Entrepreneurship Process and Principles - 15897 Words

Entrepreneurship process and principles Chapter: Introduction to Entrepreneurship process and principles Definition of entrepreneur -According to American Heritage Dictionary, â€Å"Entrepreneur is a person who organizes, operates and assumes the risk for business venture† -According to Skinner SJ and Ivancevich JM,† An entrepreneur is a person who takes the risks necessary to organize and manage a business and receives the financial profits and monetary rewards† -Entrepreneur is a person who organizes and assumes the risk of his or her own venture†. Meaning and definition of Entrepreneurship -According to R.M.Hodgehs,-‘Entrepreneurship is the process of organizing, managing and assuming the risk of a business.† Entrepreneurship is the†¦show more content†¦He can not only set up a venture but also strive for the extension and continues growth of it. 4) Management and Marketing- When an entrepreneur establishes a new enterprise, he obliged to manage that obligation and run it properly. B) Specific function:- 1) Idea generation and scanning of the best suitable one. 2) Determination of business objectives. 3) Product analysis and marketing research 4) Determination and form of ownership. 5) Completion of promotional formalities 6) Raising necessary funds 7) Purchasing machine and materials 8) Recruitment of people 9) Undertaking the business operations. Distinction between entrepreneur and a manager. The major points of distinction are below: Points Entrepreneur Manager 1.Motive The main motive of an entrepreneur is to start a venture by setting up an enterprise. But the main motive of a manager is to render his services in an enterprise at ready setup by someone else. 2.Status An entrepreneur is the owner of the enterprise A manager is the servant in the enterprise owned by the entrepreneur. 3.Risk bearing An entrepreneur assumes all risks and uncertainty involved in running the organization. A manager as the servant does not bear any risk involved In the enterprise. 4.Rewards The rewards an entrepreneur gets for bearing risks involved in the enterprise in profit, which is highly uncertain. A manager gets salary as a reward for the services rendered by him in the enterprise. Salary of a manager isShow MoreRelatedPrinciples Of Business Management Assignment Unit One1274 Words   |  6 Pages Running head: BUS 1101: PRINCIPLES OF BUSINESS MANAGEMENT WRITTEN ASSIGNMENT UNIT ONE University of the people Term 1 (2017-2018) September 9, 2017 Introduction Based on the unit one written assignment instructionsRead MorePrinciples Of Business Management Assignment Unit One1231 Words   |  5 PagesRunning head: bus 1101: principles of business management assignment unit one University of the People Term one (2017-2018) September nine, 2017 Introduction Based on the unit one assignment directions I even have revised the reading chapter of theRead MoreChristian Worldview And Biblical Entrepreneurship876 Words   |  4 PagesChristian Worldview and Biblical Entrepreneurship As Christians, we are required to show God’s rule in all occupations. We exercise dominion by becoming good stewards to the gifts He has bestowed upon us. 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The Declaration Of Independence, The Foundation Of Our...

The Declaration of Independence, the foundation of our country. The core of what we as citizens are supposed to abide by and also to preach. The pinnacle of our Nation’s history. â€Å"Men are created equal†, â€Å"†¦to alter or to abolish it [government]† (Declaration). Many civilians preach these words as if they are the absolute, ruling authority, that all abide it. While the others’ tend to point out subtle and sometimes obvious violations of these rights’ that we [citizens] are given in this country. In 1776, Jefferson was chosen amongst others to be the Father of the American constitution. The unalienable claim,†... that all men are created equal: that they are endowed by their creator with certain unalienable rights; that amongst these are†¦show more content†¦According the Declaration of Independence, all men are created â€Å"equal†. Maybe the premise was coined only to apply to that of the middle class and European descent. Did the Founding Fathers have any racial biases? Thomas Jefferson, during his era did inherit slaves from both his mother and father in-law (Malone, â€Å"Thomas†). Not only did these violations of our â€Å"sacred† text occur in times of old, but they occurring now, and continue to do so. Present day America: Ferguson, Missouri; establishments are being burned, â€Å"riots† are encompassing all surrounding areas, and the media is ablaze with â€Å"Black lives matter too† propaganda. All of the following w as a butterfly effect of one situation: A white cop had â€Å"murdered† a black boy. â€Å"To support the autopsy said a microscopic exam found foreign matter, consistent with products that are discharged from the barrel of a firearm, on the tissue of Brown’s thumb wound† (Barajas, â€Å"What†). Does this not prove that officer, Darren Wilson, was in fact wrestling with the assailant at one point in the occurrence? Given our justice system, Darren Wilson, was found acquitted of the crime of manslaughter, although, many believe that this is an act of the government protecting another one of its employees. Could this crisis have been adverted if all police departments wore cameras while on the job? Most likely, although that was not available or policy given this incident. There is absolutely no reason for the

