Research Papers on Probiotics - What to Read and What to Do

Research Papers on Probiotics - What to Read and What to DoThere are many reasons why you should research papers on robotics. First, there is the obvious - you want to find out about this interesting and beneficial treatment. But don't limit yourself to these, though. Keep in mind that when you read the various research papers, there may be lots of other reasons behind them that you don't know about.One reason is to use your knowledge and to help you improve the product you are using. There are products that contain probiotics which will make you feel better and it is your right to know what they are and how they work. For example, you may not know that the effects of nystatin are different for each individual.You might also want to learn more about the effects of various probiotics on your body's health. It is also important to know the other benefits of using the product you have purchased. So you can purchase the best probiotic product to satisfy your needs.Another reason is to kn ow about your current health situation. There may be a need to talk to your doctor if you are taking the product for medical reasons. You may need to get help from him or her if you have any side effects.Also, you can find out more information about your symptoms by reading the research papers. In addition, you will also find out that there are a lot of other ways you can use the product. The last thing you need is to find out how to use the product and what it can do for you.By reading research papers on robotics, you can discover that there are a lot of different probiotics available on the market today. You can get more information from your physician or from others who may have used the probiotics. Now, there is no doubt that you want to know a whole lot more about the product you are using. Use the internet to get the answers you are looking for. You will soon discover that there are many options available to help you get the products that are suitable for your needs.

Literature and Performance Extended Essay Sample

Literature and Performance Extended Essay SampleLiterature and performance extended essay sample is an excellent way to get you going on the road to an exam. I have a fair idea of what to expect when you get to the front of the class and I have taken a long look at the syllabus, textbooks and all the research material available to me to help me prepare for the test, so I have a pretty good idea what to expect.So what can I expect out of an extended essay sample? I know that the whole point of an extended essay is to ask some really difficult questions in a way that will make the teacher giggle at you, and not just the teachers who administer the exam. I know that I need to give a very clear and concise analysis of what the test is asking me to do, so that I can better understand how to do it.Literature and performance extended essay sample should include a question that is based on a real life situation and ask you to provide some insight into that situation, or to write about a fict ional character. How about some scenario or a piece of fiction. It should make the test taker think a little, and I'd rather make my mind work than just do things by rote. An extended essay will force you to think about your answers and not just rely on a canned response, so that you can better understand why you have failed.The two things that I look for when I am looking for an extended essay example are that it has a large number of difficult questions, and also one of them is based on a real life situation. It is essential that the writing process is varied, because that is the only way that you will be forced to think. It's easy to write a paragraph that is very standard, but if you make it difficult to write your way through it, then you will find it very difficult to do so.What I have found to be so effective in my exam preparation is to make sure that I give myself at least one exam paper each month that has a significant amount of writing involved. This allows me to develop a feel for the topics that I am going to study and to improve my skills through this sort of writing practice. When you are trying to learn how to do an extended essay, you need to be able to take something and add some new depth and new information, so that you can expand your knowledge. By doing this, you will create an essay that is both useful and interesting, but one that is not just a quick 'what happened' story.To me, test papers must be unique, and not a rehash of something that you saw on an exam. You should try to make your essay stand out from the crowd, and to make it unique. The test itself will already be in your mind, so make sure that you write something that the teachers will actually pick up on and will remember. Write about a real world situation, or think about what you would like to do if you were a fictional character.Writing test papers and writing a proper essay is one of the best ways to prepare for exams. With the extra time that you spend doing this, you will be able to more fully understand the exam material, and will also be prepared to make better decisions during the test.

