One question to answer Assignment Example | Topics and Well Written Essays - 250 words

One question to answer - Assignment Example According to the research, family-centered service also known as Family-centered care promotes prominently context and child health is an aspect that is taken into consideration here. Due to childhood chronic conditions and the diverse changes of the surrounding environment, anticipation to admit the comings of family health care services is at the top gear as far as living a good life becomes an instrument of home in our lives (Nies 10). An educational class is the core principal that forms part of family health services. This includes health, nutrition, oral health, and parenting skills. In the presence of heath care coordination, the norm help one to keep records of accomplishment of their children as far as immunizations activities is of concern. Moreover, playing a role of a parent ensures that one provides maximum parenting care to his or her child through family nutrition and support. Family health services is of useful to us since it enables one to deliver parenting services, health education to their children as well as nutrition and when all this is met life become fun rather than

Israel †Lebanon War and related problems faced by the American community Essay Example for Free

Israel – Lebanon War and related problems faced by the American community Essay Introduction At the time of cold war, democratic world was, virtually, confronted by only one threat, coming from communist regime of the Soviet Union. This foe, though being dangerous, was quite predictable and civilized to certain extent. After the cold war seized it seemed that world would finally find global peace and mutual consent. However, things turned different and such hopes vanished into a thin air. The world community faced new, formerly unwitnessed, threats related to religious, national, and ethnic intolerance. Commonly accepted, though ultimately mistaken, is the belief that the fighting against these threats must be narrowed down to the war against a particular enemy, world terrorism. Comparing the old and new world (time before and after the cold war) it must be noted that confrontation between democratic world and the Soviet Union was based on certain rules, preventing the world from the global conflict. Confrontation with a new enemy has no rules at all. It turns out that to settle a conflict of a new type is more difficult than it used to be, partially because of the reason that sometimes it is, practically, impossible to detect a real initiator of a conflict. All participators of a conflict are guilty. Besides, among the other significant reasons is the great number of conflicting parties and, as a consequence, there is a highly complicated interlacement of interests. To protect interests of one party without neglecting the interests of another one is almost an unattainable aim. The bright example of the conflict of new type is a currently continuing war between Israel and Lebanon. This war affects the events all over the world and American community in particular. Israel – Lebanon war raises an array of problems that need to be solved by the world leaders as soon as possible. Short Historical Background It is reported that â€Å"on 12 July 2006 Hezbollah initiated Operation Truthful Promise named for a â€Å"promise† by its leader Sheik Hassan Nasrallah to capture Israeli soldiers and swap them for the remaining three Lebanese held by Israel. The early morning raid into Israeli territory resulted in eight Israeli soldiers killed and two captured. Israel then responded with Operation Just Reward later renamed Operation Change of Direction. Israels retaliatory strike has thus far encompassed bombing raids by the Israeli Air Force (IAF), an air and Israeli Sea Corps naval blockade of Lebanon (especially southern Lebanon and Beirut), â€Å"a force of tanks and armored personnel carriers†, and some small raids into southern Lebanon by Israel Defense Forces (IDF) ground troops. Hezbollah has concurrently engaged in extensive rocket attacks on Israels northern cities, including Haifa. However, the Lebanese government has constantly disavowed Hezbollahs actions and refused to condone them, while urgently calling for international peacemakers to end the conflict. † (Wikipedia) This short passage gives a clear and overall picture of the background of current situation in Middle East. It must be noted that Hezbollah operations on Israeli soldiers capture was preceded by Israel occupation of the west bank of the Jordan River and Gaza Strip. This occupation was in its turn preceded by â€Å"Hamas raid into Israel and capture of an Israeli soldier† (CNN. com) This bundle of events can be untwined to infinity. Analysis of events and their projection at US Foreign Policy The world community acknowledges that Hezbollah is a terrorist organization which directs its actions against Israeli state. Respectively, no one denies Israel’s right to protect itself and its citizens as well as no one rejects Israel’s demand to disarm or destroy this organization. However, Hezbollah located its military camps on the territory of sovereign state of Lebanon, the government of which is, virtually, incapable to control the activity of this organization. Now the issue of Israel self-defense arises from a different perspective: is Israel authorized to conduct military actions against terrorist organization on the territory of a sovereign country? And if initially most countries justified Israel’s actions, civilian casualties made the world be divided basing on its reaction to the Middle East conflict. As it is stated in the article at CNN. com â€Å"leaders in Europe and the Middle East see the attacks against Lebanon as disproportionate† and this statement provokes a new question: at what exactly moment these attacks became â€Å"disproportionate† and Israel self-defence transformed into aggression? When ten civilians were killed or twenty? This question is not a simple one as it raises the global problem of the right to resort to weapon against certain country. It is directly related to the American community and to get into the root of the matter it would be useful to have recourse to the investigation of the question of the legality of the USA invasion into Iraq. Speaking about military invasion legality, as Crahan states, â€Å"†¦ the answer may seem obvious: the U. N. is the worlds premier political body, its Charter requires Security Council authorization for the use of force [†¦]†. (Crahan et al. , p. 135) No one can disagree with this statement. The situation in which the force can be applied is also obvious: there should be continuous failure to execute resolutions, carried by UN Security Council, or their systematic violation. In particular, what concerns Iraq, there was an array of resolutions carried, which Iraq refused to execute. But it is necessary to clarify was it solely Iraq’s fault? As Crahan further continues â€Å"†¦the world body had failed in all those years to attain the goals that the President was seeking, in large part because the Council was bitterly and chronically divided on the critical question of how — sometimes even on whether — to enforce its numerous resolutions on Iraq. † (Crahan et al., 135) Thus it follows that the Council, while carrying its resolutions, even if under the pressure from U. S. side, itself resists their execution. Here the EC countries and Russia are to be fully reproached. No country in the