Supporting Hearing-Impaired Students in Classrooms

Children suffer from hearing loss for a variety of reasons. Genetic factors, illnesses, accidents, problems in a pregnancy (rubella, for instance), complications during birth and several early childhood illnesses, such as mumps or measles, have been found to contribute to hearing loss. Signs of hearing problems include: turning the ear toward the noise, favoring one ear over another, lack of follow through with directions or instructions, seeming distracted and or confused. Other signs of hearing loss in children include turning the television up too loud, delayed speech or unclear speech, according to the Centers for Disease Control and Prevention. But the CDC also points out that signs and symptoms of hearing loss differ in each person. A hearing screening or test can assess hearing loss. â€Å"Hearing loss can affect a child’s ability to develop speech, language, and social skills. The earlier children with hearing loss start getting services, the more likely they are to reach their full potential,† the CDC states. â€Å"If you are a parent and you suspect your child has hearing loss, trust your instincts and speak with your child’s doctor.† Hearing-impaired children have a higher risk of developing language-processing difficulties. If left unchecked, these children can have trouble keeping up in class. But this doesn’t have to be the case. Teachers can employ a number of methods to prevent hearing-impaired children from being left behind in school. Strategies for Teachers of Hearing-Impaired Students Here are 10 strategies teachers can use to help hearing-impaired children. They’ve been adapted from the  United Federation of Teachers website. Make sure hearing-impaired students wear amplification devices, such as a frequency modulated (FM) unit that will connect to a microphone for you to wear. â€Å"The FM device allows your voice to be heard directly by the student,† according to the UFT website.Use the child’s residual hearing, as the total hearing loss is rare.Allow hearing-impaired students to sit where they think best, as sitting close to the teacher will help the child to better understand the context of your words by observing your facial expressions.Don’t shout. If the child is already wearing an FM device, your voice will be amplified, as it is.Give interpreters copies of lessons in advice. This will help the interpreter prep the student for the vocabulary used in the lesson.Focus on the child, not the interpreter. Teachers do not need to give interpreters directions to give to the child. The interpreter will relay your words without being asked.Only speak while facing forward. Do not speak with your back to hearing impaired children. They need to see your face for context and visual cues.Enhance lessons with visuals, as hearing impaired children tend to be visual learners.Repeat words, directions, and activities.Make every lesson language-oriented. Have a print-rich classroom with labels on the objects inside.

