Adults with Learning Disabilities Essay Example for Free

Adults with Learning Disabilities Essay ? The discourse of ‘learning disabilities’ is now being used to challenge a wide range of acts and practices, including violence and intimidation, non-consenting sexual acts, the bullying of less resilient people by more able service users, unacceptably deprived physical or social environments and financial exploitation or fraud. Some argue that it should include all abuses of human rights. Clearly, these issues are not new as the following essay illustrates, and historically some of these practices have been hidden within service cultures while others have been quite open but variously rationalized as ‘behavior modification’, ‘relationships’, ‘control and restraint’, or ‘not giving in to attention seeking’. Abuse was regarded as a central, and inevitable, feature of institutionalized provision in influential models such as that of Goffman (1961) and Wolfensberger (1975 and 1980) within an analysis whose focus was on organizations and ideology. The new discourse is much more personalized and within it the focus is on the experience of the victim. This has some advantages for individuals and highlights some dilemmas for service organizations. It makes clear that people with learning disabilities are harmed, as any individual would be, by personal or sexual violence or exploitation. Harm is deemed equivalent whoever has caused it, for example whether it has been perpetrated by another service user, a member of staff or a stranger. This way of framing harmful acts highlights conflicts of interest between service users: the discourse of ‘challenging behavior’ for example, designed to neutralize the stigma of difficult behavior, inadvertently deflects from and discounts the experience of those on the receiving end of difficult behavior. Naming these acts as abusive confronts service agencies with the need for specialized, safe (expensive) placements for those who present a risk to others. Men with learning disabilities who have difficult sexual behaviors, for example, are often placed alongside very vulnerable people, their needs for asylum taking precedence over the safety of more vulnerable people (Thompson and Brown 1998). But while this acknowledgement is a step forward for individuals ,the new discourse risks personalizing forms of mistreatment that arise out of societal and structural inequalities. At an individual level, when issues of power are overlooked or neutralized, abusive and exploitative interactions can be explained away as relationships of choice. At a service level, new fault-lines between agencies and between purchasers, providers and regulators set up contingencies that make abuse more likely and less visible. At a societal level, there is growing inequality between the pay and working conditions of managerial, professional and so-called ‘unqualified’ staff within and across the statutory, private (for-profit) and voluntary (not-for-profit) sectors. Gender and race exacerbate the unequal position of direct care staff and the disproportionate responsibility that falls on them. This paper divides into two parts. First, I shall review the current usage of the term ‘learning disabilities’, looking at how it is being defined and categorized. Second, I will outline what is emerging as good practice in this field. WHAT DOES A LEARNING DISABILITY LOOK LIKE? Let me explain this with an exaomple: Sara’s lifelong difficulty with reading and writing had nothing to do with not being â€Å"smart. † Most individuals who have a learning disability are of average to above average intelligence and therefore have the intellectual potential to succeed at school and in careers. But they often do not reach this potential. While effort and motivation are important for success, it is clearly unfair to say of someone with a learning disability that he or she â€Å"just needs to try harder. † No matter how hard Sara worked, her problems did not go away. We know that a learning disability is caused by specific dysfunction within the central nervous system. The central nervous system, made up of the brain and the spinal cord, controls everything we do: our ability to process and think about language and to express ourselves verbally, as well as our ability to process nonverbal information, including art or music. Sara’s symptoms included reversing or rotating numbers (6 for 9), letters (b for d;p for q), and words (was for saw; on for no) when writing; omitting letters and sounds; and making sound and word substitutions when reading (tril for trial;then for there). Such problems make it difficult to decode words, and these decoding errors are most evident when reading aloud. Though never diagnosed, Sara’s symptoms became evident in first grade, when formal reading instruction began. As we learn to read we must of course master the alphabet, which is like a code, and learn the relationship between letters and sounds. Reading is a process of decoding the clusters of letters, converting them into words, and then attaching meaning to the words. In many cases, problems with phonological processing the ability to receive, transform, remember, and retrieve the sounds of oral language interfere with the acquisition of reading skills. Phonological processing involves the ability to separate a word into its component parts or blend sounds to construct a word. Problems with these skills make it very hard for the beginning reader to achieve fluency. Comprehension of written material depends on accurate and fluent decoding, a good vocabulary, and comprehension of the grammatical structure of sentences. When these skills are not developed that is, when they are slow and labored — the reader must devote more energy and effort to identifying and comprehending each individual word, rather than constructing meaning from an entire paragraph or from general context. For many years, researchers believed that the reader automatically moved from reading the words on a page to comprehending, without participating in the process of constructing meaning. But recent research points to the fact that the reader plays an active role: using background knowledge about the subject, calling on appropriate strategies for both decoding and comprehension, and applying the right amount of attention and concentration. Reading strategies are now considered essential components of the reading process. These might include paraphrasing while reading or summarizing afterward to help with comprehension. Competent readers are able to evaluate