Amino Acid Definition and Examples

Amino Acid Definition and Examples Amino acids are important in biology, biochemistry, and medicine. Learn about the chemical composition of the amino acids, their functions, abbreviations, and properties: Key Takeaways: Amino Acids An amino acid is an organic compound characterized by having a carboxyl group, amino group, and side chain attached to a central carbon atom.Amino acids are used as precursors for other molecules in the body. Linking amino acids forms polypeptides. Polypeptides may be modified and combined to form proteins.The genetic code is basically a code for proteins made within cells. DNA is translated into RNA. Three bases (combinations of adenine, uracil, guanine, and cytosine) code for an amino acid. There is more than one code for most amino acids.Amino acids are made in the ribosomes of eukaryotic cells.Some amino acids may not be made by an organism. These essential amino acids must be present in the organisms diet.In addition to making amino acids from the genetic code and obtaining them from the diet, other metabolic processes convert molecules into amino acids. Amino Acid Definition An amino acid is a type of organic acid that contains a carboxyl  functional group (-COOH) and an amine functional group (-NH2) as well as a side chain (designated as R) that is specific to the individual amino acid. Amino acids are considered to be the building blocks of polypeptides and proteins. The elements found in all amino acids are carbon, hydrogen, oxygen, and nitrogen. Amino acids may contain other elements on their side chains. Shorthand notation for amino acids may be either a three-letter abbreviation or a single letter. For example, valine may be indicated by V or val; histidine is H or his. Amino acids may function on their own, but more commonly act as monomers to form larger molecules. Linking a few amino acids forms peptides. A chain of many amino acids is called a polypeptide. Polypeptides may become proteins. The process of producing proteins based on an RNA template is called translation. Translation occurs in ribosomes of cells. There are 22 amino acids involved in protein production. These amino acids are considered to be proteinogenic. In addition to the proteinogenic amino acids, there are some amino acids that are not found in any protein. An example is the neurotransmitter gamma-aminobutyric acid. Typically, nonproteinogenic amino acids function in amino acid metabolism. The translation of the genetic code involves 20 amino acids, which are called canonical amino acids or standard amino acids. For each amino acid, a series of three mRNA residues acts as a codon during translation (the genetic code). The other two amino acids found in proteins are pyrrolysine and selenocysteine. These two amino acids are specially coded, usually by an mRNA codon that otherwise functions as a stop codon. Common Misspellings: ammino acid Examples: lysine, glycine, tryptophan Functions of Amino Acids Because they are used to build proteins, most of the human body consists of amino acids. Their abundance is second only to water. Amino acids are used to build a variety of molecules and are used in neurotransmitter and lipid transport. Amino Acid Chirality Amino acids are capable of chirality, where the functional groups may be on either side of a C-C bond. In the natural world, most amino acids are the L-isomers. There are a few instances of D-isomers. An example is the polypeptide gramicidin, which consists of a mixture of D- and L-isomers. One and Three Letter Abbreviations The amino acids most commonly memorized and encountered in biochemistry are: Glycine, Gly, GValine, Val, VLeucine, Leu, LIsoeucine, Leu, LProline, Pro, PThreonine, Thr, TCysteine, Cys, C  Methionine, Met, MPhenylalanine, Phe, FTyrosine, Tyr, Y  Tryptophan, Trp, W  Arginine, Arg, RAspartate, Asp, DGlutamate, Glu, EAparagine, Asn, NGlutamine, Gln, QAparagine, Asn, N Properties of the Amino Acids The characteristics of the amino acids depend on the composition of their R side chain. Using the single-letter abbreviations: Polar or Hydrophilic: N, Q, S, T, K, R, H, D, ENon-Polar or Hydrophobic: A, V, L, I, P, Y, F, M, CContain Sulfur: C, MHydrogen Bonding: C, W, N, Q, S, T, Y, K, R, H, D, EIonizable: D, E, H, C, Y, K, RCyclic: PAromatic: F, W, Y (H also, but doesnt display much UV absorption)Aliphatic: G, A, V, L, I, PForms a Disulfide Bond: CAcidic (Positively Charged at Neutral pH): D, EBasic (Negatively Charged at Neutral pH): K, R

Wreak and Pique Revisited

Wreak and Pique Revisited Wreak and Pique Revisited Wreak and Pique Revisited By Maeve Maddox A plaintive email from a reader has prompted this post on these two misused and abused rhyming verbs: A new civil trialis poised to wreck havoc on the 100-year-old institutions reputation. Shouldnt that be wreak? And shouldnt My interest was peaked be My interest was piqued†? I see that everywhere it seems. Though peaked might be an okay substitute- it sort of means something similar. 1. Yes, the phrase should be â€Å"to wreak havoc.† 2. No, peaked is not an okay substitute for piqued. In modern usage, wreak [REEK] is a transitive verb usually followed by a limited number of object words that include vengeance, havoc, and damage. Storms are the most common wreakers. The past tense form is wreaked [REEKT]. Here are some examples of wreak being used correctly: Tropical storm Arthur expected to wreak havoc on East Coast Storms wreaking havoc across UK Northeasters also wreaked damage in 1991 and 1992. January Jones Discusses Wreaking Vengeance in the Sundance Film ‘Sweetwater’ The word pique [PEEK], as both noun and verb, has more than one meaning. The verb’s most common use is in the sense of stimulate or arouse. The past form is piqued [PEEKT]. Here are some examples in which the verb is spelled correctly: The request piqued my interest and I began what has become a continuing search for documentaries relating to the Comanches. Foreign cricket players hope to pique Lebanese interest New Study Provides Insight into How Piquing Curiosity Changes Our Brains It’s not surprising when entertainment site comments and self-published novels contain errors like these: I still have the feeling that Stavros is alive and the two of them will connect and reek havoc on Pt. Charles. It’s my understanding that you have been using him to wreck vengeance on the descendants of the clergy, and soldiers of New France because of some perceived wrong doing [sic]. I thought [Grimm] was ok. Ill probably keep watching, but the pilot didnt peak my interest right from the start. As one does expect news sources and professional publications to use words correctly, the following errors are less tolerable: Gov. Martin OMalley declared a state of emergency one day before a winter  storm  is  expected to wreck havoc  in Maryland- Baltimore Post Examiner. If  they  come from violent and abusive homes, children learn to be violentwill grow up to  wreck vengeance  on themselves and those around  them.- Social justice site. Four houses destroyed by fire and lightning as the weekends thunderstorms wrecked havoc across Britain- Daily Mail. Extremely high rain soaked [sic] winds wrecked havoc by downing trees and disrupting schools and traffic in the Bay Area- ABC News. All the teachers are engaging and do their best to peak the interest of the student.- Site advertising private school in Washington DC. Though we were enjoying a near perfect day in Oakland, hearing the name Birmingham not only peaked his interest but also placed him back on the Jim Crow bus system in Alabama.- Huffington Post columnist. Misspelling pique is perhaps more understandable than misspelling wreak because peak, peek, and pique are all pronounced the same. Pronunciation offers no excuse for mixing up wreak [REEK] and wreck [REK], however. Bottom line: Speakers who care about the language don’t require excuses for misspelling words they use in daily speech. They learn the differences. Related posts: Wreck, Wreak, and Other [rek/reek] Words Reeking and Wreaking Please, Let Your Interest Be Piqued Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Idioms About TalkingDo you "orient" yourself, or "orientate" yourself?1,462 Basic Plot Types

The Importance of Digital Security Essay Example | Topics and Well Written Essays - 3500 words

The Importance of Digital Security - Essay Example The most essential need of every single organization is the digital security. Most importantly, the effective internet security has become a dire need for any kind of organization, small, medium or large which use the information technology and web based services to carry out their work in an easy and effective manner. As these organizations depend upon the internet, the implementation of internet security and monitoring of networks inside the organization has increased dramatically. The risks of security have increased to a great extent after the launch of broadband internet. Now-a-days, the home users and professionals, both are using this kind of internet connection. The different companies, be it private, public, non-government organizations, they all are depending upon the internet for the exchange of information. Internet also serves as the major means of communication between different channels. The risks of leakage of information and hacking of security have increased with th e dependency of organizations on the internet. KINDS OF THREATS Based on the goals and purposes of the attacks on any digital system, the threats can be categorized as STRIDE. It is an acronym which categorizes different types of threats. STRIDE stands for: Spoofing It gains access to a system by using a false identity. It can be done by using stolen user credentials or using a false IP. Tampering As data flows between two computers, it can be altered in an unauthorized manner. Repudiation These attacks are difficult to prove as the users deny that they performed any specific action. Information Disclosure When private data is unwontedly exposed, it is called information disclosure. Denial of Service It is the process that makes a system or application unavailable. Elevation of Privilege It happens when personnel with limited privileges takes up the identity of a privileged one, and performs certain privileged actions (McClure & Kurtz, 2009). Network Threats Routers, switches and fi rewalls make up the infrastructure of network. They are the gatekeepers that guard the system and applications from intrusions and attacks. The networks threats are as follows: i. Information gathering ii. Sniffing iii. Spoofing iv. Session Hijacking v. Denial of Service Information Gathering The attackers or hackers first scan the ports. After the identification of the ports, they detect the types of devices, operating system and versions of