Syllabus Planning Free Essays

string(183) " is not on what the student will have accomplished on completion of the program, but on the specification of learning tasks and activities that s/he will undertake during the course\." Syllabus Design Syllabus: A syllabus is an expression of opinion on the nature of language and learning; it acts as a guide for both teacher and learner by providing some goals to be attained. Hutchinson and Waters (1987:80) define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects language and linguistic performance. We will write a custom essay sample on Syllabus Planning or any similar topic only for you Order Now This is a rather traditional interpretation of syllabus focusing on outcomes rather than process. However, a syllabus can also be seen as a â€Å"summary of the content to which learners will be exposed† (Yalden. 1987). It is seen as an approximation of what will be taught and that it cannot accurately predict what will be learnt A language teaching syllabus involves the integration of subject matter and linguistic matter. Difference between Syllabus and Curriculum Curriculum is wider term as compared with syllabus. Curriculum covers all the activities and arrangements made by the institution through out the academic year to facilitate the learners and the instructors. Where as Syllabus is limited to particular subject of a particular class. Syllabus Design To design a syllabus is to decide what gets taught and in what order. For this reason, the theory of language underlying the language teaching method will play a major role in determining what syllabus should be adopted. Theory of learning also plays an important part in determining the kind of syllabus used. For example, a syllabus based on the theory of learning evolved by cognitive code teaching would emphasize language forms and whatever explicit descriptive knowledge about those forms. A syllabus based on an acquisition theory of learning, however, would emphasize unanalyzed and carefully selected experiences of the new language. The choice of a syllabus is a major decision in language teaching, and it should be made as consciously and with as much information as possible. There has been much confusion over the years as to what different types of content are possible in language teaching syllabi and as to whether the differences are in syllabus or method. Several distinct types of language teaching syllabi exist, and these different types may be implemented in various teaching situations. TYPES OF SYLLABI Although six different types of language teaching syllabi are treated here as though each occurred â€Å"purely,† but in practice, these types rarely occur independently. Almost all actual language teaching syllabi are combinations of two or more of the types defined here. For a given course, one type of syllabus usually dominates, while other types of content may be combined with it. Furthermore, the six types of syllabi are not entirely distinct from each other. For example, the distinction between skill-based and task-based syllabi may be minimal. In such cases, the distinguishing factor is often the way in which the instructional content is used in the actual teaching procedure. The characteristics, differences, strengths, and weaknesses of individual syllabi are defined as follows: 1:- Product-Oriented Syllabus This kind of syllabuses emphasizes the product of language learning and is prone to approval from an authority. There are three types of syllabus described in the following: (i) The Structural Syllabus Historically, the most prevalent of syllabus type is perhaps the structural or grammatical syllabus in which the selection and grading of the content is based on the complexity and simplicity of grammatical items. The learner is expected to master each structural step and add it to her grammar collection. As such the focus is on the outcomes or the product. One problem facing the syllabus designer pursuing a grammatical order to sequencing input is that the ties connecting the structural items may be rather weak. A more fundamental criticism is that the grammatical syllabus focuses on only one aspect of language, namely grammar, whereas in truth there exist many more aspects of language. Finally, recent research suggests there is a isagreement between the grammar of the spoken and of the written language; raising complications for the grading of content in grammar based syllabuses. (ii) The Situational Syllabus The limitations found in structural approach led to an alternative approach where situational needs are emphasized rather than grammatical units. Here, the principal organizing characteristic is a list of situations which reflects the way language is used in everyday life i. e. outside the classroom. Thus, by linking structural theory to situations the learner is able to grasp the meaning in relevant context. One advantage of the situational Syllabus is that motivation will be heightened since it is â€Å"learner- rather than subject-centered† (Wilkins. 1976). However, a situational syllabus will be limited for students whose needs were not encompassed by the situations in the syllabus. This dissatisfaction led Wilkins to describe notional and communicative categories which had a significant impact on syllabus design. (iii) The Notional/Functional Syllabus Wilkins’ criticism of structural and situational approaches lies in the fact that they answer only the ‘how’ or ‘when’ and ‘where’ of language use (Brumfit and Johnson. 1979:84). Instead, he enquires â€Å"what it is they communicate through language† Thus, the starting point for a syllabus is the communicative purpose and conceptual meaning of language i. e. notions and functions, as opposed to only the grammatical items and situational elements. In order to establish objectives of such a syllabus, the needs of the learners will have to be analyzed on the base of communication need. Consequently, needs analysis has an association with notional/functional syllabuses. White (1988:77) claims that â€Å"language functions do not usually occur in isolation† and there are also difficulties of selecting and grading function and form. The above approaches belong to the product-oriented category of syllabuses. An alternative path to Syllabus Design would be to adopt process oriented principles, which assume that language can be learnt experientially as opposed to the step-by-step procedure of the synthetic approach. 2:- Process-Oriented Syllabuses Process-Oriented Syllabuses are developed as a result of a sense of failure in product-oriented courses to enhance communicative language skills. Syllabus is a process rather than a product. That is, focus is not on what the student will have accomplished on completion of the program, but on the specification of learning tasks and activities that s/he will undertake during the course. You read "Syllabus Planning" in category "Essay examples" (i)Procedural/Task-Based Syllabus Prabhu’s (1979) ‘Bangalore Project’ is a classic example of a procedural syllabus. Here, the question concerning ‘what’ becomes subordinate to the question concerning ‘how’. The focus shifts from the linguistic element to the educational, with an emphasis on learning or learner. Within such a framework the selection, ordering and grading of content is no longer wholly significant for the syllabus designer. Arranging the Syllabus around tasks such as information- and opinion-gap activities, it was hoped that the learner would perceive the language subconsciously whilst consciously concentrating on solving the meaning behind the tasks. There appears to be an indistinct boundary between this approach and that of language teaching methodology. A task-based syllabus assumes that speaking a language is a skill best perfected through practice and interaction, and uses tasks and activities to encourage learners to use the language communicatively in order to achieve a purpose. Tasks must be relevant to the real world language needs of the student. That is, the underlying learning theory of task based and communicative language teaching seems to suggest that activities in which language is employed to complete meaningful tasks, enhances learning. (ii)Learner-Led Syllabus The notion of basing a syllabus on how learners learn language was proposed by Breen and Candlin (1984). Here the emphasis lies on the learner, who it is hoped will be involved in the implementation of the syllabus design. By being fully aware of the course they are studying, it is believed that their interest and motivation will increase, coupled with the positive effect of nurturing the skills required to learn. However, as suggested earlier, a predetermined syllabus provides support and guidance for the teacher and should not be so easily dismissed. Critics have suggested that a learner-led syllabus seems radical and utopian in that it will be difficult to follow as the direction of the syllabus will be largely the responsibility of the learners. This leads to the final syllabus design to be examined ; the proportional syllabus as suggested by Yalden (1987). (iii)The Proportional Syllabus The proportional syllabus basically attempts to develop an â€Å"overall competence†. It consists of a number of elements within the main theme playing a linking role through the units. This theme is designated by the learners. It is expected initially that form will be of central value, but later, the focus will turn towards interactional components. The syllabus is designed to be dynamic, not static, with sufficient opportunity for feedback and flexibility. The shift from form to interaction can occur at any time and is not limited to a particular stratum of learners. As Yalden observes, it is important for a syllabus to indicate explicitly what will be taught, â€Å"not what will be learned†. This practical approach with its focus on flexibility and spiral method of language sequencing leading to the recycling of language, seems relevant for learners who lack exposure to the target language beyond the classroom. Practical Guidelines to Syllabus Choice and Design It is clear that no single type of content is appropriate for all teaching settings, and the needs and conditions of each setting are so particular that specific recommendations for combination are not possible. However, a set of guidelines for the process is provided below. Steps in preparing a practical language teaching Syllabus Choice: 1. Determine, to the extent possible, what outcomes are desired for the students in the instructional program i. e. what the students should be able to do as a result of the instruction. 