Language of Extremes in Romeo and Juliet :: Free Essay Writer

Language of Extremes in Romeo and JulietI have no joy of this contract tonight.It is too rash, too sudden,Too like the lightning which doth forfeit to beEre one can say it lightens. (2.1.159-162)Juliet prophesies her own doom from her balcony, an acknowledgment that does nothing to curb the rashness she identifies in their twenty-four hour meeting, engagement, and marriage. It is of course unrealizable to gauge Shakespeares personal interpretations of his characters actions, and since the action of the story comes directly from a long narrative poem by Arthur Broke, and Broke got his material from a French story, which was adapted from an Italian work by Bandello, who was working from earlier texts, Shakespeare cannot exactly be looked to as the final authority for the moral worth of Romeo and Juliets actions anyway.Since Shakespeares feeling cannot be evaluated, theories about Romeo and Juliets actions can be weighed without worrying about original intent. One argument is that Rom eo and Juliet were actually quite misled in their actions, that quite of a celebration of uncontrollable passion, the play should be seen as a condemnation of rashness. Toward this, Juliets admission on the balcony is very important. The line betrays not still a rational apprehension of the impetuousness of their acts, but a supernatural misgiving, a portent of impending doom, which Romeo also betrays before the Capulet party ...My mind misgives few consequence yet hanging in the starsShall bitterly begin his fearful dateWith this nights revels, and expire the termOf a despised life, unlikeable in my breast,By some vile forfeit of untimely death. (1.4.106-111)The idea of fate is hard to pin down in this play. Fate as a fact of life or a deity is not found in the Italian context like it would be in Greek cataclysm or Greek and ancient Roman settings, but these lines from the two young heroes show that fate is there, undefined, but present and deadly still.Friar Laurence, at in on e case both a religious icon and a humanistic one, seems to dispute the supernatural power of fate These violent delights have violent ends,And in their endure die like fire and powder,Which as they kiss consume. The sweetest honeyIs loathsome in his own deliciousness,And in the taste confounds the appetite.Therefore, love moderately. Long love doth so. (2.5.9-14)His linguistic communication throws the responsibility of moderation on the lovers, not to fate or heaven (as the Prince will in the final scene of the play).

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Ilmu pengetahuan tanpa nilai-nilai yang mulia belum tentu dapat melahirkan masyarakat yang baik dan berjaya. Nilai-nilai yang mulia tanpa ilmu pengetahuan juga tidak akan melahirkan masyarakat yang berjaya. Begitulah ungkapan kata-kata bestari oleh mantan Perdana Menteri kita, Tun Dr. Mahathir bin Mohamad, Bapa Pemodenan Negara yang merupakan salah satu daripada pencetus kegemilangan dunia pendidikan negara.Selamat pagi dan Salam 1 Malaysia saya ucapkan kepada Pengerusi Majlis,Yang Amat Berhormat Datuk Johan Ashaari bin Murti, Menteri Pendidikan merangkap Timbalan Perdana Menteri.Yang Berhormat Datuk Romario Ansam anak Rungah, Timbalan Menteri Pendidikan. Yang Amat Berhormat Pehin Sri Maher Zain, Ketua Menteri. Yang Berhormat Freddy Jabu anak Jugah, Timbalan Ketua Menteri.Yang Berhormat Datuk Halimah, Menteri Tugas-tugas Khas Dalam Negeri berkaitan Pendidikan. Yang Berhormat Datuk-datuk dan Datin-datin. Yang Berbahagia Datuk Ariffin Faiq, Ketua Pengarah Pendidikan.Yang Berbahagia Dat uk Sabri bin Rahmat, Rektor IPGM.Yang Dihormati Encik Hafiz Azman, Pengarah Pendidikan Negeri.Yang Berusaha Puan Saftuyah binti Safri, Pengarah Institut Pendidikan Guru Tunku Abdul Rahman.Pengarah-pengarah IPGK dan Wakil-wakil Pengarah IPGK.Yang Berusaha Encik Amir bin Jamal, Timbalan Pengarah Institut Pendidikan Guru Tunku Abdul Rahman.Ketua-ketua Jabatan Persekutuan dan Negeri.Ketua-ketua Jabatan dan Ketua-ketua social unit Institut Pendidikan Guru Tunku Abdul Rahman.Pensyarah-pensyarah Kanan.Para Pensyarah.Staf-staf Sokongan.Para Graduan.Para Ibu Bapa.Tuan-tuan dan Puan-puan dekat di hati.Tegak rumah kerana tiangnya, tegak bumi kerana paksinya, tegaknya saya di sini adalah untuk menyampaikan sebuah pidato yang bertajuk Kecemerlan... .... Kesimpulannya, corak pendidikan yang diaplikasikan di Malaysia adalah lebih menyeluruh kerana ia merangkumi aspek fizikal dan rohani. Pendidikan di Malaysia bukan sahaja ingin membentuk pelajarnya yang aktif dan cemerlang dalam kurikulum dan ko kurikulum malah ia juga memberi fokus kepada kelengkapan rohani dan moral agar pelajar yang dilahirkan sempurna dari segala segi.Maka dengan itu hadirin, saya sekali lagi menegaskan, pendidikan ini bukan sahaja penting untuk mengembangkan minda dan bakat manusia, malah ia juga penting untuk memacu legasi pembangunan negara. Ini adalah kerana pendidikan merupakan nadi kepada pencetus kegemilangan dan martabat sesebuah negara tersebut. Oleh itu, penting sekali untuk kita sebagai rakyat Malaysia dalam melancarkan aspirasi negara iaitu mencapai kecemerlangan dalam pendidikan untuk menaikkan nama negara di persada antarabangsa.

Goodbye Chicken Little :: essays research papers

The name of my decl ar is Good-bye, Chicken Little, and was written by Betsy Byars. Betsy Byars has written over fifty books for young people. Her first book was make in 1962 and since then she has published regularly. She also won the Newbery Medal in 1971 and the American Book Award in 1981. Good-bye, Chicken Little is a book written for younger readers which I consider to be an adventurous book.Good-bye, Chicken Little takes place in Morgantown, West Virginia. The story is written from a present-day(a) viewpoint. Jimmie Little, the main character, is a typical young boy who enjoys spending time with his friend Conrad. Mrs. Little, Jimmies mom, is a widow woman who has two children, Jimmie and Cassie. Both of these characters are very effective characters all throughout the novel. Jimmie and Mrs. Little are both very likeable characters.Jimmie Little is scard of life. Ever since his father&8217s death, the world has seemed so unpredictable that Jimmie nicknamed himself Chicken Little. Good-bye, Chicken Little is a perceptive exploration of Jimmies reaction to his Uncle Pete&8217s death, which takes place at the beginning of the novel. Jimmies uncle is swell known for his jokes and pranks. On a cold wintry day, while visiting the bar, Pete, while drunk, was dared to walk across the river which ran through town. As usual, Pete accepted the dare and wasn&8217t fortunate enough to make it across without falling in and being killed. Because Jimmie was at the river side when Uncle Pete began to cross the river and did nothing more than he did to stop him he feels worse than ever. This terrible feeling of guilt Jimmie has last only until a special party with his relative which provides him with the understanding to face life no government issue what happens instead of running away. The novel is fast-moving and does a good job of holding your attention until the end. The climax of the story is when Mrs. Little all the sudden decides to have a party which will b ring together all of their family that is still living.

Women in Tickets Please are More Assertive than Those in Tony Kyters, The Arch Deceiver :: D.H. Lawrence Thomas Hardy Women Essays

Wo hands in Tickets Please are More Assertive than Those in Tony Kyters, The soaked DeceiverTickets Please was written by D.H. Lawrence in the ending phase ofWorld War One a time when women were beginning to realise that theywere equal citizens to men and that they did not have to stay at thehouses cooking for a loving husband. The protagonists of this shortstory are Annie a rather well build cleaning lady who has a way with theopposite sex and also knows fully well that she is feared as theringleader of the pack of women that now haunt the tram tracks of theMidlands, and there is also can Thomas a somewhat good-looking manwho - knowing that most men are off at helping in the state of war sweat -realises that he has all the women at his back and call. John Thomasalso enjoys his female attention and is really quiet a flirt. Thewomen in Tickets Please are feared by men of a bigger stature thanthemselves but why? This is because they have an aura around them thatcreates a sense of m asculinity that comes with there job.On the separate hand we have Tony Kytes, The Arch-Deceiver written byThomas Hardy the women are totally the opposite to the women mentionedabove they bow low and are treated as second class citizens that arelower in the rankings of society than the all dominant male. Theyinstantly follow Tonys commands to sit in the back of the wagon and neer argue back. They seem fragile and weak, and eager to delineatetle downand marry.One of the reasons for this dramatic change in character developmentis that both stories are set in different periods which significantlyeffects the women in the stories sense of pride in there sex. Thegirls in Tickets Please are fearless young hussies compared to thewomen in Tony Kytes, The Arch-Deceiver who wouldnt hardihood answer backto a male. Tony Kytes women are portrayed as dainty, neat, fragile,light hearted women who have no real reason to be on the face of the globe apart from creating more males. The reason they is portrayed inthis way is due to the periods that they are set in. One as mentionedabove is in World war 1, and the other was in the early 18th Century.These periods are totally different as one is in the face of total warand the other is in the peaceful reign of queen Victoria. In World WarOne women took on new responsibilities which meant that the had to

The Wife Of Martin Guerre Essay -- essays research papers

Arnaud du Tilh, a rogue and an impostor, deserved punishment for his crimes, and that is what he received. Arnaud, a man once thought by people to be unmistakably Martin Guerre, was sentenced to death. Perhaps in this day an age, a punishment such as this would be excessively severe, however in Arnauds time it was considered just. A question can be asked whether Martin Guerre deserves such a punishment as well, because of his actions. Martin Guerre never broke whatever laws like that of Arnaud du Tilh, however in a moral sense, Martins actions were down at Arnauds level, perhaps even lower.Martin Guerre was the spitting image of his father. Before he left the farm, everyone that knew him was reassured in him taking over his fathers position as head and prote...

The Wife Of Martin Guerre Essay -- essays research papers

Arnaud du Tilh, a rogue and an impostor, deserved punishment for his crimes, and that is what he received. Arnaud, a man once thought by people to be unmistakably Martin Guerre, was sentenced to death. Perhaps in this day an age, a punishment such as this would be excessively severe, however in Arnauds time it was considered just. A question can be asked whether Martin Guerre deserves such a punishment as well, because of his actions. Martin Guerre never broke some(prenominal) laws like that of Arnaud du Tilh, however in a moral sense, Martins actions were down at Arnauds level, perhaps even lower.Martin Guerre was the spitting image of his father. Before he left the farm, everyone that knew him was self-assured in him taking over his fathers position as head and prote...

