Esterification

To synthesis ecstatically acid by stratification. Introduction: A pleasant, often fruity, odor is characteristic of some of the simpler esters. Ethyl butyrate smells similar to pineapples, the odor of n-propel acetate is reminiscent of pears and isopleths acetate has a strong banana fragrance. Esters are derivatives of the carboxylic acids and contain the following functional group: The synthesis of an ester can be accomplished in one of several ways. An stratification occurs when an alcohol and a carboxylic acid are reacted in the reserve of a mineral acid catalyst, such as sulfuric acid.Because these reactions result in an equilibrium mixture of both products and reactants, the reaction conditions must be manipulated in order to produce a reasonable yield. A large excess of one of the reactants can be used in the starting mixture or alternatively, one of the products can be removed as the reaction proceeds (as by a distillation), to shift the equilibrium to the right. Other synthet ic pathways to esters also exist. Acid chlorides react with alcohols to yield an ester and hydrochloric acid.A small amount of pyridine is usually deed to the reaction mixture to neutralize the resulting acid. Acid anhydride can also react with alcohols to produce esters. Unlike the reactions between carboxylic acids and alcohols, neither of these two methods for preparing esters results in an equilibrium mixture. Ecstatically acid, or aspirin, is one of the most widely used and versatile drugs known today. It was first synthesized by Charles von Gerhardt in 1 853 and was later patented by a German dye chemist named Frederica Brayer in 1893 who recognized its potential as an analgesic (pain reliever).Salicylic acid, a impotent of willow and poplar bark, had been used as a pain killer for centuries, but its highly acidic property caused irritation of the mucous membranes of the mouth and throat and also resulted in uncomfortable gastric pain. By transforming the acidic phenol functio nality into an ester group, the compound retained its analgesic properties but lost some of its irritating side- effects. In addition to relieving pain, aspirin is also an antipathetic (fever reducer) and an anti-inflammatory agent (used for arthritis). Like all drugs, aspirin also has some undesirable side effects which should be tote.When taken in large quantities (several grams per day), gastric problems can result. Its use has been implicated in Rexes syndrome, a brain disorder that can affect people under the age of 18. Some people are highly allergic to aspirin. Finally, aspirin interferes with platelets and affects normal blood clotting which can lead to hemorrhaging in extreme cases. However, its anticoagulant properties can also be used to advantage in preventing blood clots from forming in the arteries. Recent studies have shown that the consumption of one half of an aspirin tablet per day can help to prevent heart attacks and strokes.Aspirin can be synthesized by the stra tification of salicylic acid via reaction with acetic anhydride. A few drops of phosphoric acid are added to serve as a catalyst for the reaction. The use of acetic anhydride as a reactant, instead of acetic acid, results in a rapid and irreversible conversion of salicylic acid to ecstatically acid. Experimental Procedure: Synthesis of ecstatically acid 1 . A 400 ml beaker containing about 150 ml of water was heated to the boiling point on a hot plate. 2. 2 g of salicylic acid was weighed out and it was placed in a 100 ml conical flask. . 5 ml of acetic anhydride was added into the conical flask. . 5 drops of 85% phosphoric acid, HAPPY was added. The flask was swirled to mix the reactants and then it was clamped in the boiling water bath. It was heated for about 8 minutes. 5. The flask was removed carefully from the hot water bath and the hot plate was turned off. 2 ml of distilled water was added cautiously to the flask. The water will react with any unrelated acetic anhydride whic h remains. 6. Once the reaction between acetic anhydride and water had subsided, 40 ml Of water Was added to the flask. 7. The contents was allowed to cool at room temperature for minutes then the flask was placed in ice. . The contents was stirred with a glass rod periodically during this cooling period. The solid product was collected by vacuum filtration and it was washed with cooled water. 9. A small portion (spatula-tip full, 20-30 MGM) of this crude ecstatically acid was set aside. 10. To recitalist the ecstatically acid, it was transferred to a 100 ml conical flask and 10 ml of 95% ethanol was added. 1 1. The flask was heated slowly on a hot plate just until the aspirin completely dissolved. As soon as all of the solid has dissolved, the flask was removed from the hot plate. 12.Water was added to the solution in 5 ml portions, it was swirled after each addition, until a total of 40 ml of water has been added. 13. The flask was placed in an ice bath for 10 minutes to complete the crystallization. 14. The purified aspirin was collected by vacuum filtration. The crystals was washed in the funnel with ice-cold water. The vacuum was left on for a few minutes to air dry the purified aspirin, the crystals was then pressed between two pieces of filter paper to thoroughly dry them. 5. The mass, yield and melting point of dried aspirin were obtained. Results: Weight of salicylic acid used: 2. 0021 g Weight of watch glass: 20. 536 g Weight of watch glass t product: 21. 6651 g Weight of product: 1. 3115 g no. Of mole of salicylic acid: = 0. 01450 mol Volume Of acetic anhydride used 5 ml Density of acetic anhydride = 1. 082 g/ml Mass of acetic anhydride used = 1. 082 g/ml x 5 ml = 5. 41 g no. Of mole of acetic anhydride: – 0. 0530 mol = 3. 66>1 Since the mol of salicylic acid is smaller than the mol of acetic anhydride, salicylic acid is a limiting agent. Mol of salicylic acid produced 1 mol of ecstatically acid. 0. 01450 mol of salicylic acid produced 0. 014 50 mol of ecstatically acid. Theoretical weight of ecstatically acid: 0. 1450 mol x 180. 16 gnu-mol = 2. 6123 g Percentage yield: x 100% = 50. 20 % 50 % Melting point of aspirin: 138 – 140 co Discussion: Aspirin is an effective analgesic (pain reliever), antipathetic (fever reducer) and anti-inflammatory' agent and is one of the most widely used non-prescription drugs. The active ingredient in aspirin was found to be salicylic acid. The structure of salicylic acid is shown below. In this experiment, aspirin is formed from the reaction between salicylic acid and acetic anhydride through stratification. Aspirin can be made by reacting salicylic acid with acetic acid in the presence of an acid catalyst.The phenol group on the salicylic acid forms an ester with the carboxylic group on the acetic acid. However, this reaction is slow and has a relatively low yield. If acetic anhydride was used instead of acetic acid, the reaction will be much faster and has a higher yield (since ac etic anhydride is much more reactive than acetic acid). Therefore, we used acetic anhydride for shorten the period f stratification. In order for reaction to occur faster, phosphoric acid was added as a catalyst. Then the solution was being placed in the hot water bath to heat up and thus triggering the reaction between salicylic acid and acetic anhydride.The reaction was shown as below: In this experiment, the salicylic acid is the limiting reactant and the acetic anhydride is in excess. The addition of distilled water into the mixture after it is being removed from the water bath is to let the water react with the remaining acetic anhydride in the mixture which are still not being reacted. A vigorous reaction will occur as the decomposition of the excess acetic anhydride is exothermic. Once the decomposition of the excess acetic anhydride has completed, more water was added, forming completing the reaction.Now the solution contains two kinds of products, which are ecstatically aci d and acetic acid, according to the reaction shown below. The reason why acetic acid is dissolved in this process but not ecstatically acid was due to the hydrogen bonding of acetic acid can form with water while ecstatically acid cannot. This is due to the large carbon group maintained by ecstatically acid which caused it to have difficulties from forming hydrogen bond with water. The aspirin collected will then be purified by rationalizations. In this purification method, the crude aspirin will be dissolved in a small amount of warm ethanol.Water was then be added and the solution was cooled slowly in the ice bath and then chilled. The ecstatically acid will recitalist, and the solid impurities (unrelated salicylic acid) should remain dissolved in the solution. The solid aspirin will again be collected using vacuum filtration. Rationalizations was needed to obtain a pure product from the crude product. Therefore, this aspirin should be more pure than the original aspirin. The fina l product was left in air dry and weighed. The theoretical and percentage yield was calculated. The weight of ecstatically acid obtained was 1. 115 g while the percentage yield of product was 50%. Besides, the melting point of ecstatically acid we obtained was in the range of 1 38 – 140 By comparing these observed melting points with the literature value of 138 – CHIC for ecstatically acid, it was found that the values were exactly the same, indicating that both rodents were ecstatically acid( previously stated as ecstatically acid and acetic acid). The above reaction was an example of an organic synthesis called stratification. Stratification is the acid catcalled reaction of a carboxylic (-COHO) group and an -OH group of an alcohol or phenol to form a carboxylic ester.In the synthesis of aspirin, the -OH group is the phenol OH group attached to ring of the salicylic acid. The acetic group, ;COACH comes from acetic anhydride, and the reaction is catcalled by phosphori c acid, HAPPY. Salicylic acid has a higher priority as it has a benzene ring which s more stable than the open chain of acetic anhydride because it has more resonance. Salicylic acid reacts better with acetic anhydride than acetic acid, so acetic acid will provide the acetic group which will react with the alcoholic – OH group on the salicylic acid.The hydrogen ion from the hydroxyl group in the salicylic acid breaks away first, then combines with the oxygen which has a negative charge after acetic anhydride is broken into two parts, which are an alkyl carbonyl group and -?CHOC- group. This is how acetic acid is formed. Later on, the alkyl carbonyl group of acetic anhydride which now has positive charge due to the lack Of oxygen atom, connects to the oxygen atom which has a negative charge, lastly produced ecstatically acid as a neutral compound product.The mechanism of how an ecstatically acid formed from stratification reaction will be shown: Precaution steps: 1 . When hand ling phosphoric acid, students should be aware of spill it out because it is corrosive. 2. When adding water to the heated solution, students should be careful and added in small amount of water because it may splatter to the surroundings due to the vigorous reaction. 3. The elution was allowed to cool at room temperature before putting it into the ice bath for the process of crystallization in order to get crystals in a nicer form and in correct manner.