2. Rank the syllabus types presented here as to their likelihood of leading to the outcomes desired. Arrange the six types with preference you going to give to each type. 3. Evaluate available resources for teaching, needs analysis, materials choice and production and in training for teachers. 4. Rank the syllabi relative to available resources. That is, determine what syllabus types would be the easiest to implement within available resources. . Compare the lists made under Nos. 2 and 4. Making as few adjustments to the earlier list as possible, produce a new list of ranking based on the availability of resources. 6. Designate one or two syllabus types as dominant and one or two as secondary. 7. Review the question of combination or integration of syllabus types and determine how combinations will be a chieved and in what proportion. In making practical decisions about syllabus design, one must take into consideration all the possible factors that might affect the teachability of a particular syllabus. By starting with an examination of each syllabus type, tailoring the choice and integration of the different types according to local needs, one may find a principled and practical solution to the problem of appropriateness and effectiveness in syllabus design. Suggested Steps for Planning Syllabus: †¢Develop a well-grounded rationale for your course. †¢Decide what you want students to be able to do as a result of taking your course, and how their work will be appropriately assessed. †¢Define and delimit course content. †¢Structure your students’ active involvement in learning. Identify and develop resources. †¢Compose your syllabus with a focus on student learning. Suggested Principles for Designing a Syllabus that Fosters Critical Thinking: †¢Critical thinking is a learnable skill; the instructor and class fellows are resources in developing critical thinking skills. †¢Problems, questions, or issues are the point of entry into the subject a nd a source of motivation for nonstop inquiry. †¢Successful courses balance the challenge to think critically with supporting students’’developmental needs. †¢Courses should be assignment centered rather than text and lecture centered. Goals, methods and evaluation emphasize using content rather than simply acquiring it. †¢Students are required to formulate their ideas in writing or other appropriate means. †¢Students should collaborate to learn and to stretch their thinking, for example, in pair problem solving and small group work. †¢Courses that teach problem-solving skills nurture students’ metacognitive abilities. †¢The developmental needs of students are acknowledged and used as information in the design of the course. Teachers in these courses make standards explicit and then help students learn how to achieve them. Syllabus Functions: Establishes an early point of contact and connection between student and instructor †¢Describes your beliefs about educational purposes †¢Acquaints students with the logistics of the syllabus †¢Contains collected handouts †¢Defines student responsibilities for successful course work †¢Describes active learning †¢Helps st udents to assess their readiness for your syllabus †¢Sets the course in a broader context for learning †¢Provides a conceptual framework †¢Describes available learning resources †¢Communicates the role of technology in the course †¢Can improve the effectiveness of student note-taking Can include material that supports learning outside the classroom †¢Can serve as a learning contract Checklist Syllabus Design: †¢Title Page †¢Table of Contents †¢Instructor Information †¢Letter to the Student †¢Purpose of the Course †¢Course Description †¢Course and Unit Objectives †¢Resources †¢Readings †¢Course Calendar †¢Course Requirements †¢Evaluation †¢Grading Procedures †¢How to Use the Syllabus †¢How to Study for This Course †¢Content Information †¢Learning Tools Course Objectives: †¢What will the students know and be able to do as a result of having taken this course? What le vels of cognitive thinking are required from students to engage in? †¢What learning skills will the students develop in the course? †¢Instructional Approaches: †¢Given the kind of learning I’d like to encourage and foster, what kinds of instructional interactions need to occur? Teacher-student, student-student, student-peer tutor? †¢What kinds of instructional approaches are most conducive to helping students accomplish set learning objectives? †¢How will classroom interactions be facilitated? In-class? Out-of-class? Online? Electronic discussion? Newsgroups? Chatroom? Course Requirements, Assignments: †¢What will students be expected to do in the course? †¢What kinds of assignments, tests do most appropriately reflect the course objectives? †¢Do assignments and tests bring forth the kind of learning I want to foster? Assignments (frequency, timing, sequence)? Tests? Quizzes? Exams? Papers? Special projects? Laboratories? Field trips? Learning logs? Journals? Oral presentations? Research on the web? Web publishing? Electronic databases? †¢What kinds of skills do the students need to have in order to be successful in the course? Computer literacy? Research skills? Writing skills? Communication skills? Conflict resolution skills? Familiarity with software? Course Policies: †¢What is expected of the student? Attendance? Participation? Student responsibility in their learning? Contribution to group work? Missed assignments? Late work? Extra credit? Academic dishonesty? Makeup policy? Classroom management issues? Laboratory safety? Grading, Evaluation: †¢How will the students’ work be graded and evaluated? Number of tests? In-class? Take-home? Point value? Proportion of each test toward final grade? Grading scale? How is the final grade determined? Drop lowest grade? †¢How do students receive timely feedback on their performance? Instructor? Self-assessment? Peer review? Peer tutors? Opportunities for improvement? Ungraded assignments? Texts/Resources/Readings/Supplies: †¢What kinds of materials will be used during the course? Electronic databases? Electronic Course Reserve? Course Webpage? Software? Sim ulations? Laboratory equipment? †¢What kinds of instructional technologies will be used? †¢Course Calendar: †¢In what sequence will the content be taught? When are major assignments due? Fieldtrips? Guestspeaker? Schedule for Term Examination? Result? Vacations? †¢Study Tips/Learning Resources: †¢How will the student be most successful in the course? †¢What resources are available? Online quiz generator? Study guides? Lecture notes online? Lecture notes on reserve in library? Guestspeaker to explain/demonstrate online resources? TA? Peer tutors? Study groups? Academic Services Center? Writing Center? Evaluation of online resources? Citation of web resources? Student Feedback on Instruction: †¢Anonymous suggestion box on the web and E-mail. Student feedback at midterm for instructional improvement purposes. †¢End-of-term student feedback. Supplement to departmental student feedback form. Bibliography 1. Brumfit, C. J. and Johnson, K. (1979) The Communicative Approach To Language Teaching. Oxford University Press. 2. Hutchinson, T. and Waters, A. (1987) English For Specific Purposes: A Learning Centred Approach. Cambridge University Press. 3. L ong, R. W. and Russell, G. (1999) â€Å"Student Attitudinal Change over an Academic Year†. The Language Teacher. Cambridge University Press. 4. Nunan, D. (1988) Syllabus Design. Oxford University Press. 5. Prabhu, N. S. (1987) Second Language Pedagogy. Oxford University Press. 6. Richards, J. C. and Rodgers, T. S. (1986) Approaches And Methods In Language Teaching. Cambridge University Press. 7. White, R. V. (1988) The ELT Curriculum: Design, Innovation And Management. Blackwell Publishers Ltd. 8. Widdowson, H. G. (1978) Teaching Language As Communication. Oxford University Press.. 9. Wilkins, D. A. (1976) Notional Syllabuses. Oxford University Press. 10. Yalden, J. (1987) Principles of Course Design for Language Teaching. Cambridge University Press. How to cite Syllabus Planning, Essay examples