Copyright Essays - Computing, Law, File Sharing,

Copyright Copyright Current copyright and patent laws are inappropriate for computer software; their Imposition slows down software development and reduces competition. From the first computer as we know them, the ENIAC, computer software has become more and more important. From thousands of bytes on miles of paper to millions of bytes on a thin piece of tin foil sandwiched between two pieces of plastic, software has played an important part in the world. Computers have most likely played an important role in all our lives, from making math easier with calculators, to having money on the go with ATM machines. However, with all the help that has been given to us, we haven't done anything for software and the people who write it. Software by nature is completely Defenseless, as it is more or less simply intellectual property, and not a physical thing, thus very easily copied. Copied software does not make money for its creators, and thus they charge more for whats Not copied, and the whole industry inflates. There are two categories of intellectual property. The first one is composed of writing, music, and films, which are covered by copyright. Inventions and innovations are covered by patent. These two Categories have covered for years many kinds of work with little or no conflict. Unfortunately, it is not that easy when dealing with such a complex matter as computer software. When something is typed on A computer, it is considered writing, as it is all written words and numbers. However, when executed by the computer, it functions like an invention, performing a specific task as instructed by the user. Thus, software falls into both categories (Del Guercio 22-24). Copyright laws, for most mass-market software, generally cover it today at least. More advanced software or programming techniques, however, can be patented, as they are neither obvious nor old. This results In many problems which I will go into later. Copyrights last the lifetime of the author, plus 50 years, and can be renewed. Patents last only 17 years, but cannot be renewed. With technology advancing so quickly, it is not necessary to maintain The protection of the software for the length of the copyright, but also, it is sometimes necessary to renew them (Del Guercio 22-24), say, for a 10th sequel in a video game series or version 47.1 of Bob's Graphic Program. With copyrighted material, one is able to write software similar to someone else's, so long as the programming code is their own, and not borrowed from the others (Del Guercio 22-24). This Keeps the industry competitive, and thus results in better software (because everyone is greedy, and they don't want to fall behind). With patents no one is allowed to create software that performs a similar Functions. Take AutoCAD and True Space 2, two 3D modeling programs. True Space 2 would be a violation of patent laws, as it performs a very close task to AutoCADs, which came first. Luckily for us, CAD programs are not new; they have been around for more than 10 Years, and no one thought to patent them. Thus, you can see the need for change in the system. The current laws regarding the protection of intellectual material cannot adequately protect software; they are either too weak or too strict. We Need a new category of protection. The perfect protection law would most likely last for 10 years, renewable. This is long enough to protect a program for as long as it is still useful, and allows for Sequels and new versions just in case. It would also have to allow for others to make similar software, keeping the industry competitive, but it would have to not allow copying of portions of other software (Because you can't 'quote' something from someone elses software like you can with a book). However, there are many who dispute this, and I can see their point. Current copyright laws have and will protect Software effectively, it can be just as protected as other mediums (Cosgrove). This is true sometimes, however, to copy a book would take time. You would have to type up each page to make a copy of it, or at least photocopy or scan each page,