Is there anything to admire in the character of Macbeth? Essay

Is t here any function to love in the character of Macbeth? And how does Shakespeare influence our thoughts and feelings towards him as the earshot?As the auditory modality, our opinions of Macbeth change through come forth the play, from a perception of a character who is heroic and a loyal servant, to a cruel and injustice preciselycher. Shakespeare uses many varied methods to portray the character of Macbeth to the reference, and influence their thoughts and feelings.The fount scene is of three witches who feature throughout the play. They would have terrified an consultation of the time as it was written and performed around the time of the Gunpowder Plot and when the terror of being bewitched by a witch was very real to them. When supernatural and inexplicable things happened, women were often persecuted as witches and executed. This unfounded fear is what Shakespeare uses to get his audience hooked, and from there he is able to reel them in.The werd sisters introduce Macbeth to us, there to meet with Macbeth. As they say this they are predicting the future, a skill that witches were believed to have. At this point the audience are surprised to hang that the main character is being linked to witches and therefore evil. The last direct contrast of their scene, fair I foul and foul is fair, this line has alliteration, which enforces the line, making it stick in the memory.Also it is juxtaposition of foul and fair, they are opposites of each other, and yet they are being used together to describe the weather. This is in any case the low line of Macbeth, this streng thuss the link among him and the witches, so before the plot has begun, this gives the audience preconceptions of him being sinful and malicious. The line also conveys an element of pathetic false belief as it describes the strange weather, and also reflects the strange and confusing rhymes of the werd sisters. Shakespeare keeps referring to them to show the overall mood and directio ns of Macbeth during the play.After Macbeths meeting with the werd sisters, he writes to dame Macbeth, this is when the audience first meet her, and so the way Shakespeare conveys her character in this scene is important as it is how the audience depart view her for most of the play. The letter tells both lady Macbeth and the audience how the werd sisters prophesised his future as thane of both Cawdor and Glamis, and also that he will be king, hail king that shalt be. Contrary to the ethics of the time Macbeth seems to treat his wife with the kind of equality he would completely show other thanes. How ever, it begins to become apparent that bird Macbeth has a great deal of control over him. He calls her his, dearest partner in greatness. This shows the audience that Macbeth would be willing to do a great deal for her.We see them contrast each other over again when they meet to discuss the arrive at of king Duncan. It is lady Macbeth who initiates the plan, O neer shall sun t hat morrow see. Again showing her dominance over Macbeth, alone also a very ambitious, evil positioning. Macbeth shows doubts and loyalty to his king, we will speak further- this restores some feelings of keep an eye on for Macbeth in the audience, as he is defying his wife, and showing his loyal spatial relation. yet Shakespeare also uses it to sop up the audience wonder whom Macbeth values and passionatenesss more(prenominal), his wife, or his king and country. I am his kinsman and his subject, strong both against the deed. When he says this, it shows that he seems to be more loyal to his king, notwithstanding he is won over by his wife. At this point we as the audience admire him for his devotion to his king, and to his wife, it shows him to be a charitable and have human feelings, lady Macbeth reveals her true self to the audience in a soliloquy. She links herself to spirits who tend on mortal thoughts. And she asks that they unsex her, to make her more manful and th erefore able to carry out the tasks that Macbeth is too weak to do. Take my milk for gall. This symbolises a theme of black versus white, darkness and light and favourable and evil that runs through the play. It shows how Lady Macbeth could be seen as a fourth witch in the play, and is helping the werd sisters cast their spell on Macbeth. She also feels as though it is her committing the murder, and controlling Macbeth, My keen knife.This shows how she wants to more masculine, and feels that if she werent a woman she would be stronger than Macbeth. Perhaps she feels that he is an extension of herself, at this point the audience would begin to forbearance Macbeth as they feel he is being submissive to his wife, who is using her persuasive techniques to overpower him in order to make Macbeth carry out her plans, because she feels too womanish and weak to do them, she is using Macbeth, simply as a body to perform her evil deeds. Shakespeare shows this by using we when Lady Macbeth t alks about the plague Macbeth is about to commit, Well not fail. His use of the word we makes Lady Macbeth appear to the audience as though she feels that it is her who is committing the murder and that she is controlling Macbeth.Macbeth realises that Lady Macbeth is taking dear of his love for her and tries to slang control of the situation. He shows his loyalty to his king and country as he tries to stop the deed, We will proceed no further in this business. But again lady Macbeth shows her dominance and cunning, calculated plans, she throws his better judgement right back at his face and taunts him into submission. Live a coward in thine own esteem. She questions his masculinity, then you were a man. She uses words such as coward to describe Macbeth to make him feel guilty that he is letting her down, that he is not being the man she wants him to be. She is manipulating him by using his love for her to her own advantage. She even uses her femininity to her advantage and to fu rther taunt his manhood when she says she would have, dashed the brains out of her own child, rather than break a promise as he is doing.This is another point at which the audience feels a great sympathy towards Macbeth as a woman is bullying him to murder against his own will. In a 1600s society, when the play was first written and performed, women were considered as second class, weaker both mentally and physically, therefore if a man were seen to being weaker than his wife, the audience would grieve him. Shakespeare is using Lady Macbeths difference to other women, as a tool to show Macbeths vulnerability, a quality that requires sympathy and pity from an audience, and so they would place the blame on Lady Macbeth instead of Macbeth, as it seems as if he isnt responsible for his own actions.Macbeth buckled to is wifes squelch and began to plan Duncans murder, he begins to hallucinate about a dagger, A dagger of the mind, a false creation. Even in his heat oppressed view Macbe th appears to be aware that it isnt real and that it has something to do with witches, Pale Hecates off rings, and withered murder. hither Shakespeare is using the theme of good and evil as Macbeth battles evil in his mind. It must have been confusing for him as he is fighting against himself, and so either way, he cannot win. We as the audience pity Macbeth here because he has been won over by his wifes evil ways, we see that he has a weak mind, but we still admire his self k todayledge that it is only a hallucination, it is as though he knows he is being taken advantage of, but cant do any thing to prevent it.Evil presides and he goes on to murder King Duncan, perhaps with some regret that he gave way to his wifes assertiveness. I go and it is donethat summons thee to heaven or hell. Heaven juxtaposes hell they are two opposites that are used by Shakespeare to show the belowlying theme of good and evil in the play. The way Macbeth questions where Duncan will go after his death, s uggests that he knows that Duncan is a good person. Perhaps he is beginning to realise that he is kind of the opposite, that he juxtaposes Duncan. This shows that he knows Duncans death to be untimely, as he suggests that it might go to heaven for he did not deserve to die.Shakespeare again uses confrontations between the Macbeths to make the audience feel empathy towards Macbeth, as he seems confused and bewildered by what he has done, and Lady Macbeth still berates him. Infirm of purpose. She still feels that she is the stronger one in their relationship and feels more worthy of the royalty promised to Macbeth. She believes that Macbeth feels remorse for his actions because he is not evil as she is. He shows his remorse in the form of delusions, Me thought I heard a voice cry, sleep no more Macbeth does murder sleep. At this point we feel for Macbeth as he is clearly distressed, we feel that his worthless is as a result of the bullying prevailed on him by Lady Macbeth, therefore we feel sympathetic towards him.Again, Shakespeare uses the theme of good and evil, this time represented by blood and water. Macbeth asks, will all great Neptunes ocean wash this blood clean from my hand? this shows that he feels as though his bloodstained hands will give him away, he wants to hide the point that he is a murderer, although this is what he does in battles. At this point we might feel that he is only doing what comes naturally to him, he kills in battle all the time, his brandished steel which smoked with bloody execution. but when it was someone that he knew and respected, and it was off the battle field, he matte up distraught and remorseful. This makes the audience respect his morals, but dis uniform him slightly because he didnt heed to them.After Lady Macbeth has taken back the daggers, she uses the blood now on her hands to goad Macbeth, my hands are the colour of yours, but I shame to wear a heart so white. Lady Macbeth knows that she is more evil and capa ble of murder than Macbeth was. It is the fact that Shakespeare constantly compares Macbeth to Lady Macbeth. This makes the audience standardised Macbeth more than his wife. When the two are compared it is always when she is being portrayed as an evil woman, like the witches, he seems to be much more nave and cleared. It is through such comparisons that Shakespeare is able to make his audience feel that Lady Macbeth takes advantage of her husbands weaker points, and that he is blind to this. We feel sympathetic towards him because he doesnt know what is happening to him.The power that Macbeth receives when he is crowned seems to unleash him from Lady Macbeths powers. He plans the murders of Banquo and his son Fleance without Lady Macbeths knowledge or consent. He pretends that all is normal and hides behind a mask of normality. He ironically tells Banquo, fail not our feast even though he knows that he will be dead before it. He tells Lady Macbeth to be innocent of the knowledge.H e is trying to protect her and also show her that he can be evil with out her help. It seems like some of Lady Macbeths devious, reckon side is coming out in Macbeth. Shakespeare is using Macbeths role reversal here to make the audience start to respect him as he is taking his rightful place as the more dominant partner in their relationship. It is now him who is giving the orders to her, and not the other way round as we have previously seen, And so I pray be you. And So prithee go with me. Although these are orders and directions, he gives them in such a way that the audience see that he is kinder and more caring than his wife.This dominance seems short-lived, in what has become known as the water shed or turning point at the play. After Banquo has been killed Macbeth sees the touching of Banquo at his banquet Shakespeare uses the fact that only Macbeth can see Banquo to heighten tension and suspense in the scene. Never shake thy gory locks at me the rest of the banqueters are worried about Macbeth, Gentlemen, rise, his highness is not well. And do not wish to see him in a debased state. Lady Macbeth however, tries to cover up for him, sit worthy friends.My lord is often thus, So again, Lady Macbeth is more dominant and has to take control of the situation Macbeth has created in his fits. The ghost leaves, but then enters again to the horror of Macbeth. This re-entrance of Banquo creates tension in this scene as he instils yet more fear and anger in Macbeth. Avaunt and let go of my sight Macbeth remains angry and confused after the ghost leaves. Blood will have blood. Lady Macbeth shows a more caring motherly side as she tries to calm him, You lack the season of all natures, sleep. However, by saying this, she is ironically reminding him that believes that he has murdered sleep.Macbeth goes to see the witches again, this shows that he is a slave to them, and craves their input. They take control from Lady Macbeth and she becomes the delusional one. The witches play a trick on him and predict his future, saying that none of woman born shall harm Macbeth. They also say, Macbeth shall never vanquished be until Great Birnam Wood to Dunsinain hill shall come against him. This makes Macbeth feel immortal and he becomes more willing to obey the werd sisters. The new confidence they have addicted him when they told him his future has given him the self-belief that he is invincible.There has been building hatred towards Macbeth among the Thanes and lords Lennox and an unnamed lord talk about the tyranny of Macbeth and his murderous ways. That had he Duncans sons under his key- As, ant please heaven, he shall not. They both refer to him as, tyrant this shows how they no longer hold respect for him as bold warrior and king. Macduff is gone to pray the beatified king upon his aid. Macduff is the first of many Thanes to escape to England to help them overthrow Macbeth. We have a sense here that Shakespeare is using Macduff to contrast with M acbeth it is like he is the good where Macbeth is the evil. Macduff says, Not in the legions of horrid hell can come a devil more damned in evils to top Macbeth. This shows how the rest of Scotland may be feeling about Macbeths tyranny.When Lennox tells Macbeth this news, he greets it with anger and disgust, he reacts by sending murderers to Macduffs castle to give to th edge othsword his wife, his babes and all unfortunate souls. At this point the audience may still feel sympathy for Macbeth even though he is acting like a butcher it would seem easy to place the blame on the witches, as it is them who are ultimately controlling him, giving the self-assurance that makes him feel like he can do as he pleases without consequence. When news of the slaughter reaches England the rebels feel even more hatred to Macbeth.As Macbeth has grown stronger, Lady Macbeth has weakened and becomes ill. It is as though he draws his new strength from her, as though they are one person. Lady Macbeth is now more delusional than Macbeth ever was, all(prenominal) the perfumes of Arabia will not sweeten this little hand. This relates to an earlier scene in the play where Lady Macbeth used the blood on her hand to taunt Macbeth, but now it is he who is coping better with the guilt of murder. The Macbeths have grown apart, and so when, in her madness she kills herself, all Macbeth can say is, she should have died hereafter. Here the audience would think that Macbeth was becoming heartless and uncompassionate. But subsequently he shows that he knows that he has lost all that he had.He prepares to go out to fight Macduff, and admits his deepest thoughts to his servant, Seyton I am sick at heart. This line shows an underlying theme of sickness in the play, for Lady Macbeth has died of a sickness of the mind, and it seems now that Macbeth will die of a sickness of the heart, he has given up hope on life and is willing to enter into his consequences, be it heaven or hell. Also, As honour, love, obedience, troops of friends, I must not look to have, but in their stead, curses. These lines evoke a great sorrow in the hearts of the audience, as they see how underneath it all he is as human as us all and he is hurt that he has lost everything. This shows the audience how he is reformed, but it is all too late, they would feel really very sorry for him at this point, and admire his bravery to stand up and stare imminent death in the face, cheer me ever or disseat me now.Shakespeare uses a soliloquy of Macbeths to voice the morals of the play in just one simple sentence. Lifes but a walking shadow, a poor player that struts and frets his hour upon the stage, and then is heard no more it is a tale told by an idiot, undecomposed of sound and fury, signifying nothing. This is Shakespeares view on life, that it is meaningless, especially when you let others control you, and dont live for you. Shakespeare is perhaps showing how he doesnt respect or admire the character of Macb eth but that he sympathises and pities him.When Macbeth realises there is nothing left for him, and he only has himself to blame there is something to admire in his character. The fact that he acknowledges his inevitable death, but doesnt try to justify his actions shows the audience that underneath it all there always was an admirable person, it wasnt until his wife died that this side of him came out. Maybe this is because Lady Macbeth had a strong hold over him and he could only break free and show his true self when she had gone for good.boilersuit the audience only really admire him at the end of the play when his last soliloquy shows that he is a truly brave individual, cheer me ever or disseat me now. This shows that in his impending death he still wanted to go out fighting like the man he used to be, rather than take his own life, as his wife does. It is this final comparison between the two that we can finally see his brave side.Laura BarnesMACBETH ESSAY Is there anything t o admire in the character of Macbeth? And how does Shakespeare influence our thoughts and feelings towards him as the audience?

