Assignment 10(775) Essay Example | Topics and Well Written Essays - 1750 words

Assignment 10(775) - Essay Example finds him/herself in a position to access the available opportunity in gaining additional into the research process and other topics that are under investigation. This action can lead to education empowerment between different individuals, especially encouraging and giving heart to those who didn’t have a heart in taking this action. Whenever a practitioner undertakes this, he/she will help others who might fear to do the same, they will come in, creating a pool of ideas, empowering their profession in the long run. It has also led to the emergence of the Action Research Community (ARC), where those with teaching jobs come together and share some of their ideas. In ARC, the education professionals present come up with ideas on how to improve some of the aspects of the educational process such as classroom instructional practice. The process of academician presenting their action research has empowered educator at all levels, especially those who take part and make proceedings on the same. They get their selves in a position to make decisions as a result developing skills and capabilities, and gain concentration towards developing their professional needs. This is because they learn a lot of knowledge and therefore effectively increase in their practice, by affecting them positively hence focusing on their professional needs. There are a number of alternative techniques, not discussed in the chapter that I can use for sharing the findings of my research. Nearly all this techniques are simply the adaptations of the other forms of professional communications, which have made use of the technology. I use of YOU-TUBE as a social site, where I will update all my new and current action research and my findings and other professionals in the same field can see. I will also come up with a website and create some links where all the other practitioners in the same line of profession, globally, can meet and share the newly identified ideas. Others will include

Investigating the Effects of Surface Area on the Rate of Reaction Essay Example for Free

Investigating the Effects of Surface Area on the Rate of Reaction Essay Aim: To study the effects of changing the surface area on the rate of a chemical reaction Hypothesis: This hypothesis is based on the Collision Theory, where in order to react, the two particles involved must: 1. Collide with each other 2. The collision must be energetic enough to overcome the activation energy of the reaction 3. The collision must bring the reactive parts of the molecule into contact the correct way – they must collide with appropriate geometry (the reactive parts) Considering that the surface area of a particle is a factor that mainly affects the collision rate of particles, it would be safe to assume that as the surface area increases, the reaction rate increases. The graph should turn out to be something like this: 1. the reaction is the fastest at the start 2. The reaction is slowing down here 3. No more product is formed Amount of product Time Variables: Variable Factor What is manipulated Dependent Time The time it takes for the reaction to complete depends on the surface area of the compounds being used, because it determines the rate in which the reaction will occur. Independent Volume of the gas collected (H2, CO2) The amount of gas collected for each experiment will depend on the Controlled 1. Mass of Calcium Carbonate (both marble chips and powdered form) 2. Mass of Magnesium (both ribbon and powder) 3. Volume of Hydrochloric Acid 4. Apparatus Used 1. The masses of the substances utilized will remain constantly fixed during the experiment 2. 50 cm3 of HCl will be used for every trial – 550 cm3 in total 3. The apparatus used will remain the same throughout the whole experiment Chemical Reactions: Mg + 2HCl → MgCl2 + H2 1. Magnesium ribbon 2. Hydrogen Gas will be the gas collected 1. 3 Trials will take place 1. Mass of Magnesium ribbon in: 1. Trial 1: 0.064 grams 2. Trial 2: 0.063 grams 3. Trial 3: 0.065 grams CaCO3 + 2HCl → CaCl2 + H2O + CO2 1. Marble Chips 2. Carbon Dioxide will be the gas collected 1. 2 Trials will take place 1. Mass of Marble Chips in: 1. Trial 1: 3.998 grams 2. Trial 2: 3.988 grams Na2CO3 + 2HCl → 2NaCl + H2O + CO2 1. Sodium Carbonate (Powdered) 2. Carbon Dioxide will be the gas collected 1. 2 Trials will take place 1. Mass of Sodium Carbonate 1. Trial 1: 0.504 grams 2. Trial 2: 0.505 grams Apparatus: 1. Eye-Protection – 1 pair of Safety Glasses 2. 1 pair of Scissors 3. 1 Electronic Scale 4. 1 Conical Flask (100cm3) 5. 1 Single-holed rubber bung and delivery tube to fit conical flask 6. 1 Measuring cylinder (100cm3) 7. Stopwatch Chemicals: 1. 12cm of Magnesium Ribbon 2. 550 cm3 of Hydrochloric Acid 3. Marble Chips 4. Sodium Carbonate (Powdered) Method: 1. Set up apparatus as shown 2. Fill the conical flask with 50cm3 of HCl 3. Insert the end of the syringe into the hole on top of the stopper 4. Add the magnesium ribbon 5. Seal the flask with a rubber stopper as quickly as you can, at the same time have someone else present to start the stop watch once the magnesium ribbon has been added to the hydrochloric acid 6. As the reaction takes place, note down the time it takes for the gas collected to reach a multiple of 5 (i.e. 5mL, 10mL †¦.50,55,60,65 etc) 7. Keep measuring until the reaction has stopped, or you are unable to measure anymore 8. Repeat each experiment 3 times, just to be sure the data collected is accurate 9. At step 4, replace the underlined compound with the next compound after one experiment is completed Conclusion Unfortunately I was unable to create a graph using time as the independent variable, because the lab that I had utilized did not have the equipment available to accurately to record the data if time were to be the independent variable. Another factor that played into my decision was the fact that the smallest calibration of the glass syringe I used was 5 cm3. Since the only visible measurements shown on the syringe were multiples of 5, it would only seem reasonable that I switch around the variables, making time the dependent variable, and the volume collected the independent variable, since I couldn’t exactly measure how much gas would be collected every 5 seconds; otherwise the relationship the graph would depict would be completely incorrect. As you can see on the graphs, the slightly steep slopes show when the reaction is the quickest, as it should be in the beginning. The curve shows the reaction slowing down, but unfortunately the curve continues. This is because the reaction is still taking place. I was unable to record the rest of the data because the measuring tools that were available weren’t able to record to such a high degree. In some cases though, like in the powdered sodium carbonate experiment, the reaction began so quickly that I wasn’t able to record the time in most cases, so I just stuck with those