Why Students Cheat and How to Stop It

Why Students Cheat and How to Stop It Cheating in our schools has reached epidemic proportions. Why do students cheat? What can we as parents do to prevent it? Here are some answers to these questions and much more in this article which features an in-depth interview with one of the nations top authorities on the subject, Gary Niels. Why do students cheat? Here are three reasons: 1. Everybody does it. Its disturbing to discover that young people in middle school and high school think that it is acceptable to cheat. But its our fault, isnt it? We adults encourage young people to cheat. Take multiple choice tests, for example: they literally invite you to cheat. Cheating, after all, is nothing more than a game of wits as far as teenagers are concerned. Kids delight in outwitting adults, if they can. While cheating is discouraged in private schools by tough Codes of Behavior which are enforced, cheating still exists. Private schools which devise tests requiring written answers rather than multiple guess answers discourage cheating. Its more work for teachers to grade, but written answers do eliminate an opportunity for cheating. 2. There are unrealistic demands for academic achievement from state and federal education authorities. The public education sector is accountable to government, largely as a result of No Child Left Behind. State legislatures, state boards of education, local boards of education, unions, and countless other organizations demand action to correct the real and imagined failings of our nations public education system. As a result, students must take standardized tests so that we can compare one school system to another nationally and at the state level. In the classroom these tests mean that a teacher must achieve the expected results or better, or she will be viewed as ineffective, or worse, incompetent. So instead of teaching your child how to think, she teaches your child how to pass the test. No Child Left Behind is driving most of the assessment teaching these days. Educators really have no option but to produce the best possible results. To do that they must teach solely to the test or else. The best antidotes for cheating are teachers who fill children with a love of learning, who impart some idea of lifes possibilities and who understand that assessment is merely a means to an end, not the end itself. A meaningful curriculum will shift the focus from learning boring lists of irrelevant facts to exploring subjects in depth. 3. Cheating is expedient. It can be the easy way out. Years ago cheaters lifted whole passages from an encyclopedia and called them their own. That was plagiarism. Plagiarisms newest incarnation is dead easy: you simply point and click your way to the site with the relevant information, swipe and paste it, reformat it somewhat and its yours. Need to write a paper in a hurry? You can quickly find a site which provide a paper for a fee. Or go to a chat room and swap papers and projects with students nationwide. Perhaps youd prefer to cheat using texting or email. Both work just fine for that purpose. Sadly, many parents and teachers have not learned the subtleties of electronic cheating What can we do about it?   Schools need to have zero tolerance policies concerning cheating.Teachers must be vigilant and alert to all the newer forms of cheating, particularly electronic cheating. SmartPhones and tablets  are powerful tools for cheating with uses limited only by a students imagination. How do you fight that kind of brain power? Discuss the issue with both technology-savvy students and adults. Their exploits and perspective will help you fight electronic cheating. Teachers:  Ultimately the best solution is to make learning exciting and absorbing. Teach the whole child. Make the learning process student-centric. Allow students to buy into the process. Empower them to guide and direct their learning. Encourage creativity and critical thinking as opposed to rote learning. Parents:  We parents have a huge role to play in combating cheating. Thats because our children mimic almost everything we do. We must set the right sort of example for them to copy. We must also take a genuine interest in our childrens work. Ask to see everything and anything. Discuss everything and anything. An involved parent is a powerful weapon against cheating. Students:  Students must learn to be true to themselves and their own core values. Dont let peer pressure and other influences steal your dream. If you are caught, cheating has serious consequences. Editors Note:  Gary Niels  is Head of  Winchester Thurston School  in Pittsburgh and the author of a very useful paper on cheating entitled Academic Practices, School Culture and Cheating Behavior. I am grateful to him for answering my questions.    Everybody does it. Unrealistic demands for academic achievement by state education boards. Expediency or the easy way out are some of the reasons students cheat. Are there other reasons of which you are aware? The first thing to recognize about cheating is that the vast majority of young people (and adults for that matter) believe that cheating is wrong. Yet, by nearly every poll, most young people cheat at least once in their high school career. So, the most important question is why do young people behave in ways that are inconsistent with their stated beliefs? I believe the answer to this lies in a survival instinct. I am not a psychologist, but I believe there is a mechanism within each of us which triggers a need to save face. Saving face can mean a desire to save oneself from the angry assault of a parent or teacher; it can mean avoiding embarrassment; it can mean economic survival or a perceived pressure be it self-inflicted or inflicted by some other extraneous force. Nowadays, college acceptance is the major instigator of this survival instinct. Of course, the survival instinct isnt the only reason young people cheat. They might cheat because they find a lesson or a course to be meaningless -having no perceived relevance to their lives. They might also cheat because they belief something is unfair, so feel justified in cheating. Lets examine each one of these reasons in more detail. First of all, Everybody does it. To me thats like saying everybody cheats on their taxes or lies about their age. Does this signify a lack of moral conviction on the part of society as we head into the new millennium? Are parents setting the wrong example for