St Aubin and The Railway Essay Example

St Aubin and The Railway Essay Example St Aubin and The Railway Essay St Aubin and The Railway Essay A visit to the site at St Aubin is helpful to explain why there is no longer a railway at St Aubin because when you are there you can see that the rails have been taken up. Also the tunnel that was used to run the train through to avoid the train running around the sharp corner had now been blocked off by a blast wall so that a train could no longer go through there. It was built during the German Occupation so that a train couldnt be run through into the tunnel, this is because the Germans used it for storage of a variety of things and they would not want anyone else to be able to get in. The visit however is not useful to answer a few questions, such as how much destruction the fire caused. Also it doesnt show the difference in the railways used, between the JR T tracks and the German tracks.Source A shows me the building that used to be used as the terminus and other things such as a hotel and a place to stay for people travelling. From Source A you can see that the building used to have things such as signs on it saying Venus Soap, Billiard Room, Reading Room and Terminus Hotel. These were all things to draw attention to the building and for people to use the services it provided. Looking at the building today however, you can see that all those signs are gone and it is now used as a police station. Now it has signs such as Police and Saille Paroissiale De Saint Brelade. This straight away tells us that the building now has a new use, but even it was no longer used as a police station it would be difficult to turn it back into a terminus due to the fact that the outside of the building has been pedestrianised. It now has seats and boulders outside of it, which would not be suitable for outside a railway terminus. Another thing we can see is that part of the original building has been extended.Source B shows us the inside of the station, before the removal of the old station roof in 1921. Looking at Source B I can see railway tracks on either side of the inside of the building, and platforms either side for passengers to wait for boarding the train. Also inside this area there were shops for people to purchase things while they were waiting. Looking at the same area today, you can see that it has now been tarmacced over and part of it turned into a car park.Source C shows us tables showing the revenue of the Jersey Railways Company, Limited and the Jersey Railways Tramways Limited. These tables show us that from 1925 which was the most successful year for them the profit began declining until 1935 where it went up slightly again. The reason for making a bit of a comeback was because after October 1931, the St Aubin to Corbiere section was closed between October and April inclusive. Also the company was receiving sums of à ¯Ã‚ ¿Ã‚ ½1,700 and à ¯Ã‚ ¿Ã‚ ½2,100 in 1935 and 1936 respectively due to interchangeable tickets from the J.M.T. In addition to these factors, the entire railway was closed from 1st December 1932 to 30th April 1933, and also in extra winters between October and April (inclusive).Source D is an extract from German Occupation Railways in Jersey by N.R.P.Bonsor. It tells us that there was a blast wall built at the eastern end of the old JR T tunnel at St Aubin as protection for the extensive galleries that were being excavated. It tells us that due to the blast wall being there, it was impossible for a line to go through the tunnel, so the railway then led up to the opening of the tunnel in 1898. This gives us a reason as to why the railway no longer exists, because of the blast wall being in the way. If the German railways, and the existing J.R. T. Railways have different sized tracks, then that would be another reason why the railway no longer exists. In addition, after a visit to the site, we can see that the lines are still laid inside the tunnel, this is because they were embedded in concrete and therefore never removed. This could be a reason why the railway could be reopened, because since the line still exists within the tunnel, after the blast wall was removed, there would be line already laid to continue with.Immediately after the station fire in October 1936, the chief fire officer, J.Remphrey said, Theories as to the cause? I have none. It is very difficult to arrive at the cause of the fire, especially when the stating point is so completely destroyed as in this case. J Remphrey was the chief fire officer when the fire broke out at St Aubin, destroying the station. We arent told much about him, but because he is a fire officer, he is probably quite a reliable source of information. However he could have been lying for the owner of the station, to avoid the owner going to prison.Source 1 (Extract from the J.E.P. for Monday 19th October 1936.)A scene of desolation greeted me when I visited the spot yesterday morning, writes an E.P. reporter. The firemen, weary and smoke stained, were still on duty, and a curious crowd of sightseers stood around. Smoke and blackened shop fronts with the windows smashed and heaps of rubble where the rooms used to be, stared back at them. Inside the station, charred timbers, heaps of broken glass and ashes, the gaunt metal skeletons of railway carriages and twisted iron girders bore mute testimony to the fierceness of the blaze We walked along the new wing and open doors revealed how tongues of flame had licked in and charred the contents; a few feet away the corridor came to an abrupt end, the floor boards sagged dejectedly into nothingness, the gable had collapsed into the railway siding below. Seven rooms had also completely disappeared and a couple more were gutted of their contentsSource 1 describes the scene of the morning after the fire at the station. The source can be trusted, as it was in