A report that reflects on Person Centred Therapy

I reflected on Person-centred Therapy (PCT) as the comparative model because of the conflict that exists between this and Cognitive Behavioural Therapy (CBT). The conflict is historical, political and from personal experience. In therapy twenty years ago I became frustrated with my counsellor’s person-centred approach. I challenged my counsellor to provide me with more support and help. I therefore had preconceived ideas of PCT which may be similar to stereotypical thinking of these models. It was excessively warm, completely non-directive and only reflected back to the client, which I found frustrating.I understand now it was because my coping style was externalised and I had no control over external events, which suited a more direct counselling approach. So, how would this influence my practice as a counsellor? In theoretical terms and in observed practice I appreciated the benefits of PCT for its empathetic understanding and for clients who require a non-directive approach to gain emotional awareness. Presenting issues that can be helped by PTS are bereavement, drug and alcohol issues, depression, panic and anxiety, eating difficulties, self-harm, childhood sexual abuse (Tolan and Wilkins, 2012).I have used the model affectively for bereavement and sexual abuse as an offer of a direction would have been inappropriate and incongruent at the time. My preconceptions of CBT were solution focused, challenging and that low intensity based interventions ignore the client’s past. I feel competent in using certain behavioural intervention in my practice and challenge maladaptive thinking patterns in sessions. CBT is a medical model and although we have been taught the disadvantages to diagnoses, CBT is seen as the treatment of choice for many presenting problems due to the amount of empirical evidence available.These are anxiety disorders, panic, phobias, obsessive-compulsive disorder, PTSD, bulimia and depression as identified by NICE (NICE, 2008, Acc essed online 27/06/201). This report reflects on the appropriate use of the models. Stereotypes have some element of truth, but at the same time, are not the truths. I wanted to understand the similarities and parallels while respecting the fact that, in practise, I use both models. I didn’t want to do a bit of each badly, but use a model in full at the appropriate time and understand my reason for doing so (Casemore, and Tudway, 2012).Both PCT and CBT are deeply rooted in the same philosophical underpinning of humanism, existentialism, and both are phenomenology particularly to the nature of suffering. However, there are differences in the understanding and interpretation of the philosophy. Both approaches view a person as continually seeking growth and self-actualisation. There are incompatible beliefs between the models. (Casemore, and Tudway, 2012). PCT observes that seeking growth and self-actualisation is a way of being and in itself therapeutic.Rogers’ professed that there were six necessary conditions for therapeutic growth that alone were sufficient to lead to a fully functioning person. The individual is the own expert who can determine their own journey of their reality and can heal themselves with the core, being the relationship itself. The structure of the self includes self-concept and introjected beliefs. PCT communicates acceptance of the client’s own experience and encourages then to identify alternate choices. It is a continual journey of self-awareness and knowledge, with the drive always towards growth (Mearns & Thorne, 2012).CBT views growth and self-actualisation as a shared goal of therapy to be reached with a set of tools, to be implemented in therapy. CBT’s view comes from Ellis who defines a person as irrational and rational. In CBT terms ‘dysfunctional beliefs’ are similar to ‘introjected beliefs’ and led to distortion in the self-concept. The irrational cause’s distress a nd rational directs the individual to fully functioning. CBT primary belief is self distortion and the process of cognitive dissonance.Interventions such as the ABCDE framework are used to challenge and dispute irrational thinking and are aimed at increasing client’s self-awareness and self-understanding. CBT sees the relationship as more collaborative and facilitates new learning. An individual’s construct of reality is dimensional and irrationality stops the client from changing. Therefore, a person’s drive is not always towards growth (Casemore, and Tudway, 2012). A similarity of both approaches is the understanding of self-worth and unconditional self-acceptance. The nature of suffering is seen the same. Humans are flawed, imperfect and we cause our own disturbance.Both see the client as the expert in the relationship. Authenticity is of great importance to both PCT and CBT as is the therapeutic relationship. It is the emphasis on the process of change, to b ecome oneself, where the differences in two models lie (Castonguay, & Hill, 2012). From a PCT perspective a client discovers some hidden aspect of them self that they weren’t aware of previously and moves towards a greater degree of acceptance of self by being prized by the therapist (unconditional positive regard), have a sense of realness (genuineness) and listen to them self (empathy).A client moves towards seeing new meaning. These changes are characteristic of therapeutic movement. The client moves along a continuum from rigid structure to flow which can be seen in the seven stages of therapeutic change. Rogers’ term was ‘organismic experiencing’ which was interpersonal in the therapeutic relationship through unconditional positive regard and intrapersonal within the client accepting a new experience into their awareness (Castonguay, & Hill, 2012). In PCT, the process of change there are different corrective experiences for a client.For me practising with a client group from a women’s refuge I use PCT and Rogers’ condition-of-worth. The incongruence between the self-concept and authentic self is evident due to the abuse. This creation of a false self is corrected with unconditional positive regard, empathy and genuineness. Process Theory is where, change in the experience of feelings and the recognition that the client is the creator of their own construct occurs. The therapeutic change has a developmental sequence.There is a change in the client’s manner of experiencing feelings and recognition of being the creator of their own constructs, accepting responsibility and in relating to others openly and freely. This is compatible with the condition of worth. A person moves with acceptance to a fully functioning person. The person’s overall ‘way of being’ is changed. Relating to a congruent therapist, the client learns to be open and congruent themselves (Castonguay, & Hill, 2012). Unblockin g or Focusing is where the self-correcting, self-healing process of the organism is blocked.The person can’t refer inwardly, focus on feelings or articulate meaning. They have a rigid self-concept. Empathic listening within the therapeutic relationship opens the issue to re-examination and unblocks the person self-healing process. There is an interaction between the feeling and the attention the client brings to create a new meaning. This is Gendlin’s felt sense, an unexpected feeling of flow. The client becomes an active self-healer who has been felt heard and understood (Castonguay, & Hill, 2012).In practice building ‘Meaning Bridges’ – new understanding which identifying introjects imposed by others who imposed external systems of value has been paramount because of the external pressure that have be imposed through a close relationship. Internal opposing voices can be accepted, examined and resolved through compromise and collaborative solution. Until now, I saw this as CBT but can now see this as PCT with Rogers’s necessary and sufficient conditions of therapeutic change all that is needed for the process of change and this change occurs without engaging in cognitive process, but in the moment (Castonguay, & Hill, 2012).I am able to draw personal parallels from watching Rogers’ session with Gloria. Gloria wanted an answer from Rogers. In the session she found it for herself, even though she actively interpreted that he had helped her to the decision; even though he hadn’t. She makes the decision of honesty for herself. Although non-directive, Rogers’s session had a focused, this was of self-healing and self-direction. Refuting the belief that the person-centred way is only to reflect back to the client. The warmth from the counsellor is also part of the process of condition of worth.This helps me challenge my preconceived ideas and understand what is happening in practice. In practise, I am awa re from a CBT perspective the therapeutic approach can teach clients new skills. The therapist is regarded as more of a coach. The client benefits from new skills and perspectives which facilitate the learning and have a sense of efficacy. I have used CBT to look at specific problem behaviours and conceptualise them as having cognitive, affective, behavioural and physiological elements each of which can have a legitimate target for intervention and can be check for validity (Castonguay, & Hill, 2012).The process of change occurs in practice as old ways are challenged through exposure exercise, behavioural experiments and cognitive restructuring techniques. Change occurs in the therapeutic setting or outside in a person everyday life. It may require repetition to produce a lasting effect and reduce maladapted patterns. This is where CBT and PCT are similar as this requires a strong therapeutic alliance, but CBT literature takes this as a given and may be a reason it is criticised. Cl ients are taught emotional regulation and basic functioning skills, such as problem-solving skills, breathing relaxation and active coping.Specific interventions are then used to motivate and foster the therapeutic relationship, such as cost benefit analysis, daily thought records, and in vivo exposure. Aligning client’s goals with interventions in a formulation develops the therapeutic alliance and collaborates with the client, with hypothesis-testing strategies used to undergo the process of change [Casemore, and Tudway, 2012). CBT is focused on corrective experiences and facilitates through interventions rather than challenging a client.It respects the importance of the therapeutic relationship and uses Rogers’ core conditions but does not see the conditions as sufficient. In-depth schema focused CBT takes the therapy to a deeper level and deals with past issues, than the low intensity offered by the NHS. Again my preconceptions are challenged for the benefit of my practice. I can see how the two models are not rivals, as Roger Casemore and Jeremy Tudway suggest in their book Person-centred Therapy and CBT, and that sibling as a metaphor works well (Casemore, and Tudway, 2012).For me, the therapeutic relationship and the advanced empathy required in PCT are important in my practise along with the core conditions in order to create change. Rogers’ believes interventions as wrong, from a philosophical point of view, as the client always having to lead the therapy. This is because Rogers sees a person as having limitless potential. For me, CBT in offering intervention and gentle coaching helps a client on their journey to self-healing and a seed can be planted and therapeutic change can happen outside the counselling session.I support the views not all humans have the same drive and there is an unconscious element to being rational or irrational. It is a more real idea and not as optimistic as Rogers. It is observation of this therapeutic change and this idea that supports the use of CBT in my practise (Casemore, and Tudway, 2012). The BACP ethical framework has been written with Rogers’ core conditions in mind. Therefore, PCT offers the client and the therapist the need to fulfil the principles of self-care, of being trustworthy and providing autonomy.As to the personal moral qualities the PCT requires the therapist to have advanced empathy. CBT has been criticised for focusing too much on the intervention and not being of beneficence. In CBT extra competence in the implementation of the intervention is required, so the criticism of the technique becoming the therapy cannot be applied . In writing this report and in my practise, I feel the difference are enough not to combine the models, but that each model can go into the same toolkit and used separately in the same session with a client.With the collaborative element in mind and further reading I am interested in the approach by Mick Cooper and John McLeod. The pluralistic perspective which believes individual clients would â€Å"benefit from different therapeutic methods† used at â€Å"different points in time†. Therapist would â€Å"work collaboratively† with clients. â€Å"Help them identify what they want from therapy† and how this can be achieved. It leaves the question of the process of therapy integration in practice open for debate. (Cooper, and McLeod, 2010, Assessed Online26/06/13).