Light Reactions and Plant Pigments Free Essays

The Effect of Light Reactions on Plant Pigmentation Alyssa Martinez AP Biology 4th pd E. Perkins Abstract In this lab, we were to separate pigments and calculate Rf  values using plant pigment chromatography, describe a technique to determine the photosynthetic rate, compare photosynthetic rates at different light intensities using controlled experiments and explain why rate  of photosynthesis varies under different environmental conditions. In the second part of the lab, we used chloroplasts extracted from spinach leaves and incubated then with DPIP and used the dye-reduction technique. We will write a custom essay sample on Light Reactions and Plant Pigments or any similar topic only for you Order Now When the DPIP is reduced and becomes  colorless, the resultant increase in light transmittance is measured over a  period of time using a spectrophotometer. If pigments are separated, then Rf values can be determined. Introduction Paper chromatography is a  useful technique for separating and identifying pigments and other molecules from cell extracts that contain a  complex mixture of molecules. As solvent moves up  the  paper, it carries along any  substances dissolved in it. The more soluble, the further  it travels and vice-versa. Beta carotene is  the most abundant carotene in plants and is  carried along near the solvent front since it is very soluble and  forms no hydrogen bonds with cellulose. Xanthophyll contains oxygen and is found further from the solvent front since it  is less soluble in the solvent and is  slowed down by hydrogen  bonding to cellulose. Chlorophyll a is  primary photosynthetic pigment in plants. Chlorophyll a, chlorophyll b, and carotenoids capture light energy and transfer it to  chlorophyll a at the reaction center. Light is  part of a continuum of radiation or energy waves. Shorter wavelengths of energy have greater amounts of energy. Wavelengths of light within the visible spectrum of  light power  photosynthesis. Light is absorbed by leaf  pigments while electrons within each photosystem are boosted to a higher energy level. This energy level is  used to produce ATP and reduce  NADP to NADPH. ATP and  NADPH are then used to  incorporate CO2 into organic molecules. In place of  the electron accepter, NADP, the compound DPIP  will be substituted. It changes chloroplasts from blue to colorless. Methodology Obtain a 50 ml graduated cylinder which has about 1 cm of solvent at the bottom. Cut a piece of  filter paper which will be long enough to reach the solvent. Draw a line about 1. 5 cm from the bottom of the paper. Use a quarter to extract the pigments from spinach leaf cells and place a small section of leaf on top of the pencil line. Use the ribbed edge of the coin to crush the leaf cells and be sure the pigment line is on top of the pencil line. Place  the chromatography  paper in the cylinder and cover the cylinder. When the solvent is about 1 cm from the top of the paper, remove the paper  and immediately mark the location of the solvent front before it evaporates. Mark the bottom of each pigment band and measure the distance each pigment migrated from the  bottom of the pigment origin to the bottom of the separated pigment band and record the distances. Then, turn on the spectrophotometer to warm up the instrument and set the wavelength to 605 nm. Set up an incubation area that  includes a light, water flask, and test tube rack. Label the cuvettes 1, 2, 3, 4, and 5, respectively. Using lens tissue, wipe the outside walls of each cuvette. Using foil paper, cover the walls and bottom of cuvette 2. Light should not  be permitted inside cuvette 2 because it is a control for this experiment. Add 4 mL of distilled water to cuvette 1. To 2, 3, and 4, add 3 mL of distilled water and  1 mL of DPIP. To 5, add 3  mL plus 3 drops of distilled water and 1mL of DPIP. Bring the spectrophotometer to zero by adjusting the amplifier control knob until the meter reads 0% transmittance. Add 3 drops of unboiled chloroplasts and cover the top of cuvette 1 with Parafilm and invert to mix. Insert cuvette 1 into  the sample holder and adjust the  instrument to 100% transmittance. Obtain the unboiled chloroplast suspension, stir to mix, and transfer 3 drops to cuvette 2. Immediately cover and mix cuvette 2. Then remove it from the foil sleeve and  insert it into the spectrophotometer’s sample holder, read the percentage transmittance, and record it. Replace cuvette 2 into the foil sleeve,  and place it into the incubation test tube rack and turn on the flood light. Take and record additional readings at 5, 10, and 15  minutes. Mix the cuvette’s contents before each reading. Take the unboiled chloroplast suspension, mix, and transfer 3 drops to cuvette 3. Immediately cover and mix cuvette 3 and insert it into the spectrophotometer’s sample holder, read the percentage transmittance, and record. Replace cuvette 3 into the incubation test tube rack. Take and record additional readings at 5, 10, and  15 minutes. Mix the cuvette’s contents just prior  to each readings. Obtain the boiled chloroplast suspension, mix, and transfer 3 drops to cuvette 4. Immediately cover and mix cuvette 4. Insert it into the spectrophotometer’s sample holder, read the percentage transmittance, and record it. Replace cuvette 4 into the incubation test tube rack and take and record additional readings at 5, 10, and  15 minutes. Cover and mix the contents of cuvette 5 and insert it into the spectrophotometer’s sample holder, read the percentage transmittance, and  record. Replace cuvette  5 into the incubation test tube rack and take and record additional readings at 5, 10, and 15 minutes. Results Table 4. 