that I had managed to note down. In other cases, there were so many distractions in the lab that it was difficult to remain focused. My classmates kept removing some if the items that I was using. The idea was to see how the rate of reaction changed when the surface area of a substance was increased. Initially, my plan was to react magnesium ribbon and magnesium powder with 1 mole of Hydrochloric acid; so I could compare and contrast how the surface area of the substance affected the rate of reaction. I had planned to keep everything about the two substances the same. Its element, mass, the amount of Hydrochloric acid I was going to react with it; the only thing different would be its surface area. Unfortunately the Lab didn’t have any available. So I decided to do the same experiment to Calcium Carbonate, this time using marble chips and powdered calcium carbonate. To my dismay I found that the powdered calcium carbonate wasn’t reacting at all. So I had to change it to sodium carbonate. There is skepticism about using different elements, seeing as they have different orders of reactivity. These factors, including the concentration of the acid used, could also affect the rate of reaction. However, the same acid concentration was used for all experiments, in all trials; so we can dismiss that. However, sodium is much higher up the reactivity series than calcium, which is higher up the reactivity series than magnesium. This is the problem with this experiment; the elements positions in the reactivity series could have really altered the rate of reaction. However, the experiments still prove that when the surface area of a substance is increased, the rate of reaction increases as well. This happens because, when two substances react only the surface particles of the substances can come into direct contact with the reactant particles. Increasing a substance’s surface area, like turning big solid chunks of calcium carbonate into powder, leaves more solid particles available to react. The more particles available to react at one time, the faster the rate of the reaction. Like this: Only atoms on the surface can react If you break the substance down, more atoms are exposed and ready to react. Evaluation Considering the lack of material available, I think I was able to manage the experiment fairly enough to produce results. However, I am not pleased with the factors that may or may not have affected my results, and the circumstances in which I had to switch my variables around. Therefore I would like to state a few things I would like to alter, if ever I got the change to do this experiment again. 1. Apparatus 1. Next time, instead of using a stopwatch, I would like to use a digital device, like a laptop for example, that was somehow connected to the glass syringe, which was programmed to record the volume of the gas collected every 5 seconds. This time the graph would turn out the way it should be. 2. Instead of using a measuring cylinder, I would replace it with a burette, as it takes more accurate measurements of liquids. 1. Chemicals Used 1. I would try and used the same element next time; the only difference would be the surface area. For example, if I used magnesium, to study the effects of surface area on the rate of reaction, I would only you magnesium ribbon and magnesium powder. Studying different elements with different reactivity’s would dismiss any data already collected because an element’s position on the reactivity series may also determine the rate of reaction. Use the same element. 1. Amount of People involved in the experiment 1. If I had to do the experiment again, with the same apparatus, I think I would like to have 3 people participating in the collection of data. 1 person would be watching the syringe rise and call out to record whenever it rose, the 2nd person would time it, and the 3rd person would record it. This time, the data may be even more accurate, because no one is taking their eye off the experiment, like I was doing during my experiment just to record data. I feel that altering these aspects of the experiment would increase the level of accuracy, as to get more substantial data to calculate the order of reaction. Unfortunately with the data I have so far, I am unable to derive the concentrations of the substances I had utilized in my experiment. However, as the objective was to investigate whether or not different surface areas affected the rate of the reaction, I think that I have produced enough data to support my theory.

The Water Storage Reservoirs Environmental Sciences Essay

The Water Storage Reservoirs Environmental Sciences Essay This report primarily focuses on two main reservoirs in Melbourne Sugarloaf and Cardinia Reservoir. It also describes the general problem of distribution of potable water to Melbourne and the measures proposed to overcome this problem. There are ten main reservoirs which distributes water to the Melbourne city and other surrounding areas. These ten reservoirs have a combined capacity of 1,812,175 million litres of water. The sediments in the catchment water stored in the storage reservoirs settle down to the bottom of the reservoir. The impact of natural sunlight will help to disinfect the settled water. Melbournes largest reservoir is the Thomson Reservoir. It contributes to 60% of Melbournes total reservoir storage capacity. Cardinia, Sugarloaf, Yan Yean and Greenvale are the only reservoirs with no catchment. They get water from other sources. Whereas the other reservoirs like Thomson, Upper Yarra, Silvan, Tarago, Maroondah and OShannassy receives water from the catchment areas. All these reservoirs are interconnected like a web link network. In case of any emergencies like bush fire, water from one reservoir can be transferred to another. Thus, protecting and saving the water from debris and other contaminants. Table 1: Water Storage level (Source ) Figure 1: Water storage graph (Source ) The above graph shows the water level of the reservoirs from 2009 to 2012. Compared to the previous years, it can be clearly seen that the water level in 2012 has increased to 70%. During the first half of the year, the water storage level has decreased drastically. On the other hand, the water level storage for the second half of the year has increased as compared to the first half. 1.1 Cardinia Reservoir Cardinia is the second largest reservoir in Melbourne with a total water storage capacity of 286,911 mega litres and is situated in the south-eastern suburbs of Melbourne, Australia. The construction of the reservoir commenced in May 1970 and completed in 1973 with a cost of more than AUD11.4 million dollars. Cardinia receives water through the pipeline from Silvan Reservoir, which is the fifth largest. It was constructed as rolled earth fill and rock fill embankment. Maximum height of the main dam from the river to crest is 85 metres. Length measured along the top of the dam is 1,542 metres. This includes main bank only. The saddle dams have an additional crest length of 2,841 metres. The Surface area of top water level is 1,295 hectares. The current water holding of this reservoir as of 3rd July 2012 is 219,724 mega litres, which is 76.6% full. Cardinia supplies water to Melbournes southern and south-eastern suburbs, and the Mornington Peninsula. 