world would execute any resolutions in such circumstances. However, when it came to the point when acts of force were very likely, Iraq, nevertheless, began to execute U. N. Security Council resolutions. But this time the USA and allies decided to launch the invasion with complete neglect to international law . Such total neglect to the Council resolutions, even by its permanent members, caused the situation where UN Council turned into a fake organization, unable to solve global conflicts. Now it is time to return to the case with Israel-Lebanon war, which is more complicated. It should be noted that this war is, virtually, the war of radical Arabs against Israeli country where, unfortunately, peaceful civilians have to suffer. The UN Security Council has passed corresponding resolutions against both enemy parties – Hezbollah organization and Israel. It must be observed that UN Security Council also passed the resolution concerning Hezbollah in 2004 , however, two years passed and it still was not applied either. Failure to fulfill this requirement was a formal ground for Israel to attack the territory of Lebanon. Moreover, the Security Cabinet of Israel â€Å"agreed Israel will not give up its demand for Lebanon to implement U. N. resolution 1559, which calls for the disarmament of Hezbollah and any other militias, and the deployment of the Lebanese army in south Lebanon†. (www. gopusa. com) However, scrutinizing this war in the context of the Arabs’ war against Israel, one should notice, that Israel made it its principle to violate UN resolutions as related to its enemies. It is necessary to mention the resolutions, the ground of which is the principle of â€Å"land for peace† (See resolutions 242 (1967), 338 (1973), 1397 (2002) and 1515(2003) at Global Policy Forum, July 13 2006). Also it must be noted that Hezbollah movement is supported by Syria and Iran. Syria regards Israel as enemy country due to the Israel’s occupation of Golan Heights, territory of Syria. The cessation of occupation of these territories, according to the â€Å"land for peace† resolution, would stop Syria’s support of Hezbollah. Important in that confrontation is the position of the USA. One should mention Council resolution, vetoed by US, which was forwarded by Qatar as of July 13 2006. Some excerpts from this resolution are relevant here: â€Å"The Security Council, Reaffirming all its relevant resolutions, in particular, 242 (1967), 338 (1973), 1397 (2002) and 1515(2003),†¦ Condemning military assault being carried out by Israel, the occupying Power, in the Gaza Strip, which has caused the killing and injury of dozens of Palestinian civilians, and the destruction of Palestinian property and civilian infrastructure, notably Gaza’s main power station, and condemning also the detention of democratically elected Palestinian and other officials, Condemning also the firing of rockets from Gaza into. Israel and the abduction of an Israeli soldier by Palestinian armed groups from Gaza, and the recent abduction and killing of an Israeli civilian in the West Bank, †¦ Calls for the immediate and unconditional release of the abducted Israeli soldier;†¦ Calls upon the Palestinian Authority to take immediate and sustained action to bring an end to violence, including the firing of rockets on Israeli territory;†¦Ã¢â‚¬  (Global Policy Forum, July 13 2006) What exactly in this resolution was unacceptable for Bush’s administration that induced it to veto the given resolution? Was not it the fact that the resolution one more time reminded of systematic UN Council resolutions violation by Israel? Was not it a demonstration of double standards? The idea on this issue is clearly expressed in the article The Economist â€Å"Israel ignores the United Nations and has weapons of mass destruction. So why all the fuss about Iraq? Soon after invading Kuwait in 1990, Saddam Hussein realized that he had made a mistake. [†¦] But as the world debates the merits of another American-led war against Mr. Hussein, the idea has returned in a new form. Israel has violated countless UN resolutions and amassed weapons of mass destruction, say those who oppose this war. Why then is Iraq singled out for yet more punishment while the Israelis get off scot-free? † (www. economist. com, 2002). These question remains without answer. The analogy can be drawn between the case with Hezbollah and Israel and the behavior of a host as regards a thief. If a thief (Hezbollah) breaks into someone’s house (Israel) so what shall a host do? He should call police! (in case with Israel appeal to the UN Security Council). And what does the host do? He starts striking with his axe destroying everything on his way, including innocent neighbours. But as it turns out the host is himself on the wanted list for countless crimes (resolutions violation). What is then in this situation a host, victim or criminal? And who is to be protected by police (by the USA)? Exactly such inconsistency between the crime and punishment, elevation of one party and humiliation of another, provokes the Muslim world to hate the U. S. policy. Israel’s actions are treated by Arab countries as a challenge to the whole Muslim world. The USA and its citizens began to be looked at as Israel’s supporters who can disregard and manipulate international law leaning on their military and economic might. For a common American citizen this is a terrible situation. In any place of the world he or she becomes an object of hatred. US government’s attempt to protect its people in military manner (in Iraq) and ignoring Israel’s aggression created the situation when neither in Europe nor even at home the Americans can feel safe (9/11 events). In other words, military methods, unapproved by world community, in fact, helped to solve Iraq or Hezbollah problems but immediately generated many other problems. But will Israel attain its aim (peace and remove the threat) when civilians die? Most probably it will not, while killed Hezbollah militants will be replaced by others those, who formerly were peaceful civilians but began to hate Israel because of bombings and there will be the same old story again. The way out from this predicament is to defend not only the interests of own nation and citizens but stand upon the values common to all mankind. Thus Israel defends its citizens by bombing Lebanon but it does not care for dying civilians what leads to conflict escalation . Like Israel, other countries are not governed by human values too. Thus BBC reporting on the evacuation of civilians from Lebanon states: â€Å"A British warship has dropped off 180 UK citizens in Cyprus, and is returning to Beirut to pick up more people, A Norwegian ferry has taken hundreds of Norwegians, Swedes and Americans to Cyprus, while a US-chartered ship has left Beirut with US citizens† (BBC News). The immediate question arises: should not they take first women and children from the territory of conflict? Only when American community realizes that human values are more important than any other, national, religious, ethnic or racial interests, and politicians adhere to this principle, only then the attitude of the world towards the USA and its citizens will change. Another aspect, that American community is confronted with, is constantly increasing military expenses. One can extirpate radicalism and extremism by military means but there is also a chance first to find reasons that induce extremism and then try to eliminate these reasons. Thus Ahmad S. Mousalli in the article Islamist Perspectives of Regime Political Response: The Cases of Lebanon and Palestine claims that â€Å"†¦Israel, Egypt, Jordan, Syria, Lebanon and Palestine †¦ are plagued, in one way or another, with poverty, inflation, underemployment, and exploitation. Many Palestinians or Egyptians, for instance, may turn to Islamism because of the corruption of their political elites, exploitation of the nouveau riche, nepotism, favoritism and the like. † (1996, 53) In this view the part of expenses, spent on army, could have been directed to support and reorganize economy of the Middle East countries. One more thing that deserves American community’s attention is that while possessing the veto power in UN Security Council, the US government abuses its power. To prove it there is a table below which shows the frequency of the use of the veto in the Security Council by different countries during the last decade. Period China* France Britain US Russia Total 2006 1 1 2005. 