1: Distance Moved by Pigment Band (millimeters) Band Number| Distance (mm)| Band Color| | | | | | | | | | | | | | | | Distance Solvent Front Moved ____ (mm) Table 4. 2: Analysis of Results __ = Rf for Carotene (yellow to yellow orange) __ = Rf for Xanthophyll (yellow) __ = Rf for Chlorophyll a (bring green to blue green) __ = Rf for chlorophyll b (yellow green to olive green) Table 4. 4: Transmittance (%) Time (minutes) Cuvette| 0| 5| 10| 15| 2 Unboiled/Dark| | | | | 3 Unboiled/Light| | | | | Boiled/Light| | | | | 5 No Chloroplasts/ Light| | | | | Analysis of Results Graph Discussion Chromatography  is  a  technique  used  to  separate  and identify pigments and other molecules from cell extracts that contain a complex mixture of molecules. This can be used to identify the pigments that are used in the  process of  photosynthesis. Photosynthesis is the process by which plants use light energy to produce chemical  energy in the form of food. This is where plant pigments come into play because they are the reason why the plant is able to absorb light. Chlorophyll a is one such  pigment. These pigments along with many others are contained in organelles known as chloroplasts. One of the problems encountered during the course of this lab included human error when using the spectrophotometer. The student made slight errors when setting the transmittance to the required levels. On a few occasions, the group accidentally introduced light into a cuvette where the variable being tested was the absence of light. This might have caused some error when taking measurements of the percentage  of transmittance. This resulted in skewed data, which meant that the experiment had to be repeated once more. During the first part of the  lab, the group made an error by allowing some part of the pigment  to be in the solvent. This did alter our results in the end. Topics for Discussion 4A: Plant Pigment Chromatography 1. What factors are involved in the separation of the pigments? The factors involved in the separation of the  pigments  from the  spinach plants  are the pigments’ solubility in the solution, how much they bind to the paper based on their chemical structure, and the size of the pigment particles. . Would you expect the Rf value of a pigment to be the same if a different solvent were used? Explain. No I would not expect the Rf values to be different because the pigments will dissolve differently in different types of solvents. For example, chlorophyll b is very soluble in hydrophobic solutions, so if the crushed spinach cells on the paper were put in a hydrophobic s olution, the chlorophyll b would move the highest and probably be right on the solution front, while the other pigments will move much less. 3. What type of chlorophyll does the reaction center contain? What are the roles of the other pigments? Chlorophyll a is in the reaction center, and the other pigments are able to absorb light from the other wavelengths that chlorophyll a cannot absorb light from, and then they transfer the energy harvested from the other wavelengths to the chlorophyll a, providing more energy to be used in photosynthesis. 4B: Photosynthesis/The Light Reaction 1. What is the function of DPIP in this experiment? DPIP is the electron acceptor in this experiment (instead of NADP which is what is normally used in plants). The electrons boosted to high energy levels will reduce the DPIP, which will change its color from blue to clear as more high energy electrons are absorbed by it. 2. What molecule found in chloroplast does DPIP â€Å"replace† in this experiment? It replaces NADP molecules that are found in chloroplasts. 3. What is the source of the electrons that will reduce DPIP? The electrons come from the photolysis of water. 4. What was measured with the spectrophotometer in this experiment? The light transmittance was measured, which really was the measure of how much the chloroplasts reduced the DPIP 5. What is the effect of darkness on the reduction of DPIP? Explain. Darkness will restrict any reaction to occur. 6. What is the effect of boiling the chloroplasts on the subsequent reduction of DPIP? Explain. By boiling chloroplasts, we denature the protein molecules, ending the reduction of DPIP. 7. What reasons can you give for the difference in the percent transmittance between the live chloroplasts that were incubated in the light and those that were kept in the dark? The percent transmittance grew to steadily higher numbers as the experiment progressed because the light reaction was able to occur. However, the dark cuvettes had stable levels of transmittance because light is necessary to excite electrons, which, in turn, reduces the DPIP. 8. Identify the function of each of the cuvettes. Cuvette 1: Used as the control Cuvette 2: Used to observe the rate of photosynthesis without light Cuvette 3: Used to observe the rate of photosynthesis with light Cuvette 4: Used to observe the rate of photosynthesis in boiled chloroplasts Cuvette 5: Used to observe the rate of photosynthesis How to cite Light Reactions and Plant Pigments, Papers

