Latinos as into the United States Essay Example | Topics and Well Written Essays - 1000 words

Latinos as into the United States - Essay Example Factors driving Mexican migration to the United States in 1848-1945 Mexican revolution in 1910 was the push factor that sparked a large exodus of Mexican laborers to the southwest though this push coincided with a pull force in United State of economic development (Ornelas, 1999). Economic development mainly in California, Arizona and Texas contributed by extensive irrigation system, elaborate transport system and the demand induced by World War 1 (Ornelas, 1999). Social and economic instability in home land caused Mexican laborers to be attracted in United State where unskilled laborers in southwestern industries were paid even five times better compared to similar industries in the home country (Ornelas, 1999), thus higher wage was the attractive pull force to Mexican. According to Ornelas department of labor in 1914 reported that about 8000 aliens mainly of Mexican had entered United State at Eagle pass, Significant northward movement by Mexican laborer began with construction of Mexican railroad connecting United State border towns with Mexico city and greatly increased with completion of construction of rail road in 1980’s (Ornelas,1999) this is because rail road provided the most common mode of transport for Mexican migrant.aso automobile transport provided another means of transport to United State (Ornelas,1999). Due to intensified military operation after the assassination of President Francisco Madero, many people were panic stricken and this lead to expanded dimension of movement across the border and many Mexican ended up in United State (Ornelas, 1999).

Political Movement in Hong Kong Essay Example for Free

Political Movement in Hong Kong Essay A. Introduction Moral and national education is a school curriculum proposed by the Education Bureau of Hong Kong to replace the original civil and moral education which aimed at developing a positive value and attitude of students, building a well quality of moral and national sense.1 In 3rd October 2010, the Hong Kong Chief Executive, Donald Tsang stated in his policy address, the moral and national education will be introduced to the education syllabus of the primary school and secondary school in 2012 and 2013 respectively with the aim of strengthening the national education of students in Hong Kong. However, this curriculum brought to a large controversy among the society of Hong Kong. Organizations like the scholarism, national education parent concern group and the Hong Kong Professional Teachers Union, etc. opposed the need of proposing this curriculum for two main reasons, first, that is unnecessary to introduce this subject independently since the syllabus of Chinese history and Liberal studies have overlapped with moral and national education. Second, this curriculum is compulsorily introducing the sense of national patriot to students, education will come down to be the tool of political brain washing to students. Therefore, various social networks organized an anti-national education movement, which resulted in a great ring of the public and the concession of the government. In this movement, social networks play an important role, they facilitate the mobilization of people, bringing awareness of the people so as to enlarge the scale of the movement. In this paper, I will mainly investigate the role of social networks in strengthening and undermining the movement, and also the effort tin bringing participant with different or similar background together. On the other hand, I wll discuss the importance of internet in strengthening and undermining the movement in various aspects. B. Strength of social networks in unfolding the movement There are a few social networks that remarkably helped the development of the anti-national education movement, not only on their own work, but also in attracting the other social networks to join their work and charm the participation. 1. Scholarism The first social network strengthen the movement is scholarism, this  organization is founded by a group of post-90s in 2011, which aimed at opposing the implementation of national education curriculum in Hong Kong. They are the originator of the anti-national education movement and then raise the attention of the people. Early in the 1st July 2011, they have joined the Hong Kong 1 July protest to speak out their request to government to withdraw the implementation of national education in Hong Kong education curriculum. Their voice and popularity then rose with a chain of participation in different movements organized by other social networks, for instance, they have joined the petition demanding the redress the June fourth incident in China, attend the TV programme City Forum, etc. Scholarism tried their best to get the attention of the government and also the public, many other social network have then discover and aware this organizations, nearly 20 social networks, for instanc e, national education parent concern group and the Hong Kong Professional Teachers Union then joined together and formed the alliance of opposing national education. The theory mentioned by Della Porta, D. and Diani, M. can be applied to this, people can often become involved in a specific movement or campaign through their previous links, and their participation will forges new links. The alliance then took a great step to unfold the movement by organizing a demonstration with the slogan of â€Å"no brain washing† on the 29th July 2012. 2. National education parent concern group The second social network that remarkably helped to unfold the movement is the national education parent concern group. This organization is founded by Chen Shik Chi, a lecturer of the Hong Kong Chinese University. The aim of this organization is to request the withdrawal of national education from the education curriculum in Hong Kong. Within a month, the number of members of this organization has risen to near 1500. This organization is relatively not a political one, the participants are not political leaders or activists, rather is the parents of the students in Hong Kong, with a specific target concerned group, it is easier for them to attract the members. The organization has joined several social movements related to their opposition in national education. For instance, they are one of the member organizations of the alliance of opposing national education, and helped in the 729 demonstration, later collect signs of people in different  districts for their support of anti-na tional education. As we can see that the organizations that particularly active in the anti-national education movement are neither some traditional political organizations nor some large scale organization with a wide range of membership. Yet they are only freshly established organizations with relatively small base of membership and short history. Why they were success in bringing the anti-national movement that topic-catching is the nature of the organizations and the close contact with other social networks. Internally, the unity between members will be denser and more integrated since the base of membership is small, it will be easier for the members to contact with each other and get all-round information, the scale can prevent the situation that members in the group will easily get ideological distinctions and rivalries, the internal network will then be more fragmented. Secondly, with the same goal of requesting the government to withdraw national education from the curriculum, there are many organizations from different groups joined their movement which then formed the multiple affiliations. Multiple affiliations is meaning the linkages between different organizations. This helped a lot in boosting the unfold ing of the movement, for instance, this can facilitate the personal contact and the development of informal networks which can encourage the individual participation and the mobilization of resources. Leaders of different organizations can contact each other for the sharing of information and the plan of movement, most importantly, they can get a consensus on the representations of the movement, so that will form a stronger force of opposition to their enemies. Not only for the leaders, the members from different groups can cooperate with others, for instance, the elites of groups can work together and decide a better plan for the movement. Moreover, the wider range of membership will also increase the participation of the social movement. The overlapped members, that is the members that belongs to the different groups in the affiliation, takes an essential role in circulation of information which helps a lot since the more the information the group can get, the more they can control the speed of mobilization. C. Limitation of social networks in unfolding the movement Although the small scale of the organization can bring the higher efficiency of decision making, it also has some setbacks. Since the  membership base of the organizations is quite narrow, it is hard for them to expand their group internally. The people who intended to join an organization due to three main reasons, first, they will look at the number of individuals in the organization, especially some political ones. People seems to be attracted by the political leaders in the organization so as to join it, then both Scholarism and the National education parent concern group cannot fulfill this requirement. Second requirement is the amount of previous experiences of collective action which is meaning the effort of the organizations in joining or organizing collective actions. Both social networks again are freshly established two years ago, the experiences in participating in collective actions must be relatively less than the traditional groups like the political parties. As we c an see from the two requirements, it is really hard for the two social networks to expand their scale in terms of structure and membership which are crucial in the development themselves and participation in the movements they organized.