1.2 Sugarloaf Reservoir Sugarloaf Reservoir is the fourth largest of all among the ten, located in northeast of Melbourne. It was completed in 1981 and constructed as rolled rock fill embankment with upstream concrete face. Its total capacity is 96,253 mega litres. Area of the catchment is 915 hectares off stream storage. Maximum height of the main dam from the river to crest is 89 metres. The length measured along the top of the dam is 1,050 metres. This includes main bank only. The saddle dams have an extra length of 690 metres. The Surface area of top water level is 440 hectares. The current water holding of this reservoir is 94,514 mega litres as of 3rd July 2012, which is 98.2% full. The water feeds the northern, western and central suburbs. In February 2010, the North South Pipeline from the Goulburn River was connected to the main reservoir. 2.0 SOURCE OF WATER Cardinia and Sugarloaf reservoir, both has no catchment, but the water is transferred to it by other sources. A catchment is an area that catches the rainfall water and directs to a river, creek, reservoir or gutter. The water catchments are sent to the reservoirs that provide drinking water. There are two types of catchments closed or forested catchment and open catchment. Around 80% of the drinking water comes from the closed water catchments in the Yarra Ranges. About 20% of Melbournes water comes from open catchments. The water from open catchment is pumped to the water treatment system, and the filtered water is distributed to the household. Melbourne has protected water catchments i.e. public are not allowed to enter inside the protected area. The Sugarloaf reservoir receives water from Yering Gorge pumping station which can extract water from the Yarra River, including water released from Maroondah and OShannassy. It also receives water from Goulburn River via North- South pipeline. This is operated only in critical times. Water leaving from Sugarloaf Reservoir is treated and purified at Winneke Treatment Plant. The water will leave from this plant only if it meets the required standard for drinking. The Cardinia Reservoir receives water from the Silvan Reservoir and nearby Wonthaggi Desalination Plant. It is used to stockpile water for Melbourne. The recent bush fire contaminated over 30% of water in Melbourne. At this time, most of the water was transferred to Cardinia Reservoir. The water from Cardinia flows out to other service reservoirs for household distribution. 3.0 WINNEKE TREATMENT PLANT The Winneke treatment plant plays a prominent role in Melbournes water supply system. It was commissioned in November 1980, and it was the first time that fully treated water was introduced into the water supply system. More than 50% of Melbournes water is treated and purified at Winneke Treatment Plant. The plant is located 32 kilometres northeast of Melbourne at Sugarloaf Reservoir in Christmas Hills. The Sugarloaf Reservoir is one in ten reservoirs in Melbourne and is the fourth largest. The water requires full treatment process as it is not received from the protected catchment areas. The water comes into the plant from three main different sources- the Maroondah Reservoir by the Maroondah aqueduct and Yering Gorge pumping station, Yarra River by Yering Gorge pumping station and Goulburn River by the North-South pipeline. 3.1 Water Treatment Process overview Water treatment process involves coagulation, clarification, filtration, disinfection and pH correction (chlorination) and fluoridation. The water is passed through 14 sand filters before being added with chlorine, lime and fluoride. The filtered water is distributed only if it meets the Australian standard for drinking. Untitled.png Figure 2: Winneke Process Flow Diagram (Source) 3.1.1 Coagulation Untreated water is pumped from the Sugarloaf Reservoir to the Winneke inlet control structure. At this stage, lime and aluminium sulphate (alum) is added. The alum acts as a coagulant, which will suspend solids and other microorganisms to form larger particles. 3.1.2 Clarification The water then flows through an underground channel to a water distribution chamber. The water is sent to one of five sludge blanket clarifiers and polyelectrolyte injected to promote flocculation and sedimentation processes. Water is circulated in the clarifiers for 3 to 4 hours. The clarifiers improve the coherence and entrapment of the suspended solids and thus eliminate the colour from the water. Solid particles are separated from the raw water as settled water and sludge. 3.1.3 Filtration The settled water is delivered through concrete channels to 14 gravity filters (Sand filters). This will remove most of the remaining suspended solids. Each filter is a rectangular concrete structure with a bed of sand supported on a layer of pebbles. 3.1.4 Chlorination The water comes out of the filter is disinfected by the process called chlorination. A small amount of chlorine is added to disinfect the filtered water which will eliminate the residual microorganisms. This will help to kill bacteria and other micro organisms which spread waterborne diseases. Drinking water typically contains 0.2 milligram per litre (mg/l) 1.6 mg/l of chlorine. Lime is added to maintain the alkalinity and acidity (pH) level. The treated water flows into a large enclosed storage reservoir which is located adjacent to the treatment plant. This reservoir act as buffer storage and the water is released according to the needs. 3.1.5 Fluoridation Fluoride is added in small quantities to prevent tooth decay. Natural water contains concentrations up to 1MG/L (milligram per litre) of fluoride. Fluoride is a naturally occurring substance in rocks, soils and plants. Fluoride is added to drinking water at a concentration of approximately  0.7MG/L or less than 1 part per million. The left over debris from the plant is recycled for bike paths and building roads. 4.0 MELBOURNE WATER Melbourne Water is owned by Victoria Company. It maintains all aspects from water collection to distribution. A complex interconnected pipeline system distributes water from Melbournes main water storage reservoirs to the three retail business water companies and to their customers. Melbourne Water operates and maintains around 157,000 hectares of protected catchments in the Yarra Ranges. It has main ten water storage reservoirs and distributes to around 1,062 kilometres. It has 214 kilometres of aqueducts with 65 service reservoirs and 42 water treatment plants. 4.1 Water collection and distribution 4.1.1 Collection Majority of Melbournes water catchment is located in the forest areas of Yarra ranges. These forests capture and filter rainwater as it flows across the land into streams and then to the reservoirs. 