Play and Learning in the Early Years

Play and Learning in the Early Years In English preschools, play is an integral part of the curriculum, founded on the belief that children learn through self-initiated free play in an exploratory environment (Hurst, 1997; cited in Curtis, 1998). It was only in the early 1920s that play was linked directly to childrens development. The writings of such early educationists, as Froebel, the Macmillan sisters, Montessori, Steiner, and Susan and Nathan Isaacs, sowed the seeds for play being the basis for early childhood curricula. According to Froebel, play is the work of the child and a part of the educational process (ref). The Plowden Report (CACE, 1967) suggests that play is the principal means of learning in early childhood. In play, children gradually develop concepts of causal relationships, the power to discriminate, to make judgements, to analyze and synthesize, to imagine and formulate (The Plowden Report (CACE, 1967 (p.193). In our society, play serves countless important purposes. It is a means by which children develop their physical, intellectual, emotional and social skills. Much has been written about the definitions, functions and characteristics of play, for example Janet Moyles (1989) writes that Play is undoubtedly a means by which humans and animals explore a variety of experiences in different situations for diverse purposes. (Moyles 1989, p i). There are two conflicting opinions on the value of play, Early Years practitioners and some parents consider that play is the best way for young children to get a concrete basis for later school and life success. While other parents, practitioners and politicians believe that play is a waste of time. (quote). As a practitioner it is important to understand the true value of play and to advocate childrens right to play. This essay analyses the elements of an early years setting that support and encourage learning, comparing it with an alternative early years settings, while evaluating the importance of effective communication with babies and young children. It will also debate the importance of differentiation and inclusion in planning the early years curriculum. In addition the essay will include compare and contrast different settings to see how they relate to known theories of child development. Furthermore plans of play-based activities will be included to show support of the curriculum in the setting. Profile of setting. The school where I am currently in placement is situated within a woodland area surrounded by houses in Colchester, Essex. The school is currently providing education for 4-11 year olds and has approximately one hundred and sixty children on role. The school was originally formed in 1890, but was moved to its current site in the 1970s after a fire broke out. The school is a Church of England school and encourages the children to have a Christian view, with assembles and signs around the school. The feel of the school is a friendly, supportive, family originated environment, which is child focused. The type of child who attends the school is on average a child who will always do their best no matter what their background. The schools community is mixed race but has a high percentage of mainly white British families, the school has 38% free school meals, in August 09 had the highest jobseeker allowance attendance and has a high percentage of families on housing and benefits. The area t hat the school is situated is a renovation area that the Local Council are trying to regenerate. Within the two wards Essex County council and Colchester Borough Council the community have 2.3% rented housing and 10.5% housing. The Local Authority average is 11.85% which has almost double over the years. The school is above Local authority avenge and above national avenge which explains the percentage of free school meals. Lots of the house holds in the community have no formal education and there is a high percentage of children that are involved in social care. There are 4 children on the child protection register, 3 children which are looked after and 1 child on the child in need plan. The school has an equal amount of boys and girls in each class but there are one or two classes that have slightly more boys than girls which can inflict on learning styles and standards. The vision of the school is: We are a welcoming, happy and caring church school, where creativity is encouraged and everyone has confidence in their own abilities. We promote good social skills and participation in the Christian ethos of our school. We value others whatever their background or beliefs and respect our environment. We always aim high and do our best, cherish our friendships and respect everyones right to learn. We ensure that the key skills, vital for a successful future are taught to all of our children. We strive for a bright and wonderful future! (Ref) The school works with a number of organisations in the community. One is Child First, which is the collaborative name for the three Local Delivery Groups (LDG) of the schools in Colchester. The group first emerged out of the desire of Head Teachers in East Colchester, who wanted to improve the life chances for the children in their schools. With the arrival of the Extended Schools Agenda, it was a natural progression to extend the group to include all schools in Colchester. Also lying at the heart of the community is the church, which has a congregation of around 100 people. With differing ages, a variety of backgrounds and Christian experiences, the school finds itself strongly united to the church as a reverend from the parish visits the school regularly. Also the Ormiston Children and Families Trust works with the school to promote the wellbeing of children and young people through projects based around the Eastern Region. The Ormiston Centres work in partnership with Essex County Council, voluntary and statutory organisations, families and communities they are managing the seven Childrens Centres in Colchester. LO1 Compare setting with an alternative analyse the elements of a chosen early years setting that support and encourage learning, comparing it with alternative early year settings. What does the setting do to support and encourage learning? Current setting: The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the reception year. In our school all children join us at the beginning of the school year in which they are five. At present we have an intake of 28 children. Most have been to settings that exist in our community and many have attended the pre-school located on the school campus. At the school we recognise that every child is a competent learner who can be resilient, capable, confident and self assured. We recognise that children develop in individual ways, at varying rates. Childrens attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement, as well as celebration/ sharing assemblies and rewards, to encourage children to develop a positive attitude to learning. In the Foundation Stage we set realistic and challenging expectations that meet the needs of our children. We achieve this by planning to meet the needs of boys and girls, children with special educational needs, children who are more able, children with disabilities, children from all social and cultural backgrounds, children of different ethnic groups and those from diverse linguistic backgrounds. We meet the needs of all our children through: Planning opportunities that build upon and extend childrens knowledge, experience and interests, and develop their self-esteem and confidence; Using a wide range of teaching strategies based on childrens learning needs; Providing a wide range of opportunities to motivate and support children and to help them to learn effectively; Providing a safe and supportive learning environment in which the contribution of all children is valued; Using resources which reflect diversity and are free from discrimination and stereotyping; Planning challenging activities for children whose ability and understanding are in advance of their language and communication skills; Monitoring childrens progress and taking action to provide support as necessary. At the school we recognize that the environment plays a key role in supporting and extending the childrens development. This begins by observing the children and assessing their interests, development and learning, before planning challenging but achievable activities and experiences to extend the childrens learning. We make regular assessments of childrens learning and we use this information to ensure that future planning reflects identified needs. Assessment in the EYFS takes several different forms. These provide information which is then combined to inform detailed