2004 2 1 3 2003 2 2 2002 2 2 2001 2 2 2000 0 1999 1 1 1998 0 1997 1 2 3 1996 0 Table is taken from Global Policy Forum â€Å"Changing Patterns in the Use of the Veto in the Security Council† Retrieved from http://globalpolicy. igc. org/security/data/vetotab. htm The USA has a strong leading position in this table. This table is the confirmation of the following statement: â€Å"Many member states have expressed their criticism of the veto, arguing that the veto privilege is an anachronism responsible for much of the Security Councils undemocratic and ineffective procedures. Not surprisingly, those enjoying the power of the veto dont want to give it up. † (Global Policy Forum â€Å"The Power of the Veto†) So, the countries with veto power in Security Council should abandon it. Conclusion The situation around Israel and Lebanon is not an exceptional one; it reflects the general tension in the world. This war only confirms that the world policy desperately needs revision. It is necessary to establish new world order and the USA has to head this process. International relations must be established upon the principles different from those existing today, in particular, economically powerful country while taking any actions is obliged to take into account the interests of less developed countries. To settle conflicts it is necessary to resume the authority of United Nations and entitle it to make decisions as regards resorting to force in conflict settlement. The resolutions carried by this organization must be mandatory to all countries. This conclusion can be best supported by words uttered by the ex-president of the USA immediately after the cold war: â€Å"a new era-freer from the threat of terror, stronger in the pursuit of justice, and more secure in the quest for peace. An era in which the nations of the world, East and West, North and South, can prosper and live in harmony a world where the rule of law supplants the rule of the jungle where the strong respect the rights of the weak. † (Miller, Yetiv 2001, 56) Unfortunately, in 15 year period following that speech news line on BBC says: â€Å"The USA is going to accelerate military supplies of high-precision missiles to Israel†. (BBC News) This is exactly the way George Bush junior and Israel decided to realize Bush senior’s dream of the harmony in the world. Works Cited BBC News Dozens die in fresh Lebanon raids BBC News 19 July 2006. 22 July 2006 http://news. bbc. co. uk/2/hi/middle_east/5193662. stm. Crahan, Margaret E. , Goering John, and Weiss Thomas G. Wars on Terrorism and Iraq: Human Rights, Unilateralism, and U. S. Foreign Policy. New York: Routledge, 2004. Global Policy Forum Draft Resolution Proposed by Qatar, Vetoed By US.. July 13, 2006 http://globalpolicy. igc. org/security/issues/israel-palestine/un/2006/0714draft. htm Global Policy Forum The Power of the Veto. July 2006 http://globalpolicy. igc. org/security/membship/veto. htm Global Policy Forum Changing Patterns in the Use of the Veto in the Security Council July 2006 http://globalpolicy. igc. org/security/data/vetotab. htm Hezbollah battle along border. United Press International. Gopusa; Israel. 19 July 2006 http://www. gopusa. com/news/2006/july/0719_israel_hezbollah. shtml. Kirkwood-Tucker, Toni Fuss. â€Å"Germanys Opposition to the Iraq War and Its Effect on U. S. -German Relations. † Social Education. 68. 4 (2004): 285+. Labott, Elise U. S. diplomatic options limited in Israel-Lebanon conflict. CNN. com Jul 15, 2006. 22 July 2006 http://www. cnn. com/2006/WORLD/meast/07/15/btsc. labott. diplomacy Miller, Eric A. , and Yetiv Steve A. â€Å"The New World Order in Theory and Practice: The Bush Administrations Worldview in Transition. † Presidential Studies Quarterly 31. 1 (2001): 56. Mousalli, Ahmad S. â€Å"Islamist Perspectives of Regime Political Response: The Cases of Lebanon and Palestine. † Arab Studies Quarterly 18. 3 (1996): 53+. Press Release SC/8181. Security Council. 09 Feb. 2004 http://www. un. org/News/Press/docs/2004/sc8181. doc. htm. 2006 Israel-Lebanon conflict. Wikipedia, the free encyclopedia. 22 July 2006 http://en. wikipedia. org/wiki/2006_Israel-Lebanon_conflict

The Key to Success in Education :: Teaching Education Philosophy

A Mixture of Progressivism and Behaviorism is the Key to Success in Education Lee Beck, a teacher of thirty years, is my hero. Lee has an intense passion for teaching and an equal passion for children. It is this overwhelming passion and satisfactions in helping children excel in academics and in life that have inspired me to become a teacher. Pursuing a career in Education has led me to different philosophical perspectives of education that will be utilized in my future classroom. Behind every educational facility and educator lies a value system and set of beliefs that influence their philosophy of education. My educational philosophy and goals are influenced by a combination of both progressive and behavioral aspects. Most imperative is the characteristics of progressivism that appeal to my values and belief system. The purpose of education is to enable a child to become more efficient and achieve goals in their life. An equally important purpose is to expose children to different values and beliefs that are used throughout the world. Education indirectly provides teachers with the opportunity to touch the lives of children and have a positive influence in their lives. I desire to be capable of touching a life and making a difference. It is important for me to know that I have encouraged children to feed the hunger of their minds. One aspect of progressivism to be integrated into my classroom is cooperative learning activities. Progressivism teaching methods recognize cooperative learning activities as a practical method of instruction. Working in groups was not always part of my previous education. Normally working independently has left me feeling uncomfortable and untrusting of others when working in groups. It has also left me intimidated by my peers with different racial and ethnic backgrounds. I feel that if students are frequently exposed to cooperative learning activities that they will be more trusting and more group oriented toward a unified goal. My first cooperative learning experiences in college have taught me in a short period of time that just because someone is different, does not mean that they are incompetent; additionally, learning from students is an important part of being a teacher. It is important for children to learn this lesson early in life, not until their college y ears.

