Goodner Brother Inc Essay Example for Free

Goodner Brother Inc Essay 1. Key internal control objectives of Goodner’s Huntington Sales Office: a. Controls should be able to prevent and detect fraud. Authorization should be required for every sales transaction. Woody would not be able to sell returned tires from customers and consignees for his own benefits if all sales transactions needed prior management’s approval. b. Controls should aim at safeguarding physical assets. Sales Office should ensure that only certain authorized personnel could get access to the warehouse and at any time security should be enforced to minimize inventory shortages and shrinkages c. Controls should ensure the completeness and accuracy of accounting records. Woody would charge merchandise that he sold for his benefit to the accounts of large volume customers. Or in other words, Woody has altered the nature of the transactions by inflating the number of tires the customers actually ordered. 2. Key internal control weaknesses that were evident in the Huntington unit’s operations a. Strong reliance on the honesty and integrity of the employees they hired. The company recruited its personnel basing off references and recommendations; however this practice could not make up for the lack of a strong internal control system. b. Insufficient personnel. Its crew of 10 to 12 people had to staff its 14 sales outlets. Many of Goodner’s personnel had to take on double positions such as Goodner’s secretary who worked as both the receptionist and the bookkeeper. c. Unrestricted access to the accounting system by the unit’s sales manager and two sales representatives. This gave Woody a good opportunity to commit fraud. d. Lack of security for its tire inventory, which typically ranged from $300,000 to $700,000 per each sales outlet. 3. Control policies or procedures to alleviate the control weaknesses identified in question 2: a. Authorization of transactions: Management approval should be required on all transactions. Otherwise, the tire purchase request should be made by one individual and got approved by a different one. b. Segregation of duties: The secretary should not act as both the secretary and the receptionist. Report on returned items should be generated by one individual and then another individual should receive and put the returned items back to stock.

Cause And Effects Of Land Degradation Environmental Sciences Essay

Cause And Effects Of Land Degradation Environmental Sciences Essay Land degradation is an issue of increasing concern to most countries. It is a concept in which the value of the environment is affected by one or more combination of human induced processes acting upon the land. It also means the deterioration in the quantity of land or soil that affects phenomena such as floods and bushfires. The land degradation threatens not only the viability of agriculture, but also water quality, human health, biodiversity and the fundamental ecological processes on which all life depend. The loss of arable land has been caused by a number of factors, many or most of which are tied to human development and agriculture used. The major causes are land clearance such as clear cutting and deforestation, agriculture activities, irrigation salinity and over drafting, livestock including overgrazing, pollution and industrialization. Overgrazing is a common problem in many parts of Australia. It is caused by animals, generally sheep, cattle, or other feral animals, all concentrated in the one area, all feeding on the grass and shrubs. Grass and shrubs hold the soil firmly together. The removal of grass and shrubs leaves the soil bare and susceptible to wind and water erosion. The soil can be broken up or compacted by hooves, this makes the problem worse. Irrigation salinity is when the irrigation water, used to provide water for crops and pasture, seeps down to the water table, with all the dissolved salts, rises and kills the crops and grass, as they are not used to the salty soils. Deforestation is the complete removal of a forest ecosystem and conversion of the land to another type of landscape. It differs from clear-cutting, which entails complete removal of all standing trees but leaves the soil in a condition to regrow a new forest if seeds are available. Over drafting is the process of extracting groundwater beyond the safe yield or equilibrium yield of the aquifer. Since every groundwater basin recharges at a different rate depending upon precipitation, vegetative cover and soil conservation practices, the quantity of groundwater that can be safely pumped