the JEP, which would be trying to bring news to people. However, the story would almost certainly have been exaggerated to make it more of an interesting read, for this reason this source is more likely to be untrustworthy than not.Source 2 (Interview with Mr C.Chapman, taken from the J.E.P. for Monday 19th October 1936. Mr Chapman raised the alarm about the fire.)I would like you to emphasis the fact that the public telephone was not available, as it was locked up in the station; had I been able to get to the phone I could have got the brigade at least 15-20 minutes earlier.When the brigade arrived I did my best to help and was there until 5 Oclock in the morning.Source 2 shows us an extract from an interview with the person who raised the alarm, the interview was published in the JEP. This source is possibly reliable, as Mr Chapman could have been shocked from the experience, and therefore not in a suitable state for glorifying his story. However, this person was obviously right there at the scene, at the time of the fire, and took up to 20 minutes to raise the alarm. The reasoning for the delay was a lack of public telephone available, however this could have been purely a cover story, as he may have wanted the fire to burn for a bit before alerting anyone, to reduce the chances of the fire being extinguished before enough destruction was caused.Source 3 (Extract from the J.E.P. for Monday 19th October 1936)There was a rumour that the fire was caused by the electric supply. This can be defiantly ruled out, for I happen to know that the refrigerator was cut off from Mr Walters shop twelve months ago, and in any case the fire was on the opposite side of the shop from the electric wires. Officials of the Jersey Electricity Company confirmed that the current had been cut off for twelve months.Source 3 is an extract from the JEP ruling out that the fire was caused by the electric supply. This can probably be trusted as it was claimed to have been confirmed by the JEC, this wouldnt have been made up, as it would have been checked with the company. It still could have been made up however, as the person that confirmed the power cut off, could have been covering for someone within the JR T.Source 4 (Extract from the J.E.P. for Monday 19th October 1936)Mr E.G.Walters, in whose shop the fire started, told the E.P. man everything was safe when he locked up at 10:30 on Saturday night. I am at a complete loss to imagine how the fire originated, he said He left thirty-eight shillings in change in the shop and all that was found yesterday were a couple of coppers.Source 4 is written by a man who owned a shop near the station. He locked up at 10.30 and everything was safe, and he fails to see how the fire can have started. He has also lost some money due to the fire. This evidence is probably reliable, as it is someone who seems to have been away from the scene at the time, and has actually lost something because of the fire.Source 5 (Extract from the J.E.P. for Tuesday 20th October 1936)Was the disastrous fire which destroyed St Aubins railway station, 5 lock-up shops, 15 railway coaches, a wing of the Terminus hotel, caused inadvertently by a burglar who had broken into the butchers shop tenanted by Mr Walters, between 11:30 PM on Saturday and 1:30 AM on Sunday? (The time when the fire was discovered)Such is the somewhat startling question which St Brelades police are asking themselves.Enquiries made by an E.P. reporter today show that certain facts have come into the possession of the police which lend colour to the theory that the shop was entered at some time during the period stated, and that the fire was started, probably accidentally, by the intruder.The police are, we understand, in possession of at least one clue which may lead to very sensational developments in the near future. Investigations along these lines are now proceeding.Source 5 tells us what the police think happened to cause the fire. It is written two days after the night of the fire. If is almost certain that, if unreliable, it is unintentionally so. It is a police statement, therefore is probably true as they know it. It is still however possibly unreliable since it is just the polices theory.Source 6 Extract from an interview with Mr Walter Rowe, published in The Islander magazine in October 1982. Mr Rowe had worked on the railway as a platelayer, responsible along with a number of others for the maintenance of the track.It was started deliberately. You could see where they poured the petrol. Even the sleepers were all burntwe all knew about it, we had to clean it up ourselvesThat night all wentIt was put to light. Nobody took any notice of it, he told us, because they wanted the railways closed. Mr Rowe was convinced that Jersey Railways and Tram ways knew that the fire was arson.Source 6 is what Mr Rowe says about how the fire was caused. Mr Rowe worked on the railway laying plates. He says that he saw where whoever caused it poured the petrol onto the tracks. He is also with the belief that JR T knew the fire was arson. This source could be reliable because he wouldnt be lying for the company, as he would have lost his job over it. However he could be making the company look worse, because he is annoyed at losing his job.Source 7 (extract from a letter written by Mr R.W.Le Sueur to the Humanities Department of Les Quennevais school on March 7 1987 after the Humanities Department had put a notice in the Evening Post asking for information about the fire)Whilst I never heard any suggestion of arson there can be no doubt that the directors must have felt that the gods had been kind to them when the fire broke out on a Saturday night which destroyed, not only most of the building but virtually the entire rolling stock, long l ines of ancient wooden carriages as well as more modern steel railcarsThe company collected the insurance