Identifying Macromolecules in Common Foods Essay

Abstract: We tested five common food items to determine which macromolecules were present. We tested for the macromolecules of simple and complex carbohydrates (sugars and starch), lipids, and proteins. The foods tested were coconut milk, karo syrup, potato chips, peanut butter, and banana baby food. We hypothesized that coconut milk would contain all four types of macromolecules, karo syrup would only contain simple sugars which are monosaccharides and/or disaccharides, potato chips would contain starches and fats, peanut butter would contain sugars, fats, and proteins, and banana baby food would consist of sugars and starch. Each macromolecule test consisted of five test tubes of the food item individually diluted into solutions for reacting each with Benedict’s reagent to show the presence of sugar, IK2I for starch presence, and Buiret’s reagent for protein presence. A simple paper test was used evaluting lipid existence for each food. Our results confirmed our estimations of the foods’ compounds. The testing results verified that coconut milk contained all four types of macromolecules, karo syrup contain only simple sugars, potato chips were starches and fats, peanut butter contained sugars, fats, and proteins, and banana baby food consisted of sugars and starches. Introduction: Identifying macromolecules in the foods we eat is essential in comprising a healthy well-rounded diet ensuring our nutritional needs for cellular processes in the human body. The largest biological molecules are known as carbohydrates, lipids, and proteins. Carbohydrates are compounds of monosaccharides, disaccharides, and polysaccharides known as sugars and starches. Lipids, known as fats, are storage molecules in animals and plants. Proteins bind to other molecules performing key roles in DNA and RNA functions. Five different food items were tested for the presence of specific macromolecules identified as sugars, starch, lipids, and proteins. The food items were coconut milk, karo syrup, potato chips, peanut butter, and banana baby food. We used chemical indicators and brown paper to detect the presence of different macromolecules in various solutions made from each food sample. If sugars were present in a food, then the Benedict’s reagent and heat would turn the solution orange and precipitate will form. If starch was present, then the iodine potassium iodide would turn the solution dark purple or brown and form a precipitate. If lipids were present in a food, then the brown paper it was rubbed onto would form a transparent area. If a food contains protein, then the Buiret’s reagent would turn the solution violet or purple in color. Our observations of the changes to the solutions in color and consistency indicated the presence of each different macromolecule according to the food item (see Table 1, Chart 1). We predicted that coconut milk would contain sugars, starch, lipids and proteins; karo syrup would only be a simple sugar; potato chips were made of starch and lipids; peanut butter would contain sugars, lipids, and proteins; and banana baby food would only contain sugars and starch. Materials and Methods: We tested five food items for sugars, starch, lipids, and protein. The items tested were cocunut milk, karo syrup, potato chips, peanut butter, and banana baby food. All of these food items were thick in consistence. Also, several of the foods had heavy coloring which would make some of the tests difficult to visually measure. Solutions were made of each food item. Our lab professor dilute the foods with water to form solutions for us to test. According to our lab manual, The Pearson Custom Library for the Biological Sciences, chapter Macromolecules, the testing methods are as follows (reference II). Before any testing chemicals or testing procedures were performed, the intial states and colors of the food solutions were as follows: the negative control water was clear and colorless; coconut milk was opaque and white; karo syrup solution was completely transparent and colorless; potato chip solution was cloud and slightly yellow; peanut butter solution was cloudy and slightly beige; banana baby food solution was cloudy and slightly yellowish beige. Simple Carbohydrates (Sugar) Testing: Using Benedict’s testing on our food items, we tested for simple sugars. Six clean test tubes were labeled individually with each testing food item plus one negative control test tube. Solutions of each food item in the quantity of one full dropperful was added to each labeled test tube and one full dropperful of water was added to the control tube. Then, each test tube received one full dropperful of Benedict’s reagent and was gently shaken to mix the solution. Each test tube was then placed in a hot water bath in a beaker of water on a hot plate for approximately 2 minutes. After approximately 2 minutes, the test tubes were removed from the water and placed into the test tube rack for us to observe any changes to the solutions. The resulting states and colors of the test tubes were as follows: The negative control water was clear and blue in color; coconut milk was opaque with a dark orange precipitate in the bottom and orange through the rest of its solution; karo syrup was opaque with a dark orange precipitate in the bottom and orange throughout its solution; potato chips solution remained cloudy with no precipitate and was blue in solution; peanut butter solution was opaque with a brown precipitate in the bottom and brown through its solution; and the banana baby food solution was opaque, dark brown in color and formed a dark brown precipitate in the bottom of the test tube. Complex Carbohydrates (Starch) Testing: Iodine potassium iodide (IK2I) was used to test for polysaccarides. Six clean test tubes were labeled and placed in a test tube rack. Five of the test tubes were individually labeled with each of our five food items and one test tube was labeled â€Å"control†. The control test tube one full dropperful of water, the other five test tubes received their identified food item in the quantity of one full dropperful. Then, one droplet of the IK2I reagent was added to each of the six test tubes and were mixed well. The resulting states and colors of the test tubes were as follows: The negative control water was clear and yellow amber in color; coconut milk formed a dark brown precipitate and an opaque solution