their children? Historically, sociologists and psychologists have studied cheating behavior under the classification of aberrant or deviant behavior. Psychologists and sociologists have applied theories of deviant behavior in order to understand cheating. However, cheating is no longer deviant behavior; it is now normal behavior. This change poses a significant challenge for those who seek to establish academic integrity in a school environment since the student code is stronger to break and is more prevalent. As for the role of parents, Id like to come back to that a little later. The demand for accountability has created a clamor for state testing of students. The pressures are enormous on both students and teachers. How widespread do you think cheating is in this area? Does state testing  ipso facto  encourage cheating to achieve acceptable results? Although I cannot excuse it, I understand why an educator might find state testing to offer an unbearable pressure to cheat by in some way giving your students an unfair advantage. If you tell a school administrator that his schools existence or employment might hinge on his students performance on a test, I believe you are tempting fate. Most human beings have a breaking point and when anything threatens a persons livelihood, income and/or social status, you put them in a survival mode. In other words, as you threaten that individuals existence, you tempt them to reach their moral breaking point. Cheating offers an easy way out. Why bother studying hard and doing all those term papers by yourself if you can use somebody elses work? Would you agree that expediency is a major reason for cheating? Expediency might be one reason for cheating, but Im not sure its the main reason. In fact, strangely, young people will sometimes go to greater lengths to cheat than to study for a test. Occasionally, this is due to boredom. Studies indicate that there is a high correlation between certain pedagogical practices and cheating behavior: lack of clarity in a lesson, perceived lack of relevance, and too few tests offered in a grading period are just a few examples. Ive even wondered at times if cheating isnt some form of student protest against certain types of curricular or pedagogical factors. One mathematics teacher had an interesting insight into a student who had gone to elaborate lengths to program his calculator to outsmart his teacher. I cant help but believe that a student who is so capable in using technology, couldnt ace an Algebra test. Also, I find when I prepare a test with calculator use, I emphasize the problem solving aspect, not the calculation. Those real world applications which we are encouraged by (the NCTM) Standards to employ in our classes actually defeat the need to cheat in classes, or dont provide the opportunity to cheat. Without wishing to appear to be blaming teachers, it is necessary to point out that the way we present our curricula and the type of assessments that we offer can influence cheating behavior. We need to demonstrate to students why it is important for them to know the material we are presenting and the purpose it will serve in the bigger context of their studies and lives. Forms of Cheating One of the reasons you and I are doing this interview is to make our colleagues, both teachers and parents, more aware of the highly sophisticated forms which cheating has adopted since the advent of technology in the classroom. Can you outline some of the kinds of cheating we adults ought to be vigilant for? The University of Texas complied a very comprehensive list of cheating strategies, which Ive included in the  Appendix  of my paper  Academic Practices, School Culture Cheating. Youve raised a good point with regards to sophisticated forms of cheating. One of the problems we encounter in deterring cheating is that some kids can simply outsmart us. While writing my paper I was in touch with many educators around the country. At one point I received an e-mail tip that there was a discussion going on among some students on one of the major graphing calculators listserv whereby students were sharing how they had outsmarted teachers. The following was one of the entries that day: Concerning teachers clearing memory before test, just write a memory clearing simulation program. I had a bunch of formulas I needed for an Algebra test stored in a program. I wrote a program that would simulate almost every function after [2ND] [MEM]. I even had a blinking cursor. The only problem I had was with Page Up and Page Down and having two menus at the bottom of the screen. When the teacher started around the room clearing memories, I went ahead and executed my program, doing a fake total memory clear. When she came around, she saw the memory cleared, defaults set screen, and went on to the next person. What a dumb ass! So, yes, dealing with the more sophisticated forms of cheating is a reality. How can teachers keep ahead of their students when it comes to recognizing electronic cheating? This might seem simplistic, but, first, students need to understand why cheating is wrong. Dr. Lickona defined a few in his book Educating For Character: It will ultimately lower your self-respect, because you can never be proud of anything you got by cheating.Cheating is a lie, because it deceives other people into thinking you know more than you do.Cheating violates the teachers trust. It undermines the whole trust relationship between the teacher and his or her class.Cheating is unfair to all people who arent cheating.If you cheat in school now, youll find it easier to cheat in other situations later in life - perhaps even in your closest personal relationships. Secondly, when essay topics are generic in nature, there seems to be more opportunity to cheat. However, when the essay topic is specific to class discussions and/or unique to the courses stated goals, it becomes more difficult for students to go to web sources to lift material or download papers. Additionally, when the teacher expects that the papers development will follow a step-by-step process that requires them to document their topic, thesis, outline, sources, rough draft and final draft there are fewer opportunities to cheat. Conversely, when a paper suddenly appears with no documented process, then teachers should be wary. Lastly, if there are regular in-class writing assignments, a teacher can come to know the students writing style. Lastly, teachers might want to familiarize themselves with the