Development of Four Year Old | Observational Study

Development of Four Year Old | Observational Study INTRODUCTION TO CHILD DEVELOPMENT Felicia Heong Shin Nin Yvonne Michelle a/p Stephen Das ( ) Ahmad Syazwan ( ) Acknowledgements This book is the result of research on 4 year old children development. The purpose of this book is to share the knowledge and experience collected in the period of time given. I was stimulated by the different milestones a child goes through while growing up and how to tell the difference between a child who is just taking his or her and one who has a true developmental delay. This book is intended for people to understand children’s behavior and guide them along the way.In preparation of this book, many have contributed many helpful comments and information both directly and indirectly, I would therefore like to say thank you to those who made it possible for me to study this subject more in-depth, theoretically as well as practically. There are also some individuals who I need to personally thank for their helpful assistance. A big thank you goes out to my lecturer, Miss Lee Wai Mun for her generous knowledge, research and experience, all of which have been of great importa nce in the writing process of this book. Finally, none of the people I have mentioned are to be held account for the final version you have in your hands. All of the content in this book is entirely my responsibility. But I hope that the information in this book will enlightened you and help you understand more about the developments of a child. Introduction Children grow in unique ways. While children develop at their own pace, every child should do certain tasks by a certain age and its impossible to tell exactly when a child will learn a given skill. Theres more to tracking a child’s development than logging height and weight as the process ofdevelopingfrom a baby into a child requires the achievement of manymilestonesin language, physical, social, emotional development, etc. Hence, developmental milestones give parents a general idea of the changes to expect as the child gets older. This book is about your four year old child. In the course of this year children are moving out of babyhood into childhood. They have rich imaginations, they may have strong fears, they love to play and they enjoy physical activity. They are beginning to be more comfortable spending some time away from their usual comfort zone. Sometimes they are timid about trying new things. Of course all four year olds are different and they may develop at different rates. Indeed, sometimes it’s a case of two steps forward and one step back, with children appearing to forget the things they once knew. Although it is difficult to define ‘normal’ development, there are some milestonesthat children can be expected to achieve. However, if you are worried about your childs development, or if they cant do things that they used to do for more than a short time, it is important to see a pediatrician or child health nurse. If there is anything wrong, getting in early will help. Otherwise it is good to know that your child is developing normally in his or her own special way. It is of utmost importance to remember that the milestones are approximate, not absolute. Each child develops at his or her own pace, and some stages may occur earlier or later this guidebook allows explanations of variations physical, cognitive, emotional, and social developmental milestones to be expected during the first year of life to gain insight into observing in children today and to preview what to look forward to in the years ahead. Chapter One: Cognitive Milestone Most children this age can speak clearly using more complex sentences and enjoy singing, rhyming, and making up words. They are energetic, silly, and, at times, rowdy and obnoxious. Children this age can also count ten or more objects and correctly name at least four colors and three shapes. They are able to recognize some letters and possibly write his or her name. Cognitive development, or the process of growth in intellectual abilities such as thinking, reasoning and understanding, is a major component of early childhood. According to the World Health Organization, early childhood is the most important phase of development throughout the lifespan. So games for cognitive development during early childhood are an effective way to help kids grow intellectually. Categorizing is the type of games that encourage sorting, matching and classifying and are excellent for cognitive development. Identifying colors is a necessary skill that people use every day—for choosing which clothes to wear, reading signs, following traffic signalsand describing the surrounding world. This activity provides an interactive, colorful way for your preschooler to practice color recognition. It introduces children to this bright new world of colors using ordinary household objects such as buttons to group these objects into different sections and learn to recognize colors using a homemade egg carton sorter. Lesson Plan: Date: 10th April 2015 Time: 10.40 a.m.