varies greatly among regions of the world and even within provinces. Some aquifers require a very long time to recharge and thus the process of over drafting can have consequences of effectively drying up certain sub-surface water supplies. Land Degradation Processes The main outcome of land degradation is a substantial reduction in the productivity of land. The land degradation processes include soil erosion, nutrient depletion, salinization, desertification and soil acidification or alkalinisation. Soil erosion is a natural process that removes soil from the land. The critical aspect of soil erosion for our purpose here is that the rate of the process is highly dependent on human actions. Natural rates of soil erosion are lower for soil with a good cover of vegetation than for bare soil. In fact, any human actions that uncover soil (farming, logging, building, overgrazing, fires, etc.) greatly enhance soil erosion rates. Soil salinization is the concentration of salts in the surface or near surface of soils. It involves the processes of salt accumulation in the upper rooting zone so that many plants are inhibited or prohibited from normal growth. Human induced salinization is a major problem in drylands and is often associated with large-scale irrigation. Dryland Salinity When drylands are irrigated, the water evaporates quickly, leaving behind previously dissolved salts. These salts can collect, since there is little rain to flash the system. The salt in the soil inhibits the uptake of water by plant roots and the soil can no longer sustain a vegetative cover. Irrigation Salinity Irrigation salinity is when the irrigation water, used to provide water for crops and pasture, seeps down to the water table, with all the dissolved salts, rises and kills the crops and grass, as they are not used to the salty soils. Nutrients loss is an important problem in regions of low-input agriculture, such as Africa. In such regions, when crops are harvested, essential nutrients are taken away in the crop and not replaced. Desertification occurs whenever a non-desert area starts to exhibit the characteristics of a true desert. The term was coined by the United Nations in 1977. The main cause of desertification is not drought, but mismanagement of land, including overgrazing and felling of trees and brushwood for fuels. Soil acidification is when certain chemicals are used on the soil, for various reasons including pesticides, removal of salt from the surface and the soil, acid rain, the growth of certain crops, certain animal wastes and etc, these chemicals are often absorbed into the soil and become part of the soil-structure. With these chemicals now part of the soil, the soil may become acidic and therefore crops and pastures will not grow. Soil acidification can lead to a productivity decline up to and equal to 50%. Soil akalinisation is clay soils with high pH (> 9), a poor soil structure and a low infiltration capacity. Alkali soils owe their unfavorable physico-chemical properties mainly to the dominating presence of sodium carbonate which causes the soil to swell. Sometimes these soils are also referred to as (alkaline) sodic soils. Effect of degradation Several land degradation affected a significant portion of the arable lands, decreasing the wealth and economic development of nations. Land degradation cancels out advanced by improved crop yields and reduced population growth. As the land resource, base becomes less productive, food security is comprised and competition for dwindling resources increases. Thus, a downward eco-social spiral is created when lands are nutrient depleted by unsustainable land management practices resulting in lost soil stability leading to permanent change. Land degradation not only affects soil productivity but also have more significant impacts on receiving water resources. Since soil along with nutrients and contaminants associated with soil, are delivered in large quantities to environments. Land degradation therefore has potentially impacts on lakes and reservoirs that are designed to alleviate flooding provide irrigation and generate Hydro-Power. In summary, land degradation includes soil erosion, salinization, soil acidification or akalinisation and desertification. The rate of degradation has increased dramatically with growth in human populations and technology. Severe land damage accompanies large-scale of agriculture. The continued loss of arable land will jeopardize our ability to feed the world population. Land degradation is a worldwide problem which includes both of the developed and developing countries.

