Roles and Responsibilities of a PE Teacher

Roles and Responsibilities of a PE Teacher QCA (2007) states that a range of activities is needed to be carried out in schools for pupils to become physically active learning new skills that will help with their personal development. It is important for students to understand skills and decision making and understanding how to improve. It is important to be educated in physical activity at a young age in order to carry on with a healthy life-style. Physical Education is not just important in the curriculum for sport it has social benefits too as working together in different roles prepares pupils for future careers. Secondary Physical Education teachers are at the heart of providing the foundations to deliver a good curriculum due to teaching in their own secondary school and also their partnered primary schools as there is a shortage of specialist PE teachers in primary schools (Green, 2008). The Every Child Matters model states that there are five elements that every child has the right to experience. stay safe, be healthy, enjoy and achieve, make a positive contribution and achieve economic well-being (The Association for Physical Education, 2008) schools throughout the country have a different intake of pupils with different needs whilst critiquing the national curriculum Green (2000) suggests that the National Curriculum does not account for what type of school and which pupils would be in your class therefore planning is highly important of every single PE lesson. Teacher have to be fully inclusive to provide for a wide range of abilities in their class, planning is of the upmost importance to provide a fully inclusive lesson (Block, 2002) Every Child Matters and this should be at the very centre of all planning and at the forefront of every Physical Education teachers minds (The Association for Physical Education, 2008). Planning is paramount and is an important responsibility of any teacher because they must gain an understanding of what will actually occur during a lesson (Macfadyen and Bailey, 2002). However, it is argued that unforeseeable situations arise during physical education lessons therefore a teacher needs to have the skills to think on the spot this is gained through experience (Green, 2008). This statement was supported by Macfadyen (2010) stating that planning in too much depth takes away an important teaching skill of improvisation. It is important to understand that planning provides an inclusive curriculum, without planning and differentiation this would simply not happen (Johnson, 2007). Teachers have to have the skill and be responsible for fully inclusive provision for a wide range of abilities in their class planning is of the upmost importance to provide this; however, it has been suggested that physical education teachers often lack the ability to adapt tasks to include SEN s tudents (Block, 2002). This may be through a lack of experience as only in recent years many pupils with disabilities have been moving into mainstream schools and it is the duty of a PE teacher to provide equal opportunities for all participants (Fitzgerald, 2006 cited Green, 2008:187). This is supported by Lieberman and Huston-Wilson, (2002) who state that 93 percent of SEN children are based in mainstream schools. As teachers of PE we have to plan SEN pupils personnel and equipment. It has become apparent that some teachers in this country are not providing a fully inclusive curriculum with regards to SEN students (Block, 2002). In relation to the increase of SEN students in mainstream schools statistics from National Centre for Educational Statistics (2005) states that in the last 30 years EAL students have increased in our schools by 161% (cited Causton-Theoharis et al., 2008: 382). Many EAL students have different cultures and attitudes toward PE that may prevent them from performing. It is therefore the responsibility of the P.E teacher to plan strategies and use communication skills to include EAL students. Another consideration for all teachers is providing for Gifted and Talented students. First the PE teacher needs the skill to identify a gifted student and then ways in which they can be kept engaged during lessons and promote them to elite sporting success (Bailey Morley, 2010). Even though it is positive that certain students with additional needs are catered for by preplanning there tends to be a negative effect on the majority of students in the class. This is because our attention as a teacher gets focused predominantly on the students with the additional needs (Causton-Theoharis, 2008). Planning and risk assessment co-inside with one another in order provide a safe place to work (Macfadyen, 2010). Physical education teachers show high skills when risk assessment becomes routine practice (Shewry, 2008 cited Whitlam, 2010:173). PE teachers must see an event such as injury and danger before it takes place, furthermore physical education teachers must have the skills to prevent a risk without impeding on the students learning (Whitlam, 2010). When pupils take part in practical Physical Education the environment should be safe to exercise and the activity should be carried out safely (Whitlam, 2010). With relation to the National Curriculum this provides students with the underlying knowledge to carry safe and effective exercise on their own away from the classroom (QCA, 2007). An expected role of all teachers is that they are required to be reflective practitioners and evaluate on their own teaching and the learning of pupils as a means of ensuring the intended outcomes are met (Causton-Theoharis, 2008). In order to develop and deliver a curriculum that allows for all pupils to be included and make progress, it is the responsibility of the teacher to examine the needs of the pupils in their class and to adapt their lessons accordingly (Armour, 2010). The teachers with the most success are those who take it as their responsibility to act upon what happened during their class by using reflective strategies. The characteristics of the pupils could not be blamed such as behaviour due to home-life part by the way in which the teacher handles the class reflecting