the reading task and select strategies that are a â€Å"good fit† or match to the task. In Sara’s case, she read slowly and had to reread material several times, so she found it difficult to comprehend content or recall important facts when questioned about them later. Unlike good readers, she did not rely on strategies that could help her. She also struggled with writing. Many times she was ashamed to submit patient reports because she knew they were filled with spelling, punctuation, and grammatical errors and were not organized or structured well. Her reports never reflected her knowledge or keen insight into patient care. Writing problems can be seen at any age, although they become more evident as academic or work demands increase. While Sara knew what she wanted to say, she had trouble getting started, focusing on the essential facts, and editing effectively. She tended to use the same words over and over. This was so different from her spoken language, which was rich and varied. Not surprisingly, it took her a long time and a good deal of effort to complete her reports. Her mathematical skills, though, were more than adequate. But there are people with learning disabilities who have problems understanding mathematical concepts or difficulty solving verbal or written mathematical problems. These problems may stem from more than one source, including inadequate spatial or directional sense and difficulty understanding abstract symbols or the language of mathematics. To use a basic example, someone who does not have a good understanding of concepts such as â€Å"plus† and â€Å"minus† is going to find it hard to identify the process needed to solve a mathematical problem. Learning strategies will be of great help to this person. Sara was also troubled by her erratic performance at work. Some days, she would be fine. But when she was fatigued or stressed, she found her attention was poor and she made more than the usual number of errors. At these times, she did not feel in control and usually needed to take a break and call on the support of friends to help her get back on track. While Sara felt her social life to be strength, some individuals who have learning disabilities have difficulty in social situations because they cannot perceive others’ needs and make or keep friends. Relationships with family and friends and associates on the job may suffer. As a way of compensating, an individual may avoid social situations altogether and thus become isolated. Others may struggle with low self-esteem and a lack of assertiveness, which can lead to self-fulfilling prophecies of failure. Moreover, repeated negative experiences in school and at home can discourage an individual from even trying. Many individuals who have learning disabilities have difficulty planning ahead and then evaluating their performance in academic courses or work-related tasks. Planning involves the ability to determine the outlines of a task and the skills it will require. Planning helps us generate strategies or know when to ask for outside help. We are not always conscious of initiating this type of planning because so many tasks are performed automatically, such as remembering a frequently called phone number by using a mnemonic, or writing notes in a book or on a memo. But when tasks are new or complex, active planning is needed. Other learning problems may stem from an inability to manage one’s time effectively to get something done on schedule. For example, many college students do not leave sufficient time to research and write a term paper, and end up frantically completing it the night before it is due. Or a manager may delay writing a budget or marketing report, finding it hard to begin. In order to use strategies at school, at home, or on the job, we need to be aware of ourselves as learners. Researchers have suggested that each of us has our own built-in executive function that directs and controls our actions. If this â€Å"executive† is efficient and aware of individual skills and the strategies needed to accomplish a task, the appropriate plan of action can be put into effect. If the plan is unsuccessful, then the executive reevaluates and initiates a new course of action. Individuals who have learning disabilities have a less efficient executive, the theory goes, and are therefore less able to generate and use effective strategies in their personal and professional lives. In addition to learning disabilities, a large number of adults suffer from attention-deficit/hyperactivity disorder (ADHD). ADHD affects an individual’s ability to focus and concentrate on school or work tasks, and to make good use of strategies. The struggle to achieve is so much harder with the added burden of ADHD. Although external factors do not cause a learning disability, we know that they do play a significant role in learning. It is well documented that the environment we live and work in influences and helps to shape our learning patterns, behavior, and sense of self. Research has consistently shown that the type and quality of support provided both at school and within the home are strong determinants of success in school, at work, or in one’s personal life. For example, a supportive family, early identification of learning problems, and appropriate intervention may make all the difference in helping an individual compensate for the disability. Learning disabilities are found throughout the world and in all socioeconomic groups — they are not bound by culture or language. Approximately the same numbers of males as females have learning disabilities, and the problem tends to run in families. Many prominent figures in politics, science, and the arts are reported to have had a learning disability, among them Nelson Rockefeller, Winston Churchill, Albert Einstein, Thomas Edison, and Auguste Rodin. Einstein, for example, was described as having difficulty learning a foreign language and mathematics — of all things! He also struggled with other academic subjects and with writing. All adults face the challenges and rewards of employment, home and family, leisure pursuits, community involvement, emotional and physical health, and personal responsibility and relationships. Adults who have learning disabilities must manage these life demands with an added set of problems. Society expects adults to be self-supporting, to function within a community, and to exhibit appropriate social behavior. Typically, to be self-supporting one must be employed. Employment for most adults spans a long period of time. It may begin with the exit from