Music in the Classroom free essay sample

This assignment involved the students in both learning and teaching. Music in the classroom also helps produce higher test scores. â€Å"According to a 2001 College Entrance Examination Board study, students with coursework or experience in music performance scored 57 points higher on the verbal section of the SAT and 41 points higher on the math. † This article points out that music can be used in teaching social studies as well. If it promotes learning and is improves SAT scores why not use music in the classroom? I do believe that music should be used in the classroom and I would be teacher who would. It would be a fun and easy way to get a point across to a student who is having trouble grasping a concept. Using music in teaching history or social studies could and should be done. There are a lot of assignments that you could do that involved music. A teacher does not have to make up song or change the lyrics to a popular theme, but as example a teacher could have the students study the importance of drums and trumpets through out the courses of the different wars. We will write a custom essay sample on Music in the Classroom or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also, as the decades change so does the music and that is important as well. A teacher could stress the importance of the â€Å"flappers† in the roaring twenties, and show how music affected the way they lived and their view on government. A teacher could just simply play a clip of music from that era. A teacher could also show the way blues and ragtime music came out of slavery. As a teacher you do not have to musically inclined to use it as a teaching tool. Music just gives teachers another way to teach and capture the students mind and hearts and get them excited about learning. Music is very important to teenagers and it is just another way to connect with them.

Life of James Mcbride Essay Example

Life of James Mcbride Paper McBride, a young colored man deals with growing up and having a white mother. James McBride always realized that his mother was different from his friends mothers, but he never understood why. He would always ask his mother why she was different but she would Just reply that all people are the same. He never knew anything about the background of his mother because she never talked about it and he was afraid to ask. She would ride her old bicycle in an all black neighborhood that was run by the black panthers. James was scared for his mother because even though he was young at the time, he knew what was going on. I think that this book was an impressive view on how twelve young colored children reacted towards having a white mother during the civil rights movement. James McBride was the youngest of his twelve siblings. His father died before he was born and his mother remarried soon after. He could always tell that his mother was unlike his friends mothers. When I asked her If she was white, shed say, No. Im light-skinned, and change the subject gall(McBride, 21 When James was round the age of twelve, his step-father bought his mother an old beat-up bicycle. She would ride it all around the town and James friends would always ask him why his mother looked so different. Along with being tantalizing, Sesames family was impoverished. One washcloth was used by all. A solitary toothbrush would five sets of teeth and gums. (McBride, 68). The family remained as one. Even though young James was curious about his mother and life in general, it didnt hold him back from asking questions. We will write a custom essay sample on Life of James Mcbride specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Life of James Mcbride specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Life of James Mcbride specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He asked things such as what color was Jesus? and who am l? And where did you come from mommy? . His mother always avoided the questions by answering them by saying Jesus is all the colors and You are who you are and l came from where everyone else came from. (McBride, 12-13). His mother did not want him to discuss their family with anyone else. You stick to your brothers and sisters, thats It. Dont tell nobody your business neither! (McBride, 12-13) As James was growing up, he developed many different feelings. He survived through the civil rights movement with a white mother, he completed high school ND moved onto college, and he found out the truth about his mother. He found out that his mother had a name besides mother. l had never heard that name before. Even in recounting what little she had told me of her life, Mommy had never referred to herself as Rachel. (McBride, 207). He also found out that his mother was Jewish and she was born in Poland. After James graduated from high school he attended Oberlin College and then got his masters degree in Journalism from Colombia university. When James was in college his mother was diagnosed with cancer. 01 ad a little bump on my face and she made me see this fancy doctor. Now I goat wear this dumb hat all the time. It makes me look Like a rooster. (McBride, 260). James grew In many ways from this experience. All of his life he has had his mother there to lean on and care for. As soon as she was diagnosed he realized he had to start living Nils own Tie Dye enamels. He recognizer Nils mother as a notable woman. All of her twelve children grew up to be happy and successful. Mommys children are extraordinary people, most of them leaders in their own right. AY of them had doted more mental baggage and dealt with more hardship than they care to remember, yet they carry themselves with a giant measure of dignity, humility, and humor (McBride, 277). All of them had grown up to be doctors, chemists, teachers, and writers. James views his life as a suffering with the outcome of having his dreams come true. We sat up for many n ights listening to me recite my dreams but in reality of the hard days that followed. (McBride, 291). He views his mother as a paramount woman. She taught her children that God and their educations came before anything. This theory made them succeed. Thats money if your mind is empty? (McBride, 9). Sesames family was the first thing on his mind always. He felt that his life has been fulfilled in every way. He was living in a time of revolution. When he was younger, his mother meant the most to him, he felt no matter how old he was he could protect her Just as she had protected him. It frightened the hell out of me. I thought to myself, These people will kill Mommy. (McBride,27). Overall James thinks that his younger, poor life lead up to his older, wealthier life. I think that this book was a great analysis on how a destitute black family with a white mother succeeded through a revolution. The organization of the book was efficient. The first chapter was about the mothers background and the second was about Sesames life. Then the chapters alternated with his mothers and then his throughout the book. I think that this was a good way to establish chapters because it was easier to appreciate the book. This book discussed Just about every aspect of James whole life up until he wrote the book. It was a great touching story. I think that this book was an impressive view on how twelve young colored children reacted towards having a white mother during the civil rights movement. I think that this book was a great analysis on how a destitute black family with a white mother succeeded through a revolution. This book would be great for a person with an open mind and a person who would want to read a touching story on a mans life. You need a great outlook on life to appreciate this story the way that the author wants you to. I would recommend it to almost everyone.