will improve the learning experience and curriculum delivery (James et al., 2007). Furthermore without reflective practice teacher will not gain experience to get across better teaching of the national curriculum (Keay, 2006). Upon critiquing the National Curriculum, reflection is a very important responsibility of the PE teacher, as the teacher is still a learner. The National Curriculum states that evaluating and improving is a key process (QCA, 2007). All people should be able to analyse, evaluate and improve therefore teachers should demonstrate this to. Assessments are a means of obtaining information to find out what level students have achieved. PE teachers need to have analysis skills such as observation to carry this out (Green, 2008). It is an ongoing and never ending process that PE teacher need to continuously develop throughout their career (Casbon and Spackman, 2005). There are two forms of assessment; summative and formative (Green, 2008). The debate has risen in resent modern day Physical Education arguing that teachers should move away from assessment of learning (summative) to assessment for learning (formative) this is because it gives to students a chance to act to improve (Frapewell, 2010). The role of a PE teacher has no difference from any other subject on the National Curriculum with regards to assessment and of high importance to Physical Education (Green, 2008). Assessment for learning has shown that students are given better direction in knowing how to improve, however, the national curriculum within PE lessons does not cater for SEN pupils as teachers are not skilled enough to grade the pupils with SEN on the attainment target criteria (Smith and Green, 2004). This is supported by Lieberman Houston-Wilson (2002) who state that PE teachers need to get speciaist advice from an adapted PE specalist before grading pupils, this therefore demonstrates a weakness in the national curriculum. Frapwell (2010) demonstrates that one important skill needed for PE teachers is that of feedback which is communicating accurate analysis. Blankenship (2008) states this will ultimately help pupils understand what they need to achieve and how they need to act to achieve the outcome (QCA, 2007). Teachers should encourage peer assessment as the national curriculum states that pupils should be able to analyse performance and identify strengths and weaknesses (QCA, 2007). Therefore it is the role of a PE teacher to provide pupils with the skills necessary for them to peer assess. One theory that suggests positive and negative aspects of peer assessment is the competence motivational theory (Harter, 1981 cited Blankenship, 2008:153) which states that feedback from a peer significantly affects the pupils perceived competence. If the peer praises perceived competence will rise, if the pupil is criticised or ignored perceived competence will full. Due to the advance of modern day technology and its affordability, the national curriculum has introduced ICT in the past ten year (Taylor, 2009). However it is debated that ICT should be a cross-curricular subject taught within other subjects as the 21st century world is dependent on it (Becta, 2003 cited Taylor, 2009:147). The National Curriculum for PE is inclusive of ICT as a way of improving performance (QCA, 2007). The use of ICT is also beneficial for pupils finding a role that best suits them in sport besides performing as well as evaluation of performance (QCA, 2007) this can be done by using player cam. As ICT is part of the National Curriculum, it is stated that PE teachers of modern education need to be ICT literate and have the skills and knowledge to use technology within their Physical Education lessons (Taylor, 2009). It was concluded by Bailey (2001) that ICT is awkward to use in PE lesson without careful planning and therefore the planning will allow for teachers to pick up the skills which they need. As a Physical Education teacher you gain further knowledge by participating in sport yourself to improve skills and be responsible to obtain help from coaches and instructors that are more experienced especially in sports and activities the teacher is weak in and take their knowledge into your physical teaching practice. (Carle, 2010) This can help provide good teaching of the national curriculum as pupils have a chance of experiencing a range of activities giving them a greater chance to see what type of activity best suits them. If the teacher understands the sporting technique then pupils are able to refine their own (QCA, 2007). Teachers however, do not have a full understanding of the subject but must act with the best interests of their students (Armour, 2010). Bailey (2001) takes this idea one step further by stating teachers are forever developing subject knowledge, subject knowledge is not the most important skill having the ability to plan is the key to successful teaching. Whilst delivering and planning for a Physical Education lesson Grossman (1990) suggests teachers need to understand four categories before teaching. They need to have an understanding of the topic, students understanding and performing in PE, how it relates the national curriculum and finally the strategies in which they can deliver the topic. However this was criticised by Green (2008) who stated that gaining experience of the teacher is more important. One important knowledge skill of a PE teacher is health knowledge that is to be able to deliver to pupils within the school setting and applied. This knowledge must be up to date, accurate and not hyped up by the media (Armour, 2010). Schools are the first place that The Government can educate and promote Public Health and Physical Education Curriculum is seen to be an ideal place to start (Allensworth et al. 1997). This is supported by Sallis and McKenzie (1991) stating school physical education is seen as an ideal site for the promotion of regular physical activity. Moreover this is because schools already have a captive audience in the pupils Physical Education teacher have the responsibility to provide free of charge opportunities to educate children in health issues (Fox, 1992). One modern problem the nation faces and