pictures of whole individuals. The classrooms are organized to allow children to explore and learn securely and safely. There are areas where the children can be active, be quiet and rest. The school has excellent outdoor area provision. This has a positive effect on the childrens development. Being outdoors offers opportunities for doing things in different ways and on different scales than when indoors. It offers the children to explore use their senses and be physically active and exuberant. We plan activities and resources for the children to access outdoors that help the children to develop in all 6 areas of learning. At the school we recognize that children learn and develop in different ways and at different rates. We believe that all our children matter and we give them every opportunity to achieve their best. We do this by taking account of our childrens range of life experiences when planning for their learning. Active learning occurs when children are motivated and interested. Children need to have some independence and control over their learning. As children develop their confidence they learn to make decisions. It provides children with a sense of satisfactions as they take ownership of their learning. Children should be given opportunity to be creative through all areas of learning, not just through the arts. Adults can support childrens thinking and help them to make connections by showing genuine interest, offering encouragement, clarifying ideas and asking open questions. Children can access resources freely and are allowed to move them around the classroom to extend their learning. Different setting: The Montessoris principle insight was that children are not merely small adults they have distinct and different thought processes and desires. What we may call play is a young childs work. The role of the educator is to provide the child with the opportunity to fulfil their desire to learn, both academically and socially. To use the latest educational catch phrases, Montessori education is multi-modality, differentiated instruction. (Ref). The Montessori method is split into five areas. Practical Life, Sensorial, Mathematics, Language, and Cultural. The Practical Life area improves the childs coordination and motor control, developing the pincer grip which is a requirement of writing. The Sensorial area refines the childs senses of the world around them, again preparing for language, and also for maths, serializing length and other physical characteristics. The Mathematics area provides numerical concepts in concrete form, using beads, cards, and spindles. The Language area teaches letters, then their phonetic sounds, and then builds words. The Cultural area extends the childs understanding beyond the classroom, teaching science, geography, botany, zoology and history. The teachers at a Montessori school observe their children in great detail asking the questions, what does this child understand? What is the next concept this child needs to learn? Obviously, a Montessori classroom will not look like a normal classroom. Rarely, if ever, will you find the whole class sitting with their books out looking at the teacher show them how to fill in a worksheet. Instead you will see children, some in groups, some by themselves, working on different concepts, and the teacher sitting with a small group of children, usually on the floor around a mat. Some people talk about the lack of structure in a Montessori Classroom. They hear the word freedom and think chaos or free for all. They seem to think that if all children are not doing the exact same thing at the exact same time that they cant possibly be working or that they will be working only on the things that they want and their education will be lopsided. Children will be given a work plan or a contract and will need to complete an array of educational activities just like in a more traditional classroom. The main difference being that the activities will be at each childs maximum plane of development, will be presented and practiced in a way that the child understands, and the child will have the freedom to choose which he/she does first. LO2 Communication Evaluate the importance of effective communication with babies and young children. Communication is a complex and important skill that is fundamental to human relationships, because humans appear primed to communicate from birth and we often underestimate the skills that must be developed if babies and children are to become sociable and effective communicators. The play experiences children need in order to become skilful communicators are those that encourage them to want to communicate with others and include not only verbal but also non-verbal responses such as movement of their whole body. LO3 Differentiation Differentiation is the recognition of and commitment to plan for student differences. A differentiated classroom provides different avenues to acquire content, to process or make sense of information and ideas, and to develop products. Differentiation can be referred to as an educational philosophy that requires teachers to modify their learning, teaching and assessment whilst adjusting the curriculum to the needs of children with SEN rather than expecting pupils to fit the existing curriculum (Cole 2008 cited in Rogers, 2007). The history of differentiation in education can be linked to two influential psychologists. Vygotsky proposed that learning can be mediated through the intervention of others. This recognises that by having knowledge of what a child already knows should inform the next stage of learning and what interventions are necessary to enable successful learning. Gardner (1993) proposed a theory of multiple intelligences in which people have different intelligences and learn in many different ways. Gardner conceived that schools should therefore offer individual-centred education (Florian et al, 2006 cited in Humphreys and Lewis 2008b) in which learning is tailored to the childs individual needs. Lo4 2 different early year curricula. The idea behind Forest Schools is that it is a long term sustainable approach to outdoor play and learning. Its about providing children with holistic development; it looks at every area in terms of their physical development, intellectual development and cognitive skills, also looking at their linguistic and language, both verbal and non-verbal. Forest Schools also looks at their emotional, social development and spiritual development. Whats interesting about the culture in some Scandinavian countries is being in and out doors are a part of how the family and culture works. But in Britain children are getting more and more isolated from the natural world. Forest Schools is very much about giving children the opportunity to learn in and from nature. Forest Schools is also about free play, its about self directed learning but its also about allowing the children to develop freedom and choice in order to be able to become competent and effective adults. In Every Chid Matters it states that every child should make an equal contribution. (Ref). The only way that children can do this is if they have sound self-esteem and sound emotional well-being and sound social skills and function in as many social situations as they choose. Forest Schools is about allowing children given their developmental dependant age the ability to be able to achieve social comfort. Forest Schools is an inspirational process that allows children to access the outdoor space in order to grow and develop into successful, happy rounded individuals. There is a misconception that Forest Schools is for Early Years; some of the most successful projects have been with older young people, adults with mental health problems and children in secondary education. (Ref). The .about allowing children and young people to grow with a sense of value of who they are and giving a positive contribution. Its all about using nature as the teacher as opposed to being adult lead. LO5 Activity Plans and Evaluation. Plan (see appendix .), Rationale behind choice of activity and Learning Objective. This activity was chosen as the reception class were looking at the Handa Surprise book and focusing on healthy foods. The day the activity was carried out a new student was present with his mother which added extra pressure for all the professionals. The learning environment offered opportunities for the children to experience tasting different fruits as the kitchen area was adjacent to the table in which the activity was carried out. It setting also had a large copy of the story so all the children were able to see the story (for Communication, Language and Literacy) and had the provisions to create the masks (Creative Development). I thought the topic would lend itself to the next days topic of healthy lunchboxes, which the whole school were focusing on. I chose to focus on any existing knowledge the children may have of different fruits and try and extend their understanding of way fruits are good for us. This leads into Early Learning Goal () of ..'