The Symbolism of Hester Prynnes Appearance in The Scarlet Letter :: Essays Papers

The Symbolism of Hester Prynnes Appearance in The Scarlet Letter Throughout The Scarlet Letter, the author Nathaniel Hawthorne uses many literal and figurative items to illustrate the significance of various characters or themes. Coupled with the tangible evidence given, the reader can make many miscellaneous assumptions of the importance of these items to directly and indirectly contribute to the issues of the novel. One cryptic item that symbolizes more than it seems to is the appearance of one of the main characters, Hester Prynne. Hester Prynne's appearance and hair signify the levels of will and determination she possesses at the moment. The first example of this implication occurs at the beginning of the novel, during and before the first scaffold scene. Hester's hair is let down, shining and "so glossy that it threw off the sunshine with a gleam." This hair compliments an elegant, beautiful woman standing tall and proud. During this time, Hester's emotions, at full integrity, mirroring her appearance. When Hester is being questioned upon the scaffold, her virtue shines through when she refuses to name the partner of her sin. In the next example, Hester's pride and stature both seem to dwindle in accordance to her appearance. Within the next seven years, Hester has gone through a change both physically and emotionally. The book describes the scarlet letter to have absorbed all the rebellious and fiery qualities of Hester, leaving a cold and lonely woman, her tenderness "crushed so deeply into her heart that it can never show itself more." At the same time, Hester started "hiding" her beautiful rich hair in a cap, therefore practically eliminating her beauty and femininity. As Hester becomes less passionate internally, she becomes less passionate externally as well. The last example takes place during Hester's talk with Arthur Dimmesdale in the forest. During their emotional conversation, Hester regains her previous composure, and tries to prove to Arthur that the past can be erased. With the literal simple gestures of pulling off her scarlet letter and taking off her cap, she figuratively obliterated all that had happened before she was forced to wear the scarlet letter. Her womanliness and pride came rushing back as her hair fell back to her shoulders, becoming as she was before the scarlet letter took over her life. The Symbolism of Hester Prynnes Appearance in The Scarlet Letter :: Essays Papers The Symbolism of Hester Prynnes Appearance in The Scarlet Letter Throughout The Scarlet Letter, the author Nathaniel Hawthorne uses many literal and figurative items to illustrate the significance of various characters or themes. Coupled with the tangible evidence given, the reader can make many miscellaneous assumptions of the importance of these items to directly and indirectly contribute to the issues of the novel. One cryptic item that symbolizes more than it seems to is the appearance of one of the main characters, Hester Prynne. Hester Prynne's appearance and hair signify the levels of will and determination she possesses at the moment. The first example of this implication occurs at the beginning of the novel, during and before the first scaffold scene. Hester's hair is let down, shining and "so glossy that it threw off the sunshine with a gleam." This hair compliments an elegant, beautiful woman standing tall and proud. During this time, Hester's emotions, at full integrity, mirroring her appearance. When Hester is being questioned upon the scaffold, her virtue shines through when she refuses to name the partner of her sin. In the next example, Hester's pride and stature both seem to dwindle in accordance to her appearance. Within the next seven years, Hester has gone through a change both physically and emotionally. The book describes the scarlet letter to have absorbed all the rebellious and fiery qualities of Hester, leaving a cold and lonely woman, her tenderness "crushed so deeply into her heart that it can never show itself more." At the same time, Hester started "hiding" her beautiful rich hair in a cap, therefore practically eliminating her beauty and femininity. As Hester becomes less passionate internally, she becomes less passionate externally as well. The last example takes place during Hester's talk with Arthur Dimmesdale in the forest. During their emotional conversation, Hester regains her previous composure, and tries to prove to Arthur that the past can be erased. With the literal simple gestures of pulling off her scarlet letter and taking off her cap, she figuratively obliterated all that had happened before she was forced to wear the scarlet letter. Her womanliness and pride came rushing back as her hair fell back to her shoulders, becoming as she was before the scarlet letter took over her life.

Communication and Children

Promote children's speech language and communication Speech, language and communication are closely tied to other aspects of development. You should know what Is meant for each term. Communication Communication Is about how you send out signals to people. Communication can be seen as a umbrella term as it's all about the way you use language and speech as your facial expressions, body language and your gestures. Language Language is specific, it is a set of symbols its either spoken, written or signed, this means that it can be used and understood between people.Language can be very abstracted and we often forget this, when children are learning the sound of C-A-T the speaker is making the word can and is referring to the cat even if there is not a cat in the room. Linguists suggest that the main feature of a language is series of rules that people have to understand and use. Once it Is mastered you should allow the user to convey anything they wish. First of all the children will no t be able to use the rules, toddlers will begin by Just pointing at objects and only using one word. After a while they will learn how to construct sentences. SpeechSpeech Is vocalists language it Is normally learnt before the written form of language, in speech the symbols are not signed or written. But it is spoken as sounds. The number of sounds that children needs to master will depend on the language that they have or are being exposed to. English has more than 40 different sounds. Listening Listening is about being able to hear and more importantly understand the speech of others. Its sometimes referred as receptive speech. Babies begin the Journey of learning to speak by gaining receptive speech, and get them to learn the specific words and phrase and what they mean.This Is a referral to any difficulty that an children has In any three areas. Some children have a difficulty in producing certain sounds so they will have a difficulty with speech. If a child does not have make e ye contact this may mean that they have more global communication need.. As soon as a baby is born they begin to learn how to communicate. At first they will cry and learn that their cries will be understood or will be responded to by a adult. Babies cries change depending on what they need. Soon when you work this out and learn whether the baby is tired, bored or just hungry.Babies learn to study faces the tone of your voice and the body language, they will soon begin to respond to this their selves. Babies will cry if they hear a angry tone or if a adult smiles at them then they will smile back. By the age of one they babies should be skilled at communicating because they are able to point at things that they are interested in, they will turn their heads away to show that they are not hungry anymore. The babies will also recognize when the adult Is happy. Not Just are babies learning about the skills of communication they are also learning about the language, usually In spoken for m.Being able to communicate and be able to use and understand speech will mean it Cognition covers is a multitude of different tasks, it is mainly about our ability to process and use information that we have gained. An example is a child may see leaves fall of the tree and get told this is because its autumn. The child may see more leaves falling off and remember and make a connection with what she seen earlier with the leaves and what she is seeing now. She may remember what the adult told her about autumn and may say to another adult look leaves are falling is it because its autumn?.She will say it proudly because she has remembered. When she is at home having tea with her mum she may say that the park leaves are falling of the trees because it is autumn. This illustrates the way in which learning takes place, the child has remembered what they seen earlier and connecting to what they are hearing or seeing then come to the conclusion. The ability of the child that has labeled