Case Study of Lipids

Lipid Panels Case Study Subject #1 This fifty year old man that has no apparent health problems has a low ‘HDL’ of 30mg/dl. That’s not a good thing because he’ll be more likely to develop heart disease or have a heart attack/stroke. Anything over 60mg/dl is considered to be optimal. He is border line high for LDL’s of 160mg/dl, the ideal number is 100mg/dl or lower. That number tells me he is at greater risk to heart disease and/or heart attack. Better diet and exercise would help him tremendously. He is also in the high range for triglycerides at 300mg/dl, considering anything under 150mg/dl is normal. He is at risk for high blood pressure and diabetes to name a couple things. Staying away from cigarettes, eating the right foods, and exercise would be ideal. After 150-199mg/dl it just goes to borderline, then high levels 200-499mg/dl, and then very high levels 500mg/dl or higher. Subject #2 Is a forty five year-old sedentary women who is 5’9† tall and weighs 170 pounds, with a history of hypertension. She has a ‘HDL’ level of 40mg/dl which is not very good it should be at or above 60mg/dl. She has a ‘LDL’ of 140mg/dl that is borderline high and her triglyceride level is at 250mg/dl which is high. She is high risk for heart disease, heart attack, stroke, obesity, and is at risk for metabolic syndrome. These can be greatly reduced by exercising 30 min a day for 4 days, eating healthier foods such as oily fish, fruits, and veggies. Subject #3 Is a sixty year-old sedentary who stands 5’9† tall and his weight is 230lbs. He has an ‘HDL’ level of 25mg/dl and that is low, it should be 60mg/dl or higher. Unfortunately a low (High-Density Lipoprotein) or ‘LDL’ puts you at risk of a heart attack, heart disease, or stroke. Eating less animal and partially hydrogenated fats along with exercise can help. This man has a (Low-Density Lipoprotein) or ‘LDL’ at 250mg/dl which is extremely high. He needs to try and eat more healthy foods like oily fish, veggies, fruits, whole-grains, high-fiber foods, and exercise as much as he can to try and bring that number down. Otherwise he will be more likely to develop heart diseases, stroke or a number of the bad things. And his Triglyceride level was at 115mg/dl, which is pretty good or normal I should say. High triglyceride levels could increase the risk of heart disease and might be a sign of metabolic syndrome. Resources http://circ. ahajournals. org/cgi/content/full/114/1/82 http://americanheart. org/

A financial report on Tullow Oil Essay Example | Topics and Well Written Essays - 1500 words

A financial report on Tullow Oil - Essay Example Head Quartered in London, Tullow employees more than 250 people all over the world with production capacity of approximately 80000 barrels per day. In 2007 company was drilling more than 40 wells spread across the globe. The overall global strategy of Tullow has always remained in the domain of making long term investments in assets and markets where company’s skills and expertise can make a difference. Besides investing in long term assets, Tullow follow a consistent strategy of following growth. Tullow’s focus has always remained on the exploration and exploitation of its existing resource base with more operational innovation and active portfolio management. It is because of this strategy that company is focusing on acquiring assets and making acquisitions in order to create synergy and achieve value for its stakeholders. Company is also continuously focusing on making capital expenditures and reinvesting the major portion of its profits into the business in order to fund growth of the business through its own internal resources. The beta is negative because of the fact that stock returns and market returns almost run parallel in opposite directions. The tullow stock has continuously risen in price whereas FTSE over the period of 52 weeks has shown a negative return. UK Gilts are considered as the most secure securities as they are backed up by the government of UK. In every market, all government securities issued are considered as risk free investments and returns offered by them are almost considered as risk free rate of investment. Therefore to make a direct comparison between risks free investment security and a security open to most of the risks in the market in a direct way will be little bit difficult to make. It is because of the fact that all other securities other than offered by the government are virtually open to every risk under the sky however government securities are, to some

Modern nation-state and transnational entities Essay

Modern nation-state and transnational entities - Essay Example The emergence of the modern nation state dates back to the 1700s. Before the emergence of nation-states, monarch systems were the governing tools, but later sovereignty came to change people’s way of life. Sovereignty recognized people as citizens with a role to play in government rather than subjects. The issue of nationalism is also viewed by many as a political ideology. The French revolution played a significant role in the emergence of modern nationalism (ZÃ ¼fle, 2011). Nationalism has many positive attributes in any nation-state. One of the attributes is that nationalism promotes democracy. This occurs because nationalism advocates for popular sovereignty and supports the idea that political power is legitimately held by people. People use the political power to put others in power to work as their agents. Nationalism also promotes economic growth within a country. Therefore, nationalism offers the opportunity to build a colonial power, to use resources to improve people’s life as well as economic infrastructure. The other impact of nationalism is that it promotes diversity and experimentation. This is evident in democratic nations through the way people from different walks of life maintain their own culture and values (Godfrey, 2004). Characteristics of modern nation-state In order to understand the concept of modern nation-state, it is necessary to define a nation, state and country. This is because the four terms apply to refer to political, economic, social and cultural contributors in the international system. Modern nation-state refers to single or multiple nationalities that come together to form a political union. The nation-state is responsible for identifying official languages, laws, currency system, and ordering elements of society through bureaucracy. A nation-state is only recognized when a nation of people forms its own country or state. Japan qualifies to be a nation-state (Chernilo, 2007). A nation state is highly politically oriented. Nation states refer to the political units comprised of national groups. A nation state also shows a highly centralized public administration. Traditionally, a nation state exists to ensure that there is a self- governing territory within a nation in an aim to attai n any power. For example, in Japan, the population is of Koreans and Chinese blood, but there is a recognized language and culture. This fact makes a nation-state more powerful and organized than a nation. A nation-state provides a political personification as well as wider scope of power. In a nutshell, a nation-state is a hybrid of a nation and a state (Teichova, 2003). On the other hand, a nation refers to a group of people who share similar demography and culture similar to those of a community, and are able to make independent political decisions. People within a nation just believe of its existence making it intangible. A nation has members who have a common identity that make them different from others. In some situations, the term nation is exclusively used to refer to ethnic grouping. Unlike a nation-state, a nation is a socio-cultural entity comprised of people sharing a common language and culture. An example of a nation is the Basque, which forms part of northern Spain a nd southern

How EICC Coroporte Social Responsibility Measureble and Sustainable Essay

How EICC Coroporte Social Responsibility Measureble and Sustainable - Essay Example Code of Conduct in EICC The Code of Conduct of people employed in companies under the umbrella of EICC came into form focusing mainly on three specific areas. Firstly it worked in helping create a safer and transparent work atmosphere in the companies. Secondly it enhanced the responsibility parameter of the people in regards to environment and society. Thirdly the Code of Conducts helps in motivating the people to develop on their business skills and thus enhance productivity. Companies desiring to adopt the Code of Conduct for EICC are required to firstly identify interest in the people and thereby raise commitment in them to follow such codes in their actions. Thus training of the staffs by the management body while keeping an eye on the changing guidelines in the EICC Codes of Conduct also constitutes an integral part of their actions (EICC, â€Å"EICC Code†). EICC Implementation and sustenance of CSR Principles in Western Digital (Thailand) Company Limited Western Digital is a California based company that works in the generation of products and services for those companies that work on the collection, management and employment of large amount of digital databases. The company earns expertise in the production of hard disks for easy storage and use of data. Thailand is considered as the company’s largest manufacturing center employing around 30,000 people committed to render quality in products and services (Western Digital, â€Å"Welcome to Western Digital†). Western Digital a continuing member of EICC vehemently supports the Code of Conduct guidelines laid down by the body in regards to the monitoring the actions of its supply chain groups in fulfilling economic, social and environmental goals (Western Digital, â€Å"Corporate Social Responsibility Report 2011†, 19). Preliminary Literature Review Relevancy and Scope of the EICC Codes of Conduct for Corporate Social Responsibility FIAS (2007) observes that the EICC Codes of Con duct in regards to the sector of Corporate Social Responsibility operates along parameters like employment conditions of the people pertaining to compensation schemes and other employment policies relating to discrimination and employment of children. Again the Codes of Conduct also focus on sustaining and enhancing the health and safety paradigms of the workplace. Along with focusing on enhancing the betterment of work conditions for the people the codes of conduct also laid stress on the meeting of environmental guidelines by the company. Finally the Codes of Conduct laid down by EICC tends to evaluate whether the management of the company has taken significant steps in training the people in effective understanding and fulfillment of the relevant guidelines. Herein the EICC Codes of Conduct tends to enhance the accountability of the management to fulfill the relevant guidelines by identifying the task holder groups. Moreover the Codes of Conduct also require auditing to be done o f the operational process of the enterprise in regards to the operational standards and guidelines as reflected and documented by EICC. Training rendered to the people for the adequate fulfillment of the EICC Codes of Conduct needs to draw potential feedbacks from the respondents so as to firstly assess the interest of the

