Definition and Examples of Narrators

Definition and Examples of Narrators A narrator is a person or character who tells a story, or a voice fashioned by an author to recount a narrative.   Professor Suzanne Keene points out that the  nonfiction narrator  is strongly identified with the author, whether a first-person self-narrator  in autobiography or a third-person historian or biographer (Narrative Form, 2015).An unreliable narrator (used far more often in fiction than in nonfiction) is a first-person narrator whose account of events cant be trusted by the reader. Examples and Observations The term narrator can be used in both a broad and a narrow sense. The broad sense is one who tells a story, whether that person is real or imagined; this is the sense given in most dictionary definitions. Literary scholars, however, by narrator often mean a purely imaginative person, a voice emerging from a text to tell a story. . . . Narrators of this kind include omniscient narrators, that is, narrators not only who are imaginary but who exceed normal human capabilities in their knowledge of events.(Elspeth Jajdelska, Silent Reading and the Birth of the Narrator. University of Toronto Press, 2007)Narrators in Creative Nonfiction- Nonfiction often achieves its momentum not just through narrativetelling the storybut also through the meditative intelligence behind the story, the author as narrator thinking through the implications of the story, sometimes overtly, sometimes more subtly.This thinking narrator who can infuse a story with shades of ideas is what I miss most in much nonfic tion that is otherwise quite compellingwe get only raw story and not the more essayistic, reflective narrator. . . . [I]n telling nonfiction stories we cant as writers know anybodys interior life but our own, so our interior lifeour thought process, the connections we make, the questions and doubts raised by the storymust carry the whole intellectual and philosophical burden of the piece.(Philip Gerard, Adventures in Celestial Navigation. In Fact: The Best of Creative Nonfiction, ed. by Lee Gutkind. W.W. Norton, 2005)- Readers of the nonfiction work expect to experience more directly the mind of the author, who will frame the meaning of things for herself and tell the readers. In fiction, the writer can become other people; in nonfiction, she becomes more of herself. In fiction, the reader must step into a believable fictional realm; in nonfiction, the writer speaks intimately, from the heart, directly addressing the readers sympathies. In fiction, the narrator is generally not the author; in nonfictionbarring special one-off personas as encountered in Jonathan Swifts A Modest Proposalthe writer and narrator are essentially the same. In fiction, the narrator can lie; the expectation in nonfiction is that the writer wont. Theres an assumption that the story is, to as great an extent as possible, true; that the tale and its narrator are reliable.(New York Writers Workshop, The Portable MFA in Creative Writing. Writers Digest Books, 2006) First Person and Third Person Narrators[S]imple, direct storytelling is so common and habitual that we do it without planning in advance. The narrator (or teller) of such a personal experience is the speaker, the one who was there. . . . The telling is usually subjective, with details and language chosen to express the writers feelings. . . .When a story isnt your own experience but a recital of someone elses, or of events that are public knowledge, then you proceed differently as narrator. Without expressing opinions, you step back and report, content to stay invisible. Instead of saying, I did this; I did that, you use the third person, he, she, it, or they. . . . Generally, a nonparticipant is objective in setting forth events, unbiased, as accurate and dispassionate as possible.(X.J. Kennedy et al., The Bedford Reader. St. Martins, 2000)- First-Person NarratorOnce there, beside the ocean,  I felt a little frightened. The others didnt know Id gone. I thought of the violence in t he world. People get kidnapped on the beach. A sneaker wave could take me out, and no one would ever know what had happened to me.(Jane Kirkpatrick, Homestead:  Modern Pioneers Pursuing the Edge of Possibility. WaterBrook Press, 2005)- Third-Person NarratorLucy felt a little frightened, but she felt very inquisitive and excited as well. She looked back over her shoulder and there, between the dark tree-trunks, she could still see the open doorway of the wardrobe and even catch a glimpse of the empty room from which she had set out.(C.S. Lewis,  The Lion, the Witch and the Wardrobe, 1950) Narrators and ReadersIt is well known that in linguistic communication I and you are absolutely presupposed one by the other; likewise, there can be no story without a narrator and without an audience (or reader).(Roland Barthes, An Introduction to the Structural Analysis of Narrative, 1966) Pronunciation: nah-RAY-ter

Implementation of Infrastructural design for information technology in Research Paper

