Sunday, May 24, 2020

The American Revolution And Its Effect On American History

The American Revolution began in 1775. Due to the Revolution 1775 proved to be one of the most productive years in American history. The American Revolution caused great changes in the original thirteen colonies that helped mold the United States into what it is today. The revolution caused changes in the original colonies’ economics, caused immense changes in slavery, and changed the society of the colonies in general. As a result of the French and Indian war Britain neglected the American colonies. In 1763 Britain decided to end the neglect and parliament turned its attention to a more controlling attitude toward the American colonies. This new found attention to the colonies caused British to start to force the Americans to respect British laws and an increase in the taxation. It started with the sugar act of 1764 which reduced the duties on colonial imports of sugar from non-British sources. The Sugar Act only affected the relative small merchant population. In 1765 Britain placed the Stamp Act into effect placing an additional tax onto paper, envelopes, and even playing cards. The Stamp Act effected much more of the population. ( n.d.) The Stamp Act was placed into effect with the hopes that the additional tax would to help Britain recover from the financial despair that it was in as a result of the French and Indian war. The colonies did not agree with this additional tax . Many colonists protested the additional tax. The colonies expressed theirShow MoreRelatedThe Revolutionary War : Wim Klooster s Book Revolutions1114 Words   |  5 PagesKlooster’s book Revolutions in the Atlantic World expresses the deep roots of the revolutionary war period throughout various locations and circumstances. He strives to express the causes, effects, and the political civil war which caused the great uproar in the once colonial lands. This shift in history is noted in Klooster’s book and expanded upon in his chapter entitled â€Å"The Revolution’s Compared.† He notes the various commonalities between the American, French, Haitian, and Spanish American revolutionsRead MoreThe American Renissance1169 Words   |  5 Pageslifestyle. Revolution is a fundamental change in society brought by people getting together for a common cause. Many revolutions had taken place in human history, led by different causes, situations and people. Some e xamples are like political revolution, socio-economic revolution industrial or commercial revolution, philosophical revolution, Cultural Revolution etc. Those revolutions vary in methods, motives, duration and its effects on society. Sometimes the intentions behind the revolution or movementRead MoreThe American Revolution Or Devolution?1591 Words   |  7 PagesTrinity Colter Mrs. Blau United States History 11 May 2017 Revolution or Devolution? The American Revolution was the rebellion of British colonists against England, however, the cost of liberty may very well have been far too high due to the economic crisis which ensued and the inadequacy of the newly formed government, although the freedom to worship as they pleased was gained yet not everyone even benefited from the Revolution. It was an enormous win for the American revolutionaries, as were the buddingRead MoreMajor Turning Points in U.S. History (1492-1820)1366 Words   |  6 PagesMajor Turning Points in U.S. History (1492-1820) Throughout documented United States history, immense changes in social, political, and economic establishments have been brought about by perplexing people or conditions. Often, these changes mark a turning point in the progress of civilization as new ideas are formed, new governments raised, or new discoveries put to use in the interest of progress. Whether these pivotal moments in history may be triggered due to a single nonconforming individualRead MoreThe American Revolution-Eight Long Years852 Words   |  4 PagesThe American Revolution, also known as the American Revolutionary War and the War of Independence, lasted from 1775 to 1783. It stemmed from growing tensions between England’s 13 North American colonies and the colonial government representing England, as well as cost sharing imposed on English colonies by successive governments in London for debts attributed to former wars (Foner, 2012). The â€Å"cost sharing† encompassed a variety of measures includ ing taxation on goods produced in the colonies,Read MoreWhy Did Jefferson Argue That Religious Freedom Is Needed?893 Words   |  4 Pages†1 That means that no individual should be forced to believe in a certain religion and much less by the order of state or government. In his day Jefferson held profoundly perspectives of the religious convictions of the greater part of his fellow American. In spite of this, he was committed to the freedoms of every religious devotee. Inspecting his explanations behind this may help even the individuals who share his doubt toward customary, sorted out religion to welcome the case for shielding AmericaRead MoreThe American Revolution : The Revolutionary War And The Original Constitution1211 Words   |  5 PagesThe American Revolution is one of the most lauded and celebrated periods in the history of the United States. People revere the patriotic unity and radical changes employed by the Revolutionary War and the original Constitution. But while the formation of a new nation was radical in and of itself, the Founding Fathers warned against viewing the time as a perfect, golden age. They believed that true change would only manifest in the generations to come. The American Revolution led to fundamental societalRead MoreThe Nile River Essay1578 Words   |  7 Pagestheir confluence in Khartoum, Sudan, where they merge into the mighty Nile River. Similar to this idea of two smaller distinct rivers forming one larger and more recognizable one is the relationship between the local and the global in African-American history. Just as the White and Blue Niles come together to for m the imperative Nile river, the U.S. based Civil Rights Movement and the struggle for freedom in colonial states across the world are two imperative parts of a struggle against oppressionRead MoreEssay on Revolution as a Product of the Enlightenment Period1070 Words   |  5 PagesWhat is a revolution? Revolution is defined, is the overthrow of one government with replacement of another. We are all familiar with the phrase â€Å"history repeats itself† over and over each in very different situations. The same can be said about the American and French Revolutions however these two revolutions end in very different situations. Both the American Revolution, (1775 -1783) and the French Revolution (1789 -1799) were the products of Enlightenment ideals that struck a large populationRead MoreSocial And Anti Colonial Movements1374 Words   |  6 PagesHistory is always taking this different perspective throughout early civilization to modern day. Whether it has been a rise of a na tion, a significant battle/event, or the signing of peace treaty historians have always taken different approaches to explain the event. However, few historians have acknowledge the importance of the international view is critical to understanding history as a whole. Furthermore, historian Thomas Bender argues that being specific will obscures the world impact on the

Thursday, May 14, 2020

Identity Crisis In Persepolis - 1154 Words

How do you identify yourself? What do you use to really identity to others who you are? So people use terms like mother, father, friend or find it in religion or materlisitic things. In the witty and heartbreaking graphic autobiography, Persepolis, Marjane Satrapi uses a childlike tone to address an internal struggle within a mind in identity crisis. Marjane’s childlike point of view cannot comprehend God’s role in the domestic turmoil of her country. Marjane was â€Å"born with religion†(6) and treats her relationship with God as if it was a friendship. God comes to Marjane in times of solitude to discuss how she finds her identity in being the last prophet, the troubles within her family, and how she feels about her world as a child in the†¦show more content†¦Marjane’s friendships are few and far between, after the wake of the revolution. In the beginning of the novel, Marjane’s best friend is God and how she mainly identifies herself. This is significant to understanding the depth of Marjane’s thoughts as a child. She is very different from the rest of the kids. This is evident when Marjane’s says when she wants to be a prophet and her classmates say they want to be doctors, or teachers. Growing up in Iran makes it hard for Marjane to express herself and really identify herself. This affects her friendships with children her age. Marjane is very sympathetic for a child her age, and she deeply understands what her country and family has been suffering through. She sat in a bathtub for hours trying to understand how her grandfather felt. Other children her age were not doing things like this. She often talks to God as mentioned before and this is when Marjane can express herself. She cannot do that with other children so she leans on God and identifies with him. As Marjane grows she meets her uncle who be ¬comes the light of her life and her new best friend. He tells her stories about his struggles and Marjane begins to identify herself in his stories. In this quote her Marjane is talking to other children her age, she says â€Å" There are lots of heroes in my family, my grandpa was in prison, my uncle Anoosh too: For nineShow MoreRelatedThe Book The Complete Persepolis 1634 Words   |  7 PagesIn the graphic autobiography, The Complete Persepolis, the theme of identity is displayed throughout the novel, from the opening chapter, up until the last. The autobiography depicts the life of Marjane Satrapi from childhood to adult years, during and proceeding the Islamic Revolution. Throughout the novel, Satrapi overcomes many personal and physical obstacles, but none more prominent than her discovering her identity. As a child, Satrapi was forced to grow up faster than the average child becauseRead MoreIdenitity in Marjarie Satcapi ´s Persepolis1940 Words   |  8 PagesDuring our class discussions, the issue of identity in Marjane Satrapi’s novel, Persepolis (2004), became a contentious issue. The question was asked whether Persepolis might be understood to being in-dialogue with western ways of seeing and did the effects of modernization influence the identity of Marjane’s protagonist in Persepolis. How does the novel involve the issue of identity? I will extend the argument and, through the exploration of Marji’s changing ideologies, I will attempt to proveRead More Effects of War and Organized Violence on Refugees Essay1452 Words   |  6 PagesIn the literature about refugees and the effects of displacement upon them, certain themes are unmistakably persistent. Some of those themes could be found in Satrapi’s, Persepolis, and others could not. When Perry-Jenkins, a psychology professor, gave the Dean’s Reader class a supplementary presentation on the psychology of adolescence, she mentioned that psychological studies predominantly take place in the U.S. She also noted that cross-cultural and longitudinal stud ies are a more recent phenomenonRead MoreAnalysis Of Marjane Satrapi s Persepolis Essay1300 Words   |  6 Pagesthere are many citizens of Iran that could be similar to us, and are not the villains the media shows. There are people in Iran that believe we have irrational thoughts about their country, and believe their country is not what we think it is. In Persepolis, Marjane Satrapi discusses life in Iran because she wants people to know that there are good people living in it. Satrapi feels her entire nation should not be viewed solely on the fact of its past extreme actions. She feels like since she was aRead MorePersepolis and the Iranian Revolution2467 Words   |  10 PagesDean K. Myers THL 357 Research Project 2,421 words Persepolis and the Iranian Revolution Persepolis was made in 2007. The film is based on the graphic novel of the same name. Persepolis is directed by Marjane Satrapi. The story is derived from her own personal experiences growing up during the Iranian Revolution (also called the Islamic Revolution) in Tehran, Iran. Included will be an in-depth analysis of the factors that caused the Revolution as well as an accounting of conditions inRead MorePersepolis Essay1883 Words   |  8 PagesIslamic fundamentalist roots. Khomeini imposed sharia law in his rule, suppressed freedom of speech, and imposed the Islamic Cultural Revolution. Marjane Satrapi’s Persepolis is a graphic autobiography of her life in revolutionary Iran and the challenges she faces in a country in the midst of the Iraq-Iran war and an ideological crisis between conservatism and modernization while also facing difficulties in her coming of age. Satrapi scrutinizes the conflict between Islamic fundamentalism and modernizationRead MoreIslamic Revolution And The Iranian Revolution1433 Words   |  6 Pagesnot really covered any result in the graphic novel. One of the graphic memoirs is the Persepolis which was built by Darius the Great and which tries to depict the early life of Satrapi, who spent her childhood and later adolescent life in Iran during the revolution, which was a time full of political chaos and turmoil. The novel is used to show many themes such as fundamentalism, Western influence, identity-crisis and social and cultural inequality. But all these, the Islamic Revolution is the mostRead MoreCatal Hyuk2725 Words   |  11 PagesCHAPTER ONE: Before History IDENTITIES: Complex Society Paleolithic Venus Figurines Metallurgy Social Class/Social Structure Lucy Neolithic Lascaux Cave Paintings Neolithic Revolution Agricultural Revolution MAP: Olduvai Gorge Neander Valley Catal Huyluk Lascaux CHAPTER TWO: Early Societies in SW Asia and Indo-European Migrations IDENTITIES: The Epic of Gilgamesh Sargon of Akkad Hammurabi’s Codes/Laws Stele Assyrians EconomicRead MoreThe United States Relations with the Middle East2681 Words   |  11 Pagesexporter of democracy and human rights, but it actually helped the Shah abridge Iranians’ rights. Advised by CIA officials and Secretary of State Henry Kissinger, the Shah required every subject of his to carry an official document that acted as an identity card, birth certificate and as a record of one’s marriage and the birth of one’s child. In addition, there was a fine for losing the document, and it was needed to cash a check. Arbitrary policies, such as carrying around an all-encompassing â€Å"official

