Role transistion Essay Example | Topics and Well Written Essays - 250 words

Role transistion - Essay Example These conflicting issues are not easy to resolve when the focal point is only on one feature of the conflict. They necessitate that the external sources and the internal ones are dealt with simultaneously. Various tools are used in the resolution of such issues and they include mediation, using psychotherapy, and involving collaborative law, which help solve a broad range of conflicts. The collaborative style aims at finding a â€Å"win/win,† solution where the target is to gratify both sides; it is highly cooperative and assertive (Levine, 2009). There is integration, merging, learning, improving relationships and gaining commitment that is involved. Confronting matters in a non-threatening way, noting underlying concerns, analyzing input, and capability of using effective or active listening are used as different types of abilities in collaborative conflict solving. Four ways of resolving conflicts have been established in an elaborate mechanism and they include the expectation of conflict, clarification of underlying issues, creation of a conflict resolution mechanism applicable on need basis, and finally the resolution of what are termed as irresolvable disputes (Levine, 20 09). Collaborative conflict solution is observed in point number three where one creates a conflict resolution process. The process is all-inclusive and yields positive results where conflicting parties are

The state of the real estate market in UK Essay

The state of the real estate market in UK - Essay Example This essay discusses that in the UK, the cost of paying rent went high. With this, demand for rental houses also escalated. A great percentage of investors joined in the real estate business with the expectation that they will amass a lot of profits from the business. The amount of rent went high at an alarming rate with the number of investors increasing. Baum & Hartzell indicate that the amount of supply for real estate as at 2010 was very low. On the other hand, CML indicates that in the year 2010, the real estate business was booming and was very profitable at that time of the season. According to business analysts, this kind of scenario is referred to as a profitable mix, an inclusion of both demand and niche in the supply. In relation to the failure of the real estate business, this concept has a great correlation with the increase in the need to create a supply chain for the increase in demand by the tenants. With the rent yielding a lot of profits, the market experienced an i nflux of entrepreneurs in the business of real estate markets. With time, the real estate became flooded with a lot of people claiming a piece of the market. At one point in the businesses, a good number of entrepreneurs were wiped out of business. This led to a decrease in the number of investors in the business due to the tough competition. At the end of 2010, the business faced a lot of challenges and was not considered profitable at all. This is a major indicator of the reasons the real business declined. 2.2. High building rates Despite the increase in population in UK and the number of willing investors in the real estate business, the building rates still remain high. The international standards, according to FSA (2009), did not meet the booming prices in the period of 2010, since the building regulations were extremely high. On the other hand, the population in UK was rising at a high rate; thus, alteration in the household sizes. Just like indicated earlier, it is the need to fulfill the demands of the market that led to an increase in the supply of the real estates. However, in the period of 2010, less people invested in the business during the economic recess. The returns from the business were extremely high to an extent, that the government recorded a deficit in the number of houses; thus, researchers and made a recommendation through the Town Planning Council that over 200,000 houses must be built so as to cover the increase in population. Donald & Mc Millen (2010) indicate that by the end of 2010, the real estate had recorded a deficit of around one million houses, a clear indication of the fact that investors had backed out for a more profitable business. On another angle, the amount of credit offered to the real estate businesses decreased to a great extent, rendering many businessmen with no other option but to get out of the market. With this in mind, Great Britain: H.M. Treasury (2010)

Marine Cargo Surveyors Research Paper Example | Topics and Well Written Essays - 1250 words

