Biology Cellular Respiration And Fermentation - 1548 Words

Name: HyunSeon Do (Jane) ID#: 967201 General Biology 111L: Tuesday 12-2:30 pm Date: 10/26/15 Cellular Respiration and Fermentation Introduction: Cellular respiration are sets of metabolic reactions and processes that are taking place inside the cells that converts bio-chemical energies from food/nutrients into adenosine triphosphate ATP and after that release waste products. Energies are the forms of equally shared electron as reactant, and the products which form equally shared covalent bond, and during this process the potential energy was lost. So the respiration is the main way for a cell to gain useful energy to fuel its cellular activities. Most of the reactions occur in series of biological steps, a lot of these are redox reaction of themselves. We can define fermentation as a metabolic process that changes glucose into acids, gases and alcohol. There are two types of fermentation s. These are alcohol fermentation and lactic acid fermentation. These fermentations occur in yeast and bacteria, as well as in the muscle cells, after excessive use of muscle cells, cells are starved for oxygen, this is where lactic acid buil dup in the muscle cells. The process of fermentation normally happens without oxygen, and it does not go through the electron transport chain, this is the difference between fermentation and cellular respiration. During cellular respiration there are three main steps involved. First glycolysis, second the Citrix acid cycle, the third the electronShow MoreRelatedâ€Æ'Scie206 Biology Unit 2ip Photosynthesis Respiration1337 Words   |  6 PagesCarrie Cunnien SCIE 206 Biology January 20, 2013 IP 2 â€Æ' Abstract Some of the things that will be discussed are how photosynthesis and respiration are linked in order to provide you with energy from the food we eat. The absence of oxygen some cells and organisms can use glycolysis coupled to fermentation to produce energy to your cells. Cells use enzymes as biological catalysts to increase or accelerate the rate of reactions. â€Æ' Energy, Metabolism, and Cells Photosynthesis envelopes everythingRead MoreThe Effects of Temperture on Yeast Growth and Fermentation1212 Words   |  5 PagesIntroduction The purpose of this experiment is to determine the effect that temperature has on the growth and respiration of yeast fermentation. The growth and respiration of the yeast can be determined by using a glucose/ yeast solution mixed with water in flasks set at different temperatures. Yeast in order to produce, has to make energy, to carry out all cellular functions (Spicer, Holbrook, 2007). The concept that aerobic metabolism of all yeasts, is determined by the relative sizes of theRead MoreCellular Respiration Through Alcoholic Fermentation864 Words   |  4 PagesTitle: Showing Cellular Respiration through Alcoholic Fermentation Abstract: The experiment was conducted to determine the impact different yeast amounts had on yeast fermentation. It was hypothesized that the more yeast added the more CO2 would be produced. The carbon dioxide production was measured in the fermentation of yeast with solution of no yeast in test tube 1, 1mL yeast in test tube 2, and 3mL of yeast in test tube 3 over a period of twenty minutes. All of the yeast amounts producedRead MoreEnergy, Metabolism, and Cells – Photosynthesis Cellular Respiration1026 Words   |  5 PagesBiology – Science 206 Energy, Metabolism, and Cells – Photosynthesis amp; Cellular Respiration John Carter August 11, 2013 1. Explain how photosynthesis and respiration are linked in order to provide you with energy from the food you eat. Photosynthesis can be defined as the process that living organisms such as plants use to translate the sun’s energy into chemical energy. Once the plant has translated the sun’s energy into chemical energy it then releases that energy and makes itRead MoreGeneral Biology : Genetic Test962 Words   |  4 PagesGeneral Biology I Genetic Test Essay Photosynthesis is an important process to living organisms because eliminates Carbon Dioxide and releases Oxygen by the use of a plant. Pigments are color molecules the absorb lights in different color wavelengths of light. The light that the pigments absorb turns into energy (Glucose) in the photosynthesis process. They are different types of pigments like Carotenoids, Anthocyans, Xanthophyll, and Chlorophyll which is the major light absorbingRead MoreMgc Practical Four Write Up. Brianna Golder-Dewar. A1721816.1268 Words   |  6 Pagesthere is an increase in oxygen, the more electrons that flow to the cathode. (Walker, 1990) Material and Methods The practical used to conduct the experiment was derived from â€Å"Practical Enquiry #4 – The Concepts of Photosynthesis and Respiration.