William Harveys Discoveries and Effects on Society

William Harveys Discoveries and Effects on Society The Renaissance, which means rebirth, was a time of much literary and humanistic growth dating from 1350-1600 AD. During this period, scholars and intellectuals alike began to show interest and respect for the arts, literature, science and architecture again. The humanistic growth of this time refers to the scholars of the renaissance, known as Humanists, who put themselves and humankind at the centre of their world and culture rather than God. The Renaissance originated in northern Italy but eventually took over Europe, with clergymen and bishops moving to Italy to study   what was known as the New Learning. The invention of the printing press during this time also meant that books could be mass produced, quickly and cheaply for the first time, making them more widely available to humanists and those in the public that could afford such commodities. This led to increased learning in this time, which in turn led to great scientists and scholars being born who changed the way we loo k at the world, even today. (colaisteeanna.ie, 2011) William Harvey, alongside Galileo, Kepler and Bacon was a very important individual in the advancement of science in the renaissance period, who is credited today as being one of the most influential English physicians in history. He is mostly known for his research into the circulatory system and was the first person to discover and accurately describe how blood was transported throughout the body by the heart. Harvey was known for never fearing to go beyond what science had accepted in his time and for pushing the boundaries of Renaissance science, never having any fear to experiment on things that would be considered major taboos at the time. His exploits however would lead to the public and other physicians to write off his work completely. William was born in Folkstone, Kent, England in the year 1578 to Thomas and mother of nine, Joane Harvey. Williams father, Thomas, was quite a successful merchant who would go on to become the mayor of his town which meant that William lived a quite comfortable life growing up. As a child and young teen Harvey was taught the classics and latin, which would later aide him in his ventures to Europe where Latin was widely used for academic work. In 1597, Harvey attended Gonville and Caius College in the University of Cambridge where he studied and completed a bachelors degree. Upon completing his degree, Harvey thought it best to move on to study medicine in the highly prestigious University of Padua in northern Italy. At the time Italy was known to be one of the great centres of intellectual activity in Europe. It was in Padua that Harvey would go on to study and be tutored under the great and famous surgeon and scientist Hieronymus Fabricius. Fabricius was a dedicated anatomist who wa s revolutionising medicine in the renaissance period who had discovered that veins in the human body contained valves, although to use of these valves were unknown to him. His beliefs in the workings of scientists such as Galen were so strong that he didnt want to challenge these views which meant that Fabricius would never go on to further his studies in this area. Fabricius discovery would later inspire Harvey to further these studies. Harvey would then go on to receive the degree of M.D from the University of Padua in 1602, where on his diploma it was written [Harvey] had conducted himself so wonderfully well in the examination, and had shown such skill, memory and learning that he had far surpassed even the great hopes which his examiners had formed of him. They decided therefore that he was skilful, expert, and most efficiently qualified both in arts and medicineâ‚ ¬Ã‚ ¦ (Famousscientists.org, 2015). He would then go on to return to England to join and perform well in his ex ams at the Royal College of Physicians. During the renaissance period, the scientist and anatomist, Galen, was widely renowned as the greatest physician to ever have lived. Galen believed that the body was made up of bodily fluids called humors, these included blood, yellow bile, black bile and phlegm. Galens views were unanimously agreed upon and people of the time saw these humors in the same way that DNA and genes are viewed in modern science today. For example if somebody was optimistic or positive it would suggest, in Galens teachings, that the humor, blood, was the primary bodily fluid to make up said persons body. The same would be applied for someone who was bad tempered who would be thought to be mostly made up of yellow bile. Although these findings were widely accepted, Galen was never able to prove them outright as at the time, dissecting human bodies was forbidden and was widely believed that it would lead to the dissector not going to heaven upon death. It was these accepted views that would lead future scien tists, such as Fabricius, to not want to challenge Galen or conduct any sort of experiments that would be considered taboo at the time. (World Science Festival, 2014). Although Harvey was very curious and would go on to investigate Fabricius studies further as he was not a believer of this ideology, which meant that he wasnt afraid to conduct experiments such as dissecting and other procedures that would have been considered unthinkable at the time. His practices though, did not come without his critics, who believed in the workings of medieval scientist and anatomist Galen. It would be Harveys eventual rise through the ranks of the college of physicians and his marriage