money, sold off one or two steam locomotives which had survived and the rails would also have fetched something for scrapSource 7 is from a letter written by Mr R.W.Le Sueur after requesting information about the fire. It tells that there was no suggestion of arson, however there are factors involve which make arson seem likely. There is nothing really to suggest that this source is unreliable, as it is written so long after the events in question.Source 8 (extract from the St Helier Fire Brigades Annual Report for 1937. the Fire Brigades annual reports were all rewritten in the 1980s by Dennis Holmes as the original reports were destroyed in a fire at the Fire Station)The cause of the outbreak has not been established with any certainty except for the certainty that it started within the butchers shop.Source 8 is from a fire brigade report, and it tells us how it is not certain how it started, except for that it is confidently believed to have started in the butchers shop. It would seem to be reliable, as it is a fire brigade report, however since it has been rewritten due to a fire, it is not so reliable as the full content of the report may have been forgotten.In conclusion, I cannot reach a definitive answer as to why the JR T no longer exist, however I could suggest that by visiting the site, I can see that the station was quite large. This suggests that the amount of damage caused by the fire must have been quite large as well. Huge destruction would also reduce the will to want to rebuild the railway. People may be afraid that something similar could happen again, if it had been a small station that got destroyed, it could have easily have been replaced, and the Jersey Railways and Tramways could still have been around today. Then again the problem of the blast wall covering the tunnel is another reason why not to reopen the railway. The fact that the rails were different sizes could have been a factor back at the time of the fire, but now that most the rails have been taken up, this would no longer be much of a problem.

Purpose of Criminal Laws Essay Example | Topics and Well Written Essays - 750 words

Purpose of Criminal Laws - Essay Example For example, a child that fails to clean their room would receive â€Å"punishment† in the form of extra chores or loss of other things they normally enjoy. For criminal law, it is no different, except that the consequences of their actions involve a loss of privilege on a greater scale, such as by imprisonment or fines (Banks, 2009). Again, if there were no punishments, there would be no reason not to commit crimes; therefore, some type of consequences must be handed out. Criminal laws seek to set consequences for and punish those that have carried out a crime by means of deterrence, as well as incapacitation, incarceration, restitution, and retribution. People are â€Å"deterred† from actions when they refrain from carrying them out because they fear or do not want the consequences that come with the action (Banks, 2009). Criminal laws aids in this because they not only define what the laws are that cannot be broken but also set out the punishment that each law brings with it. In a state with a death penalty, for example, if someone does not wish to be punished by death, they will not commit a crime that leads them down that path. Thus, the criminal laws have done their job both in setting out the action and the punishment for it, because it has kept people from committing crimes due to the consequences imposed. Though some question the validity of deterrence and call for stiffer penalties in certain laws (Banks, 2009), the fact remains that deterrence is a reason that criminal laws exist. Another reason that criminal laws exist is retribution. Simply put, retribution means that whoever has gone against the laws of society deserves to be punished, and it will bring a measure of peace, if not pleasure, to those that were wronged to see punishment happen. Systems of retribution for crime have long existed, with the best known being the Biblical proverb of â€Å"an eye for an eye† (Banks, 2009). While retribution is known to be confused with revenge, it has been pointed out in law and in argument that the difference between the two is very defined: retribution involves limits set according to the seriousness of the wrongs done to society, whereas there is no limit to revenge (Banks, 2009). Take again the case of the criminal who chooses to murder and take a life in a state that has the death penalty. If convicted, they will pay with their own life through execution. One cannot argue that this is, in fact, an example of â€Å"an eye for an eye† logic in punishing someone who has done wrong. Criminal laws also exist to provide incapacitation and incarceration measures for those that choose to go against the laws of society. Incapacitation is a theory of â€Å"incarceration†, arguing that some criminals need to be separated from society not only for what they might have done but also to protect those who have not done wrong from this individual. It is seen as a good punishment for those that commit crimes be cause while they are incapacitated, or incarcerated

An external consultant to a company and you need to prepare a report Essay