4.1.2 Distribution From the main reservoir storages, through large pipes the water flow to the service reservoirs by gravity. There are about 55 service reservoirs, which is stored only for one or two days. These reservoirs will ensure that a constant supply of water during the peak demanding periods. From the service reservoirs, water flows down again by the gravity through smaller underground pipelines to households and businesses by the water retail network of pipes. Water pressure is adjusted so that all households receive water at all times. 5.0 Yarra River The Yarra River upstream of Warrandyte is the main source of Melbournes water supply. The progressive development of water supply infrastructure in Melbourne is driven primarily by population growth. The growth in consumption is been made possible by ever increasing abstractions from the Yarra catchment upstream. Water harvesting has caused flows in the Yarra River to be much less than they would otherwise be. Larger dams restrict the sediment flow down of the rivers. Another major issue with the removal of water from the Yarra River is the change in the echo system and diversion in river path. 6.0 Methods of providing Potable water A number of possible alternative water supply options have been put forward to extend the water supply to Melbourne and its surrounding areas into the future. These include: Desalination (Wonthaggi Desalination) Recycling water Rain/ storm water catchment Dual pipe recycling Upgrade of Sewage treatment plant Sugarloaf Pipeline Project Management of current water supplies (restrictions and public awareness ) Raising the height of the dam Re-opening past water sources for the sole purpose of water supply Construction of new dams Melbournes water resource is large enough to feed the entire population in the city. Water is available for urban use from the north east catchments of Melbourne. Building a new dam to collect water from the Thomson/Macalister, Latrobe or Mitchell basins is the most cost-effective approach. This can be a blessing for the Gippsland farmers. This should be the preferred approach. Water can also be brought from north of the Great Divide with the Sugarloaf scheme, but this would be a costly approach. The stormwater collection in Greenfield urban area is another option. Rainwater tanks have a higher capacity than urban stormwater collection but are inefficient and enforce unnecessary costs on the new house developments where they are mandatory and on the taxpayer where the tanks are subsidized. Regulations requiring their installation should be removed and subsidies to their installation should be discontinued. Similarly, the proposals for recycling of water from the Eastern Treatment Pla nt and for desalination should be rejected. The proposed Wonthaggi desalination plant, according to the estimates provided by the government, would result in excessive capital costs of $2 billion and significantly higher operating costs compared with making use of water from the catchment area. Various options for the Eastern Treatment Plant, including exchanging treated water for more harvesting from the Yarra, seem to be high cost approaches but could be further investigated. Modifying or increasing the release of flows from the reservoir and other points of regulation would prefer fewer benefits for in stream, riparian and wetland ecosystems than would measures to restore native vegetation, natural floodplain drainage patters or incentives or controls to improve the quality of discharge from agricultural and especially urban areas. Public awareness and cooperation are essential, as many of the actions which need to be taken to maintain or restore the ecosystem of the Yarra upstream of Warrandyte involve private land. 6.1 Conclusion The above methods of providing water for the future are all available but at a high cost to the taxpayer. The best option is to ensure that the all the measures implemented are well in place to organize and maintain its current resources. Climate change also has to be considered as this will have a negative impact on the ground water resource. Though ground water is replenished every year by the annual rain fall, figures are decreasing and evaporation rates rising as predicted under the CSIRO Climate Science. Public awareness is needed to ensure less wastage of water and maintain supply for the future.

The Oppression of Poland During Joseph Conrad’s Childhood Essay

The Oppression of Poland During Joseph Conrad’s Childhood Joseph Conrad was born in 1857 as JÃ ³zef Teodor Konrad Korzeniowski in south-eastern Poland. He grew up during one of Poland’s most difficult times. The Polish people were oppressed by three imperial rulers. Joseph Conrad’s parents died as a result of the oppression imposed on the Polish population. Conrad ultimately left Poland mainly due to its political situation. In 1795 Austria, Prussia, and Russia partitioned Poland for the third and last time. What was once a great empire stretching from the Baltic to the Black Sea ceased to exist up until the end of World War I. Though all three countries were oppressive, none was more so than Russia. It occupied the most territory and most resistance occurred against Russian rule. The Polish people never ceased to resist the three imperialist rulers. When Napoleon invaded Russia in 1806, Poles lead the charge hoping the campaign would result in a free Poland. Unfortunately Napoleon’s campaign failed and the Poles that fought alongside of him either had to flee to Western Europe or face hard labor in Russia. Poles once again tried to free themselves in 1831 when they launched the ‘November Insurrection.’ After fighting for over a year, the Polish rebel army was forced to capitulate. Russia immediately punished the Polish population. All schools were closed down and over 40,00 0 families were sent to Siberia. Even though the Polish people faced harsh repression, their patriotic spirit never died. In the second half of the nineteenth century, after almost 30 years of general calm, the Polish people once again began protesting Russian rule. Meetings were held and discussions raged about reforms and emancipatio... ...live. They made every effort to continue their traditions at high risks. At the end of World War I, after 123 years of occupation, Poland finally regained its independence. Works Cited http://www.top-biography.com/9211-Joseph%20Conrad/life.asp Brief biography of Joseph Conrad http://www.citinet.net/ak/polska_16_f2.html Contains information about Poland after the third and final partition of 1795. It is mostly about the ‘November Insurrection’ of 1831 and the uprising in 1863 and their repercussions. http://freepages.history.rootsweb.com/~koby/political/chapter_19/19_1863up.html Describes the events that led up to the uprising of 1863. This website also gives specifics about the uprising itself and life during and after it. http://artyzm.com/g/gierymski/e_powstanie.htm Displays paintings of the uprising.