to Elizabeth Browne, daughter of the physician to the queen at the time Elizabeth the First, however, that would give Harvey the time and space needed to conduct his controversial experiments. His marriage into a family of power and his expertise as a fellow physician to his new father in law would lead to him becoming the physician extraordinary to Queen Elizabeths successor, King James the first. Harvey would begin through human dissection to open up arteries and begin to study blood flow and blood like nobody had ever before him. Harveys work was based on a range of experiments and observations, including applying ligatures to arms to compare the flow of blood through arteries and veins and to establish the role of valves and some live experimentation on the hearts and vessels of fish and snakes. (Underhill, 2015)   Harvey also used mathematical data to prove that the blood was not being consumed (Ribatti, 2009). Harvey continued to experiment until he was able to provide concrete evidence to publish for the public to view. In 1628, at the age of 50, Harvey published his findings in latin under the title: Exercitatio Anatomica de Motu Cordis et Sanguinis in Animalibusor in English as On the Motion of the Heart and Blood. It provided new evidence on blood circulation for the first time since Galen, who had believed that blood was produced in the liver from food and pumped to the lungs. It has been shown by reason and experiment that blood by the beat of the ventricles flows through the lungs and heart and is pumped to the whole body. There it passes through pores in the flesh into the veins through which it returns from the periphery everywhere to the centre, from the smaller veins into the larger ones, finally coming to the vena cava and right atrium. (Ribatti, 2009) Harveys findings went completely against the works of Galen   which sparked outrage in the scientific community as Galens work was regarded as untouchable at the time. The medical community grew hostile against Harvey and began to send hi m threats and insults. Always a believer of his work though, Harvey would never stop trying to defend his findings. Unfortunately this abuse did not end and his practice began to suffer because of it. Eventually it forced Harvey into isolation where he lived out his life as a recluse to avoid any unnecessary attention on himself. This wasnt the end for Harvey however as a new generation of budding medical students were on the rise, who were ready to disregard old teachings and pursue modern medical studys which Harvey pioneered with his research. Harvey would continue to give lectures to the new generation of scientists, detailing his methods and findings and who would then go on to use these findings and methods in their own research which would eventually make the works of Harvey mainstream, eventually making him into a more influential scientist than Galen, whose work is still used today. His sceptics outrage ended in 1661, four years after Harveys death, when scientist Marcello Malpighi discovered capillaries which finally gave factual evidence and proved Harveys theory of blood circulation. William Harveys discoveries and their eventual acceptance meant that medical practises in general improved greatly during the end of the renaissance period and beyond. His discoveries in the circulatory system and his students further studies into his field allowed for new, more complex operations to take place. This had a big effect on heart surgeons as before Harvey, nobody really knew much about the functions of the heart. This allowed for a greater, although still very low survival rate for cardiac patients as new experimental operative methods were used through trial and error. The next 100 years would prove vital for advancements in cardiac related research as followers and accepters of Harveys work would lead major breakthroughs that have lead up to where modern heart and circulatory surgery is today. To conclude, William Harvey was a very influential scientist who lived in a time and culture where people outright believed the views of medieval medicine. A time where the medical community was unwilling to challenge the views of the greats such as Galen. Harvey showed the scientific community that no matter what your views or stance on a particular science is, that if you keep an open mind you may just be proven wrong in the end. William Harvey was the landmark scientist of modern medicine who paved the way for what we consider modern medicine to be today. Harvey was the inspiration for a whole generation of anatomists and physicians in his time and for future centuries to come. Who to this day is used as the benchmark for how influential a physician can be. Thanks to Harveys willingness to abandon old wisdom and observe and test for himself, we have our modern understanding of physiology. (www.discoveriesinmedicine.com , 2006) References: Harvey, william first, blood, body, Harveys contribution, Harvey publishes his findings (2006) Available at: http://www.discoveriesinmedicine.com/General-Information-and-Biographies/Harvey-William.html. Ribatti, D. (2009). William Harvey and the discovery of the circulation of the blood. [online] Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2776239/ Underhill, S. (2015) 6.2 circulation Galen and Harvey. Available at: https://natureofscienceib.wordpress.com/2015/11/18/6-2-circulation-galen-and-harvey/ World Science Festival (2014) Misunderstood geniuses: William Harvey. Available at: https://www.youtube.com/watch?v=7NOU4McjtXs colaisteeanna.ie. (2011). The Renaissance. [online] Available at: http://colaisteeanna.ie/wp-content/uploads/2011/01/History-Revision-The-Renaissance.pdf Famousscientists.org. (2015). William Harvey Biography, Facts and Pictures. [online] Available at: https://www.famousscientists.org/william-harvey/