is the responsibility of PE teachers to tackle is obesity, physical education teacher can play in the treatment of obesity at school (Ward and Bar-Or, 1986) The primary role of physical education is to develop the need for lifelong physical activity (NASPE, 2004: cited Blankenship, 2008:300). This was supported by Shephard and Trudeau (2000) as they consider the most important goal of PE is the long-term health of students. Health related exercise the area of the curriculum which includes the teaching of knowledge, understanding, physical competence and behavioural skills, this is aimed for pupils to understand and create a desire to carry out a healthy life style and be confident to continue participation in physical activity (Harris, 2000). Health related teaching is now an established and statutory component of the National Curriculum for PE in England this there for states it is a legal responsibility of a PE teacher (Carle, 2000). Furthermore, if teachers have the skills to create a positive impact on their pupil during lessons then life-long participation maybe created (Carle, 2000). The Social Learning theory by Bandura (1978) states that students model the behaviour of their teachers and copy reinforced behaviours social learning theory by Bandura (1978). Role modelling as a PE teacher is seen to be an essential skill for PE teachers to attract pupils to participate in life-long physical activity, this is supported by Hopper (2005) shows that primary school teachers tend to push pupils away from Physical Education however secondary school teachers have the specialist personal qualities to deliver the curriculum. The discussion continues Green (2008) stating that showing their love and passion for sport will attract children to continue sport, this applies to a national curriculum aim. In opposition having a love of the sport is not enough teachers need to gain the respect of the students building confidence, social skills, and self-esteem by role modelling in this way students will be more willing to access the curriculum opportunities (Comer 1988). One problem PE teachers experience is communication and therefore becoming friendly with the pupils this leads to discipline issues rather than positive role modelling (Bailey, 2001). This was supported Larson (2006) stating a number of personal qualities have also been associated with it teacher such as enthusiasm, sense of humour, approachability, patience, impartiality, open-mindedness, empathy, ability to be a good communicator and organiser and also be caring towards pupils. A good way in which PE teachers create inter-personal relationships is through extra-curricular clubs (Bailey, 2001). one responsibility of the PE teacher is to provide extracurricular clubs by providing the opportunity before school at lunchtimes and after-school (Green, 2008) the national curriculum states that people should be given the opportunity to participate in and beyond school (QCA, 2007) Physical Education has a place within schools as it is a way in which social cohesion can be brought about as we see the behaviour of pupils improving within the School and social community (Armour, 2010). Furthermore the study by Green (2000) states that a role of the PE teacher it is to promote the social skills during their lessons. Green (2000) suggests this is an unwritten part of the national curriculum however open to critiquing the national curriculum in our state that social well-being is an important outcome of physical education. To conclude it has come apparent that planning is the fundamentals that underpin all the roles and responsibilities of a PE teacher. However reflection is a key responsibility so teachers are able to plan and improve their delivery of the national curriculum. It has become clear from the research highlighted that the main role of Physical education in the nation curriculum is to provide a healthy life style which pupils can use in their adult life and to promote social well being for pupils to become good citizens.

Romeo And Juliet - Importance Of Friar Lawrence :: essays research papers

Even though he was not actually on stage for most of the play, he was the most important character in the play. There was basically three major parts that lead to the tragedy; marriage, the plan and the deaths. In all three of these parts Friar Lawrence played a vital role. His attempts to make the marriage of Romeo and Juliet was very admirable but were poorly planned. It these attempts that make his role the most significant one in the play. This is why Friar Lawrence is the most powerful character in the play. The tragedy of their deaths could not have happened if Romeo had received the message in time. This is due to Friar Lawrence not planning how he was going to fake Juliet's death. Due to his dauntless attempts to keep the two lovers together, he still failed. This was shown in Act 4 Scene 1 " I do spy a kind of hope, Which craves as desperate execution As that is desperate which we would prevent". One of his faults in the plan is shown in Act 5 Scene 3 when Friar John does not know the importance of the letter and does not give it to Romeo. "I could not send it. Nor get a messenger to bring thee, so fearful were they of infection". Another fault to his plan is in Act 3 Scene 3 when he tells Romeo that he will send a friend of his to inform him the news. Instead of telling him that a fellow friar of his was bringing the message. "I'll find your man, and he shall signify from time to time every good hap to your chances here". The magnitude of his role is showed again when he is involved in another major part of the play; the marriage. He risks his reputation as a Friar so he can unite to star crossed lovers in marriage. The character of Friar Lawrence is extremely important because if he would not have married Romeo and Juliet the play would maybe not ended in tragedy. This gamble is shown in Act 2 Scene 6 "Come, come with me, and we will make short work, For, by you leaves, you shall not stay alone Till Holy Church incorporate two in one". He conceives that because of the marriage between Romeo and Juliet that the families will end their hatred for each other.