high school and continue for fifty or more years. While research on the employment of adults who have learning disabilities is sparse, and the findings that are available reflect the heterogeneity of the population, the information reported is unfortunately discouraging. It suggests that individuals with learning disabilities, as a group, show higher rates of unemployment, have jobs of lower status, receive lower pay, and change jobs more frequently than those without learning disabilities. Of course, there are many individuals at all levels of the workforce who do attain professional success. Further, there are well-documented accounts of persons with learning disabilities throughout history who have made significant contributions to society, among the most notable being Einstein, Edison, Churchill, and Rockefeller. It is important to keep in mind that adults who have learning disabilities who have above average intelligence, come from middle to higher economic backgrounds, and/or have completed postsecondary education, have higher rates of employment, higher job status, and greater job satisfaction than this research indicates. Those who graduate from college are much more likely to hold professional or managerial positions, for example, than those who have only a high school diploma. What makes success on the job so difficult for some people with learning disabilities? For one thing, persistent problems with reading, writing, and arithmetic can interfere with their work. Many report that they continue to struggle with decoding skills, sight vocabulary, and reading rate. Banking tasks and money management often bring out their troubles with arithmetic. Spelling is frequently reported to be the biggest problem of all. The level of basic skills that is required in the current job market is expanding to include more abstract abilities. Employers want their workers not only to be proficient in basic skills but also to be able to use these skills effectively and efficiently to solve on-the-job problems. Employers want the people they hire to be able to read for information, to analyze and synthesize the material, and apply the material read to on-the-job situations. They further expect employees to analyze problems, formulate solutions, and communicate that process, in writing, to others. Workplace mathematics, like reading and writing, also requires identification of the problem, analysis, and then the ability to find a solution. Employers further expect good interpersonal skills. The ability to use technology and information systems is becoming more essential as well. To do all of these things efficiently and effectively, workers must have mastered basic skills and be able to apply thinking skills. They also need personal qualities such as individual responsibility, self-esteem, and self management. The nature of a learning disability may affect the development of some of these competencies. For example, because of years of struggle and failure, self-esteem may be low and self-monitoring skills may not be functioning effectively. Employers often do not understand what a learning disability is, thus making it even more difficult for the adults with learning disabilities whom they supervise. Because employers cannot â€Å"see† the disability and may have limited knowledge about learning disabilities, they may find it difficult to understand that the problems are real. Therefore, they may fail to provide the necessary accommodations and supportive environment. They may often fail to recognize that, with assistance, workers who have learning disabilities may be tremendous assets to the company. A learning disability is a lifelong condition. Some adults, by the time they have completed their formal education, have learned to compensate for their difficulties. For many others, difficulties continue and to varying degrees impact on careers, social relationships, and activities of daily living. There are adults who were diagnosed as children and received services under the guidelines of PL 94-142. But more and more adults, who never knew why school was so hard, are now addressing the problem by initiating an assessment and seeking services to help them cope with their disabilities. Adults who have learning disabilities are a heterogeneous group. Some struggle with reading and writing, some with mathematical tasks, some with the basic challenges of daily life. There are adults who have learning disabilities who have trouble finding and keeping a job; others are professionally successful yet cannot seem to develop a satisfying social life. And there are those who seem to have few problems as they successfully negotiate the range of life’s demands. Adults who have learning disabilities are not merely children with learning disabilities grown up. The impact of having a learning disability differs at each stage of development. And adulthood itself has many stages, each with its unique challenges. Satisfaction or dissatisfaction at one stage does not guarantee the same degree of adjustment at another. At one point, the adult might deal with self-identity, at another with employment and economic independence, and still another with personal responsibility and relationships. As a group, adults who have learning disabilities represent a broad spectrum of the population. We see individuals of different ages, from different socioeconomic, ethnic, and cultural groups. We see different clusters of social and learning problems that affect education, social, personal, and occupational adjustments. The field now recognizes the unique needs of the adult who has learning disabilities, and as such has responded by providing legal protection, programs, services, and an ever-developing information base. Where do we stand today? References: Erikson, E. H. 1968. Identity: Youth and crisis. New York: Norton. Hallahan, D. P. , Lloyd, J. W. , Kauffman, J. M. , Weiss, M. P. , & Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed. ). Toronto: Pearson Education, Inc. Johnson, D. J. , & Blalock, J. W. (1987). Adults with learning disabilities: Clinical studies. Orlando: Grune & Stratton. Jordan, D. R. (1996). Teaching adults with learning disabilities. The professional practices in adult education and human resource development series. Malabar, Fla: Krieger Pub. Shapiro, J. , & Rich, R. (1999). Facing learning disabilities in the adult years. New York: Oxford University Press. Wong, B. Y. L. (1998). Learning about learning disabilities. San Diego: Academic Press. Adults with Learning Disabilities. (2016, Dec 10).