Implementation of Infrastructural design for information technology in financial environment - Research Paper Example Keywords: servers, farm, co-location, co-lo, IT, information technology, location, maintenance, email, instant messaging, ticketing system Implementation of Infrastructural Design for IT in a Financial Environment I. INTRODUCTION i. Background of the problem The recent advancements in information and technology have resulted in widespread adoption of networked information systems thereby creating new threats to the integrity, and safety of the information infrastructure and transactions in a number of financial environments across the globe. Consequently many banks and other financial organizations are increasingly implementing secure infrastructural designs of information technology in their financial environments not only to secure their sensitive communications and transactions but also to improve the reliability and integrity of their systems. According to Harris (2001, p.39), an effective IT infrastructure design reduces the risks of potential financial losses due to network fau lts while at the same time reducing the expenses related to network management. A properly implemented infrastructural design for information technology in a financial environment often integrates a number of technological components to support business needs of the particular organization. IT infrastructure comprises a group of shared tangible IT resources that offer a foundation to enable present and potential business applications. These recourses include the operating systems, key data. Core data-processing applications network and telecommunication and shared its services. Information management is the heart component of government infrastructure; it is the intellectual capital of accountability governance. Best practices and standards leads in efficient, responsible and cost effective use of resources. IT comprises of a full spectrum of technology and services that back-up information management. Financial institutions are often demanding environments dealing with massive quan tities of sensitive information. In this regard, it is critically important to implement reliable and secure infrastructural designs for such environments to ensure their robust performance as well as provide secure access to information. This paper seeks to detail the specific server farm setup that will be utilized by the company, the design of the IT department, the type of software and hardware that would be best suited for the company, as well as the different possibilities for co-location sites that would be used for the servers themselves. ii. Researcher’s Work Setting and Role The researcher is a graduate student pursing masters of Science Degree in Management. As the lead researcher, my primary role will be to outline the specific research problem and work closely with the other members of the research team towards the achievement of the research goals. I will also be obligated to participate in the data collection processes as well as to provide a supervisory role t hroughout the research. iii. Statement of the problem For any information and communication system in any enterprise to run smoothly a

Sport Economic Analysis Paper Essay Example | Topics and Well Written Essays - 1750 words

Sport Economic Analysis Paper - Essay Example The Phoenix Suns is a team that has recently not been doing well. They have shown a turnaround this summer in the Summer League, but that is not a sure prediction of a turnaround during the regular season. With a new head coach and general manager both in their first year in those positions, the future of this year for the organization is predicted to be a team building year. The spending on salaries for team members is one of the ways in which a team can be predicted for success. The following analysis will look at the nature of team salaries and how they are predictive of success in relationship to the current position of the Phoenix Suns. Background: A New Head Coach and General Manager The Phoenix Suns have found a new coach in order to support their success, but they did not look too far from their own history. Jeff Hornacek was a second round draft pick for the Phoenix Suns in 1986, but now at the age of 50 has been hired as a first time head coach. The Suns are currently in tr ouble as they have not been showing much in the way of talent on the playing floor. The Suns have not been in this much trouble since well before most of the players were born, having really bad seasons in 1994 and even further back, making this during the time when Hornacek was playing. When Hornacek was in his third season as a combo guard, the team averaged about 36 wins in five seasons previous. However, Cotton Fitzsimmons, a veteran coach at the time, took over and flipped the franchise overnight so that he managed to gain 55 wins in his first season as coach. As a part of that history, Hornacek is one of the more popular players in the history of the organization. There is an expectation that Hornacek will pull a similar miracle to the one performed by Fitzsimmons in his freshman year as coach. Caplan (2013) writes that â€Å"The Suns haven't finished above .500 since 2010, when they went to the Western Conference finals. They bottomed out last season -- the first of the post -Steve Nash era -- at 25-57†. Ryan McDonough, age 33, is the first year general manager of the team. The team of Hornacek and McDonough form an unseasoned pair to lead the team towards better outcomes, but there have been some signs that there is already improvement. The Suns came close to winning the Summer League Championship. McDonough was instrumental in bringing in Eric Bledsoe and Carin Butler who both provide the potential for upping the quality of the play for the team. McDonough spoke out about how he views his position for this first year. He told Caplan (2013) that â€Å""The expectations are, for me, just to establish a culture of work, to get better every day†¦I'm not going to measure our success this year in terms of wins and losses, just in terms of: Are we making progress? Are the guys buying in? Are they playing hard and playing the right way? That's what I'm looking for." In rebuilding this team the idea is to be steady and strong, building what they ne ed and looking for the advantages and weaknesses so that they can work with them to build real teamwork. An example of an obstacle for Hornacek is Kendall Marshall who is described by Caplan (2013) as â€Å"the slow-footed point guard who was routinely outplayed in Vegas by the lanky and athletic Goodwin†. Wu (2013) writes that Marshall is consistently attached to any trades that the team considers as they want to move

Social psychology Criminal Justice Systems Essay

Social psychology Criminal Justice Systems - Essay Example This implies that for the errands of moderate complication e.g. EWT, performances augments with stress till an optimal point is attained where it begins to decline (Bell & Jones, 1994). According to Bartlett theory, recall/memory is subject to individual interpretation dependent on our cultural or learnt norms plus values i.e. the manner in which individuals make sense of world in which we live (Loftus, 1996). This is the concentration by an eyewitness on the weapon in particular to the omission of additional details of an offence. Where a weapon is involved in a crime, it is common for the witness to correctly describe a weapon in detail rather than the individual holding it (Ross, Read & Toglia, 1994). Cases which have eyewitness testimony have a higher probability of producing convictions (Visher, 1987). Jurors are doubtful of the eyewitnesses with low memory regarding details whereas they might be more accurate owing to the fact that they were concentrating on the face of the culprit instead (Wells & Leippe, 1988). Mutually, incorrect and correct eyewitnesses are trusted eighty percent of the time (Wells et al., 1979). All these shows the influence attached to persuasive eyewitness. According to Stambor (2006), "of the... 78% were wrongful convictions based on eyewitness misidentification." Eyewitnesses tend to be more confident as opposed to being accurate and this influences jurors who in turn trust them. This shows that eyes can be deceiving. Strong emotions, expectations, current knowledge and beliefs affect memories. Evocative questioning incorporates deceptive information into the memory. It is not possible to distinguish real memories from the force memories. All these can be attributed to misinformation effect. The error can be reduced by (1) training the police interviewers. Research has shown that cognitive interview after spontaneous recollections augments information by fifty percent without raising the fake memory rate. (2) Reducing fake lineup identifications. This can be achieved by eliminating composites and arrays, paying attention to the identification time, using sequential lineup, prohibiting post-identification feedback, using blind testing processes with neutral and scripted questions and reminding a witness of the fact that the suspect might not be included in the lineup. (3) Educating the jurors. What other factors influence juror judgments Defendant's characteristics The characteristics of the defendant are in terms of resemblance to the juror (e.g. same language, political beliefs and expectations of conventional conduct), and the physical attractiveness. Despite the fact that juror do not disregard the "facts" of a particular case whilst deliberating, in case the evidence turns out to be lacking or ambiguous, there is a high probability for them to allow personality character of the defendant to persuade their decisions. According to research on influence of similarities of a defendant to a jury by Mazzella and Feingold (1994), "Mock-jurors punished white

The condition known as delirium