feminaw freeaw Kate Chopins The Awakening as a Story of Independence :: Chopin Awakening Essays

The Awakening: A Story of Independence Kate Chopin's The Awakening tells the story of Edna Pontellier, a Southern wife and mother. At the time this novel was published, women did as they were expected by society. They were expected to be good daughters, good wives, and good mothers. A woman was expected to move from the protection of her father's roof to the protection of her husband. Edna did not fit this mold, and that eventually leads her husband to send for a doctor. When her husband does this Edna Pontellier says words, which define The Awakening, "I don't want anything but my own way. That is wanting a good deal, of course, when you have to trample upon the lives, the hearts, the prejudices of others - but no matter"   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At first, Edna is married and seems vaguely satisfied with her life. However, she cannot find true happiness. Her "awakening" begins when a persistent young man named Robert begins courting her. Edna begins to respond to him with a passion she has never felt before. She begins to realize that she can play roles other than wife and mother. Throughout the book, Edna takes many steps to increase her independence. She sends her children away, she refuses to stay at home on Tuesdays (as was the social convention of the time), and she frequents races and parties. Unfortunately, her independence proves to be her downfall. Edna remains married, because divorce is unheard of. She wants to marry Robert, but he will not because it will disgrace her to leave her husband. No matter how much Edna exceeds social boundaries and despite what she wants, she is held down by the will of others. In today's world divorce, sadly, is almost commonplace, but in he r time she would have been an outcast of her society. By the end of The Awakening, Edna feels like a possession - of her husband, of her children, and of her society. The only solution she sees is to end her life, which she does by swimming out into the sea until her strength gives out. The theme of The Awakening is deeper than the obvious themes of independence and women's rights. The Awakening presents suicide as a valid solution to problems. People commit suicide because of isolation and loneliness or a serious disruption of one's life. It is easy to connect these with Edna's life: the isolation of her small house, the disruption caused by Adele's death, and the common good of the children.

My Favourite Book Essay

Some read books to idle away their time. Some read books to widen their knowledge, while many others read books to enjoy its content. I belong to this category. I enjoy reading good books particularly novels, short stories, plays, etc. The world famous literary works of great authors such as, Charles Dickens, Tolstoy, Dominique Lappiere, Rabindranath Tagore, R. K. Narayan, Arundhathi Roy, Salman Rushdie, etc. have always charmed and thrilled me, giving waves of delight, leisure, relaxation and mental refreshment. My favourite book is ‘City of Joy’ written by Dominique Lappiere. The book is a touching description of the lives of the slum-dwellers of Kolkata. The street-urchins, cycle-rickshaw pullers, city-vendors, coolies, pimps, ordinary men and women are the heroes and heroines of this story. Their lives, their joys and suffering and their pitiable existence are vividly painted by the author. It is the story of the most unwanted people of the society. But the author finds joy, courage, excellence, and fine qualities amidst this miserable existence. The story has touched me so much that I have read this book several times during the last few years. The most attractive feature of the book, which impressed me most, was the author’s mention of minute details. The author does not give a picture of the slums of Kolkata from far but rather presents a realistic picture with its congested dwellings, dirty drains, narrow footpaths, people’s quarrels and fights, their feasts and festivals, etc. The beauty of narration becomes all the more thrilling when it is realistic and true. No wonder why the book has won so much international acclaim. Secondly, the superb presentation of the scenes, characters and episodes whether important or unimportant in the story, keeps the reader spellbound throughout. The language is simple and the style of narration is down to earth. The author’s skill of characterisation is too exquisite to go unnoticed. When we read the book, a whole face of numerous lives open before us. Lappiere’s art of story building is also most impressive. The gradual build-up of the story leading to a touching finale in the end has made Lappiere’s work a wonderful literary work, worth reading. It is a fact that if one starts reading this book, he or she would not be able to put away the book without completing it. The curiosity to know what happened to their lives and how they would end up finally keeps the reader excited and forces him/her to go on with the reading. Over the last few years I have read many books, particularly fictions. But none of them has impressed me or touched me in this manner and brought tears to my eyes as ‘City of Joy’. To me this book is one of the finest books in the world. Its excellent qualities have made it my favourite book.