Support Childrens and Young People’s Health and Safety

2. 1 Demonstrate how to identify potential hazards to the health, safety and security of children or young people, families and other visitors and colleagues. co.uk/2-5-food-safety/">Food safety:- †¢Appropriate clothing-when handling food I wear latex gloves and apron and always tie my hair back †¢Washing hands-children are taught the importance of why washing hands needs to be done when handling food. †¢Food stock-at our school we have staff who are in charge of making sure the milk and fruit is in date and stored correctly. They distribute it around the school. Allergies to food-we send out and keep a file of consent forms. In my class there is a girl who is allergic to eggs and fish so when she handles them she has to wear latex gloves. †¢Age equivalent equipment-we have plastic knives for the younger children to use. Before using equipment it is thoroughly cleaned and checked for damage or faults. We have cutlery with special grippers for children with special or extra needs. †¢Food stored at the correct temperature-if using food for experiments or baking I must make sure it is stored correctly and at the right temperature to stop it going off. Food is in date-when using food in school I check the dates on the food before using it for any activity, if a child or member of staff was to eat go off food they could become seriously poorly. †¢Food is disposed of correctly-when throwing away unused or leftover food we have bins outside of the building specifically for food waste. Physical:- †¢Checking the environment-I always make sure the classroom is safe before the children enter, if going outside I check the area for any hazards. †¢Display boards-make sure they are up to date and display notices to the children, staff and visitors on how to be safe around the school environment. Equipment-make sure all equipment is risk assessed and PAT stickers/stamps are in date before using equipment. If children were to use a faulty laptop they could be electrocuted. †¢Spillages- clean up any spills in the classroom, in my class the children bring juice bottles for break time when they leak or spill I clean it up immediately to prevent slips and falls. †¢Trip hazards- cables to computers and white boards must be out of reach for the children because if they were to trip they could easily hurt themselves. Security:- Unlocked gates: – I always check that the gates are locked before allowing the children to go outside, this stops the children getting out and unauthorised people entering. †¢Sign in- when entering the school grounds you must sign in and out, you are issued with a visitor sticker to show the rest of the people in the school that you are a visitor. †¢Electronic zappers- all staff in my school have electronic zappers this is so you can gain entry around the building. This stops strangers and unauthorised people gaining access to the school. Phone system- in our school we hav e telephones in each classroom and room, this is so if an accident or incident happens staff are alerted immediately. Fire:- †¢Don’t cover radiators- in our school we have blow heaters and these must never be covered my wet or damp clothing, they will overheat and could catch fire. †¢New pupils/staff-when a new member of staff or pupil joins the school they are made aware of the fire procedures, they are given a tour of the buildings and made aware of the fire exits. Liquids by electrical items- we are not allowed to keep cups or glasses with any liquids in or around the classroom, if they were to be spilt by the computer that would be a fire risk. Children juice bottles are kept in a tray away from any electrical equipment. †¢Fire drills- when the fire alarm goes off we line the children up on the playground and complete a head count to make sure all pupils are present. Personal safety:- †¢Correct footwear- in our school we are not allowed to wear open to ed shoes or sandals. If we were to drop or spill something on our feet we could seriously hurt ourselves. Parents evening-we hold our parents evening in the hall, all teachers are together and never left alone. The teaching assistants run a creche facility together so we are never left alone with the children or parents either. †¢After hours- when parents want a meeting with their child’s class teacher I always make sure I am present in the classroom so that the teacher is not left alone. †¢Jewellery-we can wear stud type earrings but are not allowed to wear hoops or dangly earrings, this is because they can easily get caught or ripped out by the children.

TRS Essay Example | Topics and Well Written Essays - 1500 words

TRS - Essay Example Luke wrote about the early Christian leadership development in the first seven chapters of Acts of the Apostles. The focus is majorly on Jesus’ teachings, the spread of the Gospel, and the events that were experienced in Galilee and Judea. As church leaders and more so the Apostles spread the gospel, they experienced hardships such as persecutions, incorporation of foreigners, maintaining distant followers, and issues of church leadership and policies. 2. Controversies about Gentile Christians The great controversy in the early church was about whether or not Christianity had to be simply another division of Judaism. The focus was on the missionary expansion of Gentiles from Antioch. The issue was basically the basis on which Gentiles were to be admitted to the church and the whole issue of human salvation, whether Gentiles or Jews were at stake. The opinion to resolve this controversy was for people to acknowledge the grace of God in Christ as the sole basis for faith and sal vation as the only necessity from the human side. It was also suggested that gentiles respect the attitudes of their brethrens in Christ. At the end of all these, the Church was freed from being a sect in Judaism, and could expand freely as a unit throughout Europe (Saward 67). 3. Arius belief about Jesus and the controversy around this Arius believed that God and Jesus were not really of the same substance. His belief was in the ontological and the eternal functional subordination of Jesus to God; that the son was lower than the father and that he was created before time. At first, the early church was not sure of how to respond to Aryanism. Athanasius responded by claiming that Jesus was eternally begotten from God and thus they have the same essence. Bishop Alexander left the controversy to go on until he finally came to perceive that it was endangering peaceful co-existence in the church. A local council of Bishops was called upon to resolve the controversy, who decided against these teachings as well as depositing Arius from office and excommunicating his followers. In 325 AD, Constantine took a step to form a council inclusive of church prelates from the Roman Empire to solve the controversy. With Constantine’s influence, most of the bishops settled on the Nicene Creed that had the term homoousios; referring to â€Å"one in essence,† with the meaning contrary to that of Arius. The Nicene Creed circular was distributed in churches to make Christians aware. 4. Effects of the sacrament of baptism to the baptized, according to the early Christians According to Saward (104), in the 3rd and 4th centuries, the early church baptized using the immersion method. They believed that this sacrament forgave sins. To them, in the name of the Father, the son, and the holy Spirit, their sins were washed away by water. Baptism also made one a believer, and whoever refused the sacrament was condemned as an unbeliever. Moreover, baptism was a sign that people were destined to repent and could receive remission of sins, were regenerated, get born again, and were blessed by God. 5. Rabbi Abraham Heschel’s theological understanding of the Sabbath Rabbi Abraham Heschel Viewed the Sabbath as not a healthy rest period aimed at preventing burn-out and a way to carry out productive chores; neither is it equivalent to sleep. On this day, the nature of time is disclosed as

Supply and Demand Simulation_365 Essay Example | Topics and Well Written Essays - 750 words

Supply and Demand Simulation_365 - Essay Example The level of competition is also a macroeconomic factor because the firm is a monopoly, rather it has no competitors. The reasons the two are concepts under consideration in macroeconomics is because the firm does not have control over them as seen in the study work of Adil (2006). The shift in the supply curve is as a result of lowering rental rates. This will imply that the number of property will be on demand and making the supply to increasing leading to a shift of the supply curve to the right. The shift is also due to increased advertising whereby the property is in demand from many clients because, through advertisements, many people will learn of the two-bed roomed apartments increasing the occupant and increasing the supply. This implies that the quantity demanded increases. This shift will arise from the renting of property at a low rental rates. The shift will also arise from increased demand of apartment as a result of increased advertisement schedules. The shift in supply will affect the equilibrium price because, at some point, there is no further adjustment in the rental rates this also applies to the shift in demand. The shift in supply would affect the quantity, where according to Adil (2006) the shift to the right will indicate an increase in quantity supplied. The shift in the demand curve to the right will also indicate an increase in quantity demanded. The management will also make their decisions based on the shift in the supply curve, whereby the shift to the right will make the management set the rental rates at the equilibrium price. This also applies to the shift of the demand curve to the right, whereby the management has to reduce the advertisement as the demand will be high enough. Application of the concept of demand and supply would be to determine the amount of advertising to do, such that in case the demand goes up due to increased

Describe how the company Apple provides useful templates for HR Essay

Describe how the company Apple provides useful templates for HR Management - Essay Example out the steps of service for A-P-P-L-E which is an acronym for the company’s name.Thus, an employee should approach customers with a personalized smile, Probe them politely to understand their needs, Present a solution for the customer to take home today, Listen for and resolve any issues or concerns and lastly End with a fond farewell and an invitation to return. This approach is still very much in use today. Employees get canned for being late-forget the ten minute rule, and make certain that your watch just isn’t behind(or your iPhone for the time).Apple employees can get fired for being more than 6 minutes late,3 times in a 6 month period. Stay positive always-Genius bar employees receive training that trains them how to avoid use of negative language. When faced with a technical issue they cannot solve, they are advised to use â€Å"as it turns out† and not â€Å"unfortunately†. There is specific language that ought to be used while addressing emotional customers. An employee should listen and limit their responses to simple reassurances that an employee is actually actively involved. Words such as ‘I understand’,’Uh-huh’†Apple is pretty controlling†¦to say the least,† Keep your mouth shut-Could look strange that your usual friendly employee is not aware of the widely reported rumors about the iPhone 5? It’s pretty likely to be an act. Employees are always under very strict orders to avoid rumors about any forthcoming products, or prematurely acknowledged widespread technical issues about a current product. Any member of staff found writing about the company is fired. New employees-The newly recruited employees are not allowed direct interaction with the customers. They shadow a more seasoned employee for a few weeks before they are left on their own. Apple’s HR spends a lot of resources and time while training its retail employees, which is something very rare in the low-margin retail industry. Actually Apple’s employees are the best

Research paper Example | Topics and Well Written Essays - 250 words - 4

Research Paper Example It was an all high for female in both public and private nonprofit institutions. The reverse was witnessed in the private for profit institutions, with males being more than females at forty-eight percent and thirty-six percent respectively. Every start of an academic year comes with an ever-increasing price of college education. An interview conducted on persons of ages eighteen to sixty-five, found out that sixty-five percent of the respondents believed that college prices were growing at a faster rate than other items and services. Eighty three percent went on to explain that students borrow too much to go to school. The school year 2013-2014, recorded an average tuition and fees for undergraduate at public four-year colleges at $8,893 a two point nine rise from the previous year. The private non-profit four-year colleges recorded an average tuition fee of $30,094, which was a three-point eight percent from the previous year. For over the last decade, an increase in tuition and fees has been on a rise. At the four-year public colleges the raise has hit a fifty-one percent rise. The private non-profit four-year colleges, the raise was at twenty-five percent. This raise has resulted to an increased number of students in need of financial assistance. The last decade has witnessed the number of Pell grants rise from four points eight to eight point eight million. The retention of University student is of importance more so to the college administrators in trying to improve the graduate rates and decreasing of tuition and fees since the economy is known to have a noticeable effect on the retention