An external consultant to a company and you need to prepare a report on their performance based on the information they provided - Essay Example However these figures do not show how efficiently the company is earning these profits. How much risk each company is taking to earn these returns is not known. The future prospects of the company with respect to its performance can also not be predicted by just looking at absolute numbers. It is important to analyze each figure in relation to the others to be able to conclude about a company’s performance. Hence, though company A is earning more than B, we need to look at the sales figures on which these profits are earned. Hence, if company B is earning this on a sale of $10,000 million while company A is earning it on sale of $20,000, company A is actually earning only 2.5% on its total sales while B is earning 3.5%. Hence, B is actually earning better. Similarly, if company B has very high debt with respect to its equity, then this company is highly leveraged and much riskier than A, though the absolute debt figures of company A might look bigger than B. Thus, ratio analys is which helps to establish relationship of one financial figure with the other helps in analyzing different companies in better light. Another advantage of ratio analysis is that it helps in comparing completely different balance sheets. For example, company A might publish its results in British pounds while B might do the same in Dollars. Ratios help in directly comparing the two companies irrespective of the currency they use in their financial statements. Ratio analysis also helps in analyzing a company’s performance by looking at its various business aspects i.e. profitability, liquidity, leverage, operational efficiency (turnover ratios) as well as market valuations. Various aspects of analysis We will conduct a time series analysis (for the various ratios) for Wm Morrison Supermarkets for a period from 2008 to 2010. We will also compare it with Tesco which operates in the same industrial sector. Other than the ratio analysis we will also compare some other aspects of their business like their market penetration, and their product line etc. Choosing the right ratios The various ratios we will be using will be based on following categories Profitability ratios – (Gross Profit, Net profit and Operating ratios) These ratios help in analyzing the efficiency with which the company has used its resources to generate profits. Gross profit sees the amount of profit earned after taking out the cost of sales which includes administrative and sales expenses. Net profit looks at overall earnings after taking into account all expenses including interest and tax expenses. Operating ratio takes into account operating expenses viz-a-viz sales. Liquidity ratios – (Current ratio, Quick ratio) These ratios show how easily a company can liquidate its short term assets to honor its short term liabilities especially the suppliers and financers. Turnover/activity ratios – (Fixed assets, Current assets and inventory turnover ratios and day’s receivable holding) These ratios help in analyzing how efficiently a company converts its assets into revenues. They also tell how effectively the company has used is resources to generate sales (revenues) (Loth 2011). Leverage – (Debt-Equity) These ratios tell about the amount of risk a company has taken and eventually its share holders are facing. Valuation ratios - ROI (Return on Investment) These ratios hel

Kinetics Lab Essay Example for Free

Kinetics Lab Essay How does the molar concentration of hydrochloric acid affect the rate of pressure in a gas releasing reaction? The aim of this experiment is to record how the change in molar concentration of hydrochloric acid affects the rate of the reaction. The following reaction will be tested: Na2CO3 10H2O + 2HCl 2NaCl + CO2 + 11H2O To measure the rate of the reaction an Explorer GLX with a pressure sensor will be used. The pressure will be measured every second for 90 seconds. Hypothesis: I believe that if the molar concentration of the hydrochloric acid is increased, than the rate of the pressure will also increase. This is due to the fact that first of all, the reaction is a gas releasing reaction, and therefore more pressure will be built up in the flask. Also the more concentrated one of the reactants is the more particles there will be, resulting in more collisions between the particles. Variables: Type of Variable Variable Range of Values/Method of Control Independent Variable Concentration of Hydrochloric Acid 0.50 molar, 0.75 molar, 1.0 molar Dependent Variable Rate of kPa Explorer GLX records every second Controlled Mass of Sodium Carbonate-Deca-Hydrate 0.50 grams Temperature of Reaction All reactions occur at 22à ¯Ã‚ ¿Ã‚ ½C (room temperature) Total Time of Reaction 90 seconds in all trials Volume of Hydrochloric Acid 15cm3 in all trials Materials: * 250ml flask * 1-hole stopper with gas collection tube * 4.5 grams of sodium carbonate-deca-hydrate 0.5 for each trial (à ¯Ã‚ ¿Ã‚ ½ 0.005g) * Explorer GLX with pressure sensor (à ¯Ã‚ ¿Ã‚ ½1.75kPa) * Laptop with Data Studio * Stop watch (à ¯Ã‚ ¿Ã‚ ½ 0.005s) * 135ml of hydrochloric acid 45ml of each concentration (à ¯Ã‚ ¿Ã‚ ½1ml) * Balance Picture: Method: There will be three trials for each of the three different concentrations of hydrochloric acid. Using 9 weighing boats and the balance split the sodium carbonate-deca-hydrate into 9 sets of 0.50g. 1) First, set up the data studio and GLX explorer on the laptop. Once the pressure sensor is plugged in the GLX a blank graph should show up. Under setup in data studio, change the rate of measurement to every 1 second. 2) Pour 15ml of 0.5molar hydrochloric acid into the 250ml flask. 3) Click the play button on the GLX explorer to start the measurements, and immediately drop the 0.50 grams of sodium carbonate-deca-hydrate into the hydrochloric acid; right after cover the flask with the one hole stopper. 4) There should be a stop watch on the data studio software, and after 90 seconds stop the measurements by pressing play on the GLX explorer. 5) Save the file as 0.5molar trial 1. 6) Clean out the flask and repeat steps 1 through 5 two more times, for trials 2 and 3. 