-11.20 a.m. Duration: 35 minutes Years: 4 years old Name of activity: Name it, Sort it Materials: 3 Paper egg carton (half-dozen or full dozen), different brightly-colored buttons. Theme: Color Day Focus: (BM 2.0) Kemahiran Bertutur (PFK 1.0) Perkembangan Motor Halus (ST 2.0) Kemahiran Saintifik Standard Content: (BM 2.1) Berinteraksi dengan mesra (PFK 1.2) Melakukan kemahiran kordinasi mata tangan dalam perkembangan kemahiran motor halus. (ST 2.3) Membanding dan mengelaskan objek. Learning Standard: (BM 2.1.1) Berbual dengan sebutan perkataan yang betul. (PFK 1.2.5) Menggunakan jari untuk menguntai objek bersaiz besar dengan menggunakan tali besar. (ST 2.3.1) Membanding dan mengumpulkan objek-objek mengikut satu ciri: A.)Warna B.)Bentuk Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Color song Teacher would ask the children to sit on the floor in a circle. Teacher sings the color song and asks the children to sing and clap along. â€Å"Red, yellow, green and blue, green and blue, , Red, yellow, green and blue, Purple, orange, brown and black, Red, yellow, green and blue, green and blue.† -Tune of song is of, â€Å"Head, Shoulders, Knees and Toes†. Step 1 (5 minutes) Group name Teacher divides children into 3 groups, each group consisting of 5 children. Children are asks to name their group and come up front of the class to introduce their friends. Step 2 (5 minutes) Name the colors Teacher shows the painted egg carton to the children. Teacher distributes the egg carton to each group. Then, each group is to stand up and name all the colors painted on the egg carton. -Egg carton. Step 3 (10 minutes) Buttons Teacher gives out same amount of different color buttons to each group. Each child is then instructed to sort the buttons into the colors painted on the egg carton. Each child take turns to sort the buttons into the egg carton. -Buttons, egg carton. -The buttons distributed are the same colors painted on the egg carton. Step 4 (5 minutes) Sort and name it Teacher will asks the child to say the name the color of the buttons out loud as they sort it into the egg carton. Teacher will then pick one child from each group to come in front of the class and name the colors as they sort the buttons. -Buttons. Step 5 (5 minutes) Magic color box Children will be ask to sit into a big circle. Teacher will give the children a box. Inside the box is crayons of different colors. Children will sing the magic song, â€Å"Pass, pass, pass the color, This is the game we play! When the little song is through, The color name we’ll say.† The children will pass the box around singing the color song until the color stops. Once the song ends, the child that holds the box will put their hand into the box and take a crayon out. The child will tell the color of the crayon. Repeat the game until every child has at least play once. -Box filled with different colors of crayons. -Tune of song is of â€Å"Row, Row, Row Your Boat† Reflection: Children like the games and songs of the activity. Children paid attention to instructions. Children tend to throw buttons too hard in the egg carton or throw at their friends. In the future, use much bigger objects than buttons, such as sponges or straws. Chapter 2: Physical Milestone Chapter 3: Social/Emotional Milestone Chapter 4: Language Milestone Four year olds are now talking in simple sentences and there is so much going on inside their head that often it seems as though the words can’t come out fast enough to describe it all. They often stutter and stumble when trying to express themselves. It can be exhausting to listen and explain things to your child but exciting to be able to share in their rich imaginings. They love to be read to and may want the same book over and over again. Four year olds get across what they want to say in most situations. Some four year olds speak very clearly, while others still use some ‘baby talk’. Some may stumble over some words but this will probably clear up by itself within the year. The average four year old can understand 1000 or more words. Four year olds can usually understand ‘place’ words such as – under, on, beside, back, over. Four year olds ask questions beginning with ‘What’, ‘Who’, ‘Where’ and ‘Why’? They can talk about what happened yesterday and about tomorrow. You can build on what your four year old says to you. Don’t correct their unsuccessful efforts at words but respond positively with the correct word in your reply. Try to be patient. Ask them questions. Some children become such enthusiastic talkers that their constant ‘what’ can become irritating for parents. Most will respond to your request for you to have some quiet time from their questions – at least for a few minutes! Lesson Plan: Date: Time: 10.40 a.m.