Learning Styles and Pedagogy

Introduction As an individual within the teaching profession, I realise how it is often important to examine myself to determine the effectiveness of my performance. It is an aspect of critical reflection that questions my actual performance, thereby helping me in finding answers to some of the most pressing questions.Advertising We will write a custom critical writing sample on Learning Styles and Pedagogy specifically for you for only $16.05 $11/page Learn More The critical reflection helps in developing the profession because it acts as a building block, enabling the strengthening of weaker areas and enhancing performance even further in best performed areas (Leung Kember, 2003, p. 61). Learning and teaching processes or activities, although conducted differently, are similar in many important aspects (Roxà ¥, Mà ¥rtensson Alveteg, 2011, p. 99). I consider the manner in which I learn fundamentally to have a direct bearing on the way I eventually t each my students. It is impossible to be a teacher without having undergone learning because the two are mutual. This paper draws from the principles of career reflection to reflect on my career as a teacher. The paper explores the learning and teaching processes as a whole. The paper then delves deeper into the numerous factors that are involved before critically reflecting on some of the principle concepts that are involved in both processes. Learning Process and the Factors Involved Learning is a demanding process that evidently depends on the responsibility of the individual to a large extent (Bhusry Ranjan, 2012, p. 313). Unless an individual feels that he strongly owns and is directly responsible for the entire process, learning may never be achieved regardless of how much effort is involved. I practically discovered this during my days as a trainee in graduate school. Although I had very little thought initially about my exact style of learning, I eventually determined my pr ecedence when I gradually appreciated the fact that the entire process depended on my own responsibility and resolve. As a trainee in graduate school, I discovered that three critical approaches of learning were effective in my studies. They involved group discussions and learning, practical presentations and activity, as well as continually tackling assignments (Moores, Change Smith, 2004, p. 77).Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The results of this experience were manifest in me because my main strategy of learning had initially relied heavily on reading class work and other related texts. There was a clear change in my performance and overall grasp immediately I switched strategies. This assessment has increased my ability to make a substantive and intellectual conclusion regarding my way of learning. I specifically understand what my strengths are and, consequently, rea lise some of the weaknesses that I face. I have a clear knowledge on some of the ways that can help in increasing opportunities for my career growth, including methods and techniques for addressing weaknesses. Nevertheless, as Tomlinson et al. (2003) rightly assert, individuals differ in their learning ways and styles that directly affect their performance. While my strategies of learning paid off substantially, I realised that quite a number of my colleagues had their own suitable methods of learning that did not necessarily resemble one another’s. Some trainees complained that learning in groups affected their concentration so much that there was little learning achieved in the end. They preferred doing studies on their own within very quiet and secluded environments. The process of learning only becomes successful when it transforms an individual in terms of his understanding and knowledge. The basic principle of learning for any student is to begin with accepting and cons idering the need for change (Bellas, 2004, p. 19). This happens from an individual’s point of view where a learner must accept the knowledge acquired to transform him. I have my main conception of learning as a process that leads to the acquisition of facts and procedures needed to achieve an objective. As a learner, I often test the extent to which I have undergone transformation by attempting sample questions and applying the algorithms, skills, and formulae that I have studied before. I use the resultant score to these self-administered tests and sample assessment questions to determine the extent of the transformation undergone.Advertising We will write a custom critical writing sample on Learning Styles and Pedagogy specifically for you for only $16.05 $11/page Learn More Teaching Process and the factors Involved Gurney (2007, p. 89) describes teaching as an educational process that should focus on creating nourishing experiences to enable t he learning process to be natural and inevitable. Teaching should concisely refer to practical actions of expediting learning for the students, instead of focusing on any other related aspect. Quality teaching entails ten basic characteristics that include focusing on the achievement of students, performing pedagogical practices that result in caring, and all-inclusive and unified learning communities. It must create effective links with the school’s cultural context, be responsive to the learning processes of the students, as well as offer sufficient learning opportunities (Gurney, 2007, p. 90). Other quality aspects of teaching include compound