Sentence Comprehension in Similar Syntactic Structure Term Paper

Sentence Comprehension in Similar Syntactic Structure - Term Paper Example The critical analysis of the two articles will also include a discussion of findings that are (in) compatible with each other, and other relevant comparisons between them. Furthermore, assessment of the extent to which the articles achieves what they claim, is also an important part of the present research paper. The paper also presents a proposal for a new experiment in the same area. The proposal will provide a summary of the assessment that can and cannot be concluded from the examined articles. This will help me propose a further experiment to enhance understanding in this area of psycholinguistics, resolve and address unresolved issues of the studies under review. The proposed experiment will include a hypothesis to be tested, a description of the methodology to be used, examples of the stimuli to be used, at least one complete item from each condition, and a description of the properties of the stimulus set as a whole and interpretation of possible results.   Critical Summari es and Comparisons In order to understand the broader aspect of the impact of similar syntactic structure on sentence comprehension in psycholinguistic research, two articles have been selected. The article by Branigan, Pickering, and McLean (2005) suggests that past language process influences the ways in which individuals interpret language. Similarly, Traxler (2008) investigates conditions in which individuals interpret the pairs of sentences that similar syntactic structure and its impact on their sentence comprehension. Branigan, Pickering, and McLean (2005) study the impact of past language processing on language production. The authors investigate whether syntactic repetition is another such feature that might influence attachment inclinations, that is, verb phrase or high attachment and noun phrase or low attachment. For this purpose, the authors conducted four experiments that investigated the resolution of prepositional phrase ambiguities in phrases in which participants l inked the expressions to pictures, that is, the influences of syntactic repetition were explored. The first procedure tested if prepositional-phrase attachment is influenced by past understanding of sentences that are assigned to high attachment or low attachment, employing prime and target utterances using the identical verb. The second experiment was similar to the first experiment, except that verbs were not repeated. The third experiment enquired whether prepositional-phrase attachment is influenced by past production of phrases consisting of prepositional phrase with a high or low attachment. The last experiment explored whether syntactic recurrence influences the time period in ambiguity resolution (Branigan, Pickering & McLean, 2005). The study presented four procedures that explored whether comprehension is affected by syntactic repetition. In all four experiments, participants were presented with internationally ambiguous phrases comprising of a prepositional phrase that co uld be read as altering the verb (high-attached) or altering the direct object (low-attached) (Branigan, Pickering & McLean, 2005). For the experiments, 24 set of items were created, each of which contained

The Political Freedom of Self Under Islamic Regulations Essay

The Political Freedom of Self Under Islamic Regulations - Essay Example In this research paper, I’ll analyze the idea and conception of one’s political freedom in Islam, and how we can achieve it. In the beginning, I’ll quote Qur’anic verses that have particularly emphasized freedom and then, I’ll discuss al nafs (self) and its freedom in Quran. I’ll also examine the extent of man’s freedom in his actions and its political application. In addition, I’ll explore how a complete surrender to Allah’s will and message brings freedom for self. Moreover, I’ll thoroughly explain Qutb’s investigation on how complete surrender to Allah’s will brings freedom and end enslavement of other humans or systems. Additionally, I’ll explain Isaiah Berlin’s ideas of freedom and his critique of â€Å"positive freedom† in an effort to identify their relevance with Qutb’s. Lastly, I’ll explore the idea of jihad (struggle in the way of Allah or struggle against unbeliever) as Qutb refers it as a universal declaration of freedom and the way it is established. Semantically, freedom can mean a variety of things, but in this paper freedom shall be understood within the realms of Islam and within the two concept of freedom as explained by Isaiah Berlin. These two concepts are negative freedom, and positive freedom. Negative freedom is centered on the lack of restraints and constraint in carrying out actions, whereas positive freedom is the complete opposite. In positive freedom, one is restrained or allowed to act in a certain way on the basis of moral code. Muslims are free to act as they want as they can take their own decisions (determinism and mon). They are responsible for their actions; therefore, they need to purify their actions and self. In an effort to purify the inner self, they follow the regulations set by Islam. Jihad Asghar constitute three stages of self, and practicing it

Engineering Materials Essay on Polypyrrole Essay Example for Free

Engineering Materials Essay on Polypyrrole Essay 1.0 Introduction to Polypyrrole The reason of this report is to determine the effects of temperature on the thermal, physical and mechanical properties of Polypyrrole. And then conclude the possible applications of this polymer according to its properties. Known as the conducting polymer, it is a black insoluble material according to Richard Doyle (2011), usually in the form of a thin film. It was the first polyacetylene-derivative to show high conductivity. Over the years it has become one of the most studied and extensively applied conducting polymer due to the reason being that it can be easily prepared, has high conductivity and has relatively greater stability amongst other heteroatom containing polymers. It is made up of monomers that are amines attached to aromatic rings. Some of the physical properties of Polypyrrole, as mentioned on WolframAlpha (2011), it has a Melting Point temperature of  573.15K and as identified by T.F. Otero, J.J Lopez Cascales and G Vazquez Arenas. (2005), Young’s Modulus was found to be of 310 MPa. The Glass Transition State, as indicated by P. Syed Abthagir and R. Saraswathi (2004), in their report Thermal stability of polypyrrole prepared from a ternary eutectic melt, was found to be 545k. 2.0 Methodology of the simulation tests In order to determine the effect of Temperature on Polypyrrole, simulations were carried out using the simulation software called Materials Studio. 2.1 Model Generations 1) The monomer of polypyrrole known as pyrrole was imported from software library and shown. To make presentable the display style was chosen to be â€Å"Ball and Stick† by right clicking the model. 2) Then to make the polymer the â€Å"Build Polymer† was selected from â€Å"Build† tab and chosen Current Project from library menu. Chain Length was re-arranged to 5 monomers to fit on screen for simulation purposes. 3) Click â€Å"Window† tab from Title Bar and chose â€Å"Tile Vertically† as Display Style. Then Click on any of the two pictures and right click and select â€Å"Display Style†, navigate to Legends tab and uncheck Show axis indicator. Then go to background and change it to White to comply with report’s page background. Follow the same instructions for the other picture also. 4) Then right click on any of the two pictures and chose â€Å"Label†, change the font to 16 and change text colour to Black, then chose â€Å"Element Symbol† from Properties and press close. Repeat this step for the other picture as well. 5) Select 3D viewer from the buttons above to fit to screen for both pictures and then from â€Å"File† click Export, change the format to â€Å".bmp† and save to simulations folder. 2.2 Thermal, Physical and Mechanical Properties 1) Now from the generated model choose the Polymer and go to â€Å"Modules† tab and choose second last option known as â€Å"Synthia†. From the setup adjust the temperature to 200-800 and steps to 60. 2) Then go to properties, Select all the properties with â€Å"CTRL A† and uncheck them and then only select Density from Thermo-physical Filter and Brittle Fracture Stress from Mechanical Filter. Then Calculate. Export the results as MS Excel file and save to simulations folder to be used later. 3.0 Results and Discussions All the results and there conclusions are mentioned here on. The results of simulation include effects of temperature on Glass Transition Temperature, Brittle Fracture Stress and Density. 3.1 Model Generation The model for simulation was generated with the following monomer (Pyrrole) having this structure (Figure 1.0): Figure 1.0 Structure of Pyrrole The monomer is made up of an aromatic ring which is an amine due to its bonding with NH group. The basic formula is C4H4NH. There is a delocalised pair of electrons on Nitrogen. At position 2, 3, 4 and 5 each carbon atom is bonded to one hydrogen atom. Positions 2-3 and 4-5 have double bonds between the carbon atoms. Although pyrrole belongs to an amine group but it has relatively low basicity because of the lone pair of electrons of Nitrogen in the aromatic ring. The monomers synthesis to form the polymer, Polypyrrole: Figure 1.1 Structure of Polypyrrole The polymer is synthesised in two manners, electrically and chemically. In Figure 1.1, a chain of 5 repeat units is used. The preferred bond formation in the aromatic ring occurs at position 2 and 5. In support to the Wan Der Walls forces, there is also hydrogen bonding of side chains between Nitrogen and Hydrogen thus forming a Branched structure of the polymer. Since the structure consists of Benzene ring so it gives the polymer a very rigid form. 3.2 Thermal, Physical and Mechanical Properties 3.2.1 Study on thermal property (Glass transition temperature, Tg) According to Notes by Mr Lim SC (2012), â€Å"Glass Transition Temperature (Tg) is the specific temperature at which a non-crystalline material changes it state from being Glassy/Brittle to being Ductile or rubbery.† With the help of Simulation, the following Results table was devised for Pyrrole.

Valuing Literacy Essay Example for Free

Valuing Literacy Essay In speaking about the value of literacy in the classroom, it is essential to reflect upon our own personal histories in the classroom setting. Being that my favorite content has been primarily math, it was often difficult for me to be interested in literacy. Language, both spoken and written, did not appeal to me in the same way that math and numbers did. I always found math to be very logical, simple and straight forward, with understandable rules, while language seemed subjective, with rules that alter and change over time. However, even though language was not my favorite subject, it is vital to understand the ways in which people are aided by having a strong command of language. Development The development of the child as one passes through the school system is a constantly shifting and evolving process. I remember listening to bedtime stories as a young child and learning to read, then learning how to spell and write in elementary school and understanding the parts of speech. As I progressed into secondary school, I was expected to organize and refine my writing, developing concepts in depth. It is a natural process for children to start out slow with literacy skills. However, it is important for children to be supported in language acquisition as they grow older, promoting the comprehension of multifaceted ideas (Plaut, 2008). Content There were various methods employed by my parents and teachers to help me to fully understand the content of literacy. When reading with my parents, we took turns reading and pronouncing words. They encouraged me to read to them, just as they were happy to read to me. In elementary school, I received further instruction in grammar and semantics, learning how words worked within sentences, how words were spelled, how to gain meaning from the concepts being communicated. In secondary school, I was encouraged to write essays, to fine tune my organizational skills, and to communicate ideas in a comprehensive and orderly fashion. Experiences In reflecting on how some of my experiences with literacy were helpful or harmful, it is important to note that not all children learn about language in positive ways. Sometimes, the very people who are supposed to be our teachers use language to deflate the self esteem of children. I remember being reprimanded for reading something incorrectly, and the result was that I was less confident the next time. On the other hand, I remember instances of teachers praising my writing and pointing out what worked. I believe that praising the good is often more productive than shaming the mistakes. Social Impact The social impact of literacy is an important element of language acquisition. When family members, teachers, and friends are not highly educated in literacy or do not value language skills, then the result is a social environment which is not adequately supportive (McKenna Robinson, 2009). Social interactions have a way of making or breaking a person, and it is important to recognize the gulf between the expectations of the greater academic society and the reality of one’s social atmosphere. Practice In bringing my own literacy skills to a higher level and moving from being a student to being a teacher, it is highly important for me to be able to be an excellent model of literacy to the students I teach. Although I am focused on being a math teacher, the explanation and understanding of any subject has to be successfully communicated through language (Zwiers, 2007). It is of utmost importance to me and my future students that I be able to support them in polishing their literacy skills. In order to do this, I must focus on my own level of excellence. References McKenna, M. Robinson, R. (2009). Teaching through text: reading and writing in the content areas. Allyn and Bacon. Plaut, S. (2008). The Right to Literacy in Secondary Schools: Creating a Culture of Thinking. Teachers College Press. Zwiers, J. (2007). Building academic language: essential practices for content classrooms. John Wiley and Sons.