† (2017), from the biology course Molecules, Genes and Cells. The light intensities for this practical were 800, 350, 150, 60 and 0  µmoles photons m-2s-1. To maintain a pH of 7.2-7.6, 4mL of a buffer of hydroxyethyl-piperazineethane-sulfonic acid (HEPES) wasRead MoreObserving The Metabolic And Fermentation Rate Of Yeast2252 Words   |  10 PagesIn the first part of the experiment, the goal is to observe the metabolic and fermentation rates of yeast. The class worked together to determine the specific measurements of gas that was produced over time using the fermentation tubes. During the second portion of this lab, Cellular Respiration was observed in a redox reaction converting succinate into fumarate. Di-chlorophenol, also known as DPIP was used to represent an electron acceptor that collects the Hydrogen ions released by the r edox reactionRead MoreHow Are Fungi Microorganisms?809 Words   |  4 Pagesmicroorganisms. True yeasts are unicellular and reproduce mainly by budding (The Columbia Electronic Encyclopedia, 2004). Budding is an asymmetric division process of mitosis. Yeasts of the genus Saccharomyces are especially important to alcohol fermentation (The Columbia Electronic Encyclopedia, 2004). In baking, yeast is used to act upon carbohydrates to form carbon dioxide, which is necessary for dough to rise (The Columbia Electronic Encyclopedia, 2004). Yeast has also been used since earlyRead MoreIs Composting A Natural Fertilizer?1298 Words   |  6 PagesThe material for known as humus is very rich in nutrients and is used as a natural fertilizer. In aerobic respiration, cells oxidize organic compounds, obtaining the energy from the chemicals bonds which can later be converted to ATP. Then we have aerobic bacteria which is one of the most important organism in the composting process, breaking down organic material through aerobic respiration. In this case with leaves they are made up of cellulose which is made of glucose molecules.The vast majorityRead More`` Fuel Lines Of Tumors Are New Target `` By Andrew Pollack861 Words   |  4 Pagesarticle, the author explains that most healthy cells primarily undergo aerobic respiration to generate ATP. Dr. Warburg, the German biochemist and Nobel Prize winner who first noticed the glucose metabolism of tumors in the 1920s, noticed that tumors tended to use anaerobic pathway even when o xygen was present despite less efficiency at generating ATP. According to Matthew G. Vander Heiden, assistant professor of biology at the Massachusetts Institute of Technology, one of theories in explaining this

The Land Of The Free - 946 Words

America, the country known as â€Å"the land of the free†, was built on the foundations of freedom, and has maintained this fundamental idea ever since its inception. Throughout America’s history it has been exposed to multiple wars, severe economic depressions, as well as conflict within its own constituents, however, freedom has always remained a constant throughout its history. This constant presence of freedom can easily be shown through the country’s widespread legal conflicts such as the Navigation Acts as well as the Stamp Act, the Tea Act, and the Intolerable Acts, as well as through the Emancipation Proclamation, and the Fourteenth Amendment. Although these are only just a couple instances where necessary legal changes occurred for the good of the country, they all are valuable examples of America’s freedom. The Navigation Acts were a set of British established laws, beginning in 1651, that regulated colonial trade directed towards gaining control of world trade previously monopolized by the Dutch. The laws required that â€Å"the most valuable colonial products, such as tobacco and sugar – had to be transported in English ships and sold initially in English ports†. This law made it so that all trade that occurred for the colonies had to first go through English ports, thus guaranteeing that the English would gain a portion of the income. These acts, although not a direct threat to American freedom, was one of the initial attempts of the British to assert its authorityShow MoreRelatedThe Land Of The Free1510 Words   |  7 PagesAlthough today the United States are known for being the â€Å"Land of the Free†, it was not always so easy to feel the liberty that is supposed to be a god given right. As more people migrated to and throughout the USA, it become increasingly clear that not everyone was welcome. Stereotypes and prejudice actions became typical for settlers to become involved in and made life hard for many ethnic immigrants throughout the United States. For those peoples from Ireland along with African Americans and theRead MoreThe Land Of The Free Essay1761 Words   |  8 PagesThe land of the free, the land of opportunity, the American dream; it sounds as if any individual in the United States who is willing to work hard is destined for wealth beyond their wildest dreams. While the United States is a free market and therefore individuals are not restricted from moving up the social ranks the belief that anyone can move up into the upper class is incredibly farfetched. In fact, the vast majority of people wind up in the same social class that they were born into. WhileRead MoreThe Free Land Is Not Free Essay1505 Words   |  7 PagesThe free land is not free The author of â€Å"In the Land of Free†, Edith Maud Eaton, with pen name Sui Sin Far, was not a direct immigrant from Asia to the United States, but she portrayed the harsh treatment Asian immigrants faced upon entering in the U.S. in the late 1800s.   Sui Sin Far, working as a journalist for Fly Lea, had exposed the extreme injustice done to Asian Americans in U.S. while she was living on the west coast of the United States. In addition,  Sui Sin Far’s narration throughout â€Å"TheRead MoreAmeric The Land Of The Free1637 Words   |  7 PagesThe United States of America is known as the â€Å"land of the free†. But as most know â€Å"free† always comes with a price. Luckily, the price is worth a lifetime of opportunities and freedoms that other countries will never get to experience. America has immigrants naturalized every year. People from these countries come to America to pursue the â€Å"land of the free†. In fact, in 2014, â€Å"654, 949 people were naturalized.