-11.20 a.m. Duration: 40 minutes Years: 4 years old Name of activity: Shake and Name Materials: Laminated plastic, 3 plastic bottles, clean water, edible food coloring, waterproof marker, colorful beads and buttons. Theme: Words Focus: (BI 3.0) Reading Skills (ST 2.0) Kemahiran Saintifik (BI 4.0) Writing Skills Standard Content: (BI 3.2) Read simple words with understanding. (BI 3.3) Read phrases with understanding. (ST 2.1) Membuat pemerhatian ke atas objek dan fenomena alam di persekitaran. (BI 4.1) Pre-writing skills. Standard Learning: ( BI 3.2.2) Read simple words. (ST 2.1.4) Memerhati dan bercerita secara verbal tentang pemerhatian yang telah dibuat. (BI 3.3.1) Read simple phrases with guidance (e.g. sit down, red ball). (BI 4.1.1) Engage in activities requiring eye-hand coordination. Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Step 1 (10 minutes) Step 2 (5 minutes) Step 3 (5 minutes) Step 4 (5 minutes) Step 5 (5 minutes) Conclusion (5 minutes) Reflection: Chapter 5: Math and Science Milestone Four-year-olds have an increased capacity for learning math concepts. They use logical reasoning to solve everyday problems, and can effectively use language to compare and describe objects and shapes. They can count to ten, recognize written numerals 0 to 9, and add and subtract using numbers up to four. Four-year-olds know some variations of a circle, square, triangle and rectangle. They know days of the week, months, and the seasons, but still cannot tell time. Children are naturally curious about the world and want to find out as much as they can. They want to know what makes the wind blow, how trees grow, why fish have fins, and where turtles go in the winter. But they don’t want adults to give them the answers. They want to be the discoverers, the experimenters, and the theory builders. They don’t want science to be something that is imparted to them; they want it to be something that they do. They want to be scientists; not just consumers of science. They want to ask their own questions, collect their own data, and arrive at new and wonderful ideas. These â€Å"wants† should shape the foundation of an early childhood science curriculum. If you’ve ever dripped food coloring into oil before, you’ll remember the beautiful, jewel-like drops of color floating separate in the oil. This is because oil and water truly don’t mix. If you shake them up, they emulsify, but eventually separate back into oil and water. This activity is to teach children about science but at the same time involves math. The ingredients are using edible ingredients, this makes them a safe science activity for children to make on their own! Lesson Plan: Date: Time: 10.40 a.m.-11.20 a.m. Duration: 40 minutes Years: 4 years old Name of activity: Shake and Count Materials: Two plastic bottle, cooking oil, clean water, food coloring, oil-based coloring, a bamboo skewer, waterproof marker, Beads, Buttons, laminated plastic. Theme: Science and Math Focus: (ST 2.0) Kemahiran Saintifik (ST 7.0) Konsep Nombor (ST 4.0) Menyiasat Alam Bahan Standard Content: (ST 2.1) Membuat pemerhatian ke atas objek dan fenomena alam di persekitaran. (ST 7.1) Memahami nombor 1-10. (ST 4.1) Meneroka sifat umum bahan. Learning Standard: (ST 2.1.4) Memerhati dan bercerita secara verbal tentang pemerhatian yang telah dibuat. (ST 7.1.1) Menyebut nama nombor 1 hingga 10 (rote counting). (ST 7.1.2) Memadankan angka 1 hingga 10 dengan nama nombor secara lisan. (Contoh 2-dua) (ST 4.1.1) Memerhati dan mengumpulkan objek kepada yang tenggelam dan timbul. Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Counting beans Teacher divides children to three groups. Each group containing 5 children. Teacher takes out three bags filled with beans. The bags are then distributed to the children. In front of the classroom is a Step 1 (10 minutes) Step 2 (5 minutes) Step 3 (5 minutes) Step 4 (5 minutes) Step 5 (5 minutes) Conclusion (5 minutes) Reflection: Chapter 6: Music Milestone Four-year-olds can identify changes in pitch, tempo, loudness and musical duration. They can sing songs of their own creation as well as memorized ones. Their art begins to be more realistic, and may incorporate letters. Four-year-olds love to dance, and are able to move rhythmically and smoothly. Their dramatic play is highly imaginative and now has the structure of specific scenarios, like going to the grocery store or rescuing a cat stuck in a tree. By now, 4 year olds can understand basic principles of tone, tempo, genre, pitch, etc. (e.g., can describe which songs are fast and slow or high and low). They can sing complex songs and play an instrument alone as well as with group (e.g., learns newly introduced songs by memory in a day or two). 4 year olds also can use music to reflect thoughts and feelings (e.g., starts buzzing like a bee while looking through a storybook on insects). If taught, children will regard music as a part of daily life (e.g., gets out mat for nap upon hearing soft music being played, puts away toys when clean-up song is sung). Lesson Plan: Date: Time: 10.40 a.m.-11.20 a.m. Duration: 40 minutes Years: 4 years old Name of activity: Shake it Materials: Three teaspoons uncooked rice, dried beans, two empty diet shake cans or soda cans, clear packing tap, pencil, scissors, markers or stickers. Theme: Focus: Content Standard: Standard Learning: Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Step 1 (10 minutes) Step 2 (5 minutes) Step 3 (5 minutes) Step 4 (5 minutes) Step 5 (5 minutes) Conclusion (5 minutes) Reflection: Put the rice in an empty diet shake can (soda cans dont last as long, but they will work for this project.) Remove the tab and seal the opening with clear packing tape. If you like, make your own cool label for the can. To make the label, cut a piece of paper nine inches long and four and one-half inches wide. Decorate the label with markers or stickers. Tape one side of the label to the can. Then make small rolls of tape and stick them between the label and the can. Wrap the label around the can so that the loose end overlaps the taped end, and tape down the loose end. Put dried beans in the other can, and make a decorated label for that one, too. Try using the rice can for a lighter sound and the bean can for a louder sound. Start shaking! Kids can turn office supplies into sound machines with the activity on the next page. Chapter 7: Art and Creativity Milestone By age 4, many children are learning to better control their hand and wrist movements. They are making forms and objects that are almost, but not quite, recognizable to adults. Circles, lines and crosses are always popular forms. Some 4 year olds may begin naming their drawings. In the middle of drawing, a child may look and say something like, This is a truck, or, This is Mommy. Naming artwork is a big step that shows the child has begun to think in terms of mental pictures. It doesn’t matter that the drawing has little or no resemblance to Mommy. What matters is that the child has discovered that drawing is more than just something physically fun to do. Gradually, some of these forms have taken shape and adults can identify them as people, houses, cars or whatever the young artist intended to draw. Typical drawings at this age are pictures of people consisting of large heads that appear to have arms and legs growing out of them. There is usually little evidence of relative size in these drawings. Tiny legs sprout out of huge heads. A drawing of a butterfly may be twice as big as a dog. Whatever is most important to the child at the time gets the biggest play on the page; what is not important may simply be left out. That’s why children may leave out fingers, necks or other body parts. It’s not that children don’t notice that people have fingers; it’s just that fingers are not important to them at the time they are drawing. During this stage, children may find colors very exciting. Children are not concerned with realistic color representations. They just like to use color. One child may make everything on the page red. Another may use every color in the box on one drawing. Child care providers should not require children to use certain colors or try to read any deep psychological meanings into a child’s choice of colors. Lesson Plan: Date: Time: 10.40 a.m.-11.20 a.m. Duration: 40 minutes Years: 4 years old Name of activity: Hand Paint Materials: Colorful paint, clean cloth, clean water, newspaper, paint brush Theme: Art and Creativity Focus: (KTI 1.0) Seni Visual (PFK 1.0) Perkembangan Motor Halus Content Standard: (KT 1.1) Menggunakan pengetahuan tentang bahan dan teknik dalam menghasilkan karya seni. (KTI 1.2) Menzahirkan idea kreatif dalam penghasilan karya. (Ekspresi kreatif) (KTI 1.3) Menunjukkan apresiasi seni. (PFK 1.0) Melakukan kemahiran motor halus. Standard Learning: (KTI 1.1.1) Mengenal bahan yang diperlukan untuk menghasilkan sesuatu karya contohnya berus dengan bimbingan guru. (KTI 1.2.4) Membuat corak dan rekaan yang mudah melalui pelbagai aktiviti. (KTI 1.3.1) Menceritakan dan mempamerkan hasil kerja sendiri. (PFK 1.1.3) Menggunakan tangan untuk meramas (mix). Procedure: Steps/ Time Content Activity Remarks/ Materials Set Induction (5 minutes) Step 1 (10 minutes) Step 2 (5 minutes) Step 3 (5 minutes) Step 4 (5 minutes) Step 5 (5 minutes) Conclusion (5 minutes) Reflection:

Muscular System: Muscle Metabolism

1. List the three roles of ATP in muscle contraction:1. Energize the power stroke of the myosin cross bridge.2. Disconnecting the myosin head from the binding site on actin at the conclusion of a power stroke.3. Energizing the calcium ion pump.2. The potential energy in ATP is released when the terminal high-energy bond is broken by a process called hydrolysis. Write the end products of this process: ATP (+ H2O) ( ADP 3. Rebuilding ADP into ATP with a new source of energy is carried out by a process called dehydration synthesis. Write the equation for this process: ADP ( ATP (+ H2O) 4. List the three processes used to synthesize additional ATP when ATP supplies are low:1. Hydrolysis of creatine phosphate2. Glycolysis3. The Krebs cycle and oxidative phosphorylation5. An immediate source of energy is creatine phosphate (CP), but the supplies are limited and rapidly depleted. One molecule of CP produces one ATP. 6. Glucose is a major source of energy for synthesizing ATP. List the two sources of glucose:1. Glucose enters the muscle cell directly from the blood.2. Glucose is produced by hydrolysis of glycogen stored in the muscle cell.7. Glycolysis is the process that breaks down glucose. Name two products of the breakdown of glucose:1. Two ATP molecules2. Pyruvic acid If oxygen is not available, pyruvic acid is converted to lactic acid, which is the end product of anaerobic respiration.8. If oxygen is available, the process is known as ___aerobic_ respiration. Name two sources of oxygen:1. Oxygen enters the muscle cell directly from the blood.2. Oxygen is stored in myoglobin, an oxygen-binding protein.The aerobic pathway consists of glycolysis + krebs cycle + oxidative phosphorylation. The net result of one glucose molecule is 36 ATP. 9. The process of restoring depleted energy reserves after exercise is called repaying the oxygen debt. Name four processes that occur during this time:1. Lactic acid is converted back to pyruvic acid, which enters the Krebs cycle, producing ATP.2. This ATP is used to rephosphorylate creatine into creatine phosphate.3. Glycogen is synthesized from glucose molecules.4. Additional oxygen re-builds to myoglobin.10. Put the following characteristics under the correct fiber type in the table below: Krebs cycle and oxidative phosphorylationuses glycolysis fatigue rapidlyhigh endurance few capillariesmany capillaries much myoglobinlittle myoglobin long-distance runnersprinter Krebs cycle and oxidative phosphorylation uses glycolysis fatigue rapidly high endurance few capillaries many capillaries much myoglobin little myoglobin long-distance runner sprinter light in color, large diameter red in color, small diameter. Â  

Village by the Sea

The Village By The Sea (1982) is a novel written by the popular Indian writer Anita Desai. It is based on the poverty, hardships and sorrow faced by a small rural community in India. [edit] Plot The Village by the Sea is set in a small village called Thul in Western India and focuses on a family trying to make ends meet. The main protagonists are Lila, the eldest child who is 13 years old, and her 12 year old brother Hari. They also have two younger sisters. They live with their mother, who has been chronically ill and is bed ridden.Their father is an alcoholic, which forces Hari and Lila to manage the family. With two younger sisters to take care of, life for Lila and Hari is too hard. Hari decides that he has had enough and leaves for Bombay to find work. Lila is left alone to take care of her family, and struggles to do so. Help comes from an unexpected source, the rich De Silvas. Meanwhile, Hari is new in the great city of Bombay and all alone. A kind watchman at an apartment whe re the De Silvas live, The Seabird, brings him to a restaurant owned by Jagu who gives Hari a job there.Hari builds a strong friendship with Mr. Panwallah, the lovable watchmaker. Through his experience with Mr. Panwallah and Jagu and the chain of events that