Demonstrating Sulphuric acid is Dibasic Essay

Chemistry Practical Plan Aim The aim of my experiment is to demonstrate that sulphuric acid, H2SO4, is dibasic. Dibasic means that one mole of sulphuric acid can release two moles of hydrogen ions, H+ when it reacts in an aqueous solution. To demonstrate the dibasic nature of sulphuric acid, I shall do two experiments, one involving a titration, the other a gas collection. Predication In my titration, I shall neutralise an acid with a base. Firstly, I will titrate Hydrochloric Acid against Sodium Hydroxide. The balanced chemical equation for this reaction is as follows. HCl(aq) + NaOH(aq)→ NaCl(aq) + H20(l) Hydrochloric Acid, HCl, is a monoprotic acid, meaning that it will release one Hydrogen ion, H+ when reacted in an aqueous solution. The molar ratio in this reaction is 1:1, and therefore 1 mole of Hydrogen ions, H+, will be needed to react with 1 mole of Hydroxide ions, OH-, to form 1 mole of Water, H20. Therefore, I predict that this will mean that an equal number of moles of Hydrochloric Acid will be needed to neutralise the Sodium Hydroxide. I shall then titrate Sulphuric Acid against Sodium Hydroxide, in comparison to Hydrochloric Acid. HCl is monoprotic, whereas H2SO4 is diprotic, and will therefore release double the amount of Hydrogen ions, H+. The reaction is as follows: H2SO4 (aq)+2 NaOH(aq)→ Na2SO4(aq) +2H2O(l) To demonstrate that Sulphuric Acid is dibasic, and that it will release two Hydrogen ions, H+, I predict that only half the number of moles of H2SO4 will be needed to neutralise one mole of NaOH. The molar ratio of acid to alkali is now 1:2, so for every Hydroxide ion released from the Sodium Hydroxide, two Hydrogen ions will be released from the sulphuric Acid, and so only 0.5 mole H2SO4 will be needed to neutralise 1 mole NaOH. For the gas collection experiment, I shall again react firstly a monoprotic acid, then a diprotic acid and compare the amounts of gas collected. My first reaction will be between Hydrochloric Acid (monoprotic) with Magnesium Carbonate. 2HCl(aq) + MgCO3(s) → MgCl2(aq) + H2O(l) + CO2(g) My second reaction will be between Sulphuric Acid (diprotic), and Magnesium Carbonate. H2SO4(aq) + MgCO3(s) → MgSO4(aq) + H2O(l) + CO2(g) For both reactions I shall collect the gas in a gas syringe, and compare the amounts of gas released. When metal reacts with acid, carbon dioxide is released. I will use acids of equal molarity, and the same mass of magnesium carbonate. I predict that the H2SO4 will produce twice the volume of gas in comparison to HCl, as this will demonstrate the dibasity of Sulphuric Acid. Safety Sulphuric Acid is corrosive and therefore goggles must we worn at all times. If spillages occur, these should be washed liberally with cold water. Sulphuric Acid can burn skin and eyes, so lab coats and gloves should be worn. In case of contact with eyes, immediately flush eyes with plenty of water for at least 15 minutes. If swallowed drink plenty of water and seek medical help. Also follow standard laboratory safety such as removing lose clothing and tying hair away from face. Fair Test Titration – to ensure a fair test in my titration, I will use the same amounts of acid the same in each titration, and measure the variation in alkali needed to neutralise the acid. I will use a pipette and burette because they are the most accurate equipment available, being accurate to +/- 0.05cm3. Before filling the burette and pipette I shall rinse them first with distilled water and then with the chemical to be used. This will allow me to take more accurate readings from the equipment and reduce the possible error margin. I shall rinse the burette and pipette also with the solution to be used to ensure no dilutions in my experiment, which could lead to inaccuracy. Gas Collection – to ensure a fair test in the gas collection, I shall use equal masses of Magnesium Carbonate in both collections, and measure the varying amount of Carbon Dioxide released. I will use a gas syringe to collect the carbon dioxide because I think that this I more accurate than upwards delivery – carbon dioxide is soluble in water and this could affect my results. For both experiments, I shall also use the largest values possible as this will reduce the percentage error in my practical to give me more reliable results. Titration Method Apparatus: Sodium Hydroxide (1.0 molar), Sulphuric Acid (1.0 molar), Hydrochloric Acid (1.0 molar), 50 cm 3 pipette, burette, phenolphthalein indicator, white tile, clamp stand, boss, distilled water dispensers, pipette filler, 4 Ãâ€" 100cm3 beakers, 2 Ãâ€" 100cm3 conical flasks, plastic filter funnel. Perform pre-tests to determine the colour change of the indicator at the end point of the titration and the colour of phenolphthalein in acids and alkalis. Prepare the equipment as follows: Burette – rinse with distilled water followed by the solution to be used, NaOH as not to dilute the solution with water. Run solution through and invert the burette to ensure no air bubbles. Fill the burette with NaOH using a filter funnel, and remove the funnel. Record the volume of solution within the burette to 0.05 ml. Pipette – rinse the pipette several times by sucking and releasing the solution to be used, HCl or H2SO4, using a pipette filler, (suck up solution to above the measured mark) Using pipette filler, fill pipette with until the meniscus is slightly above the mark. Take the pipette out of the solution to ensure no atmospheric pressure and allow the liquid to run out slowly until the meniscus is level with the mark. Touch the side of the flask with the tip of the pipette but allow any residue to remain in the pipette. Add 3-4 drops of the indicator phenolphthalein to the solution in the conical flask (no more as indicators are weak acids and so can have an effect on the titration) Use a white tile to help identify the colour change at the end point. Run the solution from the burette whilst swirling, stop as soon as