†1 America is also known around the world as the country that practices democracy. TheRead MoreAmeric The Land Of The Free928 Words   |  4 PagesAmerica: The Land of the Free America, â€Å"The Land of the Free,† or so I thought. As an American, I have always believed that everyone has a right to free speech, free thinking, and a life without racism. I thought that I was lucky to be growing up in this century, where slavery had been abolished almost completely and racism on a steady decline. I was beyond proud of all of the accomplishments that our country had made in the past thousands of years; that was until I read â€Å"Whither NowRead MoreBullying : A Land Of The Free1160 Words   |  5 PagesAmerica, A Land of the Free or A Land of the Limited? From the beginning of time, the strong preying on the weak has always been present. When pertaining to humans, this action/instinct is called, â€Å"Bullying.† Bullying takes many forms including face to face (physical and verbal harassment), written forms (mails/letters), and currently, the most widespread form of bullying apparent in students is cyberbullying (bullying with the use of electronics such as social media, texting/messages, and etc)Read MoreAmerica Is The Land Of The Free Essay1403 Words   |  6 Pagestwelve-year-old me once asked my mother why we were moving to America and to that question she replied â€Å"America is the land of the free; the land of opportunities†. America did feel like an embodiment of her statement my first few years here but as time passed I began to see some clear differences in how society viewed me. I wondered, if this really was the so called â€Å"land of the free†, why are minorities incarcerated at a higher rate? And why are there such significant socioeconomic and educationalRead MoreObamacare : The Land Of The Free1373 Words   |  6 Pages1) Part A: America: The Land of the Free. Or, as someone who is familiar with the US health care system would call it, America: The Land of Overpriced Health Care That Covers a Fraction of it’s People. The US spends more money on their health care than any other country, yet there is a myriad of problems that exist within the system preventing it from being efficient. Billions of dollars are poured into the system for medication and treatment, when a lot of this spending is unnecessary. In 2010Read MoreAmeric The Land Of The Free1707 Words   |  7 PagesAmerica is often referred as the â€Å"the land of the free.† It’s a nation of diversity because of the open-door policy that has been implanted. The open-door policy accepts any foreigner that is pursuing the American Dream. Every year, thousands of immigrants, illegal and legal, come to the United States. Many immigrants have different reasons why they feel the need to leave their country behind and start a new life elsewhere. Those reasons may be: fleeing from a war, bettering their perspectives, livingRead MoreSpeech : Land Of The Free992 Words   |  4 PagesLand of the Free There are many American Holidays that celebrate the accomplishments of our citizens though out our short history. July 4th, 1776 is perhaps the most significant and widely celebrated holiday. The Fourth of July marks our independence and legal separation from Great Britain. July 4th, or Independence Day is the celebration of the United States of America’s birth. Today, the Fourth of July is one of the few things American Citizens can celebrate together. Independence day is commonly

Zoe’s Tale PART I Chapter Eight Free Essays

string(102) " intelligent creatures were unique, because they did not know there were other intelligent creatures\." â€Å"You seem sad,† Hickory said, as we took the shuttle back to Phoenix Station. Dickory sat next to Hickory, impassive as ever. â€Å"I am sad,† I said. We will write a custom essay sample on Zoe’s Tale PART I Chapter Eight or any similar topic only for you Order Now â€Å"I miss my mother and father.† I glanced over to John, who was sitting in the front of the shuttle with the pilot, Lieutenant Cloud. â€Å"And I think all this moving and leaving and going is getting to me a little bit. Sorry.† â€Å"No need to apologize,† Hickory said. â€Å"This journey has been stressful for us, too.† â€Å"Oh, good,† I said, turning back to the two of them. â€Å"Misery loves company.† â€Å"If you would like we would be happy to try to cheer you up,† Hickory said. â€Å"Really,† I said. This was a new tactic. â€Å"How would you do that?† â€Å"We could tell you a story,† Hickory said. â€Å"What story?† I asked. â€Å"One that Dickory and I have been working on,† Hickory said. â€Å"You’ve been writing?† I said. I didn’t bother to keep the incredulousness out of my voice. â€Å"Is it that surprising?† Hickory said. â€Å"Absolutely,† I said. â€Å"I didn’t know you had it in you.† â€Å"The Obin don’t have stories of their own,† Hickory said. â€Å"We learned about them through you, when you had us read to you.