Wednesday, May 6, 2020

Invasion Of The United States - 1472 Words

The decision to invade Iraq was perhaps the largest foreign policy blunder in modern Western history. Its immense cost—in the thousands of lives lost, trillions of dollars spent, and an unquantifiable amount of political capital squandered—represents an immense failure at many levels of government. Today, even though Saddam Hussein’s dictatorship and security state have been dismantled, Iraq remains ruined: its economy is in shambles, sectarian strife is rampant, and the Islamic State, a terrorist army, controls much of the northern and western parts of the nation. Iraq is a â€Å"state† in name only. In her memoir â€Å"The Unraveling† documenting her experiences in Iraq, Professor Emma Sky argues that to identify who is responsible for this failure, blame cannot be placed on just one actor. Both Western policymaking blunders—from the marginalization of experts to de-Baathification to the support of Nouri al-Maliki—and Iraqi politici ans’ self-serving agendas acted in concert to exacerbate the sectarianism that ultimately tore the country apart. The first mistake the Western architects of the war made was to invade at all. The decision itself was based on false premises—that Iraq had weapons of mass destruction, that the US would be greeted as liberators, and that the war would be swift and successful. Sky characterizes the war as a â€Å"modern-day Crusade of ideologues and idealists and the ignorance, arrogance and naivety† (128). The architects of the war—from President George Bush toShow MoreRelatedObesity Invasion Of The United States1247 Words   |  5 Pages Obesity Invasion An invasion is occurring right under America’s nose, it’s has spread like wildfire through the vast mountains of California. What is this invasion I speak of you may inquire? Well, it is expansion of the American’s waistlines that is soaring at such alarming rate it astounding. The Centers of Disease Control and Prevention concedes that â€Å"obesity is affecting 1 out of every 3 adults and 1 in 4 children.† A study conducted by Ramon Martinez, a technical specialist in health metricsRead MoreThe United States Invasion Of Iraq1683 Words   |  7 PagesThe Economic Surprise On March 20, 2003 the United States entered into a conflict on two fronts. While the United States military was moving into Iraq, the American economy was taking the first assault of a long and expensive fight. Victory was declared several years ago, and many are content to leave the story at that point. Advocates of the war have hailed its expediency and relatively minimal cost to the United States and its allies. The facts support a different conclusion. The truth lies inRead MoreThe United States And Invasion Of Afghanistan1327 Words   |  6 PagesThis paper will argue that the United States and allied invasion of Afghanistan in 2001 should be a full five stars on the BBC audit, declaring it a war based on religion. The Islamic State’s attack on September 11, 2001 cause the United States and its idea of democracy to assume the role of a symbolic religion. The United States took on the role of the enemy of the Islamic State due to their unwanted involvement in the Middle East. In the 1990’s the United States had desecrated mosques, which wasRead MoreThe Invasion Of Iraq By The United States Essay1847 Words   |  8 Pagestheir opposition. However, they are not the utopias of peace that many people envision democracies to be. The invasion of Iraq by the United States of America in 2003 stands as a strong example where the impact of a forced regime change has resulted in unrest and violence. IGO’s like the UN promote democracy in a less invasive and obstructive way and are a lot more successful. The invasion of Iraq clearly demonstrates the dangers of promoting democracy in an undemocratic international system. TheRead MoreThe United States Invasion Of Privacy1224 Words   |  5 PagesInvasion of Privacy People might not think about being watched when they’re posting personal experiences in their life on social media. The government has the ability and justification to go through a person’s social media site, listen to phone calls, and read text messages as a way of narrowing down possible suspects for terrorism. The privacy laws in America are what allows the U.S. government to search the digital world for possible threats to the country. Although some say that privacy lawsRead MoreThe United States 2003 Invasion Of Iraq1374 Words   |  6 Pages THE THEORYOF INTERNATIONAL RELATIONS THAT BEST EXPLAINS THE UNITED STATES’ 2003 INVASION OF IRAQ Name: University: Instructor: Date: Introduction The war in Iraq is noted to have been initiated by the American’s efforts to fight terrorism. At the time, the British and the Americans had affirmed that Saddam Hussein, the then Iraq’s leader was associated with terrorism that had internationalized. Moreover, they had established that Saddam HusseinRead MoreThe Euphoria of the 1950s Did not Last1030 Words   |  4 Pagesthe late 1950s, the United States enjoyed a comfortable period of booming economic growth. Although the world was seemingly at peace, this state of euphoria would not last. The Cold War was brewing underneath the surface, and communism began to threaten democracy itself. These communist ideas spread throughout the world even as close to the United States as Cuba. The Bay of Pigs was a direct result of this spread of communism and had many consequences. The preparations, invasion, and aftermath of theRead MoreThe United Kingdom And Iraq During The Invasion Of Iraq1407 Words   |  6 PagesThe 2003 Inv asion of Iraq began on 19 March and ended 1 May 2003 with coalition forces the United States and its allies (United Kingdom, Australia and Poland) invading Iraq, called Operation Iraqi Freedom. The United Kingdom Prime Minister at the time, Tony Blair felt that the threat of terrorism from Iraq must be dealt with immediately, with his speech in Texas 2002 saying that the United Kingdom must be prepared to act where weapons of mass destruction and terrorism loom over them. 1 The war endedRead MoreThe Revolution Of The Cuban Revolution1559 Words   |  7 Pageswas the spark that ignited the flame of communism in Cuba. The developing nation gained independence only as recently as 1898, and was already filled with an atmosphere of distrust and resentment towards the United States. In July of 1953, a revolution began in Cuba between the United States backed President Batista and Fidel Castro. Fidel and his brother Raul Castro lead a series of guerilla warfare battles against the forces of President Batista. â€Å"I am Fidel Castro and we have come to liberateRead MoreAmerican Military Intervention Against Isis1040 Words   |  5 Pagesresembles a typical state instead of a terrorist organization, through holding territory and region-specific revenue sources (Crawford, 2003). The president’s decision to start a ground offensive against ISIS illustrates the greatest show of force in modern history. While the reasons for going to war are just, the mission s low chance of success makes the war morally unjust. The ground invasion has too many moral obstacles and would further risk destabilizing the region. The United States could not peacefully