Reading Response of FanShen Essay Example | Topics and Well Written Essays - 500 words

Reading Response of FanShen - Essay Example It appears off as somehow a culture shock being that he is Chinese - Chinese culture way of writing is more focused on a descriptive style, while often including words like ‘we’ as opposed to ‘I’. When examining Shen’s past experience in writing Chinese, he outlines, the expression ‘I’ to always be associated with another â€Å"unfortunate expression†, â€Å"individualism†, which is regarded as a synonym to the word selfishness in Chinese. China categorically emphasizes on their culture collectively as a whole, and the individualism concept is considered ethically immoral. It is considered immodest and disrespectful to use the expression ‘I’ since that is a labeled word for one person. The culture believes that using ‘we’ means including everyone, while the American culture context emphases intensely and enthusiastically on ‘I’, promote individualism. A claim of solitary expression as o pposed to Chinese collectivity expression. Because of Chinese emphasis on collective expression and modesty in linguistics, can they be branded as a more unified culture than the American society? The concept prompts the question of whether if America upheld her values and cultural morals more, the result would be an awarer and more tolerant nation1. The American culture privileges acknowledgment of â€Å"I† at the level of expression and ideology. The culture views the use of â€Å"I† as a norm. It is used as a way of expressing selfness a view that purposefully promotes individualism. Contrarily, the Chinese culture does not conform to the use of â€Å"I† as a means of self-expression rather views it as individualistic and self-centered. To some extent, it is agreeable that the Chinese perception promotes cohesiveness among cultural members as they tend to identify with each other as a â€Å"We†2. As a younger student, my writing sequence was more based on the fast delivery of critical issues when writing. There was no sequential buildup of ideas rather

What was Northern Learning and why did some Korean scholars advocate Coursework

What was Northern Learning and why did some Korean scholars advocate it Why did others oppose it How do you evaluate Northern Learning (and Practical Learning) in the context of economic development - Coursework Example The learning borrowed ideas from the neighboring China, which had a more orderly social, economic, military and political structure as compared to Korea. Some ideas were borrowed from Europe through the Catholic missionaries (Choi, 2006). There was a rapid change in the economic structure in Korea such that large scale farming was being adopted in the rural areas and wholesale and large-scale production was being adopted in the urban areas. As a result of this, many small-scale farmers lost their land in the rural areas to the large-scale farmers, and the small business owners were pushed out of business in the urban areas. There was a wide margin amid the rich and poor creating a wide social gap (Kim, 1981). Some scholars in Korea during that time developed a form of learning that would address these problems in a more practical way in Korea. The Northern learning took into consideration the culture, history, religion and geography of the Korean people alongside with the ideas borrowed from the neighboring countries to develop solutions to the political, social and economic problems they observed in their society (Setton, 1997). This form of learning received direct criticism especially from the ruling class and the wealthy merchants and farmers of the day since it attacked their privileges directly and criticized their methods of thriving and ruling (Kalton, 1975). Northern learning was developed over a period of time after a careful analysis of the challenges facing the people of Korea. It provided more practical solutions to the problems of a young developing nation. This approach is more suitable to most developing countries today since it is not biased to a single culture, but it incorporates ideas from many cultures yet still maintains the culture of the Korean people (Palais,