it as autumn will help her a lot. She is likely to notice falling leaves and making the association over and over again.She will also talk and think about autumn without thinking about the park. We can now begin to understand the limitations of body language, gesture and facial expressions when there is no language available. Even though they allow instant communication this does not help the child to understand what is being seen or provide a way in which afterwards the child can communicate what she has seen. This means that children that has basic communication skills of facial expressions gestures and body language, they find it difficult to communicate the concept.Emotional development Being able to control your own emotions is a major part of emotional development, babies and toddlers struggle with this. But as language develops they find it easier as they can express their needs, is a child has a tantrum or an outburst it is due the child being frustrated, angry or Jealousy. The y tend to b dismissed as the child learns to find a way to talk through the way they are feeling. This is why it seems to be a good thing to name the emotions, when you are working with young children. His is so they can begin to understand what the child is feeling and have the ways of expressing it other than Just physical reactions alone. Behavior Being able to manage your own behavior is all about self-control, young children are impulsive and they find it hard to control their behavior as soon as language is mastered children's behavior changes. It seems like the acquisition of language it helps children to think things over. The children will focus on the consequences of their actions, they will begin to remind themselves of what they need to do or what they should not do.The start of this progress is when a toddler goes up to something that have been told not to go near and they point to that object and say no. Social Development Emotional development is linked as being able to control your emotions. Social development builds on your emotional development. This means you need to be able to recognize this in others and being able to learn how to adjust your behavior correctly and appropriately. This means that having good communication skills and good language skills is very important. Children need to read peoples body language and facial expressions of others so they can respond correctly.Play is the main medium of solicitation with other children. Language skills become important from the age of three years old. , children tend to speak about what they are doing or when hillier have difficulties, there are likely to have many effects on their development even though the extent to which children get effected it will very depending on the nature of the difficulty. It is severity, its also how the child is supported. Some term effects on development 1. Difficulties in making friends 2. Anger 3. Low levels of confidence 4. Difficulties in learning new inf ormation 5.Find it hard to make themselves understood 6. Frustration 7. Difficulties in applying formation to new situations 8. Withdrawn These are some general terms as there is a massive different between a child that as a slight speech impairment and can use some language to a child that is not using language or understanding any language. The long term development consequences in children who have difficulties with their communication, language and speech are sometimes harder to predict but in general terms you might find that children later on may have the following 1.Not achieve their potential 2. Lower self-esteem 3. Become isolated 4. Find it hard to make and maintain relationships 5. Developed antisocial behavior in some cases 6. Not reach independence Children who have learning difficulties with their speech and communication skills hey may have a big disadvantage when it comes to their overall development and it may even effect their life outcome. A lot of babies and todd lers attempt to communicate using their body language or by vocalist sounds or words.It is important that adults know the acknowledge of these communications as well as looking for ways to support children to make the progress there are many ways that we can do this. Words and level of language One of the skills you need to acquire when prompting children's language is to work out the level of language that we need to use with children and find the style of engage that we need to adopt, babies need use to use an exaggerated facial expression and to point to objects that your talking about so they can work out what you mean.Linguists has found that adults seem to be able to change the structure of their language automatically, when they are working with babies in order to simplify it. This is practically important because babes can focus on the key words in a sentence and begin to associate the words with a meaning. The word â€Å"parents† is used to describe the style that ad ults adopt when working with babies and toddlers. With children who are older and is developing their language, our style needs need to change again, instead of you simplifying our language, you may set out to enrich it so that a four year old can develop their vocabulary.Questions By using questions it is a important part in stimulating and extending the children's speech, they can show children that you are interested in what they are doing or response and is important to be aware of different styles. Rhetorical Questions A rhetorical question is not really a question because the speaker tends to answer them their selves. This type of question is very useful when you are working with babies and toddlers, as it helps the adult sustain commentary while they are busy with the child who may not be able to say much.Rhetorical questions an make the baby and toddler feel involved as long as the adult uses eye contact whilst you are talking to them. The commentary style is one that is ver y useful as it is allowing the babies and toddlers to hear language even though the commentary must be directed at them, using rhetorical questions with a child that already has language does not work because they see a opportunity to answer the question. Closed questions By using closed questions it prompts short answers.A example is â€Å"Did you enjoy that† they are useful to engage the child, we often need them when your working with babies and very young children that can use one word answers gestures or body language. For children that have limited language its important to extend the conversation from a closed question. Closed questions can also be safe for children who are anxious or a child that does not know you. This should be seen as a starting point in a conversation. With older children the amount of closed questions should be monitored as they do not extend language. It can prevent the child getting a chance to be able to express themselves.Open questions By us ing open questions it means that your prompting for a longer answer and to help children to think. Open questions work well when that child feels comfortable with the adult as well as when they have significant language so they are able to communicate. Using questions Its often suggested that closed questions are bad and that open questions are good. The reality is more complex as the use of questions really depends on the level of language that child has also how comfortable the child feels. Many skilled immunization will switch to open questions and closed questions.The thing that distinguishes the use of questions is generally interested in what the child is saying to you. Poor communicators ask questions without really wanting to know the child's answer. This means that using ascertain a chills acknowledge. Conversations/ interactions When you look at language and the way it is used in settings and used in the children's homes it becomes clear that some adults language is used t o organize children. This type of language is essential but it is not useful when you are trying to extend and develop the children's language.For this to be able to happen the children need to be able to have time to talk and interact with an adult. Interactions with babies and toddlers For babies and toddlers early interaction is often quiet play. With a baby you may play peep and with a toddler they may give you a toy and you say thank you to them and then they take it away from you. This early interaction may not seem important but it is essential for the babies and toddlers as they are learning early skills of fun whilst they are communicating. They will also learn about turn taking eye contact and interpreting expressions.Other interactions may also include songs. Babies and toddlers also need to hear a running commentary as if the child can answer the Children that has speech needs to have time where they can talk to the