Tuesday, May 5, 2020

Generalized Anxiety Disorder

Question: Discuss about theGeneralized Anxiety Disorder. Answer: Introduction Anxiety is a very common mental disorder that can affect anyone. The problems related to occasional anxiety can occur at any time and with anyone. The feeling of fear and being anxious becomes common while working, in studies and facing some kind of challenging situation. Occasional anxiety problems are very common. The feeling of fear can be a common problem, but presence of anxiety disorder is different from this general state. When the level of anxiousness and stress increases to the normal level and becomes a temporary state is related with anxiety disorder. The problem of anxiety can get worse with time, if left untreated. The problem and symptoms of anxiety can be a barrier in daily routine, studies, and job and can even affect relationships and social aspects of ones life. This essay will focus on the case study of Georgia, who is a 22 years old girl. According to the information provided by Georgia, she has been facing difficulty in concentrating on her studies. She finds difficulty in completing her assignments and at the time of exams she feels panicky. In such conditions, she feels shortness of breath and also feels that her heart is pounding. She has lack of social support and lives alone in a flat near her University. She could not even get a driving license, as she found that driving test was too stressful and she almost had an accident in the second attempt to give driving test. The essay will focus on the current problem of Georgia. The paper will discuss the comprehensive details about the mental health problem and will discuss the importance of personal recovery. Paper will also discuss the mental health needs of Georgia and will provide the implications about the role of healthcare professional. Sound Understanding of Mental Illness According to the given subjective and objective data in the case study, Georgia suffers from Anxiety disorder. This kind of mental illness is very prevalent in Australia. The diagnosis of this mental illness is very important, as this mental illness can alter the behavior, mood and thinking ability of the individual. Anxiety disorder can result in mental impairment that interferes with daily life functioning (Lader, 2015, p. 699). Anxiety disorders can be divided in different subgroups and according to the symptoms displayed in case of Georgia, she has been suffering with Generalized Anxiety Disorder. This is the very first phase of the anxiety disorder and symptoms can vary in patients. Some of the most common physical symptoms of GAD are fatigue, shortness of breath, difficulty in concentrating, sleeping problems, irritability, sweating and feeling of nausea at times (Lader, 2015, p. 701). In the case of Georgia she has been facing all these symptoms. Some of the psychological symptoms of GAD are persistent worrying and inability to let go of the worries (Lissek et al, 2014, p. 911). The patient finds difficulty in resting and concentrating on important things can also become challenging (Hanna, 2015, p. 141). Georgia is also facing all of these challenges in her life, which are making her situation more difficult. Earlier she used to go out with her friends, but now she prefers to stay at home. The GAD is the problem, which gets worse over time (Hanna, 2015, p. 141), and Georgias condition has also worsened in past six months. Anxiety disorders can occur due to various environmental and genetic reasons. The highest risk factor in the case of anxiety disorder is having a family history of disease (McGrandles, Duffy, 2012, p. 49). According to the information provided by Georgia, her mother suffers from anxiety disorder. Georgia is non-smoker and use alcohol occasional ly. Personal Recovery and Its Importance of Georgia Personal recovery is a very effective approach for mental disorders. This approach is useful for people, as it helps to improve their self-esteem and also increases confidence. The person centered approach in mental healthcare has proved to be very beneficial. To address the mood and anxiety disorder, person centered approach is applied. Personal recovery concept is based on the person centered approach and model of recovery focus on the personal aspects and needs of the patients (Coulombe et al, 2016, p. 5). The personal recovery approach recommends supporting and engaging people in self-management as a recovery avenue. Though there is lack of evidences that proves the importance of the self-management strategies (Coulombe et al, 2016, p. 5). The contemporary approach in the metal health services is based on supporting people and promoting their engagement in their recovery process rather than providing a comprehensive treatment plan (Storm, Edwards, 2013, p. 312). This approach considers and respects the autonomy and dignity of the patients. The concept behind recovery is to reduce the clinical symptoms of mental illness, but the personal recovery approach is based on the recovery path and focus on overall well-being of the individual. Providing a way to meaningful life is the base of personal recovery and person centered approach (Coulombe et al, 2016, p. 7). The aim of this concept is to strengthen people to engage in their own well-being. Thus, the complete process of the personal recovery focuses on all aspects of life, through which it aims to support people in self management of their mental health issue. Georgia lives alone in a flat and lives away from her parents. Since last two years she had not had any relationships, and due to her mental health problem, she has also withdrawn from social engagements. Lack of personal and social support can deteriorate her condition in future and she may suffer from more sever anxiety condition (McEvoy et al, 2012, p. 1378). The person centered approach in Personal recovery model focuses on developing resilience and coping skills in Georgia. The personal recovery approach will focus on changing the thinking process and feelings of Georgia, as it does not believe in just reducing the symptoms of illness, but focus on changing the thinking and attitude of the patient for healthy life (Whitley, Drake, 2010, p. 10). The personal recovery will encompass clinical as well as personal aspects. It will focus on reducing the clinical symptoms; as well will bring improvement in emotional, spiritual and social aspects of living (Provencher, Keyes, 2013, p. 279). The personal recovery approach will give importance to the person and not to the illness. It will focus on the way of recovery and not only the outcomes of the treatment. Personal recovery will help Georgia to improve her attitude towards stressful situation and she will learn to develop resilience and coping. Nexus Between Mental Health and Physical Health People suffering with mental disorders often face physical problems. The relationship between mental health and physical health is very important relationship. With appropriate mental health, person cannot have good physical health. According to the study of Hert et al (2011, p. 55), the lifespan of the people suffering with mental disorder is lesser than general population, which indicates the relationship between mental and physical health. The mortality in such cases is due to ill physical health. The evidence based study of Parks et al (2006, p. 25) display that there is a prevalence of many kind of physical health problems in people suffering with depression and anxiety. The people suffering with mental illness may have higher risk associated with being affected by obesity, diabetes and cardiovascular diseases. The mental health problems can affect the daily life functioning of an individual and can also affect their personal and social relationships. According to the given case scenario, mental health condition of Georgia has deteriorated her physical health, as she often feels tired and even experience shortness of breath. She also suffers from sleeping problems, which can result in Insomnia. Thus mental illness is a major risk factor for many non-communicable diseases, and individual can become self-care deficit in future (Kolappa, Henderson, Kishore, 2013, p. 3). The psychological distress can expose the individual to many chronic diseases and reduce their quality of life. The higher level of physical health problems are associated with reduced quality of life, low mood and depression. Thus nexus between mental and physical health is very significant and requires to be addressed in case of Georgia. Mental Health Needs of Georgia It is important to address the mental health needs of the patient. This will help in developing appropriate health interventions and will also improve patient outcomes. Georgia suffers from generalized anxiety disorder, which is affecting her psychological and physical health. The first requirement of Georgia is to have emotional support system. The professionals are required to make therapeutic relationship with Georgia, so that she can talk about her problems and fears. Therapeutic relationship will help to empower and encourage patients towards achieving their goals and to instill hope in them. The person centered approach will be applied to provide support to the patient, so that she can feel confident and safe (Fisher, 2011, p. 11). The personal recovery approach for Georgia will focus on reclaiming sense of safety and security. Due to lack of family support, she may feel vulnerable towards her condition and may not be able to cope up with her anxiety and stress. For the purpose of developing coping skills, she needs educational sessions and support of her family. Cognitive behavioral therapy could be an effective measure to understand the needs of Georgia. This will also help to effectively prevent the relapses and for maintaining her well-being. Communication and counseling programs will be used to understand her mental state and her needs. Communication will help to make effective intervention with the patient and will also help in making goal based interventions. She requires facing her fears and developing self-esteem, thus nursing care plans will help her to develop self-esteem and to face her fears directly. Implications for the Practice as Healthcare Professional The role of mental healthcare professional is very significant. The professional are required to provide patient centered care with the approach of personal recovery. For developing holistic well-being in patient Healthcare professionals are required to be more focused towards needs of the patient. For the purpose of future practice, I would implement that therapeutic role and developing trustful relationships with patients. Maintaining professional boundaries is also important (Wahass, 2005, p. 53). The future practice will be based on the biopsychosocial approach that will focus on physical, psychological and social well-being of the patients. For providing quality care to the patients it is important to understand and practice different aspects of treatment. Biopsychosocial approach views the physical health and illness as interrelated concepts. It also encompasses various factors such as genetic, social, behavioral and cultural that affects the health and well-being of an individual (Miller, Druss, 2013, p. 112). Thus, future implications will be based on developing more skills about cultural awareness, competency, personal needs of patient and their identity in society. Conclusion Mental health problems are present in Australia. People suffer from various kind of mental health problems, but the most common mental health issue is anxiety disorder. The paper is based on the case study f Georgia, who is a 22 years old University student and has been facing stress and anxious feeling in her daily life. Her problems has been increasing with time, according to self reported data, she feels panicky at the time of test and find difficulty in concentrating on her studies. This case study is used to prepare this paper about mental health problems related to Generalized Anxiety Disorder. The paper discussed the comprehensive understanding and details about the Generalized Anxiety Disorder. The paper demonstrated that accurate and detailed information about the mental disorder. With the help of relevant and current literature provide comprehensive information about the illness. The paper also provides information about person centered approach of personal recovery. This approach is found to be very significant for Georgia. The relationship between mental health and physical health has been discussed with relevant resources. The paper also included the importance of recognizing and responding towards the needs of the patient to promote overall well-being. References Coulombe, S., Radziszewski, S., Meunier, S., Provencher, H., Hudon, C., Roberge, P., ... Houle, J. 2016, Profiles of Recovery from Mood and Anxiety Disorders: A Person-Centered Exploration of People's Engagement in Self-Management,Frontiers in psychology,7. Fisher, J. E. M. 2011, The therapeutic role of the mental health nurse: implications for thepractice of psychological therapies. Hanna, L. 2015, Generalised anxiety disorder (GAD),Psychiatry: Breaking the ICE Introductions, Common Tasks, Emergencies for Trainees, 141. HERT, M., Correll, C. U., Bobes, J., CETKOVICH?BAKMAS, M. A. R. C. E. L. O., Cohen, D. N., Asai, I., ... Newcomer, J. W. 2011, Physical illness in patients with severe mental disorders, I. Prevalence, impact of medications and disparities in health care.World psychiatry,10(1), 52-77. Kolappa, K., Henderson, D. C., Kishore, S. P. 2013, No physical health without mentalhealth: lessons unlearned?.Bulletin of the World Health Organization,91(1), 3-3a. Lader, M. 2015, Generalized anxiety disorder. InEncyclopedia of Psychopharmacology(pp.699-702), Springer Berlin Heidelberg. Lissek, S., Kaczkurkin, A. N., Rabin, S., Geraci, M., Pine, D. S., Grillon, C. 2014, Generalized anxiety disorder is associated with overgeneralization of classically conditioned fear,Biological psychiatry,75(11), 909-915. McGrandles, A., Duffy, T. 2012, Assessment and treatment of patients with anxiety, NursingStandard, 26(35), 48-56 McEvoy, P., Schauman, O., Mansell, W., Morris, L. 2012, The experience of recovery fromthe perspective of people with common mental health problems: Findings from a telephone survey,International journal of nursing studies,49(11), 1375-1382. Miller, B. F., Druss, B. 2013, The role of family physicians in mental health care delivery inthe United States: implications for health reform,The Journal of the American Board of Family Medicine,26(2), 111-113. Parks, J., Svendsen, D., Singer, P., Foti, M. E., Mauer, B. 2006, Morbidity and mortality inpeople with serious mental illness,Alexandria, VA: National Association of State Mental Health Program Directors (NASMHPD) Medical Directors Council,25. Provencher, H. L., Keyes, C. L. 2013, Recovery: A complete mental health perspective. InMental Well-Being(pp. 277-297), Springer Netherlands. Storm, M., Edwards, A. 2013, Models of User Involvement in Mental Health. InPatient-Centred Health Care(pp. 214-227), Palgrave Macmillan UK. Storm, M., Edwards, A. 2013, Models of user involvement in the mental health context:intentions and implementation challenges,Psychiatric Quarterly,84(3), 313-327. Wahass, S. H. 2005, The role of psychologists in health care delivery, Journal of family community medicine,12(2), 63. Whitley, R., Drake, R. E. 2010, Recovery: a dimensional approach, Psychiatric Services.