(QCA, 2000). My main learning objective, therefore, was to introduce the children to new fruits and tastes, using language and listening to each other to find out what each child thought, in an accessible and enjoyable environment, so to encourage respect for each others views and turn taking. What happened? The week before carrying out the activity, i prepared the resources needed in school and discussed the other activities that my fellow practitioners would carry out. This involved printing, cutting and laminating the necessary pictures and masks. Also finding all the different fruits that were in the story. One fruit in particular i was unable to find but i improvised with a fruit drink that was made from the fruit so at least the children were able to taste the favour. I carried out this activity with a mixed ability group of 9 children. I began by asking the children to wash their hands as they were going to be eating fruit. When all the children were back in their seats, i gave each of them a bowl and a cup. I asked the children if they could remember the fruits in the story of Hands Surprise which was read earlier. The children seemed to have a positive attitude about being able to remember. With a small copy of the book i asked the children which was the first fruit that the monkey took out of Handas basket. When answered in cut the banana in pieces and gave each child a piece and asked questions such as what does the banana taste like? How does it feel? Do you like the banana? The children gave mostly good descriptions of the fruit and used appropriate vocabulary such as creamy, slippery and lovely. I carried out the same routine of cutting the fruit into sections and passing a section to each child and asking them to describe what it tasted l ike and how it felt and whether they enjoyed it. With the Guava fruit which was the fruit i could not purchase i informed the children of the situation and showed them the picture of the fruit on the carton of juice. I gave each child a taste and asked their option, the overall option was that the fruit tasted delicious but one child said that they didnt like it. The most interesting discussion came when i asked the children what they thought the passion fruit would look like inside, one child said that it might look like an orange, the same child that said the banana was creamy (extension). Overall most of the children enjoyed the fruit tasting apart from one (standard) child who kept giving negative reactions to the fruit saying that he doesnt eat fruit at home. I was happy that a least he tried some which i gave great encouragement to. While the fruit was being eaten i passed around picture cards of the fruit and asked each child in turn to pronounce the name of the fruit after me, most children had no problems with the pronunciations but one child struggled with avocado. I encouraged each child to have a little taste of each fruit and if they didnt like it then they didnt have to eat it and well done for trying was always encouraged. The extension child suggested that trying different fruits was good for us, as fruit was good for us. Which then lead a child that was refusing to try a certain fruit, tried it? At one point the dismissive child asked if we were finished and could go and play. Once all the children had tried all the fruit and we had discussed them and i asked the final question which was everyone favourite and their least favourite, the overall result being orange best, avocado worst. I explained that the children could go put their bowls in the sinks and wash their hands and then go and play. Evaluation. I believe this activity resulted in all the children achieving the main learning objective of introducing the children to new fruits and tastes, using language and listening to each other to find out what each child thought and to encourage respect for each others views and turn taking. The idea that the childrens peer could influence the decision of another child .. An effective learning environment does not leave children entirely to their own devices, but builds on what they can already do and challenges them to try new things. The role of the practitioner is vital in this process and sits within the social constructivist approach to learning. This theory was popularised by Vygotsky (1978, in Smith, 1999), who identified the zone of proximal development, (ZPD) as being a reason why childrens learning can be helped by others. Smith (1999) explained: The ZPD is the distance between the childs developmental level and his or her potential level of development under the guidance of adults or more competent peers (Smith, 1999: 429). As this was a hands on activity, the children were taking an active part in their own learning progress. It was Piaget (1966, in Smith, 1999) who first postulated that the child is a lone scientist, processing information and constructing meaning through encounters with their world. Most of the children focused their attention to the fruits they enjoyed using positive language and engaging in the ability to use words to describe what something tasted like or felt. One child tried to extend the activity to see who the fruit sounded when bounced on the table saying the orange sounded like a ball, this then encouraged the children to continue testing the sounds of fruit by knocking on them. The (extension) child asked if there was nothing in the fruit would it sound the same? The relative success of this activity highlighted that children of this age learn best through concrete experiences. When working with children of this age group it is preferable to adopt teaching strategies which allow for plenty of practical activities and exploration. The fact that one child lost interest in the activity, implies that I might need to develop this activity in some way to keep the attention of the less able or enthusiastic children. This was particularly notice when asking some children to use descriptive words to describe the fruit, as some children just repeated the word that their peer before them used. The language of one child was not as developed as the other children in the group, and this excluded them from full participation. On reflection, a different teaching strategy could have been employed to involve them more fully into the activity. It could be that they were more of a kinaesthetic learner than the others, as he keep looking at the children playing, so maybe using an activity that involved movement may have kept his attention. Also the activity was extended longer than anticipated as i had the cut each individual fruit into segments. If this activity was done again in the future maybe cutting the fruit into segments before the activity took place would be a more successful approach. As a result of this evaluation, i would have changed my plan to include more opportunities for the children to be involved in the activity in a more physical way, perhaps by using safety acceptable knives the children could help me cut the fruit. This may help some of the children with their fine motor skills as well. Also another way of engaging less able children might include asking them to participate in the preparation of the resources, maybe by asking them to bring their favourite fruit from the story in so they feel they have a more personal involvement. Finally, the only thing I would change would be to ask the children to put on aprons, as it got very messy, including me, as i too got very messy. Conclusion In conclusion recently there has begun to be a realization in the UK that play is important. There has been a surge of initiatives funded by government , such as Arts Council projects on creativity in schools and communities, the publication of Excellence and Enjoyment by the National Primary Strategy (DfES, 2003). This is putting a major emphasis on the importance of embedding the Foundation Stage and the Birth to Three Matters Framework in the work of local authorities across the maintained, voluntary and private sectors. Increasingly, research findings indicate the importance of the first years of education. Childrens ability to use spoken and written language fluently and with confidence and for a range of purposes enables them to access at an early age what education has to offer. The adults working in early years settings and classrooms have both the opportunity and responsibility to affect the future learning of their pupils in a far reaching and powerful way. Play is, it seems, about the universe and everything. It often has to function in a hostile environment, but when it is encouraged, supported and extended, it makes a major contribution to, and sophisticated impact on the development of individuals and humanity as a whole.