† I was puzzled for a minute, and then I remembered: When I was younger I asked Hickory and Dickory to read bedtime stories to me. It was a failed experiment, to say the least; even with their consciousness machines on, neither of them could tell a story to save their lives. The beats were all wrong – they didn’t know how to read the emotions in the story is the best way I can put it. They could read the words, all right. They just couldn’t tell the story. â€Å"So you’ve been reading stories since then,† I said. â€Å"Sometimes,† Hickory said. â€Å"Fairy tales and myths. We are most interested in myths, because they are stories of gods and creation. Dickory and I have decided to make a creation myth for the Obin, so we have a story of our own.† â€Å"And this is the story you want to tell me,† I said. â€Å"If you think it would cheer you up,† Hickory said. â€Å"Well, is it a happy creation myth?† I asked. â€Å"It is for us,† Hickory said. â€Å"You should know you play a part in it.† â€Å"Well, then,† I said. â€Å"I definitely want to hear it now.† Hickory conferred with Dickory quickly, in their own language. â€Å"We will tell you the short version,† Hickory said. â€Å"There’s a long version?† I said. â€Å"I’m really intrigued.† â€Å"The remainder of the shuttle ride will not be long enough for the long version,† Hickory said. â€Å"Unless we then went back down to Phoenix. And then back up. And then back down again.† â€Å"The short version it is,† I said. â€Å"Very well,† Hickory said, and began. â€Å"Once upon a time – â€Å" â€Å"Really?† I said. â€Å"‘Once upon a time’?† â€Å"What is wrong with ‘once upon a time’?† Hickory asked. â€Å"Many of your stories and myths start that way. We thought it would be appropriate.† â€Å"There’s nothing wrong with it,† I said. â€Å"It’s just a little old-fashioned.† â€Å"We will change it if you like,† Hickory said. â€Å"No,† I said. â€Å"I’m sorry, Hickory, I interrupted you. Please start again.† â€Å"Very well,† Hickory said. â€Å"Once upon a time†¦Ã¢â‚¬  Once upon a time there were creatures who lived on a moon of a large gas planet. And these creatures did not have a name, nor did they know they lived on a moon, nor did they know that moon circled a gas planet, nor what a planet was, nor did they know anything in a way that could be said that they were knowing it. They were animals, and they had no consciousness, and they were born and lived and died, all their lives without thought or the knowledge of thought. One day, although the animals knew nothing of the idea of days, visitors came to the moon that circled the gas planet. And these visitors were known as Consu, although the animals on the planet did not know that, because it was what the Consu called themselves, and the animals were not smart and could not ask the Consu what they called themselves, or know that things could have names. The Consu came to the moon to explore and they did, noting all the things about the moon, from the air in its sky to the shape of its lands and waters to the shape and manner of all the life that lived in the moon’s land, air and water. And when they came to these certain creatures who lived on this moon, the Consu became curious about them and how they lived their lives, and studied them and how they were born and lived and died. After the Consu had watched the creatures for some time the Consu decided that they would change the creatures, and would give them something that the Consu possessed and that the creatures did not, which was intelligence. And the Consu took the genes of the creatures and changed them so that their brains, as they grew, would develop intelligence well beyond what the creatures would themselves achieve through experience or through many years of evolution. The Consu made these changes to a few creatures and then set them back on the moon and over many generations all the creatures became intelligent. Once the Consu gave intelligence to the creatures they did not stay on the moon, nor shared themselves with the creatures, but departed and left machines above the sky, which the creatures would not see, to watch the creatures. And so the creatures for a very long time did not learn of the Consu and what they had done to the creatures. And for a very long time these creatures who now had intelligence grew in number and learned many things. They learned how to make tools and create a language and work together for common goals and to farm the land and mine metals and create science. But although the creatures thrived and learned, they did not know that they among all intelligent creatures were unique, because they did not know there were other intelligent creatures. You read "Zoe’s Tale PART I Chapter Eight" in category "Essay examples" One day, after the creatures had gained intelligence, another race of intelligent people came to visit the moon, the first since the Consu, although the creatures did not remember the Consu. And these new people called themselves the Arza and each of the Arza also had a name. And the Arza were amazed that the creatures on the moon, who were intelligent and who had built tools and cities, did not have a name and did not have names for each of their number. And it was then the creatures discovered through the Arza what made them unique: They were the only people in all the universe who were not conscious. Although every creature could think and reason, it could not know itself as every other intelligent creature could know itself. The creatures lacked awareness of who they were as individuals, even as they lived and thrived and grew on the face of the moon of the planet. When the creatures learned this, and although no individual could know