Why Did Vietminh and NLF Win the Vietnam War Essay

Why Did Vietminh and NLF Win the Vietnam War - Essay Example Unfortunately, the Vietnamese side of the conflict is persistently disregarded. Why and how the Vietminh and National Liberation won the Vietnam War remains obscured from the public. Nevertheless, the success of the Vietminh and the NLF during the Vietnam War can hardly be overestimated. The party and the Liberation Front greatly contributed to the success of the political and military operations against the United States. That the Communists won the Vietnam War was both remarkable and unbelievable: active propaganda, local support, sophisticated military strategies and the undisputable leadership capacity of Ho Chi Minh altogether laid the groundwork for advancing the victory of the Communists during the Vietnam War. It should be noted, that the fact of the Communist victory during the Vietnam War remains one of the most remarkable elements of modern history. Needless to say, before and even during the Vietnam conflict, the United States could not even suspect that the Vietnamese co mmunists would have a chance to outperform Americans, in all senses. Andrew Jon Rotter writes that â€Å"the most significant fact about the Vietnam conflict is not that the United States lost but that the Communists won† (180). In this sense, the most confusing is the fact that the main factors responsible for the Communists’ victory during the Vietnam War often remain beyond the scope of historical analyses. One possible reason is that, for many years, the United States did not want to shed light on the Vietnam War controversies that could affect its political image. It is also possible that more than one factor was responsible for the Communists’ victory, making the overall historical analysis extremely complicated. It is widely established that not the errors made by the United States in Vietnam but the actions made by Washington’s adversaries in Hanoi were at the heart of the Communists’ military and political achievements in Vietnam (Rotter 1 80). From the very beginning to the very end of the war, an interplay of factors created conditions needed to support Vietnam in its fight against the U.S. These factors included political propaganda, local support, effective military strategies, and the unprecedented authority and leadership of Ho Chi Minh. Historically, the Vietminh was created by one of the most outstanding Vietnamese leaders, Ho Chi Minh, in 1945 (Spartacus International). Later, in 1960, the National Liberation Front (NLF) was established (Moise). It is interesting, that the NLF was initially established with the goal of leading the guerilla against Vietnam’s Prime Minister Diem (Moise). South Vietnamese professionals, including artists, youth leaders and peasants, organized the NLF (Levy 19). At that time, the growing corruption in the country and the lack of positive political and economic changes raised the wave of public dissatisfaction with the prime minister’s actions and decisions. That was also the time when the NLF could not yet anticipate that it would play a crucial role in the Communists’ victory over the U.S. Political propaganda became one of the most important factors driving the NLF’s popularity and the public opposition to the actions of the U.S. in Vietnam. It is no secret that the NLF propagandists were well trained to work with the local population. Propaganda schools were scattered widely across the Southern regions of Vietnam, which helped to spread the NLF’s ideology against the United States (Friedman). The public messages sent to the local people were full of optimist about the future victory over the

The Role of Corporate Social Responsibility in Sustainability Essay

The Role of Corporate Social Responsibility in Sustainability Development - Essay Example In addition the study will also shed light on the benefits of sustainable development to both societies as well as to the organizations. However, the study will mainly focus on the role played by corporate social responsibility (CSR) in fostering sustainable development of a company. Finally, on the basis of the findings the study will draw a conclusion. Discussion Since the late 1980s, nations from different parts of the world have been discussing about the need of sustainable development. The issue became more apparent when scientists identified the degradation of the ecosystem due to organizational activities. The subject of global warming was also becoming a cause of concern (Polese and Stren, 2000). In addition, to reduce the damages caused by the human and organizational activities, sustainable development become necessary. Nevertheless, after a certain point of time, sustainable development became an obligation for the organizations. Sustainable development is not only necessa ry for preserving the society and environment, but it is beneficial for both organizations as well as for the society. The study will now discuss about the advantages of sustainable development for both organizations and society. Advantages of Sustainable Development for Organizations In response to the increasing environmental challenge, high inequalities in the communal development, organizations around the world have adopted sustainable development, as their growth model (United Nations Industrial Development Organization, n.d). However, this approach has not only helped companies to continue their operation in an eco friendly way, but has also provided them with large numbers of benefits. Some of the most common ones are... This report declares that nowadays, most of the companies around the world have adopted different CSR mechanisms. Moreover, the mission and vision statement of some companies are formulated in such a way that it reflects the company’s viewpoint towards the society and environment. At the same time, these companies have also implemented innovative technologies by which they can reduce the consumption of energy and resources. Rapid population growth, globalization, urbanization and increasing middle class are the driving factors towards lessening down of scarce resources such as water, energy and raw materials. The study was about identifying the role played by corporate social responsibility in the sustainable development process of an organization. In order to satisfy the objective, the study has comprehensively researched the theories proposed by the scholars previously. In addition, real life examples regarding the area of concern were also considered. The study revealed that most of the firms around the world have adopted CSR activities in order to ensure both company as well as society gets benefitted by it. In addition, from the study it has been also identified that several CSR activities such as the smarter planet of IBM, Kellogg’s ‘k-value’ are playing a crucial role in the sustainable development process of the organizations. Therefore it can be concluded that corporate social responsibility is playing a major role in fostering sustainable development.

Cultural Issues Faced by Operation Managers in Global Environment Essay

Cultural Issues Faced by Operation Managers in Global Environment - Essay Example Operation management can be defined as the structure, operation and systems improvement that establish and deliver the major products and services of an organization. Global operation managers face several ethical problems in organizations. For an example, ethical issues related to workplace diversity can create huge problem for the operation managers in global business environment (Miller 741). These workplace diversity issues can create huge tension in the workplace. This can ultimately affect the business productivity of an organization. If an organization tries to transform from a homogeneous organizational culture to diverse workplace culture then the old or senior employees of the organization can oppose this process. It can affect the workplace environment. Therefore, it is important for the operation managers to set team goals and values before implementing this workplace diversification process. It is true that several global organizations are suffering from critical ethical issues. These issues are affecting the business process of an organization. Increasing green house gas emission and lack of sustainable business practices are creating huge challenge for the organizations. The governments are trying to implement several environmental ethical codes for the organizations to reduce the emission of deadly green house gases. On the other hand, the organizations are trying to avoid these policies in order to maximize business profits.

HIST 3401 Final Exam Essay Example | Topics and Well Written Essays - 1000 words

HIST 3401 Final Exam - Essay Example If you do not think the lives of either of these groups changed dramatically, explain using relevant sources. The time period between the American Revolution and the Reconstruction were one of uncertainly and instability in American socio-politics. Having valiantly won its freedom from the British Crown, the fledgling nation was taking cautious first steps toward self-assertion. But even as America’s presence as a global power was taking root, its society was beset by longstanding issues. The social issues could be broadly divided across the twin axes of race and gender. Racial discrimination of colored people and gender oppression of women were two chronic malaises. At the time of the Declaration of Independence and the framing of the Constitution, blacks were considered as unequal to whites. This is reflected in the early laws of the country where segregation and slavery were legally sanctioned. The basis of these draconian laws was the prejudiced conception of blacks as onl y three-fifth human (whereby whites are the benchmark of full humanity). Such unscientific beliefs garbed in the language of logic and reason had stalled black emancipation during the century in question. It wasn’t until the Civil War, with the escalating conflict between the Confederates and the Unionists that blacks saw a glimpse of hope. In light of this fact it is fair to say that the century preceding the Reconstruction were one of bleak misery for blacks. Women fared none too better during this period. In 1865, â€Å"North Carolina law granted former masters preference in the apprenticeship of former slaves’ children. Although mothers and fathers both endured the hardships of these losses, women’s experiences diverged significantly from men’s.† (Zipf, p.9) Christian Evangelicalism offered hope of equality for blacks and women. Though it provided opportunities for liberation, it was ultimately limited by race and gender just as the democratic reform movement had hit a stumbling block. Sometimes holy scriptures were themselves invoked in justifying racial and gender oppression in Christian institutions. The biblical sanctioning of human bondage proved very convenient for perpetrators of slavery. But where Evangelicalism helped is in the Baptists’ and Methodists’ earnest resolution to convert slaves. They â€Å"welcomed slaves at their revivals, encouraged black preachers, and above all else, advocated secular and spiritual equality. Many of the early Baptist and Methodist preachers directly challenged slavery.† (Goldfield, Chapter 10, p.10-7) Looking at it as a promise of liberty and deliverance, the slaves received the evangelical gospel in loud, joyous, and highly emotional revivals. They made it integral to their own culture, â€Å"fusing Christianity with folk beliefs from their African heritage.† (Goldfield, Chapter 10, p.10-7) In this milieu, such religious communities offered the erstwhi le oppressed opportunities for voice, authority, and labor within a system that also had its share of flaws. The new freedoms that could be availed of therein outweighed the disadvantages. 4. Did women have an impact on American political culture throughout the span of the nineteenth century? Why or why not? In many ways, women are history’s largest minority. Their voice was for most part suppressed under male domination. It is only in recent decades that they have attained legal and nominal equality with men. America has been a theatre for women’s rights going back to the late 18th and 19th centuries. The Catholic Church provided a semblance of political emancipation for women. This it achieved through allowing Sisters to assume high offices within the rigid hierarchy of the institution. Though there was a degree of democracy