adults. You should note that the children likes to be d oing something or has got something to show the adults for this to be able to take place. This is often when the adults takes time to show the children that they are available or goes and sit down. Good communication does not work when the adult is moving about and does not have good eye contact with the person who is talking to you. Information and activitiesChildren and adults need to have something to say to each other, this means that a lot of settings will work on children's language by planning activities, or they may have books that will help prompt children's speech. With babies and toddlers this could mean too have to put out an experience such as teddies and toys in a basket that has a lid on. With older children you can have a variety of activities thou can use to stimulate children's language. It is always important that you build on the child's existing interests as well as being able to provide new things for the children. Working with parents/ careersA lot of parents and careers under mind the value of or their role in prompting children's speech and extending their speech. They are more likely to only have 15 minutes a day which they are able to chat to their child without any interruption. This could be when you are walking home or at bath time. As parents have a strong relationship with their child they are able to tune in to them and adapt their language. This means that parents does have the potential to be a good language partner for their child. Many settings provide sessions for parents to learn about the importance of their role and build up their confidence.When a child has a specific speech and language need both parents and the setting needs to work together WI the speech and language therapist. Positive effects of adult support When adult support provided for children there is many positive effects. Some of the positive effects is the following: 1 . Speech, language and communication skills 2. Emotional development 3. Behavior 4. So cial interaction Speech, language and communication skills If a high quality of support is given children can show progress in their speech, language and communication skills.This means working with children can be really rewarding and parents are often delighted in the improvements that children are showing. Social interaction The heart of social interaction is children's ability to communicate. This means that positive support can quickly make the child more outgoing and confident in their interactions. A lot of practitioners report that once children have more speech and language the children are able to play easily with other children. Behavior Many children that are finding it hard to communicate or speak will show aggression. They may also be showing a sign of uncooperative or frustrated behavior.Being able to communicate effectively can make a massive difference to children's behavior. Parents will also note that when they are spending more time communicating with their child that child wills show less attention seeking behavior. Emotional development does the children become more confident, they also will be able to find words to be able to control their emotions and express their needs. Children of the same age will often have different levels of language. This will mean that you need to identify the children that has atypical language in order for them to get the support that they need.But you also need to think out how practices and procedures support the children. Settling in For children that does not have speaking language for a reason like age or because they have a additional need its very essential that they get to know the key person before any separation is taken. The key person needs to find out from that child's parents how to communicate with that child and learn the skills they use. With the children that are speaking well and can understand us will still need a similar level of care and attention, but they may find it easier to settle i n as they can express their needs and their feelings.Grouping children A lot of settings may have moments when they need to put children in to groups like when you go for lunch or when they are going for a story. It is important that you give a lot of thought in to this as children that has language needs have been grouped sensitively and carefully so they have get the opportunity to interact and get involved. Activities When activities and play opportunities are planned children's level of language needs to be considered as certain activities are required to have a higher level of language and this mean it may not be appropriate for a child who is still developing engage.Language is needed for role play and it is important to think about if the child wants to Join in with role play and needs to have support. The ability to process language will mean that some activities that require children to listen needs to be carefully thought about if there are no visual stimuli which will hel p the children work things out. Methods of providing support A starting point to be able to support the children with language problems is to consider the age of that child, the child's current level of language and what they are interested in. You should also find out the child's specific needs. AgeThe child's age needs to be considered in relation to the way we work with children. Babies and toddlers is emerging their language and we rely our gestures facial expressions and body language to help them to understand. In a way they need to use these communication tools, we also need to learn how to interrupt them correctly. By the age of three children will have developed sufficient language to be able to form sentences so our style of language will need to change again. Specific needs Its very important that when working with children you know what their milestones are in relation to the child that you are working with.This is because each child needs to be identified quickly so the y can gain the support that is necessary. Sometimes a speech and language therapist will be involved and be able to give us specific suggestions as to what kind of type of work that the child needs. Children with cognitive needs alongside language needs will also may need to use Megaton. Megaton is signs that create the visual cues to help them to understand the meaning. Abilities children has language delays, but some children does not have any delays and gets on with language with flying colors, they are hungry for attention and to get language opportunities.You need to think about how challenging the activities are and think about the language opportunities are such as stories. For other children they might like one thing like a train set, so you may sit with the child and make the sounds to encourage visitation. Home language These days children learn English as well as their home language, being able to learn more than one language at an early age is a good opportunity, its ver y important that you don't make the parents of children feel like there is a problem with that. You need to find out how much English the child has and find out how strong the chills mom language is.It is important that you find out how the parents use their home language, as some parents may choose to only use their home language to their children but other parents may decide to split up their language by using more than one language. Some parents may slide between two languages. If you have a child that comes in to your setting no using any English you need to be aware that the emotional impact may be hard as they don't use English. This is why a key person system is important, as it is a way which we can reassure the child, for children that isn't have English the progress they need is to acquire English and this can be very quick.This is why it is not a problem if the parents only speak their home language. Linguists takes the view that many ways this is desirable so that the ch ild can gain competence in both languages. When children are not making progress in either their home language or English then it is worth talking to the parents and make it clear that some distinctions in their language use so that babies and young children can work out the sounds and words and which belongs to what language. Its important to remember that children that are learning more than one language are prone to have hearing loss, sight problems and communication difficulties.It is important if they are not making progress to explore these possibilities. Gaps in vocabulary When your working with children that has two language it is important that you are aware they may have specific gapes in their vocabulary. This is because most language is learnt in context. This means that some objects or activities means different things in their home language and in the