color of violet-beige; karo syrup remained translucent and deep amber in color; potato chips solution formed a dark purple precipitate with an opaque solution color of purple; peanut butter solution remained cloudy and yellow in color; and the banana baby food solution formed a purple brown precipitate and an opaque solution of pinkish beige. Lipid Testing: We performed a non-coated paper test on our chosen food items to identify the presence of lipids. Six squares of non-coated brown paper were obtained and labeled with the five food items to be tested and one control paper labeled â€Å"water†. The control paper received a droplet of water rubbed into the paper. Each of the five separate foods were added and rubbed onto the center of each of their identified brown paper. The papers were set aside for 30 minutes to absorb the contents and dry. After the 30 minutes, each paper was held towards the overhead light. The coconut milk, potato chips, and peanut butter papers all showed translucent areas where the food was applied. The Karo syrup and the banana baby food dried completely and showed no translucent areas, being completely opaque in their paper centers. Protein Testing: The Biuret’s test was performed on each of our five food items to identify the presence of protein in the foods. Six clean test tubes were labeled and placed in a test tube rack. Five of the test tubes were individually labeled with each of our five food items and one test tube was labeled â€Å"control†. The control test tube had one full dropperful of water, the other five test tubes received their identified food item in the quantity of one full dropperful. Then we added one full dropperful of of buiret’s reagent to each of the test tubes, agitated the tubes to mix thoroughly, and observed any changes. The resulting states and colors of the test tubes were as follows: The negative control water was clear and light blue in color; coconut milk was opaque and violet-brown; karo syrup remained translucent with slightly blue solution color; potato chips solution remained cloudy and turned more slightly grayish in color; peanut butter solution was opaque and became pinkish in color; and the banana baby food solution was opaque and turned brownish slightly green color. Results: Coconut milk tested positive for sugar indicated by a dark orange precipitate forming and an orange solution. Coconut milk tested positive for starch as it formed a brown precipitate with a beige colored solution. Coconut milk tested positive for lipids as the paper developed transparency. Coconut milk tested positive for proteins by resulting in an opaque, violet-brown solution. Karo syrup tested positive for sugar by exhibiting a dark orange precipitate and an orange solution. Karo syrup tested negative for starch, lipids, and proteins as there was no resulting changes. Potato chips tested positive for starch by producing a dark purple precipitate and a purple solution. Potato chips tested positive for lipids forming transparency on the testing paper. Potato chips tested negative for sugars and proteins indicated by no trend changes to their solutions. Peanut butter tested positive for sugar forming a brown precipitate and a brown solution. Peanut butter tested positive for lipids by developing transparency on the testing paper. Peanut butter tested positive for protein by resulting in a pinkish beige solution. Peanut butter tested negative for starch as the solutuion remained yellow in color. The banana baby food tested positive for sugar resulting in a dark brown precipitate and dark brown solution. Banana baby food tested positive for starch by resulting a brown precipitate and a pink-beige solution. Banana baby food tested negative for lipids and proteins observing no trending changes. Discussion: Our results supported our hypotheses and predictions developed from our previous exposure to these foods with knowledge of taste, texture and common dietary information. Coconut milk contained sugars, starch, lipids and proteins; karo syrup contained simple sugars; potato chips contain starch and lipids; peanut butter contained sugars, lipids, and proteins; and banana baby food contained sugars and starch (see Table 1 and Chart 1). According to Functional Properties of Food Macromolecules, Second Edition (reference IV), Benedict’s reagent is a clear, blue liquid used to test for simple sugars such as monosaccharides and disaccharides. When Benedict’s reagent and simple carbohydrates are heated together, the solution will turn color to orange red. This color change is caused by the copper (II) ions in the reagent are reduced to copper (I) ions. Sometimes a reddish precipitate forms in the base of the test tube. Information provided by Science and Health Education Partnership, SEP Lessons by University of California San Francisco (reference III) details that Buiret’s reagent is a clear, blue liquid that when in the presence of proteins will change to a purple or even pink color when the copper atoms of the reagent react with proteins or polypeptide chains. Iodine solution or Lugol’s reagent changes from an amber color to dark purple of even black. Due to the original coloring of the foods, the resulting color changes and formed precipitates were adjusted according to the mixture of the reacting coloring. For examples, the peanut butter and banana baby food both were an original brown color so as they reacted with Benedict’s reagent and were heated they resulted in a darker brown color as the common orange reacting color mixed with their original brown coloring. These brown colorings were taken into consideration as we reviewed the ending reactions to justify a positive or negative identification. References Cited: I. Molecular Biology Initiative. Georgia Southern University, GA. http://cosm.georgiasouthern.edu/biology/mbi/activities/Macromolecules%20in%20food/Macromolecules%20in%20food%20activity.pdf. Accessed February 11, 2013. II. Pearson Learning Solutions. â€Å"Macromolecules,† in The Pearson Custom Library for the Biological Sciences. Boston, MA: Pearson Learning Solutions, 2012, pp. 69-87. III. Science and Health Education Partnership, SEP Lessons. University of California San Francisco. http://seplessons.ucsf.edu/node/362. Accessed February 11, 2013. IV. S.E. Hill, D.A. Ledward, and J.R. Mitchell. Functional Properties of Food Macromolecules, Second Edition. Gaithersburg, MD: Aspen Publishing, 1998.