The condition known as delirium Introduction This assignment will examine the condition known as delirium and will focus on a clinical case study (please see appendix 1. for the full overview of the clinical case study) of a gentleman called Halim* who has presented in the emergency department with his two daughters. This assignment will be separated into two distinct parts; the first part of this assignment will provide a clinical overview of delirium and will explore what the condition is, the common features, clinical causes and interventions available to manage and treat the condition. This will provide the reader with an understanding of the components that constitute the condition of delirium. The second part of the assignment will then focus on placing the acquired knowledge of delirium on to the clinical case study of Halim so that a more detailed clinical exploration can be completed; with focus being placed on the role of the practitioner and their interventions in addressing the key issues. *To protect and respect client confidentiality all names have been changed and any identifiable data censored for the purpose of this assignment. Delirium Clinical Overview Delirium, also sometimes referred to as an acute confusional state, is a common clinical condition that presents with individuals experiencing disturbances in consciousness, cognitive function and perception, which has an acute onset and fluctuating course (NICE, 2010). The important clinical characteristic of a delirium is that the onset is quite rapid; it may present and develop within a very short period of time, usually over the course of a few hours or days (Brown Boyle, 2002). It is not uncommon for an individual to present to hospital settings with symptoms of delirium and it is important to acknowledge that individuals who already are hospital inpatients or in a care setting may also develop delirium; it is a condition that traverses the inpatient and community settings. Literature suggests that there are two types of delirium; hypoactive delirium is characterised by individuals experiencing withdrawal, lethargy, introversion and sleepiness whereas people with hyperactive delirium have heightened arousal, restlessness, agitation and aggression (NICE, 2010). There is also a third variation where individuals may experience a mixture of both hyper and hypoactive symptoms which can make diagnosis very difficult. It is suggested that delirium can often be mistaken for dementia, worsening of pre-existing cognitive problems and old age; however delirium is a clinical syndrome that differs from these other conditions as it is the sudden and acute onset that tends to vary throughout the course of the day that identifies it as delirium rather than any other disorder (Meagher, 2001). It is reported frequently within the literature (Wong et al., 2010; NICE, 2010; Meagher, 2001; Brown Boyle, 2002; Cole, 2004 and Siddiqi House, 2006) that patients with delirium experience a reduced ability to focus and concentrate; perceptual disturbances which includes delusions, paranoia and hallucinations; fluctuations in presentation; difficulty in following conversation or direction; rambling or changing topic; disorganised thinking and disturbances in consciousness. In addition to these clinical symptoms there also may be mood disturbances and changes in neurological presentation with individuals experiencing changes in muscle tone, tremor and involuntary jerking (Map of Medicine, 2011). Delirium occurs due to underlying physical pathology (American Psychiatric Association, 2000) and although symptoms may present as symptoms of mental illness the condition itself has originated usually from some kind of underlying infection, disease or event that has impacted on the individuals physical health status (Wong et al., 2010). Examples of possible causes for delirium include; hypovolaemic shock, cardiac failure, myocardial infarction, head trauma, seizure, metabolic disorders such as liver or renal failure, fluid and electrolyte imbalance, infection, malignancy, dehydration, post operative state, pain, constipation or urinary retention. In addition to these common causes delirium may also be induced by individuals experiencing complications from drug interactions and withdrawal; and included in this is prescribed medications, illicit drugs and alcohol (Map of Medicine, 2010). Delirium is a very serious condition and it cannot be underestimated as the mortality rate for individuals is very high even after discharge from hospital for up to 12 months (McCusker et al., 2002), other complications from delirium also include patients having to stay longer in hospital which means they are exposed longer to hospital acquired infections, persistent cognitive deficits and an increased risk of the individual being discharged into residential care rather than return to living independently are also factors (Wong et al., 2010). With the symptoms of delirium presenting as the onset of an acute mental illness it is possible for debate to arise as to which clinical team should be responsible for the management of the patient; additionally; in light of the evidence presented; it would be easy for the individual with delirium to be overlooked or not be investigated for the reasons behind the onset of the condition which is probably why the mortality rate is so high; underlying physical conditions that are not assessed, treated or managed will continue to affect the health status of the individual. Statistically more than half of delirium cases go unrecognised by health