The rise of modern trade unionism in America Essay

The rise of modern trade unionism in America - Essay Example A labor union or a trade union refers to a body that represents workers. Through the leadership of the union, negotiations and bargains take place with the employer on behalf of the employees who in this case are the members of the union. The negotiations are mainly on rules that govern the employee, working conditions; bargain on wages and workplace policy on employee safety among others.In the history of America, the gilded age is a term used to refer to the exceptional polarization of wealth and wastage of the same by the upper class of people in the US after the civil war. This is precisely the period between the 1870s and the 1890s.This polarization of wealth resulted from the expansion of both the population and industries in the United States, (Arthur M. 2000).During this period, there was an extremely rapid growth in small factories mines, stores and other corporations. There was also diversity in race due to the increased immigration rates. The growth in businesses inflated immigration due to the availability of employment opportunities. The wealthy entrepreneurs established corporations, enterprises and major businesses.The gilded age was largely characterized by massive industrial growth. The productivity of American manufacturing was way beyond that of France, Germany, And the Great Britain. The mileage of Railroad grew three times more for the period between 1860 and 1880.The setting up of new areas for the purposes of business farming contributed to the creation of a marketplace that was national. It also inspired a boom in the mining of coal and production of steel. The large desire for capital made it possible for the consolidation of America's financial markets. By the year 1900, economic focus had spread to most of the other ranches of industrialization. Large corporates were dominant in the agriculture and industrial sectors of the economy. The steel industry was also up and coming. There was an increase in the mechanization of the industries and this largely marked the Gilded Age as a cheaper alternative to creating more products. At this time it was recommended that efficiency was sought through the use of machinery rather than workers in order to contribute to fewer motions in a shorter duration of time. The redesign lead to acceleration in the speed of the machinery in the various factories while at the same time increasing the output of the factories and reducing the factory requirements for labor that was skilled, (Fine, Sidney, 1996). The mechanization rendered the unskilled laborers not busy. They were commonly involved in the repetitive and simple tasks with the guidance of an engineer and a foreman who was skilled. The rates of wages increased by the day and so did the numbers of both the skilled and unskilled laborers. Colleges for engineering related courses were added I numbers to meet the demand of expertise and skilled labor force. This turn of events and the massive industrialization contributed to the setting up of a diverse working class that created the wealth that was amassed by the up coming financiers and industrialists. These wealthy industrialists more often than not influenced the business process or even carried out unethical financial manipulations. Due to their unbecoming behavior in financial manipulation, these wealthy industrialists were popularly known as the robber barons, (Smythe, Ted C.; 2003). During this time, there was a minor labor movement that was established by the name of American Federation of labor, (FLA).This movement was however politically involved and featured close associates of the democrats and republicans. Almost all the eligible people into this movement were

Effects of Social Media Essay Example for Free

Effects of Social Media Essay For the past decade, society has been undergoing a technological revolution in communication. The creation of the internet was the foundation for the communication practices of today. Internet use began to facilitate asynchronous messaging, which later evolved towards instantaneous communication, synchronous messaging. This communication revolution occurred rapidly and was vastly accepted by millions of people. At an extremely fast rate individuals began creating personal profiles on social networking websites. A new form of communication is identified as social networking, which includes instant-messaging, text-messaging, e-mail, and any internet facilitated form of social interaction. Associating the interaction of these social mediums as a form of interpersonal relationships may have further implications on an individual’s identified norms and values regarding social communication. The person connected via social media is perceived as participating in a social interaction, but communicating by social mediums should not be considered similar to real-life interaction. see more:social media cause and effect Although some of the mediums, now, allow for camera and internet facilitated face-to-face communication, the interaction itself is mediated through a device. There must be a clear understanding of the what is considered real-life interaction, and social medium communication. The notion computational technologies have created an alternative way of thinking is introduced by Sherry Turkle. Further, individuals have begun to alter their way of identifying their ‘self’. The multiple interfaces offered by social media allows people to create an online profile, which allows individuals to illustrate their life experiences, personal appearance, etc. The ability to construct an individuals image may cause complexities regarding ‘self’ identification. Another aspect of change may be associated with computational technologies and the effects they have on they way people process information. On the other hand, there have been positive and negative associations with social mediums effects on the development and understanding of social interactions: social media offers communicative methods in which allow for individuals to become more connected to society through the internet. This study will examine whether or not regular use of social media to communicate with others may have further implications on individual’s sense of self and sense of values he or she identifies with social interactions. This work will relate the aspects of self-identification and the effected values associated with consistent use of social mediums. There is a self-perpetuating cycle regarding the use of social media. â€Å"It is worth noting that the ungrati? ed social and habitual needs of SM use can accumulate through their own endogenous effects over time, and motivate future SM use. In other words, these needs drive SM use, but are not grati? ed by SM use, and grow larger to stimulate heavier SM use in the future. In this sense, SM use gradually cultivates greater social and habitual needs to use SM. This may help explain the increasing popularity of SM. †1 The use of social media allows people to connect with seemingly any other individual. The ability to connect with people creates satisfaction in the user’s emotional, and social needs. If these needs are meet throughout the individual’s experience than he or she will likely develop a preference for online use, which may cause further submergence into the social mediums. Face-to-face interaction, or real-life, may have caused an individual that identifies him or herself as socially inept to refer to social mediums as an attempt to find a way to connect with society. If the individual experiences positive feedback during their use of these social mediums they are more likely to associate themselves online rather than face-to-face. The unbiased acceptance in the social medium facilitates a person’s need for social connection. Anyone can connect. People can find friends by previous associations, recommendations, groups of similar interests, and they can search for people with related interests in political, educational, environmental concerns, etc. The vast expectance of social media platforms has created a society in which any person can meet their needs of social, and emotional gratifications because of the exponential possibility of finding friends with similar interests. Social media is shown to expand the boundaries of social interaction, â€Å"Research has shown that SM [Social Media] provides unprecedented convenience and ef? ciency for creating, maintaining, and strengthening social relationships. Many features of SM facilitate self-disclosure and social interactions, such as the removal of geographic boundaries and the rich interaction opportunities afforded by networks of ‘‘friends’’ and information (e. g. , Ellison, Stein? eld, Lampe, 2007; Lai Turban, 2008). † 2 The contribution social mediums have on people’s ability to communicate across the world is one of the positive associations of connectivity. Creating and maintaining social relationships is exemplified by the ability for individuals to connect with seemingly anyone: the aspect of strengthening relationships may be more associated with the ability to connect with distant friends, or partners. The ease of accessibility contributes to the repeating cycle in which online social media creates through the exponential possibilities of connections; for example, each user is a multiplying factor providing an opportunity for millions of different connections when they join social networking. As consumers participate more through social mediums, they are exemplifying to other individuals that consistent online activity is accepted, as a factor of social interaction. This factor could lead to negative uses of social media, which will be explored later. Furthermore, the use of social media as another form of face-to-face interaction may positively effect individuals, â€Å"Using Facebook and MySpace as an extension of face-to-face interaction to maintain interpersonal relationships may enable users to broaden connections that they otherwise may not have and to strengthen existing friendships. This study reinforces the capabilities of social mediums for relationships; but also, highlights the importance of correct use of electronic media. Rather than using social media as alternative form of face-to-face communication, Carlyne Kujath^ hints individuals should monitor his or her use accordingly in order to avoid crossing the boundary of electronic media becoming a negative factor in society. As Kujath suggests the proper use of electronic media is the practice as an â€Å"extension† of interpersonal communication, instead of using social media as an alternative for real-life interaction. The recommended methods of using social networking facilitate both online and offline interaction. It is important to not exclude offline interaction; although online interaction has more positive effects on individuals who participated via social networking, â€Å"The key finding of this study was the lower social anxiety observed during online interaction than during real-life interaction, particularly in subjects with high social anxiety. †4 Online communication is attributed to easier social interaction. The individual feels more comfortable interacting through social networking. The vast amount of users facilitate a wider range of groups in which individuals can interact with in order to meet their needs of gratification, emotional and social. The lower social anxiety is likely associated with the available connectivity, and the emotional and social support found through social communication. While the higher social anxiety regarding real-life interaction is related to the inability to have control over the interaction. For example, an individual in a face-to-face interaction may not know the proper norms of real-life communication, and how to respond which may cause further disconnection from â€Å"real-life†. It seems the self propelling method of social media emerges, again. Users are compelled to use social media for easier, more controllable interaction. The high social anxiety found in face-to-face communication drives users to find an alternative method to gratify their personal needs. In contrast, the lower social anxiety experienced through online interaction exemplifies the positive effects social media can have on people. Online communication seems to meet the needs of people with various desires and intentions, and also satisfies their needs of personal gratification. Social media facilitates an environment in which people feel comfortable participating within. This use of connectivity contributes to satisfying an individual’s needs, which further compels the person to continue participating. People’s use of social media propels each person to connect further both online and offline, â€Å"These ? ndings indicate a signi? cant positive association between SNS [Social Networking Sites] exposure and social interaction. There is also a positive relationship between cellular-phone communication and social interaction. For every hour increase on average in SNS exposure or cell-phone communication, average face-to-face social interaction increased about 10 to 15 minutes. †5 Assuming each person’s interaction online was of positive influence people feel more comfortable with interpersonal communication. Online connection may be allowing people who feel socially inept to develop the norms and values of interpersonal interaction through practices of interaction. Surprisingly, the more online communication a person had positively effected the amount of face-to-face interaction they experienced. One might assume more time spent on social platforms causes less time for real-life interaction, but there are underlying factors of electronic media that can contribute to more face-to-face interaction. Individuals are who use online networking to communicate may use it to set up events, or communicate with friends or family to meet-up at a specific time and location. Also, individuals who use cell-phone communication, text-messaging, can synchronously converse with others in order to coordinate meeting up. The concept of deciding when a person wants to interact in real-life environments is attributed with the notion an individual can be connected or disconnected to social platforms whenever they want. Each person can decide when they want to respond to a person, or even if they want to respond. This follows the model of social networking sites: they allow for people to communicate whenever they desire through the ability to post a status. Social networks allow for each individual to determine and construct the online profiles. The people have complete control. Controlling the situation is also an aspect attributed with people’s preference for online communication in contrast to real-life. The non-mediated form of communication, face-to-face, does not allow for the people to have easy control over their interaction. For example, individuals who are speaking face-to-face may have an instance in which the opposing person does not feel comfortable causing negative associations with real-life interaction. Social media assists in giving people the opportunity to feel comfortable within their personal interaction with the electronic medium. The person has better control over the communication, and his or her emotions by the option to stop messaging, or log-out. In addition, individuals online can perform this interaction synchronously, or not: people do not have to respond immediately in any electronically mediated interactions. In example of people’s association of social media with communicative interactions, â€Å"In addition, compared to of? ine interactions, the mediated nature of SM interactions offers users a more controllable environment to strategically present themselves in their interactions (Dunne et al. 2010; Walther, Slovacek, Tidwell, 2001)†.   The concept of â€Å"presentation† alludes to the notion people can construct their online image however they desire. People felt more comfortable in the interaction in which they had the most control. They can decide when they want to communicate, which allows for them to develop a better understanding of their emotions in order to respond accordingly. Individuals are now becoming accustomed to mediated synchronous communication in which there is an expected delay between messages allowing for each person to think. Although electronic media facilitates instantaneous communication, people have begin to construct an alternative norm. People developed the concept of thoroughly thinking before responding. This identifies a shift in the values associated with social interaction pertaining to/regarding the transition individuals made from face-to-face interaction to the mediated electronic communication. The effects of this shift told by Turkle, â€Å"A seventh grader once told me that the typewriter she found in her mothers attic is cool† because you have to type each letter by itself. You have to know what you are doing in advance or it comes out a mess. The idea of thinking ahead has become exotic. †7 The transition towards mediated social interaction and the related concept of instant communication has led people to become disconnected with the ability to think as they speak, rather than before they speak. A young child is the example illustrating the effects social media has on aspects of social interaction. Further, individuals’ ability to construct their online environment is reinforced by the capability to predetermine their response: the person can even attempt to coordinate the conversation in order to direct it in their desired way. In real-life this ability to lead a conversation would show a developed understanding of social interaction, but as the child shows people no longer relate those particular values of social interaction with face-to-face communication. People redefined the values associated with real-life interaction. This change is directly attributed to the shift to using electronic media for communication. Moreover, the change in values is correlated to the substitution of social medium for face-to-face communication. Social media has further effects related to individual’s behavior. Another instance of change regarding interpersonal interaction is exemplified by how people manage themselves in real-life social environments. The immediate accessibility to social medium via electronic devices constructs a social environment allowing consistent interruptions of interpersonal communication. People have begun to use their cell-phones to text message, check social networking sites, and receive e-mails. The social world is now filled with the beeps and buzzing sounds of cell-phones, constantly.