tasks and contexts, which help in supporting learning cycles, effectively aligning curriculum goals, and a practice that insists on issuing students with feedback about their task engagement. As Gurney (2007, p. 90) further records, teachers and students must often engage in coming up with goal-oriented assessment and formulate a sys tem that promotes learning orientations, metacognitive strategies, student self-regulation, as well as a thoughtful student discourse. My teaching methodologies have greatly been influenced by my learning styles. I have a greater feeling that encouraging students to study in groups can enhance their academic performance a great deal. However, I also appreciate the fact that students are not all the same. Just like some of my colleagues in college did not approve of group discussion as the best way of studying, I realise that some of my students may also be finding it an ineffective method of studying, depending on their own understanding and belief. Regarding Gurney’s quality methods of teaching (2007, p. 90), I have picked on engaging with my students constructively in order to carry out a comprehensive goal-oriented assessment.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More I use such sessions to allow the students to determine the kind of difficulties they face in their studies, as well as evaluate their areas of strength. It eventually gives me the leverage to establish the best teaching techniques that suit each of the students, thus avoiding the mistake of using a uniform strategy for the entire class. Teacher knowledge, enthusiasm, as well as responsibility for learning are yet other critical aspects that determine teaching as a process (Eisner, 2002). Because teaching entails passing of knowledge, it will depend with the quality of knowledge that I have as a teacher for a student to learn fully as anticipated. I often go through my prepared notes in advance before I go to class to teach the students. This gives me confidence because it assures me of whatever I am teaching, unlike entering a class without having previously prepared on the subject to be taught. My Personal Learning Style I am an extroverted individual with a strong sensing percepti on. I rely on intuition and feelings to make decisions. My attitude toward the outside world is mainly formed out of my own judgement as opposed to the perceptions that I have. Based on the Myers-Briggs Type Indicator, I am an extroverted, sensing, thinking, and judgement person (ENFJ) (Sample, 2004, p. 67). My extroversion explains why I prefer group work as the best methodology for my studies. During my teacher training session as an undergraduate, my studying was done mostly during the day to allow for long discussion sessions with my colleagues. After realising the fact that I performed well in study groups, we organised ourselves together in a study group of five people comprising of individuals with the same personality types. Learning mainly took place between 8 am and 4 pm, where we took turns in doing short presentations to enforce the transformation process of knowledge. Most of the personal studies in my room in the evenings only lasted for a maximum of two hours as they only entailed tackling of assignments and sample questions. The tackling of self-administered assignments and questions offered me the opportunity to evaluate myself concerning knowledge transformation. My general perception, which is ‘intuition’ as described by Myers-Briggs, had a strong bearing on my learning (Cools Van, 2007, p. 359). This continues to affect my learning process even at present concerning the general life phenomenon. I am fast at learning and gaining general knowledge. I do not necessarily rely on value facts and data to enhance my learning. While attending the study group in college, I would focus all my presentation of ideas and facts that I studied to support myself. Equally, I would challenge other members whenever they made their presentations to support their positions with determined ideas and facts and show the extent to which they had understood a concept. Another critical aspect of my ‘intuitive’ perception that has been criti cal in my learning is a routine application of the facts and skills learned. I insisted on using the exact terms and methodologies used in class by my instructor to enhance my grasping of the knowledge. Honey and Mumford Test As a teacher who has developed great interest in teaching and learning, I have done a Honey and Mumford test to understand my learning style. I have determined that I am an activist from the results. I have personally learned by doing things. I involve myself directly in executing the concepts and ideas as they are established. This gives me first-hand experience to explore on what the knowledge or learning process involves. I am open-minded in my approach to learning. I accept new challenges in learning. My preferred learning activities include brainstorming, where I prefer coming up with new ideas and thinking. I like involving myself in problem solving activities and encounters and participating actively in group discussion. I also prefer taking up roles tha t strengthen my learning by putting studied theories into action. Competitions and puzzles also influence my learning because they offer a basis upon which I can compare with others and evaluate myself. Howard Gardner’s Test I have used Gardner’s multiple intelligence tests to further ascertain my personality