professionals (Inouye et al., 1998). Prevention of delirium is more effective than treating it once it has developed (Brown Boyle, 2002) therefore it is important for healthcare professionals to be aware of the risk factors, symptoms and causes of delirium for individuals under their care either in hospital or in the community. If delirium has already developed then it is the responsibility of the healthcare team to manage the condition quickly and efficiently to reduce further problems and difficulties for the individual; recognizing the mortality rates associated with a diagnosis of delirium should facilitate efficiency. To assist with obtaining a clearer clinical perspective of delirium and the impact it has on an individual a clinical case study shall now be explored. Halim Clinical Exploration Halim was admitted to the emergency department and when the clinical history was obtained from his daughters it was identified that there had been a rapid change in his cognitive status which had been observed within a 24 hour period as his daughter had not been alerted to any concerns when she had spoken to him the previous evening. In light of the evidence it is possible for practitioners at this point to consider that Halim has developed an acute syndrome such as delirium and the next stage is to explore this further. On completion of the basic observations it was evident that there are physical abnormalities present. From visual observation of the patient it is clear he has altered mental status, dry skin and cracked lips. From clinical measurement of heart rate, blood pressure, temperature and oxygen saturation levels, there is further evidence of physical abnormalities that may contribute to changes in cognitive function to such an acute degree. Obtaining clinical history often involves information being sought from third parties to support clinical findings particularly if the patient is impaired cognitively. Halims daughters were able to give an account of a gentleman who had experienced marital problems and divorce due to alcohol misuse and evidence remains that he continues to consume alcohol regularly. In addition to this there is a history reported of Halim neglecting his diet to the extent his daughters provide food for him when they visit, he also engages in health limiting behaviours by smoking and consuming high levels of caffeine on a daily basis. The history obtained from Halims daughters identifies a gentleman who is successfully self- employed, he has hobbies and interests although his social network has reduced and although he engages in health limiting behaviours such as smoking, drinking alcohol and neglecting his dietary needs; he has remained independent within his own home. The evidence suggests there has been an acute change and with this information and the clinical evidence indicating Halim is experiencing tachycardia, high temperature, hypotension and dehydration the clinical evidence provides a strong indication that he is experiencing symptoms of delirium. Further investigations are required to gain a greater understanding of what physical changes have occurred so that underlying causes are treated, however the practitioner should take some time to explain to the family members what tests are being completed and what the medical team are treating Halim for. The family must be very distressed by the changes to their father and by communicating the outcomes of the assessment and responding to any questions they may have will be beneficial as it is reported that the experience of delirium is frightening for both the patient and their carers and the value of reassurance cannot be underestimated (Mohta et al., 2003; Jacobson Schreibman, 1997). Managing Halim in terms of obtaining his consent to agree to treatment and investigations may be difficult because of the level of cognitive change and because his understanding and judgement may be impaired because of the delirium; therefore it is important that the practitioner and family are familiar with legal frameworks and hospital policies that are in place to ensure the rights of all parties are being protected. An example of this would be practitioners being familiar with the hospitals delirium policy, being well versed in patients rights and by having knowledge about legislation such as the Mental Capacity Act (The Stationary Office, 2005). As stated previously the experience of delirium may be frightening for Halim and therefore the practitioner should endeavour to implement nursing and care strategies that reduce distress, improve orientation, address physical health status and ultimately minimise the duration and impact of the delirium. Examples of the interventions that can be implemented include; working with the multi disciplinary team to treat the underlying cause of the delirium. This may include providing pain control, regulation of bowel and bladder function, ensuring adequate diet and fluid intake is promoted and recorded. Another intervention that is reported to be effective in supporting patients with delirium is for care staff to provide a safe and therapeutic environment. This