major web sites which offer papers to students for a fee. Plagiarism seems so much harder to spot when students only have to cut and paste materials. How can you recognize electronic  plagiarism? I suspect the teachers reading this might offer many worthwhile tips. To me, however, the best way is to simply know the students writing style. At times we have even asked the students previous teacher to help us to determine whether the paper or a section of a paper was consistent with the students work from the previous year. The difficulty comes when youre convinced that something isnt quite right and the student denies any wrongdoing. Different schools will handle this situation in different ways. Prevention at School Does a Code of Ethics or an Honor Code help keep most unethical academic behavior in check? Only if students and faculty have bought into the system! This is the biggest challenge with honor codes. It will be very difficult, if not impossible, to establish an honor code, or any effort to deter cheating for that matter, if students are not permitted to play a role in developing the solution. Social Psychologists, Drs. Evans and Craig speak of the weight of the communities attitudes in determining the potential success of an Honor Code. Intuitively, beliefs about the efficacy of strategies to reduce or prevent cheating may predispose success or failure. For example, if students believe that an honor system to promote academic honesty wont work, chances for success of the system introduced by their teachers may be jeopardized from the outset. Dr. Gary Pavela, the director of judicial programs at the University of Maryland and the past president of the National Center for Academic Integrity, fully supports the notion of student participation in formulating an Honor Code: Such balancing and sharing of authority is premised upon the assumption that control of academic dishonesty will not be accomplished by threat of punishment alone. Ultimately, the most effective deterrent will be a commitment to academic integrity within the student peer group. Only by giving students genuine responsibility in a collaborative effort with faculty and staff can such a commitment be fostered and maintained. Trusting students to participate in the establishment, promotion and enforcement of community values is a difficult challenge. Traditionally, schools have been hierarchical with students being at the bottom. But educators are realizing that when trusted and when given an opportunity to participate in the vision of the school, students have a great deal to contribute. Moreover, this participation has had other positive consequences. Namely, the adolescent desire to belong has results in expressions of loyalty to the school, rather than the sub-group. The more of this type of loyalty which we can inspire, the less cheating behavior we will see. Prevention at Home I have always felt that parents should review their childrens work regularly to see what is being accomplished. Does this help prevent cheating? I am sure that this is important, but as the student gets older and more independent, it is less likely that parents will be checking work. The most important thing parents can do is to model integrity. Just last night I was attending a movie with my family. My son ran into a classmate whose father was in the adjacent line. When we simultaneously reached the front to purchase our tickets, we all clearly heard the boys father say One adult, two children to the ticket agent. Since the childrens age for a reduced rate was clearly demonstrated on the board and our sons were the same age it was obvious that the father lied about his sons age in order to reduce his fee by a couple of dollars. Although such a white lie seems harmless, it models to children that corners can be cut, little lies dont matter and honest is good when its expedient. How Teachers Can Help Prevent Cheating Model integrity, no matter what the cost.Dont assume young people know why cheating is wrong, both from a personal and corporate perspective.Enable students to understand the meaning and relevance of an academic lesson.Foster an academic curriculum which perpetuates the real-world application of knowledge.Dont force cheating underground - let students know that you understand the pressures and, at least initially, be reasonable in responding to violations. Tips for Foiling Electronic Cheating Catching students who cheat has always been part of your job as a teacher. The wrinkle these days is that electronic cheating is wide-spread in addition to all the other forms of cheating you and I are accustomed to. Here are five ways to catch your students when they cheat. 1. Use a PDS (Plagiarism Detection Service) like  Turnitin.com  to catch plagiarism. The service is used by thousands of schools and universities worldwide. Basically Turnitin.com compares your students papers with those in their enormous databases. Similarities are highlighted so that you can review the findings easily. 2. Forbid the use of smart devices in exam rooms. Students are extremely savvy when it comes to devising ways to use common electronic equipment to cheat. Be alert to these techniques. Sending text messages via cell phone is more common than you realize. Watch for earphones which can be extremely tiny and are used to play back notes. 3. Lock down your grade program and database. Hardly a day goes by without some chilling story about hackers breaking into a schools academic database and changing grades. Keep your computer secure by using secure passwords. Set your screen saver to activate in password protected mode after 2 minutes of inactivity. 4. Look for crib notes anywhere and everywhere. Students can write notes on the most ordinary things like gum wrappers and bottle labels and bring them safely into the exam room UNLESS you are watching carefully or ban them completely. So, be a grinch and pick up wrappers and miscellaneous bits of paper wherever you see them. You can fit many pages of information on a small piece of paper using very small fonts. And its edible too. 5. Be vigilant. Trust but verify. A cautious Trust but verify! approach to dealing with cheating will pay off. Use the same approach in your classroom. Be aware of the possibilities for cheating which are all around you. Resources Cheating: Today’s High School Norm?High-Tech Cheating on the Rise at SchoolsOne Third of Teens Use Cellphones to Cheat in School Article edited by  Stacy Jagodowski