Professional relationships with children Essay

1.1 Describe how to establish respectful, professional relationships with children any young people To establish and maintain a respectful and professional relationship with children and young people in setting the Teaching assistant must always put the children first, never appear bored or uninterested, always encourage children and never make them feel like they have said something silly as this may make them reluctant to join in class discussion or turn to the teaching assistant for help. Body language is very important, if a child senses anger or unrest this may make the child not want to approach the TA with any problems or concerns they may have. The TA must always maintain eye contact and be friendly and approachable; they must also remember to give short and clear instructions to the children as they can only process it a bit at a time. If the TA has children or friend’s children within the school they must not discuss any child with any parent and their friends must be made aware that if they require any information on their child they must speak directly to the teacher. 1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development Children and young people are still developing their language skills so it is important that the TA uses the correct terminology when in the classroom, in the key stage one they are learning phonics and it is important that the TA uses the same pronunciation as the teachers as this will confuse the children. The TA must never use inappropriate language i.e. swearing or slang words as this is not setting a good example to the children. When in setting the TA must dress appropriately no low cut tops. This can be very distracting. The TA must give the children their full attentions and not be distracted as they will pick up on this and it can impact negatively on the children and they will be reluctant to be involved with the TA. The TA needs to set a good example and be a good role model. 1.3 Describe how to deal with disagreements between children and young people Children and young people often have disagreements and fall out amongst themselves due to differences of opinion or personality clashes, it is important to stay calm and try to diffuse the situation, make sure that  both sides of the story are heard be fair and do not take sides. If the TA is unsure of anything then they must seek help from colleagues. 1.4 Describe how your own behaviour could: – Promote effective interactions with children and young people In setting body language is the first thing a child notices about the TA. Children can tell when there is something wrong. It can be off putting for a child if they are worrying whether they have upset the TA or not. If you are smiling they are smiling they can also tell when it’s not a genuine smile too, so never try to force one. -Impact negatively on interactions with children and young people Again a child can tell if you are genuinely in a good mood or not, if they are picking up on the TAs mood then it can impact hugely in a negative way as they might not want help form the TA and this could put them behind with their work and get them into trouble with the teacher. Adults 2.1 Describe how to establish respectful, professional relationships with adults In setting it is important to establish a good professional working relationship with adult’s weather it is a teacher or a parent. The TA needs to be respectful of other people’s views and opinions even if it differs from theirs. It is also important to be polite as the TA is not only to help the teachers but to set a good example to the children. 2.2 Describe the importance of adult relationships as role models for children and young people If the children see a good working relationship between adults then they are more likely to give other children the same courtesy. If the child sees politeness and good manners they are more likely to do the same. If is important for the adults to set a good example to the children. Communicating with children, young people and adults in an educational environment is an important part of a professional relationship 3.1 Describe how communication with children and young people differs across different age ranges and stages of development When communicating with babies and toddlers parents often use baby language I.e. choo choo for train and woof woof for dogs but this will not help them later on when the time comes to go to school, as they grow the need to be taught the proper words for things as it will make it more difficult when they start school and it will confuse them. In early years at school they concentrate on phonics, numeracy and  literacy this helps them develop their language and mathematical skills and helps them for the rest of their school life. Each child has a different way of learning. The TA must be able to communicate with each child regardless of their learning abilities. Communication can differ among different ages and stages as the younger children may have difficulties such as speech problems which in older children this may have already been addressed. 3.2 Describe the main differences between communicating with adults and communicating with children and young people The difference between communicating with adults, children and young people are adults are able to process information much more quickly and effectively than small children and young people. When speaking to small children and young people you must use precise instructions so they understand what you want them to do. When speaking to adults sometimes we use sarcasm but small children and young people do not understand sarcasm and they may take it as the TA being nasty. Sometimes we have to raise our voices to be heard or to get our point across but when dealing with children that is not always the best way, if you want them to do something it is better to ask them calmly rather than shouting. 3.3 Examples of communication difficulties – Speech – Hearing – Language/different accents – Disability – Social Issues – Emotional Issues – Lack of stimulation – Lack of concentration – Lack of time – Abuse/neglect – Environment – Religion – Quiet/shy – Autism 3.4 Describe how to adapt communication to meet different communication needs In everyday life there are communication difficulties and it is the same at  school, there can be language barriers or hearing problems you just need to be able to adapt learning around there issues for example writing things down, written instruction or speaking slower more clearly, misunderstandings happen more often than not when a child has misunderstood instruction, do not rush a child if they feel under pressure they are more likely to get it wrong. Also respect others views and opinions even if you do not agree. 