Qualitative Tests Used For Carbohydrates Biology Essay

Qualitative Tests Used For Carbohydrates Biology Essay Carbohydrates are an essential component of our diet and an important source of energy for us. Most of the things generally included in our diet have a large ratio of carbohydrates present. Also the patients suffering from Diabetes excrete huge amounts of sugar in their urine which needs to be estimated. The purity of carbohydrates can also be checked by methods which can qualitatively estimate particular sugars. Hence the need for carbohydrate estimation arose. We have been estimating carbohydrates qualitatively since school time but it was just confined to observing a colour change or a coloured precipitate to detect the presence of a carbohydrate. None of us ever thought that these qualitative tests are highly sensitive and provide much more information than just detecting the presence of a sugar. In this study conducted, two qualitative tests used for carbohydrates were studied: Benedicts test and Seliwanoffs test. Benedicts test is a test used for detecting the presence of Reducing Sugars. The test was performed using Glucose which is the most common reducing sugar. Sucrose was used as a negative control. Different concentrations of glucose were tried ranging from 1.6 M to 1.6 mM and from 4% to 0.25%.Also along with concentration the amount of sugar was varied to find the sensitivity limits and the limitations of the test. The result of Benedicts test is usually a brick red precipitate but with some modifications different colours of solutions and different amounts of precipitate could be observed with slight variation in the concentration and amount of sugar. This suggests that this test being Qualitative is not only an indicator of the presence or absence of a reducing sugar but can also be used to roughly estimate the concentration of sugar present. It can be very useful in estimation of the concentration of sugar present in the urine of diabetic patients. Seliwanoffs test is a qualitative test used for distinguishing between Aldoses and ketoses. Ketoses form a cherry red condensation product whereas Aldoses react to form a blue-green condensation product, which may further change to a peach product. The test was performed using fructose as the sample sugar. Various concentrations of Fructose were used ranging from 4% to 0.01% to find the sensitivity limits and the limitations of the test. The test appeared to be sensitive even at 0.01% showing a very faint red colour. There was a huge variation in the intensity of colour obtained at different concentrations of sugar. But the drawback of the test was that the red colour of the solution was not stable. It intensified with increase in the duration of time. 2. INTRODUCTION Carbohydrates are the most abundant bio molecules on Earth. Each year, photosynthesis converts more than 100 billion metric tons of CO2 and H2O into cellulose and other plant products. Certain carbohydrates (sugar and starch) are a dietary staple in most parts of the world, and the oxidation of carbohydrates is the central energy-yielding pathway in most non-photosynthetic cells. Insoluble carbohydrate polymers serve as structural and protective elements in the cell walls of bacteria and plants and in the connective tissues of animals. Other carbohydrate polymers lubricate skeletal joints and participate in recognition and adhesion between cells. More complex carbohydrate polymers covalently attached to proteins or lipids act as signals that determine the intracellular location or metabolic fate of these hybrid molecules, called glycoconjugates. .Carbohydrates are polyhydroxy aldehydes or ketones, or substances that yield such compounds on hydrolysis. Many, but not all, carbohydrates have the empirical formula (CH2O)n; some also contain nitrogen, phosphorus, or sulphur. There are three major size classes of carbohydrates: monosaccharides, oligosaccharides, and polysaccharides Classification Carbohydrates can be classified on the basis of the various characteristics they possess. They can be classified on the basis of the number of carbon atoms in the sugar chain, the terminal functional group in the chain, the number of sugar subunits and the reducing activity of the sugar units. Depending on various basis they are of several types: A. According to the number of carbon atoms in the sugar chain: 1. Trioses: contain 3 carbon atoms (e.g. glyceraldehyde). 2. Pentoses: contain 5 carbon atoms (e.g. ribose). 3. Hexoses: contain 6 carbon atoms (e.g. glucose). B. According to the terminal functional group in the sugar chain: 1. Aldoses: contain terminal aldehyde group (-CHO) (e.g. glucose). 2. Ketoses: contain terminal ketone group (C=O) (e.g. fructose). C. According to the number of sugar subunits: 1. Monosaccharides: Monosaccharides, or simple sugars, consist of a single polyhydroxy aldehyde or ketone unit. The most abundant monosaccharide in nature is the six-carbon sugar D-glucose, sometimes referred to as dextrose. 2. Oligosaccharides: Consist of short chains of monosaccharide units(2-10) joined by characteristic linkages called glycosidic bonds. The most abundant are disaccharides, with two monosaccharide units. e.g. sucrose (cane sugar), which consists of the six-carbon sugars- D-glucose and D fructose. 3. Polysaccharides: The polysaccharides are sugar polymers containing more than 20 or so monosaccharide units, and some have hundreds or thousands of units. Some polysaccharides, such as cellulose, are linear chains; others such as glycogen, are branched. Both glycogen and cellulose consist of recurring units of D-glucose, but they differ in the type of glycosidic linkage and have different properties and biological roles. . D. According to the reducing activity of the sugar unit: Carbohydrates that can undergo oxidation are called reducing sugars. This depends on the presence of an exposed carbonyl group. 1. Reducing sugars: Certain sugars with a free carbonyl carbon can be oxidized by oxidizing agents such as ferric (Fe3) or cupric (Cu2) ion. The carbonyl carbon (anomeric carbon) is oxidized to a carboxyl group. Such sugars capable of reducing ferric or cupric ion are called Reducing sugars. e.g. lactose, maltose. 2. Non-reducing sugars: Sugars like sucrose contain no free anomeric carbon atom since the anomeric carbons of both monosaccharide units are involved in the formation of glycosidic bond. Therefore it is a Non-Reducing sugar. 2.1 Biochemical Tests for Carbohydrates The biochemical tests for carbohydrates can be divided into two categories: Qualitative Tests- These tests are performed to detect the presence of carbohydrates in a test sample. They are also used to detect the type of carbohydrate present. There are different types of qualitative tests for different types of carbohydrates. e.g. Fehlings and Benedicts test for reducing sugars, Seliwanoffs test for ketoses, Iodines test for starch,Bials test for detecting pentoses etc. They are not very sensitive as compared to quantitative tests and cannot estimate the exact amount of carbohydrates present but show some difference in the observation with variation in the amount of carbohydrate hence, can be used to make a rough estimate of the amount of sugar present. Quantitative Tests- These tests are the advanced form of qualitative tests and can be used to estimate the amount of carbohydrate present in a given sample. These tests use particular chemicals which form coloured complexes with sugars which can then be read at certain wavelengths using a spectrophotometer. Their absorbance can then be used to estimate the exact amount of carbohydrate present in the sample. e.g. Anthrone test, DNS Method, Phenol- Sulphuric Acid Method etc. 2.11 Qualitative Test Flow Chart for classifying an unknown carbohydrate A. Molisch Test Molisch test is used to distinguish between carbohydrates and non- carbohydrates. It is the preliminary test used to detect the presence of carbohydrates in a sample. Principle It uses concentrated sulphuric acid as a Dehydrating acid which dehydrates all carbohydrates to form Furfural or 5-hydroxymethylurfural from reaction of sulphuric acid with pentoses and/or hexoses. These products condense with ÃŽ ±-naphthol to yield a purple condensation product. B. Iodine and Potassium Iodide Test This is a test used particularly to detect starch and glycogen. Starch gives a blue-black colur with potassium iodide whereas glycogen gives reddish-brown colour. Principle Starch contains ÃŽ ±-amylose, a helical saccharide polymer, and amylopectin. Iodine forms a large complex polysaccharide with the ÃŽ ±-amylose helix, producing a blue-black colour. Simple Oligosaccharides and Monosaccharides do not form this complex with Iodine. Thus, the I2/KI test can be used to distinguish starches from other carbohydrates. C. Bials Test Bials test is used to distinguish between pentoses and hexoses. Principle This test uses concentrated hydrochloric acid as the dehydrating acid and orcinol with a trace of iron(III) chloride as the condensation reagent.. Pentoses subjected to the test yield a blue or green condensation product, while hexoses yield a muddy brown to grey condensation product. Pentose Dehydration Product Blue or Green condensation product (Furfural) Hexose Dehydration Product Muddy brown-Grey condensation product (5-hydroxymethylfurfural) D. Seliwanoffs Test Seliwanoffs test is used to distinguish between aldoses and ketoses. Principle This test uses 3N hydrochloric acid as the dehydrating agent as resorcinol as the condensation reagent. When mixed with Seliwanoffs Reagent, Ketopentoses react within 2 minutes to form a cherry red condensation product. Aldopentoses react after 2 minutes to form a blue-green condensation product, which may further change to a peach product. Fructose Hydroxy-methyl Cherry-Red Complex Furfural Identifying Reducing Sugars All mono and disaccharides with a free aldehyde or keto group act as reducing agents in alkaline solutions. The reducing properties of sugars are dependent upon the presence of actual or potential aldehyde or ketone groups. The enolization of sugars under alkaline conditions is an important consideration in reduction tests. The ability of a sugar to reduce alkaline test reagents depends on the availability of an aldehyde or keto group for reduction reactions. A number of sugars, especially disaccharides or polysaccharides have glycosidic linkages which involve bonding between each group, and hence there is no reducing group on the sugar; such as the case for sucrose, trehalose, inulin, glycogen, starch, and dextrin. In the case of reducing sugars, the presence of alkali causes extensive enolization especially at high pH and temperature. This leads to a higher susceptibility to oxidation reactions than at neutral or acidic pH. These sugars, therefore, become potential agents capable of reducing Cu+2 to Cu+, Ag+ to Ag and so forth. Reducing sugars can react with many different oxidizing agents. Fehlings test, Benedicts test and Barfoeds test have been used to distinguish between monosaccharides and disacc harides Monosaccharides fluctuate between a ring open form and a ring closed form. The ketone (-C=O) group, for Fructose and the aldehyde group (-CHO), for Glucose in the ring open forms can be reduced using these tests. Some sugar units in disaccharides also fluctuate between a ring open form and a ring closed form. These disaccharides are also reducing sugars because the ring open form has a ketone or aldehyde to react. Sucrose is one of the few disaccharides that do not have a ring open form so it is a non-reducing sugar.  ­Ã‚ ­Ã‚ ­ Ring Open Fructose and Ring Closed Fructose Ring Open Glucose and Ring Closed Glucose Reducing Sugars are oxidized by copper (II) ions. Benedicts reagent and Fehlings Reagent are mildly basic solutions whereas Barfoeds Reagent, a mildly acidic solution. The presence of red copper (I) oxide precipitate indicates that the saccharide has reduced the copper (I) ions. E. Fehlings test Principle Fehlings test uses a mixture of fehlings solution A and B. Fehlings solution A consists of copper(II) sulphate dissolved in dilute sulphuric acid. Fehlings solution B is sodium potassium tartarate dissolved in dilute NaOH. Both the solutions are mixed in equal proportions and used as fehlings reagent. This reagent is used as a general test for detecting reducing sugars. A reducing sugar reduce copper(II) ions to copper(I) oxide, forming a red precipitate. CuSO4Cu++ + SO4 2 Cu++  + Cu+ Glucose (Reducing Sugar) Cu+Cu2O (red precipitate) Cuprous Oxide F. Benedicts test Principle Benedicts test uses a mixture of copper(II) sulphate, sodium citrate, and sodium carbonate in a mildly basic solution. This reagent is used as a general test for detecting reducing sugars. A reducing sugar reduce copper(II) ions to copper(I) oxide, forming a red precipitate. CuSO4Cu++ + SO4- (Copper Sulphate) (Cupric Ion) (Sulphate Ion) 2 Cu++  + Cu+ Glucose (Reducing Sugar) Cu+Cu2O (red precipitate) Cuprous Oxide G. Barfoeds Test Benedicts test gives positive test results for all reducing sugars. However, not all reducing sugars react at the same rate. With different oxidizing agents, disaccharides are considerably less reactive compared to monosaccharides. A positive Barfoeds test result is similar to that observed with Benedicts solutions. Monosaccharides give positive Barfoeds test results within 2-3 minutes, while disaccharides do not react under the same conditions. Principle Barfoeds test uses copper(II) ions in a slightly acidic medium. If the reaction time is carefully monitored, this test can be used to distinguish reducing monosaccharides from reducing disaccharides. Reducing disaccharides cause the formation of copper(I) oxide after approximately 10 minutes. (CH3COO) 2Cu + 2H2O 2 CH3COOH + Cu(OH)2 Cu(OH)2 CuO+ H2O 2CuO  +Cu2O (red precipitate)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   (Glucose) Reducing Sugar 2.12 Quantitative Tests A. Determination of Total Carbohydrate by Anthrone Method Principle Carbohydrates are first hydrolysed into simple sugars using dilute hydrochloric acid. In hot acidic medium glucose is dehydrated to hydroxymethyl furfural. This compound forms with anthrone a green coloured product with an absorption maximum at 630 nm. HCl anthrone Carbohydrate furfural/hydroxymethyfurfural Green product (630 nm) B. Phenol Sulphuric Acid Method for Total Carbohydrate Principle In hot acidic medium carbohydrates are dehydrated to furfural/hydroxymethyl furfural. This forms a green coloured product with phenol and has absorption maximum at 490 nm. H2SO4 phenol Carbohydrate furfural/hydroxymethylfurfural Green product (490 nm) C. Determination of Reducing Sugars by Nelson-Somogyi Method The Nelson-Somogyi method is one of the classical and widely used methods for the quantitative determination of reducing sugars. Principle The reducing sugars when heated with alkaline copper tartarate reduce the copper from the cupric to cuprous state and thus cuprous oxide is formed. When cuprous oxide is treated with Arsenomolybdic acid, the reduction of molybdic acid to molybdenum blue takes place. The blue colour developed is compared with a set of standards in a colorimeter at 620 nm. Cu2O+ Arsenomolybdate Molybdenum Blue (Cuprous Oxide) (500 nm) D. Estimation of Reducing Sugar by Dinitrosalicylic Acid Method This method is an alternative to Nelson-Somogyi method. It is a simple, sensitive and adoptable method during handling of a large number of samples at a time. However,  enzymatic  methods are usually preferred to DNS due to their specificity. Principle 3,5-Dinitrosalicylic acid   is an  aromatic compound  that reacts with reducing sugars to form  3-amino-5-nitrosalicylic acid, which absorbs  light  strongly at 540  nm. 3,5-Dinitrosalicylic acid 3-amino-5-nitrosalicylic acid E. Determination of Glucose by Glucose Oxidase Method Glucose is a widely distributed simple sugar with an active aldehyde group. Estimation of glucose by glucose oxidase gives the true glucose concentration eliminating the interference by other reducing sugars. Principle Glucose oxidase catalyses the oxidation of alpha-D-glucose to D-glucono-1, 5 lactone (gluconic acid) with the formation of hydrogen peroxide. The oxygen liberated from hydrogen peroxide by peroxidase reacts with the O-dianisidine and oxidises it to a red chromophore product. Glucose + O2 H2O2 + Gluconic Acid (glucose oxidase) H 2O2 + O-dianisidine Red-coloured product (peroxidase) (540 nm) 3. MATERIALS REQUIRED I) Stock Solutions Glucose 1.6 M Glucose 4% (w/v) Sucrose 0.1 M Fructose 4% (w/v) II) Reagents Benedicts Reagent Step 1-Dissolve 173 g sodium citrate and 100 g sodium carbonate in about 500 mL water. Step 2-Heat to dissolve the salt Step 3-Dissolve 17.3 g copper sulphate in about 100 mL water and add it to the above solution with stirring and make up the volume to 1 L with water. Seliwanoffs Reagent Dissolve 0.05 gm resorcinol in 3N hydrochloric Acid. III) Miscellaneous Water Bath Test Tubes Clamps Conical Flasks Beakers Containers Test tube holders 4. METHODOLOGY 4.1 Benedicts Test Step 1- Pipette out 1 ml of glucose solution in some test tubes so that there is a triplicate for each set. Step 2- Pipette out 1ml of Distilled Water in one test tube which serves as blank and 1 ml of Sucrose solution (0.1M) in another which serves as a negative control. Step 3- Add 2 ml of Benedicts reagent in all the test tubes. Step 4-Transfer all five tubes to the boiling water bath provided and record the time for the appearance of precipitate. Step5- Make a subjective analysis of the colours observed. A scale of + to +++++ can be used to record the depth of the colour, from lightest to darkest. 4.11 Effect of variation in Carbohydrate Concentration (in M) The concentration of glucose was varied from 1.6 M to 1.6 mM keeping the reaction volume constant to 3 ml. The upper and the lower sensitivity limits and the optimum molar concentration of glucose was found for the test through subjective analysis. 4.12 Effect of Reaction Volume The reaction volume was reduced from 3 ml to 1.5 ml for all the concentrations of glucose ranging from 1.6 M to 1.6 mM to find any difference in the sensitivity range and the optimum molar concentration of glucose for the test. 4.13 Effect of variation in Carbohydrate Concentration (in %) The concentration of glucose was varied from 4% to 0.25%. Also the reaction volume was changed and the analysis was performed in two sets. The volume of reagent used was 5 ml whereas the volume of samples all concentrations in Set A and B were 50ÃŽ ¼l and 25ÃŽ ¼l respectively. 4.14 Effect of variation in Sample Volume The volume of glucose was varied for the same concentrations 4% to 0.25% to see the changes in the colour of solution obtained and at the same time find the upper and lower limits at which the test still remains sensitive. The analysis was performed in 6 sets with the following volumes of glucose: 200ÃŽ ¼l, 100ÃŽ ¼l, 50ÃŽ ¼l, 25ÃŽ ¼l, 12.5ÃŽ ¼l and 6.25ÃŽ ¼l. 4.15 Effect of Reaction Volume on the results obtained. Of the various sets tried 5 ml of Benedicts reagent and 200ÃŽ ¼l of sample gave the best results. To verify the consistency of results obtained the reaction volume was reduced. The analysis was performed in two sets. Set A with 2.5 ml of reagent and 100ÃŽ ¼l of sample and Set B with 1.25 ml of reagent and 50ÃŽ ¼l of sugar sample. 4.2 Seliwanoffs Test Step 1- Pipette out 1 ml of fructose solution in test tubes so that there is a triplicate for each set. Step 2-Pipette out 1ml of Distilled Water in one test tube which serves as blank. Step 3- Add 2 ml of Seliwanoffs reagent in all the test tubes. Step 4-Transfer all tubes to the boiling water bath for 2.5 mins. Step 5- Make a subjective analysis of the colours observed. A scale of + to +++++ can be used to record the depth of the colour, from lightest to darkest. 4.21 Effect of variation in carbohydrate concentration (in %) The concentration of fructose was varied from 4% to 0.015% keeping the reaction volume constant to 3 ml. The upper and the lower sensitivity limits and the optimum concentration of fructose were found for the test through subjective analysis. 5. OBSERVATIONS 5.1 Benedicts Test 5.11 Effect of variation in Carbohydrate Concentration (in M) A brick red precipitate was observed for all the concentrations of sample ranging from 1.6 M to 3.125 mM. But the last concentration of 1.6 mM showed a negligible amount of precipitate. Also once centrifuged the supernatant was found to be colourless for concentrations ranging from 1.6 M to 0.1 M. The supernatant was observed to be blue in concentrations ranging from 50 mm to 1.6 mM. Glucose (M) Colour Intensity 1.6 0.8 0.4 0.2 0.1 0.05 0.02 0.012 0.006 0.003 0.001 +++ ++++ ++++ +++++ ++++++ +++++ ++++ +++ ++ + 5.12 Effect of variation in Reaction Volume A brick red prcipitate was observed for all the concentrations of sample ranging from 1.6 M to 6.25 mM. Concentrations 3.125 mM and 1.5625 mM showed a negligible amount of precipitate. For concentrations 6.25 mM to 0.1 M there was an increase in the amount of precipitate observed with the highest amount formed in 0.1 M of sample. For the next two concentrations i.e. 0.2 M and 0.4 M the amount of precipitate formed was almost equal but again reduced for 0.8 M and 1.6 M glucose sample. Also after centrifugation the supernatant was found to be colourless for concentrations ranging from 1.6 M to 0.1 M. The supernatant was observed to be increasingly blue in concentrations ranging from 50 mm to 1.5625 mM. Glucose (M) Colour Intensity 1.6 0.8 0.4 0.2 0.1 0.05 0.02 0.012 0.006 0.003 0.001 +++ ++++ +++++ +++++ ++++++ ++++ +++ ++ + 5.13 Effect of variation in carbohydrate concentrations (in %) There was a brick red precipitate observed in for all the concentrations of sample ranging from 0.25% to 4% in both the sets. The highest amount of precipitate was observed for 1% sample but there was no consistency in results seen. Glucose (%) Set Set B 4.0 2.0 1.5 1.0 0.5 0.25 +++ + ++++ + ++ + +++ 5.14 Effect of variation in Sample Volume There was a variation in the colours obtained at different concentrations and volumes of sugar sample used. But sets with 12.5ÃŽ ¼l and 6.25ÃŽ ¼l of sugar did not show any noticeable changes in colour. Glucose (%) Set A Set B Set C Set D Set E Set F Set B Set C Set D Set E Set F 4.00 2.00 1.00 0.50 0.25 reddish brown brown green greenish blue dull blue brown green greenish blue dull blue green greenish blue dull blue blue blue greenish blue dull blue blue blue blue dull blue blue blue blue blue blue blue blue blue blue 5.15 Effect of reduction in the reaction volume There was no change in the observations due to reduction in the reaction volume. Glucose (%) Set A Set B 4.0 2.0 1.0 0.5 0.25 reddish brown brown green greenish blue dull blue reddish brown brown green greenish blue dull blue 5.2 Seliwanoffs Test 5.21 Effect of variation in carbohydrate concentration (in %) A cherry red colour is observed for all the concentrations of fructose used but the intensity of colour obtained decreases with decrease in concentration. The lowest concentration used (0.015%) has a faint red colour. Also the colour of the solution intensifies with time if kept after boiling. Fructose (%) Colour Intensity 4.00 2.00 1.00 0.50 0.25 0.12 0.06 0.03 0.01 +++++++++ ++++++++ +++++++ ++++++ +++++ ++++ +++ ++ + 6. RESULTS AND DISCUSSION 6.1 Benedicts Test 6.11 Effect of variation in Carbohydrate Concentration (in M) It can be observed that 0.1 M is the optimum concentration of sugar for Benedicts reaction with the reaction volume of 3 ml since the highest amount of precipitate is formed at 0.1 M. Also the supernatant obtained after centrifugation is colourless which suggests that the reaction is completed and there is no unused reagent left. Concentrations less than 0.1 M show decreasing amounts of precipitate and the colour of the supernatant is also increasingly blue. This suggests that as the concentration of sugar is lowered the amount of unreacted Benedicts reagent increases which leaves the solution blue even after the reaction completes. 1.6 mM sugar sample shows a negligible amount of precipitate formation which suggests that the reaction is not sensitive for concentrations lower than 1.6 mM. For concentrations higher than 0.1 M the amount of precipitate formed again decreases with increase in concentration which suggests that the concentration is too high as compared to the amount of reagent used and hence no more precipitate is formed after the reaction completes. 6.12 Effect of variation in Reaction Volume The reaction volume was reduced to half but has no effect on the results of the experiment. 0.1 M is the optimum concentration of sugar for the reaction with the reaction volume of 3 ml since the highest amount of precipitate is formed at 0.1 M. Also the supernatant obtained after centrifugation is colourless which suggests that the reaction is complete and there is no unused reagent left. Concentrations less than 0.1 M show decreasing amounts of precipitate and the colour of the supernatant is also increasingly blue. This suggests that as the concentration of sugar is lowered, the amount of unreacted reagent increases which leaves the solution blue even after the reaction completes. 3mM and 1.6 mM sugar samples show a negligible amount of precipitate formation which suggests that the reaction is not sensitive for concentrations lower than 3 mM with a reaction volume of 1.5 ml. For concentrations higher than 0.1 M, the amount of precipitate formed again decreases with increase in concentration which suggests that the concentration is too high as compared to the amount of reagent used and hence no more precipitate is formed after the reaction completes. 6.13 Effect of variation in carbohydrate concentrations (in %) The highest amount of precipitate was formed in 1% sugar sample but there was no consistency in the observations due to incorrect preparation of reagent. During the preparation of reagent instead of mixing Sodium citrate and Copper Sulphate together in hot water they were dissolved separately and then mixed. Also the solution was not made up to 500 ml with distilled water rather measured amount of water was added to the solution to make it 500 ml which made the solution dilute and hence gave incorrect results. 6.14 Effect of variation in Sample Volume Different volumes of sugar were tried for all the different concentrations. There was a variation in the colours obtained. 200ÃŽ ¼l of sugar reacted with 5 ml of reagent showed maximum variation in colours at different concentrations: Reddish Brown, Brown, Green, Greenish blue and dull blue obtained at 4%, 2%, 1%, 0.5% and 0.25% respectively. Sets with 12.5ÃŽ ¼l and 6.25ÃŽ ¼l of sugar volume did not show any noticeable changes in colour which suggest that the volume of sugar solution was not enough for the reaction to take place. 6.15 Effect of reduction in the reaction volume Reduction in the reaction volume made no difference to the variation in colours obtained at different concentrations of sugar which suggests that Benedicts reagent and glucose can be reacted in this ratio in any volume to estimate the concentration of glucose present in an unknown sample. 6.2 Seliwanoffs Test 6.21 Effect of variation in carbohydrate concentration (in %) A cherry red colour is observed for all the concentrations of Fructose used but the intensity of colour obtained decreases with decrease in concentration. The highest intensity is observed at 4% sugar concentration. 0.015% which is the lowest concentration of sugar used gives a very faint red colour which cannot be taken as pos