it felt this, there grew within the race of these creatures a hunger for that thing they did not have: for the consciousness that the creatures knew collectively they did not have as individuals. And this is when the creatures first gave themselves a name, and called themselves â€Å"Obin,† which in their language meant â€Å"The ones who lack,† although it might be better translated as â€Å"The deprived ones† or â€Å"The ones without gifts,† and although they named their race they did not give names to each of their individual number. And the Arza took pity on the creatures who now called themselves Obin, and revealed to them the machines that floated in the sky and that were put there by the Consu, who they knew to be a race of immense intelligence and unknowable aims. The Arza studied the Obin and discovered that their biology was unnatural, and so the Obin learned who had created them. And the Obin asked the Arza to take them to the Consu, so they could ask why the Consu had done these things, but the Arza refused, saying the Consu met only with other races to fight them, and they feared what would happen to the Arza if they brought the Obin before the Consu. So it was the Obin determined they must learn to fight. And while the Obin did not fight the Arza, who had been kind to the Obin and took pity on them and then left the Obin in peace, there came another race of creatures called the Belestier, who planned to colonize the moon on which the Obin lived and kill all the Obin because they would not live in peace with them. The Obin struggled with the Belestier, killing all those who landed on their moon, and in doing so found they had an advantage; because the Obin did not know themselves, they were not afraid of death, and had no fear where others had fear in abundance. The Obin killed the Belestier, and learned from their weapons and technology. In time the Obin left their own moon to colonize other moons and grow their numbers and make war on other races when those other races chose to make war on the Obin. And there came a day, after many years, when the Obin decided they were ready to meet the Consu, and found where they lived and set out to meet them. Although the Obin were strong and determined, they did not know the power of the Consu, who brushed them aside, killing any Obin who dared to call or attack, and there were many thousands of these. Eventually the Consu became curious about the creatures they had made and offered to answer three questions for the Obin, if half the Obin everywhere would offer themselves up as a sacrifice to the Consu. And this was a hard bargain, because although no individual Obin would know its own death, such a sacrifice would wound the race, because by this time it had made many enemies among the intelligent races, and they would most certainly attack the Obin when they were weak. But the Obin had a hunger and needed answers. So one half of the Obin willingly offered themselves to the Consu, killing themselves in all manner of ways, wherever they were. And the Consu were satisfied and answered our three questions. Yes, they had given the Obin intelligence. Yes, they could have given the Obin consciousness but did not, because they wanted to see what consciousless intelligence was like. No, they would not now give us consciousness, nor would they ever, nor would they allow us to ask again. And since that day the Consu have not allowed the Obin to speak to them again; each embassy to them since that day has been killed. The Obin spent many years fighting many races as it returned itself to its former strength, and in time it became known to other races that to fight with the Obin meant death, for the Obin would not relent or show mercy or pity or fear, because the Obin did not know these things themselves. And for a long time this was the way of things. One day a race known as the Rraey attacked a human colony and its space station, killing all the humans they could. But before the Rraey could complete their task, the Obin attacked them, because the Obin wanted the colony world for themselves. The Rraey were weakened after their first attack and were defeated and killed. The Obin took the colony and its space station, and because the space station was known as a scientific outpost, the Obin looked through its records to see what useful technology they could take. It was then that the Obin discovered that one of the human scientists, who was named Charles Boutin, was working on a way to hold and store consciousness outside of the human body, in a machine based on technology the humans had stolen from the Consu. The work was not done, and the technology was not something the Obin at the space station could follow, nor the Obin scientists whom they had brought along. The Obin looked for Charles Boutin among the human survivors of the space station attacks, but he was not to be found, and it was discovered that he was away from the station when it was attacked. But then the Obin learned that Charles Boutin’s daughter Zoe had been on the space station. The Obin took her from the station and she alone was spared among the humans. And the Obin kept her and kept her safe and found a way to tell Charles Boutin that she was alive and offered to return her if he would give the Obin consciousness. But Charles Boutin was angry, not at the Obin but at the humans who he thought had let his daughter die, and