3.5 Describe how to deal with disagreements between: – The practitioner and children and young people If there are disagreements between a child and a TA the TA must involve another member of staff who can remain objective and not take sides as with all disagreements both parties should be treated fairly. The TA must not shout and behave inappropriately as this does not set a good example. * The practitioner and other adults If there are disagreements in setting between the TA and another adult it is important to try and resolve the situation as quickly and as calmly as possible to maintain relationships, if there are unresolved issues then the school grievance policy should be followed. Underpinning communication and professional relationships is the principle of confidentiality 4.1 Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information The Data Protection act 1998 requires that information is – Accurate and relevant – Kept secure – Obtained and processed fairly and lawfully – Processed for limited purposes and not in any manner incompatible with those purposes -Held for no longer than necessary -Only disclosed if specific conditions set out in the act are satisfied 4.2 Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this It is of the utmost importance that children, young people and adults are reassured of the confidentiality of shared information as if they feel that what they tell people is going to become common knowledge then they will be reluctant  to tell anyone, this could lead to things been missed and someone getting hurt. Children, young people and adults need to be aware that things will remain confidential within reason, sometimes confidentialities have to be broken if someone ids in immediate danger or there are reports of abuse. 4.3 Identify the kinds of situations when confidentiality protocols must be breached – Sexual abuse – Physical abuse – Neglect -Self harm Resubmission TDA 2.3 Communication and Professional relationships with children, young people and adults 1.3 Describe how to deal with disagreements between children and young people When in setting if I was in that situation I would seek help from another member of staff so that the child or young person could be heard fairly as it is important that both sides of the story are heard. Both parties must be treated equally until the situation is resolved. I would need to remain calm and try to diffuse the situation without shouting. 1.4 Describe how your own behaviour could promote effective interactions with children and young people When dealing with children and young people the TA must be friendly, approachable, give praise where needed and support the children with their work and make them feel valued and that their opinion counts. This can have a very positive impact on the children, their work can improve and their self-confidence will improve. If a child or young person doesn’t feel that they or their opinions matter the will not progress properly and this can impact negatively on their education. They will not want to show their work or may feel silly asking questions, it is a TA’s job to help support the children and young people and make them feel valued. 2.1 Describe how to establish a respectful professional relationship with adults It is important to establish a respectful professional relationship in setting because we are there to set a good example to the children and young people and if they see adults behaving or speaking inappropriately then they will think it is acceptable to do the same, we are there to be good role models. It is also important to establish a good professional relationship with the parents whether they are your friends or not as they must understand that there are  rules and the TA’s cannot discuss their or anyone else’s child. 2.2 Describe the importance of adult relationships as role models for children and young people It is important that the children see a good working relationship between adults because if they see tension between the adults the child or children will pick up on this. They may think that this is normal and start being like that themselves. Adults must set a good exampl e to the children and young people, being a good role model is important as you are there day in day out and they will learn from you. If you go in and they think that you are not interested it is going to impact negatively on them. 3.1 Describe how communication with children and young people differs across different ages and stages of development Communication differs between different ages and stages of development, people tend to use baby talk when talking to babies and toddlers which is ok but the need to know the correct words for things as it will make it difficult for them when they go to school. When they start school they will learn with phonics this will help them to learn to read and write, in schools now there are many children and young people who don’t have English as their first language so learning has to be adapted for their needs. Some children and young people’ levels understanding are not the same as others so they perhaps need a little more help and would require one to one help with certain subjects. 3.4 Describe how to adapt communication to meet different communication needs There are a many different communication needs within a school, for example hearing and speech diffi culties and ESOL (English speakers of other languages), They will all need extra help as people with hearing problems will require one to one as they may use sign language or lip reading the TA may need special training for this, you can also use picture cards or write things down. It may be easier for someone with speech problems to practice writing them down first before trying to say them and listening to someone else pronounce them first to help. With people who have English as their second language it will be more beneficial if they hear someone speaking the words to help with their pronunciation. When helping someone with anything whether they have difficulties or not it is important to speak slower pronounce things accurately and be patient. 3.5 Describe how to deal with disagreements between the practitioner and children and young people In setting the TA must diffuse any disagreements between children, there are often fallouts in  the playground over who had what first, as a TA I would say that the child who had it first could have it for 5 more minutes then it would be the other child’s turn. In my setting if a child does not do as they are told they will get a warning and if they continue misbehaving they will get a verbal warning, if the still do no adhere then they will get put on a stage. This will then be reported to the parents at the end of the day. If dealing with a disagreement between myself and other adults I would try to diffuse the situation by remaining calm seeking advice from a member of staff and I would also speak to the head of the school to find of what the complaints and grievance procedures are for that school. You would not necessarily need to use the procedures but it would be useful to know for future reference. When dealing with disagreements with adults you need to use the same methods as when dealing with children and young people, stay calm and don’t shout as shouting will only make matters worse. You also need to be discreet as people will not appreciate people gossiping about the situation. 4.1 Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information * The children’s act 2004 * SEN Code of practice 2001 * Human Rights act 1998 * Freedom of Information act 2000 4.3 Identify the kinds of situations when confidentiality protocols must be breached * OFSTED Safeguarding in schools: best practice September 2011 No 100240 * Risk of serious harm * Where an adult is aware that a child is involved in criminal activities * Illness