Early Childhood Education And Child Care

Question: Describe about the Early Childhood Education and Child Care? Answer: Anecdotal Observation Childs name: Lilu Date: Setting: Observer: Observation: Observation 1: In the given scenario Lilu is shown trying to solve a puzzle. Here Lilu wishes to make a tower. She starts making a tower and also calculates along with the act. Lilu later could not find box no. 2 and seemed anxious. It seemed to Lilu that the box may be lost Observation 2: Lilu concentrates on drawing puppets at her home. While she talks she also talks with her partner beside her. Observation 3: Lilu walks and also talks with her dad. She is very happy meeting her friends. She asks Mary whether she is allowed to wave at her parents. Observation 4: Lilu shows her cognitive nature as she is seen involved in thinking and creative work. She also shows her physical strength as she spins with the help of twisted rods, she moves here and there very quickly Interpretation, including developmental skills, concepts and dispositions/links to theory: Lilu shows anxiety as she could not find puzzle number 2. This shows that Lilu is a conscious child and is worried about finishing the task that she has been assigned. This puzzle solving case can be linked to the cognitive stages of development for a child (Riddall-Leech, 2009). As Lilu keeps on trying to solve the puzzle, she is now no more worried about making a tower but she is more careful about finishing the entire thing with perfection (Wakelyn, 2011). When the cognitive stages theory is applied to the case of Lilu it could be observed that she has crossed the sensorimotor stage where they work mostly with the help of sense organs and also preoperational stage where they struggle to learn and acknowledge the theory that has been involved (Riddall-Leech, 2009). She is operating in the concrete operational stage where she can apply logic and is being able to channelize her actions according to her own observations (Riddall-Leech, 2009). Lilu is socially very active and also seemed to be a very obedient child. Lilu showed that she is very active physically. Relevant Approved Learning Framework Links: Emotional Cognitive Social Physical Possible future planning: In future Lilu should be given lessons on numerical and good education. In every scenario lilu learns very quickly and physical strength is also good. Lilu needs a proper guidance to culture some more brain storming situations which could help to mature her brain. She should start to count some tasks quickly, has a sense of good and bad. Also needs to start some practice to read and write from pictures and books. Learning Story What happened and who was involved: Lilu, a three year old is involved and she is a very active child who participates very well in the surroundings. Lilu knows that to build a tower she has to increase the height of the blocks and after every box added she express her cheerfulness which shows her activeness in her task. When Lilu draw puppets her concentration was not breaking while talking with her partner also shows the cognitive property of Lilu. The emotional part of Lilu is find out when she wants to wave her hands to her parents when they dropped her in her friends house. Lilu also get emotional when her dad leaves her in their house and she says him good bye and expecting that her father will pick her up at the same time like as before. Lilu shows her Physical strength when she plays in the park and every time she is so active which clearly indicates her physical ability. Analysis (interpretation) of learning: Lilu started her learning of numbers when she makes a tower and same time pronounce the exact number written in the blocks. She also learns the social formalities by asking permission from her friends parents to wave her hands when her parents leaving. In the process, it is analyzed how Lilu learns to communicate well with her surroundings and also mental and physical growth of Lilu has been analyzed when she used to play in the park and convey her mother what are the different task she wants to do one after another. Learning of Lilu by playing in the field is also a good sign of her level of development. Relevant Approved Learning Framework Links: Emotional, Social, Physical, and Cognitive. Extension of learning: Lilus learning extends from learning about numbers, learning about creativeness such as painting to socially interacting with friends and classmates. Observer: Date: Jotting Proforma Childs name: Lilu Observer: Setting: Interpretation, including developmental skills, concepts and dispositions/links to theory: Lilu shows anxiety. She is very social and energetic and is under the operational stage of cognitive development. Lilu shows socio-cultural maturity. She loves to play with her friends shows her gentleness and asking permission shows how well-mannered she is Lilu shows her Physical ability. Lilu is very happy to play all types of games and also after playing one attempt the next one to play. It will show the function of his brain amplified especially cerebral cortex get improves day by day. Relevant Approved Learning Framework Links: Emotional, Social, Physical and cognitive. Social, Cognitive, Matured, Well-mannered Cognitive, Social, Emotional and Physical Date: Entry 1: Lilu builds a tower. She becomes anxious. Entry 2: Lilu talks with her dad while talking. She is happy meeting her friends. Ask permission to her friends mom to say good bye Entry 3: Lilu plays in the park and seems happy. She works hard and try to play different games in a very small time period Possible future planning: Lilus social side needs to be enhanced through better opportunities for playing and communicating. She should play some different mind games which ultimately helps her to upgrade knowledge as well as develop the brain. Developmental Summary Using the observations on Lilu for Task 1 complete a Learning and Development Summary. The Learning and Development summary must describe the progress that the child is making towards each EYLF Outcome (or approved Learning Framework) and cover all developmental domains EYLF Outcomes are: Children have a strong sense of identity (Emotional development) Children are connected with and contribute to their world (Social development) Children have a strong sense of wellbeing (Physical gross and fine motor and Emotional development) Children are confident and involved learners (Cognitive development) Children are effective communicators (Communication development) The Learning and Development Summary must identify the childs: Interests Strengths Emerging skills Relationships The Learning and Developmental Summary must identify the childs: Interests Strengths Emerging skills Future planning Learning and Development Summary Childs Name: LILU Date: 7.02.2015 EYLF Learning Outcomes Strengths, Interests and Emerging Skills, Relationships Children have a strong sense of identity Include Emotional development self regulation, independence and autonomy, confidence, empathy Children are connected with and contribute to their world Include Social development- participation in groups, sharing, turn taking; respect for the environment, diversity and social justice Strengths: openly expresses her feeling by interacting with others Interest : Numerical ability Emerging Skills: approach new situation with confidence Relationship: Confidently explores and engages with physical environment Children have a strong sense of wellbeing Include Physical development (fine /gross), self-care skills; Emotional development: recognizing and expressing emotions appropriately Enjoy moments Accept challenges Recognize individual achievement Increasingly cooperative Children are confident and involved learners Include Cognitive and Creative development: dispositions for learning, play and learning styles, sharing knowledge with others, persistence and concentration, initiating experiences and exploring their ideas. Experience and persevere the achievement satisfaction Contribute fruitfully to mathematical discussions Extend and follow own energy, enthusiasm and concentration Express interest and wonder in the environment she is in Children are effective communicators Include Communication development; verbal and non-verbal, receptive and expressive language; language background and use of languages other than English, literacy Try different strategies to solve the problems as shown when Lilu was playing with the numbers. Takes role in numeracy She is an independent communicator, where she effectively communicates with the outer world Listen and respond to the different sounds like she was responding to the educator through exchange of feelings, ideas and her understandings openly Where to next and strategies to get there (include suggestions and feedback ) It is suggested that the tutor should help her by providing literacy enriched languages so that she can communicate more effectively in future and also engage her in discussion so that she can express her feelings and ideas properly. Planned Experiences Apply the knowledge you have gained from the observations and developmental summary completed on Lilu to:a) Write up two (2) experience plans to support Lilus development, you may choose to implement an experience or set up a learning centre based on the information collected about the childOne (1) experience plan must be for the indoor environment.One (1) experience must be for the outdoor environment. One plan must aim to promote childrens creative expression, to provide an opportunity for you to share an example of creative expression in art, architecture, inventions, music or dance. to provide an opportunity for you to teach children techniques when using materials and equipment Both plans must include a creative transition to and from the experience or learning centre.Please note for each of these two (2) experiences you will NOT be implementing them so you will NOT need to complete the evaluation/ reflection section or the follow up ideas section of your Experience Plans, the se have been greyed out in the experience plan template below. All other sections must be completed. Experience Plan Learners name: Plan number: 1- Indoor environment Name of experience: Decorating a Christmas tree using beads and pipe cleaners Date/s presented: 9/2/2015 Number of children: 5 Name/s and age/s of children: Sushi (5years) Adam (4 years) Jones (3 years) Sally (3.5 years) Lilu (3years) Reason/s you have chosen to