Child Development Essay

The difference Between the Sequence and Rate of Development Children’s development generally follows a predictable sequence of stages known as milestones. However, occasionally a child may skip a stage or go through a stage very quickly e. g. a child may miss out crawling and move straight from sitting to walking. An example of a sequence is the physical development of a baby where movement begins with their head and then downwards and from the centre of their body outwards. The time of a child’s development milestone isn’t as consistent as the sequence because children’s stages of development happen over different rates rather than particular ages. An example of this is that children don’t begin walking all at the same time. Some children are learning to walk before their first birthdays whereas others may learn to walk many months later. However, it is important to understand that although a child may be developing slower in certain aspects of development, they maybe excelling in others and that all children are generally following the same sequence. 2. 1 Personal Factors Affecting Children’s Development Early childhood development can be affected by a number of factors. A child’s health plays a crucial role in their development and can be determined by factors including the genetics they inherit from their families, malnutrition from a poor diet and poor conditions in their environment. Unhealthy children may find they are less equipped to tackle problems in comparison to healthy children. They may also be restricted in participating in activities which can have a detrimental effect on building relationships with others, access to creating an understanding of their environment and their progression in motor development. Disability can have a profound effect on a child’s development. The three core areas of disability are physical disability, learning disability and sensory impairment. Normal development involves children to be able to interact with their environment, and to understand their findings. Children with physical disabilities will often be restricted in their ability to effectively interact with their environment which can then have a detrimental effect on their ability to develop cognitively and emotionally. The limitation of exploring their environment can also impact on their motor skills due to lack of mobility. Furthermore, children who spend time away in hospital may have limited opportunities to develop age appropriate social skills, language skills and speech. Learning disabilities can affect children’s ability to grasp, process and analyse information. Disabled children often show an uneven pattern of development e. g. language development and physical development which can have some effect on their ability to interact with others. Inadequate interaction with others may have a negative influence on a child’s personal skills, their self esteem and often causes a reluctance to face problems. Children with sensory problems such as visual or hearing impairments may experience difficulties including mobility, language development and communication skills. Visually impaired children often suffer with mobility issues hindering their physical development which reduces their ability to explore their surroundings. It also interferes with engaging in imaginative play limiting the child’s ability to develop imitative skills. Hearing impaired children commonly lack language and communication skills as they have a reduced opportunity to take advantage of the critical early period of language development by hearing people’s voices. The lack of communication skills can impact on the child’s ability to engage with other children. 2. 2 External Factors Affecting Children’s Development Poverty can create a lasting disadvantage in children’s development. The areas of poverty to take into account are housing, diet, education and leisure activities. Children who are underprivileged in these areas are more likely to face challenges with their social and emotional development leading to behavioural problems. This can leave them at risk of developing negative relationships affecting social skills, academic skills and self esteem. Poverty can also influence a child’s health where poor housing and diet and a lack of leisure opportunities often lead to obesity, malnutrition and a likelihood of becoming ill. This can affect a child’s ability to join in activities with other children hindering many areas of development. The family environment can have a profound effect on a child’s development in both a positive or negative nature. Children living in a positive family environment often develop good social interaction with others as a result of positive relations with family members. Therefore this may impact on a child’s development in learning areas such as personal, social and emotional skills and communication, language and literacy skills. Similarly to poverty factors, family factors can also influence a child’s academic pathway. A child with underdeveloped social skills may express themselves with inappropriate behaviour, a lack of interest to learn and an inability to create positive relationships thus reducing the chance to progress and succeed in a predominantly social environment as is education. Personal choices are another major influence regarding normal development. As children grow, they develop a greater independence and are presented with more choices to which can impact on many areas of development. A prominent area of development in which a child’s personal choices impacts on is their relationship with food and physical activity. In recent times and partly influenced by the media, children’s eating habits have become increasingly unhealthy and in addition, children’s physical activity has declined. This has resulted in many children becoming overweight or obese and even diabetes. The consequences of this is likely to impact on physical development as children who are suffering from the above are more likely to be restricted in participating in all areas of physical activity in contrast to their peers who have a healthy lifestyle. The development of a child may also be impacted upon if they are in care of the local authority. An unstable living environment may affect children in many negative ways as often the child may move to various care settings on a regular basis. With this in mind, a child may develop issues with regards to their emotions. A lack of confidence and self-esteem may arise resulting in anti-social behaviour thus impacting on social skills. Academic ability may also be diminished through the inability to socialize effectively as well as many other areas of development in which social skills are essential. Education is an important area of a child’s development as it determines children’s academic ability through their education pathway. In particular, this influential area impacts on a child’s cognitive development in which they gain skills in reasoning, understanding and the ability to solve problems. Education is not only acquired through schooling, it is also gained in the family environment via social activity and family life in general. Educating through schooling can develop a child’s confidence in their ability, encourages positive social behaviour and helps children to understand the norms and values which are appropriate in society. 2. 3 How Theories of Development and Frameworks to Support Development Influence Current Practice. There are many theories which were created in order to understand children’s development. These theories are very important as they often have and influence on current practice. Piaget’s psychological theory of development was of the role of maturation, that by growing older a child would have increased capacity to understand new and differing concepts. This though was not a smooth learning curve but one which was transitional. These stages occurred at specific age ranges; 18 months, 7 years and 11 or 12 years. This appears to have impacted the school curriculum as a basis of when children are capable of understanding new concepts and ideas. The way in which a child adapts to these new changes or differences to their perceptions of the world is through assimilation and accommodation which work in unison. Assimilation refers to the inclusion of new concepts into existing schemas whilst accommodation refers to the challenges to the existing schema and accommodating ones thought processes around the differences. Only at the specific stages of maturation will a child be able to assimilate and accommodate for these new concepts. This approach can be perceived as rigid as although a child may not learn in a smooth learning curve, they may progress at different rates at a lesser staggered approach. Vygotsky’s theory of development differs to that of Piaget in that development was ‘proximal’. The ‘Zone of Proximal Development’ (ZPD) promotes the notion that children develop through their engagement with adults and activities alongside their peers rather than through teaching or by working through concepts and challenges alone. It was the development of language and articulation of ideas that would govern a child’s development and may be seen as an enabling approach that will allow a child to solve challenges and develop in a way that they will as a final result be able to perform the task alone. This approach has proved to be