The Iconography of the Buddha Image

For the following report the concept of iconography in regard to the images of Buddha from the South Asia region (1-5 cc. A. D. ) is important. In general, iconography in art stands for studying the imagery or symbolism of the work of art; in regard to the Asian Buddha images, iconographical elements provide the worshipper and observer with multiple signs to differentiate between unique Buddhas and Bodhisattvas. There is a hot discourse in research literature about the nature and developmental stages of Buddhist iconography.Up to the 2-3 c. A. D. , Buddhist art used to be predominantly narrative consisting of jatakas (accounts of the Buddha’s previous incarnations) and nidanakathas (historical events related to the founder of religion, Buddha Shakyamuni or Prince Siddhartha Gautama). Due to the very nature of Buddhism, its iconography has been associated with aniconic symbols for a long time. Once Jain claimed that before its material anthropomorphic transformations the Buddha icon used to be initially of intellectual and imaginative nature.The idea echoes somehow with Diskul and Lyons’s proposition about the iconography in regard to the Buddha image standing for the goals of maintaining traditions and sacrificing exuberant decorative elements for the sake of immortality, sanctity and transitivity of Buddhism. However, the Buddha image is perceived mostly in its anthropomorphic dimension nowadays with a rigid system of metaphors and symbols standing for iconographical elements. All the researchers agree on the fact that the image of Buddha as anthropomorphic icon started being created approximately in the 1st century A.D. The gold and copper coins of Kanishka (Appendix A) contain Buddha images on the reverse sides. It is logical to assume that those images were simple and rather abstract because of the small size of those coins. During the five centuries of modern era, the iconography of the Buddha image has been made rich and complicated. Accordi ng to Diskul and Lyons, there are three key elements in the iconography of the Buddha image: these are anatomy, dress, and posture.Diskul and Lyons mentioned that the anatomy of the Buddha encompassed â€Å"the canons of proportion and the form of the supernatural details†; the dress might look either as the monk's garb (being placed on either both shoulders or the left shoulder only), or a princely garment (though in all the cases the elements of dressing are highly stylized); and, so far as postures are concerned, Buddha was portrayed as either walking, or standing, or sitting, or reclining, not to forget â€Å"less than a dozen usual gestures of the hand†.In Jain’s chronology of the Buddhist iconography, the researcher listed the specific elements of Sarnath Buddha images (3-4 cc. A. D. ) with their graceful and beautifully shaped bodies within eight iconographical types depending on the scheme of the dress (either the covered one with both shoulders being dr aped, or the open one with the right shoulder being bare) and the four gesture patterns.Meanwhile, the Huntington Photographic Archive of Buddhist and Related Art ignored anatomy and dress, concentrating instead on sacred bodily marks (lakshanas) and attributes (objects held by or belonging to the figure) or associated objects as the media through which the icon communicated to the observer. For the posture category, the Huntington Archive proposed the sub-division into postures per se (the one of sitting body is called asana, and the one of standing is sthana) and gestures (position of the hands, mudra, and position of the arms, hasta).The Grove Art Online derived the iconography of the Buddha from the one of pre-Buddhist yakss with 32 major and 64 minor prescribed signs; five gestures (mudras) – fearlessness (abhaya mudra), bestowing boons (varada mudra), meditation (dhyana mudra), touching the earth (bhumisparsa mudra) and turning the Wheel of Law; and three main postures – the one with crossed legs is called adamantine (vajraparyanka), the one where the Buddha is sitting with one leg placed across the other thigh is sattvaparyank asana, and the one with both legs hanging down is referred to as bhadrasana.Whatever the iconographical systematizations are, the image of the Buddha has been developing from abstractly carved prototypes to the detailed icons of magnitude and aesthetic recklessness. Under the Kushan dynasty that ruled from about the first to the seventh centuries A. D. in Afghanistan, north-western India, the Punjab, and in present-day Pakistan, there were two distinctive schools of portraying Buddha: the Gandhara and the Mathura ones.While in the north (Gandhara) the images of Buddha belonged to wandering craftsmen from the Roman East, in the south (Mathura or Muttra) the technique derived itself from native Indian sources. Both schools, though being distinct in iconographical elements and methods, portrayed Buddha both standing, se ated or reclining (in scenes of the Great Demise); either as a single and independent image or the one of the figures on panels. The earliest image of the Gandhara Buddhas Rowland referred to the second and third centuries A.D. judging from inscriptions. In regard to the standing Buddhas, there is one key characteristic of Gandhara images – though on the very first sight they look like reliefs, they can not be observed from the back, their back side is usually flat and unfinished. As for the material used, craftsmen carved the statues from stone and stucco or lime-plaster. The latter was popular in the first century A. D. already, and by the third century A. D. it has replaced stone.Another favourite medium for carving was the blue schist and green phyllite, while metal was less popular. Besides artists used to decorate both stone and stucco images with polychromy and gold leaf. In Mathura the sculptures were also covered in an analogous manner because craftsmen usually carve d the statues of Buddha of red sandstone, which was â€Å"an exceedingly ugly stone, frequently marred by veins of yellow and white, so that streaks and spots of these lighter colours disfigure the surface†.The researcher may compare two schools of portraying Buddha on the basis of the Gandhara Standing Buddha from the Guides' Mess at Hoti-Mardan, near Peshawar, and a life-sized standing Bodhisattva of Sarnath with an inscription about a certain Friar Bala dedicating the sculpture to the deity in around A. D. 131-147 (Appendices B and C). One distinctive point between the two sculptures is anatomical proportion. The Gandhara school adhered to the antique canons when the total height of the body was five times bigger that the head after late Roman and Early-Christian models.The Mathura school adopted special unit of measurement, the thalam, which had nothing in common with human physical anatomy. It is â€Å"the distance between the top of the forehead and the chin, which is divided