Saturday, April 4, 2020

Lesson Plan Essay Example

Lesson Plan Essay DATE:_______________________ DAY:_________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Identify the parts and function of the peripheral and the autonomic nervous system II. SUBJECT MATTER A. Unit I- People B. Topic: The Nervous System Sub-topic: The Peripheral and Autonomic Nervous System C. Science Ideas: * The nervous system is composed of the central nervous system which is composed of the brain and the spinal cord; the peripheral nervous system which includes the nerves outside the brain and the spinal cord, and the autonomic nervous system which is composed of the sympathetic and parasympathetic nerves. These systems are organized to receive, process and act on stimuli from the environment. D. Science Processes: identifying, describing, comparing E. Materials: drawing or illustration of the peripheral and autonomic nervous system F. Reference: Science and Health 6, pp. 35-38 G. Value: Appreciate how the central, peripheral and autonomic nervous system coor dinate with each other. III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of assignment 4. Review: What are the main parts of the central nervous system? What is the function of each part? B. Developmental Activities 1. Motivation: Ask: How do you think the information reaches the central nervous system and back to the body parts responsible for the implementation of the message(action)? 2. Presentation of the illustrations of the peripheral and the autonomic nervous systems. Discussion on the relationship of the central nervous system with the peripheral and the autonomic nervous system. 3. Let the pupils do the activity, Looking and Interpreting. * Look at the santol fruit or an unripe mango. Do you salivate at the sight of such fruits? What organs of the nervous system are involved when you salivate? Can you tell why you react the same way when you look at delicious and appetizing foods? Have the pupils say in their own words how the peripheral and autonomic nervous system work based on what they read. 4. Abstraction and analysis How do the peripheral and autonomic system work? 5. Generalization What are the parts of the peripheral and autonomic nervous systems? Why ar e they important? 6. Application Armando accidentally cut his finger. At first he did not feel the pain. After a few seconds, he gradually felt the pain? Why do you think so? 7. Valuing: You have a normal peripheral and autonomic nervous system. We will write a custom essay sample on Lesson Plan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer What word would you say to God for having this? IV. EVALUATION Multiple Choice. Write the letter of the correct answer in your test notebook. 1. The peripheral nervous system is made up of__________________ a. the cerebrum and the cerebellum b. the brain and the spinal cord c. the brain and the medulla oblongata d. the nerves that connect the central nervous system to various parts of the body 2. Which of these is the function of the peripheral nervous system a. collects information from the sense organs b. transmits information to the central nervous system c. delivers decisions to the body part which will perform the action . all of the above 3. The autonomic nervous system a. controls involuntary functions of the body b. consists of sympathetic and cardiac nerves c. maintains the best possible level for cells to reproduce d. all of the above 4. The central, the peripheral and the autonomic nervous systems_______________. a. work separately b. work by pairs c. coordinate with each other d. work only when the need arises. 5. Which of the following is the work of sympathetic and parasympathetic nerves? a. when the sympathetic nerve produces an effect, the parasympathetic nerve produces an opposite action. b. hen the sympathetic nerve produces an effect, the parasympathetic nerve produces the same effect. c. they work separately d. they allow messages to pass through them freely. IV. ASSIGNMENT Fill up the outline by stating their function. I. Peripheral Nervous System A. __________________________________ B. ___________________________________ II. Autonomic Nervous System A. ___________________________________ B. ___________________________________ DATE:________________________ DAY:_________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe how the nervous system works. II. SUBJECT MATTER A. Unit I- People B. Topic: The Nervous System Sub-topic: How the Nervous System Works C. Science Ideas: * A chemical produced by the nerve endings carries the message. * There are two pathways by which messages are transmitted; 1) carrying the message to the brain, 2) bringing the message to the spinal cord and back to the body part that will do the action. * A reflex is an involuntary action that originates from the spinal cord instead of from the brain. D. Science Processes: describing, tracing, identifying E. Materials: illustrations showing the normal path and easy path of a message F. Reference: VP For Better Life Series 6, Science and Health p. 20. Science and Health 6, textbook, pp. 38-41. G. Value: accuracy in delivering messages III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: Parts of the Nervous and Peripheral Nervous System B. Developmental Activities 1. Motivation Let the pupils recall their observations about the wires on the electric posts along the streets. Ask: What are the wires for? Point out that in our body, we can find something similar to these wires. 2. Presentation Recalling the lesson on the neuron and its parts. Pointing out that there are billions of neurons in our body. 3. Analyzing the illustration of the normal path on a message in a diagram presented. Let the pupils trace an explain to the class the path of the message. 4. Informing the pupils that there are times when the message take shortcut. Introduce to them the reflex action. Let the pupils do the following activity. a. Sit comfortably on a chair and cross your right leg over your left leg. b. Ask a friend to use the side of her hand to strike your right leg just below the kneecap. . Try it again after a few minutes. What happens? Did you jerk your right leg? Did you do this intentionally? Can you tell why this happens? 5. Analysis and abstraction What happened when your friend stroke your leg? Why is this so? Does the message reach the brain? What do you when a message take a short path? How is the message sent to the brain? 6. Generalization How does the nervous system work? 7. A pplication A tired camper set himself inside his sleeping bag. At the middle of his sleep, he felt that there was something joining him in his comfortable and warm bed. Even without seeing it, he knows that it was a snake. What made him aware that it was a snake? 8. Valuing: As a normal child you are very lucky to have a complete senses. How would you treat handicapped people or children like you? IV. EVALUATION Choose the letter of the correct answer. 1. Why are some parts of the body more sensitive than the other areas? a. they have larger nerve endings b. they have more nerve endings c. they have tougher nerve endings d. they have smaller nerve endings 2. Which of the following is a reflex action? a. blinking of the eye b. beating of the heart . inhaling and exhaling d. circulation of the blood 3. What is the usual path of the messages received by the body from the environment? a. brain-nerves-spinal cord-sense organ b. nerves-sense organ- brain- spinal cord c. spinal cord-sense organ-brain –nerves d. sense organ-nerves-spinal cord-brain 4. How are messages in the body transmitted? a. the message is received by nerve endings carried to the brain and back to the body part which will do the action b. the message is received by nerve endings carried to the spinal cord and back to the body part which will do the action. . both a and b d. none of these 5. How is the message carried from one neuron to another if there is a space between them? a. by means of chemical reaction or electrical impulse b. by means of a synapse c. by means of a sensory nerves d. by means of the nerve fibers V. ASSIGNMENT Discuss how the nervous system and the body’s reflex actions protect us from harm. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe and practice health habits that help and control common ailments of the nervous system. II. SUBJECT MATTER A. Unit I- People B. Topic: The Nervous System Sub-topic: Desirable Habits that Prevent and Control Common Ailments of the Nervous System C. Science Ideas: There are several health habits to help prevent and control common ailments of the nervous system: * Eat food rich in Vitamin B such as beans, peas, mongo and vegetables. They are food for the brain and the nerves. * Observe safety measures to avoid falls and accidents. * Refrain from taking coffee, tobacco and alcoholic drinks. Take drugs and medicine only upon doctor’s advice. Some drugs are harmful to the nerves and senses. Use leisure time wisely so that your nerves and senses can relax. D. Science Processes: describing E. Reference: VP for Better Life Series 6, Science and Health, p6 F. Materials: chart, some pictures of health habits G. Value: self-discipline III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science news reporting 3. Checking of assignment 4. Review: How does the nervous system work? B. De velopmental Activities 1. Motivation: Ask: How many are you fond of staying late at night? Is it proper to practice this kind of habit? 2. Presentation of pictures showing health habits. Ask them to describe. 3. Reading of health habits that help prevent and control nervous system’s ailments 4. Analysis and Abstraction Why is it necessary to practice these health habits? 5. Generalization What are the health habits that we should put into practice to prevent and control nervous system’s ailments? 6. Application/Valuing Drug addiction is rampant nowadays. On your way home somebody ask you to join their group in a pot session. What will you do? Why? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. When you are sick which one you should not do? a. ake a restb. consult a doctor c. take not prescribed drugd. don’t mind it 2. We should eat foods rich in Vitamin B because they are food for_______________ a. the body cellsb. the brain and nerve cells c. the eyesd. the motor cells 3. A motorcyclist is supposed to wear helmet whenever he rides on a motorcyclist to a. protect his head from hitting hard objects in case of accident b. protect him from sunlight c. add fashion d. protect his identity 4. Using leisure time wisely can _______________________ a. relax our nerves and sensesb. give us extra intelligence c. give us more friendsd. all of these . Drinking coffee may increase caffeine deposits in our blood. Therefore we should take coffee a. only once a weekb. every other day c. everydayd. once in a while V. ASSIGNMENT List down the activities you do everyday in your notebook. Put a check before each habit which you think would help prevent and control nervous system’s ailments. Put a cross before each you want to eliminate because it may harm your nervous system. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Discuss the physical, mental, emotional and social needs of a person II. SUBJECT MATTER A. Unit I- People B. Topic: Physical, Mental, Emotional and Social Needs of a Person to be Healthy C. Science Ideas: Man needs oxygen, food, water, rest and elimination of wastes to be physically healthy, education and other mental activities to be mentally healthy, love, care, attention feeling of belongingness and self-esteem to be emotionally healthy and acceptance of others to be socially healthy. D. Science Processes: observing, identifying, classifying, inferring E. Materials: chart, pictures of healthy person F. Reference: Science and Health 6, textbook pp. 49-52 G. Value: sharing III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: Health habits to prevent and control nervous system ailments B. Developmental Activities 1. Motivation: Being healthy is a great factor to make ourselves and our country progressive and productive. Do you consider yourself healthy? What makes you say so? 2. Showing pictures of healthy children and let pupils describe them. 3. Activity a. Have them read the article on physical, mental, emotional and social needs of man. Answer the following questions: What are the physical needs of a man to become healthy? * What are the mental needs of a man to become healthy? * What are the emotional needs of a man to become healthy? * What are the social needs of a man to become healthy? b. Have the pupils fill up the table of man’s needs below in order to be healthy. Let them do it by group. Physical| Mental| Emotional| Social| | | | | | | | | | | | | | | | | 4. Group reporting 5. Analysis and abstraction What are the physical needs to be healthy? How can these things make man healthy? What are the mental needs to be healthy? What are the emotional needs to be healthy? Social needs? How will you describe a physically healthy child? mentally? Socially? Emotionally? 6. Generalization What are the physical, mental, emotional and social needs of man to be healthy? 7. Application A poor family of eight children lives in an overcrowded area. How would you describe the physical and mental condition of the family? 8. Valuing: If you belong to the big family, how would you act during mealtime if the food is not enough for all the members of the family? IV. EVALUATION Write P for Physical needs, M for mental needs, E for emotional needs and S for social needs of a person. . love and affection 2. education 3. self-esteem 4. feeling of belongingness 5. acceptance by others 6. food 7. shelter 8. clothing 9. rest and exercise 10. fair treatment from others V. ASSIGNMENT Write a simple composition about how your parents fill your physical, mental, emotional and social needs. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe the effect of physical, mental and emotional state on one’s well being. II. SUBJECT MATTER A. Unit I- People B. Topic: Effect of Physical, Mental and Emotional State on One’s Health C. Science Ideas: When a child is physically, mentally, emotionally and socially healthy he does not get sick easily, he can be able to make sound judgment, face the reality, decide well with others, has a good disposition and always happy. D. Science Processes: observing, describing, inferring and comparing E. Materials: chart, materials showing happy family, pictures of sick child F. Reference: Science and Health 6, textbook G. Valuing: Obedience III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What are the physical, mental, emotional and social needs B. Developmental Activities: 1. Motivation Can you work and study well when you are sick? 2. Show picture of a sick child and a healthy child. Let them compare. 3. Activity a. Using the pictures list down by group the characteristics of a sick and a healthy child. Let them describe the effects of sickness on the physical and emotional state of a child. b. Have them read the short story then answer the questions that follow: Anthony was a grade six pupil. He belonged to a cream section. He was a consistent honor pupil since he was in pre-school. After the first grading period, her teacher posted the ranking of honor pupils from top one to ten. Everybody was surprised when they noticed that there was no name Anthony in the ranking. Mrs. Cruz, his teacher talked to him privately. He found out that Anthony had a serious family problem that time. His parents have just separated. * What kind of a child was Anthony before? Do you consider him a healthy child? Why? * What happened to him when he was in grade six? What is the reason for this? What state was affected in him? * What title can you give to the selection? 4. Group Reporting 5. Analysis and Abstraction Can the child suffering stress or strong emotions eat well? Can he perform his work and studies well? Can he relate well with others when he is full of worries, frightened, angry and over excited? 6. Generalization How does physical, mental and emotional state affect one’s well being? 7. Application You feel guilty for telling a big lie and causing somebody who was innocent to be punished severely. Will the situation affect your physical, mental and emotional state? How? 8. Valuing Whenever you are called by your mother for an errand, you are always pouting because you hate being an errand girl. How would you take this thing lightly? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. A mentally sound child a. can distinguish between right and wrong b. cannot decide well c. cannot reason out well d. cannot get sick 2. This child has a strong resistance against diseases. He is a. mentally healthy b. physically healthy c. emotionally healthy d. all of these 3. Raul excels in the class. He is loved by everybody. He is a. physically sound b. mentally sound c. emotionally sound d. all of these 4. Andrea has no friend in school. She has a short temper that lead her to a quarrel with anyone. She is a. mentally sick b. emotionally sick c. physically sick d. all of these 5. A person who is well loved and cared for is . unreasonable b. temperamental c. easily irritated d. like to be loving and caring towards others. V. ASSIGNMENT Write a simple composition that describe you a healthy and well being. Write your own title. DATE:_______________________ DAY:________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Describe the effect of relationships with famil y, friends and society on mental, emotional and physical well-being. II. SUBJECT MATTER A. Unit I- People B. Topic: A Healthy Person Sub-topic: Effects of Relationships with Family, Friends and Society on Mental, Emotional and Physical Well-being C. Science Ideas: * Wholesome social relationships beginning with one’s family and extending to friends and those within the community and society, promote the mental, emotional and physical well-being. * Love and security from the family, friends and society make one thinks and feels good about other people. D. Science Processes: observing, identifying, describing, comparing, inferring E. Materials: chart, pictures F. Reference: Science and Health VI pp. 101-103 G. Value: Faith and trust on other people III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignments 4. Review: Effects of physical, mental and emotional state on one’s health B. Developmental Activities 1. Motivation: Who are the ten most important people in your life? 2. Presentation: How do parents and members of the family support one’s Physical, mental and emotional needs? 3. Activity Let them work on the following topics by group Group I * Discuss parent’s role in providing fod, clothing, shelter and other basic needs of their children. Group II * Cite effects of contrasting conditions such as: inability of family heads to provide for the physical needs of the children. Group III Describe the effect of friendships to one’s mental, emotional and physical well-being. Group IV * Describe the effects of wholesome relationships with people in the community or society. Group V * Cite the role or responsibilities of society/community 4. Group Reporting 5. Analysis and Abstraction What will happen if people do not relate well and coo perate among themselves? How are people’s physical, mental and emotional well-being affected? 6. Generalization How does one’s relationship with his family, friends and the society affect his emotional, mental and physical well-being? 7. Application/Valuing Other children make fun of Virgilio because he stutters. What possible effects do you think might have on Virgilio’s physical, mental and emotional well-being? IV. EVALUATION Read the following statements carefully. Check the statements that describe the positive effect of relationship with the family, friends and the society on mental, emotional and physical well being. Cross out the negative ones. 1. Despite being poor, Elinore’s parents provide her with all her needs in school and express their pride when they see her good grades. 2. Being sociable 3. Emotionally insecure 4. Inspired to finish studies 5. Getting along well with others V. ASSIGNMENT In your community, all the families know each other. As neighbours, they are friendly, helpful and caring. Cite the effects of this condition on you and other children’s physical, mental and emotional well being. DATE:_______________________ DAY:________________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Practice ways of maintaining one’s health such as: * preventing common ailments * knowing where to seek help * demonstrating a positive attitude to stay healthy II. SUBJECT MATTER A. Unit I- People B. Topic: A Healthy Person Sub-topic: Ways of Maintaining One’s Health C. Science Ideas: Observe health habits to prevent common ailments. Ask help from persons in authority in case of emergency. A positive outlook in life makes one stay healthy. D. Science Processes: observing from a role playing E. Materials: objects used by the characters in the role playing F. Reference: Science and Health 6, Textbook, pp. 49-50 G. Value: Be optimistic III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What are the effects of good relationships with family friends and society on one’s physical, emotional and mental well being? B. Developmental Activities 1. Motivation: Can you still recall a line in a TV commercial â€Å" Sa panahon ngayon, mahirap magkasakit†? 2. Presentation: There are ways of keeping oneself healthy. Watch the role playing to be presented by 3 groups and observe what are these. 3. Role Playing Group I- Observing Health Habits to Prevent Common Ailments Group II- Knowing Where to Seek Help Group III- Demonstration of Positive Attitudes to Stay Healthy 4. Abstraction and Analysis What can you say about the attitudes of the main characters in each scene? Who among them will you follow as a model to keep yourself healthy? Why? 5. Generalization: What should you do to keep yourselves healthy? 6. Application/Valuing: You are going back to your classroom from your school canteen. Suddenly you feel dizzy when you’re on your way going back to your classroom. To whom will you ask help? Why? IV. EVALUATION Copy the table on your evaluation notebook. Answer the questions honestly by checking the appropriate column. Questions| Always| Most of the time| sometimes| Never| 1. Do you eat a balanced diet? 2. Do you always think positive? 3. When you have problems, do you take it lightly? 4. Do you ask help from your school nurse? 5. Do you weigh things before you make moves? | | | | V. ASSIGNMENT Make a checklist on your notebook of the activities you should do to keep healthy. Put a check each day whenever you do a certain activity. DATE:__________________ DAY:___________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Observe and identify living things and non-living things in a mini-ecosystem e. g. aqua rium, fallen log and pond. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Living Things and Non-living Things in a Mini-ecosystem C. Science Ideas: An ecosystem is an environment where both living and non-living things exist and interact with one another. D. Science Processes: Observing, identifying, classifying, inferring E. Materials: pictures of aquarium, pond with living things and other ecosystems F. Reference: Science and Health VI textbook, p 58 G. Value: Environmental Cleanliness III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment 4. Introduction of the new lesson B. Developmental Activities 1. Motivation: Ask: How do we exist in this world? What are the basic things we need in order to live? 2. Presentation Show a picture of an ecosystem. Tell them to identify the things they see in the picture. Ask: How do you think plants and animals live in this kind of environment? 3. Activity Have them observe the drawing of an aquarium and identify the living and the non-living things. Ask: How do these living and non-living things interact with one another? 