Communication Essay Example | Topics and Well Written Essays - 500 words - 1

Communication - Essay Example Time of communication is also a very important factor. Distortion of facts and information can be a huge deterrent to effective communication. Eye contact, gestures, movement, posture, and written communication all comprise effective non verbal communication. Good eye contact helps credibility of the message. People rely on visual clues to help them decide on whether to attend to a message or not. If they find that someone isnt looking at them when they are being spoken to, they feel uneasy. This can be achieved by slowly scanning the entire audience, focusing on particular areas of the audience and looking at individual members of the audience for about five seconds per person. Breaking eye-to-eye contact down to four or five second chunks often aids effective communication. Most of people when talking, use hands and face to help describe an event or object—powerful nonverbal aids. It should be ensured that any movement made is meaningful. Body posture also aids or mars communication. A strong, upright, positive body posture not only helps breathing easier (good for helping to calm nerves!) but also transmits a message of authority, confidence, trust and power. One can achieve great body posture but without internal mental and emotional posture the words will sound hollow to your audience. Nowadays email has become an effective way of communicating but one has to remember certain unwritten rules. Emails without subjects or irrelevant subjects seem to be about nothing and will naturally hamper communication without even beginning it. Incorrect grammar and spellings will also severely hamper communication since people will question the caliber of the communicator. E-mail makes everything easier and faster including making a powerful business impression and establishing positive professional

The War Between Cyprus And Turkey Research Paper

The War Between Cyprus And Turkey - Research Paper Example Conflicts that arise between two different ethnic groups are always a challenge to resolve and Cyprus Island was not an exception. Moreover, the strategic location and the island’s unique history have played a part in the involvement of many parties in Cyprus and the challenges in settling the disputes. Present conflicts between the Greek Cypriots and Turkish Cypriots have been sparked by this historical environment that was between them. The legacy of the many wars and conflicts has created a destabilized situation where both communities cannot trust each other. Pre-war period. Greeks were seen to desire domination over the Turkish Cypriots.in 1878 the British created a legislative council in Cyprus the Greeks demanded more representation and in 1882 the British decided to give the Greeks 9 members and the Turkish Cypriots three. The Turkish Cypriots protested as was expected as they saw its risky having the Greeks dominate. This defensiveness became a primary characteristic in the Turkish Cypriots behavior a notion that the Greek Cypriots did not really comprehend. After the war against the British came to an end the Greek Cypriots did not bother to have talks with their Turkish counterparts or give them assurance. This thus led to a state where although the island was Great Britain’s colony, and both groups were under colonisation, independence was not the outcome of the mutual cooperation by both communities. The two groups were never willing to cohabit as one state as both communities had different objectives. For many years the Turkish Cypriots never understood the Greek Cypriots desire for enosis. They thought that this desire to unite with Greece reflected the Greek Cypriot’s attempts to govern them. In the years 1878-1960, the Turkish Cypriots affiliated themselves with British, which was a serious mistake. This move is what made the constitution contain to privileges leaning on the Turkish Cypriots. If they hadn’t aligned t hemselves with the British they may have entered independence jointly with the Greek Cypriots. They on their side showed little interest of the powers they were given under the Zurich constitution. Conscious of Turkish government support and Turkish troops in the island they were unyielding in claiming their rights as a separate group even in situations where these rights were unrealistic or conflicted with the state’s interests. The populace of the Turkish Cypriots was small but their leaders still insisted on having the 30% positions in the civil service though qualified people were unobtainable. Between 1960 and 1963, using their veto powers they utterly paralyzed the government (Amussen, 2008). This sparked president Makarios proposals The Greek Cypriots agreed that the constitution had to be revised and was not necessary to be a compromise with the Turkish Cypriots. They made a blunder and continued their discussion to reunite with Greece, a move that was prohibited by t heir constitution. Turkish had control of 40% of the island and was entitled to 30% of the civil service position, a 40% share in the army with just being 18% of the whole populace. The Greek Cypriot’s actions were even more fueled by this privileges the Turkish Cypriots were liable to in the constitution but had the Greek Cypriots been content with the status quo and accepted those privileges and let go of their desire for the union with Greece, then the Turkish Cypriots just might have been more receptive for some compromise (James, 2011). Nevertheless, this never happened. Instead the leader of the Greek Cypriots, president Makarios attempted to review thirteen amendments of the constitution. The Turkish Cypriot leaders and the Turkish government