Milk and Dairy Products Essay Example for Free

Milk and Dairy Products Essay 1-Carbohydrates: Carbohydrates are the best basis of energy for the body. They made from carbon, hydrogen and oxygen. The main group of carbohydrate in foods are sugar, starches and cellulose. We can find Carbohydrate in rice, potatoes, bread, pasta and cereals. The Carbohydrate make people fat, and they are the most source of energy for body. 2-Fats: Fats are complex of carbon, hydrogen and oxygen. We need fat for hormone metabolism, to have healthy skin and hair, it also helps to, repair the tissue . it helps to shape to your body. Sometimes it helps to protect the organs which are inside the body like kidneys. The main two types of fats are saturated and unsaturated. You can find saturated fat in animal products like, milk, cheese, meat with fat, cream.fat is the important source of calories and energy for body also it could be so dangerous for your health if you use it too much.fat provide healthier skin and helps the body to use vitamins like A, D E and K because these are fat soluble. 3-Proteins: Proteins are built up longs chain of amino acids. We have got two types of amino acids essential and non-essential amino acids and both of them are necessary for body. We have got two types of protein, animal protein and plant protein. You can find the best source of protein in fish, meat and dairy produce, cereals, rice and eggs Some of your hormones, organs and muscles are made up with protein, and the most responsibility for protein is delivering the oxygen to blood cells. Also protein is needed for growing and repairing tissue and replacement. 4-Vitamins and Minerals: Vitamins and minerals are nutrients which your body require to grow and develop normally.Vitamins are very important for body they help enzyme to work properly, we have two different type of vitamins: water soluble (B vitamins and vitamin C) and fat soluble (A, D, E and K).body can’t make the vitamins so we need to get this from the food because it is necessary for body. We need vitamin A to have healthy eyes; this vitamin is necessary for body growth and repair. They are important to have healthy life, too little amount of vitamins cause health problems also too much of vitamins cause of some disease. Minerals: you can find minerals in earth and sea. they can be found in water, root plants and animals. Some of them are needed for body like iron, magnesium, zinc, aluminium, calcium, For example we need iron to make homeoglobine, and calcium is required for healthy teeth and skin and bones. Amounts needed for most of minerals are very small and too much amounts can be toxic to your body. 5-Water: The most important nutrient in your body is water, your body is mostly made up from water, more than half of your body weight is water, you can live for many days without food but you can’t be alive without water more than a few days.It transmits oxygen and nutrients into all your cells. Also helps control your body temperature. It also helps to your metabolism work properly. We need to drink six or eight glasses of water a day. If the urine is dark in colour, this means that you need to increase your fluid levels. Illness and fever also increase your water necessity, and water replacement is necessary part of much medical treatment P2: Identify different dietary needs at each life stage Infancy (0-3years) The babies only need milk to get the nutrients and breast milk is the best food for them because it contains all nutrients the baby needs. Some mothers are not able to breastfeed so they can feed by cow’s milk but this must be sterilized to prevent infection. Before six months we just suggest rice, other cereal grains like oats, wheat, and barely can be given after six months. For the first few months of their life they get all of the nutrients he needed from their mothers milk. However, babies are growing very quickly, and at about 6 months of age breast milk could no longer meet all they needs, they have to give them solid foods. We should be careful not to give them too many foods high in salt and sugar. Solid foods provide extra energy and nutrients which are needed at this time like Iron and Zinc. You can give them one new food at a time and wait two or three days to see the reaction and find out if they have any allergy or also you can see how well the new food is digested. By about 12-18 months the toddler can eat the same food as the rest of the family, with less salt or sugar. Try to give those different fruit and vegetable as they all have different nutrients and also include some at each meal and offer them as snacks. Make sure your toddler get enough calories. For children between 1 – 3 years old energy requirements increases because children are more active and growing rapidly. Protein requirements do not increase much. Vitamins need to be increased. They need slightly lower amount of calcium and iron. They need more mineral at this stage. Childhood (4-10 years) In this stage the children are very active. Many children, especially those who are not physically active, tend to eat too many calories. Children aged 2 to 3 years, 4 to 6 years, and 7 to 10 years require approximately 1300, 1800, and 2000 calories, respectively. In these ages they need to eat healthy food like fish, meat, pasta, eggs, and potato, they should not eat too many crisp fizzy drinks sweets and biscuits because these cause tooth problems and obesity. Protein is necessary for body growth, so protein requirements for children are higher than for adults. They should take full fat milk and skimmed milk should not be given to children under 5 years of age. After the age of 4 children need more energy and protein, most vitamins and all the minerals except iron. Vitamin C remains the same as they were younger. By the age of 7 – 10 years old their energy and protein intake still increases the requirement for most vitamins and minerals increased except vitamin A and C. dairy products should be mixed up in diet to boost calcium intake for strong bones. We have to give them vitamin D because it helps them to build strong bones and teeth. Adolescence (11-18years): When the children get to ages between 11 – 14 years they need more energy and their protein requirement increases by %50. At the age of 11 vitamin and mineral requirement differs for boys and girls. Boys need more vitamin and mineral but there is no change for some of the vitamins. Girls have to take minerals and iron when the menstruation starts. Between the age of 15 – 18 boys need more energy and protein. They need more B vitamins, C, A and minerals such as magnesium, potassium, zinc and iodine. They need high amounts of calcium because of their skeletal development. Requirement for some B vitamins like B1, B3, B6, C and some minerals like magnesium, potassium and iodine. Boys and girls have the same requirement for B12 and vitamin C, magnesium, sodium and potassium. Girls need more iron but lower requirement for zinc and calcium. Teenagers should be pushed to choose a mixture of foods from the other basic food groups: A lot of starchy carbohydrates bread, rice, pasta, breakfast cereals, and potatoes. Plenty of fruit and vegetables, Two to three portions of dairy products, like milk, yoghurt and pasteurised cheeses, Two servings of protein, such as meat, fish, eggs, beans and pulses. Many teenagers, mainly girls, dont get enough iron in their diet, so we should make sure they get plenty of meat, fish and leafy green vegetables. Protein is important, especially during a teenagers growth spurt, as is calcium and vitamins C and D. Because they are so active, they need lots of energy in their diet. Foods like pasta and bread are good foods as they are high in carbohydrate. Adulthood (19- 65years): In adulthood age 19 – 50 years the energy requirement is less for both women and men, because they are not as physically active as they were and their metabolic rates slow down. Their requirement for calcium is lower Women start losing calcium from bones during and after the beginning of menopause for about five years, after which the rate of calcium loss is reduced until about age seventy-five or eighty. So, it is important for women to eat foods high in calcium up to the age of thirty-five, also women need less magnesium and men need lower amount of iron. Their requirement for protein and most of vitamins and minerals remain the same in comparison to adolescents. Best recommend for food could be: Whole, enriched, and fortified grains and cereals like brown rice and 100% whole wheat bread, vegetables such as carrots and broccoli, low- and non-fat dairy products like yogurt and low-lactose milk, dry beans and nuts, fish, lean meat and eggs, fluid intake (water is best).women have to increase iron to their diet. They should not eat too many high fat foods. Old age (+ 65years): After the age of 65 we need less energy because people get less active after this age. Men need less protein