demanded in exchange for giving the Obin consciousness, that the Obin would make war on the humans, and defeat them. The Obin could not do this themselves but allied with two other races, the Rraey, whom they had just attacked, and the Enesha, who were allies of the humans, to make war on the humans. Charles Boutin was satisfied and in time joined the Obin and his daughter, and worked to create consciousness for the Obin. Before he could finish his task, the humans learned of the alliance between the Obin and the Rraey and the Enesha, and attacked. The alliance was broken and the Enesha were made to war on the Rraey by the humans. And Charles Boutin was killed and his daughter Zoe was taken from the Obin by the humans. And although no individual Obin could sense it, the entire nation despaired because in agreeing to give them consciousness Charles Boutin was their friend among all friends, who would do for them what even the great Consu would not: give them awareness of themselves. When he died, their hope for themselves died. To lose his daughter, who was of him and who was dear to them because of him, compounded this despair. And then the humans sent a message to the Obin that they knew of Boutin’s work and offered to continue it, in exchange for an alliance and the agreement by the Obin to war on the Enesha, who had allied with the Obin against the humans, once the Enesha had defeated the Rraey. The Obin agreed to this but added the condition that once the Obin were given consciousness that two of their number would be allowed to know Zoe Boutin, and to share that knowledge with all other Obin, because she was what remained of Charles Boutin, their friend and their hero. And so it was that the Obin and the humans became allies, the Obin attacked and defeated the Enesha in due time, and the Obin, thousands of generations after their creation, were given consciousness by Charles Boutin. And among their number, the Obin selected two, who would become companions and protectors to Zoe Boutin and share her life with her new family. And when Zoe met them she was not afraid because she had lived with the Obin before, and she gave the two of them names: Hickory and Dickory. And the two of them became the first Obin to have names. And they were glad, and they know they are glad, because of the gift Charles Boutin gave them and all Obin. And they lived happily ever after. Hickory said something to me I didn’t hear. â€Å"What?† I said. â€Å"We are not sure ‘and they lived happily ever after’ is the appropriate ending,† said Hickory, and then stopped and looked closely at me. â€Å"You are crying,† it said. â€Å"I’m sorry,† I said. â€Å"I was remembering. The parts of it I was in.† â€Å"We told them wrong,† Hickory said. â€Å"No,† I said, and put up my hand to reassure it. â€Å"You didn’t tell it wrong, Hickory. It’s just the way you tell it and the way I remember it are a little†¦Ã¢â‚¬  I wiped a tear off my face and searched for the right word. â€Å"They’re just a little different, is all.† â€Å"You do not like the myth,† Hickory said. â€Å"I like it,† I said. â€Å"I like it very much. It’s just some things hurt me to remember. It happens that way for us sometimes.† â€Å"I am sorry, Zoe, for causing you distress,† Hickory said, and I could hear the sadness in its voice. â€Å"We wanted to cheer you up.† I got up from my seat and went over to Hickory and Dickory and hugged them both. â€Å"I know you did,† I said. â€Å"And I’m really glad you tried.† How to cite Zoe’s Tale PART I Chapter Eight, Essay examples

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Describe the purpose of ONE (1) setting that is statutory provision for each age range. A statutory provision for under 5’s could be a nursery as it is fully funded by the government. The government dictates that education must be provided for all children under 5 although it is the parents’ wishes to send children to nursery. The intention of a nursery is so that they educate the children before they start school, also they can help develop their social and their motor skills so that they are nearly fully developed ready for starting school. The role of the school is to support parent’s wishes and access children’s educational needs. â€Å"The Foundation Phase is a statutory framework for children aged 3-7 in Wales. At our school we are committed to the holistic development of each child, looking at where they are in their stage of development and teaching them the skills they need to reach their full potential†-(http://www. cogannursery. co. uk/#/curriculum/4540401886)-10/10/12 A primary school is a statutory provision for ages between five and seven. This setting provides full time education by following the national curriculum â€Å"The National Curriculum, taught to all pupils in state or maintained schools, is made up of blocks of years, known as key stages† All local authorities in England and Wales must provide a choice of schools for children to attend. D2: Describe the purpose of ONE (1) setting that is a different type of provision for each age range. A different provision for under 5’s could be a private nanny, a private nanny works in the home of the children and lives in or out of the home depending on the parent’s decision. A nanny looks after children from birth onwards although this depends on the parents’ wishes. Nanny’s work in a private working agreement, so the parents of