Market Segmentation of Kitkat

Nestle KitKat Cross-platform mobile app The Challenge Nestle is one of the world’s leading FMCG manufacturers. Kit Kat is Nestle’s leading confectionary brand and the UK’s favourite chocolate biscuit bar. Our Strategy Our aim was to create an extension to Kit Kat’s YouTube channel for the smart phone user. The brief was to create an experience which utilises the unique functionality that mobile provides, and Users are asked what mood they are in, and a selection of videos is presented to them.The topics range from a tutorial on how to body pop, or a clip of a Kit Kat advert from the archive. At the end of the video the user is returned to the app to be able to view more inspiring videos and share with friends. Imano were asked to contribute to Kit Kat’s Shake & Break campaign, created by Skive, by delivering an app to run alongside their existing YouTube channel. The commissioned app was for both Android and iPhone platforms. ncourage the campaign t o ‘go social’ through all digital channels. The goal of the Shake & Break app was to allow users to make the most out of their break times, in a fun way with Kit Kat. Our strategy was to create a seamless environment where they could engage with the selection of YouTube video choice to compliment the campaign. The Results Through an agile working approach the tight project deadlines were met and the app is now live in two Android market places and the app Store.As retained Nestle agencies Imano and Skive have successfully worked together to push boundaries and evolve the mobile/social media marketing strategy that the brand will be adopting for the foreseeable future. For further information contact: Imano plc Tel: UK: 020 7632 6930 | www. imano. com | [email  protected] com acrossair Tel: UK: 020 7632 6930 | www. acrossair. com

A Colorblind Society Will Not Work - 1215 Words

Our society have been longed plagued by the question, are we able to achieve a Color Blind Society. There are a number of factors which may contribute to the breakdown of this idea in question. While it may be simply addressing issues of equality among minorities it also raises the concerns of the non-minorities not to address racism and oppression. For a minority or anyone for that matter to state that we can and should have a color-blind society is ignoring the reality of racial existence and ignorance. Dr. Martin Luther King Jr. was noted with a myth of having this vision. In his I have a Dream Speech, a statement which stands out in everybodys mind is To be judged not by the color our of skin but for the content of our†¦show more content†¦To free our society of these recognitions is to deny these individuals admiration for opening the doors of others to achieve the same aspirations in life. The root of existing racism resides within the practices of stereotypes. Stereotypes have been formed over many years by using a fact or the truth and distorting its ideas in a demeaning way to generalize others. As long as stereotypes exists then racism will continue, and as long as racism continues there can never be a color-blind society. Stereotyped views remain by the use of the oppressors as a way of not having to educate or acknowledge how the effects of racism have altered the state of minorities socially, economically, and psychologically. For some, it is easy to hold on to stereotypes rather than invite the blame of the oppressor. For this reason, there is a misunderstanding of blame and oppression. While forceful segregation has not remained distinct, there continues to be a problem with institutional racism in the schools, communities, workforce, and jail systems. Schools are affected by the communities which separate districts a majority of the time by race. 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The Role Of Women In The Doll House And Trifles - 1667 Words

Throughout history women have been handed a subservient role to her male counterpoint. Females in the late 19th and early 20th century were treated like a second-class citizen, and were thought of as being the weaker sex. It was the women’s job to stay home to cook and raise the children. While these are still prevalent issues, it is also true that things has gotten better for some women in recent years. Works like â€Å"The Doll House† by Henrik Ibsen and â€Å"Trifles† by Susan Glaspell have helped advance the idea of what roles women should play in society. In each play there are strong, female protagonists who, despite being oppressed by the societal rules against women, learn to rebel and fight for what they believe is right. While there are†¦show more content†¦MRS. PETERS. We think she was going to—knot it. COUNTY ATTORNEY. Well, that’s interesting, I’m sure. (Glaspell 744). 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They believe they are making the right decision in not telling the men because they believe that Mrs. Wright was in an abusive relationship and the killing of her canary finally caused her to snap. In Marina Angel’s analysis of â€Å"Trifles†, she says â€Å"The symbolism is again clear. Minnie Foster ‘was kind of like a bird herself’†¦ But Mr. Wright had been rough with her† (Angel 805). The dead bird that Mrs. Peters and Mrs. Hale find is a symbol for Mrs. Wright herself,Show MoreRelatedChanging The World : One Play At A Time1644 Words   |  7 PagesOne Play at a Time Throughout history women have fought to be treated equivalent to men. In today’s society, although there are still improvements to be made, it is easy to see that the female population has made a significant step towards equality and independence. 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The role of the woman was to stay home and perform household duties such as, caring for the children and the home. The role of the man was to work and speak for the family. The dramas Trifles and A Doll House, show how two women will commit a crime at all cost and somehow contrast with each other. Trifle is a word which is used to describe something with little importance or value. According to Suzy Clarkson HolsteinRead MoreA Doll s House : Henrik Ibsen962 Words   |  4 PagesDrama Analysis A Doll’s House (Henrik Ibsen) And Trifles (Susan Glaspell) In comparing both dramas, the overwhelming aspect of convergence between both is the open discussion of gender identity. Both dramas make similar points about what it means to be a woman. Modern society in both dramas is constructed with men holding power over women. This is seen in Trifles in how men like George Henderson and Mr. Hale are myopic. The premise of the drama is how women worry over trifles, and the dismissive attitudeRead MoreGlaspell s Trifles And The Invisibility Of Women1490 Words   |  6 PagesGlaspell’s Trifles and the Invisibility of Women Susan Glaspell’s play Trifles and Henrik Ibsen s A Doll s House are plays that explore a number of important features of femininity and life as a woman. Trifles explores a number of thematic ideas surrounding a woman’s place and her propensity for violence. The Author explores a thematic idea that centers on the proper dispensation of justice: Glaspell critically investigates the question of whether an individual can truly receive justice fromRead MoreTheme Of Marriage In A Dolls House1624 Words   |  7 PagesMarriage is tough. Nora and Torvald Helmer prove that in Henrik Ibsen’s classic play â€Å"A Doll House†. Not only does the main character’s marriage fail because of secrets, but because of the reasoning behind having those secrets. The late 1800’s when the play was published saw more than it’s fair share of sexism but the twist comes with Nora leaving Torvald at the end of the play, which at the time was unheard of. More ofte n than not this play leaves the reader siding with Nora and for a good reasonRead MoreSusan Glaspell s Trifles And A Doll House 2209 Words   |  9 Pageswould agree that women have established somewhat of an equal status to men in our current society, such was not the case for the female characters of the plays â€Å"Trifles† and â€Å"A Doll House†. Although both pieces are set in different eras, several similarities are evident in each reading. The authors of both plays use gender roles, symbolism, and dramatic realism to tell the story of two females, each faced with different circumstances in a masculine society. A society where women are expected to conformRead MoreComparison essay -- Trifles and A Dolls House1460 Words   |  6 PagesTimes Call For Desperate Change