take place in Bombay, Hari realizes that he could actually make a career as a watchmaker. Meanwhile, Lila, Bela and Kamal are forced to admit their sick mother in town hospital through the help of the De Silvas. Their father turns over a new leaf, and accompanies their mother throughout her 7 month treatment. Meanwhile Hari returns home to the changing environment.Anita Desai has explicitly described in her very own style of writing, how Hari in the dilapidated conditions of the Sri Krishna Eating House finds warmth and affection through Mr Panwallah-owner and watch mender of the Ding-Dong watch shop. Mr Panwallah instills confidence in Hari and comforts him when he is terribly home sick. He even gives Hari a vivid and inspirin g future and teaches him watch mending. This shows that even in one of the busiest, rickety and ramshackled cities such as Bombay there is still hope, love and affection. edit] Themes The themes in ‘The Village by the Sea' are: †¢ Harsh living conditions in India †¢ Adaptations to changing environments †¢ Poverty, hardships and sadness of rural Indians †¢ Hari as a central character of this and teaches how to fight hardships as there are good times and bad times in a person's life †¢ The building up of factories in the village Thul and how it has an impact on the villagers(Effects of â€Å"Urbanization†) †¢ Never giveup †¢ Determination †¢ Progress [ Village by the Sea Anyone who knows India knows how strong the vitality of spirit is here even under the worst circumstances. Continuing in this spirit, Anita Desai narrates, â€Å"I did not hide the pain, but I also wanted to communicate this capacity for enjoyment†. And this is what gives us ‘The Village By The Sea beautifully narrated by Anita Desai. It is the exemplary story of Thul, a small village north of Bombay along the coast where for centuries and centuries, life has been punctuated by the rhythms of small-scale agriculture and fishing.And then suddenly, in the seventies, comes the wave of â€Å"progress† in the form of an industrial plant: a large pesticide factory. The initial suspicion turns to hope for a better life in spite of the obvious danger to health because the economic aspect of existence is too central to afford to challenge such a great opportunity. The story brings into contact with the humanity of its inhabitants through the story of Lila and Hari, brother and sister, who get used to helping themselves and become the bread earners for their family comprising of a mother corroded by mysterious illness and an alcoholic father, along with two other small sisters.In the process they become witnesses of a literary radical change that has marked all over India in recent decades. The young Hari, comes to the city of dreams- Bombay to improve his condition and is faced with a new world. He gets engaged in the restaurant through the kind-hearted Jagu, who is also a poor fellow like him. The friendly Mr. Panwallah, a very kind and wealthy man helps him in all ways especially by teaching a craft that can improve the condition of his life and his family as also is the rich DeSilva, who, for no apparent reason, offer to accompany their mother in the hospital and to pay for the medicines.It is also one of the recurrent violence of nature, the monsoons, which make life difficult for the people especially those living in shacks crowded together in l arge cities. In the last pages of this novel lies with a similar (albeit attenuated) sense of helplessness: no one can stop the environmental pollution and destruction of an entire area, which will surely bring with it a general crisis of local residents. It ‘a story that points out a little' unusual India compared to what we are accustomed to imagine.In all this the author exercises impressive description of solidarity between the rich and the poor, which touches lives in the pure realization that life is good. It’s a way of saying that with good will and good luck â€Å"there it can be done† and you can build a better future with the running wheel of destiny continuing to improve as also worsen things. Anita Desai joins the chorus of writers in the complaint of a collective drama often passed unnoticed by the rest of the world.The trait is light and gentle, the characters do not cry, but the voice remains etched indelibly in the reader. What remains at the bott om is a strange sensation of the ongoing quest for survival. There is sweat and toil, there is suffering and there is joy. Everyone is determined by the karma and everything is as it should be. Everything appears inserted in the ongoing wheel of life, eternal change always equals to itself.