Education in Victorian England Essay -- European Europe History

Education in Victorian England Monitorial System In the Monitorial System, there was no direct instruction from the teacher. This was, in fact, one of its greatest selling points in the late 1700's; it was incredibly economical. There could be as many as 500 students under one teacher. The teacher selected a few older students(10-12 years old) to act as monitors who, in turn, were responsible for instructing small groups of students, the teacher acting as supervisor, examiner, and disciplinarian. Work was minutely subdivided and learned by repetition. When a group had learned one subdivision of information, they were tested by the teacher before passing on to the next section. There was a complicated system of promotion and censure, both within the small groups and between groups. Unusual successes or lapses were rewarded with small honors or humiliations: laps of honor" around the school by those to be promoted, rewards of half-pences, dunce's caps, and signs worn around the necks of offenders. The punishment for offenses such as swearing, lying, tardiness, coming to school dirty, skipping school, being absent from church, or being otherwise disobedient, included confinement in a closet, being handcuffed behind the back, being washed in front of the whole school, or expulsion.(Lawson/Silver 243) Its factory-like method of dispensing information might appear to be well suited for the Victorian era, but because the Monitorial system equated the acquisition of facts with knowledge, and made no allowance for individual rates or styles of learning, its use was in decline by the 1830's. Â   Elementary Education Act of 1870 From 1780 to 1870, all elementary schools were "voluntary," that is, they were established... ... --- . North and South. London: Penguin Books Ltd., 1986. Lawson, John and Harold Silver. A Social History of Education in England. London: Methuen & Co. Ltd., 1973. Ley, J.W.T. "The government Education Bill: Dickens's view on Some of Its Points." The Dickensian 11.5 (May 1906) 123-125. Mangnall, Richmal. Historical and Miscellaneous Questions. New York: D. Appleton & Company, 1848. Morrison, Arthur. A Child of the Jago. Chicago: Academy Chicago Publishers, 1995. Pool, Daniel. What Jane Austen Ate and Charles Dickens Knew. New York: Simon and Schuster, 1993. Roach, John. A History of Secondary Education in England 1800-1870. London: Longman Group UK Limited, 1986. Thackeray, William. Vanity Fair. Harmondsworth: Penguin Books Ltd .,1968. Wardle, David. English Popular Education 1780-1975. London: Cambridge University Press, 1976.

Get Fit With the Grizzlies Essay -- Article Review, Childhood Obesity

The article I chose to analyze is titled Get Fit With the Grizzlies: A Community-School-Home Initiative to Fight Childhood Obesity, which focused on social and physical health related determinants in their strategy to confront childhood obesity and promote change. The research done by C. Irwin, R. Irwin, Miller, Somes, and Richey (2010) in regards to the development of a community health promotion program has similarities to various aspects of the nutrition group’s video and components of their health promotional program structure. As previously noted, social and physical determinants to health aided in the process of development and helped determine societal needs, as depicted by this group’s population of interest. The population that the nutrition group used, involved 9-10 year old boys, who were already in a pre-established group who shared common interest i.e. cub scouts, were learning about nutrition in other areas of their life, parents actively participated and were present, presentation provided to them in a familiar environment i.e. cub scout meeting, and were motivated to participate in this program by earning a pin. Similarly, as found in Irwin, et al. (2010), participants in their program included relatively the same age group, specifically 9-11 year old children from Memphis City Schools in TN, where 11 elementary schools were randomly selected out of 110 to participate in this program and parents involvement at home was required at times. The dissemination of information in the video appeared to be very age appropriate and used similar supplemental tools such as the US Department of Agriculture’s MyPyramid and incorporated physical activities. Interestingly enough, both programs used basketball within their progr... ...r week, after school NutriActive program with kindergarten and first graders. This study’s results indicated that a short, vigorous program such as NutriActive’s, can produce significant and sustainable improvements in motor skills and fitness levels of young children. The nutrition group’s program, especially the interactive components would likely be a great fit for this population, the content may need to be changed slightly to make it more age appropriate but the overall message and delivery would useful. It’s important to point out that the nutrition group, the Holcomb et al. study, and Matvienko et al. study all use of a client centered approach, and a common theme is apparent with respect to enabling individuals participating in these programs to foster feelings of competence, which contribute to their overall sense of well-being and satisfaction in life.