the indicator colour changes. Record the volume of the rough titration. Repeat the titration carefully and drop wise until the colour is about to change, then add half a drop at a time. When the faintest detectable colour change can be noted, record the final volume to within 0.05 ml. Repeat the titration to get three accurate titrations within 0.1 ml of each other. Gas Collection Apparatus: Hydrochloric Acid (1 molar), Sulphuric Acid (1 molar), Magnesium Carbonate, 6 conical flasks, gas valves and bungs, gas syringe with delivery tube, Clamp stand and boss. Set up the experiment as shown. React 0.34g MgCO3 with 100ml HCl for at least 10 minutes or until the reaction is complete. Record the volume of CO2 produced. Repeat three times, ensuring that the gas syringe is always set at zero before the experiment is set. Repeat with H2SO4to allow the comparison of results. Quantities Titration From my research I know that the maximum volume of Sodium Hydroxide will be needed in the titration with Hydrochloric Acid. The burette I will be using can measure accurately up to 50cm3. I from my calculations, this amount will be used to neutralise 50cm3 of acid. For the reaction with Sulphuric Acid, twice the volume of NaOH shall be needed to neutralise the acid. Therefore, I shall use only 25cm3 acid for both titrations, as I know that 50cm3 NaOH is the maximum volume I will need. The advantage of using the largest volumes possible is that the percentage error is reduced, and my experiments will therefore me more accurate. Gas Collection H2SO4(aq) + MgCO3(s) → MgSO4(aq) + H2O(l) + CO2(g) This is the reaction that I predicted would release the most carbon dioxide. I therefore had to work out what the maximum amount of product I could use within the practical limits of my apparatus. Max volume gas released – 100cm3 No. moles = actual volume à · 24 = (100à ·1000) à · 24 = 0.004 moles CO2 Molar ratio MgCO3: CO2 =1:1 Therefore 0.004 moles MgCO3 Mr MgCO3 = 24+12+ (16 x 3) =84 Actual Mass = number of moles x mass 1 mole = 0.004 x 84 0.34g Magnesium Carbonate to be used. The Sulphuric Acid must also be present in excess to ensure the reaction goes to completion, and so I will therefore use 0.1 mole H2SO4. Volume = number of moles à · concentration = 0.01 à ·1 = 0.01 dm-3, or 100 cm-3 2HCl(aq) + MgCO3(s) → MgCl2(aq) + H2O(l) + CO2(g) For my second reaction, I shall use the same mass of Magnesium Carbonate, and provided the acid is still in excess, the same volume of Hydrochloric Acid, to ensure a fair test. Mass MgCO3 to be used = 0.34g Molar ratio HCl: CO2 = 2:1 Therefore 0.004 x 2 moles HCl to be used. To allow the acid to be present in excess, I shall use 0.01 mole of Hydrochloric Acid. Therefore, volume = number of moles x concentration =0.01 Ãâ€" 1 =100cm3 Specimen Calculations Titration using Sodium Hydroxide and Hydrochloric Acid HCl(aq) + NaOH(aq)→ NaCl(aq) + H20(l) Volume HCl used: 25 ml or 0.025 dm-3 Number of moles HCl = concentration (mol dm-3) Ãâ€" volume (dm-3) = 1mÃâ€" 0.025 dm-3 = 0.025 moles HCl Molar ratio NaOH: HCl = 1: 1 Therefore 0.025Ãâ€"1= 0.025 moles NaOH Volume NaOH = number of moles Ãâ€" concentration (mol dm-3) = 0.025 Ãâ€" 1 =0.025 dm-3 This shows that an equal volume of Sodium Hydroxide is needed to neutralise the Hydrochloric acid, indicating that for every OH- ion in the NaOH, one H+ ion was released from the Hydrochloric Acid to form H2O, a neutral molecule. This shows that Hydrochloric Acid is monoprotic, as it releases one Hydrogen ion when it is reacted in an aqueous solution. Titration using Sodium Hydroxide and Sulphuric Acid H2SO4 (aq)+2 NaOH(aq)→ Na2SO4(aq) +2H2O(l) Volume H2SO4 used: 25 ml or 0.025 dm-3 Number of moles H2SO4 = concentration (mol dm-3) Ãâ€" volume (dm-3) = 1mÃâ€" 0.025 dm-3 = 0.025 moles H2SO4 Molar ration NaOH: H2SO4 = 2: 1 Therefore 0.025à ·2 = 0.0125 moles NaOH Volume NaOH = number of moles Ãâ€" concentration (mol dm-3) =0.0125Ãâ€" 1 = 0.0125 dm-3 This shows that only half the volume of Sodium Hydroxide was needed to neutralise the Sulphuric Acid, indicating that for every OH- ion in the NaOH, two H+ were released from the Sulphuric Acid, demonstrating its dibasity, as for every mole of Sulphuric Acid reacting in solution; two moles of Hydrogen ions were released. Gas Collection 2HCl(aq) + MgCO3(s) → MgCl2(aq) + H2O(l) + CO2(g) Number of moles MgCO3 = actual mass à · mass 1 mole Mr MgCO3 = 84 = 0.34 à · 84 = 0.004 moles Molar ration HCl: CO2 = 2: 1 Therefore 0.004 à · 2 = 0.002 moles CO2 Volume = number of moles x 24 = 0.002 Ãâ€" 24 = 0.048 dm-3 or 48cm3 H2SO4(aq) + MgCO3(s) → MgSO4(aq) + H2O(l) + CO2(g) Number of moles MgCO3 = actual mass à · mass 1 mole Mr MgCO3 = 84 = 0.34 à · 84 = 0.004 moles Molar ratio H2SO4: CO2 = 1: 1 Therefore 0.004 moles CO2 Volume = number of moles Ãâ€" 24 = 0.004 Ãâ€" 24 =0.096 dm-3 or 96cm3 When a metal carbonate reacts with acid, carbon dioxide is released. These results show that when Magnesium Carbonate reacts with Sulphuric Acid, twice the volume of Carbon Dioxide is produced in comparison to its reaction with Hydrochloric Acid. This shows that, as we know HCl to be a monobasic acid, Sulphuric Acid is dibasic, as it produced double the volume of gas as a result of its two Hyrdogen ions that are released. Bibliography ‘Chemistry’ – Chris Conoley and Phil Hills (p. 332) Collins Educational 1998 Steven Doherty – Atoms, Molecules and Stoichiometry www.catalogue.fisher.co.uk/scripts Cambridge University Press 2000 ‘Chemistry’ Brian Ratcliff

Essay Topics