Cognitive Development of a 5 Year Old

Cognitive developmentChild Luke Jackson Present/Observed (Oct. 24th, 2012)Observer Bernique Pinder Skill Yes Not Yet Able Comments Names a range of shapes X spotless Names a range of colours X Completed Sorts objects easily into alike groups X Completed. Although some objects were classified with some assistance Orders objects according to sizing X Completed Counts up to 20 objects, touching each one (rational counting) X Completed Retells events in sequence with detail X Details ar sk and so ony and tho supplies information when prompted or questioned Completes puzzles X Completed with assistanceListens to told story without props X Answers questions when communicateed and is able to reason Understands ordinal imaginations of archetypal, second, last etc. X Was read the story of the hungry caterpillar and was able to give sequence of food the caterpillar ate in correct order. Speech/ voice communication development Skill Completed Not Yet Completed Comments Rel ays messages correctly X During a game of pass the message along he was ineffective to pass the correct message with repetition. Can listen without interrupting X No.Asks questions constantly Asks slightly meaning of new words X Relates to words he already knows Uses adult like sentences Language errors present Can recite deliver name and personal details X Uses language in play activities X Recognises familiar symbols, simple words X Prints own first name X Rating Scale Rating Key 1= Poor or None. The indicator is seldom or never done by the child ( Not at all). 2=Attempted. 3= Moderately. It is not regular or snitch (sometimes) 4= Good. (most of the time) 5= Excellent.Does all the time or does the task well. Skill Rating Scale Can tell his physical address and home peal number 1 2 3 4 5 Identify or draw, name and describe many pictures. 1 2 3 4 5 Identify and name many colours. 1 2 3 4 5 Draw a person adding much detail to the body. 1 2 3 4 5 Count to at lea st 10-20 1 2 3 4 5 Understand that events have a cause and effect reaction (e. g. if you drop a glass then it leave alone break). 1 2 3 4 5 Make up rhyming words, mimic sounds or even create his own sounds. 1 2 3 4 5 Speech is sympathizeable to e preciseone. 1 2 3 4 5 Uses simple reasoning 1 2 3 4 5 Understands a whole object or c formerlypt 1 2 3 4 5 Knows or so things utilise every day in the home (money, food, appliances) 1 2 3 4 5 Understands the concept of time 1 2 3 4 5 Read simple books. 1 2 3 4 5Make up imaginative stories. 1 2 3 4 5 Reads some words by sight, including own name. 1 2 3 4 5 Knows alphabet and many letter sounds. 1 2 3 4 5 Uses long complex sentences. 1 2 3 4 5 Can recognize number regardless of arrangement in groups 1 2 3 4 5 Tells stories about own experiences 1 2 3 4 5 Piagets Theory Concrete Operational Skills Experiment Results Child A Child B saving of Numbers- I placed a row of small bubble gums in front of the child and asked him (both be male) to make another row the same as the first one. After asking the child to exist the room, I then spreaded out the row of gum and the child if there were still the same numbers of gums as there were before. (without counting them) They were more gums than before. There were more gums than before Conservation of Length- Both children are shown two equal length straws aligned, then they are asked if they were the same length. After leaving the room one is moved to project beyond the other. Agreed that they are the same length firstly then on returning said that the protruding straw was longer stating because I stretched it Agreed they were the same length at first then when he came back he said that they were the same length because I moved it. Conservation of Liquid- Got two equal glasses and pour juice into each. Asked each child if It was equal. Then ask them to leave the room and removed one of the glass and poured juice into a tall skinny glass and asked which had more? A cknowledge that they were equal at first then suggested that the initial cup had more.When asked why? He was ineffectual to severalize why just that the tall cup was smaller (implying the narrowness) Acknowledged that they were equal at first then said that the taller cup had more juice. When asked why he stated that the juice in the taller cup is senior higher than the other so that path it contains more Analysis of Data Developmental Checklist Based on observation and data collected from the child I observed, He is capable of completing tasks judge of a cardinal year old. He is capable of understanding two or three simple commands given at once.He can sort objects by size, and by what sort of thing they are, e. g. animals, or by colour or shape. He successfully compared two weights to work out which is heavier. He was able to understand taller, smaller and shorter. He can copy his name. Draw a person with a head, body, legs and arms. Tell the difference between morning and af ternoon. Luke is a great conversationist and loves to talk about the details of all sorts of scientific and nature things. He speaks clearly on the whole, but still not using some sounds correctly, e. g. say th for s or w for r.He asks Why, When, How questions and ask what words mean. He is eager to tell long stories which to me are partly true and partly made up. He is interested in questions and argues and gives his own ideas about things. He knows a few nursery rhymes which he can say, repeat or sing. Similarly, to Lukes physical development his cognitive develop is also maturing at what theorist would say is a normal rate. According to HDEV upon reaching the age of five a child should be rapidly expanding his vocabulary. It is evident that he is beginning to think intuitively but still somewhat selfish.As mentioned before, currently, he is speaking in full sentences that vary in lengths and purposes. He enjoys watching television shows about super heroes and cars and planes an d he spends large amounts of time, up to 15 minutes, telling me all about them. Lukes cognitive development in the area of language has a lot to do with the fact he is inquisitive and seems to enjoy reading. According to Rathus Spencer and the developmental checklist of widely held expectations, a five year old should be able to count and should be drawn to letters and sounds.Luke demonstrates a love of reading and will often ask to go in the reading corner. Additionally, by playing games like Snakes and Ladders where he counted the required spaces indicating an understanding of numbers. After presenting him with a book with the engender ripped, he was excited to find the tape and he started to think of ways to fix the book. He suggested taping it, and was excited when that idea was welcomed and put to use. This not only demonstrated intuitive thought but helped Luke feel intelligent and begin to learn that it is perfectly okay and acceptable to ask for help when needed.Luke is de veloping cognitively a little more everyday and seems to be on his way to accomplishing all the key milestones. His language skills are growing each day and he is learning to try new things on his own with the idea that he can always ask for help. Rating Scale Analysis The rating of the home The present five point scale extends from (1) where the child observed did not adhere to that aspect of the task or was unable to, to (5) where there is very high skill. Thus the scale assesses both adherence to the task and skill of the child.With the hardest tasks being speaking, listening and recall some sequence but his memory being very good otherwise. He is most skilled at recognition of numbers, and reasoning. Piagets Theory Concrete Operational Skills Analysis Results Luke has failed at conservation methods across the shape up whereas child B has successfully achieved conservation of length but has also failed conservation of numbers and crystal clears. They cannot think of both dimen sions at the same time and so trade off one over the other.They do not possess the ability to understand when the amount of something remains constant across two or more situations despite the appearance of that thing changing across those situations, as with the gum. Although the volume of liquid remains constant across the two containers, each container has a very different visual appearance, with one being tall and thin, while another was short and wide. Both children were unable to appreciate that the total amount of liquid was unchanged despite being poured into differently shaped containers.They were fooled by the appearance of the containers and tended to conclude that wider, shorter containers held less water and the taller, thinner containers held more than the wide. Also my subject was unable to realize that the straws were the same length subject B was able to see that the straw was moved but remained constant which is odd considering Piagets theory. Reflection As I refle ct upon my experience, it is a valuable process in which all teachers should engage in order to improve their professional practice. Assumptions are made about kids and their abilities both for the teacher as well as the student.However, there is a lack of in-depth question on the learning processes of children. This analysis was very useful to instance and understand the process of how students learn as well as their abilities as they are experienced and I was able to note these and this can be used to support my upcoming professional development. Data was collected at three levels reflection upon personal practice, pupils learning and official professional development activities. Reading of the research literature was incorporated into the observation process and this was very useful to my knowledge. At the beginning of the process, it was ifficult for me to engage with the child in a meaningful way however, once the habit of observation became established, it was easy to intera ct with my subject. This interaction was life changing and it automatically leads to changes in my opinions and practices. Although it was neither easy nor straightforward, i found it engaging in the process of critical analysis and found it to be a valuable experience because it gave me a powerful sense of control over my professional learning and my professional life. Cognitive Development of Children Observation EDU 220 Bernique Pinder November 1st, 2012