Marine Cargo Surveyors - Research Paper Example Marine surveyors have invented their personal businesses, desiring to offer their services to a number of clients and to make sure they embrace fair views in their job. In addition, they rejoice and enjoy professional independence. But others are permanent employees of the marine insurers and their clients, thus enabling the vital mediators in damage claims. As far as their training services are concerned, marine surveyors normally join the field through apprenticeship or they achieve a diploma from a technical institution or professional association in marine surveying (United States Congress, 1860). Reasons of maritime cargo surveyors According to Davies M & Force R (2005), Marine surveyors carry out hull and machinery surveys, evaluate the sale and purchase of the ship, check the general and weather conditions of before shipment and arrival of the vessel. Involve in certifying reports and progress of marine consultants, examine the classification surveys, and carry out the investi gation and surveys of loss and damages. Generally, marine surveyors’ participation therefore has to seek without relaxation once damage or loss is recognized. Additionally, the surveyor must take pleasure in uninterfered access to the interest matter of claim to ensure he may arrange every required consultant with independent professionals. Consequently, cargo surveyors are meant to perform the activities such as cargo surveys and quality inspection, sampling, damage cargo survey, inspection of agriculture products, draft surveys, investigation of contamination and shortage of bulk cargo, and supervising offloading and loading of containerized cargo. Workings of maritime cargo surveyors Marine cargo surveyors read the documents of the vessels that set forward securing procedures and cargo loading, initiate stability factors, and capacities to determine cargo capabilities according to cargo regulations and design as suggested by Nichols & Williams (2008). Marine surveyors chec k loaded, secured cargo in holds and tied to decks to determine that relevant cargo handling regulations have been surveyed. They measures depth of water and fuel in tanks as well as ship holds by using tape measure, reed drafts markings, and sounding line to determine the depth of the ship. Moreover, for surveyors to determine the volume of stored water and fuel, hold capacities, vessel stability factors and weight of the cargo, they calculate it by using calculator and mathematical standard methods. In addition to that, they examine cargoes of maritime vessels to verify compliance with international and national safety and health regulations in cargo storage and handling. Marine surveyors also issues certificates of conformity when infringements are recognized. Give crew advises in the techniques of packing heavy and dangerous cargo, like shoring, extra support beams, and extra stronger lashings, according to the skills of hazards when ferrying explosives, grain, heavy machinery a nd logs. Lastly, thy examine information achieved from survey, documents reports of research, and prepares recommendations relating to the capacity of the ship, marine surveyors help in coroners’ inquiries and attend court cases as a professional witness. Ultimately, they examine the devices of cargo handling like hoists, boom

The state of the real estate market in UK Essay

The state of the real estate market in UK - Essay Example This essay discusses that in the UK, the cost of paying rent went high. With this, demand for rental houses also escalated. A great percentage of investors joined in the real estate business with the expectation that they will amass a lot of profits from the business. The amount of rent went high at an alarming rate with the number of investors increasing. Baum & Hartzell indicate that the amount of supply for real estate as at 2010 was very low. On the other hand, CML indicates that in the year 2010, the real estate business was booming and was very profitable at that time of the season. According to business analysts, this kind of scenario is referred to as a profitable mix, an inclusion of both demand and niche in the supply. In relation to the failure of the real estate business, this concept has a great correlation with the increase in the need to create a supply chain for the increase in demand by the tenants. With the rent yielding a lot of profits, the market experienced an i nflux of entrepreneurs in the business of real estate markets. With time, the real estate became flooded with a lot of people claiming a piece of the market. At one point in the businesses, a good number of entrepreneurs were wiped out of business. This led to a decrease in the number of investors in the business due to the tough competition. At the end of 2010, the business faced a lot of challenges and was not considered profitable at all. This is a major indicator of the reasons the real business declined. 2.2. High building rates Despite the increase in population in UK and the number of willing investors in the real estate business, the building rates still remain high. The international standards, according to FSA (2009), did not meet the booming prices in the period of 2010, since the building regulations were extremely high. On the other hand, the population in UK was rising at a high rate; thus, alteration in the household sizes. Just like indicated earlier, it is the need to fulfill the demands of the market that led to an increase in the supply of the real estates. However, in the period of 2010, less people invested in the business during the economic recess. The returns from the business were extremely high to an extent, that the government recorded a deficit in the number of houses; thus, researchers and made a recommendation through the Town Planning Council that over 200,000 houses must be built so as to cover the increase in population. Donald & Mc Millen (2010) indicate that by the end of 2010, the real estate had recorded a deficit of around one million houses, a clear indication of the fact that investors had backed out for a more profitable business. On another angle, the amount of credit offered to the real estate businesses decreased to a great extent, rendering many businessmen with no other option but to get out of the market. With this in mind, Great Britain: H.M. Treasury (2010)