Essay Topics * Engineering, like all professions, functions in a global economy. Describe what you think students should do while in college to better prepare themselves for a career in the global economy. * You have just completed writing your 476 page autobiography and we would like to see a sample of what you have written. Please send us either page 231 or page 398. Feel free to also include one paragraph of acknowledgements at the end. * All practicing medical doctors, dentists, and many other professionals are required to be licensed.Engineers who offer their services to the public or work in a few other areas must also be licensed but generally, engineers who work in industry are exempt from licensure. Explain why you think engineers working in industry should or should not be licensed. Note that licensure requires a four-year engineering degree, passing the Fundamentals of Engineering exam, obtaining four years of qualifying engineering experience, and passing a Principles and Practices exam. Both exams are eight hours long. The Space Shuttle has flown its last mission and some would argue that the future of manned space exploration by the United States is uncertain. What do you think the United States’ policy towards manned space exploration should be? Some issues (you do not need to address them all) to consider are: Should the commercial sector take a leading role? What role should engineers have in setting and executing the policy? Should a mission to the moon, Mars, or other place be planned? * ————————————————- Topic A: ———————————————— Write an essay in which you tell us about someone who has made an impact on your life and explain how and why this person is important to you. * —————â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Topic B: ————————————————- Choose an issue of importance to you—the issue could be personal, school related, local, political, or international in scope—and write an essay in which you explain the significance of that issue to yourself, your family, your community, or your generation. ————————————————- Topic C: ————————————————- There may be personal information that you want considered as part of your admissions application. Write an essay describing that information. You might include exceptional hardships, challenges, or opportunities that have shaped or impacted your abilities or academic credentials, personal responsibilities, exceptional achievements or talents, educational goals, or ways in which you might contribute to an institution committed to creating a diverse learning environment.

Bandura Theory of Social Learning

Learning is a social process and we learn through interaction with others in our day to day life. Prior to 1960, theories of learning were heavily influenced by behaviorist and cognitivist theories. But Albert Bandura’s Social Learning Theory posits that people learn from one another – via observation, imitation, and modeling. The social learning theory has often been called a bridge between behaviorist and cognitive learning theories because it includes attention, memory, and motivation.As a result it is sometimes called social cognitive learning. While rooted in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning. His theory added a social element, arguing that people can learn new information and behaviors by watching other people known as observational learning (or modeling). The social learning theory emphasizes the importance of observing and modeling the behaviors, attit udes and emotional reactions of others. Thus it focuses on learning by observation and modeling. Social learning theory talks about how both environmental and cognitive factors interact to influence human learning and behavior. It focuses on the learning that occurs within a social context. It considers that people learn from one another.In Social Context Behavioral factors + Cognitive factors -> Social LearningMeaning : According to Albert Bandura (1977), â€Å"In social learning theory, behavior is learned from the environment through the process of observational learning.† Social learning is the process in which individuals observe the behavior of others and its consequences, and modify their own behavior accordingly.Bandura’s theory of social learning : Basic Social Learning Concepts There are three core concepts at the heart of social learning theory. 1) Learning through observation 2) Intrinsic Reinforcement 3) Change in behavior is not necessary for learning 1) Learning through Observation (Observational Learning) :In 1961, Bandura demonstrated the now-famous Bobo doll experiments. The Bobo doll is a child-sized inflatable doll with a weighted bottom that causes it to pop back up after being knocked down. In the first stage of these studies, preschool-aged children were divided into three groups: one group that observed an adult (model) behaving aggressively towards the Bobo doll (punching, kicking, striking with a mallet, yelling), another group that observed the adult playing peacefully, and a control group. Each participant viewed their assigned scenario individually.Later, the child was allowed to play independently in the play room which contained a variety of aggressive and non-aggressive toys, including the Bobo doll. Participants’ acts of verbal and physical aggression toward the Bobo doll were then recorded. Results revealed significant group differences, such that children exposed to the aggressive model were more likely t o imitate what they had seen and behave aggressively toward the doll. Bandura argued that the results supported that children could rapidly acquire novel behaviors through the process of observation and imitation, and this occurred even in the absence of any kind of reinforcement.In a 1963, Bandura demonstrated that children imitated aggressive behavior witnessed on video, in addition to live observation, and children also imitated aggressive behaviors enacted by a cartoon character. (In his famous Bobo doll experiment, Bandura demonstrated that children learn and imitate behaviors they have observed in other people.The children in Bandura’s studies observed an adult acting violently toward a Bobo doll. When the children were later allowed to play in a room with the Bobo doll, they began to imitate the aggressive actions they had previously observed.)Social learning theory draws heavily on the concept of modeling, Bandura identified three types of models:1) Live model : An ac tual person