7) After three trials are recorded and saved for 0.5molar hydrochloric acid. Repeat these steps for 0.75molar and 1molar hydrochloric acid. Overall, you will have a total of 9 different graphs on data studio. These graphs will later be interpreted by applying a tangent line to the beginning of each graph. This tangent line will show the rate of the reaction (sufficient relevant data). Results: The graphs from the GLX explorer are shown in the appendix at the end of the lab roport. A tangent line (slope line) was used on the beginning of the graphs to get the rate of the reaction. The slope of the tangent line would be the rate of the reaction at the point where the tangent line meets the curve. Table 1: The Rate of the Reaction Concerning the Concentration of the Hydrochloric Acid Concentration (moles) à ¯Ã‚ ¿Ã‚ ½ 0.01m Qualitative Results: * The reaction released a lot of gas. I noticed this because at first the reaction was being done in a test tube and then the one-hole stopper popped off in the middle of the reaction, resulting in a switch to use a flask. * When the molarity of the hydrochloric acid was higher, there was a much louder fizzing noise, indicating a faster reaction. * For some cases no all the sodium carbonate-deca-hydrate reacted fully. * Not all the sodium carbonate-deca-hydrate which was added to the hydrochloric acid was crushed to powder. Graph: Calculations: Percentage Uncertainty: Concentration: (0.01/0.50) x 100% = 2.0% (0.01/0.75) x 100% = 1.3% (0.01/1.00) x 100% = 1.0% Average Rate of Reaction: (0.05/1.00) x 100% = 5.0% (0.05/1.30) x 100% = 3.8% (0.05/2.30) x 100% = 2.2% Total Percentage Uncertainty: 15.3% Percentage Error: Using sodium carbonate deca hydrate was a limitation to this experiment beacsue this made it extreamly hard to calculate the theoretical value of the reaction. Therefore, one cannot tell weather the lab had a systematic error and a random error. Conclusion: Overall, the hypothesis held correct. Clearly shown from the results, the rate of the reaction was much faster when the molar concentration of the reaction was greater. The rate of the reaction was measured using a pressure sensor, and as the rate of the pressure would indicate the rate of the reaction. For the one molar concentration of hydrochloric acid the rate of the reaction was about twice as fast as the half molar concentration. This can clearly be explained through kinetics. The more concentrated one of the reactants is the more particles there will be. Therefore, when there are more particles more collisions will occur and with more collisions the chances of the collisions being greater than the activation energy will also increase. Overall this increases the rate of the reaction. Evaluation: Overall, this experiment went very well; however, there were numerous limitations which affected the results. One very clear and important limitation is the fact that not all the sodium carbonate-deca-hydrate was powder. During the experiment, 0.50 grams of sodium carbonate-deca-hydrate was collected for each trial of the experiment. However, not all the sodium carbonate-deca-hydrate was powder, as there were some larger pieces. This changes the surface area of the reactant and that would have a greater affect on the results. For example, if one of the trials had 0.50 grams of sodium carbonate-deca-hydrate and there was a big piece of that substance, than the surface area of those 0.50 grams would be less than the surface area of the trial that had all powder substance. With a larger surface area there would be fewer collisions which would make the rate of the reaction slower. Directly affecting the results, this limitation would need to be improved. A realistic improvement to this experiment would be to simply use a bowl and crush all the sodium carbonate-deca-hydrate to powder. Therefore, there would be no big pieces and the surface area would be relatively the same in each trial. Another limitation to this experiment would be the fact that the sodium carbonate-deca-hydrate was poured into the test tube right before the one hole stopper was placed on the test tube. Therefore, there was a small time frame where gas was lost. This would affect the pressure in the test tube. One simple way to improve this limitation would be to use a special test tube. with this special test tube there should be a small hole on the side where another tube comes out and that is where the sodium carbonate-deca-hydrate would be placed in. Therefore, there would be minimal or no gas escaping and the results would not be affected by a drop in pressure.

The Influences Parents Have On Thier Children Essay -- essays research

Throughout our lives we're influenced and taught by many. It can have an effect on the way we view problems and events within public boundaries. One of the most important and most effective influences children have in their lives occurs from their parents. The parents of a child can have both a positive and a negative influence on their lives. In this novel there are two very good examples of how parents can be an important influence on their children. Father of Jem and Scout Finch, Atticus Finch, plays the loving, caring and intelligent single parent, he is struggling to keep his family together. He is an example of how parents can have a positive influence on their children. Bob Ewell, father of Mayella Ewell, is the drunken, abusive, and careless father, Bob is also a single parent. He is an example of how a parent can be a negative influence on their children's lives. Both fathers are very influential on the mental growth of their children. Parents can influence how their children behave, feel, and act towards the outside world. If a child is brought up with hatred, anger and even violence, they can learn to view the world in a highly negative way, by being dangerous and prejudice towards others. However if a child is brought up with caring and nourishment, they can learn to see the world from all different points of views and angles. Atticus raises his children with love and care, and teaches them to consider all angles of a situation before they judge someone; "...