How to Get Help from Your Professor

How to Get Help from Your Professor Few students make it through college or graduate school without seeking assistance from a professor for help at one time or another. In fact, its important to seek help rather than let problems fester and intensify. So, how do you approach a professor for one-on-one time? First, lets look at common reasons students seek assistance. Why Seek Help? What are common reasons why you might seek out professors for assistance? Youve fallen behind in class because of illnessYouve failed a test or assignment and do not understand the course materialYou have questions about the requirements of a given assignmentYou need advice on the subject of your majorYou cannot reach the class teaching assistant during his or her posted hoursYou need clarification on policies and/or schedules OK, so there are lots of reasons to seek assistance from professors. Why Do Students Avoid Seeking Professors Help?Sometimes students avoid asking for assistance or meeting with their professors because theyre embarrassed or intimidated. What are common anxieties experienced by students? Feeling out of the loop after missing several classesFear of asking a dumb questionFear of confrontationShynessDiscomfort over approaching a professor of a different age, gender, race, or cultureTendency to avoid interactions with those in authority If youre going to progress as a student and especially if you wish to attend graduate school, you must set your intimidation aside and ask for the help that you need. How to Approach Your Professor Contact. Determine the preferred mode of contact; check the course syllabus as professors indicate their preferred methods of contact and related information. Ask yourself: Is this urgent? If so, then contact by phone or stopping by his or her office during office hours is probably the most logical step. Otherwise, you can try e-mail. Wait a few days for a response (remember that teaching is a professors job, so dont expect replies over evenings, weekends, or holidays). Plan. Check the syllabus for the professors office hours and policies before you make your request so that you are already familiar with their schedule. If the professor requests that you return at another time, do your best to meet at a time which is convenient for him or her (e.g., during office hours). Dont ask a professor to go out of his or her way to meet you at a time that is inconvenient because professors have many more responsibilities than teaching (e.g., lots of meetings within the department, university, and community). Ask. Asking is the only way to learn your professors preferences. Say something like, Professor Smith, I need a few minutes of your time so that you can help me with a question/problem Im having with ___. Is this a good time, or can we set up something that is more convenient for you? Keep it short and to the point. Prepare for Your Meeting Pull your thoughts together beforehand (as well as all of your course materials). Preparation will permit you to remember to ask all of the questions that you need to be answered and arrive with confidence to your meeting. Questions. If you are anxious at all about talking with your professor, prepare a list of your questions beforehand. Be efficient and try to accomplish everything in one meeting, rather than coming back time and time again with further questions. Materials. Bring your class notes and syllabus with you to refer to, if you have questions specifically related to course materials so that you have all the details you need. If you need to refer to a textbook, bookmark the pages that you will need to refer to so you can get to them quickly. Notes. Come prepared to take notes (i.e., bring a pen and paper to your meeting). Notes will help you record and remember the responses to your questions and prevent you from asking the same questions later in the course. At the Meeting Be punctual. Punctuality signifies respect for your professors time. Do not arrive early or late. Most professors are pressed for time. If you need to meet with your professor again, ask him or her if you can set up another appointment, following the suggestions above. Use the appropriate form of address. Unless your professor has indicated otherwise, address him or her by last name and with the appropriate title (e.g., Professor, Doctor). Show some gratitude. Always thank the professor for his or her time and express any gratitude that you feel is appropriate for the specific help that he or she has provided. This rapport will leave the door open for future appointments.

History of the World in 6 Glasses Essays

History of the World in 6 Glasses Essays History of the World in 6 Glasses Essay History of the World in 6 Glasses Essay Chapter 2: Civilized Beer 1. The Land between 2 rivers is the Tigris and Euphrates rivers located in Mesopotamia ( in the Fertile Crescent ) . The World’s first metropoliss arose in Mesopotamia. the land between the watercourses. ’ the name given to the country between the Tigris and Euphrates rivers†¦ ( 24. Standage ) . which meant that around this country most of the people were hardworking. The job about these two rivers though is that they had unexpected implosion therapy and there was small rain. This is why at the clip. goods. alternatively of being offerings to Gods were. compulsory revenue enhancements that were consumed by the temple bureaucratism or traded for other goods and services ( 40. Standage ) . This lone arose though because of the unpredictable conditions and nature of the Mesopotamian environment. 