Porche Essay Example | Topics and Well Written Essays - 750 words - 1

Porche - Essay Example Ferdinand had the right mixture of the brains required to successfully run a car company and the passion required to drive the growth of Porsche. In the Prince Henry trials in 1910, the innovatively designed car model which was driven by Ferdinand himself won the most prestigious award in the sports category (Boatcallie, Chase, Salehi, Skrisovsky and Volio 2). In 1931, Ferdinand opened up his own company under the name of Porsche in Stuttgart, Germany for performing the activities of engineering and consultation. The company soon received contracts from the car manufacturers like the Wanderer, Auto Union and NSU for supply and design of cars. Porsche had the vision to anticipate the demands of the present and link it to the changing trends in future. With innovative designs and influencing the partners to manufacture car model that would accepted worldwide, Porsche delivered the model of the Beetle which was taken up by the VW Group. The Beetle designed by Porsche underwent mass prod uction and had not lost its popularity for the next 75 years. Ferdinand who was the founder of Porsche was a race-driver by passion and actively participated in the racing events. Ferdinand was also an engineer by profession. The founder of the company was able to mix his passion with the entrepreneurial activities as an engineer and applied his ideas and innovations in the field of manufacturing newly designed and creative car models. After the death of the founder, his son took over the charge of Porsche and started to expand the trading activities through sustenance of efficiently manufactured innovative car models. Porsche became famous for its racing cars and emerged victorious in the various rallies that it participated. The 911 model was one of the famous racing models built by Porsche (Porsche1 1). The 911 model was traded in the 70s, 80s and the 90s. In 1996, the

Introducing a New Food in Australia Assignment Example | Topics and Well Written Essays - 2000 words

Introducing a New Food in Australia - Assignment Example The Australian National Food Safety Standards has the role of labeling food standards to be introduce. In Australian Capital Territory (ACT) the agency responsible for ensuring the safety of food is the Health Protection Service (HPS) of ACT Health. The HPS under its Food Sampling Working Group (FSWG) looks after the development, overall implementation and co-ordination of the Food Survey Program (Program). These government agencies monitor the introduction of new food as well as supply to ensure that it is safe and pose no risk to the consumers. The new food should comply with standards for microbiological contaminants, pesticide residue limits and chemical contamination. Introduction of new food in Australia has to meet all the food surveillance data from public health units in Australia. This data includes the results of compliance testing, and specialty targeted surveys. If the new product is canned food then it comes under the Canned Food Information Service Inc (CFIS Inc) for the promotion and review of the product. The CFIS aims to convince consumers about the foods contained, and to dispel misconceptions and so generate increased purchases. The nutrition programme of CFIS is aimed to create the awareness of the influences of public opinion. After that the authority issue a license only after carrying out a comprehensive risk assessment process so that Australian environment and human health and safety would not be at risk. The national regulatory scheme does not look into the marketing issues of new food. The main objective of the authority is to provide an unambiguous recognition, under Commonwealth law. Nutrition labelling Mandatory nutrition labelling is necessary for the launch of any new food product as it has significant impacts on health in the community. The method of nutrition labelling divided into two steps, first, it identify the risk factors of diet-related disease and study their impact on health systems expenditure and the value of life. Secondly, it estimates the level of reduction in risk factors. Risk factors can be identified through diet-related diseases, which are associated with three risk factors, namely, obesity, hypertension and high blood cholesterol. It is no denying fact that nutrition information greatly influences consumer choice. According to an American study of the impact of the introduction of mandatory nutrition labelling the consumers principally respond to negative nutrition information. Nutrition labelling really boosts the consumer behaviour as it reduces the risk factors. In Australia food products that carry nutrition labels is considered as healthy. A nutritional analysis programme is vital for any new food product to know the size and complexity of the product and a careful assessment of the resources, skills, courage and discipline required to progress the task to completion (Scheelings 1987). The programme is more about data evaluation, which identifies the critical elements of quality assurance. The Nutrition Committee of the National Health and Medical Research Council (NHMRC) has developed work programme for the current revision of the Australian food tables. The work programme is composed of four components: the analytical programme; the processing and validation of food composition data and preparation for publication; the establishment of the Australian Nutrient Data Bank to store and process data; and the development of the