Small pox essays

Small pox essays Remember having the Chicken Pox when we were little? If you never had Chicken Pox, it consists of having several small bumps that cover the entire body over and over, they itch, some would hurt, and all you would hope for would be for them to go away. Chicken Pox would last an average healthy person a few days. With Small Pox a person can run a high fever for up to eight days before the skin pustules will even appear (Concise). Small Pox is known scientifically as Variola, because it exists as one main strand, Variola Major. Small Pox is considered a virus, and is highly infectious. Small Pox can be spread airborne, directly, or even indirectly. Variola enters through the respiratory tract, then multiplies the other internal organs, the rash or pox signifies the peak stages of the infection (Britanica). The virus can live out side of the body for long periods of time. The virus has been found to survive in bales of cotton for 18 months. This was part of the problem in Europe, was that patients in the hospitals were getting contaminated by the bed linens. However, the most common way it was spread was airborne. Small Pox could be contracted from a carriers breath, or saliva (Grolier). The thing about Small Pox is that the virus was very sneaky. A person who had been vaccinated for the virus could still contract it, of course they would show no symptoms, and the virus would not directly affect them. Although this same could unknowingly spread the virus to someone else who has not been vaccinated The vaccination of Smallpox came from an English physician named Edward Jenner. Jenner had noticed that milk maids who had contracted Cowpox earlier in their lives were immune to the Smallpox virus (Concise). Therefore he decided to test his hypothesis. He took the lymph from Cowpox pustules on the hands of the milk maid, Sarah Nelmes, then he scratched ...

Research Paper on Children Toys Example | Topics and Well Written Essays - 750 words