Body Shop Case Analysis

1. For all the line items that are calculated as a percentage of sales, we used an average for the last three years as our base case assumptions. Our observations led us to use this average because the percentages were fairly consistent over the last three years. Since the company was not operating at full production capacity we concluded that the company could continue growing without incurring an increase in fixed costs. The dividends were unchanged over the period of observation.Since taxes are not calculated as a percentage of sales but rather as a percentage of EBIT, taxes payable remained unchanged. 2. According to our calculations The Body Shop will need additional funding of ? 16. 97, ? 20. 55, and ? 24. 60 in 2002, 2003 & 2004 respectively for a total of ? 62. 12. These numbers were derived by developing trial pro-forma balance sheets and finding the difference between our assets and liabilities and equity. This calculation equals the plug, which told us how much additional funding was needed.After forecasting these numbers we were able to conclude that The Body Shop will need the aforementioned funding. 3. Our first important factor that needed to be taking into consideration is that the percentage of sales for 2002 will be an average of the previous three years. The next important factor, we believe, is that for 2003 and 2004 the sales percentages will remain unchanged. Lastly, fixed assets will remain the same. With these assumptions in mind, any change up or down will result in a change in the additional financing needed.The assumptions are key for forecasting future financial data. Without these assumptions we would not be able to accurately predict future values. 4. A general manager like Roddick would value these findings because it allows her to prepare for future additional financing. Having this foresight will allow her to begin to plan for this newly acquired debt. These findings will give Roddick two options, she could either issue more equ ity, or she can take on additional debt. Our analysis concludes that Roddick should take on new debt totaling ? 16. 97 million for the upcoming fiscal year.

Human growth and development-Conception to Birth Essay

Conception This is the very first stage of the making of a human baby which is known as conception. This is when the sex cell or (gamete) from the males sperm and a gamete from the woman’s ovum or egg cell join to form the embryo.Conception can only occur during ovulation, which happens about the middle of the month between menstrual periods. The human baby’s life begins as a single cell which is formed when the sperm and egg cell join and the egg becomes fertilised, creating life. The fertilised egg (zygote) divides into two and continues to do so rapidly, at this stage some cells form the embryo and some of the placenta. These cells now resemble a mulberry, are called morulla and take about 4 days to travel along the fallopian tube and into the uterus. This point it is called a blastocyst. The blastocyst now gets attached to the uterus wall by tiny projections called villi. Once it attached to the uterus it connects to the blood stream, so it is able to absorb oxygen and essential nutrients for fast growth. Around 10 to 14 days after conception the baby is called an embryo. After conception and the embryo is formed development of it begins into a full term foetus. The 3 stages of development are known as trimesters. First trimester ‘Week 3(embryonic stage) – first period missed. Foundation of the brain and nervous system is laid down Amnion sac is formed around the embryo, which floats in a liquid (the amniotic fluid). The placenta is formed, which lies against the uterus wall and acts as the liver, lungs and kidneys for the embryo and the foetus. The placenta is connected to the embryo’s circulatory system by the umbilical cord. Nutrients pass through to the embryo and digestive waste products and CO2 pass from the baby to the mother.’