What are Hamlets feelings on pages 74 and 75 Essay Example for Free

What are Hamlets feelings on pages 74 and 75 Essay Page 74 is the first time Hamlet is introduced to the audience and this first speech of his is very important as it sets the tone of the play and allows the audience to adjust to the type of genre it is going to be, it also shows how desperate Hamlet is and how distressed he truly is. It tells the plot of the story to the audience and shows why Hamlet is so unhappy at his mother and uncle being married, and the time in which they did so. We immediately begin to see how alone and confused Hamlet on what to do Hamlet really is, so much so almost a third of the speech is basically him contemplating suicide, which is strictly against his religion. The main pillars in his life, the people he could relay on the most have betrayed him and he is unsure who he can trust and he is torn between taking vengeance mainly on his mother for dishonoring his fathers memory by marrying his uncle (obviously he does not yet know who killed his father or how he died) or to remain true to his mother, and turn the other cheek as his religion tell him to. He thinks that his mother and uncle have been too hasty in getting married, But two months dead, nay, not so much, not two and he has suspicions that they had something to do with his fathers death. He seems very bitter towards his mother in particular and refers to her like a parasite. Why, she would hang on him, as if increase of appetite had grown by what it fed on and his initial reaction, before he is visited by his fathers ghost, is to take revenge on his mother. Which shows how he is feeling as he expects his mother should be the main support to him in his time of mourning but instead she has abandoned him, this also shows how emotional week Hamlet is from his first sentence. He does talk about the sexual relationship between his mother and uncle, O, most wicked speed, to post with such dexterity to incestuous sheets! It is not, nor it cannot come to good. This could be Hamlets way of surging energy and guts that will enable him too take vengeance on his fathers death and his mothers dishonor towards his fathers memory. This also gives the impression that Hamlet is quite week emotionally and is in need of help or guidance, something that he does not receive from any of his friends or family, many of who attempt to kill him and I think the fact he often tries to justify his weakness. For example he says the only reason he does not commit suicide is because it is a sin, similarly when he goes to kill his uncle he does not because he is praying at the time and this would lead to him being sent straight to heaven instead of to hell where he belongs. I think Hamlet is shown as being very lonely and not too sure who to trust shows in the final line of his speech, But break my heard, for I must hold my tongue, this shows that he wants to solve his problems by himself. Again symbolizing his isolation from the people around him and his complete lack of trust in anyone and the fact the speech is said to the audience also shows that he is completely alone in the world and does not know where to turn to. Hamlet obviously had great respect for his father and despite saying that he is not a great warrior Married with my uncle, but no more like my father than I to Hercules his father was and you begin to see that Hamlets main influence in his life, the one person he admired the most was his father and now he has gone, Hamlet feels very lost and insecure without him and seems to punish himself and continually put himself down throughout the speech creating a very distressed first scene, but ironically he remains one of the few Shakespearean characters which have a sense of humor and as the play progresses we begin to see how sly and sarcastic hamlet can be, especially when talking to Polonius.