and how it influences my learning style. The results underscore a low spatial-visual kind of intelligence, with a score of 5. It implies I am poor when it comes to making interpretations of visual images and pictorial imagination. Thus, pictures, shapes, and images are not the best learning tools and materials that I can rely on. I have also scored poorly in physical and aural intelligence areas, meaning that the use of music, rhythm, sounds, touch, feel, and physical experience are not the best learning styles for me. My verbal, social, solitary, and logical intelligences, however, are higher. I scored 16, 15, 14, and 11, in these categories respectively. It impl ies that I have a higher mastery of language and words used in communication, while my ability to socialise and relate with others is also high. On these two accounts, my most preferred learning style is by use of language and words, as well as through human contact, teamwork, and cooperation. The high score in solitary or self-awareness implies that I am aware of my personal objectives and able to understand myself clearly. It also influences my relationship with others and the way I relate to the world. Self-reflection and self-discovery are, therefore, two of my most critical aspects of learning. Additionally, a higher score in mathematical or logical intelligence implies that I am good in mathematical calculations, scientific reasoning, and general analysis of problems. Numbers and logic are my best learning styles because I am comfortable with them and I can easily make interpretations. Piaget and Vygotsky Influence Piaget and Vygotsky have contributed towards the subject of le arning and education by establishing the cognitive development theory. According to the theory, the learning processes and capabilities of mental growth in children influence the way they learn (Pass, 2004, p. 18). Understanding cognitive development, therefore, is crucial for teachers because it provides them with the advantage of treating each child in a unique way. In turn, it provides all the children with the opportunity to acquire knowledge in the best possible way without being hindered by their own integral limitations and barriers. The cognitive-development theory holds that the learning process is affected by the attitudes and beliefs of the learner, as well as the context under which teaching is taking place. How this knowledge influences my teaching style I have learned that the quality of my teaching, which is directly reflected by the individual performance of my students, depends on the efforts I expend with a view of improving performance. Teaching is a process that entails many other factors including my personality and emotions, with the actual interaction with the students in a classroom environment only representing the final stage of the process. Thus, I must build a personality type that will, in turn, sustain learning for my students. I often work on my moods and emotion, particularly when I am feeling low, because I realise this has a negative effect on my teaching. The physical environment, equally, must be made in a way that supports teaching. The presence of features that distract concentration during learning need to be removed and a favourable environment created for the benefit of the teacher. In the school where I teach, I ensure the walls in the classrooms have reading material that students can look at and continuously get the reminder that it is a learning environment. I have also integrated student feedback mechanism into my teaching style. This is something I previously never considered to be important. I discovered that som e students are not bold enough to disclose to me as their teacher some of the issues that are affecting their learning (Alton-Lee, 2003). However, with the use of an elaborate feedback mechanism, such students are confident enough to share some of the issues that they encounter during their learning. They mostly prefer written feedback, instead of direct physical talk that I preferred. I have consequently combined the two systems together such that I employ them depending on the preference of the students. Feedback information gives me a lot of insight into the whole teaching practise. It is almost impossible to succeed in this work without depending on it. It is a two-way system of both communication and evaluation, where I am able to appraise my teaching performance by analysing the feedback I get from the students. On the other hand, I also inform the students of my actual expectation of their performance and point out the exact areas that I expect them to add more effort. Critic al Reflection on the Key Concepts The assessment strategy plays a critical role in the learning process as it helps in the enhancement of skills development. By using assessment, students are continually reminded about the need for them to grasp facts and concepts and be able to apply them correctly whenever the need arises. However, there is also danger in over relying on this strategy. It may easily force students to resort to cramming as a way of learning, thereby defeating the whole logic and intent of the process. As a teacher, I am only impressed when the students I teach learn and understand whatever is taught without appearing to do it for the sake of excelling in their examinations. Although, examinations provide the means for evaluating students and the extent of their learning, they may sometimes provide an erroneous