People are capable of doing crazy things! Nora, in Henrik Ibsen’s A Doll’s House, loved her husband so much that she committed forgery just for the sake of his wellbeing. Susan Glaspell’s character in Trifles, Mrs. Wright, murders her husband after she discovers that he killed the one most precious thing to her, her pet bird. It was out of love that these women committed illegal crimes. Nora wanted her husband to be healthy because she loved him and knew that withoutRead MoreAnalysis Of Susan Glaspells Trifles: Patriarchal Dominance997 Words   |  4 PagesGlaspell’s a stage play Trifles filmed by Jasmine Castillo is based on the theme that two genders are separated by the roles they performance in society and their powers of execution. The story is about the terrible murder of Mr. Wright by his wife, and the women who found the evidence in farmer’s house decided to be silent and hide it. The women unquestionably have a strong motive to be quiet ab out their discovery. The discriminatory separation between two genders proves that women union is necessaryRead MoreTrifles and A Dollhouse843 Words   |  4 PagesThe plays, Trifles and A Dollhouse use the literary tool of symbolism to portray the way women were treated throughout the nineteenth century. Susan Glaspell uses the bird cage and the dead bird to signify the role and life of women in marriage and society, whereas Henrik Ibsen uses the dollhouse. These symbols allow the reader to recognize the plays main similarities in the treatment of women, such as men dismissing women as trivial and treating them like property; however, the plays portray the

Annotated Bibliography On Mobile Phones - 914 Words

Added Sruthi Lucky. Press backspace to remove. Skip to content Using Gmail with screen readers SUSHANTH Search Click here to enable desktop notifications for Gmail. Learn more Hide Gmail COMPOSE Labels Inbox (1,287) Starred Important Sent Mail Drafts (18) Circles Friends (54) Family Acquaintances Following (3) More Hangouts More 4 of 1,552 Collapse all Print all In new window hi... Inbox x Sruthi Lucky AttachmentsJul 5 (1 day ago) to me 2 Attachments Preview attachment TOPIC mobile phones.docx Word TOPIC mobile phones.docx Preview attachment ppt on mobile phones.pptx PowerPoint ppt on mobile phones.pptx SUSHANTH BATHINI 12:06 AM (11 hours ago) to Sruthi sss....doc On Sun, Jul 5, 2015 at 6:50 AM, Sruthi Lucky wrote: Attachments area Preview attachment sss....doc Word sss....doc Sruthi Lucky Send 10.67 GB (71%) of 15 GB used Manage Terms - Privacy Last account activity: 11 hours ago Details Sruthi Lucky s profile photo Sruthi Lucky Friends Show details TOPIC mobile phones.docxOpen Page 1 of 101 Topic : BUILDING A POWERFULL TECHNOLOGY BRAND OF MOBILE PHONES Page 2 of 102 Table of Contents : ïÆ'Ëœ Abstract ïÆ'Ëœ Introduction ïÆ'Ëœ Most Powerfull Brands 1. Nokia ï‚ · Charecteristics of Nokia ï‚ · Nokia Technology 2. Motorola ïÆ'Ëœ Less Powerfull Brands 1. Samsung ïÆ'Ëœ Conclusion ïÆ'Ëœ Reference Page 3 of 103 Abstract : The world of parity has hit the mobile phone market just as it has many other technology product categories. The productsShow MoreRelatedAnnotated Bibliography On Mobile Business Intelligence1615 Words   |  7 PagesCOMP1715 SCHOLARLY AND ACADEMIC PRACTICE INTERIM SUBMISSION ANNOTATED BIBLOGRAPHY: Mobile Business Intelligence; Who Benefits? PRINCESS DAVID OKORO 000857230 1 TABLE OF CONTENTS 2 INTRODUCTION 3 3 ANNOTATED BIBLIOGRAPHY 3 4 CONCLUSION 6 5 REFERENCES 6 2 INTRODUCTION The perception of mobile computing has been widespread in recent time, thus, generating a platform for the increase of Mobile Business Intelligence .This trend has been moderately encouraged byRead MoreThe Effect Of Cell Phone On College Students Interaction At Dining Table1641 Words   |  7 PagesReport on Literature Search The presence of mobile technologies has significantly affected every aspect of human social interaction. My observation on college students using cell phone at dining hall has raised my question of how does cell phone influences people’s interaction at dinner table. My review topic would be focusing on the effects of cell phone presence on college students’ interaction at dining table. I want to find out how cell phone affects students’ attention on other people sittingRead MoreEssay about Annotated Bibliography on Information Technology768 Words   |  4 PagesAnnotated Bibliography on Information Technology Mobile Security in the Future Adesina, A. O., Agbele, K. K., Februarie, R., Abidoye, A. P., amp; Nyongesa, H. O. (2011). Ensuring the security and privacy of information in mobile health-care communication systems. South African Journal of Science, 107(9), 26-32. This research article examines the security concerns of using mobile technology systems in health care institution. Various methods of ensuring privacy and security of patient’sRead MoreMobile Phones Changed The Way Of Communication And Life Style1614 Words   |  7 PagesZhenLiang Sun, QiHui Wang Professor Measles English 1010, Annotated Bibliography 14 November 2015 introduction In the high-tech world, it is common sense that the cellphone has been playing an essential and indispensable role in our daily life. The mobile phones change the way of communication and life-style. people can get many other benefits from it such as games, camera, business. Therefore, it can be found that cellphones are used among people of all ages. Hardly can we image that without cellphonesRead MoreThe Pros and Cons of Owning a Cell Phone790 Words   |  4 PagesThe pros and cons of owning a cell phone Broc Barchard COMM/112 April-08-2013 Kerry Moquett The pros and cons of owning a cell phone Annotated Bibliography: Are cell phones controlling us? I generally like this source because it goes into great detail about the evolution of cell phones. Starting back in 1984 the first cell phone was basically a brick, and now the cell phones used today are way smaller. Also this source talks about devices becomingRead MoreThe Impact Of Wearable Activity Devices On The Fitness Industry876 Words   |  4 PagesTechnology Research Summary Annotated Bibliography Ace(R) Survey Examines Impact Of Wearable Activity Devices On The Fitness Industry. NASDAQ OMX s News Release Distribution Channel 3 Sept. 2015. ProQuest. Web. 23 Sept. 2015 Consumer Electronics Association’s research suggests that wearable technology revenues will reach $5.1 billion by the end of this year. ACE surveyed 58,000 health and fitness professionals asking questions about their response to this new technology trend. 49% of their professionalsRead MoreAre Smartphones Harming Younger Generations?884 Words   |  4 Pagessocial structures category. The media also portrays a big role when it comes to smartphones because it has set a mark for every age group. That smartphones can take high quality pictures and videos, send emails, play video games and of course make phone calls. Just like Stuart Hall and Paddy Whannel’s â€Å"The Young Audience† is very similar to what I will discuss because of the popularity of smartphone many teens are attract to the features like a mention before and its basically handheld computers forRead MoreAre Smartphones Harming Younger Generations?938 Words   |  4 Pagessocial structures category. The media also portrays a big role when it comes to smartphones because it has set a mark for every age group. That smartphones can take high quality pictures and videos, send emails, play video games and of course make phone calls. Stuart Hall and Paddy Whannel’s â€Å"The Young Audience† is very similar to what I will discuss because of the popularity of smartphone many teens are attracted to the features like I mention before and its basically handheld computers for theirRead MoreAn Examination On Criteria Of Enterprise System Security3105 Words   |  13 Pagesclient comfort. So to begin an examination on criteria of Enterprise System Security I chose a theme that is Present to Your Own Device. BYOD (bring your own gadget) is the expanding pattern toward worker claimed gadgets inside of a business. Cell phones are the most widely recognized case yet representatives additionally take their own Tablets, Laptops and USB crashes into the working environment. BYOD is one of the most sweltering subjects in big business security. Notwithstanding diminishing anRead MoreIntroduction Of A Conventional Banking System1706 Words   |  7 Pages Introduction Kenya being one of the nations that lacked a â€Å"conventional banking system,† M- Pesa was introduced experimentally to improve its economic condition. Serving as an immensely successful mobile money transfer service in Kenya, M-pesa rolled out in the European market such as, Romania, where â€Å"Only about 50% of the population has a bank account.† According to innov8tive.com, a Web source for technology news, resources and innovation of Africa, in its featured article â€Å"Kenya’s M-Pesa