would mean that Halim is offered reassurance and support, all activities are carefully explained; and for Halim this may mean that a Farsi speaking interpreter is found to facilitate communication between him and the medical team as he reverts to the language of his birth when speaking with the clinicians. In expanding the opportunity to communicate with Halim, this may increase his comprehension of what the medical team are trying to achieve and reassure him that the procedures being carried out; like attempting to obtain a urine screen. Due to the life threatening nature of Delirium it is essential for all physical screens and assessments to be carried out to ensure early identification of the reason for the onset of the condition, if the therapeutic interventions are unable to be implemented due to Halim remaining agitated and acutely confused then as a last resort medication may be considered in an attempt to reduce his level of arousal enough to ensure clinical procedures and care can be delivered. Psychotropic medication can be prescribed in delirium in an attempt to reduce the levels of distress and agitation and for Halim it may be beneficial to ease his levels of arousal enough so that medical interventions can take place; it is important to note however that psychotropic medications have side effects that include; extra pyramidal side effects, mobility impairment, sedation and cardiac interaction therefore they must be used with extreme caution and Halim should be monitored closely. Conclusion Halim has presented to the emergency department with a delirium and the impact of this on his health and welfare should not be underestimated by practitioners. With mortality rates in delirium being worthy to note it is essential that care pathways are developed to ensure the physical health and mental wellbeing of patients like Halim are met concurrently. Clinical, environmental and behavioural interventions are acknowledged to reduce the impact, intensity and duration of the condition; therefore practitioners should work intensively to ensure a delirium presentation is treated efficiently and effectively to ensure mortality rates are reduced and recovery is facilitated as quickly as possible.

Diffusion Essay -- essays research papers

Lab Report #1: Diffusion Introduction: The human body undergoes a variety of processes throughout each and every day in order to sustain life. Tasks such as walking, breathing, and digesting what has been eaten are sometimes considered mundane, even taken for granted. One such process that is necessary to maintain life is diffusion. Diffusion is a key factor in moving ions, fuels, and other molecules into and out of the blood. It is one of the most important components in supplying oxygen to the alveoli and removing carbon dioxide. Without diffusion, substances would find it very difficult to pass through membranes and could cause detrimental effects to the human body. The paradox scientists have drawn is related to glucose molecules and the directions in which the molecules â€Å"know† to move. No single molecule should diffuse in any particular fashion, but should diffuse randomly. This report looks at four simulations attempting to solve the problem presented, how do the molecules know which way to diffuse? In order to understand the obtained research, it is necessary to present and identify the key components of Fick’s Law of Diffusion: F = -D * A*dC/dx F = the flow of material across a real or imaginary plane D = the diffusivity of the diffusing molecules (the ease in which the molecule diffuses in the surrounding medium)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A= area of the plane   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C= concentration of the molecules   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  X= distance   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  dC/dx = the concentration gradient There will be four simulations conducted in order to apply Fick’s Law and determine if molecules do in fact know which way to diffuse. The first simulation will look at a single molecule in an open area, the second looks at the movement of several molecules, the third looks at molecules diffusing in a ... ...te the change in concentration with respect to the change in distance.   Ã‚  Ã‚  Ã‚  Ã‚  In Simulation 4 we have two chambers connected with a pipe. Like simulation 2, the concentration of molecules across the whole system at equilibrium is equally distributed. If the dimensions of the pipe were small and narrow, only a small percentage of the molecules will be contained in the pipe at equilibrium. The flow of molecules to the right chamber would decrease. The calculation of the rate of approach to equilibrium in simulation 2 cannot be applied here because we have a pipe of a different volume that alters the flow. As the figure above depicts, the rate of approach to equilibrium increase as the diameter of the pipe increases. However the rate of approach will not increase infinitely but will plateau as some point because the diameter of the pipe can only be so large to connect the boxes. Accordingly, increasing the length of the pipe will slower the rate of approach to equilibrium because the molecules will have to travel a greater distance. References â€Å"Diffusion- Simulation of randomly moving particles† WebCT. Drexel University. April 2005