picture about the whole scenario. Critical thinking in learning, on the other hand, is only possible where the learners are transformed through education. Le arning, therefore, represents the extent to which the individual is transformed in the way of his thinking and reasoning. It is possible for a student to attend school, but still fail to achieve transformation. Such a student may score highly on examinations and assignments, but still fail to undergo any form of transformation. It is, therefore, important for other evaluation mechanisms, such as practical execution of tasks and concepts taught, to be used in evaluating students in combination with assignments and examinations. Conclusion Teaching and learning make part of a complementary process that can never succeed without going hand in hand. My teaching style mainly reflects the way of learning that I preferred most while still attending graduate school. I am an extrovert who mainly feels comfortable dealing and working with others. My most preferred style of learning entails using discussion groups to make presentations and exchange ideas with others. I have, however, realised as a teacher that not all students prefer this method as the best for learning. In essence, I use a mixed approach for my student depending on what they consider most appealing for themselves. The feedback mechanism is a critical mechanism for me as a teacher because it provides me with the ability to evaluate the responses of my students, as well as get their appraisal of my teaching. List of References Alton-Lee, A 2003, Quality teaching for diverse students in schooling: Best evidence synthesis, Ministry of Education, Wellington Bellas, MD 2004, How transformational learning experiences develop leadership capacity, Royal Roads University (Canada), Victoria, BC Bhusry, M Ranjan, J 2012, ‘Enhancing the teaching-learning process: a knowledge management approach’, The International Journal of Educational Management, vol. 26, no. 3, pp. 313-329. Cools, E Van, dB 2007, ‘Development and validation of the cognitive style indicator’, The Journal of Psychology, vol. 141, no. 4, pp. 359-87 Eisner, EW 2002, ‘The kind of schools we need’, Phi Delta Kappan, vol. 83, pp.576-583. Gurney, P 2007, ‘Five factors for effective teaching’, New Zealand Journal of Teachers’ Work, vol. 4, no. 2, pp. 89-98 Leung, DYP Kember, D 2003, ‘The relationship between approaches to learning and reflection upon practice’, Educational Psychology, vol. 23, no. 1, pp. 61-71 Moores, TT, Jerry Cha-Jan Change Smith, DK 2004, ‘Learning style and performance: a field study of is students in an analysis and design course’, The Journal of Computer Information Systems, vol. 45, no. 1, pp. 77-85 Pass, S 2004, Parallel paths to constructivism: Jean Piaget and Lev Vygotsky, Information Age Publishing Inc, New York, NY Roxà ¥, T, Mà ¥rtensson, K Alveteg, M 2011, ‘Understanding and influencing teaching and learning cultures at university: a network approach’, Higher Education, vol. 62, no. 1, pp. 99-111. S ample, J 2004, ‘The Myers-Briggs Type Indicator and OD: Implication for practice from research’, Organization Development Journal, vol. 22, no. 1, pp. 67-75. Tomlinson, CA, Brighton, C, Hertberg, H, Callahan, CM, Moon, TR, Brimijoin, K, Conover LA Reynoldsm T 2003, ‘Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature’, Journal for the Education of the Gifted, vol. 27, no.2/3, pp. 119-145 This critical writing on Learning Styles and Pedagogy was written and submitted by user L1l1ana to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

My Mother essays

My Mother essays The first thing that comes to mind when I think of my mother is her ability to reason. For as long as I can remember, my brother and I have fought. Im not talking about physically fighting, although weve had our share of those, im talking about the he stole my toy, or more recently, Its my turn to take the car out. When a situation like this arises, she is the first to step in and sort matters out. It seems like she always finds a compromise in the mess of arguing. My mother spent the first fourteen years of my life at home taking care of me and my younger brother. A typical house wife, she could cook and clean and pretty much do anything that needed to be done around the house. I was finally old enough to stay at home by myself when this stage of her life was complete. She then started taking night classes at S.I.U.E. to learn how to become a teacher. She has had a place in her heart for secondary education for as long as I can remember. Maybe it was due to the fact that she had spent the last 14 years of her life with me and my brother...maybe not. None the less, she was finally doing something to quench her passion. The teaching certificate came in the mail shortly after she earned her bachelors degree in special education. I was under the impression that teaching would take away her time from me. I was used to her being there when I came home after school to make me a snack, or talk about how my day went the instant I walked through the door. My hypothesis was of course wrong. With me playing basketball until later on in the day, and her staying busy at the middle school, we just had to spend time with each other later on in the day. This was really no problem to anyone though. Since I have moved to Carbondale, things have been a little different. We dont get to see each other every day, but we still stay in touch quite often. Th...