Fluids In Rigid Body Motion Engineering Essay

Fluids In Rigid Body Motion Engineering Essay 11-38C A moving body of fluid can be treated as a rigid body when there are no shear stresses (i.e., no motion between fluid layers relative to each other) in the fluid body. 11-39C A glass of water is considered. The water pressure at the bottom surface will be the same since the acceleration for all four cases is zero. 11-40C The pressure at the bottom surface is constant when the glass is stationary. For a glass moving on a horizontal plane with constant acceleration, water will collect at the back but the water depth will remain constant at the center. Therefore, the pressure at the midpoint will be the same for both glasses. But the bottom pressure will be low at the front relative to the stationary glass, and high at the back (again relative to the stationary glass). Note that the pressure in all cases is the hydrostatic pressure, which is directly proportional to the fluid height. 11-41C When a vertical cylindrical container partially filled with water is rotated about its axis and rigid body motion is established, the fluid level will drop at the center and rise towards the edges. Noting that hydrostatic pressure is proportional to fluid depth, the pressure at the mid point will drop and the pressure at the edges of the bottom surface will rise due to rotation. 11-42 A water tank is being towed by a truck on a level road, and the angle the free surface makes with the horizontal is measured. The acceleration of the truck is to be determined. ax  Ã‚ ± = 15 ° Water tank Assumptions 1 The road is horizontal so that acceleration has no vertical component (az = 0). 2 Effects of splashing, breaking, driving over bumps, and climbing hills are assumed to be secondary, and are not considered. 3 The acceleration remains constant. Analysis We take the x-axis to be the direction of motion, the z-axis to be the upward vertical direction. The tangent of the angle the free surface makes with the horizontal is Solving for ax and substituting, Discussion Note that the analysis is valid for any fluid with constant density since we used no information that pertains to fluid properties in the solution. 11-43 Two water tanks filled with water, one stationary and the other moving upwards at constant acceleration. The tank with the higher pressure at the bottom is to be determined. Tank A 8 m Water az = 5 m/s2 Tank B 2 m Water g z 0  · 2  · 1  · 2  · 1 Assumptions 1 The acceleration remains constant. 2 Water is an incompressible substance. Properties We take the density of water to be 1000 kg/m3. Analysis The pressure difference between two points 1 and 2 in an incompressible fluid is given by or since ax = 0. Taking point 2 at the free surface and point 1 at the tank bottom, we have and and thus Tank A: We have az = 0, and thus the pressure at the bottom is Tank B: We have az = +5 m/s2, and thus the pressure at the bottom is Therefore, tank A has a higher pressure at the bottom. Discussion We can also solve this problem quickly by examining the relation . Acceleration for tank B is about 1.5 times that of Tank A (14.81 vs 9.81 m/s2), but the fluid depth for tank A is 4 times that of tank B (8 m vs 2 m). Therefore, the tank with the larger acceleration-fluid height product (tank A in this case) will have a higher pressure at the bottom. 11-44 A water tank is being towed on an uphill road at constant acceleration. The angle the free surface of water makes with the horizontal is to be determined, and the solution is to be repeated for the downhill motion case. z x az ax  Ã‚ ¡ = 20 ° - Ã‚ ± Downhill motion Uphill motion z x ax Free surface az Water tank  Ã‚ ¡ = 20 °  Ã‚ ± Horizontal Assumptions 1 Effects of splashing, breaking, driving over bumps, and climbing hills are assumed to be secondary, and are not considered. 2 The acceleration remains constant. Analysis We take the x- and z-axes as shown in the figure. From geometrical considerations, the horizontal and vertical components of acceleration are The tangent of the angle the free surface makes with the horizontal is  ®  Ã‚ ± = 22.2 ° When the direction of motion is reversed, both ax and az are in negative x- and z-direction, respectively, and thus become negative quantities, Then the tangent of the angle the free surface makes with the horizontal becomes  ®  Ã‚ ± = 30.1 ° Discussion Note that the analysis is valid for any fluid with constant density, not just water, since we used no information that pertains to water in the solution. 11-45E A vertical cylindrical tank open to the atmosphere is rotated about the centerline. The angular velocity at which the bottom of the tank will first be exposed, and the maximum water height at this moment are to be determined.  Ã‚ · 2 ft z r 0 Assumptions 1 The increase in the rotational speed is very slow so that the liquid in the container always acts as a rigid body. 2 Water is an incompressible fluid. Analysis Taking the center of the bottom surface of the rotating vertical cylinder as the origin (r = 0, z = 0), the equation for the free surface of the liquid is given as where h0 = 1 ft is the original height of the liquid before rotation. Just before dry spot appear at the center of bottom surface, the height of the liquid at the center equals zero, and thus zs(0) = 0. Solving the equation above for  Ã‚ · and substituting, Noting that one complete revolution corresponds to 2 Ã‚ ° radians, the rotational speed of the container can also be expressed in terms of revolutions per minute (rpm) as Therefore, the rotational speed of this container should be limited to 108 rpm to avoid any dry spots at the bottom surface of the tank. The maximum vertical height of the liquid occurs a the edges of the tank (r = R = 1 ft), and it is Discussion Note that the analysis is valid for any liquid since the result is independent of density or any other fluid property. 11-46 A cylindrical tank is being transported on a level road at constant acceleration. The allowable water height to avoid spill of water during acceleration is to be determined D=40 cm ax = 4 m/s2  Ã‚ ± htank =60 cm  Ã¢â‚¬Å¾z Water tank Assumptions 1 The road is horizontal during acceleration so that acceleration has no vertical component (az = 0). 2 Effects of splashing, breaking, driving over bumps, and climbing hills are assumed to be secondary, and are not considered. 3 The acceleration remains constant. Analysis We take the x-axis to be the direction of motion, the z-axis to be the upward vertical direction, and the origin to be the midpoint of the tank bottom. The tangent of the angle the free surface makes with the horizontal is (and thus  Ã‚ ± = 22.2 °) The maximum vertical rise of the free surface occurs at the back of the tank, and the vertical midplane experiences no rise or drop during acceleration. Then the maximum vertical rise at the back of the tank relative to the midplane is Therefore, the maximum initial water height in the tank to avoid spilling is Discussion Note that the analysis is valid for any fluid with constant density, not just water, since we used no information that pertains to water in the solution. 11-47 A vertical cylindrical container partially filled with a liquid is rotated at constant speed. The drop in the liquid level at the center of the cylinder is to be determined. z r  Ã‚ · zs R = 20 cm Free surface ho = 60 cm g Assumptions 1 The increase in the rotational speed is very slow so that the liquid in the container always acts as a rigid body. 2 The bottom surface of the container remains covered with liquid during rotation (no dry spots). Analysis Taking the center of the bottom surface of the rotating vertical cylinder as the origin (r = 0, z = 0), the equation for the free surface of the liquid is given as where h0 = 0.6 m is the original height of the liquid before rotation, and Then the vertical height of the liquid at the center of the container where r = 0 becomes Therefore, the drop in the liquid level at the center of the cylinder is Discussion Note that the analysis is valid for any liquid since the result is independent of density or any other fluid property. Also, our assumption of no dry spots is validated since z0(0) is positive. 11-48 The motion of a fish tank in the cabin of an elevator is considered. The pressure at the bottom of the tank when the elevator is stationary, moving up with a specified acceleration, and moving down with a specified acceleration is to be determined. Fish Tank  · 2 az = 3 m/s2 h = 40 cm g z Water  · 1 0 Assumptions 1 The acceleration remains constant. 2 Water is an incompressible substance. Properties We take the density of water to be 1000 kg/m3. Analysis The pressure difference between two points 1 and 2 in an incompressible fluid is given by or since ax = 0. Taking point 2 at the free surface and point 1 at the tank bottom, we have and and thus (a) Tank stationary: We have az = 0, and thus the gage pressure at the tank bottom is (b) Tank moving up: We have az = +3 m/s2, and thus the gage pressure at the tank bottom is (c) Tank moving down: We have az = -3 m/s2, and thus the gage pressure at the tank bottom is Discussion Note that the pressure at the tank bottom while moving up in an elevator is almost twice that while moving down, and thus the tank is under much greater stress during upward acceleration. 11-49 vertical cylindrical milk tank is rotated at constant speed, and the pressure at the center of the bottom surface is measured. The pressure at the edge of the bottom surface is to be determined. z r  Ã‚ · zs R = 1.50 m Free surface g 0 ho Assumptions 1 The increase in the rotational speed is very slow so that the liquid in the container always acts as a rigid body. 2 Milk is an incompressible substance. Properties The density of the milk is given to be 1030 kg/m3. Analysis Taking the center of the bottom surface of the rotating vertical cylinder as the origin (r = 0, z = 0), the equation for the free surface of the liquid is given as where R = 1.5 m is the radius, and The fluid rise at the edge relative to the center of the tank is The pressure difference corresponding to this fluid height difference is Then the pressure at the edge of the bottom surface becomes Discussion Note that the pressure is 14% higher at the edge relative to the center of the tank, and there is a fluid level difference of nearly 2 m between the edge and center of the tank, and these large differences should be considered when designing rotating fluid tanks. 11-50 Milk is transported in a completely filled horizontal cylindrical tank accelerating at a specified rate. The maximum pressure difference in the tanker is to be determined. Æ’-EES ax = 3 m/s2  · 1 z x 0 g  · 2 Assumptions 1 The acceleration remains constant. 2 Milk is an incompressible substance. Properties The density of the milk is given to be 1020 kg/m3. Analysis We take the x- and z- axes as shown. The horizontal acceleration is in the negative x direction, and thus ax is negative. Also, there is no acceleration in the vertical direction, and thus az = 0. The pressure difference between two points 1 and 2 in an incompressible fluid in linear rigid body motion is given by  ® The first term is due to acceleration in the horizontal direction and the resulting compression effect towards the back of the tanker, while the second term is simply the hydrostatic pressure that increases with depth. Therefore, we reason that the lowest pressure in the tank will occur at point 1 (upper front corner), and the higher pressure at point 2 (the lower rear corner). Therefore, the maximum pressure difference in the tank is since x1 = 0, x2 = 7 m, z1 = 3 m, and z2 = 0. Discussion Note that the variation of pressure along a horizontal line is due to acceleration in the horizontal direction while the variation of pressure in the vertical direction is due to the effects of gravity and acceleration in the vertical direction (which is zero in this case). 11-51 Milk is transported in a completely filled horizontal cylindrical tank decelerating at a specified rate. The maximum pressure difference in the tanker is to be determined. Æ’-EES z x  · 2  · 1 g ax = 3 m/s2 Assumptions 1 The acceleration remains constant. 2 Milk is an incompressible substance. Properties The density of the milk is given to be 1020 kg/m3. Analysis We take the x- and z- axes as shown. The horizontal deceleration is in the x direction, and thus ax is positive. Also, there is no acceleration in the vertical direction, and thus az = 0. The pressure difference between two points 1 and 2 in an incompressible fluid in linear rigid body motion is given by  ® The first term is due to deceleration in the horizontal direction and the resulting compression effect towards the front of the tanker, while the second term is simply the hydrostatic pressure that increases with depth. Therefore, we reason that the lowest pressure in the tank will occur at point 1 (upper front corner), and the higher pressure at point 2 (the lower rear corner). Therefore, the maximum pressure difference in the tank is since x1 = 7 m, x2 = 0, z1 = 3 m, and z2 = 0. Discussion Note that the variation of pressure along a horizontal line is due to acceleration in the horizontal direction while the variation of pressure in the vertical direction is due to the effects of gravity and acceleration in the vertical direction (which is zero in this case). 11-52 A vertical U-tube partially filled with alcohol is rotated at a specified rate about one of its arms. The elevation difference between the fluid levels in the two arms is to be determined. z r 0 h0 = 20 cm R = 25 cm Assumptions 1 Alcohol is an incompressible fluid. Analysis Taking the base of the left arm of the U-tube as the origin (r = 0, z = 0), the equation for the free surface of the liquid is given as where h0 = 0.20 m is the original height of the liquid before rotation, and  Ã‚ · = 4.2 rad/s. The fluid rise at the right arm relative to the fluid level in the left arm (the center of rotation) is Discussion Note that the analysis is valid for any liquid since the result is independent of density or any other fluid property. 