setting its different as its in English. So this may mean that children may not know some of the common household items in English like tea towel or pillow this means they may not be able to talk about what they have done in the setting to their parents.They may not have the word sand in their home language its very important that you are aware of these gaps and plan activities accordingly. Adapting own language It is important to adapt our style and language to be able to suit the needs of the children. For children with English with a additional need you may need to use more facial expression or point to objects. You might have to simplify your sentences like oh do when you work with babies and thus style will allow to break in to the meaning of the word.Scaffolding children's language Children needs to hear phrases and words before they can use them. By scaffolding children's language it involves talking to children in ways that will be able to help essential for this as As they are likely to spend more time with the child, the can also develop language routines for that child. Recasting and expa nding statements As a part of scaffolding children's language adults should know the acknowledge of children's vacillations or the attempts of communication and should recast the entente.So that the sentence is grammatically correct, or you can expand the sentence so that the child is hearing a fuller sentence because vocabulary are learnt in context by expanding the sentence from a child means that they can learn more. Giving children time to communicate A lot of adults forget that children needs to have time to be able to process what they have been told and visual the clues in the room before they are able to respond to a communication, one of the common mistake that a adult does is fill up the gaps immediately assuming that the child has not understood or can't think of anything to say.This means that reviewing our own language practice is worth thinking about how much time we are giving children in order so they can communicate with us. It is important that you give time to chi ldren who are learning English as they already have another language. They might know what they want to say but they may not be able to say it and need a moment to put it together. Many babies and toddlers process things a few hours after, this may mean when you took him/her to the pond to feed the ducks they was not very responsive but later on when they look at the photos they get very excited and try to talk about the duck.This is why it is useful to repeat activities that children have enjoyed. This is why having photographs and video clips can help the children to interact. Facilitating communication between children Children's social skills and language are connected, sometimes the role of the adult is to help the children to connect with each other so they can communicate. One way to do this is to set up some simple activities that is pleasurable for the children. Having a game that you need to have children to be paired up can work well as it can encourage them to listen to each other and enjoy being with each other.When irking with large groups it has to be organized carefully as children that has strong language skills will find it hard not to shout out. It can be hard for young children to wait and some people will argue it is unfair that they have to wait. Children who has a stutter can feel under pressure if you have told the other child to be quiet so they can listen to the child. This can sometimes make their stutter or stammer worse. Learning through play Play is Just not a medium for learning physical and social skills it is also used for language.A key skill for adults to master this is by playing with the children in ways f which the children have their own ownership of it. Role play is normally used on older children to be able to get them to develop their sentences and vocabulary, with baby's language can be learnt through peep. Play is a very good vehicle for language, its important that the materials you use and resources that are availa ble for children are interesting and satisfying. Many practitioners look for new ways of introducing new materials or the props in to children's play as it will give children something to talk about.Working with parents, careers and families Parents need to be involved with supporting their children's language as they are o one time with them parents sometimes will need support to know how to maximize the language opportunities and so some settings put workshops on where parents and children can come to play and learn together. These workshops can give parents more confidence as well as more understanding of the importance of their role in promoting their children's language. Interests of children Children tend to talk more about things that excite them or what they are interested in. His means that adults are needing to be flexible when working with children and be ready to talk and explore the things the children have noticed or that are interested in. A Autumn walk what the pract itioner was hoping to talk about the different types of leaves and the children may have found a pine cone and have to talk about them instead. Day to day activities Sometimes it is easy to forget that everyday routine activities can be fascinating for children when adults allow them to be properly involved. This may mean that you need to allow more time to value those moments in the day instead of Just trying to get through them.Tidying up can either be a quick routine task. In which children will say hardly anything at all. When tidying up the adult and children can have a DOD conversation about where things go, and what toys they don't play with or the ones that does get played with and travels around the setting. In some settings they organize the packing up so that the key person can work with the child. Some potential activities that can extend the children's language are the following 1. Dressing 2. Lunch time 3. Tidying up 4. Choosing stories for story time 5. Getting ready to go home 6.Nappy changing and other personal care routines 7. Snack time 8. Setting activities out Working with children one to one Children's language Scan improve a lot when they spend time in the company of insensitive adults who are able to respond to them carefully, the term language partner is use on this respect. A language partner is good at picking up an individual child's interest and are ready to allow conversation to be able to follow the child's interest. Chatting with children when they are doing a activity is important, by Just sitting the child down to talk to can make them very unnatural and forced.One to one is very valuable, because then the child can talk a their own pace, and does not have to compete with others. One to one works in the EYES settings, the settings would be carried out by that child's key person. As this is a way of strengthening the relationship, as well as the child should have a existing bond with their key person. Working with groups When w orking with a group of children it can be a Juggling act because children's language levels are often different this means that they process things at different speeds, it also means that the may process what they have been told in a slightly different way.By organizing a trip to the shop with the children, the children may see another child may see it as seeing a yellow car and another child may see it as seeing post box. If you have a too may children In a group or if the activity your doing is not developmentally appropriate then you may see that the children start to close down, so the opportunity of speech rather than the opportunity for them to open up. They may resort to closed questions, so they can Just answer with one word. This can mean that some children will miss out as they don't get the opportunity to hear or speak full sentences.You can make sure that the group is developmentally appropriate such as three year olds are best in a group of three or four when only elder children can be put in a group with eight, children that are under the age of three does not tend to be able to do group work as easy and find that they will walk away or start to wiggle. Evaluating practice Three are many ways in which you can evaluate your practice with the children, first you may be able to record yourself working with the children, this will help you look at the tone of voice you are using and how much time you give them to respond.. N addition we may follow the children's progress and see where you have given them extra support. By recording the children with a MPH player it can you a baseline assessment of what the child can do, then record them again to see if they have made any progress. You also need to learn how to reflect on the way you work with individual children some