Unknown Lab Report

Margargont E Gibson July 20, 2009 Microbiology Dr. Metera science laboratory Report 3 laboratorys 7 and 8- Metabolism and biochemical Tests Abstract This experiment focuse on metabolism and biochemical tests. The goal of performing these tests was to protestentiate microbes from one a nonher and to comp ar how metabolous and biochemical processes differ from species to species.The tests performed include the Fermentation of Sugars Test (sucrose, glucose, and milk sugar), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The microbes that were tried du make noise this lab were Escherichia coli, barn genus Cereus, the foreign, genus genus Proteus vulgaris, staphylococcus cuticle, Enterobacter aerogenes, the control, and genus genus genus genus Pseudomonas fluorescens.The microbes tested during these unhomogeneous tests were lookin g for which would wilduce sulfur/ parent sulfate, produce indole, or possess motility, carmineuce process, and contain protease, catalase and oxidaase. Introduction The endeavor of these labs was to observe various metabolous processes by find the pH of authoritative bacterium, ascertain if the bacterium was urease demonstrable or interdict, ascertain which bacterium ferment which sugar(s) during tempestuousness, and determining if bacterium are lactose fermenters and non-lactose fermenters.Metabolic processes can also be observed by determining if bacteria suppress sulfur/produce sulfate, produce indole, or possess motility, determining which bacteria are able to conquer nitrate, determining if bacteria contain protease, determining if bacteria contain catalase, and determining if bacteria contain oxidase. The tests performed to determine these metabolic processes include the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermen tation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, theNitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The bacteria tested include Escherichia coli, bacillus cereus, the unmapped, Proteus vulgaris, staphylococci cuticle, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The assorted types of microbes studied in this experiment include Escherichia coli, vitamin B cereus, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, and Pseudomonas fluorescens.Escherichia coli is mainly found in animal feces and comprises their intestines as well (US Food and Drug Administration). Bacillus cereus is a known medium of feed poisoning and causes vomiting and group AB cramps (Todar). Proteus vulgaris is connected with solid food spoilage of meat, poultry, and seafood and may cause diarrhea in infants (Schenectady Country Community College). Staphylococcus epidermis often infects hospital patie nts with wobbly immune systems in catheter wounds (European Bioinformatics Institute).Enterobacter aerogenes is the mention of numerous infections such as bacteremia, lower respiratory tract infections, skin and soft waver infections, urinary tract infections (UTIs), endocarditis, intra-abdominal infections, putrefacient arthritis, osteomyelitis, and ophthalmic infections (E Medicine). Pseudomonas fluorescens are able to grow in various conditions such as soil, water, and plant habitats (European Bioinformatics Institute). Several hypotheses filch during this experiment due to the m completely subjects being tested. However, since there are numerous tests being performed, a more general opening can be ascertained.The hypothesis for all tests in both research lab 7 and Lab 8 is that the outcome of the tests will produce the desired results in order to identify various species of bacteria from one another(prenominal)(prenominal) and to get wind certain characteristics of met abolic and biochemical processes. Materials and Methods Lab 7 For collapse A of Lab 7, label Escherichia coli, Proteus vulgaris, the unmapped, and Enterobacter aerogenes on a blue (sucrose), a green (glucose), and a red (lactose) supply. Then, using antiseptic technique, inform all(prenominal) bacteria into each color thermionic vacuum underground by sticking the inoculating hand-build to the bottom of the pipe and twirling it, because pulling it square(p) out. set down the results. For intermit B, label the tubes Escherichia coli, Proteus vulgaris, unknown, and Enterobacter aerogenes. utilize aseptic technique, inoculate each tube with the equivalent bacteria by streaking the fall out of the agar slant. Record the results. For tell apart C, label Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli on the Petri plate with the MacConkey agar. Using aseptic technique, inoculate the denominate parts of the plate. Record the results. Lab 8 For Part A of La b 8, label each tube Enterobacter aerogenes, Staphylococcus epidermis, and Proteus vulgaris.Using aseptic technique, scene the inoculating iteration ? of the representation to the bottom of the tube and indeed pull it straight out to inoculate each tube with the equivalent bacteria. Record the results. For Part B, label each tube Enterobacter aerogenes and control. Using aseptic technique, inoculate each Tryptic Nitrate tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Then, give ten dash completes of sulfanilic acid anddemehtyl-1-napthylamine. If a red color develops after this step, record book the record the results. If not, add zinc spread to the tube and vortex it.Record the results. For Part C, label Enterobacter aerogenes and Bacillus cereus on the milk agar plate. Using aseptic technique, inoculate the plate with the corresponding bacteria. Record the results. For Part D, project a few drops of water on the slide and then inoculate it with Bacillus cereus. Next, add one drop of heat content peroxide to the sample. Record the results. For Part E, use a sterile swab to transfer the cells from Enterobacter aerogenes and Pseudomonas fluorescens to a disk. Use a new swab for each sample. Add one drop of water to each disk. Record the results. Results Lab7 Part A pic pic accede 1 cast 2 control 1 is the unknown for sucrose. As shown, it had an orangeness predict 2 is Escherichia coli for sucrose. As shown, it was ring at the top that fades to yellow at the bottom, was murky orange throughout, had darker solution inside the tube than out, all the personal manner through, and had no bubbles. was very abstruse at the bottom, and had no bubbles. pic pic pattern 3 name 4 ikon 3 is Enetrobacter aerogenes for sucrose. As shown, it was realise 4 is Bacillus cereus for sucrose. As shown, it had a dark yellow and cloudy throughout, and had no bubbles. orange ring at the top and was light orange, it was cloudy at the bottom, and had no bubbles. pic pic write in code 5 signifier 6 find 5 is Enterobacter aerogenes for glucose.As shown, it wasFigure 6 is the unknown for glucose. As shown, it had an orange all yellow and cloudy (++), and had no bubbles. ring at the top, was yellow and cloudy (++) throughout, and had no bubbles. pic pic Figure 7 Figure 8 Figure 7 is Escherichia coli for glucose. As shown, it was Figure 8 is Bacillus cereus for glucose.As shown, it was orange yellow, cloudy at the top, and had no bubbles. throughout and had no bubbles. pic pic Figure 9 Figure 10 Figure 9 is the unknown for lactose.As shown, it was uniformly Figure 10 is Enterobacter aerogenes for lactose. As shown, it light red and cloudy (+), and had no bubbles. was light orange and cloudy (++), had a red ring at the top, and had no bubbles. pic pic Figure 11 Figure 12 Figure 11 is Escherichia coli for lactose. As s hown, it was Figure 12 is Bacillus cereus for lactose.As shown, it was red yellow, cloudy at the top, and had bubbles. throughout and had no bubbles. Lab 7 Part B pic pic Figure 13 Figure 14 Figure 13 is the unknown. As shown, it had a red streak of red Figure 14 is Enterobacter aerogenes. As shown, it had faint colonies (+++) and remained the self aforementioned(prenominal)(prenominal) color. cloudy colonies (+) and remained the aforementioned(prenominal) color. pic pic Figure 15 Figure 16 Figure 15 is Escherichia coli. As shown, it had faint cloudy Figure 16 is Proteus vulgaris. As shown, it was bright pink colonies (+) and remained the alike(p) color. throughout, orange at the bottom, and go through a sort in color. Lab 7 Part C pic Figure 17 Figure 17 is Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli. As shown, the Staphylococcus epidermis showed no growth, the Pseudomonas vulgaris showed substantial growth (+++), and the Escherichia coli s howed substantial growth (+++) and arrive at pink. Lab 8 Part A pic pic Figure 18 Figure 19 Figure 19 is Enterobacter aerogenes.As shown, it showed Figure 20 is Staphylococcus epidermis. As shown, it showed no substantial growth (+++). growth. pic Figure 20 Figure 21 is Proteus vulgaris. As shown, it showed substantial growth (+++), turned black, and exhibited a red ring at the top. Lab 8 Part B pic pic Figure 21 Figure 22 Figure 22 is Enterobacter aerogenes. As shown, it was red ? of Figure 23 is the control. As shown, it was red ? of the port the way through separated by black at the bottom. through separated by black at the bottom. Lab 8 Part C pic Figure 23Figure 24 is Enterobacter aerogenes and Bacillus cereus. As shown, Bacillus cereus exhibited a circularize of growth (++++). Lab 8 Part D pic Figure 24 Figure 25 is Bacillus cereus. As shown, it formed bubbles. Lab 8 Part E pic Figure 25 Figure 26 is Enterobacter aerogenes and Pseudomonas fluorescens . As shown, the Pseudomonas fluroescens turned purple. Discussion The results of this experiment prove that the hypothesis was correct the expected results were obtained and therefore made it practicable to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes.For example, in the Fermentation of Sugars test, the unknowns pH was moderately alkaline and no atomic number 6 dioxide gas was given off (Figures 1, 6, and 9). The Escherichia coli had a pH around neutral for all three of the sugars and there were bubbles in the shorthorn tube for glucose, so the bacteria produced carbon dioxide gas during fermentation (Figures 2, 7, and 11). The Enterobacter aerogenes had a slightly acidic pH and no carbon dioxide gas was given off (Figures 3, 5, and 10).The Bacillus cereus had a slightly alkaline pH and no carbon dioxide gas was given off (Figures 4, 8, and 12). In the Detection of Urease test, the unknown remained the very(prenominal) color, so it was urease negative (Figure 13). The Enterobacter aerogenes remained the similar color, so it was urease negative (Figure 14). The Escherichia coli remained the same color, so it was also urease negative (Figure 15). The Proteus vulgaris turned red, meaning it became alkaline with the production of ammonia, so it was urease positive (Figure 16).In the MacConkey agar-agar test, the Staphylococcus epidermis exhibited no growth, meaning it is Gram positive, and it does not ferment lactose (Figure 17). The Proteus vulgaris exhibited growth, so it is Gram negative, and it does not ferment lactose (Figure 17). The Escherichia coli exhibited growth, so it is Gram negative, and it turned red, so it ferments lactose (Figure 17). In the Sulfur Indole Motility test (SIM), Enterobacter aerogenes exhibited growth above the inoculation line, so it is motile (Figure 18). The Staphylococcus epidermis did not exhibit any growth, so it is not motile (Figu re 19).The Proteus vulgaris exhibited growth above the inoculation line, turned black, and showed a red ring at the top of the solution, so it is motile, a phosphorus reducer, and an indole producer (Figure 20). In the Nitrate Reduction test, the Enterobacter aerogenes turned red, so the nitrate was not reduced by nitrate reductase, meaning it was nitrate reductase negative (Figure 21). The control also turned red, so the nitrate was not reduced by nitrate reductase, meaning it was also nitrate reductase negative (Figure 22).In the Protein Hydrolysis test, the Enterobacter aerogenes did not exhibit any growth, so it was protease negative (Figure 23). The Bacillus cereus exhibited a lot of growth and turned the milk agar clear, so it was protease positive (Figure 23). In the Catalase test, the Bacillus cereus bubbled, so it is catalase positive (Figure 24). In the Cytochrome Oxidase test, the Enterbacter aerogenes did not change color, so it is cytochromoe oxidase negative (Figure 25 ). The Pseudomonas fluorescens turned purple, so it is oxidase positive (Figure 25).As expected in all laboratory experiments, this one had the possibility of human error. Mistakes could befuddle been made by weakness to sterilize the inoculating loop correctly, which would result in possible contamination of the sample. Another error could have been possibly occurred by mislabeling the plates according to species, which would produce remove results. Finally, failing to inoculate the SIM tubes ? of the way to the bottom of the tube would result in the inability to observe whether or not the species is motile or not. Although this experiment went quite a smoothly, there is always an opportunity for mprovement. An example of how this experiment could be made better is by testing more of the same microbes in each test. In Labs 7 and 8, many an(prenominal) of the microbes used in the tests were not consistently present in each one. If the same bacteria were used, it would charge greatly in differentiating the same bacteria from one another and observing how metabolic and biochemical processes differ from species to species. This experiment and its results are important to the scientific lodge because they ultimately serve as a basis for make headway study of the subject.By learning basic metabolism and biochemical tests used to differentiate microscopical organisms from one another, researchers can then develop more advance(a) and more specific tests that can further distinguish microbial species from each other. This will charge in discovering new microbes and different ways microbes react to certain factors. By doing so, researchers will have a better idea of how to distinguish helpful, potentially life-saving microbes from pathogenic or harmful ones. ReferencesUS Food and Drug Administration. Escherichia Coli. 5 Oct. 2006. . . Todar, Kenneth. Bacillus Cereus Food Poisoning. 