subsidiaries. The company did not produce much income, apart from the dividends from its subsidiaries. The company did not have really separates the. The trading of the was done by its subsidiaries. The evidence produced by the Crown by the former managing director of Jeffries Industries advised that the company had exercised strict cash and management control on all the companies of the group, which pointed out towards the fact that it was a type of finance company, and it was operating as a trading company with the help of its subsidiaries.