influential with regards to early years education particularly in the frameworks of England and Scotland in that there is an emphasis placed on building positive relationships with adults and other children in the setting. Furthermore, children are encouraged to work together during activities thus promoting teamwork in order to conquer challenges and in addition play an active role in their learning. Skinner, who adopted a behaviourist approach to learning developed the theory of operant conditioning. This theory suggests that a child’s behaves and learns via creating an understanding based on consequences and reinforcements. These reinforcements are divided into three sub-groups described as positive reinforcers, negative reinforcers and punishers. Positive reinforcers are a form of reward in response to being presented with a desired outcome for example, if a child has created a nice piece of work they may be given praise or a sticker as a reward. This then reinforces an understanding that they have done something good to which they will aim to continually reproduce. Negative reinforcers also produce repetition in behaviour in that they are used to stop something from happening for example, a child may try to avoid one of their peers due to the fear of having their favourite toy being taken away from the understanding of previous experiences. In contrast to the above, punishers are believed to weaken the repetition of behaviour such as if a child hurts a member of their peers they may be put in a reflective corner to recognise their inappropriate behaviour and if this process is repeated, the child will understand and aim to avoid this consequence. This theory links in with practice today in that children are often rewarded with positive reinforcements when behaving appropriately for example sharing during activities, comforting a peer who is unhappy or following a task with good results. Furthermore, punishers are also used in todays practice when a child is behaving inappropriately in which tactics such as the reflective corner as well as a telling off are effective in breaking the repetition. 3. 1 How to Monitor Children’s Development using Different Methods. A child’s development is monitored in a number of ways which includes observations, parent – practitioner meetings and standard measurements. Observations can be carried out in a variety ways and provide valuable information in terms of a child’s development. Narrative observations involve watching a child or children during an activity and making notes to what has been seen including all areas of behaviour. In this form of observation it is important that the practitioner who is observing remains unnoticed in order to avoid a change in behaviour of the child or children. Time sampling observations involve making a record at regular intervals of what a child is doing which focuses on a specific behaviour for that particular time. An example of this maybe during outdoor play time in which a child’s social interaction could be observed. Event sampling observations involve focusing on particular events in order to build up a pattern of children’s behaviour over a period of days or weeks. In this form of observation, the events leading to behaviour, during behaviour and after behaviour are recorded in detail. Standard measurements may also be used to monitor a child’s development. This method of assessment is employed by various professionals in order to assess development in areas such auditory, health and education. Standard measurements in contrast to having an overall objective, focus on a child’s development in relation to the overall population and furthermore, is used to determine whether a child has a particular deficiency in an area of development. This form of monitoring children is of particular use when monitoring disability or suspected disability in a child as it places all emphasis on one child whilst using a range of assessment methods to determine any apparent problems. 3. 2 Reasons Why Children’s Development May Not Follow the Expected Pattern. There are a number of reasons in which a child’s development is not following the expected pattern. Disability may affect a child’s development in a range of areas which include physical development, personal development and social development. In some cases disability can restrict a child from participating in normal physical activity, for example some settings may not be wheel chair friend in areas such as outdoors. This in turn may prevent a child from being involved in the same activities as other children thus impacting on their physical development. With this in mind, outdoor play is important whilst developing effective social skills. Children often use a range of communication skills whilst exploring and discovering therefore deprivation of social interaction may have a harmful impact on a child’s personal and social development. Children with emotional problems are also at risk of not developing along the expected pattern. A child lacking in confidence and self-esteem can often become reclusive and struggle with communication in particular during situations where it is loud and fast paced such as in a nursery environment. Children who tend to hide away from the action are inevitably missing out in areas of learning and development and is unfortunately often carried through to later life. Environmental factors are another area to consider in relation to an expected pattern of development. The home environment can have a profound affect in many areas. A negative home life may often determine a child’s ability to socialise effectively thus affecting numerous other areas. Due to a lack of social skills, a negative impact may be made on a child in education and as a consequence their academic achievement may be at risk. In addition, cultural difference may also play a part as there are a variety of ways in which different cultures nurture their children. Some cultures, for example in western society encourage freedom and independence. This in turn gives children the opportunity to discover new things and develop and understanding of the world. Children with learning difficulties often follow an uneven pattern of development. Tasks and activities are often more of a challenge for children with learning difficulties in which failure is not uncommon in academic situations and as a result can lead to frustration and issues regarding self-esteem. In some cases with these personal issues, a breakdown of communication can emerge resulting in a negative impact on areas of learning and development which rely on effective communication skills. How Disability may Affect Development. Disability can have a substantial influence on a child’s development. Disability covers three areas in which normal development is more of a challenge in contrast to children who are not disabled. These areas include physical disability, learning disability and sensory impairment, all of which may hinder development. Due to the interdependence of learning areas in order to maintain normal development, disabled children as a consequence are more unlikely to develop at the same rate as other children. For example, a child with a physical disability such as being wheel chair bound may find it a challenge whilst exploring the environment. This could have a knock on effect in learning areas such as social interaction, communication and knowledge and understanding. This then in turn may be detrimental in terms of developing positive relationships with their peers which can often lead to social rejection or bullying. As a consequence of this, a child may develop personal and emotional issues manifesting itself in reduced self-esteem and confidence resulting in reclusion. How Different Interventions can Promote Positive Outcomes for Children where Development is not Following the Expected Pattern. If a child has been recognised as not following the expected pattern of development, interventions are made in order to establish where the problem lies and the best way to tackle it. External practitioners known as agencies may then become involved and assess the child whilst providing support and expert advice to the family and the nursery or educational setting. These agencies may include paediatricians who are responsible for monitoring progress and make referrals to additional healthcare, health visitors who offer advice and support to families and physiotherapists who are responsible for working with the physical problems of disabled children and young people and suggest exercises. Speech and language therapists provide support to disabled children who have problems with their speech and language. They also offer advice on communication to the parents whether it is verbal or non-verbal for example using sign language. Other areas of intervention include the role of the Educational Psychologist who assesses the way in which a child learns and identifies issues with a child’s learning. They can then identify how to benefit a child’s learning by creating Individual Education Plans (IEPs) and are responsible for managing the child’s statutory assessment and the issue of a statement of needs if required. In nursery and school settings special educational needs coordinators (SENCO) can become involved in the coordination of activities and the provision of support to meet the specialised needs of disabled children. In many cases multi agency