4. Group reporting 5. Analysis and abstraction What are the living things that may live in an aquarium? Where do they get oxygen to breathe in? How do they obtain oxygen from the water? What are the non-living things in an aquarium? Is there an interaction happens among the living things? Between living and non-living things? How and when this interaction between them occur? . Generalization What is an ecosystem? 7. Application Do you consider Barangay Gen. T. de Leon as an ecosystem? Why? 8. Valuing Being the members of the ecosystem in such place, how will you help maintain the survival of the species? IV. EVALUATION Choose the letter of the correct answer. 1. ___________________ is an environment where both non-living and living things exist and interact with one another. a. communityb. habitatc. ecosystemd. ecology 2. ____________ is the main source of energy in an aquarium. a. plantsb. sunc. fishd. sand 3. The fish obtain oxygen dissolve from______________. a. airb. waterc. plantsd. unlight 4. What is the importance of sand in an aquarium? a. anchorage of plantsb. protects the fish c. beautifies the aquariumd. enrich the plants 5. What is the importance of plants in an aquarium? a. they maintain the cycle of oxygen and carbon dioxide b. they beautify the aquarium c. they provide food for fish d. all of these V. ASSIGNMENT List down at least 3 other examples of ecosystem in your notebook. Identify the living and non-living things. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Observe and describe feeding interrelationship among the living organisms. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Feeding Interrelationship Among the Organisms C. Science Ideas: * An organism finds its habitat in a particular ecosystem, where materials such as food, air, water and other necessities for life are available. * An organism’s role or ecological niche, in an ecosystem depends on the kind of food it eats. An organism may be a producer, consumer, or decomposer as it’s ecological niche. As a consumer an organism may be a herbivore, carnivore or an omnivore. It may be a primary, secondary or tertiary consumer. D. Science Processes: Observing, describing, identifying, classifying, inferring E. Materials: Pictures of different ecosystems F. Reference: Science Spectrum 6, pp. 84-85 G. Value: Concern for Environment and Reverence for Life III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment 4. Review: Things that consists ecosystem, definition of ecosystem B. Developmental Activities 1. Motivation: What does the term â€Å"profession† mean to you? What is your current profession? In what profession would you like to be when you complete your education? 2. Presentation . Defining/Explaining ecological niche b. Read text pp 84-85 and answer the following questions: 1. Why do organisms stay in a particular ecosystem? 2. What is the relationship between habitat and ecosystem? Between habitat and ecological niche? 3. Explain/Illustrate the following: â€Å"Knowing the habitats of fish, earthworm, frog and monkeys give their ecological niches . † 3. Activity Observe the pictures of ecosystems. Group I- Forest Ecosystem Group II- Pond Ecosystem Group III- Grassland Ecosystem Group IV- Sea Ecosystem Describe how the organisms in each ecosystem survive for food. 4. Group Reporting 5. Analysis and Abstraction In an ecosystem, which are the producers, consumers? How many kinds of consumers are there? Where do plants get their food? Which animals depend on plants? What do you call them? Which animals depend on other animals? What do you call them? 6. Generalization How do organisms in such ecosystem survive for food? 7. Application Make a list of animals and food they eat. Classify the animals as to their ecological niche. Write your answer in the table below: ANIMALS| FOOD EATEN| ECOLOGICAL NICHE| | | | | | | | | | | | | | | | 8. Valuing Forest is one big ecosystem where wild plants and animals live. If we continue cut down trees, this wild life will be gone forever. What should we do to maintain the forest ecosystems? Why do we need to value wild life? IV. EVALUATION Choose the letter of the correct answer. 1. Which animal is a herbivore? a. snakeb. horsec. eagled. shark 2. Which is a producer? a. fungib. mushroomc. bacteriad. cornplant 3. Tiger eats other animals. What is the role of it in an ecosystem? a. producerb. primary consumer c. secondary consumerc. decomposer 4. The role or profession of an organism in an ecosystem is its___________. a. habitatb. consumptionc. ecological niched. production 5. In a pond ecosystem, the ecological niche of a frog is as___________. a. decomposerb. primary consumer c. secondary consumerd. producer V. ASSIGNMENT Give meaning of the following words and use them in the sentence: 1. parasites6. symbiotic relationship 2. commensal7. neutralism 3. predators8. mutualism 4. prey9. parasitism 5. hosts DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVES Construct food chains to illustrate feeding relationships II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Feeding Interrelationship Among Living Organisms Sub-topic: Food Chain and Food Web C. Science Ideas: * A food chain is the transfer of energy from product to consumer and from one consumer to another through the eating process. * The amount of energy an organism gets from the food it eats decreases as that organism moves farther away from the producer. D. Science Processes: describing, illustrating, classifying, inferring E. Materials: pictures of animals and plants F. Reference: Science and Health 6 Textbook , pp. 58-65 G. Value: Eat balanced diet III. PROCEDURE A. Preliminary Activities 1. Health Inspection 2. Science Trivia 3. Checking of Assignment . Review: Describe the role of a plant, a goat, a lion in an ecosystem. B. Developmental Activities 1. Motivation: Do you know where your food comes from? What do you actually eat? What did you have for breakfast and dinner? 2. Presentation: List down the food on the board. Ask: â€Å" Where do these food come from? †(indicate name of animal and plant) Trace down the source o f each food. (Note: To show the food chain, indicate links using arrows drawn from â€Å"eaten† to â€Å"eater†) 3. Activities Group Activity Classification of organisms showing the series of eating process. Put arrows to show the flow of energy. What dos this show? 4. Group Reporting 5. Abstraction and Analysis What did you construct? What do you call that? What is the first link in the food chain? What is the role of plants or pro- ducers in the food chain? What do the other link show? 6. Generalization What is food chain? 7. Application Construct food chain as many as you can using the following organisms found in the land ecosystem. 8. Valuing Benjie eats only meat. He doesn’t want to eat vegetable. Is it proper? Why? IV. EVALUATION Write the letter of the correct answer in your evaluation notebook. 1. Which food chain is possible in an ecosystem? . worm-grass-cow b. cat-fish-algae c. algae-worm-fish d. man-chicken-corn 2. What is the role of producers in a food chain? a. they make their own food b. they feed primary consumers c. they replace nutrients in the soil d. they provide oxygen in the air 3-5 Here is a food chain: grass grasshopperfrogsnakehawk 3. Which is a primary consumer? a. grasshopperb. frogc. snaked . hawk 4. Which is a herbivore in the food chain? a. bacteriab. frogc. grasshopperd. hawk 5. What is the role or ecological niche of the snake in the food chain? a. decomposerb. secondary consumer c. producerd. primary consumer V. ASSIGNMENT Draw and explain at least one food chain in a coral reef community. DATE:___________________ DAY:____________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Construct a food web by joining several food chains to illustrate feeding relationships. II. SUBJECT MATTER A. Unit II- Animals, Plants and Environment B. Topic: Interrelationship in the Ecosystem Sub-topic: A Food Web C. Science Idea: A food web is a series of overlapping food chains showing how organisms are interdependent among each other for food. D. Science Processes: classifying, describing E. Materials: an illustration of food web F. Reference: Exploring Science and Heath 6 p. 102 G. Valuing: Interdependence III. PROCEDURE A. Preliminary Activities: 1. Health Inspection 2. Science News Reporting 3. Checking of Assignment 4. Review: What is a food chain? B. Developmental Activities: 1. Motivation Post the following pictures or word cards on the board as follows: Man Rat Lion Cow Grassbig fish Small fish Rabbit Kingfisher * Draw arrows showing feeding relationships between the organisms. 2. Presentation Describing a food web. Name the food chains found in the food web which used in the motivation. Can you distinguish a food chain and a food web? . Activity Studying/Explaining the diagram of food web. Name the food chains found in the food web. 4. Analysis and Abstraction What is the ecological niche of each organism in the food web? Is there organism having two or more ecological niche? What are these? What consists a food web? 5. Generalization What is a food web? 6. Application a. Name the food chains found in th e ecosystem. b. Link the food chains together using arrows to form a food web. 7. Valuing At home, how will you show interdependence among the members of the family? IV. EVALUATION Construct a food web by joining the following food chains. ice plant – man rice plant- grasshopper – frog – hawk rice plant- rat- snake- hawk rice plant- maya- man V. ASSIGNMENT Make a diagram of the food web in a garden ecosystem. DATE:_________________ DAY:___________________ LESSON PLAN IN SCIENCE AND HEALTH VI I. OBJECTIVE Measure one’s ability on the ideas and concept learned by taking a summative test. II. SUBJECT MATTER A. Summative test no. 2 ( First Grading Period) B. Preparation: Photocopied test questions C. Value: Honesty III. PROCEDURES A. Setting Standards for adjustment 1. Checking 2. Scoring 3. Recording 4. Evaluating Lesson Plan Essay Example Lesson Plan Essay L. Objectives: a. Write the Roman Numerals for a given Hindu Arabic numeral and vice versa. B. Master the rules for writing Roman Numerals. C. Show appreciation for the history and origin of number. II. Subject Matter Roman Numerals References: Mathematics in a challenging world up. 35-41 Ill. Procedure: Teachers Activity a. Daily Routine Lets pray first Students can lead the prayer? Thank you Good Morning children! Ill check the attendance first. Who is absent today? Did you know the reason why he is absent today? Okay thank you, but before we proceed to our main lesson lets review what we issued yesterday. We will write a custom essay sample on Lesson Plan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer How do we use rounding numbers? B. Motivation Roman Numeral Seeking Do you want to play a game? Okay listen to my instruction carefully, you need to seek a pictures that involving in Roman Numeral inside the classroom. The game starts now. The game is over. What Roman Numeral did you see class? Student 5 gives me what you saw? Very good! Student 10, 13 c. Lesson Proper Our lesson for today is all about Roman Numerals. Roman Numerals are not widely used but used often enough so you should be able to read or interpret them. Table of Roman Numerals Arabic x c Roman 10 50 1 ,oho 5 A letter of greater value subtract from it. L=50 100 xx=90 A letter of equal or lesser value add to it LSI=III Pupils Activity Yes Maam (The students start to pray) Good Morning Maam! Maam the absent today is student 2. We dont know Maam! If the nearest number is less than 5 and exactly 5 it will become lower and if the nearest number is more than 5 it will become higher. Yes Maam! Maam Clock Student 13, grade year IV. Evaluation A. Write the Roman Numerals for each Hindu Arabic Numeral. Write the Hindu Arabic Numeral for each Roman Numerals. 4. 3, 498 5. 5, 859 V. Generalization: What have you learned today? Today we learned about Roman Numerals. What is the Roman numeral of 5, 10, 100, 500, 1000 L d =500 1000 = M VI. Assignment: Read and answer the following. 