11-53 A vertical cylindrical tank is completely filled with gasoline, and the tank is rotated about its vertical axis at a specified rate. The pressures difference between the centers of the bottom and top surfaces, and the pressures difference between the center and the edge of the bottom surface are to be determined. Æ’-EES h = 3 m D = 1.20 m z r 0 Assumptions 1 The increase in the rotational speed is very slow so that the liquid in the container always acts as a rigid body. 2 Gasoline is an incompressible substance. Properties The density of the gasoline is given to be 740 kg/m3. Analysis The pressure difference between two points 1 and 2 in an incompressible fluid rotating in rigid body motion is given by where R = 0.60 m is the radius, and (a) Taking points 1 and 2 to be the centers of the bottom and top surfaces, respectively, we have and . Then, (b) Taking points 1 and 2 to be the center and edge of the bottom surface, respectively, we have , , and . Then, Discussion Note that the rotation of the tank does not affect the pressure difference along the axis of the tank. But the pressure difference between the edge and the center of the bottom surface (or any other horizontal plane) is due entirely to the rotation of the tank. 11-54 Problem 11-53 is reconsidered. The effect of rotational speed on the pressure difference between the center and the edge of the bottom surface of the cylinder as the rotational speed varies from 0 to 500 rpm in increments of 50 rpm is to be investigated. g=9.81 m/s2 rho=740 kg/m3 R=0.6 m h=3 m omega=2*pi*n_dot/60 rad/s DeltaP_axis=rho*g*h/1000 kPa DeltaP_bottom=rho*omega^2*R^2/2000 kPa Rotation rate , rpm Angular speed  Ã‚ ·, rad/s  Ã¢â‚¬Å¾Pcenter-edge kPa 0 50 100 150 200 250 300 350 400 450 500 0.0 5.2 10.5 15.7 20.9 26.2 31.4 36.7 41.9 47.1 52.4 0.0 3.7 14.6 32.9 58.4 91.3 131.5 178.9 233.7 295.8 365.2 11-55E A water tank partially filled with water is being towed by a truck on a level road. The maximum acceleration (or deceleration) of the truck to avoid spilling is to be determined. ax  Ã¢â‚¬Å¾h = 2 ft  Ã‚ ± Water tank hw = 6 ft z x 0 L=20 ft Assumptions 1 The road is horizontal so that acceleration has no vertical component (az = 0). 2 Effects of splashing, breaking, driving over bumps, and climbing hills are assumed to be secondary, and are not considered. 3 The acceleration remains constant. Analysis We take the x-axis to be the direction of motion, the z-axis to be the upward vertical direction. The shape of the free surface just before spilling is shown in figure. The tangent of the angle the free surface makes with the horizontal is given by  ® where az = 0 and, from geometric considerations, tan Ã‚ ± is Substituting, The solution can be repeated for deceleration by replacing ax by ax. We obtain ax = -6.44 m/s2. Discussion Note that the analysis is valid for any fluid with constant density since we used no information that pertains to fluid properties in the solution. 11-56E A water tank partially filled with water is being towed by a truck on a level road. The maximum acceleration (or deceleration) of the truck to avoid spilling is to be determined. ax  Ã¢â‚¬Å¾h = 0.5 ft  Ã‚ ± Water tank hw = 3 ft z x 0 L= 8 ft Assumptions 1 The road is horizontal so that deceleration has no vertical component (az = 0). 2 Effects of splashing and driving over bumps are assumed to be secondary, and are not considered. 3 The deceleration remains constant. Analysis We take the x-axis to be the direction of motion, the z-axis to be the upward vertical direction. The shape of the free surface just before spilling is shown in figure. The tangent of the angle the free surface makes with the horizontal is given by  ® where az = 0 and, from geometric considerations, tan Ã‚ ± is Substituting, Discussion Note that the analysis is valid for any fluid with constant density since we used no information that pertains to fluid properties in the solution. 11-57 Water is transported in a completely filled horizontal cylindrical tanker accelerating at a specified rate. The pressure difference between the front and back ends of the tank along a horizontal line when the truck accelerates and decelerates at specified rates. Æ’-EES ax = 3 m/s2 z x 0 1  · 2 g  · Assumptions 1 The acceleration remains constant. 2 Water is an incompressible substance. Properties We take the density of the water to be 1000 kg/m3. Analysis (a) We take the x- and z- axes as shown. The horizontal acceleration is in the negative x direction, and thus ax is negative. Also, there is no acceleration in the vertical direction, and thus az = 0. The pressure difference between two points 1 and 2 in an incompressible fluid in linear rigid body motion is given by  ® since z2 z1 = 0 along a horizontal line. Therefore, the pressure difference between the front and back of the tank is due to acceleration in the horizontal direction and the resulting compression effect towards the back of the tank. Then the pressure difference along a horizontal line becomes since x1 = 0 and x2 = 7 m. (b) The pressure difference during deceleration is determined the way, but ax = 4 m/s2 in this case, Discussion Note that the pressure is higher at the back end of the tank during acceleration, but at the front end during deceleration (during breaking, for example) as expected. Review Problems 11-58 The density of a wood log is to be measured by tying lead weights to it until both the log and the weights are completely submerged, and then weighing them separately in air. The average density of a given log is to be determined by this approach. Properties The density of lead weights is given to be 11,300 kg/m3. We take the density of water to be 1000 kg/m3. Analysis The weight of a body is equal to the buoyant force when the body is floating in a fluid while being completely submerged in it (a consequence of vertical force balance from static equilibrium). In this case the average density of the body must be equal to the density of the fluid since Lead, 34 kg Log, 1540 N FB Water Therefore, where Substituting, the volume and density of the log are determined to be Discussion Note that the log must be completely submerged for this analysis to be valid. Ideally, the lead weights must also be completely submerged, but this is not very critical because of the small volume of the lead weights. 11-59 A rectangular gate that leans against the floor with an angle of 45 ° with the horizontal is to be opened from its lower edge by applying a normal force at its center. The minimum force F required to open the water gate is to be determined. Assumptions 1 The atmospheric pressure acts on both sides of the gate, and thus it can be ignored in calculations for convenience. 2 Friction at the hinge is negligible. Properties We take the density of water to be 1000 kg/m3 throughout. Analysis The length of the gate and the distance of the upper edge of the gate (point B) from the free surface in the plane of the gate are FR F 45 ° B 0.5 m 3 m A The average pressure on a surface is the pressure at the centroid (midpoint) of the surface, and multiplying it by the plate area gives the resultant hydrostatic on the surface, The distance of the pressure center from the free surface of water along the plane of the gate is The distance of the pressure center from the hinge at point B is Taking the moment about point B and setting it equal to zero gives Solving for F and substituting, the required force is determined to be Discussion The applied force is inversely proportional to the distance of the point of application from the hinge, and the required force can be reduced by applying the force at a lower point on the gate. 11-60 A rectangular gate that leans against the floor with an angle of 45 ° with the horizontal is to be opened from its lower edge by applying a normal force at its center. The minimum force F required to open the water gate is to be determined. Assumptions 1 The atmospheric pressure acts on both sides of the gate, and thus it can be ignored in calculations for convenience. 2 Friction at the hinge is negligible. Properties We take the density of water to be 1000 kg/m3 throughout. FR F 45 ° B 1.2 m 3 m AAnalysis The length of the gate and the distance of the upper edge of the gate (point B) from the free surface in the plane of the gate are The average pressure on a surface is the pressure at the centroid (midpoint) of the surface, and multiplying it by the plate area gives the resultant hydrostatic on the surface, The distance of the pressure center from the free surface of water along the plane of the gate is The distance of the pressure center from the hinge at point B is Taking the moment about point B and setting it equal to zero gives Solving for F and substituting, the required force is determined to be Discussion The applied force is inversely proportional to the distance of the point of application from the hinge, and the required force can be reduced by applying the force at a lower point on the gate. 11-61 A rectangular gate hinged about a horizontal axis along its upper edge is restrained by a fixed ridge at point B. The force exerted to the plate by the ridge is to be determined. Assumptions The atmospheric pressure acts on both sides of the gate, and thus it can be ignored in calculations for convenience. FR 3 m A 2 m ypProperties We take the density of water to be 1000 kg/m3 throughout. Analysis The average pressure on a surface is the pressure at the centroid (midpoint) of the surface, and multiplying it by the plate area gives the resultant hydrostatic force on the gate, The vertical distance of the pressure center from the free surface of water is 11-62 A rectangular gate hinged about a horizontal axis along its upper edge is restrained by a fixed ridge at point B. The force exerted to the plate by the ridge is to be determined. Assumptions The atmospheric pressure acts on both sides of the gate, and thus it can be ignored in calculations for convenience. FR 3 m yP h = 2 m A Properties We take the density of water to be 1000 kg/m3 throughout. Analysis The average pressure on a surface is the pressure at the centroid (midpoint) of the surface, and multiplying it by the wetted plate area gives the resultant hydrostatic force on the gate, The vertical distance of the pressure center from the free surface of water is 11-63E A semicircular tunnel is to be built under a lake. The total hydrostatic force acting on the roof of the tunnel is to be determined. Assumptions The atmospheric pressure acts on both sides of the tunnel, and thus it can be ignored in calculations for convenience. Properties We take the density of water to be 62.4 lbm/ft3 throughout. Analysis We consider the free body diagram of the liquid block enclosed by the circular surface of the tunnel and its vertical (on both sides) and horizontal projections. The hydrostatic forces acting on the vertical and horizontal plane surfaces as well as the weight of the liquid block are determined as follows: Horizontal force on vertical surface (each side): Fy W Fx Fx Vertical force on horizontal surface (downward): R = 15 ft Weight of fluid block on each side within the control volume (downward): Therefore, the net downward vertical force is This is also the net force acting on the tunnel since the horizontal forces acting on the right and left side of the tunnel cancel each other since they are equal ad opposite. 11-64 A hemispherical dome on a level surface filled with water is to be lifted by attaching a long tube to the top and filling it with water. The required height of water in the tube to lift the dome is to be determined. Assumptions 1 The atmospheric pressure acts on both sides of the dome, and thus it can be ignored in calculations for convenience. 2 The weight of the tube and the water in it is negligible. Properties We take the density of water to be 1000 kg/m3 throughout. Analysis We take the dome and the water in it as the system.à ¢Ã¢â€š ¬Ã¢â‚¬Å¡ When the dome is about to rise, the reaction force between the dome and the ground becomes zero. Then the free body diagram of this system involves the weights of the dome and the water, balanced by the hydrostatic pressure force from below. Setting these forces equal to each other gives FV R = 3 m h W Solving for h gives Substituting, Therefore, this dome can be lifted by attaching a tube which is 2.02 m long. Discussion This problem can also be solved without finding FR by finding the lines of action of the horizontal hydrostatic force and the weight. 11-65 The water in a reservoir is restrained by a triangular wall. The total force (hydrostatic + atmospheric) acting on the inner surface of the wall and the horizontal component of this force are to be determined. FR h = 25 m ypAssumptions 1 The atmospheric pressure acts on both sides of the gate, and thus it can be ignored in calculations for convenience. 2 Friction at the hinge is negligible. Properties We take the density of water to be 1000 kg/m3 throughout. Analysis The length of the wall surface underwater is The average pressure on a surface is the pressure at the centroid (midpoint) of the surface, and multiplying it by the plate area gives the resultant hydrostatic force on the surface, Noting that the distance of the pressure center from the free surface of water along the wall surface is The magnitude of the horizontal component of the hydrostatic force is simply FRsin  Ã‚ ±, Discussion The atmospheric pressure is usually ignored in the analysis for convenience since it acts on both sides of the walls. 11-66 A U-tube that contains water in right arm and another liquid in the left is rotated about an axis closer to the left arm. For a known rotation rate at which the liquid levels in both arms are the same, the density of the fluid in the left arm is to be determined. 1*  ·  · 1 Fluid Water