and partnership working is adopted as it provides integrated support for children who are not following the expected pattern and their families. Supporting children with additional needs and their families with a range of agencies working collectively provides more effective care for the child due to the sharing of information and agreement as to how to implement plans. The Early Years Foundation Stage (EYFS) supports this practice as a way of contributing to a child’s development as this information shared may aid any further assessments. The Importance of Early Identification of Speech, Language and Communication Delays and Disorders and the Potential Risks of Late Recognition. It is extremely important to identify delays in speech, language and communication as soon as possible. Early identification of speech and language delay is critical to a child’s development as it is interconnected and is a key area with regards to many other areas of learning and development and furthermore, it is essential whilst developing the ability to communicate. With the inability to use effective language, a child’s cognitive ability may become weakened as both these areas are strongly linked to each other. Language delay can influence a child’s ability to understand concepts and develop intelligence amongst other areas of cognitive development. Communication and speech delays are also important to identify as they determine a child’s ability whilst interacting with others. In addition they can affect a child’s emotions, in some cases resulting in anti-social behaviour, thus impacting on areas such as education. However, through early identification and intervention, the impact of speech, language and communication delays may be significantly reduced thus creating a more positive future for children. 4. 2 How Multi-Agency Teams Work Together to Support Speech, Language and Communication. Multi-agency and partnership working plays a key role with regards to a child’s speech, language and communication development. When it has been recognised either by a parent/carer or whilst in the nursery setting that a child is showing signs of difficulty in these areas, the child would then need to be assessed by either a health visitor or general practitioner. This would then enable a greater understanding of where the problem may lie and furthermore exclude a number of other possibilities. Once a diagnosis has been found, the child may then been referred to a variety of agencies in order for further assessment and to create a plan to tackle the problem areas. These agencies may include speech and language therapists, educational psychologists and specialist teachers who provide support for children who have sensory impairments, learning difficulties or communication difficulties. These agencies will often work together in collaboration discussing and sharing information which in turn enables the child to make maximum progress. Furthermore, the agencies will work together to develop strategies, provide knowledge and in some cases provide resources to parents/carers and the nursery setting. 4. 3 How Play and Activities are Used to Support the Development of Speech, Language and Communication. Effective play and activities are beneficial in order to support a child’s speech, language and communication development. The nature of play and participating in activities generally involve a great deal of social interaction with others. Therefore by providing play situations and activities that support these learning areas, children’s development will be enhanced. Toy animals are an effective play resource. They engage children into the natural world and encourage them to imitate movements and sounds which in turn enhance a child’s speech development. Nursery rhymes and singing encourage the development of language. Children who are exposed to these activities have a greater ability to listen and understand words and actions. Nursery rhymes also enhance a child’s ability in reading as a result of the development of language. Reading books with children can enhance their communication skills. Stories can generate interest where children become inquisitive. Children often ask questions and discuss ideas which can enhance their ability to communicate with each other. In addition to the above, a child’s speech and language may be developed by role modelling in which they will learn to use new sounds and words by listening and engaging in general conversation. With this in mind and from own practice I feel it is important to provide appropriate speech for a child to be exposed to, using clear and slow language whilst altering vocal pitch in order to convey grammatical information. Furthermore, I feel if a child has attempted to say a word with ineffective results, it is important to praise the child for their effort in order for them to continue trying. 5. 1 How Different Types of Transitions can Affect Children’s Development. Transitions are a significant stage in a child’s life and can affect them in a range of ways and in a number of areas of development. They are an nevitable part of growing up, however it is important to recognise and understand the signs and the impact of transitions on children’s development. A change in the family structure of a child in terms of an additional sibling may have an impact. The child may feel their relationship with their parents is threatened by the arrival of a new baby and they may feel they are getting unequal amounts of attention. The child’s personal and social development may be harmed during this transition. With this in mind the child may develop issues with self-esteem as a result of receiving less attention than previously. The child may also develop anger issues from seeing the frequent attention and care being provided to the new baby which could then in turn manifest itself in sibling rivalry. The position of beginning nursery or school is another major transition for a child which may impact on their development. A new and unfamiliar environment may be a daunting experience for many children. Children who are less outgoing in comparison to their peers may try to avoid interacting with others and avoid social activities. This could then result in the child becoming a recluse resulting in missed opportunities to play, learn and develop. A child’s admission into an institution such as hospital due to ill health is also a significant transition which could impact on their development. Social interaction may be diminished in particular of children who stay for long periods in hospital. Through this lack of socialising, children may become underdeveloped in others areas including their knowledge and understanding through missed opportunities to explore the environment with their peers developing new ideas and perspectives. Moving to a new house or location is another transition which can impact on children’s development. This can be a traumatic time and in particular of a child entering the care of the local authority. Often in this situation a child has moved around a number of locations thus creating a sense of instability resulting in personal issues. These issues are often expressed in the form of anger, isolation and anxiety which in turn can hinder normal development. Furthermore, many children in this situation come from broken families which in some cases involved abuse and neglect. With this in mind when involved in a situation of this type, it is important to build trust whilst working with the child in order to prevent a further negative impact on their development. 5. 2 The Effect on Children of Having Positive Relationships During Periods of Transition. Transitions are a significant and potentially harmful experience in children’s lives, therefore it is important to provide a positive and supportive network around children in order to make transitions an easier and more comfortable process. A child who is undergoing a process of transition whilst receiving positive support and encouragement is more likely to accept changes in their lives and develop a greater confidence in the transition process. A strong relationship with someone such as a key person in an educational setting can benefit a child’s transition. A child beginning nursery will be presented with an unfamiliar environment in which a key worker’s job is to develop a close relationship with the child and provide support allowing the transition to run more smoothly. In some cases a key worker may change settings or may be away for a long period of time such as maternity leave. In these situations a child may react negatively to the loss of familiarity which subsequently may impact on their development. Therefore it is important to provide additional support to the child via attention; reassurance and encouragement in order to alleviate further negative affects whilst a close relationship with a new key worker is being formed. Children encounter transitions with an array of experiences in which some may be positive and some negative. Children generally will always be worried. Confronted with unexpected transitions, like divorce or death, a child may feel excluded or to blame or angry. An understanding of their experience and the possibilities of what is going through their heads and giving a thoughtful and sympathetic response will often help bring them through the transition and in turn lead to a more confident and rounded child.