than women and their requirements for vitamins and minerals stay the same for both men and women as it was in their adulthood. After the menopause, women need less iron. The reduction in energy needs, coupled with unchanged requirement for vitamins and minerals means that the nutrient density of the diet becomes more important. Nutrient density means the quantity of vitamins and minerals in relation to the amount of energy supplied by the foods and drinks consumed. With the advancement of age, the capacity to digest and eating large meals often decreases. So, the amount of food given at a time needs to be decreased. If required number of meals can be increased as per the individuals tolerance. They should avoid food rich in fat, cholesrtol and animal fats, especially saturated fats, because they cause some cardio-vascular disease. They can use sunflower oil or soya bean oil to prevent heart disease. It’s better to add vitamin D to their diet.also they have to eat foods which are easy to digest, and eats plenty of fibre P3: explain two medical conditions related to unbalanced diets: You are a key worker at Happy Day Nursery in Sutton. You are looking after two children who recently joined the nursery. Aisha is 4 years of age and she is severely overweight and you are discussing Aisha’s dietary needs with her parents.Shareef is 3 years of age and suffers from anemia.Explain the two medical condition related to unbalanced diets: Obesity: Obesity is when a person is carrying too much body fat for their height and sex. Aisha is a person considered obese because she has a Body Mass Index (BMI) of 30 or more. The problems can cause by obesity is like difficulty breating, difficulty walking or running, increase sweating, high cholesterol She has to reduce fat intake and sugary food stuff .It helps in reducing a lot of calories and, in turn her weight. She has to select foods with low, light or reduced calories or fat, including milk products. Also she needs to take foods that include starches and dairy products She has to take plenty of vegetables, fruits, grain products and whole grains each day. Dairy products should not be missed out. Low-fat, no-fat and reduced-fat milk, yogurts, cheese, ice creams and many other such products available in the market provide a good taste of things to the dieters. With proper nutrition, exercises and support Aisha can lose weight and develop healthy habits for her life. Over nutrition results from eating too much, eating too many of wrong things, not exercising enough, or taking too many vitamins or other dietary replacement. Tooth decay is a symptom of malnutrition. The enamel of the teeth can be dotted with white patches. The bone and teeth become easily breakable. Tooth decay is one of the most common of disorders. It usually occurs in children and young adults, but can affect any person. It is the most important causes of teeth loss in younger people. Anaemia: Anaemia is a lack of red blood cells. Anaemia can be described as the loss of red blood cells or haemoglobin in blood. Haemoglobin is the carrier of oxygen to the various part of our body. Decrease in red blood cells means decrease in the carrying capacity of the blood. Anaemia is primarily the result of nutritional deficiency in our body. The most common symptoms of anaemia are weakness, breathlessness, lack of energy, depression, numbness, tingling sensation, irritability and memory loss. A person with anaemia will feel tired and week because the body’s tissues are being starved oxygen. In fact weakness is the main symptoms of most types of anaemia. Mild anaemia can occur without symptoms and may detect only during a medical exam that includes a blood test. Weakness, fainting, breathlessness, heart palpitations (rapid or irregular beating), dizziness, headache, ringing in the ears, difficulty sleeping, difficulty concentrating, abnormal menstruation are symptoms of anaemia. A proper, well balanced diet is very beneficial for anaemic people. They have to include cereals, rice, pasta, dairy products (milk, yogurt and cheese), dry beans, eggs, vegetables and fruits, meat, poultry, fish and nuts. Beet root is one of the best home solutions for anaemia you can eat them as a cooked vegetable or in salad or even beet root juice for the purpose. Also the good sources of iron are: Liver, green leafy vegetables, beets, dried fruits, brown flakes, brown rice, raisins and prunes. While anaemic people are recommended to have food reach in iron content, vitamin C is required for the absorption of iron. Include citrus fruits like orange and lemon to your diet. Anaemia affects all population groups. However the most susceptible groups are pregnant women and young children. In pregnant women the baby needs extra iron so that the baby has a sufficient blood supply and receives all of the necessary oxygen and nutrients. Low birth weight in infants, young children and women of child bearing age are particularly at risk of anaemia. Women of child bearing age need to absorb 2-3 times the amount of iron required by men or older women. Lack of folic acid, vitamin A or B12 is the case of anaemia in people who are living in developing country. M1: Discuss how to components of a balanced diet contribute to an individual’s health at different life stage: In infancy a baby’s kidneys are not as yet developed strongly enough to hold the high protein and mineral content fully until that age, the same applies to solid foods. After 6 months we can add some solid food to their diet because they are ready to digest the food. During childhood, children’s food needs change usually, depending on their growth and their stage of physical activity and energy needs, a child’s full protein, vitamin and mineral requirements boost with age. Perfectly, children should be building up stores of nutrients in preparation for the quick growth experienced during adolescence. In adulthood they need to eat more fruits and vegetables the good source to take vitamins, minerals and fibre which also help prevent heart diseases, cancers and many health conditions that come up with age, it is encouraged that eat 5 portions of fruit or vegetables each day. Elderly adults should eat a well-balanced diet and exercise frequently; spend some time outside to make better the vitamin D for healthy skin and bones; limit fat and sugar eating such as cakes biscuits and so on; eat foods high in fibre to help bowel health; reduce on salt; eat from a wide range of food and to share mealtimes with friends and family, The amount of food may cut because of the advancing of age effects the capacity to digest food and tolerate large meals. Task2 P4: Identify two service users with specific dietary needs: You are working as a nurse in St.Helier Hospital. You are looking after several patients. One of your patients, Mr.Abdi Hailu suffers from a coronary heart disease. Another patient, Miss Talia Kaunu is lactose intolerant. Identify two service users with specific dietary needs. Mr.Abdi Hailu: Mr Abdi has got Coronary heart disease. It is a narrowing of the blood vessels that provide oxygen and blood to the heart. Coronary heart disease is a major cause of illness and death. Coronary heart disease is generally make happen by atherosclerosis when plaque gather on the artery walls, make them to narrow, resulting in less blood run to the heart. Sometimes a clot may form which can stop the flow of blood to heart muscle. Coronary heart disease normally causes chest pain, shortness of breath, heart attack and other symptoms. So he should change his diet to prevent other damage to the heart. He has to eat lots of fruits and vegetables during the day. Decrease the amount of salt in his food and add some nuts and seeds to their diet and decrease the amount of fat in their diet. Therefor he has to change his life style like stop smoking, have some exercise during the day, have healthy diet and don’t be in stress and reduce emotional. Miss Talia Kaunu: Miss Talia is not able to digest lactose, the sugar found in milk and milk products. It is caused by lack of lactose in her body. So she is not supposed to eat milk and she has to find some alternative like yoghurt and cheese. she might feel uncomfortable after having milk and milk products. Symptoms can include abdominal pain, abdominal bloating, gas, diarrhoea, and nausea. The best management for this situation is: she has to slowly put in small amounts of food and drinks which include lactose to determine the tolerance level or she can drink milk with a meal or with other food. Also there is some lactose enzyme in tablet form; she can take them before eating. When she doesn’t drink milk it can lead her to lack of calcium, vitamin D and protein, so she should find new way to get these, she can take calcium supplements and drink orange juice and have some food which have more calcium, dark green vegetables like spinach and fish with soft bones such as salmon and sardines are high in calcium.