Compare and contrast utopian societies Research Paper

Compare and contrast utopian societies - Research Paper Example The Enlightenment was a remarkable time in human history. For many years, humans had lived in an intellectual or cultural â€Å"dark ages† where very little changed and people were wedded to their superstitions. Centuries went by and nothing really progressed. Instead of testing the world around them they simply accepted what clergymen or monarchs told them was true and left it at that. They didn’t test their limits; they just read old books and believed the facts in them. But this state of affairs could not last forever. There is an impulse, a curiosity, in humans that seeks sensible explanations. In the 17th century the Enlightenment began. Motivated by trade, the printing press, and a number of very significant intellectual leaders, this period of history saw a lot of the superstitions that guided people’s lives beaten back. Thinkers like Diderot, Voltaire, Adam Smith, and Thomas Jefferson revolutionized the way we think about the world and our place in it. Sc ientific innovation was also telling us more and more about our world, was exposing the fact that it was not run by ghosts and gods. Things began to change dramatically. People believed that a better world could be created through reason. The first utopians became famous. The power of science was very important to the Enlightenment and to its idea that utopias were possible. Science was the process people used to explain the world to themselves and it was really coming into its own. People like Galileo had shown us that the moon was not a perfect sphere and that the patterns of the other planets were not quite as perfect as once thought. People began to think that the world was knowable not by divine revelation but through scientific reasoning and measurement. They took up their slide rules and went to their labs to try to explain things. This was a positive thing. But some people also began to applying strict science to things like politics or race—concepts that

UNIT 5 INDIVIDUAL PROJECT-STATISTICS Essay Example | Topics and Well Written Essays - 750 words

UNIT 5 INDIVIDUAL PROJECT-STATISTICS - Essay Example To support the hypothesis it was developed an ANOVA test. The results show that there is statistical evidence to support that the average overall job satisfaction of the female employees is equal to the males, with a significance level of 5%. Besides, the third hypothesis examined was related to if the expected observations between males and females are equal to the observed ones. The test employed to find evidence was Chi-square test. According to results, there is statistical evidence to support that the expected observations of gender is different from the observed ones, with a significance level of 5%. Finally, the last hypothesis tested was about if the expected observations among employees of human resource department and Information Technology department and administration department are equal to the observed ones. In the same line of hypothesis three, the test used was Chi-square. The results show that there is statistical evidence to support that the expected observations of employees’ department is different from the observed ones, with a significance level of 5%. There were taken into account one study in the literature review. The research analyzes and empirically tests the factors which influence in the job satisfaction. According the research of Bajpai and Srivastava (2004) job satisfaction is an evaluation and represents the belief and feelings about one’s job. The favorable evaluation of satisfied employees is based on their observations and emotional experience. The feeling aspect is stated as being a function of perceived relationship between all that one wants from his job/life and that entire one perceives as offering or entailing. Another view conveyed in their research is that job satisfaction is a collection of attitudes about specific facets of the job. The study found that the amount that one is paid is not as influential to job satisfaction as perceived

The Home Video Game Case Study Example | Topics and Well Written Essays - 500 words

The Home Video Game - Case Study Example Nintendo is a one-century old video game company in Japan. Before diversifying into the video game business, Nintendo had built up a card playing business. Nintendo Company is located in Kyoto and is managed by Yamauchi family. It started diversifying into the video game business in the 1970s. Nintendo acquired a video game technology license from Magnavox. The company introduced a home video game system in Japan in 1977. The game was based on the technology which played a Pong variation. Later, in 1978, Nintendo started selling coin-operated video games. Nintendo encountered the first hit with Donkey Kong, a company designed by Shigeru Miyamoto (Hill 20). Capabilities and competitive advantage that led to Nintendo’s success in the home game industry included the decision of the company’s manager which involved Nintendo developing its own video game machine. The manager pushed the engineers of the company to construct high-quality machines. The machines combined high graphics capabilities and their cost was low. They were sold at a half price less than the competing machines (Hill 20). The designed machines were based on consoles, controllers, and plugs in the cartridge format. The machines were made up of two chips which included an eight-bit processing unit and a graphics processing unit. Each chip performed an essential function. To lower the cost of the machines, the manager avoided using the 16-bit processor that was available at that time. The most important aspect of Nintendo Company’s strategy was the creation of cheap but high-quality games. Another important aspect was creating games with few instructions. The environment of the home video game does not allow for a single company to remain dominant over a long period. This is because success in the industry attracts many competitors.  Ã‚  