present this experience: Since, during Christmas, children are too fascinated about the Santa Clause, Christmas trees. They generally love planting Christmas tree at their home. This activity would help to develop their skills and also give them the opportunity to show their abilities to other friends in the group. Further, working in a small team would help them to improve their sharing skills and knowledge. Based on LiLus development, this would help her more to improve interaction with other children and also improve her creative activity which is of her interest. Identify developmental priorities/learning opportunities: This is the activity where they understand how to play a team game and also this activity would help the children to share knowledge among them and also enjoy properly among themselves. Relevant Approved Learning Framework Links (e.g. EYLF): Early Years Learning Framework Give the children a chance to make their own decisions when they play and involve them in more activities to enhance the physical and mental control (Hedges and Cullen, 2012). Describe how you will set up the learning environment a) detail the physical learning environment indoor/ outdoor plan, equipment/materials (for one plan include example of creative expression in art, architecture, inventions, music or dance to share with children) Since they are young kids, they need hands on activities and also require lot of different practices and integration towards new experiences. Thus it is to be made sure that the environment should offer the children with the developmental experience through the physical activities provided. b) detail safety considerations For safety measure, all the step by step activities will be conducted in group and also will be given proper support and assistance whenever they are need. No inflammable products will be used and also the use of scissors and cutters will be handed by the tutor. How will you transition the children to and from the experience and involve them in it? By making them understand about the importance of making Christmas tree and how they can implant this three at the time of Christmas festival. This is a team game and everybody can share their ideas for proper making of the Christmas tree. Learning a new experience encourage them to do more new things in future. Describe how you will teach children techniques when using materials and equipment.(one plan) Children are very active when they have in front of any new materials or equipments so the first technique is to give them a small awareness about the material. Children will be responded in a soft way and also flexible items will be used so that they are not harmed by the dangerous or risky equipments. The program will include lot of creativity and also control. Hand to hand training to the children helps a lot to learn new things and develop their mental capacity of learning. How will you communicate effectively with the child/ children? How will you promote positive behaviour throughout this experience? Children will be communicated through intonations, facial cues and also will be provided with fun and helpful experiences. Deliver some really helpful thoughts like wash your hands properly after playing; wash your mouth properly after eating will talk about Santa Clause and also raising the interest through talking about the gifts that will be placed near the Christmas tree will be fascinating towards completing the task. These behaviors will help them to communicate, enhance moral considerations and develop social responsibilities. How will you collaborate with the child/ children throughout this experience? They will have the opportunity to socialize and also extend their social development. They will also have the opportunity to arrange different beads and also improve their creativity. Children will also have the opportunity to encourage others towards different behaviors. The learning of safety will also helpful for them in future. Reflection/evaluation of the experience (not required to be completed for this assignment) Follow up ideas (not required to be completed for this assignment) Experience Plan Learners name: Plan number: Outdoor Environment Name of experience: Playing in the park with other children. Date/s presented: Sep 1, 2014 Number of children: 2 Name/s and age/s of children: Lilu 3yrs Arlo 4.5 yrs Jack 4 yrs Reason/s you have chosen to present this experience: The reason being that all children love to play. And this helps in developing the physical skills, communication skills. This will help Lilu interact well with other children. This will also help Lilu and the Others to learn team game. This also helps to build the concept of harmony in her mind. Its the right time for Lilu to learn the behavior towards other and as analyzed she behaved really well with her other friends and let them involved to play with her. Lilu is also Emotionally connected with her friends because every time she isolated to play alone immediately change her mind and ask another friend to join. Identify developmental priorities/learning opportunities: The activities like early education in institution and mental developmental skills through numeric problem solving ability are the priorities. This activity will help the children develop better interacting skills and also better communicative skills, improved their knowledge level and also help them to mature and develop their capacity of brain. At this stage the child needs special care of attention of their parents which leads them to their better future opportunities. If someone having capability to run well then the parents should guide him and prepare his mind to make him runner in future. Relevant Approved Learning Framework Links (e.g. EYLF): Early Years Learning Framework like Develop indoor outdoor facilities to enhance the physical as well as mental abilities. Gift them Pre School-kit and story books having pictures and morals are helpful to enhance their communication, mental maturity and power of invention (Hedges and Cullen, 2012). Describe how you will set up the learning environment a) detail the physical learning environment indoor/ outdoor plan, equipment/materials (for one plan include example of creative expression in art, architecture, inventions, music or dance to share with children) Childrens are loved to run from one point to another so giving them chance to move from one room to another is a good indoor activity. Also dancing with the help of music and moving their body with the sounds help them to increase their physical ability. Equipments like blocks, puzzles are helpful for indoor activity also giving water to the plants in the garden area painting in the walls of the house all leads to help them to grow their psychological as well as physical activities. The environment is a basic factor to improve the mental as well as physical ability of a child. Parents should try to involve more to develop the thinking ability by giving them a chance to narrate a story or ask them a particular question and give them a chance to share their own point of view. Learning through play is the easiest way to develop a childs brain. b) detail safety considerations a) While setting up the learning environment it is essential that the plays that the children indulge in are a way to gain knowledge such as playing the game of color man. b) For safety measures, it is necessary that elder people are there to guard the children and non inflammable things should not be there near them. c) Another important aspects for children that they should be fearless. They should climb high in a ladder and also take care of themselves. This is a very important part of learning that how you treat with any kind of fear in your daily lives. d) The children are having a property that they touch every unknown materials or equipments without knowing the side effects of that particular. So give them an idea that what they should touch and what should not is also a very important aspect while safety has been concerned. How will you transition the children to and from the experience and involve them in it? This experience will help the children to understand their surroundings. They will get the opportunity to connect with the nature and know about the different trees, flowers etc. More the child plays with the nature, more he learns about the environment. Maximum involvement in plays with any playing materials or equipments will increase their mental configuration and transition from undeveloped to maturity has seen clearly when they make their own decisions what to do and what not to do. Describe how you will teach children techniques when using materials and equipment.(one plan) The outdoor learning will help children improve their creative skills by inventing new ways to play and hence interact. Parents should bring the children into the play grounds and parks which attract childrens and help them to improve health as well as physical environment. Bring them into garden and exposal in nature will enhance their emotional level also increase the invention power. How will you communicate effectively with the child/ children? How will you promote positive behaviour throughout this experience? To communicate with the children it is important to be childlike and play along with them in their games. It is also important to let them speak about particular game or topic. The simple and the logical communication with some stories which having a strong moral could also effective for the childrens. The experience will help childrens to develop their mental abilities as well as social responsibilities. How will you collaborate with the child/ children throughout this experience? Playing will be a physical exercise for the children and also will help in social developmental skills. Lilu is a very intelligent child. She loves to learn new things so help her to develop the inter and intra personal skills is the first priority. Reflection/evaluation of the experience (not required to be completed for this assignment) Follow up ideas (not required to be completed for this assignment) References Hedges, H. and Cullen, J. (2012). Participatory learning theories: a framework for early childhood pedagogy. Early Child Development and Care, 182(7), pp.921-940. Riddall-Leech, S. (2009). Observation techniques: Written. Child Care, 6(3). Wakelyn, J. (2011). Therapeutic observation of an infant in foster care. Journal of Child Psychotherapy, 37(3), pp.280-310.