the children pay the nanny directly and also pay their taxes and national insurance. A purpose of a nanny is so that in out of school hours the children are looked after and cared for; a nanny is purposed for busy working class parents. â€Å"Nanny is responsible for the entire care of the children of their employers. This includes anything from washing the childrens clothes and tidying the childrens rooms, to supervising homework and preparing childrens meals, as well as taking children to and from school and activities. A nanny is available 24 hours a day, unless their employment contract states otherwise. †- (http://en. wikipedia. org/wiki/Nanny)-10/10/12 A different provision for children between five and seven could be an out of school club. An out of school club doesn’t educate children although they do offer a range of activities. It is the parent’s choice to use the school club as it is fully paid by the parents. All out of school clubs follow health and safety rules. â€Å"Our aim is to provide quality accessible  out of school childcare offering a range of play activities in a friendly and  welcoming atmosphere. †- (http://www. debsoutofschoolclubs. co. uk/ )- 15/10/12 D3: Describe the work of a professional or an agency working with children. A professional role which would work with children would be a children’s nurse. A nurses’ role is varied and sometimes challenging. Support is a major factor for the role of a nurse; children’s nurses will work as part of a team including doctors, hospital play staff, radiographers, healthcare assistants, new-born hearing screeners, psychologists and social workers. â€Å"This branch involves everything from nursing a sick new-born to an adolescent road accident victim. The challenges are very varied, with family care and support a key element. †- (http://www. nhscareers. nhs. uk/explore-by-career/nursing/careers-in-nursing/childrens-nursing/ ) A Children’s nurse helps and supports children by evaluating patient needs to provide the best possible care. Nurses also support families of the patients they educate and advise children about treatments and implications also to provide support and training to help deliver follow-up care at home. â€Å"It is a privileged position which allows you to help families when they can be at their most vulnerable†- (http://www. dayinthelife. org. uk/Default. aspx? pageid=322) D4: Describe how to keep information about children and families confidential. It is important to be confidential as it is a legal requirement in some cases. The policy for confidentiality means that information about children or families should not be shared amongst others. Everyone who works in a childcare setting must know about the confidentiality policy and follow the rules. The policy also states that all information and facts about the child must be stored in an secure safe place, information and facts about each individual child should be stored and locked away and only to be used when needed by the teachers or staff when given permission. Contact details of each individual child should be stored away this includes their name, age, number, address etc. Also other paperwork of each child should be stored away too, such as school reports, grades/levels, medical notes, etc. â€Å"Anyone working with young children, whether in a nursery setting, a school or in a family home, will need to practice confidentiality. Confidentiality is respect for the privacy of any information about a child and his or her family†- An Introduction to Childcare and Education, Carolyn MeggItt, Jessica Stevens, Tina Bruce, ISBN 0-340-78007-X, 215pg- Monday 8th October 2012 (Date Found), Year 2000 Published. D5: Explain how to prepare to work in a placement with children. To prepare for work placement with children always be prepared, call placement at least two days before you start to confirm what time you are due in and finish and what you are supposed to wear and bring to placement. When meeting you supervisor for the first time always make sure you look neat and tidy, by tying your hair back, make sure nails are short and well cared-for, wear natural make up or none if possible, take all excessive jewellery out e. . facial piercings, also dress appropriately e. g. smart pair of trousers/leggings, with a black or white t-shirt/polo shirt, jacket or cardigan and a sensible black pair of shoes. D6: Give TWO (2) different ways in which you can show that you understand the importance of valuing each child as an individual. There are many ways of treating children as individuals. As a practitioner you could meet the child’s needs by talking to a child one to one as this could stren gthen the child’s self-confidence and esteem. Every child learns differently a child could learn by auditory (Listening, being told things), kinaesthetic (doing practical activities), visual (being shown things or remembering information by drawing) or read/writing learning (prefer to read instructions than being told what to do), as a practitioner you need to be aware of this. Going down to a child level could make it easier for them to understand the task being asked as they will feel more comfortable and also the teacher can understand what they find difficult. Listen to the child and treat them accordingly to their wishes and needs. All children should be treated equally and activities set differently according to their