Creative Story: The Chronic Swamp Murders :: essays research papers

Creative Story: The Chronic Swamp Murders   Ã‚  Ã‚  Ã‚  Ã‚  One day while Joe and Jill Hemp were walking through Chronic swamp they came across a trail of blood in the water. They followed the trail until it stopped at a dead body. The body was of a man who was wearing a camouflage outfit. They immediately ran back to their house, which was not far from the murder site and called the police. Their house was located right on the edge of the swamp.   Ã‚  Ã‚  Ã‚  Ã‚  When the police got there they roped off the whole area so they could start their investigation. At first it looked as if it was definitely a murder, but after a few days of investigation the police concluded that the man was probably a hunter who had either fallen out of a tree or just tripped and broken his neck. A broken neck was definitely what killed the man. The only problem with this hypothesis was that it left a few unanswered questions. If the man was a hunter where did his gun or bow go? How often did you find a dead hunter just lying in the middle of a swamp? Even with these questions police told the Hemps that it was an accident and they were in no danger.   Ã‚  Ã‚  Ã‚  Ã‚  The Hemp's life went on with no interruptions until about two weeks after the hunter was found. Another body had been found in the swamp. This time the body was a male whom had a business suit on. The police came back and investigated this death. After about a week they concluded again that it was a broken neck that had killed the victim. There were no signs of a struggle so the investigators said that it was some type of freak accident. They also told the Hemps to stay out of the swamp.   Ã‚  Ã‚  Ã‚  Ã‚  The Hemps never went back into the swamp again, but one night they were awakened by a loud pounding noise on the front door. When Mr. Hemp got up to see what it was, all he saw was something large running into the swamp. He then made sure that all the doors were locked and he got his shotgun out of the closet. He waited in his dark living room for about an hour and then went back to his bed. He didn't tell his wife what had happened so she wouldn't be scared   Ã‚  Ã‚  Ã‚  Ã‚  The next day when Joe was coming home from work he noticed the door was wide open. When he got closer he noticed that the door frame was broken and the Creative Story: The Chronic Swamp Murders :: essays research papers Creative Story: The Chronic Swamp Murders   Ã‚  Ã‚  Ã‚  Ã‚  One day while Joe and Jill Hemp were walking through Chronic swamp they came across a trail of blood in the water. They followed the trail until it stopped at a dead body. The body was of a man who was wearing a camouflage outfit. They immediately ran back to their house, which was not far from the murder site and called the police. Their house was located right on the edge of the swamp.   Ã‚  Ã‚  Ã‚  Ã‚  When the police got there they roped off the whole area so they could start their investigation. At first it looked as if it was definitely a murder, but after a few days of investigation the police concluded that the man was probably a hunter who had either fallen out of a tree or just tripped and broken his neck. A broken neck was definitely what killed the man. The only problem with this hypothesis was that it left a few unanswered questions. If the man was a hunter where did his gun or bow go? How often did you find a dead hunter just lying in the middle of a swamp? Even with these questions police told the Hemps that it was an accident and they were in no danger.   Ã‚  Ã‚  Ã‚  Ã‚  The Hemp's life went on with no interruptions until about two weeks after the hunter was found. Another body had been found in the swamp. This time the body was a male whom had a business suit on. The police came back and investigated this death. After about a week they concluded again that it was a broken neck that had killed the victim. There were no signs of a struggle so the investigators said that it was some type of freak accident. They also told the Hemps to stay out of the swamp.   Ã‚  Ã‚  Ã‚  Ã‚  The Hemps never went back into the swamp again, but one night they were awakened by a loud pounding noise on the front door. When Mr. Hemp got up to see what it was, all he saw was something large running into the swamp. He then made sure that all the doors were locked and he got his shotgun out of the closet. He waited in his dark living room for about an hour and then went back to his bed. He didn't tell his wife what had happened so she wouldn't be scared   Ã‚  Ã‚  Ã‚  Ã‚  The next day when Joe was coming home from work he noticed the door was wide open. When he got closer he noticed that the door frame was broken and the