Outline the argument that rubbish is not worthless free essay sample

Significant recognition that waste is a serious problem, a day to day problem in household and industry. The publics are more aware of environment, and they are enthusiastic in helping. Public attitudes are changing, recycling recovering value, if we have shortage of material or energy globally it helps. UK – each of the European have different countries, the Uk has cheap waste disposable. Waste is an economic cost and a social issue. Different value – Scrap value – Product values come and go and change as technology develops Some value and some don’t, another mans junk is another mans treasure Recycling items in the home – creates a demand Technology grows rapidly and existing products become renewed or new products are created, with growth of mass consumption and rising affluence people can afford to upgrade their products and old necessities such as a TV would now become rubbish because it isn’t the new flat screen which could be defined as a luxury. We will write a custom essay sample on Outline the argument that rubbish is not worthless or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There is a 33% difference in food being bought from 1957-2006 this was because the rest of the income was spent on luxuries. (ONS, cited in Brown, 2009, p. 110) why this explains that rubbish isn’t worthless. Rubbish can be seen as not worthless because the older products may not have anything wrong with them and before the technological advance these products would have had a ‘use value’ to them where they were useful for many reasons but because new products have arise it doesn’t mean that they are not useable anymore, they just get upgraded and become rubbish, but this does not mean that they are worthless. With rising affluence of profits and full employment people were able to buy more products and to replace old ones more frequently. There was also a growth in mass consumption were suppliers and consumers were buying more. This gives an outline to why household rubbish increased and was influenced by these factors. .. Give percentage.. In this instance rubbish is not worthless

Free Essays on Tylenol Scare

In the fall on 1982, seven people died mysteriously around Chicago’s West Side. Officials determined that each person who died had ingested an Extra-Strength Tylenol capsule, a product of the Johnson & Johnson Company, laced with cyanide. The news of the Chicago deaths spread quickly and caused a nationwide panic with the public. These poisonings made it necessary for the Johnson & Johnson Company to launch a public relations program to restore a good image in both their product and their corporation as a whole. Public Relations is defined as â€Å"the management function that establishes and maintains mutually beneficial relationships between an organization and the public on whom its success or failure depends† (Broom, Center, Cutlip, 1). Keeping a good relationship with the public was exactly what the Johnson & Johnson Company tried to do. Officials of the company made it clear that the tampering of the Tylenol capsules had not taken place at its plants. A spokesman for Johnson & Johnson told the media of the company’s strict quality control and said that the poisonings could not have been performed in the plants. Because the cyanide laced Tylenol had been discovered in shipments from both of the company’s plants and had only been found in the Chicago area, authorities concluded that any tampering must have occurred once the Tylenol had reached Illinois. After the crisis, Johnson & Johnson faced a dilemma. They needed to find the bet way to deal with the tampering incident without destroying the reputation of their company and their most profitable product, Tylenol. The company immediately alerted consumers across the nation, via the media, not to buy or ingest any type of Tylenol product. They told consumers not to resume using the product until the extent of the tampering could be determined. Johnson & Johnson, along with stopping the production and advertising of Tylenol, recalled all Tylenol capsules from the ... Free Essays on Tylenol Scare Free Essays on Tylenol Scare In the fall on 1982, seven people died mysteriously around Chicago’s West Side. Officials determined that each person who died had ingested an Extra-Strength Tylenol capsule, a product of the Johnson & Johnson Company, laced with cyanide. The news of the Chicago deaths spread quickly and caused a nationwide panic with the public. These poisonings made it necessary for the Johnson & Johnson Company to launch a public relations program to restore a good image in both their product and their corporation as a whole. Public Relations is defined as â€Å"the management function that establishes and maintains mutually beneficial relationships between an organization and the public on whom its success or failure depends† (Broom, Center, Cutlip, 1). Keeping a good relationship with the public was exactly what the Johnson & Johnson Company tried to do. Officials of the company made it clear that the tampering of the Tylenol capsules had not taken place at its plants. A spokesman for Johnson & Johnson told the media of the company’s strict quality control and said that the poisonings could not have been performed in the plants. Because the cyanide laced Tylenol had been discovered in shipments from both of the company’s plants and had only been found in the Chicago area, authorities concluded that any tampering must have occurred once the Tylenol had reached Illinois. After the crisis, Johnson & Johnson faced a dilemma. They needed to find the bet way to deal with the tampering incident without destroying the reputation of their company and their most profitable product, Tylenol. The company immediately alerted consumers across the nation, via the media, not to buy or ingest any type of Tylenol product. They told consumers not to resume using the product until the extent of the tampering could be determined. Johnson & Johnson, along with stopping the production and advertising of Tylenol, recalled all Tylenol capsules from the ...

Discussing the concept of the Ecological Footprint, as well as your Essay

Discussing the concept of the Ecological Footprint, as well as your score. Be sure to address whether or not you think it accurately affects your impact on the environment - Essay Example As per my score, if the whole world starts to imitate my lifestyle, it would require 4.52 earths to sustain it. This realization was indeed an eye opener. Most of us tend to lead consumption oriented lifestyles, being totally oblivious of the impact it may have on the environment. If the humanity continues to pursue such ecologically irresponsible lifestyles, it will have debilitating consequences for the generations to come (Low 156). The questions posed in the quiz were based on my day to day consumption patterns like energy consumption and dietary preferences. Thus it was easier for me to relate to the quiz. I certainly plan to introduce at least some small and simple changes in my lifestyle like recycling my garbage and waste, turning off the lights when not in room, purchasing energy efficient gadgets, using more of public transport,

Race and education Essay Example | Topics and Well Written Essays - 1750 words

Race and education - Essay Example er hand, there are a number of things for identification in the discovery of some of the impacts of British imperialism on the educational systems of the region, as well as the impact of the education systems on its colonies and dominions. A puzzling discovery of the education system in Britain is the fact that there is a considerable absence of a broad historiography on the school curriculum in Britain during the late imperial period. This possibility considers the concerns of the British experiences prior to the year 1945, given that there is a strong emphasis on the presence of cultural assimilation as well as migration into the country. This emphasis is evident in some of the writings on the history of Europe from the early imperial period to the mid-twentieth century. However, a historical consideration of childhood education is achievable through looking into the education systems in the colonial settings, which provides some assistance in the questioning of the pedagogy as well as issues concerning imperialism. On the other hand, there are considerations that the British public schools were responsible for training some of the future imperialists during this period since a number of the students in the Victoria n public schools later served as official in the government and in the British Empire. When looking at the education systems present during the imperial period, questions do not only arise on issues concerning power or imperialism, but there are questions that arise on the influence the schools curricula had on the negative influence of race. The main characteristic of the schools in Britain, whether it was amongst the poor population or the heathen in some of its colonies was the creation of an ordered environment (Barber, 1994 138). The perception at the time was that schools were avenues for creating an orderly and educable child, despite the fact that they might have been experiencing some form of disorder in their homes. The quest that the