MERLIN :: Essays Papers

MERLIN There is bitter controversy among scholars and theologians alike as to whether of not Merlin was a real historical figure or a product of literary imagination. Much of the earlier poetry attributed to him in Welsh manuscripts, it seems, comes from authentic prophetic verse that Merlin himself spoke. Merlin was first seen in Geoffrey of Monmouthà ­s History of the Kings of Britain written c. 1136. Many people do not accept Geoffreyà ­s words as truth. Many say that Geoffrey wrote Merlinà ­s legendary Prophecy referring to twelfth-century politics of King Henry IIà ­ court. Reality or legend, Merlin is still one of the most prominent and popular characters of Arthurian literature. Merlinà ­s close relationship with King Arthur has led him to appear in a large majority of Arthurà ­s stories. There is also dispute as to whether there was one Merlin or two- in the historical context. The archives of Wales claim that, in fact, there were two Merlins. Some say that Merlinà ­s story comes from a combination of Welsh traditions. This combination involves the great bard and prophet Myrddin and Nenniusà ­ story of Ambrious (one with a non-human father who prophesized the British defeat of the Saxons). It is said that the older of the two was King Arthurà ­s Merlin. He was born probably around 450 and died in 536. The longevity of his life span leads more to believe that there were two Merlins. The first of the two was named Merlin, and was a warrior in Arthurà ­s court. The other, Myrddin, is said to have survived the battle of Arthuret, which led him to insanity. Both candidates were authors. Now Merlin and Myrddin have merged into one person. Scholars who do believe that he existed say that Merlin was responsible for the world-famous Prophecy. In Geoffrey of Monmouthà ­s book, Merlin assists Uther Pendragon and in responsible for transporting the stones of Stonehenge from Ireland, a major symbol of Britainà ­s history. The prophecies of Merlin were incorporated into Geoffreyà ­s seventh book. Merlin became very popular in the Middle Ages. Some say that he prophesized the birth of Arthur. The myth of Merlin says that he was Arthurà ­s adviser, prophet, and magician. Merlin, the man, is an enigma. His name is known as the wiser, older man who counseled Arthur. Some say that Merlin arranged for Arthur to be born to defend Britain from invasion. Merlin was counselor to four British kings: Vortigern, Ambrosius, Uther, and Arthur.

Impact of Computers on Education :: Technology Technological Papers

Impact of Computers on Education Computers have had a large impact in education. There are many things that are done differently in schools now and that goes for all age groups. Computers can really help a teacher in many positive ways. If it were not for computers, there would be many helpful things that would not be in school, for example if it were not for computers we would not have calculators, we also would not have electronic overheads. Schools would not have been really updated what so ever if it were not for computers. Computers help children in many different ways. They can increase motivation and self esteem, they can help with technical skills, they can help complete more complex tasks, and they can help with many other great things. Computers are what make students of 2002’s education different from the education of students of 1955. We learn all that they learned but more thanks to computers. We are allowed to dig deeper into the source and find more information on what we are learning because of the internet. Computers are changing lives of students more and more everyday, and this will keep happening until the end of time. Computers have changed the roles of teachers and also the roles of students. When students use computers to communicate with others, they are in an active roll rather then the receiver of information of the teacher, or a textbook. The student is always making a choice of how to make or obtain information. Computer use allows students to be actively thinking about information, making choices, and carry out skills, than what is usually said in teacher-led lessons. The teachers roll also changes. The teacher is no longer the center of attention. They may just play the roll of the launch pad, meaning they provide project goals, and give guidelines and resources. Because of the teachers new role it really makes the students have to think more, and become a little more independent. Computers are a great impact for the roles of teachers and students. Computers not only change the way the classroom is taught in education. Computers also can increase motivation and self esteem. The most common and nearly worldwide reported effect on students was motivation. The kids that don't necessarily star can become the stars. Impact of Computers on Education :: Technology Technological Papers Impact of Computers on Education Computers have had a large impact in education. There are many things that are done differently in schools now and that goes for all age groups. Computers can really help a teacher in many positive ways. If it were not for computers, there would be many helpful things that would not be in school, for example if it were not for computers we would not have calculators, we also would not have electronic overheads. Schools would not have been really updated what so ever if it were not for computers. Computers help children in many different ways. They can increase motivation and self esteem, they can help with technical skills, they can help complete more complex tasks, and they can help with many other great things. Computers are what make students of 2002’s education different from the education of students of 1955. We learn all that they learned but more thanks to computers. We are allowed to dig deeper into the source and find more information on what we are learning because of the internet. Computers are changing lives of students more and more everyday, and this will keep happening until the end of time. Computers have changed the roles of teachers and also the roles of students. When students use computers to communicate with others, they are in an active roll rather then the receiver of information of the teacher, or a textbook. The student is always making a choice of how to make or obtain information. Computer use allows students to be actively thinking about information, making choices, and carry out skills, than what is usually said in teacher-led lessons. The teachers roll also changes. The teacher is no longer the center of attention. They may just play the roll of the launch pad, meaning they provide project goals, and give guidelines and resources. Because of the teachers new role it really makes the students have to think more, and become a little more independent. Computers are a great impact for the roles of teachers and students. Computers not only change the way the classroom is taught in education. Computers also can increase motivation and self esteem. The most common and nearly worldwide reported effect on students was motivation. The kids that don't necessarily star can become the stars.