2006. . . Schenectady County Community College. Proteus Vulgaris, P. Mirabil is.. . . European Bioinformatics Institute . Staphylococcus carapace Can Cause Infections in Wounds. 2006-2007. . . E Medicine . unpack from Enterobacter Infections. 1996-2006. . . European Bioinformatics Institute . Pseudomonas Fluorescens Is Being Researched as a Biological Control Organism. 2006-2007. . .Unknown Lab ReportMargaret E Gibson July 20, 2009 Microbiology Dr. Metera Lab Report 3 Labs 7 and 8- Metabolism and Biochemical Tests Abstract This experiment focused on metabolism and biochemical tests. The goal of performing these tests was to differentiate microbes from one another and to match how metabolic and biochemical processes differ from species to species.The tests performed include the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The microbes that were tested during this lab were Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens.The microbes tested during these various tests were looking for which would reduce sulfur/produce sulfate, produce indole, or possess motility, reduce nitrate, and contain protease, catalase and oxidaase. Introduction The purpose of these labs was to observe various metabolic processes by determining the pH of certain bacteria, determining if the bacteria was urease positive or negative, determining which bacteria ferment which sugar(s) during fermentation, and determining if bacteria are lactose fermenters and non-lactose fermenters.Metabolic processes can also be observed by determining if bacteria reduce sulfur/produce sulfate, produce indole, or possess motility, determining which bacteria are able to reduce nitrate, determining if bacteria contain protease, determining if bacteria contain catala se, and determining if bacteria contain oxidase. The tests performed to determine these metabolic processes include the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, theNitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The bacteria tested include Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The different types of microbes studied in this experiment include Escherichia coli, Bacillus cereus, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, and Pseudomonas fluorescens.Escherichia coli is mainly found in animal feces and comprises their intestines as well (US Food and Drug Administration). Bacillus cereus is a known medium of food poisoning and causes vomiting and abdominal cramps (Todar). Proteus vulgaris is connected with food spoilage of meat, poultry, and seafood and may cause diarrhea in infants (Schenectady Country Community College). Staphylococcus epidermis often infects hospital patients with weak immune systems in catheter wounds (European Bioinformatics Institute).Enterobacter aerogenes is the source of numerous infections such as bacteremia, lower respiratory tract infections, skin and soft tissue infections, urinary tract infections (UTIs), endocarditis, intra-abdominal infections, septic arthritis, osteomyelitis, and ophthalmic infections (E Medicine). Pseudomonas fluorescens are able to grow in various conditions such as soil, water, and plant habitats (European Bioinformatics Institute). Several hypotheses arise during this experiment due to the many subjects being tested. However, since there are numerous tests being performed, a more general hypothesis can be ascertained.The hypothesis for all tests in both Lab 7 and Lab 8 is that the outcome of the tests wi ll produce the desired results in order to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. Materials and Methods Lab 7 For Part A of Lab 7, label Escherichia coli, Proteus vulgaris, the unknown, and Enterobacter aerogenes on a blue (sucrose), a green (glucose), and a red (lactose) tube. Then, using aseptic technique, inoculate each bacteria into each color tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out.Record the results. For Part B, label the tubes Escherichia coli, Proteus vulgaris, unknown, and Enterobacter aerogenes. Using aseptic technique, inoculate each tube with the corresponding bacteria by streaking the surface of the agar slant. Record the results. For Part C, label Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli on the Petri plate with the MacConkey agar. Using aseptic technique, inoculate the labeled par ts of the plate. Record the results. Lab 8 For Part A of Lab 8, label each tube Enterobacter aerogenes, Staphylococcus epidermis, and Proteus vulgaris.Using aseptic technique, stab the inoculating loop ? of the way to the bottom of the tube and then pull it straight out to inoculate each tube with the corresponding bacteria. Record the results. For Part B, label each tube Enterobacter aerogenes and control. Using aseptic technique, inoculate each Tryptic Nitrate tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Then, add ten drops of sulfanilic acid anddemehtyl-1-napthylamine. If a red color develops after this step, record the record the results. If not, add zinc dust to the tube and vortex it.Record the results. For Part C, label Enterobacter aerogenes and Bacillus cereus on the milk agar plate. Using aseptic technique, inoculate the plate with the corresponding bacteria. Record the results. For Part D, put a few drops of water on the slide and then inoculate it with Bacillus cereus. Next, add one drop of hydrogen peroxide to the sample. Record the results. For Part E, use a sterile swab to transfer the cells from Enterobacter aerogenes and Pseudomonas fluorescens to a disk. Use a new swab for each sample. Add one drop of water to each disk. Record the results. Results Lab7 Part A pic pic Figure 1 Figure 2 Figure 1 is the unknown for sucrose. As shown, it had an orange Figure 2 is Escherichia coli for sucrose. As shown, it was ring at the top that fades to yellow at the bottom, was cloudy orange throughout, had darker solution inside the tube than out, all the way through, and had no bubbles. was very cloudy at the bottom, and had no bubbles. pic pic Figure 3 Figure 4 Figure 3 is Enetrobacter aerogenes for sucrose. As shown, it wasFigure 4 is Bacillus cereus for sucrose. As shown, it had a dark yellow and cloudy throughout, and had no bubbles. orange ring at the top and was light orange, it was cloudy at the bottom, and had no bubbles. pic pic Figure 5 Figure 6 Figure 5 is Enterobacter aerogenes for glucose.As shown, it wasFigure 6 is the unknown for glucose. As shown, it had an orange all yellow and cloudy (++), and had no bubbles. ring at the top, was yellow and cloudy (++) throughout, and had no bubbles. pic pic Figure 7 Figure 8 Figure 7 is Escherichia coli for glucose. As shown, it was Figure 8 is Bacillus cereus for glucose.As shown, it was orange yellow, cloudy at the top, and had no bubbles. throughout and had no bubbles. pic pic Figure 9 Figure 10 Figure 9 is the unknown for lactose.As shown, it was uniformly Figure 10 is Enterobacter aerogenes for lactose. As shown, it light red and cloudy (+), and had no bubbles. was light orange and cloudy (++), had a red ring at the top, and had no bubbles. pic pic Figure 11 Figure 12 Figure 11 is Escherichia coli for lactose. As shown, it was Figure 12 is Bacill us cereus for lactose.As shown, it was red yellow, cloudy at the top, and had bubbles. throughout and had no bubbles. Lab 7 Part B pic pic Figure 13 Figure 14 Figure 13 is the unknown. As shown, it had a red streak of red Figure 14 is Enterobacter aerogenes. As shown, it had faint colonies (+++) and remained the same color. cloudy colonies (+) and remained the same color. pic pic Figure 15 Figure 16 Figure 15 is Escherichia coli. As shown, it had faint cloudy Figure 16 is Proteus vulgaris. As shown, it was bright pink colonies (+) and remained the same color. throughout, orange at the bottom, and experienced a change in color. Lab 7 Part C pic Figure 17 Figure 17 is Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli. As shown, the Staphylococcus epidermis showed no growth, the Pseudomonas vulgaris showed substantial growth (+++), and the Escherichia coli showed substantial growth (+++) and turned pink. Lab 8 Part A pic pic Figure 18 Figure 19 Figure 19 is Enterobacter aerogenes.As shown, it showed Figure 20 is Staphylococcus epidermis. As shown, it showed no substantial growth (+++). growth. pic Figure 20 Figure 21 is Proteus vulgaris. As shown, it showed substantial growth (+++), turned black, and exhibited a red ring at the top. Lab 8 Part B pic pic Figure 21 Figure 22 Figure 22 is Enterobacter aerogenes. As shown, it was red ? of Figure 23 is the control. As shown, it was red ? of the way the way through separated by black at the bottom. through separated by black at the bottom. Lab 8 Part C pic Figure 23Figure 24 is Enterobacter aerogenes and Bacillus cereus. As shown, Bacillus cereus exhibited a lot of growth (++++). Lab 8 Part D pic Figure 24 Figure 25 is Bacillus cereus. As shown, it formed bubbles. Lab 8 Part E pic Figure 25 Figure 26 is Enterobacter aerogenes and Pseudomonas fluorescens. As shown, the Pseudomonas fluroescens turned purple. Discussion The results of this experiment prove that the hy pothesis was correct the expected results were obtained and therefore made it possible to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes.For example, in the Fermentation of Sugars test, the unknowns pH was slightly alkaline and no carbon dioxide gas was given off (Figures 1, 6, and 9). The Escherichia coli had a pH around neutral for all three of the sugars and there were bubbles in the Durham tube for glucose, so the bacteria produced carbon dioxide gas during fermentation (Figures 2, 7, and 11). The Enterobacter aerogenes had a slightly acidic pH and no carbon dioxide gas was given off (Figures 3, 5, and 10).The Bacillus cereus had a slightly alkaline pH and no carbon dioxide gas was given off (Figures 4, 8, and 12). In the Detection of Urease test, the unknown remained the same color, so it was urease negative (Figure 13). The Enterobacter aerogenes remained the same color, so it was urease n egative (Figure 14). The Escherichia coli remained the same color, so it was also urease negative (Figure 15). The Proteus vulgaris turned red, meaning it became alkaline with the production of ammonia, so it was urease positive (Figure 16).In the MacConkey Agar test, the Staphylococcus epidermis exhibited no growth, meaning it is Gram positive, and it does not ferment lactose (Figure 17). The Proteus vulgaris exhibited growth, so it is Gram negative, and it does not ferment lactose (Figure 17). The Escherichia coli exhibited growth, so it is Gram negative, and it turned red, so it ferments lactose (Figure 17). In the Sulfur Indole Motility test (SIM), Enterobacter aerogenes exhibited growth above the inoculation line, so it is motile (Figure 18). The Staphylococcus epidermis did not exhibit any growth, so it is not motile (Figure 19).The Proteus vulgaris exhibited growth above the inoculation line, turned black, and showed a red ring at the top of the solution, so it is motile, a p hosphorus reducer, and an indole producer (Figure 20). In the Nitrate Reduction test, the Enterobacter aerogenes turned red, so the nitrate was not reduced by nitrate reductase, meaning it was nitrate reductase negative (Figure 21). The control also turned red, so the nitrate was not reduced by nitrate reductase, meaning it was also nitrate reductase negative (Figure 22).In the Protein Hydrolysis test, the Enterobacter aerogenes did not exhibit any growth, so it was protease negative (Figure 23). The Bacillus cereus exhibited a lot of growth and turned the milk agar clear, so it was protease positive (Figure 23). In the Catalase test, the Bacillus cereus bubbled, so it is catalase positive (Figure 24). In the Cytochrome Oxidase test, the Enterbacter aerogenes did not change color, so it is cytochromoe oxidase negative (Figure 25). The Pseudomonas fluorescens turned purple, so it is oxidase positive (Figure 25).As expected in all laboratory experiments, this one had the possibility o f human error. Mistakes could have been made by failing to sterilize the inoculating loop correctly, which would result in possible contamination of the sample. Another error could have been possibly occurred by mislabeling the plates according to species, which would produce invalid results. Finally, failing to inoculate the SIM tubes ? of the way to the bottom of the tube would result in the inability to observe whether or not the species is motile or not. Although this experiment went rather smoothly, there is always an opportunity for mprovement. An example of how this experiment could be made better is by testing more of the same microbes in each test. In Labs 7 and 8, many of the microbes used in the tests were not consistently present in each one. If the same bacteria were used, it would aid greatly in differentiating the same bacteria from one another and observing how metabolic and biochemical processes differ from species to species. This experiment and its results are imp ortant to the scientific community because they ultimately serve as a basis for further study of the subject.By learning basic metabolism and biochemical tests used to differentiate microscopic organisms from one another, researchers can then develop more advanced and more specific tests that can further distinguish microbial species from each other. This will aid in discovering new microbes and different ways microbes react to certain factors. By doing so, researchers will have a better idea of how to distinguish helpful, potentially life-saving microbes from pathogenic or harmful ones. ReferencesUS Food and Drug Administration. Escherichia Coli. 5 Oct. 2006. . . Todar, Kenneth. Bacillus Cereus Food Poisoning. 2006. . . Schenectady County Community College. Proteus Vulgaris, P. Mirabilis.. . . European Bioinformatics Institute . Staphylococcus Epidermis Can Cause Infections in Wounds. 2006-2007. . . E Medicine . Excerpt from Enterobacter Infections. 1996-2006. . . European Bioinfor matics Institute . Pseudomonas Fluorescens Is Being Researched as a Biological Control Organism. 