Adam smith biography Essay Example | Topics and Well Written Essays - 2000 words

Adam smith biography - Essay Example During this time he lectured on various topics, and he explained for the first time his ideas of "the obvious and simple system of natural liberty", which was the basis of his influential book entitled An Inquiry into the Nature and Causes of the Wealth of Nations (The Wealth of Nations).1 Around 1750 Smith met the philosopher, economist and historian David Hume, one of the most famous figures of the Scottish Enlightment along Smith himself. They became close friends, and Smith was influenced by his works as it has been noted by many scholars. In 1751 Smith became a professor at Glasgow University where he lectured on logic and moral philosophy. In 1759 he published his book entitled The Theory of Moral Sentiments, which is concerned with the explanation of moral approval and disapproval. Smith finds in sympathy the solution to moral problems. After the publication of The Theory of Moral Sentiments Smith payed more attention to jurisprudence and political economics in his lectures. An account of these lectures by one of Smith’s students around 1763 was edited by E. Cannan in 1896. In 1763 Smith was hired as tutor to the young Duke of Buccleuch. During the next years (1764-1766) Smith travelled with his pupil to Switzerland and France, where he met many intellec tual leaders as Voltaire, Jean-Jacques Rousseau, Turgot, D’Alembert, Andrà © Morellet, Helvà ©tius, and Francois Quesnay, who was the head of the Physiocratic school whose works influenced Smith. Later on he also met Benjamà ­n Franklin.2 Smith retired from his post as tutor of the Duke of Buccleuch thanks to the life pension that he earned through that tutorship, and he returned home to Kirkcaldy, where he dedicated to the task of writing his most important work, The Wealth of Nations, which was published in 1776, the same year of the Declaration of Independence of the United States of America. His close friend Hume also died in that

Decomposition of Hydrogen Peroxide Experiment

Decomposition of Hydrogen Peroxide Experiment A catalyst is a substance that makes a chemical reaction speed up or get faster. This can be things like the temperature, concentration, sold or even liquid, (bbc,2017). A catalyst essentially effects a chemical reaction, (bbc2017). For a chemical reaction to start the bonds must be broken for the reactants to fuse or react, (bbc,2017). To break the said bonds one needs energy, (gcse,2017). The name of the energy that breaks the bonds is called activation energy. When a chemical reaction happens the bonds of the reactants break (due to activation energy). After this the energy, must flow through a path for the reactants to react, (gcse,2017). Now because of the activation tacking up energy there can only be at one speed, (gcse,2017). When we add a cat list to this it creates an alternate pathway or a short cut for the energy to pass by. This is because the normal pat way is less effectiveGCSE,2017).ÂÂ   The diagram below shows a reactant going through a normal path way and on th at is going through on of a catalyst.ÂÂ   As you can see the rout of the normal path way is very tedious and long. Whereas the rout of the catalyst is much shorter. Types of catalyst A catalyst can be spilt into two main types. The first is the homogeneous. A homogenous catalyst is one that stays the same phase. The meaning can be found in the first part of word, this is Homo which means one or the same. Pretty much a homogeneous catalyst stays in the same phase, (chemguide,2017). Heterogeneous reactions are reaction with different phases. As Hetero means, different, (chemguide,2017). What is a phase? To explain this, we must first look at a mixture. Lets say that there was a stone in water. The stone was a solid and the water was a liquid. This represented a heterogeneous reaction. Now the same thing happened but there was no stone would be a homogeneous. The diagram below shows the different types of catalysts. (chemguide,2017) for the text and the diagram below. The catalyst it is shone that oxides work the best as catalyst. Aim: The aim or this experiment was to see what chemical was to see which catalyst would work the best in speeding up the decomposition of hydrogen peroxide. Hypothesis: Research suggest that iron nitrate will cause a violent exothermic reaction. With the materials, the group had this catalyst would have worked the best. Materials: 4 beakers 4 watch glances 2 stopwatches 1 spatula 1 scale Hydrogen peroxide Iron nitrate Manganese chloride Basic sault Measuring cylinder Method: The first item that were acquired were the personal protection equipment or ppe. The ese items consisted of safety glasses, rubber aprons and the disposable gloves. After this we collected out materials and went to the steel takes outside. A there were no power points we had to set the scales up inside at a free plug point. After the cake was set up we tested the decomposition of hydrogen peroxide without a catalyst. To do this we poured 25 ml of hydrogen peroxide in a beaker. After this 3the group timed the reaction with a stop watch. After the reaction was finished the results were recorded. This same experiment was done 4 time and all yielded the same result of two minutes. After this iron oxide was added to the hydrogen peroxide. This experiment was timed and done 3 times. The same was done with the other catalysts. All the catalysts were pounders. We measured them to .5-gram ad them added them into to the hydrogen peroxide. Possible risk solution Risk level Glass breakages Handle glass safely and walk with caution. medium Chemical Spills Be aware or your surroundings and handle with care. high Ingestion of chemicals Be sure not to ingest chemicals in this experiment. high Burn from and exothermic reaction Stand at a safe distance from the reaction always be alert high Chemicals come into contact with eyes Always keep safety glacises on as these devices a made to prevent chemicals going into the eyes high Catalyst First experiment Second experiment Final experiment iron nitrate 7.11 seconds 8.22 seconds 7.87 Basic sault 22.79 seconds 22.76 seconds 22.77 seconds Potassium Nitrate 19.22 seconds 14.12 seconds 17.89 seconds Manganese Chlorine 31.53 seconds 33.15 seconds 32.58 seconds Full results Experiment averages and observations Catalyst Average seconds Observation during the reactions Iron nitrate 7.69 Rapid exothermic reaction resulting in colour change and bubbling of the liquid. Basic sault 22.77 The mineral dispersed and did not make a noticeable change Potassium nitrate 17.07 Not a noticeable change but the crystals dispersed rapidly. Manganese Chloride 32.42 Made a chance but a very small one, this test was only a small bit faster than the normal reaction Discussion The experiment, The decomposition of Hydrogen Peroxide, provide very interesting results. The task was to aid the reaction by the addition of a catalyst. The experiment used a variation of salts, nitrates and chlorides. These catalysts were all 5 grams and were added to a 25 ml of hydrogen peroxide. The ration for this was 1:5. The first experiment that the group did was just recording the hydrogen peroxide by itself as this was used to get a base result. The group did this experiment four time with the decomposition taking 2 minutes to finish. This was the graphed into a line graph and the relax showed the consistent rate of reaction.ÂÂ   The main trend was that the nitrates did better than the other catalysts. The next catalyst added was the Iron nitrate(Fe(no3)). This catalyst produced the most interesting reaction as it created an exothermic reaction. The very moment the catalyst was added with the hydrogen peroxide it created profuse bubbling and the next second the it erupted into what looked like a boiling. the moment the hydrogen peroxide started bubbling the colour of the concoction changed from clear to a burnt orange. After the boiling, had stopped the concoction seemed to turn into a tinted yellow structure. This liquid was steaming and was clearly hot. This whole reaction was conducted three time and took 7.69 seconds on average. With this reaction, my hypothesis was proven to be supported. The second catalyst was Sodium chloride(NaCl) or basic salt this was by far the most uneventful reaction by far. The sodium chloride was added into the hydrogen peroxide and produced a few bubbles. This happen after the sodium chloride had dispersed. This reaction lasted for 22.77 seconds on average the reaction produced no colour or visible temperature change. The catalyst Potassium nitrate was also a very un-event full reaction. This did cause very rapid bubbling but it did not result in any noticeable change other than that. This catalyst like many others had no noticeable change. This was also tested times and had an average of 17.07. This was one of the shorter reactions. This aspect lead the group to believe that it was the second-best catalyst. This was also a reaction that stopped after it dissolved. The last and final catalyst was the Magnesium chloride was also an uneventful reaction. This was the longest reaction and therefore the worst catalyst of all the others. This catalyst sizzled for a long period bit it resulted in nothing happening. Evaluation The experiment was interesting as it was it had a range of mixed results. This was shown in this catalyst reaction as some experiments did barely anything and others had very violent notable reactions. There were four catalyst Iron nitrate, NaCl, Potassium nitrate, Magnesium Chloride. These Catalyst had varied effect on the decomposing reaction. For example, results showed that the nitrates did the best. But there was some problem met in this experiment. Due to the reactive nature of the Manganeses oxide. The group gelled together well and if was a good working relationship within the group. I feel as though the experiment could have been improved. As there may have been some key errors that could have occurred in the experiment. The experiment relayed on measurement for the entirety of it. The hydrogen peroxide had to be measured the catalysts had to be weighed and the time had to be counted by the stopwatch. These could have multiples of faults. Some main faults are in human error. Weather it man have been the wrong set up or parallax error these could all have been done. Another element that could have led to the experiments being wrong could have been inaccurate measuring tools. In some of the instrument the measuring lines could have been rubbed out or flawed. A way of fixing this would be if we used a more accurate item and used an IV Drip so that the use of the there would be a constant drip of fluid. After this I believe that it should be measured by a laser to bake sure that the amount of hydrogen peroxide is precise. The scales should have been swapped out with more accurate scales that pick up even the smallest changes of the object being weighed. When the experiment was, timed human error could have played the part of the timing as the person timing could have been just before or just after the catalyst was added. So, I propose that one would have a timer that was set to go off when the catalyst was added and would stop after the reaction would shop . This would get the most accurate reaction. I feel that is these modifications were done the experiment would have been much more accurate. In conclusion, the experiment of the decomposition of the Hydrogen peroxide reaction yielded interesting results. The hypothesis was supported as the nitrates did react better than the other catalysts.