Is School Uniform A Good Idea Essay

Is school uniform a good idea? What is it good for? These questions are asked time and time again by pupils. In this essay I plan to explore the issue and discuss whether or not it’s a good or bad idea. Teens often complain and criticize about how uncomfortable school uniforms are and how they do not live up to their fashion standards. On the other hand, teachers argue that school uniform keeps students looking smart and the uniform helps identify any unknown person from entering the school, Furthermore students argue that everyone looks the same and the uniform is tedious and boring. A reason why school uniform is a good idea is it saves your clothes: but you’d like to show off your dear clothes. In my opinion I rather waste a two dollar primark top than 178 prada shirt, but obviously some people feel they would be bulled for not wearing dear clothes this is because in the society we now live in has a high demanad on having the â€Å"perfect† fashion look. On school outings teachers say that it’s easier to identify their students if they are wearing school uniforms, but this takes away the students creativeness, and they are unable to cnver their own style and wear what they feel comfortable in. Although some pupils will try and change their uniform to make them look more unique but teachers quickly catch on to this and demand that we wear what they call the â€Å"appropiate uniform†. Teens like to be different and have their own style but by schools demanding that everyone obeys the dress code, students will all look the same. An argument for school uniform is that if students were to wear what they like the less fortunate pupils would stand out and they would be bullied because they cannot afford the newest clothes, this would cause the bullying rate to go up and lower pupils self esteem and make them feel as if they cannot be themselves in scoiety. But I do think that if pupil were allowed to wear non-uniform the worry to have the latest fashion would in stages, fade away because everyone would get used to wearing normal clothes and then it wouldn’t be such a big thing not to wear uniform. Schools indubitably love uniform; in contrast to this view, students absolutely hate them! School s think uniform looks smart likewise so do most parents. In addition pupils sometimes do not follow the schools dress code and this makes teachers irate, and sometimes this leads up to pupils getting sent home. In recent years some schools have relaxed and accepted some different styles on the other hand some schools have strict rules that include girls only to wear skirts. I feel that making this demand some girls are being discriminated against because they might not want to wear a skirt because of their religion or they have a medical issue (skin problem). A reason for school uniform is that it makes the school look smart and represents the community. The usual uniform complies of a shirt, tie and trousers and also a sweatshirt for some people this is very uncomfortable: but this is a major improvement since the 1930’s when the uniform was restricted to a plain blazer and a shirt touched your ankles, and for p.e pupils were reduced to wearing underwear and basic sand shoes. Another good advantage of school uniform is that the big shop competitors like Asda and Tesco etc. Are competing with each other to provide good value uniforms for a better price this is also putting on pressur for the top range shops to reduce their prices to keep up with the cheaper ones. One disadvantage of school uniform is sometimes after the period of going back to school, the shops discontinue stocking the uniform and it makes it hard for the parents to buy a bigger size that there child has grown too, therefore a lot of pupils come into school not wearing uniform because it doesn’t fit them anymore. Sources say that a student in school uniform is more likely to take school seriously. Putting on school uniform signals that he/she wants to learn and that they are complying of the rules which you must undertake when you go to work. However some students don’t want to follow rules, forcing them to wear a uniform this only makes them more determined to be rebillious and wear what they want. In conclusion I think school uniform is a bad idea because it has no effect of the outcome at the end of the pupils school years however school uniform makes the school appear more pleasant and also makes the pupils look smart.

30 Baseball Idioms

30 Baseball Idioms 30 Baseball Idioms 30 Baseball Idioms By Mark Nichol The sport nostalgically known as â€Å"America’s Pastime† (though football now reigns supreme) is the source of many evocative idioms whose meanings now extend beyond the baseball diamond. Here are thirty of those phrases and their meanings when used past the warning track. 1. ballpark figure: a rough estimate 2. bat a thousand: a reference to a continuing series of successes, alluding to a baseball player who gets on base every time at bat 3. box score: a count or summary (from the chart on which a games statistical details are recorded; applicable to various sports but originating in reference to baseball) 4. bush league: a sports organization subordinate to the major leagues (referring to the usually rural locations of such teams; can apply to any sport but originated in reference to baseball) 5. curve ball: something unexpected (from the unpredictable trajectory of that type of baseball pitch) 6. go to bat for: support (from the notion of a batter contributing to his team) 7–8. hit a home run/hit one out of the park: be successful 9. in the ballpark: close; said of an estimate (compared to being within the confines of a stadium) 10–11. it’s a whole new ball game/different ball game: a reference to a changed situation 12. keep (one’s) eyes on the ball: maintain focus (compared to a batter concentrating on a pitch) 13. major league: significant, as in a reference to a company that is one of the leaders in its industry or line of business (from the fact that the major leagues are the pinnacle of achievement in sports) 14. off base: wrong, or on the wrong track (from the notion of a player not being in contact with one of the bases) 15. on deck: next in line (from the location designated for the next batter to await his turn) 16. out in left field: said of a person with an eccentric or unusual idea (from the idea of left field being a distant location) 17. out of (one’s) league: said of one who is trying to succeed in an area in which he or she faces superior competition or is striving to achieve too much (originally from baseball but applicable to many sports) 18. (hit it) out of the park: succeed (comparing a success to a home run) 19. pinch hitter: substitute (from the designation of a player taking another’s place at bat) 20. play ball: cooperate 21. play hardball: act aggressively (from the density of a baseball as compared to a softball) 22. rain check: a promise to make good on an offer (from tickets offered for rescheduled sporting events postponed by rain; originated in baseball but applicable to any outdoor sport or event) 23. softball: an easy, noncontroversial question 24. step up to the plate: take responsibility (compared to a player taking his turn at bat) 25. strike out: fail, especially repeatedly 26. strikes against (one): said of more than one disadvantage or mistake a person has against him or her 27. swing for the fences: perform with great effort or intensity (as compared to a baseball player trying to hit a home run) 28. three strikes and you’re out: a reference to someone being given three chances to succeed (analogous to the three strikes a hitter is allowed before being called out) 29. throw (one) a curve: surprise someone with something unexpected or not expected as presented (as compared to a curveball) 30. touch base: contact (compared to a player landing a foot on a base) Video Version Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:50 Incorrect Pronunciations That You Should AvoidExpanded and Extended20 Ways to Cry

A Critical Reflection of a Six Week Placement within the Rugby Football League The WritePass Journal