Science Processes

Module 1 Science Processes Scientific ProcessDefinitionScience Activity ObservingThe process of gathering information using all appropriate senses instruments that extend the senses. Collecting data on classmates, students walk around the classroom and make observations about eye and hair color of their classmates. ClassifyingGrouping objects or organisms according to one or more common properties. Classifying plants by features of plant life. CommunicatingRecord observations in multiple ways and present them to others.Students can record the data found in their observation activity and communicate the eye and hair colors they observed in the classroom. MeasuringMeasure variables using a variety of instruments and standard and nonstandard units. Give students various measuring tools and ask them to measure various things in the classroom. PredictingMake a projection of what the outcome of an investigation will be using data and patterns. Prediction worksheet: look at the pictures on the left side, draw a picture and write about what you predict will happen next.InferringDescribing a potential conclusion based on observation and prior knowledge. Science Mystery Bags: Students are asked to use sense of smell, hearing, and touch to infer what is in each mystery bag. Identifying & Controlling VariablesRecognizing a system’s variables and manipulating the variables to control the system’s outcome. Bread Mold Activity: Students will identify and control the variables that cause bread mold. Formulating & Testing Hypotheses Make a statement to guide and investigation.Test that statement for its truth. Formulate hypotheses for what conditions cause the bread to mold, and then test the hypotheses to see if they are correct. Interpreting DataRecognize patterns and associations within a system of data. Using scientific graphs to share data, as well as understand data represented in graph form. Defining OperationallyCreating a definition by describing an inter action or observation. How can you tell if plants are healthy? Students will define plant health in effective terms. ExperimentingScientific procedure used to test a hypothesis, make a discovery, or determine something. Students can take part in an experiment to see if they can balance eggs using salt. Constructing ModelsBuilding models to represent a mental, verbal, or physical idea or object. Students could participate in a physical science project where they are asked to make a water reservoir. In the chart above defining the twelve scientific processes, I included definitions of each as well as a science activity that students could participate in to support each process.These processes support inquiry learning, because they provide students with the opportunity to use problem solving skills, critical thinking skills, and logical thinking skills all at once. Students are encouraged to apply their prior knowledge to their new problem, experiment, or questions, which incorporates what they are currently learning with earlier experiences. Inquiry learning in science gives students control of their investigation and enhances their interest in the subject. Inquiry learning involves all learning strategies, including but not limited to verbal, written, and hands-on activities.When students are actively engaged in the learning process they are more likely to stay attentive, which allows them to not only gain information, but also helps in retaining that knowledge and understanding. The teacher’s attitude toward science has a major impact on students and how they view science. In order for teachers to get students interested and involved, they must have a positive and inspiring outlook on the subject. When students see and feel that their teacher is excited about a subject and that he or she wants to share their experience, students are more likely to fully engage in learning.Teachers should share their knowledge by motivating students to want to learn scie nce, and getting them excited about learning by introducing science through observation activities and experiments. Students need to see that their teacher is enthusiastic about science, and that science is a learning process that can be fun and enjoyable for the entire class! Lesson Plan: Objectives Students will †¢work in groups to build catapults out of everyday objects (Constructing Models); and †¢Demonstrate their understanding of motion and forces by using the catapults to launch objects. Communicating) Materials †¢Motion, Forces, Energy, and Electric Current video and VCR or DVD and DVD player †¢Pictures of catapults †¢Computer with Internet access (optional) †¢Cardboard shoe box (1 for each catapult) †¢Rubber bands (4 for each catapult) †¢Popsicle sticks (2 for each catapult) †¢Masking tape (one 6-inch piece for each catapult) †¢Plastic spoon (1 for each catapult) †¢Rulers (1 per student group) †¢Scissors (1 per stu dent group) †¢Marshmallows (2 per group) †¢Masking tape (for launching competition) †¢Object of your choice to serve as a target Procedures . Begin the lesson by discussing motion and energy. Ask students: How do objects move? How do we calculate motion? What is acceleration? What is speed? What are some of the forces that act upon objects in motion? (Observing, Predicting, and Defining Operationally). A good way to introduce this information is to view portions of the Motion, Forces, Energy, and Electric Current video. 