Essay --

When an individual is apprehend and charged with a crime, they must understand what they must be fully aware and be able to perform crucial personal and legal function. This is known to be competent. There are various types of legal competences that must be known such as the competency to confess, competency to waive Miranda rights, competency to make treatment decision and etc. In essences, competence is referring to being cognitively aware of the decision that a one is making such as confessing to a crime while understanding the consequences that will occur should they continue to confess. However, criminals that have a mental illness or defect might not appreciate the nature of their crime and might have difficulty understanding the stages of the trial (Costanzo, & Krauss 2012). These criminals would have to have a competency to stand trial evaluation established in order to continue trail. Competency to stand trial (CTS) was first established in the 1960 case Dusky v United Stat es. In this case, the Supreme Court set the benchmark in CTS stating a defendant is not competent to stand trial if due to mental illness and/or defect; he lacks the cognitive capacity to assist counsel and aid in his own defense with a sensible degree of rational understanding or if the defendant does not have a rational understanding of the proceedings charged against him. Since Dusky v United States created the bench mark for CTS, there have been many other cases and Supreme Court decisions that have modified and refined CST. The three main cases that demonstrate this modification to CST are; Washington v Harper (1990), Riggins v Nevada (1992) and Sell v United states (2003). Each of these cases demonstrated the government attempting to restore the... ...e medication to Sells. The medical hearing officer claimed that Sells delusional thinking could lead him into becoming dangerous. Sell’s challenges being medicated in court. The question that the Supreme Court must answer is if the U. S Constitution allows the federal government to administer antipsychotic medication to a defendant that is mentally ill but not dangerous in order for him to become CTS for a severe but nonviolent crime. The Supreme Court decided that the Constitution allows the government to forcibly administer antipsychotic drugs to a mentally ill defendant. However, the treatment must be medically suitable for the individual and will not cause side effects that won’t distribute the defendant during his trail. Another important factor that the government pointed out was if there was trail was significantly important to the governments’ interest. Essay -- When an individual is apprehend and charged with a crime, they must understand what they must be fully aware and be able to perform crucial personal and legal function. This is known to be competent. There are various types of legal competences that must be known such as the competency to confess, competency to waive Miranda rights, competency to make treatment decision and etc. In essences, competence is referring to being cognitively aware of the decision that a one is making such as confessing to a crime while understanding the consequences that will occur should they continue to confess. However, criminals that have a mental illness or defect might not appreciate the nature of their crime and might have difficulty understanding the stages of the trial (Costanzo, & Krauss 2012). These criminals would have to have a competency to stand trial evaluation established in order to continue trail. Competency to stand trial (CTS) was first established in the 1960 case Dusky v United Stat es. In this case, the Supreme Court set the benchmark in CTS stating a defendant is not competent to stand trial if due to mental illness and/or defect; he lacks the cognitive capacity to assist counsel and aid in his own defense with a sensible degree of rational understanding or if the defendant does not have a rational understanding of the proceedings charged against him. Since Dusky v United States created the bench mark for CTS, there have been many other cases and Supreme Court decisions that have modified and refined CST. The three main cases that demonstrate this modification to CST are; Washington v Harper (1990), Riggins v Nevada (1992) and Sell v United states (2003). Each of these cases demonstrated the government attempting to restore the... ...e medication to Sells. The medical hearing officer claimed that Sells delusional thinking could lead him into becoming dangerous. Sell’s challenges being medicated in court. The question that the Supreme Court must answer is if the U. S Constitution allows the federal government to administer antipsychotic medication to a defendant that is mentally ill but not dangerous in order for him to become CTS for a severe but nonviolent crime. The Supreme Court decided that the Constitution allows the government to forcibly administer antipsychotic drugs to a mentally ill defendant. However, the treatment must be medically suitable for the individual and will not cause side effects that won’t distribute the defendant during his trail. Another important factor that the government pointed out was if there was trail was significantly important to the governments’ interest.