(Btec national early years, Penny tassoni) Week 4 – the neural tube closes( if this does not close spina bifida occurs)The embryo is around 6.4mm in length Week 5 – the baby’s heart be can be detected and the embryo is now the same size as a small seed. Week 8 – the embryo is about 8mm long, and has developed the startle reflex. The formation of the eyes, ears, organs and limb buds is at a rudimentary stage. Foetal stage (week 12) – the baby is now called a foetus and all its body parts have grown they just need to be refined. The foetus can swallow, roll, somersault and has also developed the sucking reflex. The foetus organs are functioning it measures about 7.5cm and has downy hair and fingernails. Second trimester Week 15 – the foetus hears its first sounds Week 16- the genitals of the foetus have formed. From this stage the sex of the baby can be determined all though difficult. A greasy wax substance covers the baby’s skin, this is called vernix. Week 20- the baby weighs around 460g and babies born at this stage have a very low chance of survival. Week 22- baby can dream and feel emotions. It develops reflex to root and grasp, their bones harden and their body grows. Week 24- if born at this stage has a reasonable chance of survival with intensive care as lungs are not yet fully developed. The eyes open for the first time. Week 27- is very active e.g. kicking and moving around, and weighs around 500g and is 33cms long. Third trimester Weeks 28-32- the foetus rapidly grows to about 1700g and is about 35cm long. Developing brain able to process information more and respond to it, like recognising voices especially the mothers. Starts to develop waking and sleeping rhythm. Weeks 33-36 – foetus continues to grow and gains bout 280g a week! Brain develops rapidly and head grows more to allow this. Fine hair covering body disappears. The foetus can now swallow, make breathing movements and urinate. Glycogen forms in liver for energy during birth and soon afterwards. Also the head engages in the pelvis for 1st pregnancies otherwise may not be until labour. Weeks 37-40- amount of amniotic fluid reduces and foetus grows to fill amniotic sac. Foetus is about 3kg and its head is lying down. Birth may take place between weeks 38 and 42. Now that the baby is born, some dramatic changes will take place in all areas of their growth and development, during its first year of life. Below is a month by month guide to how babies grow and develop up until the age of 1 year. 0-1 months- babies express emotion mainly by crying, grimacing, or displaying a bright and alert face. Babies are very open to learning at around 3 to 6 weeks they develop different crying sounds for different needs e.g. hunger. Babies have reflexes which help them to survive and as they start to fade their movements become more deliberate and controlled. E.g. the walking reflex disappears after the first few weeks and they learn to walk at around 12 months. It is important to interact with babies as they gain a lot from it, especially with their family or carers. 1 month- most babies lift their heads, respond to sounds, and stare at faces. Some babies may also be able to; follow objects, ohh and ahh, and can see black and white patterns. Their arms are very active and constantly moving although they do not have much control over them. At this age babies start to recognise their carers face and voice and they become settled if they hear, smell, feel or see their parent or carer. Between now and 2 months of age babies communicate by cooing and use of gestures, this shows their skill to â€Å"take turns† in conversation. 2 months – at this age babies are on their way to realising that they and their carer are separate beings. Babies can hold up head for short periods and they will also follow objects. Babies show a variety of emotions (e.g. hunger) via their facial expressions, arm, leg and finger movements. 3 months- Babies can hold their head up and may roll over when placed on tummy and they will also begin to wave and kick their arms as their muscles are strengthening. Babies will watch their own hands, will press them together and clasp hands together in finger play. They begin to eat and sleep more regularly, respond to voices, smile at faces become more alert and look around for longer, cry and vocalize more. 4 months- at this age babies can hold their head up and put weight on their legs as muscles strengthen. Around now babies develop vowel sounds and then their first consonants sounds are heard, which are learnt through self exploration (this is also know as babbling and usually occurs when babies are alone). Babies at 4 months begin to develop their self image which helps them over the coming months discover the kind of person they are as well as what they can do. 5 months- babies can distinguish between