1 . President Stared was proclaimed as president of the Philippine in the year 1998. What is 1998 in Roman Numerals? 2. The first Gad Panamanian Algal in Ballasts was aimed to recognize writers with significant contributions to literature in Army Philippine language in the year 1988. What is 1998 in Roman Numerals? Lesson Plan Essay Example Lesson Plan Essay There is some confusion about what a lesson plan* is and is not. A worksheet is not a lesson plan. A handout is not a lesson plan. A classroom game or activity is not a lesson plan. In fact, there is no need for a lesson plan to ever be seen, touched, considered or dreamed of by students, and nor does it even need to exist on paper or disk, though it usually does. A lesson plan is a teachers plan for teaching a lesson. It can exist in the teachers mind, on the back of an envelope, or on one or more beautifully formatted sheets of A4 paper. Its purpose is to outline the programme for a single lesson. Thats why its called a lesson plan. It helps the teacher in both planning and executing the lesson. And it helps the students, unbeknownst to them, by ensuring that they receive an actual lesson with a beginning, a middle and an end, that aims to help them learn some specific thing that they didnt know at the beginning of the lesson (or practise and make progress in that specific thing). To summarize, and in very basic terms: a lesson plan is the teachers guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached (test, worksheet, homework etc). Why plan? Lesson planning is a vital component of the teaching-learning process. Proper classroom planning will keep teachers organized and on track while teaching, thus allowing them to teach more, help students reach objectives more easily and manage less. We will write a custom essay sample on Lesson Plan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Lesson Plan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The better prepared the teacher is, the more likely she/he will be able to handle whatever unexpectedly happens in the lesson. Lesson planning:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  provides a coherent framework for smooth efficient teaching.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  helps the teacher to be more organized.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  gives a sense of direction in relation to the syllabus.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  helps the teacher to be more confident when delivering the lesson.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  provides a useful basis for future planning.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  helps the teacher to plan lessons which cater for different students.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Is a proof that the teacher has taken a considerable amount of effort in his/her teaching. Decisions involved in planning lessons: Planning is imagining the lesson before it happens. This involves prediction, anticipation, sequencing, organising and simplifying. When teachers plan a lesson, they have to make different types of decisions wh ich are related to the following items:   Ã‚  Ã‚  Ã‚  Ã‚   the aims to be achieved;   Ã‚  Ã‚  Ã‚  Ã‚   the content to be taught;   Ã‚  Ã‚  Ã‚  Ã‚   the group to be taught: their background, previous knowledge, age, interests, etc.   Ã‚  Ã‚  Ã‚  Ã‚   the lessons in the book to be included or skipped;   Ã‚  Ã‚  Ã‚  Ã‚   the tasks to be presented;   Ã‚  Ã‚  Ã‚  Ã‚   the resources needed, etc. The decisions and final results depend on the teaching situation, the learners? level, needs, interests and the teacher’s understanding of how learners learn best, the time and resources available. Lesson Plan Part 1– What to teach (refer to group task in session) Background info (sts age – no of sts – time limit) Objectives Language skills Language Content: (structures, vocabulary, functions, etc) Resources Attitude Lesson Plan Part   2 –   Lesson Procedures (how we are going to teach)  §   Warm-up  §   Core lesson: teaching new language, recycling, project work, written and oral production.  §   Tasks (which sequence to follow)  §   Rounding off. Hints for effective lesson planning: O   When planning, think about your students and your teaching context first. O   Prepare more than you may need: It is advisable to have an easily presented, light â€Å"reserve† activity ready in case of extra time . Similarly, it is important to think in advance which component(s) of the lesson may be skipped. if you find yourself with too little time to do everything you have planned. O   Keep an eye on your time. Include timing in the plan itself. The smooth running of your lesson depends to some extent on proper timing. O   Think about transitions (from speaking to writing or from a slow task to a more active one). O   Include variety if things are not working the way you have planned. O   Pull the class together at the beginning and at the end. O   End your lessons on a positive note. Planning enables you to think about your teaching in a systematic way before you enter the classroom. The outcome of your planning is a coherent framework which contains a logical sequence of tasks to prepare the field for more effective teaching and learning. Plans only express your intentions. Plans are projects which need to be implemented in a real classroom with real students. Many things may happen which you had not anticipated. In the end you need to adapt your plans in order to respond to your pupils? actual needs. It is important to bear in mind Jim Scrivener’s words: Prepare thoroughly. But in class, teach the learners not the plan. First of all, a planned lesson is just better. Not all planned lessons are fabulous and not all unplanned lessons are a disaster, but even a bad lesson will be less bad planned, and even a great lesson can be greater with a plan. If you are good at teaching unplanned lessons, you will be even better at teaching with a plan. There are several reasons why a planned lesson is better. One of them is that having a lesson plan helps you maintain focus. With a classroom full of children, with their short attention spans and their natural desire to disrupt anything and everything, it is very easy for a lesson to be sidetracked or derailed completely, and the best way for you, the teacher, to steer the lesson back on course is if you happened to have brought your map along with you. Sorry about mixing the train and car metaphors there. Kids also notice when a teacher doesn’t really know what to do. If you show one sign of weakness, they will pounce. A primary school lesson is a battle of wills, and if you blink you lose. A lesson plan is your best weapon in that battle. Kids respond extraordinarily well to structure and regularity, and planning out your lessons gives them that structure. Kids respond to dead air in a lesson – to moments of uncertainty – by creating chaos. If you flounder at all in thinking about what to do, the kids will fill that time by escaping from the mentality of the lesson and into the mentality of play – from which it is often impossible to recover. A lesson plan keeps you on track and keeps the kids on track, but it also helps outside the context of the lesson itself. Lesson planning lets you track progress and problems. With planned lessons, you have actual paperwork of everything you’ve taught, so you can refer back to it later. If kids aren’t learning a particular point, you know which lesson plan to amend, which helps you learn from your own mistakes and missteps. If kids learn something really well, you can look at that lesson and figure out what about it really worked. You can start to learn to be a better teacher overall and for each particular class, and you don’t have to do it via memory. Lesson plans let you show off what you’ve taught. They’re good for your teaching portfolio, they make great blog posts, they’re great for showing other teachers, your director, other TLGVs, your parents, etc. what you do with your time. If you have a really great one, you can share it and others can benefit. People will think you are magically organized. Important When writing lesson plans, be sure to include what part of the textbook you are covering in the lesson, the target structure, new vocabulary, directions for all the activities you intend to use, and the approximate time each section of your lesson will take. The idea behind a lesson plan is that another teacher could pick it up and successfully teach your class without further instructions. If there is an activity where you plan to ask the students questions so that they use the past tense in their responses, write down the questions you plan to ask. It is more difficult to think of appropriate questions on the spot and you are more likely to ask them a question using vocabulary they are unfamiliar with as well. If there is a group activity in the lesson, write down about how many students should be in each group because two to four students is a lot different than five to ten. Writing out your lesson plan can also help you figure out what material you must prepare for a lesson because if your production activity will only take about ten minutes, then you are obviously going to need an additional activity to end the class with. Not all lessons will be conducted the same. In some instances, the introduction of new material may take an entire lesson or the production activity may be an entire lesson. It is always good to have familiar activities to fall back on in case something doesn’t work quite the way you had planned. If students are playing the board game without actually speaking, in other words just moving their pieces around the board, they are not getting the necessary practice so you may have to either join the group having difficulties or change activities altogether. At any rate, lesson plans are enormously helpful and if the following year you find yourself teaching the same material, preparation will be a breeze. Are lesson plans necessary? Although lesson plans constitute a major part of being a teacher, they are dreaded and sometimes their importance underestimated by some teachers. Some teachers even advance the unpredictability of some events in the classroom to discredit any attempt to provide any strict planning of what occurs in the classroom. Although this might be true, it should be noted that a lesson plan is a project of a lesson. It’s not (and cannot) be a description of what will exactly happen during lesson delivery. It provides, however, a guide for managing the classroom environment and the learning process. Reasons for lesson plans To have some hints on the importance of lesson plans on the teaching process, consider these reasons: * Clarity Lesson plans help to be clear about what you want to teach. teachers need to make wise decisions about the strategies and methods they will employ to help students move systematically toward learner goals. * Unpredictable Events Lesson plans may also include a room for unpredictable events. This helps teachers to be ready to cope with whatever happens. * Framework Lesson plans give your teaching a framework, an overall shape. * Reminder Lesson plans may also play the role of a reminder for teachers when they get distracted. * Commitment It suggests a level of professionalism and real commitment . In addition to the above reasons, it is worthwhile mentioning that lesson plans will have positive impact on both the teacher and the learner. * For the teacher * They don’t have to think on their feet. They don’t lose face in front of their learners. * They are clear on the procedure to follow. * They build on previous teaching and prepare for coming lessons * For the learner * They realize that the teacher cares for their learning. * They attend a structured lesson: easier to assimilate * They appreciate their teacher’s work as a model of well-organized work to imitate.