abilities. When planning an activity at the setting I must make sure that each child participates in the activity like making â€Å"Christmas â€Å"cards, some children do not celebrate Christmas so find another sort of celebration card or activity for them to do. Diversity could be shown within children nurseries creches, day-cares and schools. Every child had different religions and beliefs to follow so encouraging children to understand the different religions and beliefs to understand why other children celebrate these other celebrations. Practitioners and teachers should do certain activates with the children which involve different religions so the children have more of an understanding of the religions around them e. g. do painting activities including different symbols of religions, playing games from religions, reading books of religions etc. C1: Give TWO (1) examples of when you should refer information about children and families to professionals in the setting. You should only share information about a child and their family if you are concerned that the child is in harm, this could be through abuse, neglect or violence. If you have concerns that a child may be in this situation you should inform a higher member of staff who then can contact the police and social services. Social services and police work together as a multi-agency which is where two or more agencies work together to make an impact. If a professional in a childcare setting may be concerned that a child is in danger, or has seen any bruises of physical abuse he/she should report it to a higher member of staff. A professional may also reveal confidential information to other staff/professionals if it may put other people/children in harm or it may affect the child’s behaviour and emotions such as stress within the family. Another example of when a professional might share personal information is when a Childs routine may be changed e. g. changes have been made to picking up or dropping off a child. Staff would need to know this information as so they are able to let the child go at a differ time or with another guardian or the child. B1: Explain why the first impressions that you make in the setting are important. The first impressions when starting placement first time is important because this is what you are remembered by and what people judge u on. You should wear appropriate comfortable smart clothing which is suitable for when doing activities with the children. Most nurseries/day cares expect their employers and practitioners to dress smartly e. . black trousers, white smart shirt. A good appropriate attitude is also important when making a first impression; you should be enthusiastic eager and always make sure you look like you’re enjoying yourself whatever you’re doing. Making a good impression shows that you value the job/placement. Team work is needed through of life it’s a needed life skill it is important especially when working with children. B2: Explain suitable ways in which you can show positive attitudes when working in a childcare setting. Within a childcare setting you can show a positive attitude by involving yourself with the children. You should wear suitable comfortable clothing for working with children, this might be a pair of stretchy smart trousers and a white polo top and a pair of black smart shoes. A: Explain the importance of keeping information about children and families confidential. It’s important to keep information about children and families confidential at all times. As practitioners you are never to discuss matters or concerns about children and their families outside the working environment. It important to maintain confidentiality about children and their families secure and safe as it is your responsibility as a professional. When sharing information about a child or their family you’re not just breaking the rules and policies of you working placement you are also putting a child at risk and harm. A*: Reflect on the importance of recognising your own learning style and using this knowledge effectively in your studies. After learning about learning styles I found out that my learning style is visual, this mean that I would prefer to learn through seeing e. g. eing shown things through pictures, slide shows and diagrams. Recognising your own learning style will help you by finding out the best way for you to learn and understand things. There are three different types of learning styles such as visual, auditory and kinaesthetic. Visual learning style mean that you learn better by recognising things e. g. pictures, posters, watching a programme. Auditory leaning st yle means that you learn better and understand more by listening to other people. A kinaesthetic learner learns by practical learning for example moving around and doing the activity not just writing notes about it. Bibliography http://www. cogannursery. co. uk/#/curriculum/4540401886 10/10/12 http://en. wikipedia. org/wiki/Nanny -10/10/12 http://www. debsoutofschoolclubs. co. uk/ 15/10/12 http://www. nhscareers. nhs. uk/explore-by-career/nursing/careers-in-nursing/childrens-nursing/ 15/10/12 http://www. dayinthelife. org. uk/Default. aspx? pageid=322 23/10/12 An Introduction to Childcare and Education Carolyn MeggItt, Jessica Stevens, Tina Bruce, ISBN 0-340-78007-X, 215pg- Monday 8th October 2012 (Date Found), Year 2000 Published. Word Count 1,497