Development from Birth †19 Years Essay

All children and young people develop at different rates, but the order which they advance in differs very little. Children’s development tends to progress from head to toe, inner to outer, from simple to complex and from general to specific. Each child’s physical, social, emotional, and intellectual and language development will be looked at through age stages. All of these categories are as important as each other and can each have a substantial impact on the child’s full adult potential. Physical development is the growth of movement skills in both fine and gross motor skills and development in hand to eye co-ordination. Each of these is inter-connected and therefore can all be of impact to one another. Social and emotional development is the process of forming relationships, learning social and cultural skills, caring for others, independency, decision making, building confidence and learning to handle emotions in a healthy way. Intellectual development refers to the understanding of information, lengthening attention span, the reasoning in daily experiences, developing memory, logical thinking and questioning. Language development is the understanding and gaining of language, developing vocabulary and b ody language. 0-6 Months: Physical development : At this stage a baby should be able to turn their head towards sound and movement, watch an adult’s face when feeding and smile at the faces and voices they find familiar. They should be able to hold their feet when lying on their back, look and reach for objects, hold and shake a rattle and put items in their mouths. Social and emotional development: At this age a baby will respond to adult’s voices and faces, prominently their mothers, possibly by smiling. They will concentrate on adults face during feeding and be extremely dependent in adults for reassurance and comfort, quieting when held and cuddled. Language development: At this age a child should make a variety of â€Å"happy† sounds, respond to music and sounds (this can be very calming) abd watch their carers face and try to copy their movements. 6-12 Months: Physical Development: During this period a child should be able to move from sitting with support to sitting alone, roll from their tummy to their back and begin to crawl or shuffle on their bottom. Pulling or pushing against an adults hand to reach a standing position, raise arms to be lifted, turn to look when their name has been called and to try and reach for food to put in their mouth. Social and Emotional Development: A child will enjoy the company of others and games such as peek-a-boo, shows affection to main carer but be shy towards strangers. Language Development: The babbling sound begins! A young child will make 4 or 5 different sounds at this step, show feelings by squealing or crying and laugh or chuckle to show their enjoyment. 1-2 Years Physical Development: A young toddler will begin to walk (with or with-out a push along toy), sit alone confidently, wave goodbye, feed themselves, point to what they want and to shake their head for â€Å"no†. Their thumb and first two fingers will be used to grip, crawl upstairs, stoop when picking an object from floor level, begin to show preference for one hand, build tower of few bricks and to begin to hold crayon in palm and to scribble on paper. Social and Emotional Development: Like to please adults and to perform in front of an audience, may become anxious or distressed when separated from known adults, may grow attached to a comfort object (such as blanket), can mostly be cooperative and be easily distracted from unwanted behaviour and can play alongside other children. Language Development: Move from using single words to putting them together as a phrase, they will understand key words used in sentences, in the second year children start to understand the use of conversation and begin to copy carers. Children’s understand outstrips their ability to express themselves however by two years they could be using from 30 up to 150 words. 2-3 Years Physical Development: Kneels to play, throw and kick a ball, builds larger brick towers, pour liquids and uses pencils to make marks and circular scribbles. Social and Emotional Development: Developing sense of own identity and wanting to do things for their selves, demanding of adults attention and being jealous of adults attention being shred, reluctant to share play things, acts impulsively, requiring needs to be met instantly, prone to burst of emotion tantrums, enjoys playing with adults or older child who will give attention, beginning to play with others of own age for short periods of time. Intellectual Development (0-3 Years) Beginning to realise others are separate beings from themselves, imitates others and tries out ways of behaving in play, becoming more confident but still needs adult reassurance Language Development: Put words together in a sentence and beginning to ask questions (What? Why? How? Who? Where?) can join in well known songs or verses and put actions to words (Row-Row-Row the boat) Could possibly be using several hundred words by 3rd birthday, can scribble and make marks on paper with a crayon. 3-4 Years Physical Development: Large Motor Skills; Jump with feet together, walk on tip toes Throw a ball with aim and walk up and down the stairs. Fine Motor Skills; painting, threading beads on a lace, gain control over food utensils, use scissors and hold pencil to draw house and or people. Social and Emotional Development: becoming more independent and self-motivated, feels more secure and able to cope with unfamiliar surroundings and adults for periods of time, becoming more cooperative with adults and likes to help. Sociable and friendly with others, plays with children and more able to share, beginning to consider the needs of others and to show concern for others. Intellectual Development: Understand two or three simple things to do at once (eg Get a glass of water, bring it to your brother and then take the glass back to the kitchen) Can sort objects by size and type (by colours, animals or shapes) Language Development: (3-4 years)Pitch and tone can begin to be used alongside present and past tense. Vocabulary will be extended to 1000-1500 words and marks made by crayons will become more controlled. (4-5 years) Grammar can become more accurate and questions more complex, understand that books are a source of pleasure and use pictures to help them follow the story. Language will be used to communicate a child’s ideas and they may begin to recognise their own name and a few frequently seen written words, a pencil will be able to be help more confidently and shapes can be copied to form some lettering. 