2006-2007. . .Unknown Lab ReportMargaret E Gibson July 20, 2009 Microbiology Dr. Metera Lab Report 3 Labs 7 and 8- Metabolism and Biochemical Tests Abstract This experiment focused on metabolism and biochemical tests. The goal of performing these tests was to differentiate microbes from one another and to compare how metabolic and biochemical processes differ from species to species.The tests performed include the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, the Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, the Nitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The microbes that were tested during this lab were Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens.The microbes tested during these various tests were looking for which would reduce sulfur/produce sulfate, produce indole, or possess motility, reduce nitrate, and contain protease, catalase and oxidaase. Introduction The purpose of these labs was to observe various metabolic processes by determining the pH of certain bacteria, determining if the bacteria was urease positive or negative, determining which bacteria ferment which sugar(s) during fermentation, and determining if bacteria are lactose fermenters and non-lactose fermenters.Metabolic processes can also be observed by determining if bacteria reduce sulfur/produce sulfate, produce indole, or possess motility, determining which bacteria are able to reduce nitrate, determining if bacteria contain protease, determining if bacteria contain catalase, and determining if bacteria contain oxidase. The tests performed to determine these metabolic processes include the Fermentation of Sugars Test (sucrose, glucose, and lactose), the Urease Test, t he Fermentation of Lactose Test, the Sulfide Indole Mobility (SIM) Test, theNitrate Reduction Test, the Protein Hydrolysis Test, the Catalase Test, and the Cytochrome Oxidase Test. The bacteria tested include Escherichia coli, Bacillus cereus, the unknown, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, the control, and Pseudomonas fluorescens. The different types of microbes studied in this experiment include Escherichia coli, Bacillus cereus, Proteus vulgaris, Staphylococcus epidermis, Enterobacter aerogenes, and Pseudomonas fluorescens.Escherichia coli is mainly found in animal feces and comprises their intestines as well (US Food and Drug Administration). Bacillus cereus is a known medium of food poisoning and causes vomiting and abdominal cramps (Todar). Proteus vulgaris is connected with food spoilage of meat, poultry, and seafood and may cause diarrhea in infants (Schenectady Country Community College). Staphylococcus epidermis often infects hospital patie nts with weak immune systems in catheter wounds (European Bioinformatics Institute).Enterobacter aerogenes is the source of numerous infections such as bacteremia, lower respiratory tract infections, skin and soft tissue infections, urinary tract infections (UTIs), endocarditis, intra-abdominal infections, septic arthritis, osteomyelitis, and ophthalmic infections (E Medicine). Pseudomonas fluorescens are able to grow in various conditions such as soil, water, and plant habitats (European Bioinformatics Institute). Several hypotheses arise during this experiment due to the many subjects being tested. However, since there are numerous tests being performed, a more general hypothesis can be ascertained.The hypothesis for all tests in both Lab 7 and Lab 8 is that the outcome of the tests will produce the desired results in order to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes. Materials and Metho ds Lab 7 For Part A of Lab 7, label Escherichia coli, Proteus vulgaris, the unknown, and Enterobacter aerogenes on a blue (sucrose), a green (glucose), and a red (lactose) tube. Then, using aseptic technique, inoculate each bacteria into each color tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out.Record the results. For Part B, label the tubes Escherichia coli, Proteus vulgaris, unknown, and Enterobacter aerogenes. Using aseptic technique, inoculate each tube with the corresponding bacteria by streaking the surface of the agar slant. Record the results. For Part C, label Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli on the Petri plate with the MacConkey agar. Using aseptic technique, inoculate the labeled parts of the plate. Record the results. Lab 8 For Part A of Lab 8, label each tube Enterobacter aerogenes, Staphylococcus epidermis, and Proteus vulgaris.Using aseptic technique, stab the inoculating lo op ? of the way to the bottom of the tube and then pull it straight out to inoculate each tube with the corresponding bacteria. Record the results. For Part B, label each tube Enterobacter aerogenes and control. Using aseptic technique, inoculate each Tryptic Nitrate tube by sticking the inoculating loop to the bottom of the tube and twirling it, then pulling it straight out. Then, add ten drops of sulfanilic acid anddemehtyl-1-napthylamine. If a red color develops after this step, record the record the results. If not, add zinc dust to the tube and vortex it.Record the results. For Part C, label Enterobacter aerogenes and Bacillus cereus on the milk agar plate. Using aseptic technique, inoculate the plate with the corresponding bacteria. Record the results. For Part D, put a few drops of water on the slide and then inoculate it with Bacillus cereus. Next, add one drop of hydrogen peroxide to the sample. Record the results. For Part E, use a sterile swab to transfer the cells from Enterobacter aerogenes and Pseudomonas fluorescens to a disk. Use a new swab for each sample. Add one drop of water to each disk. Record the results. Results Lab7 Part A pic pic Figure 1 Figure 2 Figure 1 is the unknown for sucrose. As shown, it had an orange Figure 2 is Escherichia coli for sucrose. As shown, it was ring at the top that fades to yellow at the bottom, was cloudy orange throughout, had darker solution inside the tube than out, all the way through, and had no bubbles. was very cloudy at the bottom, and had no bubbles. pic pic Figure 3 Figure 4 Figure 3 is Enetrobacter aerogenes for sucrose. As shown, it wasFigure 4 is Bacillus cereus for sucrose. As shown, it had a dark yellow and cloudy throughout, and had no bubbles. orange ring at the top and was light orange, it was cloudy at the bottom, and had no bubbles. pic pic Figure 5 Figure 6 Figure 5 is Enterobacter aerogenes for glucose.As shown, it wasFigure 6 is the unknown for glucose. As shown, it had an orange all yellow and cloudy (++), and had no bubbles. ring at the top, was yellow and cloudy (++) throughout, and had no bubbles. pic pic Figure 7 Figure 8 Figure 7 is Escherichia coli for glucose. As shown, it was Figure 8 is Bacillus cereus for glucose.As shown, it was orange yellow, cloudy at the top, and had no bubbles. throughout and had no bubbles. pic pic Figure 9 Figure 10 Figure 9 is the unknown for lactose.As shown, it was uniformly Figure 10 is Enterobacter aerogenes for lactose. As shown, it light red and cloudy (+), and had no bubbles. was light orange and cloudy (++), had a red ring at the top, and had no bubbles. pic pic Figure 11 Figure 12 Figure 11 is Escherichia coli for lactose. As shown, it was Figure 12 is Bacillus cereus for lactose.As shown, it was red yellow, cloudy at the top, and had bubbles. throughout and had no bubbles. Lab 7 Part B pic pic Figure 13 Figure 14 Figure 13 is the unknown. As shown , it had a red streak of red Figure 14 is Enterobacter aerogenes. As shown, it had faint colonies (+++) and remained the same color. cloudy colonies (+) and remained the same color. pic pic Figure 15 Figure 16 Figure 15 is Escherichia coli. As shown, it had faint cloudy Figure 16 is Proteus vulgaris. As shown, it was bright pink colonies (+) and remained the same color. throughout, orange at the bottom, and experienced a change in color. Lab 7 Part C pic Figure 17 Figure 17 is Staphylococcus epidermis, Proteus vulgaris, and Escherichia coli. As shown, the Staphylococcus epidermis showed no growth, the Pseudomonas vulgaris showed substantial growth (+++), and the Escherichia coli showed substantial growth (+++) and turned pink. Lab 8 Part A pic pic Figure 18 Figure 19 Figure 19 is Enterobacter aerogenes.As shown, it showed Figure 20 is Staphylococcus epidermis. As shown, it showed no substantial growth (+++). growth. pic Figure 20 Figure 21 is Proteus vulgaris. As shown, it showed substantial growth (+++), turned black, and exhibited a red ring at the top. Lab 8 Part B pic pic Figure 21 Figure 22 Figure 22 is Enterobacter aerogenes. As shown, it was red ? of Figure 23 is the control. As shown, it was red ? of the way the way through separated by black at the bottom. through separated by black at the bottom. Lab 8 Part C pic Figure 23Figure 24 is Enterobacter aerogenes and Bacillus cereus. As shown, Bacillus cereus exhibited a lot of growth (++++). Lab 8 Part D pic Figure 24 Figure 25 is Bacillus cereus. As shown, it formed bubbles. Lab 8 Part E pic Figure 25 Figure 26 is Enterobacter aerogenes and Pseudomonas fluorescens. As shown, the Pseudomonas fluroescens turned purple. Discussion The results of this experiment prove that the hypothesis was correct the expected results were obtained and therefore made it possible to differentiate various species of bacteria from one another and to reveal certain characteristics of metabolic and biochemical processes.For example, in the Fermentation of Sugars test, the unknowns pH was slightly alkaline and no carbon dioxide gas was given off (Figures 1, 6, and 9). The Escherichia coli had a pH around neutral for all three of the sugars and there were bubbles in the Durham tube for glucose, so the bacteria produced carbon dioxide gas during fermentation (Figures 2, 7, and 11). The Enterobacter aerogenes had a slightly acidic pH and no carbon dioxide gas was given off (Figures 3, 5, and 10).The Bacillus cereus had a slightly alkaline pH and no carbon dioxide gas was given off (Figures 4, 8, and 12). In the Detection of Urease test, the unknown remained the same color, so it was urease negative (Figure 13). The Enterobacter aerogenes remained the same color, so it was urease negative (Figure 14). The Escherichia coli remained the same color, so it was also urease negative (Figure 15). The Proteus vulgaris turned red, meaning it became alkaline with the production of ammon ia, so it was urease positive (Figure 16).In the MacConkey Agar test, the Staphylococcus epidermis exhibited no growth, meaning it is Gram positive, and it does not ferment lactose (Figure 17). The Proteus vulgaris exhibited growth, so it is Gram negative, and it does not ferment lactose (Figure 17). The Escherichia coli exhibited growth, so it is Gram negative, and it turned red, so it ferments lactose (Figure 17). In the Sulfur Indole Motility test (SIM), Enterobacter aerogenes exhibited growth above the inoculation line, so it is motile (Figure 18). The Staphylococcus epidermis did not exhibit any growth, so it is not motile (Figure 19).The Proteus vulgaris exhibited growth above the inoculation line, turned black, and showed a red ring at the top of the solution, so it is motile, a phosphorus reducer, and an indole producer (Figure 20). In the Nitrate Reduction test, the Enterobacter aerogenes turned red, so the nitrate was not reduced by nitrate reductase, meaning it was nitrat e reductase negative (Figure 21). The control also turned red, so the nitrate was not reduced by nitrate reductase, meaning it was also nitrate reductase negative (Figure 22).In the Protein Hydrolysis test, the Enterobacter aerogenes did not exhibit any growth, so it was protease negative (Figure 23). The Bacillus cereus exhibited a lot of growth and turned the milk agar clear, so it was protease positive (Figure 23). In the Catalase test, the Bacillus cereus bubbled, so it is catalase positive (Figure 24). In the Cytochrome Oxidase test, the Enterbacter aerogenes did not change color, so it is cytochromoe oxidase negative (Figure 25). The Pseudomonas fluorescens turned purple, so it is oxidase positive (Figure 25).As expected in all laboratory experiments, this one had the possibility of human error. Mistakes could have been made by failing to sterilize the inoculating loop correctly, which would result in possible contamination of the sample. Another error could have been possibly occurred by mislabeling the plates according to species, which would produce invalid results. Finally, failing to inoculate the SIM tubes ? of the way to the bottom of the tube would result in the inability to observe whether or not the species is motile or not. Although this experiment went rather smoothly, there is always an opportunity for mprovement. An example of how this experiment could be made better is by testing more of the same microbes in each test. In Labs 7 and 8, many of the microbes used in the tests were not consistently present in each one. If the same bacteria were used, it would aid greatly in differentiating the same bacteria from one another and observing how metabolic and biochemical processes differ from species to species. This experiment and its results are important to the scientific community because they ultimately serve as a basis for further study of the subject.By learning basic metabolism and biochemical tests used to differentiate microscopic organ isms from one another, researchers can then develop more advanced and more specific tests that can further distinguish microbial species from each other. This will aid in discovering new microbes and different ways microbes react to certain factors. By doing so, researchers will have a better idea of how to distinguish helpful, potentially life-saving microbes from pathogenic or harmful ones. ReferencesUS Food and Drug Administration. Escherichia Coli. 5 Oct. 2006. . . Todar, Kenneth. Bacillus Cereus Food Poisoning. 2006. . . Schenectady County Community College. Proteus Vulgaris, P. Mirabilis.. . . European Bioinformatics Institute . Staphylococcus Epidermis Can Cause Infections in Wounds. 2006-2007. . . E Medicine . Excerpt from Enterobacter Infections. 1996-2006. . . European Bioinformatics Institute . Pseudomonas Fluorescens Is Being Researched as a Biological Control Organism. 2006-2007. . .