Sunday, March 8, 2020

Lab Observation essays

Lab Observation essays While observing the lab at DeVry in room 128 I have been able to give an observation on the room layout. There are 128 computers in the lab while the carpet color is mixed with blue, gray, violet, and tan. There are 4 printers in which everyone shares. The windows on the east side of the lab are facing the outdoors were the students are able to look out if they choose. The north wall has an entrance to the lab assistants office. The south wall does not have anything but a bulletin board with nothing posted on it. There are two doors to come in and out of the lab both on the west side of the lab. The room is bright because it has plenty of lights. I can hear students talking about their assignments that they are working. I can also hear quite a bit of typing going on in the lab. The lab smells like a doctors office to me. Everyone in the lab has his or her own kind of responsibility. The lab assistants responsibility is to assist anyone that is having technical difficulties with their computer or printer. In my observation it seems to me as if they are trying to hide most of the time. One of the assistants are working on the computer doing homework while the other two are in the back of their office talking. The teachers responsibilities is to make sure that the students know their curriculum and if they do not to put them back on track. Most of the teachers that I see are doing this by walking around the students in their class and observing them or asking them if they need some sort of assistance on the project that they are working on. The teachers are also being somewhat sociable which I fell is a good thing that they are able to interact with their students. The students responsibility is to know their assignment and to do that assignment correctly. The students responsibility also is to learn and if they are not to ask the instructor for assistance before it is too late. ...

Friday, February 21, 2020

Philosophy- READ THE INSTRUCTIONS Essay Example | Topics and Well Written Essays - 750 words

Philosophy- READ THE INSTRUCTIONS - Essay Example The theory of empiricism says that we get knowledge through experiences. We acquire our experiences making use of senses. We know that there is a constant change in our experience. Therefore, whenever our knowledge is a subject of changes we cannot depend upon sense knowledge ultimately. I think that rationalism is the best way of viewing things. There are so many reasons to say rationalism is the best way. We can sea, hear, taste, smell, feel things. These are called experience in general. In view of neuro physiology limbic system, amygdale and hypothalamus are the responsible organs to get experience. But even a simple chemical change or damage to these organs can cause difference in experiences. Therefore, the stability of knowledge through this way is questioned. Whenever we feel the instability in knowledge, we fail to say about anything firmly that this is. So, rational knowledge is correct and superior to any other knowledge. We use our rationale to solve the problems. In mathematics we find the result through reasoning. One plus one is two. It is true and it cannot be any other number. Therefore it is a fact of necessity it cannot be gone wrongly. So we can tell that whatever conclusion may we infer through rationalizing is right knowledge. This is also an argument for stating that rational knowledge is accurate. All men are mortal, Joseph is a man, and therefore Joseph is mortal. This fact is logically proved and so it cannot be fallible. In logic we come to the conclusion through reasoning. Therefore we tell that rationalism is the accurate and correct theory. In our daily experiences we realize that many of our observations go wrong. We misunderstand things. Sometimes we misperceive things around us like seeing coir we perceive it as snake. Likewise, there are a number of such instances even in the science. At first we imagined that our world is flat but in the long run the science proved that world is oval shaped. Therefore, we