Leadership †Charismatic Individuals or Contingent Characteristics Free Essays

string(42) " to the realms of success and prosperity\." Leadership – Charismatic Individuals or Contingent Characteristics? A brief analysis of charismatic and situational leaders, leadership and styles. Linesh Palayadan, Cass Business School, City university London, UK. â€Å"Men make history and not the other way around. We will write a custom essay sample on Leadership – Charismatic Individuals or Contingent Characteristics or any similar topic only for you Order Now In periods where there is no leadership, society stands still. Progress occurs when courageous, skilful leaders seize the opportunity to change things for the better† – Harry S. Truman It goes without saying that human beings couldn’t have achieved what they have achieved if they had not worked in groups. Teamwork is probably one of the most important â€Å"inventions† of mankind which does not get explicitly mentioned when one refers about the tools and evolution of human beings from the pre-historic times. None of the magnificent creations of human beings we see today could have been possibly achieved without humans coming in teams and working for a common goal. Teams by themselves cannot be successful if they do not have a clear direction or vision. The team is bound to fail in achieving the results if there is no coordination, synchronisation and communication between team members. The concept of team itself comes into existence only because of the arising of a necessity or a goal that would benefit the society, and the means to achieve it cannot be implemented by an individual, however able and skilful he or she may be. Members of the team can be of extremely different personalities, skills and characteristics and every member has his/her own ideas on how to achieve the common goal. It is precisely at this point that the need for a leader arises. What is required is a leader who can channel the necessary skills from the team members towards the common goal and maintain the harmony and coordination between them at the same time. Numerous theories have been postulated on how a leader should be and what the characteristics of the leader should be. Some theories hypothesised that leaders cannot be made but are born and those personalities or so called â€Å"traits† cannot be cultivated in a person who is not already a born leader while others strongly suggested that given the right circumstances, leaders emerge based on situations and contingencies. Organisations put forward certain requirements for interviewing candidates for its key posts. We all have come across requirements in Job advertisements like good communications, effectiveness in groups, taking initiative, firm under pressure etc. (S Fineman, Y Gabriel, D Sims, 2011). Are these the only qualities of leaders? Can a person with those qualities be successful as a leader? Do these qualities exist as inborn traits in a person? Or can these qualities be inculcated in a person through training and development? What are the different kinds of leaders? What makes a leader outstanding from others? These are some of the questions that we will try to analyse with the help of some specific theories which have been proposed before. Two main theories that propose the idea that the qualities required for leadership are inborn in the person or are â€Å"traits† of an individual are the â€Å"Trait theory† and â€Å"Charismatic leadership theory†. While the Trait theory has its origins in the early twentieth century, charismatic leadership theory is more recent and is more or less a return to trait theory. The Trait leadership concept was proposed in Thomas Carlyle’s â€Å"great man† theory where he proposed that â€Å"The history of the world is but the biography of great men†(Carlyle, 1907). He believed that leaders have certain immutable traits which cannot be developed in others. Remarkable developments in behavioural sciences since have led to the decline in favour for the great man theory (David L Cawthon, 1996). The charismatic leadership theory states that the leaders have an innate set of abilities or charisma which cannot be explained (Conger Kanungo, 1988). These leaders first try to understand the opportunities, possibilities and constrains as well as the preferences and needs of the team members. They then set a vision for a path which accommodates opportunities as well as the preferences and needs of the team members. The final stage is the actual implementation of the vision, motivating the followers in the process. At this stage they also stage demonstrations which projects their image, courage, dedication to the cause, sacrifice etc. (C Jacobsen, R J. House 2001). Charismatic leaders are often value driven, visionaries and have a trail of success stories which motivates the followers. The primary risk of this style of leadership is that it may not be effective in all the contexts and such leaders can fade into oblivion as soon as the context changes. Perhaps the most striking example of Charismatic leadership is that of Sir Winston Churchill who proved to be a very effective war time leader and prime minister but was voted out when elections were held after Page 1 he war because people did not consider him as somebody who could effectively handle post-war reforms (Roy Jenkins, 2003). One of the strongly criticized and censured leaders of all times is Adolf Hitler who because of his war crimes and atrocities, went down in history as a bad leader. How did he rise from his humble beginnings to the all-powerful leader of a country which had the potential to be the most powerful country in the world if had won in the Second World War? The art of le adership†¦ onsists of consolidating the attention of the people against a single adversary and taking care that nothing will split up that attention. – Adolf Hitler Hitler took advantage of the fact that people in Germany were disillusioned with the leadership at that time and they were looking for a leader who would turn their insult and injury into victory and fame. (Gardner, 1995, p. 334)He was a wonderful orator who could mesmerise his audience with his speech through which he was successful in convincing the people of Germany that he was their only hope and only he could catapult Germany to the realms of success and prosperity. You read "Leadership – Charismatic Individuals or Contingent Characteristics" in category "Papers" His charisma in motivating the masses(John Dreijmanis, 2005) through speeches, vision and aggressive nationalism led to mass hysteria, hope and a sense of pride and nationalism in the people, which in turn catapulted him to the highest realms of power. His leadership notwithstanding the ultimate failures he had was instrumental in uniting German people and hence can be classed under strong Charismatic leadership. One of the most recent, remarkable and widely reported event in India was the movement against corruption by a common man named Mr Anna Hazare (NY times, Oct 2011). Until recently little was known about the man nationwide and in a span of about 6 months almost every household in India knew about him because of his protest against corruption and his demands to bring a corruption prevention watchdog with unprecedented sweeping powers which had the potential to put many corrupt politicians and officials behind bars (Reuters Aug 2011). A social worker and an ardent follower of Mahatma Gandhi(N Y times August 18, 2011), Mr Hazare is a 74 year old man, who is not a mesmerising orator, but still managed to mobilise hundreds of millions of Indians throughout India and abroad to pressurise the Indian government to constitute such a watch dog. He later went on to sit for an indefinite hunger strike until his demands were met. The use of technology for the movement was unprecedented. Indians all over the world used online media web-sites like twitter and Facebook to move mass opinion in his favour and to hold protest rallies in major capitals of the world. Such was the scale of support for him that Indian government finally relented to agree to his demands (Times of India, Sep 2011). In the Indian capital of New-Delhi, hundreds of thousands of people from different parts of India descended on to the venue of the peaceful protest, provoking government fears for law and order problems. Different Business schools in India conducted studies as to how this frail old man was able to mobilise masses in such huge numbers and provide leadership to them in what is described as one of largest protest movements in post-independence India (Businesstoday, Aug 2011). They wanted to know how his leadership