nine times into the total height of the figure† to convey the heroic and superhuman posture. Subsequently, the bodies of the Gandhara standing Buddhas are more harmonic and natural, possessing â€Å"the Praxitelean dehanchement [†¦] beneath the robe†, which is also typical of Greco-Roman art.Meanwhile, the Mathura Bodhisattva is more massive and erect. Modern iconography owes lakshanas of the Buddha to the Mathura school. Rowland stated that whilst the shaping of the body in the Mathura images is â€Å"greatly simplified and still represented by the archaic technique of incised lines†, the modelling of the drapery reveals both texture and volume; in result, an observer may sense â€Å"the warmth and firmness of flesh and [†¦] a powerful feeling for the presence of the inner breath or prana. †In regard to the style of drapery (Diskul and Lyons), the Gandhara Standing Buddha from the Guides' Mess at Hoti-Mardan reminds of a Roman nobleman o f the Imperial Period. The eye of an observer catches heavy folds of the dress, which is a kind of Roman toga instead of Buddhist mantle. The Mathura images are often nude to the waist. The Bodhisattva of Sarnath rests his feet firmly on the basement, raising the right hand in the gesture of reassurance, and supporting the folds of his native Indian robe or dhoti by the left hand on the hip.So far as the physiognomic characteristics are concerned, the Gandhara Buddhas resemble of the Apollo Belvedere due to â€Å"the head, with its adolescent features and wavy hair†, though some distinctive Buddhist iconographical elements – the magic marks or lakshanas – may be also present. The Mathura's Buddha images, as Jain pointed out, are more round-faced with underlined â€Å"spiritual realization and beatitude. † There are also physiognomic distinctions between the two schools: In Mathura art tradition, Buddha image has longer earlobes, thicker lips, wider eyes a nd prominent noses.In Gandhara images, eyes are longer, chin more angular, earlobes shorter and noses more sharp and better defined. Under the rule of the Gupta dynasty (starting from A. D. 320), the Buddha images became even more anthropomorphic due to Mahayana Buddhism, and, at the same time more sacred due to the sharpening of the Buddha’s superhuman nature and his Oriental origin. In regard to the iconographical systems, the Gupta images are synthetic. For example, the body of Standing Buddha from Mathura (Indian Museum, Calcutta) (Appendix D) is fully covered by the monk’s mantel after the Gandhara models.At the same time, the folds of initial pseudo-togas gave space to stylized series of strings instead of multiple folds. Rowland provided the link to the classic Mathura school in regard to the rhythmical goal of stringed drapery, stating that â€Å"the repetition of the loops [†¦] provides a kind of relief to the static columnar mass of the body. † At the same time, unlike the early Buddhas of originally Indian type, this Shakyamuni, though being rather voluminous and powerful, is not crude or roughly carved.Jain noted that the Gupta Buddha images were remarkable for the facial expressions bearing â€Å"celestial calm, serenity, a gentle smile, divine glow and unique composure. † Rowland sang dithyrambs to Gupta Buddhas from Sarnath because of the exquisite carving of their haloes. After having defined the concept of iconography in relation to the Buddha images in South Asia and having traced the development of iconographical systems from the first up to the fifth centuries A. D. , it is possible to summarize the key trends of the craftsmen having been portraying Buddha in the multitude of forms, styles and types.The first anthropomorphic images of Buddha appeared in the first century A. D. and adopted the iconographical elements of both Greek-Roman Antiquity and native Indian styles. During the Kushan period (25 AD †“ 150 AD), there were the so-called Gandhara and Mathura (the north-west part of modern Pakistan) schools of portraying the Buddha. The Gandhara Buddhas adopted many iconographical features of antique sculptures in regard to the slightly curved posture, anatomic and physiognomic verity and refinement, heavy and voluminous drapery organized in parallel folds and mask-like expressions of the faces with matted hair on the head.The early Kushan Buddhas from Mathura were more massive and heavily built than Gandhara ones and demonstrated stricter adherence to the native Indian canons. There was a greater accent on lakshanas and attributes in the Mathura school. Both standing and seated Buddhas were depicted in one of the assigned postures and their gestures bore sacred meaning for the worshippers. The garment looked more like the typical dress of Indian princes with the folds having given space to the strings standing for native muslin or silk dhotis or monastic robes.The torsos of Math ura Buddhas bore distinctive marks of heroic and sacred life of the Buddha (the marks of wheel, the three white hair between the eyebrows, etc. ). Starting from A. D. 320 within the Gupta period, the iconography of the Buddha images became more synergetic having adopted both Gandhara and Mathura elements. After the Gandhara canon, the proportions were ideal and aimed to produce the effect of magnitude and super-human power. It could happen due to the distinction between the mortal Prince Siddhartha and the â€Å"real Buddha† as deity.The individual parts of the body were depicted in purely Indian manner with the emphasis being made on lakshanas (elongated earlobes, urna, webbed fingers and toes, etc. ) and attributes (lotus, Water bowl, etc. ). The faces of the Gupta Buddhas served the arena for metaphorical transformation: the eyes had the form of the lotus flower, the hair looked like snails or shells, the lips were full and ripe like exotic fruit and there was a mild smile on them, the eyebrows were curved like the Indian bow.Thus, one may say that since the first century A. D. up to the fifth century the iconography of the Buddha image has been remarkable for the shift from Greek-Roman models to the synthetical type with prevalence of Indian iconographical elements and from anthropomorphic and individualistic depiction to the icon of the super-human mighty deity with traditionally assigned symbols. Bibliography Diskul, M. C. Subhadradis, and Elizabeth Lyons. The Arts of Thailand: A Handbook of the Architecture, Sculpture, and Painting of Thailand (Siam).Ed. Theodore Robert Bowie. Bloomington: Indiana University Press, 1960. Huntington, John C. , and/or Susan L. Huntington. The John C. and Susan L. Huntington Archive of Buddhist and Related Art (a photographic research and teaching archive). 15 Oct. 1995/Oct. 2004. College of the Arts, The Ohio State University, Columbus, Ohio, USA. 13 Jan. 2006 . Jain, P. C. â€Å"Evolution of the Buddha Image. â⠂¬  Exotic India Art. May 2004. 13 Jan. 2006 . â€Å"Indian subcontinent,  §II, 2: Buddhist iconography and subject-matter, (i) The Buddha. † Grove Art Online. Oxford University Press, 12 Jan. 2006 . Rowland, Benjamin. The Art and Architecture of India: Buddhist, Hindu, Jain. London: Penguin Books, 1953. Appendices Appendix A Kanishka Coin (100 B. C. ), gold and copper. Benjamin Rowland, The Art and