Advantages of Being an Adult and Being a Child

Melanie Montez Eng 101 10/20/2012 Mr. Schlittner Comp are and Contrast Essay Advantages of being a baby vs being an pornographic. The advantages of being a child are easy enough to say that it will be a lot simpler than being an self-aggrandising. Growing up you unceasingly wanted to be an adult and whole the freedom that comes with being an adult. Being a child, you drive home your parents there every day to help you to adjust in the world.You also have all(prenominal) of your siblings there to fight or argue and consequently make up after your done, that always made your mom upset that you were always fighting with separately other and then there goes the time when your mom will make you do this holding hands thing until you guys can read along. There is always cartoons on in the morning befrore you get up and go play outside. You can eat cereal three times a day and non ever be tired of it and you can also play in the mud without even caring if you got dirty. The birthd ay parties were always more fun too.Being a child had its disadvantages too, you would have to go to sleep early and have to be up in the morning to go to school. There is the doctors appointments that your mom never told you roughly, and when you get into the doctors office the doctor pulls out this big humungous needle and sticks it in your arm. Your mom used to tell you that it was good for you and it will make you not get sick, then when your arm is in pain you think she is telling you a lie from your parents and basically their undevided attention and think as a child wow that would be fun and great.It is a daily routine being a child getting up to go to school, shower, breakfast, lunch money, a ride to school and to chit-chat your friends and learn for the day. Not worrying about all those gr knowledge up things that adults do to survive and to do even out by trying to survive and evolve keeping of children so they do not have a life most children do not get to have. You would have to worry only about friends, siblings and having the best time as a child. At the end of the day you would have dinner made for you and only have to worry about doing all these things all over again the next day.When you are an adult your day would start by waking up in the early morning thought process about how you will spend the day. Well of course in some cases you will have children so automatically there is responsibilities that has to be put onn care of and that will the start of the day. Of course being and adult comes with a lot of business. Growing up schools and parents would teach you that being an adult comes with a lot of responsibility so of course the day would start off by waking up to think of how you would take care of the family today.Even if it is just to make them food or give them a ride to school. In order to be a responsible adult you would have to arise ways to provide for yourself and your children. These things do not come in books either b ecause I looked. They are not as easy as you think it is. You will have these people depending on you to do the best and to get them the things they need. As a child you would get to experience many things such as vacations, friends, allowence, and some kids even though they would not be able to experience a vacation hey would still have those child hood memories that one day their children will want to hear and know about. intend of how it would make a parent feel if they cannot give their child a vacation. Parents just do not come across vacations that easy.Something a parent would have to do to get a child a vacation would be impossible. That is just one of the things parents would have to think about. It would be more complicated than that to be a great parent. There is also a lot of caring to consider when raising a child. You ave to consider the begining of the childs life and make sure you are parents who love their children. Need is another part of parenting that we all nee d to consider. Children will need to learn from their parents and grow up to be what is right for them and when you are a child you will learn to find out that one day with all the hard days of raising children they will be able to find out in the real world that it takes a lot of work to raise children. When you see your children grow up because you who had anything to do with it they will thank you as long as you grow up right.Children are always wanted and needed for this world to continue and it is very important that we all think and take advantage for the great things we get in life. As you get older you also start to loose family members and we all will get old. As an adult we will have to face the fact that the children we do have will eventually grow up and find someone of their own to start their own family with. It is not the best to be an adult and all the responsibilities it has to come with but in the long run as long as you have the right mentality.