Language and Sources of Mini Arguments Assignment

Language and Sources of Mini Arguments - Assignment Example Examples of the use of questions marks within the mini arguments are; mini-argument #2, which has begun its argument with the question â€Å"Why do certain people think lying is ok?† and also used â€Å"So what is the whole point behind lying?†. Susie, in her mini-argument #4, on the other hand, uses, â€Å"Want to know why people love playing the lottery?† and. â€Å"This candid reality of things necessitates some questions to be asked, is it in actuality that hard to be successful? How does one end up on the road to success?† Mini argument #1 made use of â€Å"What else is the government keeping from us?† and â€Å"I have the right to choose whether I want to read a paper if it does not bother you to read a newspaper and can afford it go for it by all means. The use of such question marks within the argument forces the reader to get involved and absorbed into the argument and to have his or her own opinion before delving deeper into the writerâ⠂¬â„¢s opinions.  Moreover, the arguments have gone ahead and listed these internet sources as references so as to give the source credit for providing the information. Mini argument #4 has exclusively made use of books as source materials, additionally, it has even gone ahead and used a line from John Lenon's song, ‘imagine’ this depicts creativity and the use of a song appeals to a wider audience. All the four mini arguments have carefully chosen their language of use as well as the structure of the essay in terms of paragraphs. The careful selection of particular word choice helps mainly for effect and to connect the reader with the writer. Most of the mini arguments have used simple language, which is easily understandable, as well as a language, which is conversational, it can be referred to as somehow colloquial. The use of such words helps also in passing the argument to the writer. For example, Susie in mini argument #4 writes, â€Å"Anyone can be a success, any Tom, Dick, and Harry has the potential to become prosperous and successful.† and â€Å"Some people have it on a silver platter and some have it rough† On the other hand, mini argument #2 uses the statement, â€Å"Let’s just all be honest with one another.   It makes life so much easier!† This careful choice of words, especially conversational words is effective in passing the message across more effectively.

Transitioning From Closed to Open Systems Research Paper

Transitioning From Closed to Open Systems - Research Paper Example Apparently, the nursing sector has an open and closed system of solving problems. In the open system a nursing facility is at freewill to look for external help from other facilities and organizations. However, closed system perspectives state that a facility will only seek solutions from the internal environment. The latter limits the number of solutions to the existing problems. In recent times, many health facilities have experienced a shortage in the number of nurses that should attend to patients. Nurses are considered vital in ensuring all the patients are recuperating at a desirable rate. This is owing to the basic services that are offered by the nurses which include exercises, administering drugs, feeding and cleaning of patients. Without adequacy in such services patients will not recover in good time. Therefore, shortage of nurses in the nursing sector is a blow as the patients rarely get the services they need (Smith, 2010). One prevalent issue is the lack of sufficient number of nurses, especially in the ICU. Most patients who are taken to the ICU require intensive care that involves various delicate services. Acceptable standards state that there should be at least one nurse taking care of two patients in the ICU. Nevertheless, in most health facilities this is a rare ratio. Most of the nurses have to offer their services to at least three patie nts, which obviously overworks the nurses leading to poor service delivery. In bizarre incidents a single nurse is forced to serve four patients in the ICU. This highly degrades the quality of services offered across the nursing profession. As such, it jeopardizes the health and safety of the patients in the ICU as well as the reputation of particular health institutions. Shortage of nurses is a prevalent problem that risks the lives of patients. There are various ways of solving the problem though. However, it would be a hard task to use a closed