Abbreviated Qualitative Research Plan Essay

Introduction Laws governing the administration of paternal processes, vary from state to state within the United States. The U.S. court system allows states to enforce paternal sanctions even after they have been definitively determined that a man is not the biological father of the child. (Brott. 2008) Currently, these irregularities regarding paternity create egregious injustices such as, men who, through DNA testing, have been proven not to be the biological father of the child, still being force to pay child support; even to the extent of being at risk of imprisonment should the accuse fail to maintain monetary support. Because of the monetary component of paternity cases, low income men are at a greater risk of experience catastrophic life-circumstances as a result of paternity fraud. Because of the inconsistency of the varying laws governing paternal support in each state, low-income families with already scarce resources are faced with instances of caring and providing for a child (believi ng them to be a blood relative) only to find out later that the child was not related. See more: Social process essay The disparities in the U.S. court system regarding paternity of low-income individuals has extreme effects on whether children would ever know their fathers, but they also lead to men being involuntarily held financially or legally responsible for children they did not biologically father; a burden that has disproportionate negative effects on a man with low-income. Dr. Vincent Miller contends â€Å"Nearly 30% of the tested paternity cases in our laboratory result in an exclusion of the â€Å"alleged father† presented as the biological father.† (2010). The mere allegation of a man’s paternity,  results in the U.S. court system entering financially, as well as criminally binding judgments. Once caught up in the system, a wrongly accused man faces a systemic dismantling of his freedom, creditability, and emotional stability. Frank Hatley was recently released from jail after serving time for owing back child support for a child that was later proven by DNA testin g not to be his. (8/11/09). http://www.cnn.com/2009/CRIME/08/11/georgia.child.support/index.html. Currently, there are no studies that assess the recovery process of a victim of paternity fraud. After a year in jail, what becomes of a man’s employment, family, finances, or mentality? Purpose Statement This is a qualitative study that will examine the avenues for relief after experiencing the impact of paternity (Creswell. 2009). Research Questions Is the U.S. Court system equipped to make whole a victim of paternity fraud? What are the positive and negative effects of current inconsistent state laws as experienced by the victims of paternity fraud? How do current laws influence the intent to commit fraud? How do current laws encourage the state to abet paternity fraud rather than correcting the results of paternity fraud? How do current laws contribute to a culture of unfairness with regard to non-custodial paternal-sanctions? Would standardization of DNA Paternity testing prevent unfair penalties? Would standardization of DNA Paternity testing improve medical history reliability? Could definitive DNA test results provide the basis for legal relief to a man held responsible for a fathering a child in error? What steps must a victim take to seek recovery through the courts What are the costs involved in contesting an incorrect paternity decision? Are there any incentives for the mother to seek correction? Are there any penalties levied on the false accuser? Literature Review: Annotated Bibliography Brott, A. (2008, Jul 27). Paternity fraud common. Sun Journal. Retrieved from http://search.proquest.com/docview/378934753?accountid=14872 Child support, money, emotions, and victims of paternity fraud: New survey. (2009, Sep 23).  PR Newswire. Retrieved from http://search.proquest.com/docview/447485536?accountid=14872 CHRI, S. Q. (2001, May 16). As DNA tests rule out paternity, men sue to stop support payments. The Atlanta Constitution. Retrieved from http://search.proquest.com/docview/413895636?accountid=14872 Courts ignore paternity fraud. (2007, Dec 12). The Berkshire Eagle. Retrieved from http://search.proquest.com/docview/379923439?accountid=14872 Father takes DNA paternity fraud case to U.S. supreme court. (2002, May 31). U.S.Newswire. Retrieved from http://search.proquest.com/docview/450942550?accountid=14872 Leeds, T. L. (2005). Paternity fraud, the poor person’s adoption and the interests of the child. American Journal of Family Law, 19(1), 20-24. Retrieved from ht tp://search.proquest.com/docview/275150869?accountid=14872 Mandatory DNA testing would protect against paternity fraud. (2001, Feb 28). Washington Times. Retrieved from http://search.proquest.com/docview/409646680?accountid=14872 Research Plan The participants of this study will be selected from low-income men actively contesting paternity in U.S. courts as well as custodial parents in order to gain the negative analysis of the phenomenon. (Lincoln & Guba. 1985) The natural setting will be litigants within the State Courts system involved with matter of Paternity. (Lincoln & Guba. 1985) This setting will be relevant to the phenomenon being studied. (Smeaton. 2008) Information will be collected through focus group interviews and surveys. Participants will be engaged via open ended questions regarding their experience. (Sarkar. 2014) The instruments used to measure outcomes will be the researcher who will inquire of the respondents. Researcher will ensure to guard against personal bias. (Sarkar. 2014) Research will consist of prolonged engagement to glean additional insight into whether participants in a paternity contest can again regain equilibrium within their lives. (Lincoln & Guba. 1985) Threats to validity will be sele ction, candor (existence of undisclosed extenuating circumstances), instability of respondents; cause difficulty in locating them at regular reporting intervals. The results will allow recommendations to be made to improve the paternity process, based on analysis of the data collected. References Biotechnology; DNA technology roots out paternity fraud. (2010). Life Science Weekly, , 287. Retrieved from http://search.proquest.com/docview/746790449?accountid=14872 Child support, money, emotions, and victims of paternity fraud: New survey. (2009, Sep 23). PR Newswire. Retrieved from http://search.proquest.com/docview/447485536?accountid=14872 Courts ignore paternity fraud. (2007, Dec 12). The Berkshire Eagle. Retrieved from http://search.proquest.com/docview/379923439?accountid=14872 Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (Laureate Education, Inc., custom Ed.). Thousand Oaks, CA: Sage Publications Laureate Education, Inc. (Executive Producer). (2008). Quantitative methods, an example. Baltimore: Author Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic Inquiry. Thousand Oaks: CA. Sage. Mandatory DNA testing would protect against paternity fraud. (2001, Feb 28). Washington Times. Retrieved from http://search.proquest.com/docview/409646680?accountid=14872 Sreeroopa, S. (2014). Qualitative research methods. Media: Retrieved from Laureate Education, Inc.