bold colours, roll over, and amuse themselves by playing with hands and feet. They enjoy listening to music, looking at speaker’s lips and mouth to show that they enjoy listening to speech. Babies will show a clear preference for a loved one. Their primitive squeeze appears but their hand movement is uncontrolled therefore finds it difficult to let go of objects. Also they enjoy practising dropping and throwing e.g. toys. 6 months- up until now babies gain an average of 0.5oz (14.2g) to 1oz (28.4g) every day! The babies coo and smiling now proceeds to babbling and chuckling. Between now and 10 months babies will babble (add on consonants and make strings of sound e.g. dah dah dah). Babies’ opportunity to play increases, especially when encouraged by an interested adult. Encouragement to interact and play promotes positive self image. By now most babies have learned all the basic and distinct sounds of their native language. Babies of this age will also: reach out for things and grasp them, sleep in a favourite position, get their first teeth, laugh and squeal, shows pleasure and displeasure through sounds, looks carefully at things they see, recognises carer best may be afraid of others. 7 months- they can sit without support, reach for objects with a sweeping motion and imitate speech sounds. Babies of this age are aware of their emotions or feelings and start to realise that others have emotional responses linked to their interactions; they also begin to develop their understanding that they exist separate to others. 8 months- babies of this age can say â€Å"dada† and â€Å"mama† to both parents (they aren’t specific), begin to crawl and pass objects from hand to hand. Words begin to have some meaning and they form a clear image that those around them are important. 9 months- babies learn hand eye co-ordination to pick up small objects. They handle objects with enthusiasm e.g. passing from one hand to the other. Develops early pincer grip. Babies of this age should be able to combine syllables into word like sounds, stand while holding onto something, sit unsupported for up to a minute, imitate sounds, watch others, feed self, hold bottle, be shy with strangers, smile at own face, and respond to own name. Babies communication becomes increasingly intentional, they may show object as a way to communicate which paves the way for pointing. They begin to understand familiar names of people and objects, and babbling is in longer strings (â€Å"bababa mamama†) 10 months- babies begin to respond to simple commands such as â€Å"up you come†. They are able to wave goodbye, pick things up with developed pincer grasp, crawl well, and cruise. Babies of this age can tell the difference between their own regional accent and foreign ones, and understands her name. 11 months- can say â€Å"dada† and â€Å"mama† to the right parent (is specific), plays patty-cake, stands alone for a couple of seconds, can climb upstairs, can scribble with crayons. At this age babies will begin to speak in â€Å"gibberish† while making a few clear sounds. It is at this age that social skills advance. Imitation also starts, where they love to copy but they learn through doing so. 12 months- at this age babies become more capable of doing things themselves, being independent and more open to things around them. They pick up small objects e.g. crumbs with a confident pincer grip; they use both hands freely but may show preference for one. Children are now aware of themselves as people in their own right. Sometimes this is shown in negative ways of strong will e.g. throwing a tantrum to get required attention. Their first words are linked to familiar things e.g. ‘daddy’, ‘car’. Babies will begin to imitate others activities, jabber word like sounds, indicate wants with gestures. The birth weight will have tripled by this age, and most will have grown a total of around 10 inches in length since birth. Most babies are able to: sit steady for 10 minutes, pull self to a standing position, crawl on hands and knees, understand â€Å"no no†, says two words, become more confident with strangers, show emotions e.g. affection, likes to be with adults, cooperates in dressing, and turns pages in books. First single words are spoken in a child’s version e.g. â€Å"du† for duck. Will understand names of people and objects in a normal context. Will begin to shake head for â€Å"no† and try to â€Å"sing† to music.