children enjoy puppies or talking whilst cooking byte some children talk better when they are playing and you Join in the game.This means that to be able to work effectively with differe nt children you need to be able to reflect on their reactions and adapt effectively. The importance of the environment Its important that not only we work effectively in the trees of our skills with children, UT also the physical environment includes play and activities so it creates opportunities for language. Children and adults need to have something that's worthwhile to be able to talk, environment's that are boring or activities that are unchallenged may result in minimal language use.But having settings that are loud and chaotic also does not help in proving support for reactions for interaction between children and adults. As children may not be able to focus or be able to make themselves be heard. Adults may become distracted if they can see mayhem is being caused on the other side of the room. This can prevent sustained interaction. You should provide environment's inside and out that works well in terms of communication and meet the range of children's developmental needs. You should also thing about activities and resources that are available for the children. These activities should interact because they are challenging and interesting for them. Factors that support an effective speech language and communication environment 1. Views of children 2. Activities 3. Specific toys and resources 4. Staff roles and responsibilities 5. Physical environment 6. Training needs and opportunities 7. Involvement of parents, careers and families Physical environment

How Society Views Mental Health Changed over Time

School of Health and Social Care Psychology of Health and Illness unit Observational record template What happened Initial thoughts Whilst at work I saw the nurse take bloods from a patient which was a monthly routine for the patient it has always gone ok and the patient has been fine with having her bloods taken before. The nurse told the patient it wouldn’t hurt at all. Something happened whereby the nurse couldn’t get the blood and had to re-attempt the procedure.The patient also experienced some pain during this procedure which she wasn’t expecting, the patient found this a quite traumatic experience The patient was elderly and appeared confused. The patient became anxious and next time a blood test was due became increasingly worried and reluctant to have the procedure. She appeared frightened of the needle What happened My initial thought was why did the procedure not go to plan and why did the patient react in the way she did.The previous procedure was fin e and she knew what it involved she had her arm out ready for her bloods to be taken, she thought it wouldn’t hurt because it has always gone ok for her with minimal distress and pain so she wouldn’t be expecting that experience. Now the behaviour has changed and gets distressed when she sees the nurse with the needle. Another thought would be is she afraid of the nurse or the needle. Does the patient feel under pressure now to have her bloods taken. Initial thoughts One of my family members called may has lost both of her sons in the same year a few years ago they were both identical twins.This caused her to feel very low and had become depressed whilst grieving for her sons. Her husband has recently become disabled and is unable to cope alone at home. It is coming up to the twins birthday and she is feeling low she said to myself that she doesn’t think she can be happy and she always has bad luck. The other day she forgot she was cooking and burnt her food and also has forgot she is suppose to be at work . She has lost a lot of weight since she has been at home more helping her husband. She has been a light smoker most of her life but is not smoking a lot more.May is not the lady’s real name it is used for confidentiality reasons. My first thoughts is that the patient could be stressed after the life events that have occurred There are the daily pressures of work and general life with her still grieving for her sons, then on top her husband is recently disabled. The build up can be the stressor she could suffer with burnout if she is stressed for too long which could also lead back to depression. She is blaming external forces her saying that she always has had bad luck.Her feelings and thoughts in the mind is with her forgetting things, is this because she has other things on her mind due to pressure and replacing her long term memory with new memories. Not many of her needs have been met to achieve a sense of wellbeing. Another thought is how would she cope with the situation in hand which way would she go, good or bad meaning action response or palliative coping. If the patient is controlled by others or feels disempowered then they could become increasingly helpless whereby they completely rely on others and depend on them to make decisions for them this could also Increase stress.This essay will provide a definition of the term psychology and look at a brief history of how psychology originated. It will discuss psychological theorists and look at how their studies influenced how we view psychological concepts today. The essay will relate how psychological studies and theories can inform nursing care. It will outline a selection of psychological approaches such as the biological, humanistic and psychodynamic. It will discuss in further detail and focus upon the behaviourist and cognitive approaches. It will then go on to explore how the observations A and B can be explained within psychological theory.Ob servation A will apply the behaviourist approach to the situation and try to explore how this theory relates to the observation. It will discuss how a routine procedure could impact upon a person and their behaviours. Observation B will utilise the cognitive approach and apply this to the experiences of a person experiencing stressful life challenges it will explore key issues such as coping and information processing. The concept of Psychology originated from philosophy and biology which are two factors used in psychology today (Eysenck 2009).Psychology represents ‘study of the mind’ (Gross 2005). Psychology is a type of science which studies the behaviour of humans and animals, psychology tries to understand why people behave in certain ways taking into consideration their thoughts and feelings (Eysenck 2009). The term psychology was founded from the Greek word, psyche which means mind, soul or spirit combined with the Latin word logos which means’ the study of ’ (Gross 2005). Psychology dates back to ancient civilizations who were interested in workings of the the mind and behaviours (Payne and Walker 2003).Wilhelm Wundt opened the first psychological laboratory in 1879 (Glassman 2008). Wundt and his co workers studied the structures that make up the mind, he was the first theorist to use psychology as a self conscious experiment studying perceptions and conscious awareness (Gross 2005). Psychology is relevant to nurses and health care professionals because both nurses and psychologists seek to understand the range of needs of an individual (Barker 2007). They also look at ways of adapting behaviours to make it possible for the individual to achieve a sense of well being. Barker 2007). According to the NMC (2008) nursing focuses on the individual as a whole taking in their physical, psychological, social or cultural needs rather than a specific aspect of an individual. Psychology gives nurses an insight into human behaviour and can inform them when providing care for people (Payne and Walker 2003). There are certain psychological based therapies in place such as person centred counselling and cognitive behavioural therapy to help people deal with anxiety and depression (Gross 2005).The biological approach assumes that our individual behaviour and experiences happen because of the activity in the nervous system (Glassman and Hadad 2004). Our central nervous system (CNS) is made up of neurons which are billions of nerve endings within the body (Glassman and Hadad 2004). According to this approach it is believed that a person’s thoughts feelings and actions are caused by the CNS (Livingstone 2009). Charles Darwin (1809-1882) was the first to suggest that we should view behaviour from a biological perspective. He saw the importance of children resembling their arents and the variations in humans and how individuals inherit genes as a cause of evolution (Eysenck 2009). The humanistic approach concentrates o n a person’s individual perceptions and understanding of their own actions (Payne and Walker 2003). Individuals have their own free will to choose how they act in situations(Gross 2005). Carl Rogers explored the theory of self concept (Gross 2005). He believed individuals are at their