How Should I Judge the Goodness of My Actions Essay

How Should I Judge the Goodness of My Actions - Essay Example Mills contends that individuals who have experienced the two pleasures have a higher preference to how they exist, using higher faculties. He implies that people with more awareness to the world need more for them to be happy. Those who are knowledgeable, while subject to ignorance in enjoying base pleasures, maintain withstanding lower grades of pleasure. Finally, as people, we act in specific ways in order to meet out desires and the decisions made are governed, somewhat, by sanctions. Two types of sanctions exist, i.e. internal and external. External sanctions are outside of the person and are inclusive of such means as the influence from other people; for example, the approval, and disapproval of other people to our actions (Kahn, 2010). It can also be from ideas like the fear of God and punishment from God for acting contrary to his word. Internal sanctions, on the other hand, are equivalent to one’s conscience. These are the inner thoughts resonating in one’s mind with regards to actions or ideas. Internal sanctions have a greater influence since the mind has a consistent presence in one’s lifetime. ... Those who help others in order to be happy do so out of an effort to get personal benefits and not for duty alone. Therefore, firstly, motivation for this type of good will needs to be duty bound and not for the manner in which it makes one feel when showing generosity. Duty’s second characteristic contends that true duty must not be performed with calculated effect (Munzel, 2012). This means that if an individual decides to donate boreholes to a community in Africa he would not desire to get a tax deduction for it. Duty also requires one to act out of respect for morality, where humanity should behave according to duty and its properties, rather than for the self-serving outcome or motivation. Action, therefore, is only taken to be good if its reasoning does not contradict itself and makes sense. Kant is emphatic of this when he discusses lying, questioning whether he would be contented if his lying maxim were a universal law to him and to others (Munzel, 2012). On examining the idea, universal application of lying, would fail with all people practicing and expecting lies. Therefore, reasons governing actions can also be referred to as imperatives. He separates exteriorly motivated duties and pure duty by referring to them as hypothetical and categorical imperatives respectively. Categorical imperatives are concerned with the principle an action follows, unlike hypothetical imperatives. The debate between the two is whether an individual’s sense of duty is compromised by consequential appeal, i.e. where murdering an individual is to the benefit of other many people, is the killing justified? Kant would hold that killing is not permissible in any situation even where the person is a dictator who oppresses and kill

Difference Between Ground Level And Stratospheric Ozone Environmental Sciences Essay

Difference Between Ground Level And Stratospheric Ozone Environmental Sciences Essay Why has one a beneficial and the other a detrimental role in the atmosphere? This essay is going to explain the difference between ground-level and stratospheric ozone; why has one a beneficial and the other a detrimental role in the atmosphere. The troposphere is the lowest layer of the earths atmosphere (Figure 1). It starts at the earths surface extending to a height between 7 and 20km above sea level. The troposphere is the thickest part of the atmosphere in which around 75-80% of atmospheric mass is located. As altitude increases through the troposphere, temperature, air pressure and density of the air decrease. The troposphere is heated from the earths surface; sunlight warms the ground or ocean and in turn, heats the air around which rises into the troposphere. On average the temperature drops around 6.5 degrees Celsius per km as altitude increases. At the top of the stratosphere, temperatures can reach a low of -55 degrees Celsius. As shown in figure 1 there is a layer between the troposphere and the stratosphere this is called the Tropopause, a boundary between the two layers. The altitude of the Tropopause varies with latitude, season, weather and time of day. At mid level latitudes the typical height of the Tropop ause is around 11km whilst near the poles it can drop to a low of 7km. The lowest part of the