A Critical Reflection of a Six Week Placement within the Rugby Football League A Critical Reflection of a Six Week Placement within the Rugby Football League Chapter I1.1 Goals for Placement1.2 Goal Setting1.3 Curriculum Vitae and Covering Letter1.4 Potential EmployersChapter II2.0 Coaching Literature2.1 Sports Policy and ParticipationChapter III3.0 Reflective TheoryChapter IV4.0 Description4.1 Thoughts and Feelings4.2 Evaluation4.3 Analysis4.4 Action PlanChapter V5.0 Description5.1 Thoughts and Feelings5.2 Evaluation5.3 Analysis5.4 Action PlanChapter VI6.0 Evaluation7.0 ConclusionBibliographyRelated Chapter I 1.0 Introduction Vocational practice is becoming a fundamental educational experience for students (May and Veitch, 1998). Colley, Hodkinson and Malcom, (2002) claim that vocational practice and training aids the development of technical skills and knowledge thus increasing behavioural competence within the workplace. Lyle and Cushion (2010) states there is no substitution for experience when it comes to hands on coaching, this belief is supported by Ericsson, (1998) whos research shows that a minimum of ten years experience is needed within the field to excel to an expert level of coaching. Vickers and Bavister (2005) go on to claim that coaches who regularly achieve success while coaching are often those who can reflect on their experiences from other events. This claim is supported by Schempp et al (2007) who believe that coaches who can thoughtfully analyse and critique the parts of their sessions which were successful and those which were not and then make adjustments where necessary are the â⠂¬Å"outstanding† coaches. Before beginning any form of vocational placement it is crucial to set out key aims and objectives as this will allow you to asses just how successful the placement experience was and how much you gained from it. For my placement I set out three key aims. These aims are clearly laid out in section 1.1 as seen below. 1.1 Goals for Placement To gain hand on experience while developing my practical skills and tacit knowledge. To obtain at least two contacts which I could use after university. To increase my own self confidence when in front of others. 1.2 Goal Setting Correct goal setting can improve focus, persistence, confidence and performance but poor goal setting can create anxiety and sometimes hinder performance (Lynn, 2010). All three of my placement goals stick to the idea of SMARTER goal setting, these are defined by Finn, (2008) as â€Å"specific, measurable, achievable, realistic, time phased and re evaluated†. Lewis and Smith (1994) explains that a good tip for coaches and athletes is to keep your goals SMARTER as it is easy to remember and makes your goals more achievable. This claim is supported by Lynn (2010) who claims that is vast amounts of literature that supports SMARTER goal setting. Weinberg and Gould (2003) claim that as a coach it is important to make your goals specific as without an aim you can lose interest and may not fully strive for the goal. It is also crucial for the goal to be measurable as without this there is no real drive for the coach. Coaches must also believe their goals are achievable and realistic as this will help keep them motivated to perform. Harter’s competency motivational theory agrees with this statement, explaining that more mastery attempts will take place if there is early success within the athlete’s goals (Harter, 1981). It is also essential that coaches make sure goals are realistic, if an athlete believes the goal is unrealistic they are almost guaranteed to fail (Martens, 2004). This belief is supported by Kidman and Hanrahan (2011) who state goals must have a balance between being challenging but also realistic. Time must also be taken into consideration as without this the coach will not drive themselves to achieve it in the required time frame. Finally the targets a coach aims for should be reviewed and evaluated as this shall help them make changes during their goals. During my placement I reviewed my goals through reflection. Cox, R, (2001) states goals can be viewed as being focused on outcome, performance, or process. Outcome goals are def ined as goals which mainly focus on an overall result. An example of this would be winning a rugby game, or placing first in a competition. Therefore to successfully achieve an outcome goal one must not only perform to their best but also hope they out perform their opponent. An example of this would be when a football team plays ninety minutes of football to their best possible standard but still comes out on the losing team because the other team out performed them. Performance goals however look at the standard of ones performance. An example of this would be a golfer who does not win a tournament but has their lowest round on that course. Research suggests that goal setting is one of the most influential methods of increasing motivation and achieving goals (Locke and Latham, 1985). In 1981 Locke complied a comprehensive review of over a hundred studies which found over 90% of cases resulted in positive effects due to goal setting. 1.3 Curriculum Vitae and Covering Letter Before actively searching for a vocational placement, it was my job to firstly construct a curriculum vitae (CV) and a covering letter. A CV is crucial when applying for any form of job or vocational practice as this is the first time a prospective employer will make an opinion of you. Houston (2004) supports this claim, stating that â€Å"a CV is not the whole you but just a taste of you and it is the first opportunity for you to make a good impression†. Provenzano, (2004) argues that a covering letter is in fact more important to a CV as the covering letter allows the applicant to personalise their application unlike a CV. When both the CV and covering letter were complete and spell checked for any errors it was then up to me to get in contact with prospective employers. As I have always had a keen interest in physical fitness and well being my first option was to work in the military either with the royal navy or the army as a personal trainer. 1.4 Potential Employers Due to working within schools previously I had decided that I wanted to gain some experience elsewhere so I decided to take a sports coaching and development route which led me to another very strong passion, rugby. After I had made this decision it was easy for me to pick the types of institute I would like to work in. Firstly I sent my CV and covering letter to both the Rugby Football League (RFL) and the Rugby Football Union (RFU) as I have experience within both codes. Fortunately I quickly received word from the Cumbria Rugby Football League development team which stated that they would love to have a work experience student within their ranks. From this it was easy to make my decision and I began by replying to the RFL. Planning early and realising which employers were available to me allowed me plenty of time to enforce my contingency plan of working within sports development. Ntoumanis and Biddle (1997) explain that contingency planning is pre planning for problems within pra ctice or competition and creating a solution for these possibilities if any troubles arise. As in many schools, a major section of the work carried out by the RFL involves making people aware of the health benefits of physical activity and making sure the public can see there are possibilities for them to utilise such activities. By gaining a work placement within Cumbria Rugby League development I felt I would receive far greater hands on experience which would allow me to gain a much more rewarding vocational practice, as appose to working within the military where I feel I would have taken a much more back seat approach to the world of work. This level of first hand experience is essential for me due to the nature of my three smarter goals, as it would allow me to increase my own self confidence but also allow me to develop connections within the world of rugby league which I could potentially use after university. Colley et al, (2002) would argue that as well as these goals it would also allow me to craft my own practical and technical skills which I have acquired withi n the class room. Also by coaching children in this sports development scenario it will allow me to work with children of all ages with a range of backgrounds and upbringings thus creating the challenge of utilising skills in all kinds of situations this would allow me to develop my tacit knowledge. Knowles, Borrie and Telfer, (2005) would support this style of learning, suggesting that effective coach learning is based on appropriate use of tacit experiential knowledge and not just formal theoretical knowledge about coaching pedagogy, physiology or other bodies of knowledge. Chapter II 2.0 Coaching Literature Bompa, (1994) states that â€Å"coaching is a process†, Cross and Lyle (1999) support this claim stating that coaching in an â€Å"ongoing process†. Coaching is not something that can be achieved through a couple of qualifications, the overall process of coaching takes years to develop and it is argued that coaches can always improve in someway or another (Kidman and Lambardo, 2010). Even if a coach believes they have fully achieved their goals they must always be aware of the coaching process and continually strive to develop (Kidman and Hanrahan, 2011). Self reflection is a vital tool which coaches can use to further develop their own abilities (Kidman and Hanrahan, 2011). Cassidy et al., (2009) supports this statement and claims there is â€Å"more than one technique which can be used†. During my placement I decided to use a reflective log while using the Gibbs cycle as a model of reflection as this method allowed me to self reflect on my own coaching practice on a daily basis. While working within sports development it was vital that as a coach I was able to not only coach athletes with a lack of experience but also cater for the small number of athletes with more advanced levels of performance, so the participants I was coaching could achieve their peak performance. Cote and Gilbert, (2009) define these different groups as coaching domains. Coaching domains can be split into four different categories, child performance, child participation, adult performance and adult participation (Cà ´te, Gilbert and Mallet, 2006). Jones (2006) explains that each coaching domain creates its own difficulties thus creating a variety of behaviours that must be used in order to overcome these difficulties. This claim is supported by Cushion and Lyle (2010) who state that coaching domains all require different â€Å"environmental demands†. While working within the RFL my regular role was coaching in the participation domain, however I occasionally had to work with one or two athletes within the performance domain. Abraham and Collins, (1998) explains that to achieve peak performance the coach must demonstrate a range of different skills to aid the performers learning. To some extent Woodman (1993) would agree with this statement, however Woodman (1993) claims that â€Å"regardless of a coaches level of skill and their own abilities it is the application of their knowledge which would separate a great practitioner from an average one†. De Marco, Mancini and Wuest (1996) extend this further stating that in order to enhance performance a coach must facilitate for the athletes learning by adapting   their instructional behaviour. Therefore whilst on my vocational placement it was essential that I constantly changed not only my behaviours while coaching but also the styles which I used when coaching depending on the athletes needs and desires. Northouse, (2001) would claim this is good coaching practice as he explains th at leadership styles must aim to match learner needs. Weinberg and Gould (1999) states that if a coach successfully meets the needs of the athlete, they are far more likely to take more mastery attempts at their desired goals. For this I used the Chelladurai model of leadership due to its use of situational, member and leader characteristics observation when looking at a coach’s performance. While looking at coaching behaviours it is always important to think about leadership theory, and which theories are relevant to that particular coach. Since the development of the Multi-Dimensional Model of Leadership (MDML) (Chelladuria and Carron, 1978), the ability to study leadership has increased significantly. This model proposes that three key leadership behaviours must be congruent in order to achieve an effective group performance as well as athlete satisfaction. The three leadership behaviours include required behaviour, preferred behaviour and finally actual behaviour. Shields , Gardner, Bredemeier and Bostro (1997) explain that required behaviour is prescribed for a particular situation, preferred behaviour is the desired behaviour of the coach by the athlete and finally actual behaviour is the behaviour perceived by the athlete. Chelladurai (2006) claims that â€Å"required leader behaviour is influenced by situational characteristics such as organizational goals, formal structure, group task, social norms, government regulations, technology, and member characteristics†. This method was used constantly as other models only focus on certain aspects of coaching, such as the personality of the coach (Sage, 1975) or the different coaching styles such as democratic and autocratic (Lenk, 1977) and my aim was to develop as a whole coach. 2.1 Sports Policy and Participation In 2000 DCMS set out the â€Å"Sporting Futures for All† policy which showed Labours clear interest in school sport and sport for young people in general (Houlihan and White, 2002). To achieve â€Å"Sporting Futures for All† the government created a five point plan to allow children to get the most out of sport within school. Since the government have recognised that children are not taking part in enough compulsory sport at school they have put over half a billion pounds into getting a minimum of two hours of practical sports a week in every school and also have worked to create an additional three hours available outside of school hours by 2010. This target is an improvement on the previous objective of having just three hours of physical activity per week within schools (DCMS 2004). From this initiative the government has introduced the seven core sporting activities which schools should include in their timetable these were: Gymnastics, Dance, Outdoor activities, Ne t/wall games, invasion games, striking/fielding games and athletics. Schools now base their minimum of two hours of lessons around these core sporting activities (PE and School Sport CPD report 2006). In terms of the Rugby Football League it could be argued that the government’s plans and the RFLs plans are on somewhat on a different wave length. The government seem to be focused predominantly on increasing participation where as the RFL seem to have a keen interest in improving the professional and semi professional game. Out of the four key mission statements on the RFL website only one of the aims is to maximise numbers within the participation level of the game (Rugby Football League, 2011). This would suggest that the RFL has placed priority on developing the professional game ahead of developing the grass roots level. Chapter III 3.0 Reflective Theory Over the past two decades the focus on reflective practice has grown significantly in a wide range of contexts these include education, medicine and now coaching. This is mainly down to the work of Schon (1983), who by using and applying a basic principle of reflecting on experience to improve action and professional practice, helped to develop the importance of reflective practice (Cassidy, Jones and Potrac, 2004). Schon (1987) also explains that â€Å"wisdom can be learnt by reflection on dilemmas that occur within practice†. Reid (1993) supports this study explaining that reflective practice is not only a way of learning but also a way to develop your own practice once formal education ceases. More recently Knowles, Gilbourne, Borrie and Nevill, (2001) explain that by encouraging practitioners to reflect on practice is an excellent way to create better practice thus identifying areas for improvement and potential changes that should be made. There are many different interpr etations of what reflective practice is, however most studies would argue that reflection is an active, conscious process (Dewey, 1933, Boud, 1985, Schon, 1987, and Reid, 1993). Moon (2004) supports this by defining reflective practice as â€Å"a set of abilities and skills that indicate the taking of a critical stance, a course to problem solving or state of mind†. However Ghaye and Lillyman (2000) argue that reflection is not an intellectual endeavour but an intricate procedure involving the person as a whole, therefore making one simple definition impossible. Essentially reflective practice means taking our experiences as a starting point for learning. By thinking about them in a purposeful way, using the reflective process we can come to understand them differently and take action as a result (Jasper, 2003). Reflective practice is particularly relevant to sports practitioners where learning requires a degree of self examination. The reason for this is because it allows tacit knowledge, cognitive professional shortcuts and non deliberative and contingent decision making to be made, which are necessary for the sports practitioners to generate an understanding and appreciation for practice (Lyle, 2002). Anderson, Knowles, and Gilbourne (2004) recently argued that reflective practice offers a practical structure for the training and development of sport practitioners. The reason for this is because reflective practice is an approach to practice that creates opportunities for access. It has been suggested that putting tacit knowledge into act ion, which includes values, experiences, knowledge, and social norms, is vital to practice. Being able to access and understand this tacit knowledge will make a significant contribution to a practitioner’s professional and personal development, which can be achieved through reflective practice (Knowles, Gilbourne, Tomlinson and Anderson, 2007). Pollard et al (2005) states that the importance of reflective practice towards the sports practitioners is that â€Å"the process of reflective practice must support the development and preservation of professional practitioners†. If the coach cannot find an area of weakness to work on then it is time for them to pass that athlete on. This is where reflective practice is introduced as it allows the coach to see if any further improvements can be made to the athlete, if they can not they then must pass the athlete onto a coach who can further enhance there development. This links to the humanistic approach of coaching which is a person centred ideology, emphasising the empowerment of the individual, towards achieving personal goals within an interpersonal relationship. A major thrust of humanistic ideology is the interpersonal relationship between the coach and athlete. This emphasises that the athlete should not lose control of the coaching process (Lyle, 2002). Research carri ed out by Tinnings (1995) suggests that if becoming reflective was simply a rational process it would be easy to train sport practitioners to be reflective. He argues that it is not easy to train someone to become a reflective practitioner because the issues that the practitioner is required to reflect on, are not simply a matter of rational argument, but have a large level of emotion and subjectivity embedded within them (Tinning, 1995). There are however many benefits of using reflective practice to a sports practitioner. Reflective practice allows the practitioner to become more aware of values and beliefs that shape their practices, resulting in enhanced athlete learning and performance. It also allows the practitioner to become more sensitive to the needs and interest of the athlete, leading to coaching sessions being developed that are more meaningful for all concerned (Tinning, 1991). Reflective practice is essential for increasing coaching success. Clifford and Feezell (1997) consider coaching success to be determined by factors such as knowledge, skills and experience. Schon (1983) identified two main types of reflection these are, reflection-in-action and reflection-on-action. These were identified as the principle ways professionals use to articulate there knowledge. Reflection-in-action is the way that people think about practice while they are doing it. This is seen as an automatic activity that occurs subconsciously everyday. It is seen as a way that advanced practitioners develop as a result of a combination of their skill, knowledge and practice. An example of this could be adapting a coaching session in order to cater for the unforeseen needs and ability of the group. Reflection-on-action involves us consciously exploring experience and thinking about practice after they have happened. This usually happens away from the scene of practice, because of this it is assumed that practice is underpinned by knowledge making it a cognitive process. An example of this could be a practitioner