Development levels and record Essay Example for Free

Development levels and record Essay To observe Lydia during a creative choosing session. I will try to observe her development levels and record how she interacts with other children and the adults around her.  Setting  The primary school, in which I am working in, is situated on a campus with a sports centre, a community school and a 6th form college. It has 6 junior classes and 3 infant classes. There is a class room assistant and a teacher for each class. On a Thursday and a Friday there are 2 students working in the infants. There are a various number of parent helpers in on different days of the week. Lydia is 6 years 11mths old and is in yr. 2. She has just completed her SATS. She is in the 1st (higher) set for math and in the 2nd (middle) set for literacy. She has many friends and enjoys school, learning new things. Lydia has 3 friends who she usually plays with and works with in class. They are all girls and all in year 2. Hannah, Shannell Erica and Lydia always do the same activity even if they dont all agree. English is Shannells second language and she sometimes has trouble with the language barrier between the girls in the group. I will observe Lydia on the 27th of July 2002 for 45mins during a creative choosing session. There are several activities set up in the class rooms and the children may choose which activity they wish to participate in. Some of these activities include painting, drawing, junk models and collage work. Observation  I will make notes during my observation, then copy it up into a written report.  Lydia heads straight for the art table at the far end of the classroom where a painting session has been set up. Her and many of the yr2 girls start collecting sheets of paper. Lydia, Hannah, Erica and Shannell ask me what they can paint as I sit down at the end of the table. I suggest that they draw each other. So the girls pair up. Hannah and Lydia start to paint Shannell and Erica. Lydia looks closely at Ericas features and tries to copy down all the details. She notes the freckles, the dimples the small earrings and the way her hair is put up. She miss judges the size of Ericas nose and as a consequence the picture looks out of place. She mixes up the colour to fill in for Ericas skin tone. Erica sits slightly impatiently fidgeting slightly. Lydia still concentrates on the painting and ignores Erica impatience and continues to concentrate hard on the colour mixing. I ask her some questions. Lydia, what colours make green?  Thats easy, you just mix blue with yellow   But you have to put yellow in first cause blue is darker and you have to put loads of yellow in to make it a lighter colour.  Ok, how about purple?  Oh Miss Carr, that is well easy, dont you know?  Im just seeing if you do, so that if you dont know I can teach you.  Oh, -thinks hard- ok. Its blue and red. Isnt it?  Yes well done, How about brown?  Yellow, blue and red! I learnt a lot from with class 1 / 2 K and this was a typical session. Everyone in the class has different view on things and even though there are definant social groups every one is friends with everyone else. The teachers and other staff need to practice anti-discriminatory and anti-bias practice. It is important to portray equal opportunities.  Children are to be treated equally but at the same time their personal needs need to be taken into consideration. In class 1 / 2 K there are friends who are in definite social groups then there are groups that inter-change and mix with the whole of the infants school. This observation points out how the girls work together to the get tasks completed. They all work together to form a good team. It is a clear that the team works well; they all have roles to play. Theres the team leader Hannah, the quick thinker Erica and the do-er Lydia who always works hard to complete necessary tasks. Shannell is a hard worker and tries to fit in even if she doesnt always understand. I learnt to set up and clear away activities with the childrens help how to encourage exploration of colour and creativity. I managed to gain the childrens confidence and by helping them to reach their full potential.  All four girls developed their fine motor skills and creativity in this exercise. They practice painting techniques and different colours and styles. They learned how to co-operate and communicate with each other. They learn to trust opinions of the adults they work with, they learn to respect their knowledge and experience. I think that in the future the children could be put into groups to help them to mix into different social groups and form new relationships. Lydia could have, in the future, extra help during tasks which involve thinking though complicated theories, and she has trouble understanding some complicated concepts.