The Purpose and Benefits of Classroom Observation

The Purpose and Benefits of Classroom Observation Classroom observation is a process by which the institute of nursing-Academic Support Person(ASP) sits in on one or more classroom sessions, records the instructors teaching practices and student actions, and then meets with the instructor to discuss the observations. The main purpose behind the classroom observation is to allow a teacher to get feedback from an objective, experienced observer and to involve in context-specific discussions about teaching with adviser. The observation should not be an endorsement for promotion and tenure, a judgment of the teachers teaching methods, styles and skills, or an assessment of the teachers knowledge of disciplinary content. It is purely developmental rather than intimidation and making decisions. Classroom observation has been used many years ago to evaluate the quality of teaching provided and the consistency between the curriculum plan and the actual delivery of the material by teachers. Wagg (1999) stated that the purpose of looking at implementation is to see whether there is mismatch between intention and strategies. Classroom observation has constantly been seen as an effortful task from the side of the teachers. Negative attitudes have been expressed from several teachers venting their disappointment about the process by which observation has been implemented. This feeling of unhappiness and dissatisfaction is not a product of today; it is possibly an aggregation of many years of authoritarian, impressionistic, and impartial models of supervisions with teachers feeling of little ownership. Because the observer has a great role in renewing the teachers contracts, they had to conform to the supervisors viewpoints .This is considered an exceptional limitation of the obser vation process. Diverse research revealed that the way teachers behave in the classroom and the instructional methods they use impact the degree students learn. Consequently, using classroom observations, educators and investigators are capable of providing feedback that may improve the teaching practices in the class. Hopkins (2002) considers that the motivation behind any school observation is not limited to classroom research only but it extends to the professional development of teachers. This is because of the many years of observations that contemporary educationalists agreed to desert through time the conventional recitation lesson (Wragg 1999). Clearly, different forms observations encompass different criteria. These criteria may be comprehensive or specific. Some observation forms may focus on the students behavior while others may seek out the response of teachers to such behaviors. According to Hopkins (2002), there are four methods of observation: open, focused, structured, and systematic. Each method needs special instrument. . Observation tools are forms that are to be filled out by the observer. Depending on the observation technique, some forms or instruments may simply be a blank sheet, a worksheet, a scale, checklists, computer software, or a tally sheet. Some observers may be affected by the setting in which the lesson takes place and may focus on some particular feature of the teaching of one specific subject, like science or English. This in turn may influence whether they adopt a quantitative style, which is a type of systematic approach; counting and recording of individual events, or a qualitative method, wh ich is a type of the open observation approach, trying to look behind and beneath the mere frequencies (wragg 1999). Furthermore, there are many observations tools used by teachers on their classes or in peer observation settings (Malamah-Thomas 1987, Wajnryb 1992). Such instruments are powerful developmental tools for teachers and for trainees advisors, allowing both to look at the lesson systematically in conjunction with the feedback from advisors. Therefore, teachers and observers must perceive the instruments similarly to avoid misinterpretations and predispositions of the items within the tools. At the level of the ION, instructors have expressed the issue of the perception of the observation tool many times. In addition to the way the classroom observation is conducted. However, the questions that continue to irritate my colleagues and leave them preoccupied with an answer to them are that, do all classroom observers perceive and interpret the same observation items within the checklist in the same wayà ¢Ã¢â€š ¬Ã‚ ¦?Is there any problem in the observation methods? This actually urges me to investigate these issues in the Institute of Nursing (ION) to find out any discrepancies in the understanding of the observation checklists and or any defect in the observation process. To pursue the task appropriately, the advisors will not be participated in any other job but collecting data. Randall and Thornton (2005) refer to an advisor who has no other than to observe and take notes as a non-participant observer (Gebhard and Oprandy 1999). As the name designates, this kind of observation requires the observer not to engage in any interaction with the individuals being observed. Instead, the observer should concentrate on a particular behavior a specific criterion (Wragg, 1999, Hopkins 1999, 2002). For an observer, it is very important to avoid preconceptions and afterward approach whatever is to be observed with an open mind (Wragg 1999). Due to its direct involvement with the individuals observed, observation does have a benefit; however, it is time-consuming (Robson, 2002). Pre-judgments and predispositions may also produce troubles with observation. Such troubles may lead to misinterpretation of the data being collected (Brophy Good 2003). Therefore, the observer should avoid any personal biases that may contaminate his/her results. In this small scale study, the entire process of observation, from the instrument used by the observer to different stages of teacher observation, was totally decided by the observer and the investigator. The terms observer and advisor will be used interchangeably. Background The United Arab Emirates (UAE) encompass three institutes of Nursing (ION) located in Sharjah, Ras ELkhaimeh and Fujairah Emirates and they are governed by the Ministry Of Health (MOH).According to the policy, the ION has an observation system performed by three persons: the Central Academics Coordinator (CAC), Academic Support Person (ASP)and the Branch Manager(BM). The class room observation is held two times per semester and as needed. One observation is announced and the other is unannounced. At the level of each ION; the observation responsibility is delegated to the ASP. In case the teacher observation result was unsatisfactory, the CAC will be called to reobserve the same teacher within two weeks of the unsatisfactory observation but can also observe those with satisfactory outcomes. The BM does a spot check from time to time on the ongoing of the teaching process. The three observers use the same observation instrument and it is qualititative (open methods) in nature where ob servation bias can sometimes significantly affect the result. The session Appraisal form is composed of 29 items focusing on two areas of classroom practices: Effective Questioning (8 items), Effective Teaching Practices (21 items). These items are marked as, Accomplished, Partially accomplished, and Not accomplished. The final result is either satisfactory or unsatisfactory (Appendix 2). The adopted teaching methodologies are cased-based and lecture-based, depending on the course. Most of the teachers at the ION are well experienced and hold master degree. I have been working as a senior nursing tutor for the last seven years in the ION. It happened more than once a teacher got two or more different feedbacks from the observers. The teachers always blame the observers for their inconsistency in the understanding of the observation items and in the way the observation is conducted. The majority of the tutors wonder whether a difference should be there while using the same observation checklist and the same observation methods. The investigator will try to answer this question and orient the teachers to the findings. Research Questions Is there a significant difference in the perception of the same observation items within the instrument used by the different advisors in the ION? Is there any defect in the observation process? Purpose The investigator will try to: Find out any discrepancies in the observation tool among the observers. Identify the drawbacks of the observation method. Report to the curriculum committee and teachers these inconsistencies (if any). Observation Methods Classroom observation is a collaborative process. Both the teacher being observed and the observer have vital roles before, during, and after the observation. Collaborating at each phase of the process can help put both participants at ease so that each benefits from the experience (University of Washington 1998). Classroom observation is conducted through three phases that were adapted from Day (1993) and Richards and Lockhart (1994) were: pre-observation meeting, observation phase, and post-observation follow-up phase. The researcher will be use the ION designated tool during the observation process. (Fig 1). Pre-conference phase is executed before the classroom observation. The purpose of this meeting to share information that helps both the instructor and observer prepare for the observation and to illuminate the explicit outcomes of the lesson observed. It also aims at clarifying the activities through which these outcomes will be attained. Information exchanged during this meeting includes overall process of the evaluation, the purpose of the observation, course information, lesson plan, instructional objective(s) , class activities, instructional methods, What you want the observer to pay attention to, Where youd like the observer to sit , what will happen during the observation, and observation follow up opportunities. This phase does not take place in the ION. The second stage of the process is the observation phase (Data Collection) or the execution of lesson. The ION observers gather information to be discussed latter with the tutor. These data include instructor doing/saying, students doing/saying, instructional methods, teacher-students interaction, and flow of the sessionà ¢Ã¢â€š ¬Ã‚ ¦etc. Generally, the ASP will use a checklist tool designed for this purpose of classroom observation (Appendix 2). The observers, unlike the traditional supervisors who usually sit at the back and document the classroom events, sit where they can have a good view of the class. Analysis of the collected data and preparing for the post-conference take place immediately, next to the observation, it is suggested that observers code the data checked in their notes. Identify information that links to the following: Organization and presentation of the lesson, level of student concentration, interactions, and participation, the quality of interpersonal relationships between the teacher and students, effectiveness of instruction and how instruction could be improved. The third stage is the post-conference phase or follow-up. Shortly after the observation, the advisors emphasize the positive areas of the observation process such as the strengths of the lesson. The teacher will be asked to evaluate and reflect on his lesson at first. Then, the observers will discuss the collected data with the teacher. It is a descriptive stage where the observers describe the various phases of the lesson. The observers during this phase ask probing questions that guide the teacher through the process. They also provide direct feedback on the areas the teacher has asked for in the pre-observation conference. In doing so, many of the areas for improvement are originally stated by the teachers because they had a chance to reflect on their teaching. Figure Observation Cycle: Adapted from: http://www.commnet.edu/emprel/trng/tm_3_2_clasobs.html (2004). Validity and reliability in observation It is essential that observation is as objective as expected and advisors must be mindful of their own interests and predispositions so that the data gained is as valid and reliable as conceivable and not designated to verify a point (CCC 2004). Observers customarily continue-the-spot notes to complete an observation schedule so that any extra or uncommon actions can be noted. For example A come into the class and talked to teacher, this interrupted classroom for 3 minutes; Fire alarm rang at 2.24pm so the class was shorter today than usual. Field notes are often written post assessment and the advice is to do this as early as possible. Robson (2002) proposes that you should never begin a second class observation before sorting out your records for the first one Practice in utilizing a schedule before the actual observation will assist the observer to settle uncertainties in how to employ it or how to record unforeseen or vague data. Reliability of observation will originate from appraiser consistency. Appraisers have to make sure that they make parallel decisions about similar situations on diverse events. They must also take similar decisions about similar events if they see or hear them again; say on video or audio tape. Preferably, having more than one appraiser observing the same events, at least in initial practice sessions, so that there can be agreement on what is going on and how it is to be coded. The two observers at the ION were aware of these points to ensure the validity and reliability of the class supervision. Limitation of the study It is worthy to mention that the scope of this study is limited to a group of teachers of Nursing in Fujairah campus in an educational zone. Therefore generalization of the study might not be possible. Literature review Even though the classroom observation is seen as a crucial element of each educational system, researchers have found that teachers were not satisfied with the observation process. The main reasons researchers found were judgmental, evaluative nature of observation, authoritative role of observers and prescriptive nature of feedback (Akbari and Tajik 2007). Wang and Seth (1998) found out that classroom observation has gained a negative reputation in the ELT profession because of its subjective, judgmental, and ill-defined nature. Many instructors resent being observed at short notice by important people who judge their performance according to their own, not necessarily appropriate criteria, and make unwelcome suggestions for change. It seems as if these inspectors have the final word on whether their performance is good or bad, right or wrong. In many situations the observers enter the classes to look at the teachers performances to decide at the end of the academic year who will continue in his/her job or not. Certainly, this perception places teachers under too much stress which negatively impacts