5 Parts of the Writing Process Essay

5 Parts of the Writing Process1. Pre-Writing Before you sit drink to publish something, you need to figure out what you are going to write about. 2. Drafting Once you have planned out your ideas, the next step is to start drafting, or piece of music. 3. Revising When you revise, you are looking at the parts of your enter and making sure that each part works together to spend a penny a coherent whole. 4. Proofreading When a person is finished the indite step of the change and have revised your work, then it is up to the writer to take a step back and look at the writing for errors and correct them. 5. Delivering Delivering in its simplest track refers to a text edition that is meant to be read to an audience.See more Experiment on polytropic process Essay5 Resources to Help You Improve Your WritingSkills1. Writing clear A Self-Teaching Guide by Dawn B. Sova With Writing Clearly A Self-Teaching Guide, youll discover the answers to these questions and many more about the basics of communicating effectively by dint of the written word. Each chapter in this hands-on guide focuses on key steps in the writing process, identifying the shared and differing skills demanded by each type of writing from a persuasive essay, a business letter, or a scientific history.The straightforward, structured format makes it fully accessible, providing an easy-to-understand overview for everyone from students beginning to build skills, to adults looking to improve their writing, to the experient writer hoping to further hone skills in a certain area. This book allows you to build gradually on what you have learned at your own pace. Questions and self-tests strengthen the information in each chapter and allow you to skip ahead or focus on specific areas of concern. Packed with useful, up-to-date information, this clear, concise volume is a valuable learning tool and reference source for anyone who wants to develop or improve his or her basic writing skills.2. Report W riting Skills Training personal credit line by Margaret GreenhallThis book makes report writing a step by step process for you to follow every time you have a report to write. Margarets understanding of how people read and remember gives a unique view to the process of report writing. This book brings you her tried and tested training techniques to make the process of writing a report straight forward.3. The Writers Workplace with Readings Building College Writing Skills by Sandra and John Scarry John Scarry and Sandra Scarry present writing instruction in a clear and manageable form, with bit-by-bit explanations to help build and maintain students confidence in their writing. The result of many years of schoolroom teaching and research, this comprehensive and time-tested resource reflects the authors understanding that every student is unique, with different backgrounds and interests that must be accounted for as they engage in the writing process.This offers instructors the pr obability to customize their own version of the book by including or excluding any sections that they do or do not teach in their course-making this a text that reflects not only the students needs and experiences, but their instructors as well.4. Writing With Power Techniques For Mastering the Writing Process by Peter jostle A classic handbook for anyone who needs to write. This book speaks to everyone who has wrestled with words while seeking to gain power with them. Here, Peter Elbow emphasizes that the essential activities underlying severe writing and the essential exercises promoting it are really not difficult at all.Employing a cookbook approach, Elbow provides the reader (and writer) with various recipes for getting words down on paper, for revising, for dealing with an audience, for getting feedback on a piece of writing, and still other recipes for approaching the mystery of power in writing. By taking risks and encompass mistakes, Elbow hopes the writer may somehow fi nd a hold on the creative process and be able to heighten two mentalitiesthe return of writing and the revision of it.From students and teachers to novelists and poets, Writing with Power reminds us that we can celebrate the uses of mystery, chaos, no planning, and magic, while achieving analysis, control, explicitness, and care in whatever it is we set down on paper.5. Steps to Writing Well by Jean WyrickWriting well is just a step away This book gives the student the ultimate step-by-step guide to writing effective essays. With the authors clear, practical advice and student-friendly tone, youll find it easy to begin, organize, and revise your writing-from choosing a topic to developing your essay to polishing your prose. evoke readings in a variety of styles offer useful examples of the types of essays youll most often be assigned in your composition and other college classes.

A little knowledge can be a dangerous thing Essay

Throughout history there have been many individuals whose statements have made an impact on the lives of those around them and on the world. A somebody whitethorn say something out of impulse that sounds bizarre, that when others realize what was said they begin to feel moved. Alexander pontiff once said, A infinitesimal learning is a dangerous thing. (Phrase Finder) This essentially means a small amount of familiarity can antecedent battalion to think they be more expert than they argon and consequently make unwise choices. An individuals confidence of being an expert on a subject when in reality he is non can be a hazardous state of assessment and has never been more apparent than in the twentieth century.The nuclear answeror meltdown at Three Mile Island in New Jersey illustrates the validity of popes statement. On sunlight afternoon, while Carter was still there, Victor Stello found the proof he needed. They discovered that Mattson and his team of consultants had been using the wrong form to determine the risk posed by the hydrogen bubble.(Roger Mattson) This clearly shows that the wrong information used in the calculations for the reactor caused the whole project to fail. The scientists were hooked on the fact that they were using the correct formula that they did not make authorized that it was correct in its entirety. The carelessness of the scientists resulted in cardinals of dollars spent for clean up and contamination of land and water. This contamination could be lethal to individuals and is all because of a very simple mistake. If the ego of the scientists had been smaller the entire disaster may have been avoided.Pope knew that little knowledge can cause people to act based on rumors which is exemplified by the destruction of Merrill Hall. Merrill Hall was destroyed by ELF (Earth Liberation Front) arsonists who said that Toby Bradshaws claim of tree genetics was causing harm to the environment. (McCormick p.1) However, what the ars onists said and what certainly happened are two different stories. I have never genetically engineered a tree, overmuch less released ace into the environment. he Bradshaw stated. These transgenetic samples are purely experimental and never leave the lab.(McCormick)The forestry professor estimates that, since 1995, he has go awayed with 80 transgenetic tissue samples compared to about 15,000 poplarseedlings bred traditionally. The work that Bradshaw is doing does not have an effect on the environment in any way. His studies are strictly for research and cause no harm to any star. The ELF may have had good intentions, but they destroyed a very expensive building based on untrue facts about what was going on inner(a) of the building. Incidents like this are capable of being avoided if people take more time to examine the situation and act with certainty.A more subtle specimen of when little knowledge proved be a dangerous thing was the use of toxic pesticides and fertilizers on agricultural produce. More and more people are making decisions that affect agriculture without having the necessary educational references to benefit society in the long run. Many people no longer know where or how their food originates and really dont care, assuming it will always be available when needed. Many also assume that farmers recklessly apply pesticides and they react with alarm to media reports filed by equally uninformed reporters.(Causley) This excerpt explains that people do not know anything when it comes to the origin of their food. It also gives an explanation why mistakes that could be avoided are not. People do not care what is d hotshot to their food assuming that everything that is put into it is safe. DDT, a toxic pesticide used to kill grasshoppers feeding on crops, was one of the biggest killers of bald eagles in the United States.It also was shown to cause birth defects and premature death. Nobody wants to have poison in the food he or she consumes, but i t cannot be taken out or spoken against if people do not realize that it is present. The time is right, it seems, to provide children with special opportunities that of witnessing the germination of a seed, preference a newly picked strawberry, or marveling as baby chicks emerge from eggs. There will be a myriad of other experiences necessary on a day-to-day basis to carry their learning into adulthood. Children tend to reach the goals set before themso if there is to be a strong agriculture in tomorrows world, the foundations must be laid now.(Causley) Childrens attitudes are easier to change than adults. If a sense of care is engrained into a childs mind at a young age there may be a chance to change the careless actions of the world into carefulness.Perhaps the most apparent truth regarding Popes statement is the genocide that took place during World War II. Almost the entire Jewish community living in Germany was massacred. This is because the Germans believed that the Jewish p eople were to blame for their problems. The German people believed that killing the Jews was the right thing to do. They based their beliefs on speeches by influential leaders and on propaganda. The people doing the actual killing of the Jews were told lies and cover stories to make them believe that they were helping their country. The executioners acted based on little knowledge they were told by biased sources. They were, in a way, brainwashed into accept that murder is acceptable. None of the major religions in the world teach that murder is good, yet the Nazis who killed millions of Jews believed that maybe in some circumstances it was accepted. Over 6 million Jews were killed under the command of Adolph Hitler. (Gurdus) The charisma of Hitler is most likely higher than that of any leader in history.The German people believed every word that came out of Hitlers mouth, and it is because of this that the Jews were persecuted. Hitler told the people that the Jews were the cause o f the economy failure and that they were responsible for Germanys poor condition. He promised to make Germany strong again. Many people who were still confused after World War I bought into Hitlers claims and followed him. He became very powerful and used his power to get Germans to slaughter the Jews. The Jews were blamed for the downfall of Germany, but in reality it was the unwise decisions of the leaders. The Jewish people could not have been the cause for the defeat in World War I, but Germans believed that the Jews were at fault because of lies preached to them. The Jews were not just killed, they were tortured.Many of the Jews were burned alive, which is very painful. Others were forced to inhale toxic gasses causing internal bleeding and organ failures which led to death. (Herzstein) Also, every Jew had to wear the angiotensin-converting enzyme of David on their clothing so everyone would be able to tell if they were Jewish or not. The cruelty of the German people is almost unbelievable and is due to the ignorance that they did vigor about. The fact that many of the Germans could have simply said, no is what makes this tragedy even worse. The Germans believed everything they were told and took millions of innocent lives because they felt that what they knew about the Jews was truthful and that they were doing what was best for mankind.A individual attesting Popes statement might exploit the people who knew little medical information but because of training they were able to help out another. A little bit of knowledge on how to care for someone who has been cut badly or has a broken bone may help save that persons life. Simple knowledge on how to properly clean and dress a wound can prevent infection, amputation, or even death. (McClarty) When a person knows techniques that can help save lives, their life and the lives of those around them are at less of a risk.This argument is valid except that it does not cover the principal(prenominal) issue at hand. If a person knows how to dress a wound then their little knowledge can be good, but if that same person thinks they can perform a heart transplant because of their wound healing abilities then they may cause someone else to die.Believing that one is an expert in a field they have little knowledge about can deeply affect the world. Having a high self-esteem is a good thing, but when it becomes too high and a person believes he is capable of things he is not then the high self-esteem turns into chaos. People specialize in one particular field of study so they can help others. It is impossible for everyone got a PhD in every subject, so becoming an expert in one field is the best way to organize society. Doubting the truth also is acceptable sometimes, but doubting the truth and acting when you are not sure of the truth is when trouble begins. A little learning can spawn an appetite for a greater knowledge, but acting before obtaining the amount of knowledge necessary for proper engagement is a dangerous thing.