example could be useful for the future business leaders. Under his leadership many volunteers and charitable organisations came together under one umbrella for organising and maintaining the venue and order, organising and coordinating media related activities, publicity, logistics etc. His leadership style is more of a democratic form of leadership although there is a major element of charisma attached. Weber, 1968 has pointed out that a charismatic leader is likely to appear when social situation makes people feel distress (RJ House, 2001). In this case the people of India have been so much frustrated with corruption that right environment was created for the emergence of such a leader. Shamir, House and Arthur (1993) have described in a bit more detail as to what those conducive conditions could be. They have listed four situations that can catalyse the emergence of Charismatic leaders. First, the situation is perceived as a threat to important values. Second, relationship between goal accomplishment and performance is unclear. Third, the situation is unstable and fourth it requires exceptional effort. These situations give rise to a weak psychological situation in which a charismatic leader can easily emerge and influence the followers provided he is able to offer hope and solution to the people. In the above example and also in case of post-world war I Germany, situations were quite favourable for the emergence of a charismatic leader. Bendix (1985) states that in such situations it is not certain that a charismatic leader will evolve in spite of the prevailing conducive conditions and utter necessity for such a leader(C Jacobsen, R J. House, p77, 2001). He also says that it is entirely possible that a charismatic who ossesses none of the above said characteristics may emerge a leader by articulating ideological, moral or other values relevant to the prevailing conditions. Another theory of leadership called behavioural model (Blake Mouton, 1964) states that all leaders can be placed on a grid which evaluates them based on their people concern and task completion concern. Accord ing to Page 2 behavioural model, different kinds of leaderships may be prevalent in different organisations which may go from one extreme to another in terms of concern for people and concern for task. A firm in which managers exhibit so called â€Å"impoverished or indifferent† style leadership, where managers have little concern for job completion or people, is rich in disorganisation, dissatisfaction and disharmony. The other extreme end of this style is â€Å"Sound style† where there is high concern for people and productivity. Such organisations are bound to succeed as they have high productivity and motivation and belongingness among employees is also very high. Some organisations exhibit â€Å"country club style† leadership where concern for people is very high but not for productivity. The leaders do not want people to be unhappy and such organisations are not very successful. Another extreme is the â€Å"Dictatorial style† where there is no concern for people but very high concern for productivity. Productivity in such organisations may be very high in the shorter term but these organisations suffer from high employee turnover due to enforcement of strict rules, regulations and punishments. Most of the organisations follow what is called the â€Å"middle-of-the-road style† where leaders show some concern for both people and productivity hoping to achieve acceptable results. One of the most prominent schools of thought in leadership theories is â€Å"Situational or Contingency theory†. Proposed originally by Hersey Blanchard, 1982, it states that leaders must vary their leadership style based on subordinate’s competency and commitment. A leader’s style should be â€Å"Delegation† if the team members are competent and committed, â€Å"Telling† or directive if they are neither competent nor committed. In case where the team members are competent but not committed the style should be â€Å"Participating† and the final case in which the team members are committed but not competent, the style should be â€Å"selling†. Fred Fiedler’s contingency model states the relationship between leadership style and favourableness of the situation (Fred Luthans, 1992). His studies suggest that situations are favourable for the leader if the three dimensions are high, the dimensions being 1. Leader-member relationship 2. Degree of task structure 3. Leader’s position power through formal authority. He also found that if the above dimensions are very favourable or very unfavourable, directive or â€Å"hard-nosed leaders† are more effective whereas lenient leaders are more effective in situations where the dimensions are moderately favourable. My extensive experience in various successful IT and engineering companies, compel me to come to the conclusion that these companies have adopted situational leadership as their main strategy. The reason for this may be that such companies require their engineers to be productive from day one and as they become more experienced, they are expected to assume the ownership of the modules they work on and become the point of contact for all issues on the module. The leaders in such cases assume different forms of situational leadership to deal with different team members depending on their willingness and ability. Once the leader is convinced of the team member’s competence and commitment, delegation is the form of leadership he or she chooses for that team member. Since performance in terms of the quality of work done and sticking to schedule is the main criteria in assessing the performance in such companies, telling style of leadership is also very common and results in redundancies many times when the team members are unwilling and unable. In larger companies, Transformational form of leadership (Bernard M. Bass, 1985) is also not very uncommon nowadays in which the leader takes care to develop and transform his or her followers through, inspirational motivation, intellectual simulation, idealised influence and most importantly individualized consideration. Leadership whatever form it may assume is an essential skill without which the society will have little progress. Leaders need courage, vision and determination to change things for better. The need for better leaders will never cease to exist and right people with right skills will always seize the opportunity to lead the world for a better tomorrow. References 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Ann Florini. The Right to Know: Transparency for an Open World. New York, 23: Columbia University Press. Bass, B. M. 1998. Transformational leadership: Industrial, military, and educational impact. Mahwah, NJ: Erlbaum Bendix, R. 1985. Reflections on Charismatic leadership. Blake, R. , Mouton, J. 1964. The Managerial Grid: The Key to Leadership Excellence. C Jacobsen, R J. House 2001 Dynamics of charismatic leadership A process theory, simulation, and tests 75-112 The leadership quarterly 12 David L. Cawthon, 1996. The Great Man Theory Revisited, Business Horizons. Fred Luthans, 1992. Organisational behaviour 276,277 Hersey, P. , Blanchard, K. , 1982. Management of organizational behaviour, 4th ed. Englewood Cliffs, NJ: Prentice Hall. John Dreijmanis, 2005 A portrait of the artist as a politician: the case of Adolf Hitler, 3, Science Direct. S J. Zaccaro, Zachary N. J. , 2003. Leadership theory and practice: Fostering an effective symbiosis, Science direct. Page 3 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. S Fineman, Y Gabriel, D Sims, 2011. Organising and Organisations. Roy Jenkins, 2003. Churchill: A Biography, Victory in Europe and Defeat in Britain, PP789-819 (Paperback) http://www. nytimes. com/2011/08/21/world/asia/21india. html? _r=1 http://www. nytimes. com/2011/08/22/world/asia/22india. html http://in. reuters. om/article/2011/08/24/idINIndia-58938520110824 http://www. washingtonpost. com/world/india_agrees_to_protesters_demand_on_graft_panel/2011/04/09/AFFyy05C_story. html? wprss=rss_homepa ge http://www. nytimes. com/2011/08/19/world/asia/19hazare. html http://businesstoday. intoday. in/story/fms-students-study-annas-stir-against-corruption/1/18220. html http://articles. timesofindia. indiatimes. com/2011- 09-02/ranchi/30105617_1_munish-thakur-case-study-lokpal-movement Special thanks to Prof Cliff Oswick, Cass Business School, for Guidance and permission to use his lecture materials and contents. Page 4 How to cite Leadership – Charismatic Individuals or Contingent Characteristics, Papers

Enzyme Catalase Essay Example For Students