discussing positive and negative aspects of the session wit h another coach who has witnessed the activities (Jasper, 2003) When using reflective practice, practitioners often use models to help structure their reflection. There are a number of different models that have been constructed over the years. According to Ghaye and Lillyman, (2000) all the models share some of the same qualities. The one quality all models share is that they require us to engage in the process of knowledge creation by helping us to move from tacit knowledge into conscious and explicit knowing (Ghaye and Lillyman, 2000). Each model however is also in some way different. For example, some models place a big emphasis on explicating a process of reflection while others believe that the process is more of a â€Å"means to an ends†. The model I have most consistently used is one of the most well known models, the Gibbs cycle. I decided to use the Gibbs (1988) framework as research explains that it is a basic frame work which endeavours to incorporate knowledge, feelings and actions within one cycle, therefore making it more suitable for the novice practitioner (Ghaye and Lillyman, 2000). The Gibbs approach features all the strategies or frameworks for reflection that have been developed over the years by various academics (Ghaye and Lillyman, 2000). However a major criticism of the Gibbs cycle is the unlikelihood of the exact same incident arising again thus making it difficult to create a fully effective action plan, this can also be linked to role frames. Gilbert and Trudel (2004) explain that as coaches develop through their experiences they also develop their own role frames. The problem with role frames is that every coaches role frame is different, an example of this can be linked to my first critical incident. What I perceive as an expectable form of punishment may not be the same as another coachà ¢â‚¬â„¢s perception of acceptable punishment, thus creating the issue of double standards. Chapter IV 4.0 Description The first of my critical incidents occurred on the 25th June, 2010 which was the 8th working day of my vocational practice. In the previous days leading up to the incident I had been working alongside Mr. Smith and was informed at 9 a.m that I would be working with Mr. Todd at a local primary school after my recent request to partake in more hands on coaching. I was briefly informed of what I would be assisting with, which involved general setting up and leading the warm ups which did not leave me feeling too worried as I had covered these within my applied sports coaching module. Upon arrival at the school I was greeted by Mr. Todd who was introduced to me by Mr. Smith. After a brief discussion Mr. Smith left to go back to the office and Mr. Todd and I begun to talk about his role within rugby and what we would be doing today. I was informed that we would be working with three different classes of year six children aged ten to eleven. As the first class walked out Mr. Todd began to take charge of the session and instructed the children to get into neat line using an extremely autocratic approach to coaching, while I started to set up my warm up. When I had finished placing the cones where I wanted them for the warm up Mr. Todd introduced me to the class and informed them all that I would be working with him for the rest of the afternoon. The session then began and the first class went well with only a few disruptions through out. When I had finished my warm up Mr. Todd then took charge and led the remainder of the session. At the end of the lesson the same pr ocess was applied with me setting up the warm up for the next class and Mr. Todd introducing me. During the second session there was a lot more disruptions and the children seemed to be getting restless. This began to aggravate Mr. Todd and he then began to distribute punishments for bad behaviour such as talking when someone else was or bouncing the balls when not instructed to do so. This led to my first critical incident of my placement. During the main section of the session one girl aged ten was throwing the ball in the air while Mr. Todd was speaking this then caused Mr. Todd to verbally abuse the child and then demand the child perform a task called â€Å"belly-back-bellies†. This involves the child first going down on their stomach, then standing up, then down onto their back, then standing up again, then back down onto their stomachs which seemed to be extremely distressing for the children as some had begun to cry, we then finished the second session. Finally we mov ed onto the third class which once again followed the same warm up and skills drills as the previous two sessions. 4.1 Thoughts and Feelings As the session started I began to feel slightly anxious and could feel myself becoming increasingly nervous as I had never worked with this coach before and had no idea what his perceptions of my coaching abilities would be. This was also heightened by a slight sense of inexperience which brought me to question my own coaching ability as I had limited experience working in this coaching domain. During the critical incident itself I felt extremely uneasy as I had never been in a situation were a child was crying because of the punishment they had been given. Another issue that worried me was the fact the teacher of the class was only on the other side of the playground and seemed to want nothing to do with the children that were crying or shouting and just seemed to be ignoring the whole situation. This made me question whether or not anything was going unacceptable or whether this was just standard practice within schools, it also made me question what type of example this was suppos ed to be setting for both me as an observing coach as well as the children who had not been punished. 4.2 Evaluation Reflecting on the session now I feel I did not question either the coach or the teacher to see if this was just standard practice in schools, and whether or not it happened a lot of the time. Also I did not try to comfort the children which looking back now seems like the wrong thing to do as the children were clearly distressed. Due to not working with I this coach or teacher before I did not wish to seem like I was stepping on anyone’s toes as I had wanted to get more hands on coaching. In hindsight I feel I exhibited poor coaching practice as I knew there was something wrong, however I failed to react in what I believed to be the most appropriate manor. This is supported by my reflective log as it clearly shows that I knew at the time what I should have done but failed to do so when I felt it was most appropriate. 4.3 Analysis During the session I felt the coach’s behaviours were extremely demoralising of the child and that some of his coaching methods could have been seen as over the top. Research carried out by Raakman, Dorsch and Rhind (2010) found that indirect psychological abuse was the most commonly used type of abuse when coaching children with 52.8% of all abuse being in this category, however from the criteria used within this study the type of abuse used by this coach would be defined as direct physical abuse which occurred only 5.5% of the time. All coaches have a personal style and approach when it comes to working with any athlete.   However Pyke (1991) claims that you can not   successfully coach every type of athlete using the same style and states that better coaches must use a variety of styles in order to aid learners needs. In relation to this critical incident I feel the coach did not allow enough freedom for the children, who quickly lost interest in the session as Mr Todd was using a very autocratic coaching style. A possible way of overcoming this would have been to step into the session and lead with a most democratic style. Tenenbaum and Eklund (2007) would support this claim stating there are a range of coaching behaviours which are split into different dimensions, two of which include democratic and autocratic coaching styles which is a refection of the coach’s decision making (Mosston Ashworth, 1990). Gill and Williams (1986) would argue that autocratic coaching is extremely â€Å"coach led and directive† in its approach. This claim is supported by Lyle, (1999) who claims that autocratic coaching is a direct approach in which a coach will give a set of rules and orders which must be followed by the athletes. Autocratic coaching has been heavily criticised as it restricts the freedom of the athletes, as they must follow what the coach is instructing them to do (Cross, 1995). However Andrews (2009) states that, â€Å"in situations where members lack the intelligence, ability, experience, and/or personality dispositions to make judgments about situational requirements, the leader must make an appropriate decision for the members†. Martens (2000) also supports Andrews (2009) statement by explaining when teaching beginners an autocratic approach should be taken as the athletes need to be instructed as they do not have the knowledge base to interact via a reciprocal style. Had I have stepped in when I felt I should have this incident could have been avoided by allowing the children more freedom with a democratic approach. 4.4 Action Plan From this critical incident it is clear to see that this specific situation caught me off guard as I had never seen this style of coaching before, and due to it being a coaching style I would not use, took me by surprise. After reviewing the literature I feel there are a varietyof coaching methods which I could have used to aid Mr Todd within this situation which would not have involved a physical punishment such as â€Å"belly-back-bellies†.Since the incident I have had time to reflect on my own personal practice and have been able to identify weaknesses within my coaching, such as not stepping in when I feel it is necessary or discussing my opinions on coaching styles with colleagues when I feel it is appropriate. However I now have experience within this situation and feel if this problem ever arose again I would be better equipped to deal with it in a more suitable manner. One such way in which I could initiate this would be to sit down with the coach prior to any session and discuss what we would class as appropriate discipline for the athletes. Chapter V 5.0 Description The second of my critical incidents occurred on the 3rd August, 2010 which was my 20th day of working within the RFL. In the days leading up to this incident Mr Smith had informed me that he would be going away for two weeks for his brother’s wedding and that during this time I would be working from home on a database task which had been set by Mr Black but also that I would be running two one and a half hour tag rugby sessions with members of the BAE systems work force to promote rugby within the local community. Before departing for his holiday Mr Smith had informed me that he would be leaving all the required equipment for the sessions with Mr Todd and that I should go and collect them on the day of the event in the morning. When I arrived at Mr Todd’s office I was informed that Mr Smith had not left any equipment and Mr Todd had not even heard about the session which was due to be running later that day. This then left me to find balls, cones, bibs etc as independen tly without this equipment the session would not have been able to run. Fortunately the session was running at my own local rugby club and seen as I was captain of the 1st team this allowed me access to all their own equipment. The day then went from bad to worse as the participants began to arrive there was almost double the number of competitors Mr Smith had informed me there would be, however this was easily dealt with as I was able to think on my feet and create another couple of teams to add to the competition. When all the competitors had arrived it was just a matter of getting them into games and to get the referees to run the matches, however Mr Smith had also forgotten to book any referees for this event which caused even more confusion as there was not any qualified referees. Miss Proctor (the leader of the BAE development programme) then   started to become increasingly angered by the lack of organisation on the part of the RFL, some of which was directed at me. I then had to explain the situation to Miss Proctor and let her know that the games would have to be refereed between the teams and fair play would have to be enforced by the players themselves, which help calm the situation. When the session was finished Miss Proctor apologised for over reacting and stated that she could see that I had been left without the equipment and was just as upset as she was about the lack of organisation. 5.1 Thoughts and Feelings When I had found out that no equipment had been left by Mr Smith I was immediately shocked and extremely worried as I did not know how I would be able to run the session and whether I would be able to call it off if I was unable to get hold of anything. When I went up to Hawcoat Sports Club and was able to get into the equipment stores I felt a huge relief as I knew even if it was not the RFLs equipment that the participants would not know any difference and the session could go on as planned. When Miss Proctor became distressed at the lack of organisation on the part of the RFL I felt extremely worried that this would come back against me and my boss (Mr Black) would find out and say he did not want me to complete my work placement due to my apparent incompetence, however this was quickly over come when I explained the situation to Miss Proctor. Finally I felt very angered and let down by the lack of organisation on the part of Mr Smith for being irresponsible enough not to leave me any equipment or any referees. I was also angry at my own inability to contingency plan ahead as we had learnt a lot about this in class but I had not thought I would have needed to in this specific situation. 5.2 Evaluation Looking back and reflecting on the session now I feel that I should have done a lot more in terms of preparation for the session and did not need to leave it until the last minute to get the equipment. I also feel I should have got in contact with the referees to make sure they remembered the session as Mr Smith booked them over three weeks prior to the event and they may have not remembered. I strongly believe that I had the relevant knowledge prior to this incident happening however I feel it was my lack of experience and naivety within the situation which aided my failure. This was definitely poor coaching practice on my part as it was my failure to prepare which caused the initial incident to occur. 5.3 Analysis After reviewing the literature it is clear to see that planning is one of the most central features of the coaching process (Lyle and Cushion, 2010). This claim is supported by research from Gould (1990) and Lyle (1992) who have looked at elements of coaching which coaches would class as significant, and in both studies planning is seen as a central role of the coach. Lyle and Cushion (2010) also explain that the planning process for coaches must include some â€Å"pre determination† and â€Å"accounting for consequences†. Lynn (2010) also suggests that within planning there are seven key part of the session which should be accounted for, these include: Session structure Specific activities Range of activities Time allocated to each activity Feedback to athletes Equipment Athlete safety This would suggest that during my coaching I failed to successfully account for the planning process thus performing poor coaching practice. An ongoing debate with planning is that coaches only plan for problematic environments (Jones and Wallace, 2005). This argument is supported by Cushion et al (2006) who asks the question what can coaches truly plan for? More recently Cushion (2007) has claimed that coaches have â€Å"limited roots† when planning, thus limiting what coaches can fully plan for. However Lyle (2007) would argue that planning is the role of the coach and must be managed on a daily basis, taking into account all possibilities. Plan-do-review is commonly seen as the most suitable method of planning to use when coaching (Lyle and Cushion, 2010). I feel that it was my inability to plan for problematic situations which caused me to execute poor coaching practice when running my session. 5.4 Action Plan From this critical incident it is easy to see that I failed to fully prepare myself for the session and in doing so left myself open to fail. After reviewing the literature it is clear to see that in order to fully prepare yourself for any event it is important to cover every possible scenario with contingency planning and risk assessments as this is allow for the best possible outcome on the day. Since the incident I have had time to look at my reflective log and analyse my own personal practice and have been able to notice that on the day of the session I had planned the session but had failed to make a contingency plan, thus causing me to have to think on my feet and look at other ways to make sure the even still went ahead. This has allowed me to see that in future session I must always create a contingency plan in order for it to run smoothly. Chapter VI 6.0 Evaluation The overall aim of the placement was to further increase my tacit knowledge, gain valuable experience and improve my confidence within the coaching world. I feel was able to achieve these aims through working alongside Cumbria Rugby League Development team, as these provided me with a extremely good platform for learning and allowed me to get a very hands on experience. Prior to starting the placement I believed my weaknesses were that I lacked craft knowledge and experience of coaching new people, especially young children as I had limited experience working within this coaching domain (Cote and Gilbert, 2009). However the basic knowledge I had gained through completing my level 1 rugby union course and other experiences at university helped me to start off. My perceived weaknesses seen above became evident in the early stages of my placement, when my lack of knowledge and experience led me into situations which I struggled to handle, this resulted in poor and in some cases unethical practice on my part. These incidents in some cases affected the group as they sometimes had to sit around while the incidents were being dealt with. On top of having to wait around, the summer heat and times of lessons e.g. after school caused children to become restless, bored and inevitably hard to coach. However through reflection and the recording of day to day eve nts and outcomes I was able to use knowledge and experience of successful practice to ensure I repeated this, the next time the scenario arose. Also if the practice was not successful I was able to use relevant literature, to provide me with the knowledge required to deal with the same situation effectively if it were to occur again. It is when these similar situations occur, that the improved coaching knowledge gained through successful past experience is applied, this practice is known as evidence based practice (Chapman and Hough, 1998) and has been described as the conscientious, explicit and judicious use of best evidence in making decisions about the care of students (Sackett, Richardson, Rosenberg, Haynes, 1997). This style of practice was used in the latter weeks of coaching. As well as increasing my tacit coaching knowledge and hands on experience it was also my aim to gain two useful contacts within the RFL which I could use when leaving university. In terms of contacts there was a long list of different coaches I feel I could now contact if I wanted some more coaching experience, however the two most influential contacts I made while working at the RFL were Mr Black and Mr Smith as these coaches can both provide useful references for me in any line of work as well as within rugby league. I would describe the acquisition of these contacts as successful to my aims as I now have two reliable points of contact within the RFL which have both stated they would have no problem granting me reference to potential employers. Chapter VII 7.0 Conclusion For my placement I went to Cumbria Rugby Football League Development, this was undertaken for a period of one hundred and fifty hours over the space of six weeks. During this time I was mentored by Mr Black who is the Head of Cumbria Rugby League Development. In terms of rugby league, Cumbria is one of the most highly thought of counties in the country. With an extremely proud rugby league heritage, Cumbria along with Yorkshire and Lancashire is what the RFL describe as the birth place of rugby league. With such a prestigious heritage it was an honour to work in one of the countries most influential rugby league development teams. This sense of honour made me want to truly excel in my work and put 100% in when ever I was asked to perform a task. Over the course of my placement I used the Gibbs Cycle as a method of reflecting on my sessions, this allowed me to not only analyse my performance whilst working but also to go away and gain valuable information about what I could do differently in future sessions. 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