happiest when they have a positive regard of themselves, to achieve this status they must have an unconditional positive regard from other individuals (Payne and Walker 2003).If the individual does not have this they will not achieve a sense of worth. Abraham Maslow suggested the person centred theory of the hierarchy of needs ( 1943 cited Barker 2007). This suggests individuals have a responsibility to themselves to reach self actualization (Barker 2007). This theory is popular in the health profession because it looks at a person as a whole (Eysenck 2009). The psychodynamic approach suggests behaviour forms from our unconscious mind (Glassman and Hadad 2004). The forces in a person’s pe rsonality motivate different types of behaviour for example the unconscious and subconscious (Glassman and Hadad 2004).Sigmund Freud influenced the psychodynamic approach through his psychoanalytic theory of personality (WJEC 2009). Behaviour can be influenced by three parts of the mind; Id, Ego and Superego (Gross 2005). Id is an impulsive part of an individual’s personality, the Id influences basic biological drives such as eating and drinking (Glassman and Hadad 2004) . The aim of Id is to get what you need at any cost to maintain basic survival needs (WJEC 2009). The Ego is where individuals become rational, the ego balances the needs of the Id and Superego.The superego understands right from wrong, it rationalises behaviour that is learnt by parents and other surrounding influences (WJEC 2009). The ego will protect itself from unwanted thoughts for example painful memories can be pushed into the unconscious mind which can then be forgotten (Glassman and Hadad 2004). It i s suggested behaviour is influenced by childhood experiences, while in the stage of childhood the ego is not developed enough to deal with a life event such as a traumatic experience (WJEC 2009).The behaviourist approach assumes the way we behave is the result of an experience, the approach looks at the environmental stimuli which could be an experience and how this influences the way in which someone learns (Glassman and Hadad 2004). Watson researched ways in which this theory could be measured and observed (Glassman and Hadad 2004). One of his studies was the ‘Little Albert’ whereby he thought children have three basic emotional reactions fear, rage, and love. He wanted to prove these three reactions could be conditioned in children.Watson used Albert to test his theory, He repeatedly presented Albert a rat in combination with a sudden, loud noise to classically condition fear (Gross 2005). ). Ivan Pavlov researched classical conditioning, while looking at the salivat ion of dogs he noticed what he called psychic salivation (Gross 2005). This is where a dog would salivate before it was given food (Gross 2005). Pavlov founded a basis for what we now call classical conditioning (Glassman and Hadad 2004). The theorist Skinner researched operant conditioning, one of his studies was a ‘skinner box’.A rat or pigeon would be studied doing certain tasks for example pushing a lever in the box for a reward thus becoming conditioned (Gross 2005). There are two forms of conditioning; classical and operant. Within classical conditioning an unconditioned response (UR) is when a response is not conditioned (Eysenck 2009). A neutral stimulus (NS) is the object which causes the UR (Gross 2005). The conditioned stimuli (CS) is an object which is associated with the NS pairing these two together after a number of attempts will soon create a conditioned response (CR) which would be classical conditioning (Eysenck 2009).If the CS is used by its self for a while the response will become extinct, after extinction it is possible to introduce the NS again and this creates spontaneous recovery (Eysenck 2009). In operant conditioning there are positive reinforces which are things given to strengthen the behaviour for example the rats used in the skinner box were given food every time they pushed the button (Gross 2005). A negative reinforce is something which is taken away to increase a behaviour (Glassman and Hadad 2004).Punishment is a form of a negative reinforce this could be something like a slap on the wrists for a child showing naughty behaviour this may result in a decrease of the response (Glassman and Hadad 2004) This essay will discuss how the behaviourist approach can be applied to observation A and how conditioning applies. Within classical conditioning the neutral stimulus and unconditional stimulus needs to be paired multiple times to achieve the conditioned response. If the patient in the observation viewed the pain as a traumatic experience then the neutral stimulus and unconditioned stimulus ill only need to be paired once to get the conditioned response. Before learning the neutral stimulus would be the needle and the unconditioned response would be the patient in distress. The unconditioned stimulus would be the pain so during the observation, the needle is the neutral stimulus which before would give the patient no response. Then during the procedure the neutral stimulus (needle) gives the patient an unpleasant pain which is the unconditioned response. The next time the patient’s routine bloods were due when she saw the needle which is the conditioned stimulus it gave the patient distress which is the conditioned response.Applying the approach to the observation the patient appears to have been classically conditioned. This is because before the observation when the patient had the procedure they appeared fine. During the observation the patient appeared to experience pain which lead her to become distressed because of the discomfort. After the conditioning when the nurse came in the room the patient associated the procedure with the pain so was scared to have the procedure, she is showing signs of fear when associating needle and pain.Although the needle could be viewed as a NS the nurse also could be, because in the patients mind the nurse gave her the pain. Other factors could also incorporate conditioning such as the environment for example if the patient was hot and uncomfortable can also be a trigger for becoming distressed. The cognitive approach looks at the role of the thought processes within the mind such as memory and information processing (Payne and Walker 2003). Cognitive psychologists are interested with brain thoughts that guide and cause different behaviour (Gross 2005).Until the 1990’s the cognitive approach only assumed how information was stored in the brain (Glassman and Hadad 2004). More enhanced technology including brain imaging tech niques which helped psychologists and neuroscientists to map out brain function in coalition with behaviour (Payne and Walker 2003). Studies have shown that the relationships between thinking and languages can influence the way we think (Payne and Walker 2003). The information processing model has broadened our understanding of memory and problem solving (Glassman and Hadad 2004).Cognitive psychologists see the human mind as an information processor; we take the information from an environment and interpret in our own way to produce behaviour (Glassman and Hadad 2004). The response model of stress defines stress as the reactions of the person by the demands (Gross 2005). Stress can fall under 3 categories stress can be a stimulus, response or an interaction between an individual and its environment (Gross 2005). The categories of stress can correspond to the three models of stress (Cox 1978 cited in Gross 2005).Holmes and Rahe (1967 cited Eysenck 2009) developed the social readjustm ent rating scale (SRRS) to assess life events. They suggested that if a person has had many life events they are likely to be stressed (Gross 2005). Rotter (1966 cited Gross 2005) found that life events are more stressful if their locus of control was external. An external locus of control means that their behaviour is guided by fate, luck or other external circumstances such as other people (Barker 2007). According to Martin Seligman (1967 cited in Gross 2005), learned helplessness can happen when individuals have no control over their life or situation.They begin to think they are helpless, people who have learned helplessness appear to miss the opportunities to help change their situation (Gross 2005). Walter Canon (1932) suggested the principle of the fight or flight response, fight or flight means we prepare ourselves for attack harm or threat, when an individual is stressed the body reacts to make the fight or flight response (Gross 2005). According to Gross (2005) Hans Selye (1956) further developed this to create the general adaptation syndrome (GAS).GAS stands for the body’s way of defending against stress, individuals will act in response to any stressor in the same way within the body (Gross 2005). According to Gross (2005) coping means dealing with