Hydrochloric acid and magnesium Essay Example for Free

Hydrochloric acid and magnesium Essay The temperature raised considerably on the other 4 due to the quickness of the reaction. This heat would quicken the reaction due to the fact that the molecules would be vibrating and therefore colliding more often (as explained before).   Sometimes the magnesium floated on the top of the acid. This was not a problem in most cases because the bubbles over lapped the magnesium so it also reacted from the top. However, due to the 0. 5 mole slow reaction, this did not happen. Because of all these inconsistencies, it is difficult to say how reliable my results are. I think that because the results are what I expected, and because I carried out the experiment with care, also the fact that I repeated the experiment many times makes it highly unlikely that the results are inaccurate enough to not be able to draw a valid conclusion from. Evaluation This was a good experiment because it clearly showed my prediction, and where it didnt I was able to spot the errors and am now able to make the experiment better. I worked as I kept a fairly high degree of accuracy, and the experiment had a high margin of error, due to the length of time some of the results could to take. My results were fairly accurate but my error in the rate of reaction of the 0. 5 mole acid could have been down to accuracy, but I seriously doubt it, as I asked around to see if other people had encountered the same problem. Everybody had. I have several theories of why the 0. 5 mole acid did not react as expected.   The temperature raised considerably on the other 4 due to the quickness of the reaction. This heat would quicken the reaction due to the fact that the molecules would be vibrating and therefore colliding more often.   Sometimes the magnesium floated on the top of the acid. This was not a problem in most cases because the bubbles over lapped the magnesium so it also reacted from the top. However, due to the 0. 5 mole slow reaction, this did not happen. To make my experiment more accurate I could have Weighing the magnesium instead of just measuring the length of it. This was an obvious problem as I think my spread of results for the end amount of hydrogen given off was too high. I would have preferred if it were only 1 or 2 ml. But it was 4. 33ml   Setting up another system for getting the magnesium into the acid. When I did the experiment I just dropped the acid in and attached the gas syringe as quickly as possible. The disadvantages with this were:   It was inaccurate   The start of the reaction would be when most gas was given off. The time of attaching the gas syringe was always different.   The gas syringe often jumped forward slightly when I put it on.   Repeated the experiment more times.   Used more acid. This would shop the temperature problem as the temperature would be less likely to change, due to the increase in energy it would take to heat the water. Because of all these inconsistencies, including the 0.5 mole acid result, it is difficult to say how reliable my results are. They are not accurate enough to study the experiment in-depth, however for a general hypothesis such as Aiming to find out whether the concentration of acid effects the speed at which gas is given off, between hydrochloric acid magnesium ribbon and because the results are what I expected, and I carried out the experiment with care, also the fact that I repeated the experiment many times, it is reasonable to presume that I can draw a simple conclusion like, the higher the concentration, the quicker the gas will be given off. If I were to do the experiment again I would change the way I inserted the magnesium into the flask. I think I would have a double chambered flask that would be able to have the wall removed. See diagram. I could combine this idea with the alternative way I could do the experiment, as described in my planning. The method would be to: Place magnesium and the acid in a flask, which is then plugged with cotton wool, to prevent any liquid splashing out, during the reaction. Next, the flask is weighed, then tipped up to let the reactants mix and a clock is started. The mass is noted at regular intervals, until the reaction is complete. I would use the same volumes for all the chemicals in the new experiment, as I see no good reason changing them. I would expect the graph for the result to be much the same, but obviously with different axis labels and values. For example In conclusion, the experiment did prove my prediction that the rate of reaction doubles with when the acid strength doubles. Daniel Hill 10S Rate of Reaction Between. doc Page 1 of 8 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section.