troposphere is known as the atmospheric boundary layer which is affected by the earths surface, an example of this can be the wind being affected by hitting a mountain. In the polar regions just below the Tropopause is a jet stream which is defined as a belt of powerful upper-level winds that sits atop the polar front (Britannica 2010) (Figure 1 ACCU Weather 2009)http://global-warming.accuweather.com/stratosphere_diagram_sm-thumb.jpg Ozone (O3) is a form of oxygen containing 3 molecules, usually found in the stratosphere, and responsible for filtering the suns ultraviolet radiation (Null, J 2003). Figure 2 shows the levels on ozone present in the earths atmosphere. (Figure 2 NASA 1999) File:Atmospheric ozone.svg According to NASA 10% of ozone (O3) in the atmosphere is found in the troposphere. Ozone in the troposphere is unwanted. Ozone can be found in low concentrations at ground-level. Ground level ozone and stratospheric ozone are two key sources of natural ozone. Ground level ozone are hydrocarbons which are released by soil and plants, whereas stratospheric ozone which rarely migrates downwards to the earths surface. These two natural sources do not give enough ozone to be thought of as a threat to life and the environment. With growing populations, increased transport and high industry has increased the ozone levels in the lower atmosphere. Ozone cannot be traced by coming directly from one source as it is formed by contact between the suns UV rays and hydrocarbons and nitrogen oxides which can be traced back to transport, fossil fuels, power plants and other industries. It can be referred to as ozone pollution or Smog. In urban areas its known as photochemical smog (Figure 3 Environmental Science 2010) http://apesnature.homestead.com/files/fg22_04b.jpg Ozone is a key element traced in smog and as a powerful greenhouse gas. Greenhouse gases are a part of the atmosphere; they are both natural and created from human activity. These gases emit radiation within range thermal infrared radiation which is emitted from the earths surface, the atmosphere and clouds. This causes the greenhouse effect. The greenhouse effect is when sunlight reaches the earths surface and is reflected back into the atmosphere, but it is prevented from escaping by the layer of greenhouse gasses, this in turn heats the atmosphere causing a rise in the earths surface temperature. The rise in temperature causes ice caps to melt, raising sea levels. The four major gases that contribute to the greenhouse effect and their percentage contribution are: Water Vapour, 36-70%, Carbon Dioxide, 9-26%, Methane, 4-9% and Ozone, 3-7%. (Kiehl J, 2003) Ozone levels are found at its peak during the summer months and are usually highest in built up areas. Concentrations are at its highest during the afternoon as the UV rays have had time to react. This causes ozone pollution. Ozone pollution has many negative effects on human life, vegetation and the environment. It can cause health problems such as chest infections, breathing problems, headaches, eye irritation and aggravate pre existing conditions such as asthma, heart disease, bronchitis and emphysema. Ozone pollution according to SEQL damages leaves and crops, which reduce crop production and quality, The United Nations Environment programme estimated a loss of $8.56 billion worth in crops in the European Union in 2000(UNEP 2007) Buildings and decorating materials can be weakened or damaged and paint can fade faster than anticipated. The stratosphere is the second layer of the atmosphere from the earths surface (Figure 1). The stratosphere rises to around 50km above sea level. The lowest part of the stratosphere varies depending on the latitude and the season. It differs at around 8 16km near the equator, around 10km at the mid latitudes and 8km near the poles. The air within the stratosphere is dry and contains small amounts of water vapour. The air within the stratosphere is around a thousand times thinner than that at sea level. Due the lack of vertical convection within the stratosphere, compounds can stay for long periods of time which breaks down the ozone layer. About 90% of the ozone in the earths atmosphere is located in the stratosphere, which is between 15 and 50km above the earths surface. The ozone in the stratosphere forms a layer called the Ozone Layer. This is where oxygen (O2) and Ozone (O3) molecules absorb UV light from the sun protecting the earths surface from UV radiation. Both oxygen and ozone