On Children Toys - Research Paper Example In addition to this the educator also needs to take into deliberation few factors while indulging in toy purchases. The factors in relation to the toys purchased for the children should entail aspects such as cost-effectiveness, ensuring creative prospects for the children along with the safety feature of such toys. While purchasing toys it a vigilant examination of the design of the toys needs to be conducted in order to ascertain the sharp and pointed corners which might harm the children. The children needs to be kept away from materials like knives, blades and other sorts of sharp materials as these might result in creating a sense of violence and power among the children (National Association for the Education of Young Children, â€Å"Good Toys for Young Children by Age and Stage†). There are a numbers of factors which requires to be considered while purchasing toys for the children among which few have been explained below: Children’s’ Age It is quite impor tant that the toys selected for the children must comply with their age and stage. It should also meet the basic safety requirements identified with regard to the children (National Association for the Education of Young Children, â€Å"Good Toys for Young Children by Age and Stage†). ... Safety Aspects Every parent needs to ensure increased cautiousness with regard to the safety needs of their children. Hence, the toys selected for their children must be non toxic in nature, well painted and should be completely non-harmful for the children (National Association for the Education of Young Children, â€Å"Good Toys for Young Children by Age and Stage†). Educational Aspects Toys selected for the children should entail characteristics for the purpose of enhancing and developing skills within the children such as promoting emotional and intellectual characteristics. The toys selected must serve dual functions by helping the children to learn and understand new things and also by serving the purpose of an object to play with thus, providing increased degree of fun to the children (National Association for the Education of Young Children, â€Å"Good Toys for Young Children by Age and Stage†). Part 2 Toys for Six to Twelve Months Old Children Usually the child ren of 6 to 12 months of age slowly move towards comprehending their surroundings. At this stage the babies are learnt to make attempts in order to stand by taking the support of furniture or such other things. For this particular age group toys such as dolls, wooden vehicles, water toys, musical toys and balls are considered to be quite appropriate. Dolls are the image of the human beings which are found to be available in different sizes, shapes and colors. These toys are believed to aid the children in comprehending the diverse form of emotions and along with triggering the development of certain skills. Wooden toys are found to be quite cheaper in comparison to the plastic toys. It also needs to be

Assessment of the Moral and Legal Responsibilities and Rights of Case Essay

Assessment of the Moral and Legal Responsibilities and Rights of Case Parties - Essay Example First we determine the moral and legal responsibilities of Rick Reynolds. In essence he acted in bad faith, acting for his own benefit and gain, and to the detriment of the interests of Mr. McLean. That there was an agreement between the two is verified in the beginning of the case. Rick acted in bad faith in the construction of the facilities, cutting corners and under the table deals to enrich himself, with the end result being that the facilities were subpar, and caused harm to a resident, when faulty wiring caused a fire that in turn caused the injury to the resident. Rick likewise acted in bad faith in procuring medical equipment and supplies, enriching himself by selling some of the procured goods and keeping the proceeds. Morally he is culpable for fraud and deceit. Legally he is liable for a host of crimes. Under the law, Rick can be considered as either a substituted agent or a sub-agent, and as such, there are legal precepts that can hold Rick accountable for his crimes as if he were the primary agent or principal, acting alone. He can thus be held liable for misrepresenting himself as a manager of the company, and for intentionally duping the pharmacies into providing the goods to the company, where some of the goods ended up being sold by Rick for his own financial gain. Where there is a contractual agreement between Mr. McLean and Rick, moreover, Rick is answerable for his acts to Mr. McLean, who under the law can sue Rick for his fraudulent activities, under the legal precepts concerning the legal rights of the principal towards his substituted agent. In particular, there was fraud in the way Rick went about contacting the different parties involved in building the facility, and for such fraud Rick can be sued by Mr. McLean (The Lectric Law Library, 2012; PreserveArticles.com, 2011). Mr. McLean himself can be said to be morally and legally liable for some of the acts of Rick, such as those that pertain to the acquisition of supplies. While it may be true that Mr. McLean may not have authorized the procurement of the goods on credit from the pharmacies, there are legal precepts that may hold Mr. McLean accountable for the acts of Rick. In other words, though there may have been fraud in the way Rick procured the supplies, Mr. McLean may be sued by the pharmacies if the former does not honor the supply contracts and reneges on the payment for the goods bought on credit. For one, a case may be made for the way Rick's actions procuring the supplies may be construed as constituting part of his job responsibilities, and part of the roles that he was authorized to play as an agent of Mr. McLean. There are clear legal principles that may prevent Mr. McLean from running away from the legal consequences of the actions of Rick, such as those that pertain to the company paying for the goods that Rick bought on credit and with intent to commit fraud. Clearly the law in some instances stipulate that even when an agent commits acts that ar e criminal, and without the express consent of the principal, the principal, in this case Mr. McLean. The pharmacies may argue that there would have been no way for them to discern that Rick was acting on his own behalf rather than on behalf of Mr. McLean, given that Rick, to them, seemed to have the