a situation to act and overcome a situation. Cohen and Lazarus (1979) classified different ways in which individuals cope (Eysenck 2009). Direct coping is when a person deals with the situation by changing, or removing the stressor. The individual looks at the situation to understand it, then if a similar stressor arises the individual can deal with it (Gross 2005).Emotion focused coping looks at trying to take away the off putting emotion to make the individual feel better for example ignoring the stress and doing something that makes the individual feel good (Gross 2005). Palliative coping is when the individuals turn to relief which is short term they will change the internal environment for ex ample alcohol (Gross2005). When applying the cognitive approach to observation B, May appears to be stressed. The information processing model has taken the information from the stimulus which is May’s ife events which and interpreted it into stress (Glassman and Hadad 2004). This applies to the information processing model because she is taking information from the environment and situation to interpret it in her own way formulating negative thoughts and behaviours (Gross 2005). She is responding to the events that have occurred in her life, for example her sons dying and her husband becoming recently disabled, she has had to try and balance her daily life demands and incorporate caring for her husband at the same time.When there is an imbalance it is likely stress can occur, this applies to May. According to the SRRS May has had many major life events which can cause her a high level of stress and she had already suffered with depression which is proved to be significant on the scale (Eysenck 2009). May’s locus of control is external, this is because according to May she does not think she will ever be happy again, and she has bad luck her emotions are low so her helplessness can result in stress (Barker 2007).May also maybe stressed due to the fight or flight response, this is because she is perceiving her life experiences and current situation as a threat (Gross 2005). May has not yet seen any opportunity to help herself from this stress she has not yet looked at a way of removing the stress if she stays in this situation she may have learned helplessness (Gross 2005). Applying to Mays way of coping, she appears to be palliative coping, this is because she has turned to short term relief such as smoking which is changing her internal environment (Gross 2005).In conclusion this essay has given a definition of psychology, It has understood why psychology is relevant to the nursing profession. The essay has given an overview of the biological ap proach which assumes that person’s behaviour happens because of the CNS. It has also given an overview of the humanistic approach which explains a person has their own perceptions and understanding of their actions, the approach is more relevant to nursing because it takes into consideration the whole aspects of a person to help achieve self actualisation.The essay has given an overview of the psychodynamic approach which suggests that behaviour forms from our unconscious mind. It has given an explanation of the behaviourist approach explaining classical and operant conditioning. Then given an overview of how this approach has applied to observation A, using classical conditioning. Finally this essay has explained the cognitive approach relating it to the model of stress & coping and explained how observation B can be demonstrated within the cognitive approach. References Barker. S. , 2007.Vital notes for nurses: Psychology. Oxford: Blackwell publishing. Glassman. W and Hadad . M. , 2004. Approaches to psychology. 4th edition. Buckingham: open university press. Gross. R. , 2005. Psychology the Science of Mind and Behaviour. 5th edition. London: Green Gate. Livingstone. C. , 2009. Psychology and sociology applied to medicine. 3rd edition. London: Harcourt publishers. Nursing and Midwifery council. , 2008. The code. UK: nursing midwifery council. Available from: http://www. nmc-uk. org/Documents/Standards/The-code-A4-20100406. df [accessed 14/02/12] Payne. S. and Walker. J. , 2003. Psychology for nurses and the caring professionals. Berkshire: Open university press. Royal College of Nursing. , 2003. P. 3, Defining Nursing. London: The Royal College of Nursing. Available from: http://www. rcn. org. uk/__data/assets/pdf_file/0008/78569/001998. pdf [accessed 14/02/12] WJEC. , 2009. Psychology AS. Dublin: Folens publishers. available from: http://onlineclassroom. tv/files/posts/the_psychodynamic_approach_free_chapter/document00/WJEC_AS_Ch_03. pdf [accessed 9/0 2/12]

Tour Report Essay Example

Tour Report Essay Example Tour Report Essay Tour Report Essay This is the report of the most exciting tour we had in the first week of november from our school. The trip was to Shimla. It was a 4 days trip. Shimla is the capital of Northern most state of India, namely Himal Pradesh. On a cold night of november (5 november 2010, Sunday), I and my friends along with the teachers board the flight to Shimla, we all were a little excited, since for most of us it was our first trip through the air. On Saturday moring we reached the Shimla airport. The airport was crowded with the thick mass of touristers who had came to explore the magnificiant creation of god. As this was the biginning of winter, the climate was very cold here. Our English sir, Mr. Murali, instructed us to put on our sweaters. We came out of the Airpot, and moved towards a bus which was provided by the Shimla tourism. The bus started moving and we were first taken to Wildflower hall which is now a luxury hotel, where our food was arranged. The hotel was enough to tell the rich cultural heritage of Shimla. It was nearly noon when we were to visit the most exciting place of interest in Shimla,the Summer hill,It is said that Mahatma Gandhi lived in these quiet surroundings during his visits to Shimla. Himachal Pradesh University is also situated here. We enjoyed 2 days in these hills, in the morning we went to take bath in the nearby river, we were provided with traditional food of Shimal, Baadi and Bada. On the third day we left the Summer hills and went for shopping in the the well-developed malls of Shimla. I along with my friends bought many items of our interests, in which the Shimalian clothes were the most interesting. In the evening we went to a mini zoo in Kufri where rare breed of pheasants and wild animals are kept in natural habitat. Of which the most attracting was the state bird of himachal pradesh the ‘Monal’,it had a colour mixture of black, light green and orange. The other attraction of this zoo are Tibetan wolf, Brown Bear and Barking Deer. The next day, we had an exciting opportunity to visit the Indian Institute of Advanced Study, this magnificent English renaissance structure was the former Vicerega Lodge. Its lawns and woodland added attraction to the visitors. Here entry is by a ticket of minimum charge. A portion of the interior is also open to the public. This building is a symbol of ancient British architecture  in India. On the morning of 9 november 2010, we were to visit our final place of the trip,the ‘Shimla state’ museum. We found a collection of paintings, jewellery and textiles of the region there. We had a great time there. In the evening we boarded our return flait to Nedumbassery. We had a great time in Shimla, we all enjoyed the trip. We hope the school authorities will put forward interesting trips like this in the coming years also.

Density essays

Density essays Density is a mass of a unit volume of a material substance. When the object was put in the water the water level went up because the object had density and volume. If the object was heavy it would make the water level go up more, if it was lighter it wouldnt make it go up as much. The volume of the object matters more though. If the volume of the object goes in to the graduated cylinder, it will cause the waters volume to move up. Density is not a characteristic of an object. Objects with different weights have different densities. Volume is equal to the mass divided by the density. Density is a convenient way of getting the mass of an object from its volume or vice versa. Each and every particle has a different density. The density of an object has to do with the gravity of that object. Density is measured in different ways. The lab was a way to measure density. Density could also be expressed as gravity The term density is also used to figure out the ratio! of the number of particles in a given volume, or the total amount of a quantity such as energy or momentum carried by a volume, to that volume, as in charge density, electron density, and energy density. And also to figure out the blackness of the image on film or on a photographic plate-photographic density. ...