5-7 Years Physical Develpoment: Large Motor Skills; Hops, kicks with aim, catch a ball, skips, rides bicycle, climb confidently. Fine Motor Skills; Haandels pencil with control, copy shapes and write some letters, sews stitches, threads needle, can do buttons and shoe laces. Social and Emotional Development: Makes friends but may need help in resolving disputes, developing understanding of rules but still finds turn-taking difficult. Enjoys helping others and taking responsibility, learns lots about the world and how it workd, ad about people and relationships, makes friends (often short term) and plays group games, needs structure and routing to feel safe, when behaviour is over the top they need limits to be set. Intellectual Development: Begin to understand about sameness and difference in various aspects of life, can begin to understand that differences can exist side by side. Can begin to see different perspectives on the same subject, for example the same amount of water can look different in different containers. Language Development: During this period the chid can speak fluently and be able to make up stories, handle books well, understand that text carries meaning and recognise and increasing number of letters linking them to sounds. 7-12 Years Physical Development: Large motor skills are met such as running, jumping, skipping, climbing, kicking and hitting balls however teams games are usually enjoyed by age 8. Social and Emotional Development: Become less dependent on close adults for support and therefore can cope with the wider environment along with enjoying being in groups of other children of similar age, usually influenced easily by peers. Developing understanding of what behaviour is expected in certain situations and what is unacceptable, a sense of fairness and justice. Gender identity is becoming more apparent and preferring to play with same sex friends. Wanting to fit in with peer group and wanting to form closer relationships from age of 8. Intellectual Development: Able to read to themselves and will take a active interest in certain subjects by age 9. Language Development: Will need help learning how to spell complex words, with help from adults and teacher’s vocabulary will grow when new words are introduced, speech becomes fluent and can describe complicated happenings. Reading out loud and knowing the difference tenses and grammar will also become noticeable. 12-19 Years (Adolescence) Physical Development: Adolescence is said to be the period between childhood and adulthood, this can start from as early as 11 years and up to 19 or 20 years. The rate of development during these times can differ significantly and are different for both genders. This can be a very difficult time for teenagers as being similar to your peers can be a huge pressure; developing early or late can single teenagers out from others and bring up many emotional factors. Boys: Adolescence for boys usually starts at 14 years which is later compared to girls, however at the end of puberty boys are usually bigger than girls. Sex characteristics at this age are developing; these include body hair, deepening of the voice, broadness and muscle growth. Testicular and scrotum growth begins in early – mid puberty, the penis growth starts a bit later but continues for a longer time period. Girls: Puberty for girls can be as early as 8 years although the average age is 13. Breast budding is traditionally the beginning of puberty around the age of 10, pubic hair will then begin to grow and become curlier. Depending on when puberty first begins for each young lady they may be physically mature by the age of 15 and close to her full adult height however her hips and breasts may still become fuller. Social and Emotional Development: The first emotional factors to come with puberty are usually self-consciousness of the teenager’s body changes and whether they are â€Å"normal† compared to their peers. Emotional maturity can feel a drastic change to the teenagers, feeling their childish needs with adult desires, desiring independence but needing guidance; this can be a very confusing time for the young adults. Feeling less importance on their parents approval and instead turning to their friends for group-acceptance and behaviour codes. Along with this new found independence comes new questioning of the world, community values, personal values, beliefs and views; these will then individually sculpt the identity of the young adult. During this time many teens form close friendships with their peers of their own gender and most also develop an intense interest in the opposite gender, away from the emotional security their family provides the teenagers are open to many different emotional situations including potential rejection. Intellectual Development: With physical and emotional maturity comes maturity of the mind and the individual’s words and actions. As the teenager’s freedon and independence grows the need for maturity grows with it. During adolescence young people increasingly take responsibility in their lives in areas such as finances, employment, relationships and accommodation. The process of acquiring full responsibility should be complete by adulthood however; the rate of development is dependent on the amount of guidance given, to helping the brain to make the connections between knowledge and practical application to daily life. Education will be another main factor, next to parents, to shaping these young adults; the education system with its teachers will assist in helping the young adults to understanding moral, social, economic and cultural codes that will form the foundation of their identity. Language Development: As confidence and knowledge of language grows teenagers tend to develop different forms of communication such as sarcasm, â€Å"slang† language, shortened â€Å"text† language and the skill of formal or informal debate. Being able to express themselves with more words and forms of communications is a result of their maturity.