Partnership Working Essay

In this report I will explore the key arguments and issues associated with partnership working. I will assess the validity of the arguments presented and consider the wider implications of this. I will highlight how this influenced my decision to collect data from a range of sources to increase the verisimilitude of the process. The small scale evaluation will focus on understanding why BeSD students fail to make the required levels of progress, even when receiving targeted support. I will try to ascertain the attitudes/values and beliefs of the outside agencies involved with the Academy and identify ways to move forward. Finally I will delineate how this activity has impacted on my current thinking and as a result how this will change my future practice. Key Arguments & Issues The original concept of partnership working came about as a direct result of Victoria Climbie’s death in 2000. Lord Laming (2003) conducted an independent inquiry and found the agencies involved to be grossly negligent, which is reinforced by Frost (2005). This led to the formation of the initiative ‘Every Child Matters’ and the Children’s Act of 2004, which outlined how all agencies involved in working with children, should have a shared responsibility to improve health and wellbeing; by leading community partnerships, delivering on national priorities/targets and commissioning/delivering services. The main aim was to protect children of all ages in the UK. MacAuslan (2006) outlines what the benefits are to partnership working; enhanced wellbeing of children and parents, plus an increased accuracy of needs assessment carried out by professionals. Tunnard (1991) defined Partnership working as; ‘The essence of partnership is sharing. It is marked by respect for one another, role divisions, rights to information, accountability, competence, and value accorded to individual input. In short, each partner is seen as having something to contribute, power is shared, decisions are made jointly and roles are not only respected but are also backed by legal and moral rights.’ However, current research suggests that partnership working is fraught with difficulties and even the term ‘Partnership Working’ is considered a contested concept. Burton et al (2009) & JIT (2009) amongst a whole plethora of authors, outline what these potential barriers could be; †¢ Clarity of roles and accountability †¢ Behaviour and power relationships †¢ Varying degrees of skills & knowledge †¢ Structure and the environment †¢ Processes †¢ Available resources †¢ External & cultural influences JIT (2009) usefully explores these above barriers in more depth, using an Ishikawa Fishbone diagram, to ascertain the root cause of these issues; Glenny (2005) suggests that it will be impossible to control the ‘system’ as outlined in the above diagram (partnership work), but that it may be possible to formulate good practice through the management of communication, in creating an environment of trust. Frost & Lloyd (2006), Pinkus (2005), MacAuslan (2006), Burton et al (2009) & Treseder et al (2003) have all stressed what the key ingredients are for successful partnership working; †¢ Good communication †¢ Fostering of trusting relationships through transparent communication, empathy and understanding †¢ Clear purpose †¢ Win – Win †¢ Equal balance of power for all stakeholders The majority of the evidence points towards partnership work resulting in positive outcomes for children. However, Frost (2005 pp.19-20) intimates that a shift toward increased partnership working would be politically undesirable for the families involved, due to an increase of surveillance, control and as a result increased social exclusion, which is a very plausible argument. However, I think that without partnership working the possibility of social exclusion would increase. So we need to ask ourselves which is the lesser of the two evils. In our Academy children with BeSD are still underperforming, achieving way below expected standards and are at risk of permanent exclusion but more importantly social exclusion. From the research conducted and a development of my understanding of this concept, I was led to believe that there is an inherent problem within our partnerships. In an attempt to discover what the root cause was, I decided to investigate this particular issue further focusing on our work with outside partners. The Evaluation During the initial stages I selected data that would highlight which students were underperforming due to the amount of time they had lost as a result of detentions and exclusions. I then used the vulnerable student’s database to ascertain if these particular students had been identified as BeSD. The CAFs and TACs were then reviewed; to gain a flavour for the agencies involved their attendance, the attendance of parents, the action taken and the progress to date. It was clear from this evidence that the majority of the outside agencies were attending regular reviews, as were the parents, but progress was slow. I decided to carry out a structured group interview of all the outside agencies involved in an attempt to unpick the problem further. The information collated suggested multiple causes for lack of progress. One particular theme that aspired was the lack of follow through in the classroom of work being done by outside agencies. Goodman & Burton (2010) corroborate these findings. They relate how partners felt that their work was ‘undone’ when the individual went back to school and how teachers did not feel supported and lacked the information and relevant skills to deal with students who have BeSD. Another theme that emerged was how the partners felt that the behaviour management system was inflexible and did not cater for these particular students, hence resulted in exclusions. The partners also suggested that further intervention to work more closely with these students and their parents was needed. They suggest how both of these themes impacted directly on their remit, which caused them further frustration. Treseder et al (2003) describes how all partners need to be able to fulfil their remit to achieve success, which the themes suggest is not happening. Hence it is important to regularly review practices and procedures to ensure the key ingredients are incorporated to achieve success. The Evidence Much of the evidence collected suggests that partnership working is indeed fraught with problems. The research evidence is from the result of a small scale study. The majority of the data collected came from the interview group structured questions. Hence, it is plausible to suggest that I could have influenced the data. As a result this type of data collection does have its dissenting voices concerning its reliability, due to the lack of quantitative data and empirical value. However, it can be argued that quantitative data does not give the thick descriptions required for this type of study. I do believe that I have influenced the investigation, as I originally thought that this may have been a problem and therefore the questions I asked may have dictated the outcome. In hindsight it may have been more pertinent in this instance to have conducted unstructured interviews or possibly to take a more organic approach and allow the hypothesis to be determined from the data gathered. It would have also been more beneficial to have recorded the interview group, as I may have missed out important information. The recordings would have allowed me to pick through at my own time and in much more detail. The transcriptions were possibly of poor quality compared to a full time researcher, who would potentially have access to software that would identify the themes that occur, plus they would have more time to go through the data. Reflection Before carrying out the research for this assignment I was totally unaware of all the issues that partnership working faced and the tensions between policy and practice. As a school leader my main aim is to achieve governmental targets, whilst incorporating inclusive practice. I believed with absolute conviction that my core principles values and beliefs were centred on inclusive practice. I now realise that I could not make this judgement, as I did not have the required knowledge or skills to identify the core issues and therefore resolve them. Reading around the subject has developed my knowledge on what partnership working is and what the key ingredients are for it to be successful, which has given me the tools to question our policies and practice. It may be concluded that our current practice can be attributed to the underachievement of students with BeSD. It is clear that there is a need to review our current teaching and learning practices and policies, to involve teaching staff as partners and provide the required information and the necessary training but also giving partners the opportunity to share strategies with teaching staff. What is also apparent is the need to create a second layer within the behaviour management system for students who display these types of behaviours. Furthermore, it is important to implement further strategies to prevent exclusions and aid the partners involved to achieve their remit. It is imperative to include parents at all stages of the process to ensure our practice is truly inclusive. Above all however, it is important that our procedures and practises are regularly reviewed to ensure our partnership working sustains the key ingredients for success and helps these students to achieve. Bibliography Burton, D. M. et al (2009) ‘Are the contradictions and tensions that have characterised educational provision for young people with behavioural, emotional and social difficulties a persistent feature of current policy?’ Emotional and Behavioural Difficulties, Vol. 14, No. 2, pp. 141-155: Routledge, Taylor & Francis Group. Frost, N. (2005) ‘Professionalism, partnership and joined up thinking: a research review of front-line working with children and families’, Totnes: Research in Practice (eds) Partnership Working Reader Frost, N. & Lloyd, A. (2006) ‘Implementing Multi-Disciplinary Teamwork in the New Child Welfare Policy Environment’, Journal of Integrated Care, Vol. 14 Iss: 2 pp. 11 – 17: Emerald Publications Glenny, G. (2005) ‘Riding the dragon; developing inter-agency systems for supporting children’, Support for Learning Vol. 20 4 pp. 167 – 175: (eds) Partnership Working Reader Goodman, R. L. & Burton, D. M. (2010) ‘The inclusion of students with BESD in mainstream schools: teachers’ experiences of and recommendations for creating a successful inclusive environment’, Emotional and Behavioural Difficulties, Vol. 15:3, pp. 223-237: Routledge, Taylor & Francis Group. JIT (2009) ‘Barriers to Partnership Working’, Briefing Notes for Practioners & Managers. [online] at https://docs.google.com/viewer?a=v&q=cache:2fEk6ihnbTEJ:www.jitscotland.org.uk/downloads/1250518249-Chapter%25204%2520-%2520Barriers%2520to%2520Partnership%2520Working.pdf+joint+improvement+team+chapter+4&hl=en&gl=uk&pid=bl&srcid=ADGEESiUdOrN6KrSQ66CrHDX1qU9rKSq6rBjZ-TPIufGxwsL9LhdUpxizVuiBRiCA6t9WhmAamFvu5cpSSN61fkFUZtfgknghCQQAjXL-jygk7GfAyDgRBIJe98Ea44eJXYyZbFU91iP&sig=AHIEtbQPrQevS-EOfbRjnP4wir2Gym_8VA Accessed on 3/6/2012 MacAulsan, E. (2006) ‘Partnership Working’, The Journal of the Royal Society for the Promotion of Health Vol. 126: pp. 160: Sage Publishing Pinkus, S. (2003) ‘All the talk and no action: transforming the rhetoric of parent – professional partnership into practice’, Journal of Research in Special Educational Needs Vol. 3: No 2: pp. 128 – 141: (eds) Partnership Working Reader. Pinkus, S. (2005) ‘Bridging the gap between policy and practice: adopting a strategic vision for partnership’, British Journal of Special Education Vol. 32, No. 4: Working in special education. Treseder, J et al (2003) ‘Report of a Multi-agency Action Research Project to Improve Service Delivery to Families with Complex Needs’, University of Nottingham Publications. Tunnard, J. (1991) ‘The Children Act – Partnership With Families’, The Journal of the Royal Society for the Promotion of Health, Vol, 112, pp. 240: Sage Publishers

Genetic and Environmental Influences in Alcoholic Tendencies Essay

Alcoholic Tendencies in people may be triggered by environmental influences, genetic influences, or both. Some people may be at a great risk of developing alcoholism because of this. Genetics alone can cause certain behaviors in people. If a child grows up in an environment where neither of the parents are alcoholics but the child carries the gene to become one, the child may have a higher chance of becoming an alcoholic as an adult due to genetic factors. However, because the child is not exposed to alcohol use regularly they may never exhibit alcoholic tendencies. A person may have an even greater risk if they have genetic factors, and they are brought up in an environment where there is a lot of alcohol use. Environmental factors can also cause behaviors in people. A person that grows up in an environment where they are exposed to alcoholism regularly might have the tendency to become an alcoholic even if their genetics don’t show alcoholic tendencies. The environment in which they consider normal consists of alcohol use. Therefore, it is likely they will continue with the behaviors that they are used to. However, because the child does not have genetic factors influencing alcoholic tendencies, they may never have a problem with alcohol despite growing up in an environment where alcoholism is present. Scott 2 Genetic and environmental factors influence alcoholic tendencies in people, but this does not necessarily mean having one of these factors will result in alcoholism. However, if both factors are present then a person might have a greater chance.

Ehe characteristics of a person Essay

It is true that the characteristics of a person may determine his or her success in corporate America. But the corporate world operates through the principles of economics: supply, demand and competition. This summarizes how a person’s success in the corporate world as determined by his or her characteristics is also determined by the principles of economics. There is no doubt that corporations exist to do service to others, but most of the time, if not all the time, this is only a secondary aim. Corporations admit it or not, are of course created to bring profit for their owner/s. The purpose of capital is to produce more capital. Corporations are put up to grow an economy. Owners of corporations put up their enterprise with capital gains in mind. While being motivated by sheer altruism is well and good, this may prove to be dangerous for any business and in the long-run to the consumers themselves, without the support of third-parties. Simple economic theories support that businesses, if not motivated by any economic incentives would be ruinous to itself (because it won’t be able to support itself) and to others (because the business wouldn’t be able to provide quality service). Thus, it is only expected that owners of corporations are characterized as being driven, and motivated by self-interest (corporate interest) more than being motivated by service to others. Corporations are viewed in light of an atmosphere of competition. That a company provides quality service is only secondary, done only as a means to further business interests. After all, the corporation is not expected to succeed if it continues to offer poor quality products or services; Demand decreases as consumers flock to rival firms, and they are expected to reduce their prices, therefore reducing their profits. This is the corporate world—full of self-driven individuals, aware of the principle of survival and motivated by economic incentives. Whether one likes it or not, the natural tendency of people to become entangled in the principles of economics propagates a dog-eat-dog world wherein the meek struggles and the ruthless survives. When everyone is expected to be ruthless in the corporate America, how is it possible for someone to succeed if such person himself is not as ruthless or better yet, more ruthless? Such person will be easily crushed. How is someone to succeed if such person is so limited by his averseness to risks? Opportunities and growth unfortunately, do not come without risks. Therefore, a person who is incapable of taking risks and cannot be ruthless when situations call for it cannot be expected to succeed in the business world that apparently requires such characteristics in order to just survive. However, ruthlessness, tough-mindedness and the ability to take risks do not equate to dishonesty, lack of ethics, and unscrupulousness—characteristics of a businessman as portrayed by media. The latter characteristics are not requisites of survival. A person may be both ruthless and tough-minded while still remaining virtuous. In other words, success may come even without being dishonest, unethical or unscrupulous. In fact, the latter characteristics may even lead to the demise of a corporation. People, after all, should not be expected to be incapable of seeing behind any act of unscrupulousness. Once detected, the fall of the business is likely to follow as the law of demand and supply again, takes over.