Enzyme Catalase Essay INTRODUCTIONThe enzyme catalase speeds up the decomposition of Hydrogen Peroxide into water and oxygen as shown here, 2H2O2-*2H2O+O2. It is one of the fastest known enzymes and its turnover number is 6 million, which means the number of substrate molecules which one molecule of the enzyme turns to products per minute. This can be demonstrated by putting a piece of liver into a beaker of Hydrogen Peroxide, the fizzing shows a demonstration of the enzyme in action. AIMMy aim is to examine how the concentration of the substrate hydrogen peroxide affects the enzyme catalase. INVESTIGATIONI am going to investigate the effect of varying the substrate concentration on enzyme catalase. I am going to use 8 different concentrations and record the time taken to collect 20ml of gas in the gas syringe. I will repeat all the 8 concentrations twice so I can see if they match, spot out any anonymous results and also I can work out the average time it takes to produce 20ml of gas at the certain concentrations. I will vary the concentrations by increasing and decreasing the amounts of Hydrogen Peroxide and water. PLANFirst of all I will ensure I have enough enzyme solution for the whole experiments so the enzyme solution is standardised. With the results I get I will try to work out the Vmax. I will do this experiment at room temperature so the enzymes get enough kinetic energy to collide. I will need 80ml of the enzyme solution because I will use 5ml for all of the experiment and I will do 8 different concentrations and I will repeat this concentrations twice so that is 5x8x2= 80. First of all I will set out the equipment as I will show in the diagram then I will cut some pieces of liver, which is the source of the enzyme. Then I will grind the pieces of liver with the mortar and pestle, which will have sand and Di ionised water (which is water with no H ions in it its PH is neutral). The sand will help cut open the cells of the liver. I will take a funnel with glass wool in it, I chose glass wool rather than filter paper because the catalase could have been adsorbed by the filter paper. Then I will add 5ml of the enzyme catalase to the conical flask and for the substrate concentration of 10% I will add 2ml of Hydrogen Peroxide and 18ml of water (18+2= 20, I will always use 20ml) every time I when I will increase the concentration by 10% I will increase the H2O2 by 2ml and decrease the H2O by 2ml. I will time how long it takes to produce 20ml of gas in the gas syringe. I chose the gas syringe rather than to count the bubbles produced in a measu ring cylinder because it is easier to use, the results will be more accurate and the gas syringe reduces the possibility of gas escape. I will tabulate my results and highlight them in some way so they are visible I will interpret my results in to a line graph. I will also added a line of best fit to the results on the graph and with the results I get I will work out the Vmax. Here is a blank copy of my results table, which I fill in later when I get my results. FAIR TESTTo make my experiment a fair test I need to ensure that all the variables must be kept the same for all the experiments except for the concentration of Hydrogen Peroxide. I will accurately measure out the Hydrogen Peroxide and enzyme solution using a pipette and measuring cylinder. I will use glass wool rather than filter paper because if I use filter paper then the catalase could be adsorbed by the filter paper, which will no longer make my experiment a fair test. I will time how long it takes to produce 20ml of gas by using a stopwatch accurately. For each concentration I will make sure that there is no excess catalase or substrate in the measuring cylinders I use by cleaning them. I will hold the rubber bung connecting the conical flask and the gas syringe so it does not open and let out any gas. PREDICTION I predict that the more the concentration of substrate the faster it will be to produce 20ml of oxygen if you increase the concentration there will be a higher chance of collision between the particles, but there will come a point where all the active sites are full and the rate should go constant. Enzymes such as catalase are protein molecules. They are used to speed up specific reactions in the cells. They are all very specific as each enzyme just performs one particular reaction. Once the amount of substrate molecules added exceeds the number of active sites available then the rate of reaction will no longer go up. The graph should look like this, I know this from background scientific knowledge, from my notes and textbooks. SAFETY ASPECTSThe safety precautions that I will consider taking are that I am going to ensure that I wear goggles because Hydrogen is a strong oxidising agent and if it gets into my eyes it could be irritating and eat away at my cornea, corneal bur ns can occur rapidly. I will also make sure that the Hydrogen Peroxide does not come in contact with my clothes or hands so I will wear an apron and gloves if the Hydrogen Peroxide does come in contact with my hands, which will cause whitening of the skin and stinging. I will immediately wash my hands thoroughly with water. Hydrogen Peroxide is a strong deodorizing and bleaching agent. It has a characteristic pungent odor. If anyhow I swallow the Hydrogen Peroxide I will drink water straight away to dilute and immediately contact a physician. If I break any apparatus I will inform the teacher straight away and I will clean the broken apparatus. APPARATUS LIST? Scalpel and chopping board? Pipette? 4 measuring cylinders, (3) 100ml (1) 10ml? Conical flask? Gas syringe? Mortar and pestle? Glass wool? Rubber bung with delivery tube? Retort stand with clamp and boss? Stopwatch? Sand? Spatula? Hydrogen Peroxide? Di ionised water? Source of enzyme (liver)I used these apparatus because it wa s the equipment available and suitable for my experiment. I used the gas syringe rather than to count the number bubbles produced in a measuring cylinder because it is more easier and accurate and it also gives a less possibility of gas escape. I used the stopwatch because it is accurate to measure the time rather than counting the time yourself. I used the spatula to pick up bits of the sand and put in the mortar and pestle in which I was grinding the pieces of liver. I used the scalpel to cut the pieces of the liver and I cut the pieces on the chopping board so I dont cut into the table that I was working on. I used the mortar and pestle to grind the pieces of liver. I used the glass wool rather than filter paper because the catalase could be adsorbed by the filter paper, which will no longer be a fair test. The house on mango street EssayIt is possible to follow the reaction by monitoring the pH of a mixture of milk, lipase and sodium carbonate. A milk with higher lipid content should release a greater number of fatty acids in a given time period and therefore its pH should drop quickest. Method1. Place 10ml fresh milk in a boiling tube (1) and add 5ml of dilute (0.05M) sodium carbonate solution. Place the boiling tube in the water bath to warm to 40C for 5mins. 2. Place 1ml of 5% lipase in a boiling tube (2) and place in the water bath to warm to 40C for 5mins. 3. Set up the datalogging equipment as shown below. 4. Pour the milk with carbonate solution into the warmed enzyme . Shake the boiling tube and return to water bath. 5. Record the change in pH for 8 minutes. 6. Rinse the pH probe in the pH7 buffer solution and repeat experiment with a different milk sample. Bile salts are steroids with detergent properties which are used to emulsify lipids in foodstuff passing through the intestine to enable fat digestion and absorption through the intestinal wall. They are secreted from the liver stored in the gall bladder and passed through the bile duct into the intestine when food is passing through. Biosynthesis represents the major metabolic fate of cholesterol, accounting for more than half of the 800mg/day of cholesterol that the average adult uses up in metabolic processes. By comparison, steroid hormone biosynthesis consumes only about 50 mg of cholesterol per day. Much more that 400 mg of bile salts is required and secreted into the intestine per day, and this is achieved by re-cycling the bile salts. Most of the bile salts secreted into the upper region of the small intestine are absorbed along with the dietary lipids that they emulsified at the lower end of the small intestine. They are separated from the dietary lipid and returned to the liver for re-use. Re-cycling thus enables 20-30g of bile salts to be secreted into the small intestine each day. The most abundant of the bile salts in humans are cholate and deoxycholate, and they are normally conjugated with either glycine or taurine to give glycocholate or taurocholate respectively. The conjugation is important in identifying the bile salt for re-cycling back to the liver.