combined absorb between 95 99.9% of the suns UV radiation. Without them UV radiation such as UV-C and UV-B can cause skin cancer and damage eye and plant tissue. The Ozone Layer is being destroyed by chemicals released by humans. An example of this is Chlorofluorocarbons (CFCs) and the Green House Gases which break down the ozone in the stratosphere. Figure 4 that the level that the ozone is having on the stratosphere and the troposphere. It shows that the levels of ozone have been reduced in the stratosphere and the levels of ozone have increased. (Figure 4 Institute for Chemistry) seperated ozone trends To conclude, this essay shows that ground level ozone has a detrimental effect of the earths atmosphere as it causes health problems or aggravates pre-existing problems, damage to natural vegetation, crops and buildings and the environment. It is not ozone itself that damages the earths atmosphere but the interactions between the suns UV rays and hydrocarbons and nitrogen oxides within the troposphere. Whereas stratospheric ozone has a beneficial role to play in the atmosphere. Stratospheric ozone is beneficial to the earths atmosphere as it absorbs UV radiation which prevents health problems such as skin cancer. Bibliography Guy, P, John J, Geoffrey, S. (1999). Tropospheric Ozone. In Birks, W Atmospheric Chemistry and Global Change. 4th ed. Oxford: Oxford University Press 465-486 Guy, P, John J, Geoffrey, S. (1999). Middle Atmospheric Ozone. In Birks, W Atmospheric Chemistry and Global Change. 4th ed. Oxford: Oxford University Press. 487-513 NAS. (2001).  Ozone Layer.  Available: http://www.nas.nasa.gov/About/Education/Ozone/ozonelayer.html. Last accessed 02/03/2010 RSPB. (2001) The Greenhouse Effect. Available: www.rspb.org.uk/ourwork/teaching/resources/science/greenhouse_effect.asp Last accessed 3/03/2010

Multicultural Education Essay -- Schooling Teaching Learning Papers

Multicultural Education The inclusion of multiculturalism into schools has become an increasingly hot topic as of late. Being a future teacher I have taken a natural interest in the topic as well. It seems that most of the push to incorporate the multicultural issue into the school system has been a reaction to the thought that the American â€Å"melting-pot† metaphor is on the decline. Knowing that the demographics of the United States is changing continuously, the main issue about the inclusion of multiculturalism is not whether to place it into the schools, but rather how to position this controversial topic into the curriculum. Many people think that the incorporation of multiculturalism must begin with the teacher education students while they are still in college. Advocates claim that college curricula must institute multicultural studies because as of now there are no requirements of students to seriously study the culturally diverse societies in which they will be teaching. Throug hout the paper I will mainly discuss the responsibility of the school systems to include the multicultural aspect into their various curricula. I will also show how teachers must change and continue to change as the student demographics vary. Finally, I will give evidence of how racism is a large problem in schools when discussing everything from the racial percentages of educators to the segregation of students in various ways. â€Å" The inclusion of multiculturalism in the dominant curriculum in higher education was originally a response to minority student demands of the ‘Sixties and Seventies’†(Kailin, 1998, p.1). This is direct evidence that the topic has been continually pushed aside as time has gone on. Originally b... ...k that this racism would disappear just through teacher communication. In all, school reform for a society full of multiculturalism has to mean sharing power and collectively making decisions. If this is not done, the issue of how to incorporate multiculturalism into schools will never be solved. Works Cited Farris, Pamela J. (1999). Teaching, Bearing the Torch. Boston: McGraw- Hill. Kailin, Julie. (1998). Preparing Teachers For Schools and Communities: An Anti- Racist Perspective. High School Journal, 82, 1-9. Munroe, Maurice E. R. (2000). Unamerican Tail: of segregation and multicultural education. Albany Law Review, 64, 7-63. Sleeter, Christine E. (2000). Multicultural Education And the Standards Movement- A Report from the Field. Phi Delta Kappan, 82, 156-162. Tucker, Michelle. (1998). Multiculturalism’s Five Dimensions. NEA Today, 17, 17-19.