Carl Jung And Sigmund Freud - 1977 Words

Before going over the differences between the two psychologist, Carl Jung and Sigmund Freud, covering the similarities between them is just as important in the world of psychology. Carl Jung and Sigmund Freud both subscribe to the idea that there is a conscious mind and an unconscious mind. Our unconscious mind is basically where we store all of our repressed traits and that they kind of agreed on even though Jung believed that we also store ancestral memory, but we will go into that difference later. They both believed that the unconscious is basically where we kept everything that we were not having in our conscious mind, and whenever we dream that is when these symbols can come out in order for us to realize them in a context like†¦show more content†¦Third, Freud believed that repressions mostly came from childhood trauma whereas Jung believed that even though childhood trauma of course is a major area where people repress things that repressions can happen throughout li fe and it is whatever the ego doesn’t want to have be associated with self, becomes a repression. Sigmund Freud believed that the unconscious was basically a storage shed for all of our physiological instincts that we can not bring out in our daily life, primarily the sexual instinct. So whenever dream symbols come up or troubling dreams happen, it is as a result of repression of those baser drives and they are essentially wish fulfillments that we can’t otherwise have fulfilled in waking like. Freud kind of brought everything back to the sexual libido perspective with a couple exceptions. For the most part, he believed that because we repressed our sexuality we were not able to meet particular milestones, and if you did not get past those particular things it would cause neuroses for you in life and so dreams essentially happened so that you could have a chance of hitting those particular developmental milestones. Freud himself was the first psychiatrist to really hav e the idea that there is a difference between our unconscious and conscious minds. It is his brain, his idea but he the unconscious mind was just a trash can, he thought you were your conscious mind, from the moment you openedShow MoreRelatedSigmund Freud and Carl Jung1331 Words   |  6 PagesSigmund Freud and Carl Jung Sigmund Freud and Carl Jung begun their relationship in 1906, when Carl Jung sent Freud a copy of his signed published studies, But Jung did not know that Sigmund Freud actually already owned a copy (well-Documented). Jung looked up to Freud and saw him as a father figure (well-Documented). Freud became Jung’s Mentor. In 1909, Freud and Jung toured the United States, and this is were they had a few disagreement on the unconscious mind. Jung thought Freud was negativeRead MoreCarl Jung and Sigmund Freud1412 Words   |  6 PagesCarl Jung and Sigmund Freud Introduction Carl Jung (1875-1961) and Sigmund Freud (1856-1939) were two individuals whose theories on human personality would completely affect the way that people viewed the human mind. 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Jung, as part of theRead MoreA Comparative Analysis of the Psychoanalytic Theories of Sigmund Freud, Carl Jung, and Alfred Alders1012 Words   |  4 Pagesdifferences in the three theories that derived by Sigmund Freund, Carl Jung and Alfred Alders. The study will look at my personal opinion on the characteristics of the theory. An examination on the stages of Freuds theory will help to dissect personal characteristics (Burger, 2011). The use of real life examples will help to determine the Freudian defense mechanism theory. The similarities and the differences on psychoanalysis theories Sigmund Freund outlined childhood events as a major contributoryRead MoreFreud and Jungs Father/Son Relationship835 Words   |  4 PagesFreudJung Introduction The relationship between Carl Jung and Sigmund Freud began in 1906 when Jung sent Freud a signed copy of his published studies. Unknown to Jung, Freud had already purchased his own copy of the book after hearing how favorably his name figured into the writings. Six months later, Freud sent a collection of his latest published essays to Jung in Zà ¼rich.(The Well-Documented Friendship of Carl Jung Sigmund Freud, 2014,p.1) When the two were finally able to meetRead More Freud and Jung Essay1403 Words   |  6 PagesFreud and Jung The psychological genre as it relates to sociological and medicinal matters has gained an increasing amount of scientific approval. Impartiality and the scientific method are both integral components to a psychologist’s mode of practice. However, even the most esteemed of psychologists can only speculate at what makes human beings act the way they do. Absolutes play no function in psychology. Everything is relative and open to conjecture. Theologians give us their visions or thoughtsRead MoreEssay on Psychoanalysis1148 Words   |  5 Pagesmind. This would be Sigmund Freud. Freud, along with Carl G. Jung and Alfred Adler, has impacted the history of psychoanalysis. Further, he has influenced the lives of the men and women during the early 1900s. In todays society, the history of psychoanalysis is continually being discussed among many scholars. Paul Roazen, author of Encountering Freud: The Politics and Histories of Psychoanalysis, has dedicated his professional career to researching the impact of Freud and his followers not