their performance in classroom. Randall and Thornton (2001) believed that anxiety levels in the lesson execution phase can become very high and can precipitate failure on the side of the teacher to generate an effective lesson (Fig 2). Figure 2: The effect of anxiety on performance (adapted from Randall and Thornton, 2001) Regarding the process of the classroom observation in the UAE, Alwan (2001) find out that the instructors in the UAE are acquainted with the observation; yet, it does not take the systematic approach that would increase the achievements for the teachers. Consequently, such ad-hoc appraisal practices can simply yield extensive teacher anxiety, a lack of belief in the validity of the observation, and a delicate discouragement of other institutional initiatives to sustenance teachers efforts to deliver courses effectively (Murdoch, 2000). Nevertheless, classroom observation should be intended at enhancing professional growth of the teacher rather than threatening them. It should also focus on the strengths of the lesson. The tutors and through their dealings with the students will recall which areas delivered in a good manner and the ones that require revisiting. It is valuable to point out that the advisors role is to explore with the teachers so that they have the chance to reflect on their own teaching with the expectation that this approach will turn into a fundamental part of the teaching and learning process. Therefore, it changes into a reflection in action process that is conducted during the teaching learning process. Schon (1983) explained this reflective process by saying: Both ordinary people and professional practitioners often think about what they are doing, sometimes even while doing it. Stimulated by surprise, they turn thought back on action and on the knowing which is implicit in actionà ¢Ã¢â€š ¬Ã‚ ¦usually reflection on knowing-in-action goes together with reflection on the stuff at hand. (Schon, 1 989) Therefore, classroom observation is getting more importance than before. The purpose of many of them is intended towards professional development. It is through experiential learning that the tutors will be self-evaluative and hence will be capable of reflecting on their teaching strategy. Heron (cited in Randall and Thornton 2001) said that working from experience the client (the teacher) is prompted to uncover incidents which are important, reflect on these incidents and to discover new meanings for these incidents, and then prepare to put the learning from experience and reflection back into new experience. Finally, it is of merit to mention that teachers teach many lessons of which only few of them are observed. Accordingly, If the observed lessons are considered valuable and worthy to be observed then they must be regarded as worthy to be analyzed appropriately, for little purpose was served if, after a lesson, observers simply exude good will, mumble vaguely or appear to be uncertain why they are there, or what they should talk about (Wragg, 1999). Methodology To inquire about teachers dissatisfaction with the overall observation process, a two phase qualititative study was conducted. In the first phase, the observation instrument revisited to see whether the observers perceive its item similarly or not. In the second phase, a questionnaire was distributed to all ION teachers in an attempt to evaluate the method of observation conducted there. Ethical Considerations The ethical considerations were carefully considered before conducting the study. A permission letter was sent to the concerned people to consent them. Anonymity and confidentiality of teachers responses guaranteed (Appendix 3). Part I: Procedures and Participants Two observers visited Diploma I class to assess a teacher teaching Nursing Care of Adults 201.One of the observers is the ASP whose tenure is 11 years and the other is a critical friend who holds a master degree in education and has 10 years of teaching experience. Both are familiar with the observation tool. This approach was used to explore inconsistencies in the perception of the observation items within the specified from. They were informed about the process; they should sit at different corners in the back of the class (Fig 5), do not speak to each other, and fill in the appraisal form the way they perceive it with an evidence for each partially or not accomplished item. Data Analysis At the end of the classroom observation the researcher collected the two filled forms and sit with the two observers to discuss the findings. The data analyzed by utilizing simple statistics, and tables. Results The two forms were collected, and it was found that two items were uneven where each tutor has his own perception. Class Subject Observer 1 Observer 2 Session Time Teaching Method Diploma 1 Nursing Care of Adults/Hyperthyroidism Academic support person, 11 years teaching Experience Critical Friend, more than 10 years teaching 50 minutes Case-based The mismatched items were two out of 29 items; the two items were located under the Effective Teaching practices. See table below: Finding of first observer marked as (1) and (2) for the second Effective Teaching practices Accomplished Partially Accomplished Not Accomplished 26. Asks students to evaluate their own or others responses. 2 1 29. Demonstrate the ability of dealing with problem students 1 2 Observers Justification First observer 26. Asking student to evaluate and reflect on the answers given, getting feedback from classmates should be done frequently in the case based session as this would involve the students in the class and enhance their understanding. This should be observed as a dominant feature in the session and not only once or two. 29. The students were enthusiastic, motivated and participating actively, it was loud voice but not noise, but you have to ask students to lower their voices to hear their classmates .Raising their hands without calling Sirà ¢Ã¢â€š ¬Ã‚ ¦. Is fair enough. Second observer 26. Students were fairly able evaluate their answers and that was done with two students only. As for the responses of their colleagues; the students were called more than once to reflect on their answers when the teacher asked them: 1) Do you agree with S? Why? 2) Why did M relate the presence of excessive eating to weight loss? Comment on her answer. Although, the teacher tried with them, the students were not able to evaluate their responses. 29. Loud voice from the side of the students will disturb the learning environment preventing the others from hearing the answers, the teacher tried to control students noise particularly when they gave answer together, but he could not. Abiding by the classroom norms is the responsibility of the teacher. Setting clear guidelines should be made to limit this behavior. At the back of the session appraisal form there is a room left for the appraisers comment to reflect and set the areas that need improvement on points that are not covered clearly in the observation form but should be part of the lesson or he may emphasize certain points seen in the class. The first observer A) Group work: The teacher should give more time (more than 10 minutes) for the group work to allow the students to prepare and discuss the task properly among them as the task given require deep analysis. Moreover, the teacher should ensure that all the students are participating in the discussion within the group. Checking group work output is not necessary to be done with each group, as far one or two groups were investigated, then the other groups could be done if required by the judgment of the tutor. The Second observer A) Group work: Ten minutes for each task is fair enough as the students should come prepared from their home. The time is given only for discussion and preparing the transparency. Giving more time will waste the teacher time and hinder his ability to cover the course objectives. Group work output was not explored: teacher has to reveal all group findings and seek evaluation or comments from other groups. The first observer B) Teaching strategy The teacher should implement various teaching strategies in the classroom such as role play, watching and commenting on videos to promote students understanding, involvement and make the session interesting. The Second observer B) Teaching strategy The session was quite interesting. According to the task discussed in the session, role play or video would not be effective as the demonstrations used by the teacher plus the clinical examples and the real life examples given by some students were satisfactory to cultivate the different concepts in the sessions. Discussion One method for analyzing the observation findings of the two observers is through triangulation. Triangulation in the classroom research involves checking the perceptions of more than one person to see if ones own interpretations have any support Wragg (1999:111).The total number of the items in the observation checklist is 29, and the debatable points were 2. Then, the agreement was around 93% and disagreement in 7%, which means that the instrument used is reliable. When the observers agree on > 80% of their observation, this means the information and the data are reliable Wragg (1999). It is believed that different style dimensions of learning of the observer may have a possible influence on providing feedback to the teacher. (Randall and Thornton 2001:134). The first observer, the academic support person, conducted more than four observations to the observed teacher, and knows him better than the second colleague. Hence, he built his feedback on his previous knowledge of the learning style of the observed teacher and provided the feedback in a consultative rather than confronting approach, The students were enthusiastic and participating actively, it was loud voice, but not noise, but you have to remind students to lower their voice to hear their colleagues . Part II Procedure: The participants filled a qualititative questionnaire of seven questions (Appendix I). The questionnaire was piloted before being administered. A total of eleven questionnaires were administered through face to face contact with the investigator. Ten of them were collected and analyzed. Participants The participants in this study were ten teachers of Nursing in one of IONs. They have been teaching in the ION for more than 7 years. Those teachers have been observed by three different observers using the same tool. The teachers are male and females and range in age from 36 to late 54. They majority of them are native Arabic speakers from different countries and two teachers are westerns. They are of multi-cultural background. Data Analysis The responses to the questionnaire were gathered and then analyzed. The responses were calculated using simple statistics and presented in charts. Results of the Questionnaire Items No. of Teachers Percentage I have been observed two times by the ASP 8 80% I have been observed three times, two by the ASP and once by the CAC 2 20% I felt anxious and blocked when the observer visited my class 10 100% I am dissatisfied with way I observed. I did not meet with the observer before the session 10 100% The observer was sitting in the back, ticking on the observation form. 7 70% The observer did not tell the students who he is, creating unstable setting in the class. 7 70% The late feedback does not reflect the immediate feedback. 8 80 % The observation is not intended at teacher development. 9 90% The feedback is threatening if it is unsatisfactory. 9 90% Classroom observation does not fulfill my educational need 7 70 Classroom observation has no impact whether negative or positive. 2 20% Classroom observation partially fulfill my educational need 1 10% Discussion Obviously, there are no defects in the observation instrument. So, where is the problem? The result of the questionnaire provided to ten teachers revealed that the problem is in the observation process itself. The majority of the tutors (80%) have been observed two times per semester by the ASP whereas the remaining 20 % were observed three times by the ASP and the CAC (table 1). All the teachers (100%) expressed various levels of frustration and anxiety when they are observed. They assured that the observers themselves were a source of apprehension. Teachers added that none of the observers take an action to alleviate their anxiety. All the tutors (100%) expressed their feelings of dissatisfaction with the observation methods as no pre observation conference is conducted neither before the announced or the unannounced visits. This puts more stress on the side of the observees. Furthermore, 70% of the teachers mentioned that the way the observer enters and sits at the back of the cla ss ticking items on a checklist. This disrupts the stability of the classroom environment as the students perceive that he is observing them making them reluctant to answer and participate in the class effectively which in turn impact the execution of lesson. This is because the observer did not identify himself to the students as well as the purpose of being there. Moreover, he sits in the corner of the class and started to document his notes all the time. Accordingly, the students think that he is writing about them. Another significant point raised by 80 % of the teacher is the feedbacks given by the observers. They confirm that the immediate feedback provided is inconsistent with the late feedback received by the teachers. The striking issue was the perception of the 90% of the teachers for the session appraisal as a threat rather than developmental (Fig 3).Teachers feels intimidated and frightened by the entire supervisional process. This is because the models of observation we inherited are authoritarian and directive. All these factors combined their effects to increase teachers anxiety and dissatisfaction. When teachers asked to rate their level of satisfaction with the process of observation, 70% considered it unsatisfactory as it does not fulfill the educational needs of the teacher and did not enhance their teaching methods, 20% were neutral and 10% was fairly satisfied( Fig 4). This necessitates reconsideration of the overall observation process. Number of teachers Frequency of observations Percentage 8 2 80% 2 3 20% Table Frequency of observation Figure 3 Perception of classroom observation Figure 4 Satisfaction level Recommendations: Based on the findings of this Investigation, the investigator recommends certain points to enhance the process of the classroom observation. Having a pre-observation conference will guide the observers during the observation phase and will ease the teachers level of anxiety that result from the process in the part of the teachers. This will also assist the discussion that takes place in the post-observation conference. The professional teacher is one who is able to reflect critically on their own practice (Schon 1983, Wallace 1991). Accordingly the overall process will promote refl