2. Mesopotamia and Egypt had many differences. . but they were both similar in one thing. Both civilizations were made possible by an agricultural excess. in peculiar an entree of grain ( 25. Standage ) . It funded many a huge sum of public works/constructions to be possible such as canals. temples and pyramids and besides freed a little elite of decision makers and craftsmen from the demand to bring forth their ain nutrient. Grain was the chief national diet in both Mesopotamia and Egypt. refereed to as edible money because it was consumed in both liquid and solid signifier. 3. †¦ Grain was the footing of the national diet in both Egypt and Mesopotamia ( 26. Standage ) . it was consumed as non merely beer. but bread excessively. Many people supplemented themselves with staff of life. beer. day of the months and onions ( sometimes with meat and of class extra veggies ) ; Dates provided vitamin A. beer provided vitamin B and everything else added up to 3. 5000 to 4. 000 Calories. They both had different ways of seeing how beer should really be used sometimes but they both used it in the same manner most of the clip. for pleasance and to fulfill. 4. Gilgamesh was a Sumerian sort who ruled around 2700 BCE and Tells s narrative that includes a wild adult male that becomes human by being introduced to beer and nutrient by a adult female. He drank the veer-seven jugs! – and became expansive and American ginseng with joy†¦ He was elated and his face glowed†¦ he splashed his bushy organic structure with water†¦ and turned into human ( 27. Standage ) . Sumerian myths affected people by picturing the Gods as really fallible. human characters who enjoy eating and imbibing. normally imbibing excessively much ; Sumerian authorship might hold besides inspired how Egyptians get downing authorship. 5. As in Mesopotamia. beer was thought to hold antediluvian and fabulous beginnings. and it appears in supplications. myths. and legends ( 28. Standage ) . non merely in Mesopotamia did they happen beer to be sacred but in Egypt excessively. one narrative even gives credits to beer with salvaging world from devastation. Mesopotamians and Egyptians likewise saw beer as an antediluvian. god given drink that underpinned their being. formed portion of their cultural and spiritual individuality. and had great societal importance ( 29. Standage ) . In both civilizations. without beer. the repast wouldn’t be complete. Beer is one of the grounds that led to the the arising of civilisations. chiefly because it combined different societal groups from high category to low category. from grownups to kids ; it allow people have something in common. something they could portion. no affair how much money you had or even your age. 6. Originally. authorship was invented to enter the aggregation and distribution of grain. beer and other goods ; it arose as a continuance of the Neolithic usage of. using items to account for parts to a communal depot ( 30. Standage ) . Since there was s excess of nutrient. Sumerian metropoliss collected it normally as offerings to Gods. but in pattern were consumed by the temple to assist keep public constructions such as irrigation systems because of the unpredictable Mesopotamian environment. Subsequently though. items were abandoned and pictograms came to stand for Numberss and even Gods excessively. Having started out as a agency of entering revenue enhancement grosss and ration payments. composing shortly evolved into a more flexible. expressive. and abstract medium ( 34. Standage ) . 7. Our modern Latin alphabet can be traced back to the Mesopotamians and Egyptians. After items were abandoned. pictograms came to put picturing Gods and Numberss. By around 3000 BCE composing had evolved a small spot more. The terminal consequence was the first all-purpose signifier of composing. based on cuneate. or cuneiform . indentures made in clay tablets utilizing reeds ( 24. Standage ) . 8. Both civilisations barley and wheat. and their processed solid and liquid signifiers. staff of life and beer. became more than merely staple groceries ; they were convenient and widespread signifiers or payments and currency ( 25. Standage ) . people were paid for their work in loaves of staff of life and jars of beer ; even adult females and kids were paid by this. The usage of staff of life and beer as rewards or currency mean that they became associated with prosperity and wellbeing. The ancient Egyptians identified them so closely with the necessities of life that the phrase bread and beer’ meant nutriment in general ; their combined hieroglyphics formed the symbol for nutrient ( 37. Standage ) . Beer was besides used medically for both Egyptians and Mesopotamians. 9. Since beer. being boiled. was less likely to be contaminated than H2O. it had the advantage of holding ingredients dissolve easy in it. A wedge-shaped tablet from the Sumerian metropolis of Nippur. contains a list of medical formulas based on beer. In Egypt. beer’s usage as a mild depressant was recognized. and it was besides the bass for several medical mixtures of herbs and spices†¦ Half an onion mixed with bubbling beer was said to bring around irregularity. for illustration. while powdery olives assorted with beer cured dyspepsia ; a mixture of Crocus sativus and beer massaged into a woman’s venter was prescribed for labour strivings ( 38. Standage ) . 10. Egyptians believed that their wellbeing in the hereafter depended on holding a satisfying supply of strain and beer. A normal funerary offering consisted of staff of life. beer. cattle. geese. fabric. and natron. a purification agent. Scenes and theoretical accounts of brewing and baking have been found in Egyptian grave. along with jars of beer ( long since evaporated ) and beer-making equipment ( 38. Standage ) . From emperors to ordinary citizens. they were all buried with a little or big jar of beer.

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