2. Tell students they are going to work in groups to create catapults out of everyday objects. Explain that catapults were often used as weapons of war during the Middle Ages.Show students some pictures of catapults and discuss how they work, making sure that students understand catapult designs and uses. (Classifying). A good animated illustration of a catapult can be found at http://en. bestpicturesof. com/pictures%20of%20how%20to%20make%20a%20catapu lt 3. Tell students that after building their catapults, they will compete to see whose catapult can fling a marshmallow the farthest and whose catapult can fling an object closest to a target. (Experiment). 4. Divide students into groups of five, and give each group the supplies they will need to make heir catapults (see materials list) as well as any other objects you wish to provide. Tell the groups that they can design their catapults however they please, but they can use only the materials you have provided-nothing extra. Give students time to design and build their catapults, and ask them to name their team. (Constructing Models, Identifying and Controlling Variables). 5. Once students have completed their catapults, clear an area in the classroom that can be used for the launching competition. Using masking tape, mark a starting line.Place the target object about 10 feet in front of the line. 6. One at a time, have the student teams place their catapults on the line and fling a marshmallow at the target-their goal is to hit the target. Mark where each team's marshmallow landed with a piece of masking tape that has been labeled with the team's name. 7. As a class, determine which team was the most successful in accurately hitting (or coming the closest to hitting) the target with its marshmallow. Talk about the design of the winning catapults. Why did this design work the best? Formulating and Testing hypotheses, Interpreting Data, Measuring, Communicating). 8. Have students again place their catapults on the starting line and fire a second marshmallow — their goal, this time, is to achieve the greatest distance. Again, mark where each marshmallow lands with a piece of labeled masking tape. Once all the catapults have been fired have students measure the distance from the starting line to where their marshmallow landed. (Measuring). 9. As a class, determine which catapult was able to launch a marshmallow the greatest distance.Ask students: Why did this catapult work best? What element(s) of its design do you think helped propel the marshmallow farther than the others? (Interpreting Data, Defining Operationally). 10. Have each student write a paragraph that answers the following questions. †¢What was your group attempting to achieve with its catapult design? †¢How did the catapult set the marshmallow in motion? †¢Which challenge did your catapult meet best, accuracy or distance? †¢What could you have done to make the catapult better? †¢What helped the catapult work as well as it did? What did this activity teach you about motion and forces? 11. Ask for volunteers to share their answers with the class. Discuss students' answers and the forces that work on objects in motion. Evaluation Use the following three-point rubric to evaluate students' work during this lesson. †¢Three points: Students actively participated in class discussions; worked cooperatively in their teams; successfully created a tea m catapult; actively participated in the catapult launch; wrote a thoughtful paragraph that answered all six questions. Two points: Students somewhat participated in class discussions; worked somewhat cooperatively in their teams; needed help to complete their catapult; did not actively participate in the catapult launch; wrote an incomplete paragraph that answered only three or four of the six questions. †¢One point: Students somewhat participated in class discussions; were unable to use catapult materials without teacher guidance; created unfinished catapults; did not actively participate in the catapult launch; wrote an incomplete paragraph that answered only one or two of the questions.Credits Tamar Burris, former elementary teacher and freelance education writer References Bass, Joel E. , Contant, Terry L. , & Carin, Arthur A. (2009). Teaching Science as Inquiry, 11th Edition. Pearson Education, Inc. Boston, MA. Burris, Tamar. (2012). Discovery Education. Lesson Plan Libra ry: Motion, Forces, Energy, & Electricity. Retrieved on September 28, 2012, from http://www. discoveryeducation. com/ teachers/free-lesson-plans/motion-forces-energy-and-electricity. cfm.