is demonstrating the desired behavior.2) Verbal instructional Model : An individual explains and describes the desired behavior in details.3) Symbolic Model : Modeling occurs by means of the media including movies, television, Internet, literature and radio.Stimuli can be either real or fictional characters. Mental States are important to learning (Intrinsic  Reinforcement) An additional study, published in 1965, showed that witnessing the model being punished for the aggressive behavior decreased the likelihood that children would imitate the behavior, a process he referred to as vicarious reinforcement. At the same time, Bandura noted that internal rewards such as pride, satisfaction, sense of accomplishment also influence the learning which he described as intrinsic reinforcement.Learning does not necessarily lead to a change in behaviour : While behaviorist believed that learning led to a permanent change in behaviour, social learning demonstrates that people can l earn new information without demonstrating new behaviours.Key Principles of social learning theory : 1) Learning is not purely behavioral; rather, it is a cognitive process that takes place in a social context.2) Learning can occur by observing a behavior and by observing the consequences of the behavior (vicarious reinforcement).3) Learning involves observation, extraction of information from those observations, and making decisions about the performance of the behavior (observational learning or modeling). Thus, learning can occur without an observable change in behavior.4) Reinforcement plays a role in learning but is not entirely responsible for learning.5) The learner is not a passive recipient of information. Cognition, environment, and behavior all mutually influence each other (reciprocal determinism).The Modeling Process : Not all observed behaviors are effectively learned. Factors involving both the model and the learner can play a role in whether social learning is succes sful. Certain requirements and steps must also be followed. The following steps are involved in the observational learning and modeling process: 1) Attention: â€Å"I Never seen or thought this Before†In order to learn, you need to be paying attention. Anything that detracts your attention is going to have a negative effect on observational learning. If the model interesting or there is a novel aspect to the situation, you are far more likely to dedicate your full attention to learning. 2) Retention: â€Å"I Figured Out What I have to do†The ability to store information is also an important part of the learning process. Retention can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning. 3) Reproduction: â€Å"Why Not Do It? It Worked Out Fine for others† Once you have paid attention to the model and retained the information, it is time to actually perform the behavior you observed. Furt her practice of the learned behavior leads to improvement and skill advancement. 4) Motivation: â€Å"This action is giving me satisfaction†Finally, in order for observational learning to be successful, you have to be motivated to imitate the behavior that has been modeled. Reinforcement and punishment play an important role in motivation. While experiencing these motivators can be highly effective, so can observing other experience some type of reinforcement or punishment. For example, if you see another student rewarded with extra credit for being to class on time, you might start to show up a few minutes early each day. Vicarious reinforcement – behavior is acceptableVicarious punishment – behavior is unacceptable Implications Learning by observation (models): students learn simply by observing other people. Modeling provides an alternative to shaping for teaching new behaviors. Instead of using shaping, which is operant conditioning, modeling can provide a f aster, more efficient means for teaching new behavior. To promote effective modeling a teacher must make sure that the four essential conditions exist; attention, retention, motor reproduction, and motivation. Cognition plays a role in learningLearning can occur without change in behavior Teachers and parents must model appropriate behaviors and take care that they don’t model inappropriate ones. Teachers should expose students to a variety of other models. Students must believe that they are capable of accomplishing school tasks. Teachers should help students set realistic expectations for their academic accomplishments. Self-regulation techniques provide effective methods for improving behavior. Describing the consequences of behavior increases appropriate behavior and decreases inappropriate ones. ExamplesAdvertisements/TV commercials are the most common examples of Social Learning Theory. We observe (watch) them, and then copy them. Commercials suggest that drinking a cer tain beverage or using a particular shampoo will make us popular and win the admiration of attractive people. Depending upon the component processes involved (such as attention or motivation), we may model the behavior shown in the commercial and buy the product being advertised. Language learning is another common example of Social Learning Theory. A student tries to imitate or mimic his/her teacher while the teacher demonstrates.Conclusion :In addition to influencing other psychologists, Bandura's social learning theory has had important implication in the field of education. The social learning theory proposed by Albert Bandura (1925) has become perhaps the most influential theory of learning and development. Today, both teachers and parents recognize the importance of modeling appropriate behaviors. Other classroom strategies such as encouraging children and building self-efficacy are also rooted in social learning theory.Social learning theory posits that knowledge acquisition is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. In addition to the observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as of vicarious reinforcement.