Education Essays Design and Technology

Education Essays Design and Technology Can we promote more interest in Design Technology by having more relevant projects. Abstract To define Design and Technology and what students need to know in education is complex, and drawing directly on real world practices may provide educators with confidence and guidance in teaching design. This should give clear definitions and descriptions on how design works in practice, thus enabling educators to select which features of these practices can be translated into the encouragement of designer thinking and behaviour in educational contexts. This paper considers the encouragement of interest required to enhance and motivate a higher interest in Design Technology by having more relevant projects. Where realisation of concepts empowers fantasies, freeing the imaginations from reality into design. Creating the desired from the perceived. Resulting in keeping the process sharp. This paper will discuss considerations on the way a pupil perceives and processes information, for design in terms of action, reflection and appraisal and for technology in respect to solutions to technological problems through the process of invention. Evaluation will be made of performance in respect to previous research highlighting the teaching strategies used and the managing of the project. Above all, the undertaking of the project and the design process involved will set out to be a successful evaluation of teaching / learning experience. Review of Literature The work of Denton (1993) discussed the relevance of the design process in schools and whether it has merely a stylised ritual, more to do with the production of endless sheets of over decorated artwork with elaborate borders than a design tool. He discusses how the ritual of designing has arisen in education, the origins predating the National Curriculum, around the time when Craft, Design Technology was introduced into the Curriculum. Furthermore, Denton states that it appears to be centred on an incomplete understanding of the process of designing and the functions of modelling and drawing. The formal design process, as used in industry certainly does flow from initial ideas, research, questionnaires and so on, and Denton is not being overcritical of the design process as such, instead he points to the obvious primary function in design activity being the practical outcome rather than a neat visual presentation of the design activity. Commercial designers have a rough idea of the outcome before they actually start designing and they model a progression of refinements and variations in their ideas. By modelling, Denton makes reference to three types that are useful design tools:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Drawing: These range from rapid sketches of the design to externalise design ideas to formal rendered pictorial representations of the finished product, complete engineering drawings and exploded diagrams.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Models: These range from 3D lash ups to demonstrate he principles, give a better idea of proportion and, again, to externalise design ideas. The other end of the scale is the professional presentation scale model that we are familiar with.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   CAD: These can also range from doodles in ProDesktop (or something similar), which enables the designer to get an idea of scale, right through to professionally produced rendered CAD designs. Most of these final coloured, rendered, anatomically correct models (and drawings) are used to communicate with clients, who will have no interest in rough sketches. It is these rough sketches and doodles that are at the heart of the design process and should be of prime importance to teachers as they are better indicators of the childs design thinking. Denton asserts that most schools prefer exquisitely finished and attractively presented work, complete with borders, in contrast with the rudimentary initial sketches of the design process. This preference is communicated to the pupils, who then spend time reworking their initial drawings, wasting time and efficiency in the process, and slowing down the exploration of fresh ideas. Much of this folder work is finished to such a standard that it is indicative of it being produced after the artefact has actually been made. In this paper, he proposes that it may be a more useful strategy to break away from the current strategy: starting at AT1: Investigating Making generating ideas, and instead start by evaluating something in order to make proposals on how it may be made better. I find that this proposal makes perfect sense, after all most designs are a redesign of an earlier design. The first cars were redesigned carriages, and subsequent cars were simply evolutionary changes, besides, one can empathise with pupils that have limited life experiences, trying to design an artefact starting with a virgin sheet of paper. Another proposal that, I think, has merit is changing the ratio of designing to making in favour of making, since it is the making that takes the most time. A disproportionate amount of time is spent doing research or more accurately, collating images. Entire lessons devoted to cutting pictures out of Argos catalogues have little merit and a minor influence on the final design. Denton suggests that efficiency and effectiveness may also be developed by the use of informal groupwork in the early stages coupled with the use of short deadlines can also promote motivation and possibly the generation of ideas (Denton, 1992). Kimbell et al explores the results derived from the APU (Assessment of Performance Unit) study of 1991, that described the capability in Design and Technology in terms of action, reflection and appraisal. He explains, in graphical terms, how boys and girls differ in the results of their coursework. According to the APU, girls consistently outperform boys right across the range of abilities, ie, high achieving girls perform better than high achieving boys and low achieving girls perform better than low achieving boys. While this study is fruitful, it doesnt explain why this should be the case. Lawler (1999) examines this disparity in results between genders by setting a group of pupils in the final year of primary school two separate tasks, recording the results and making comparisons. This age group were chosen because they had had minimal exposure to the procedural methodology imposed on them by their teachers. The paper hasevolved from research into ways of describing the process of designing. Two possible descriptors to show the effects of introducing project work have been called Big pictures and Small steps. Big pictures designing is future focussed, inspirational, and results in statements of complete ideas. Concerned with the mental process rather than the procedural, self directed, metacognitive process of design. Smallsteps designing is reflective, sequential, analytical, and descriptive. Good designing is evidenced as a combination of these two styles. Some pupils may have a preference for one approach that, if it conflicts with the way their teacher manages the project work, may restrict their progress. Raising the awareness of the teacher to the effects that the strategy that they impose on the project work has on the pupils, could be an important factor in increased student success. The study compared two different contextualised designing approaches to the presentation and management of project work. It shows the effects that each approach had on the performance of a group of seventy-five 11 year olds, and highlights the different responses of boys and girls to the same design situations. The results indicate that the strategy adopted by the teacher for the sequencing of practical project work had a greater effect on good designer boys, than it did on good designer girls and had a greater negative effect on less able girls than it did on less able boys (Lawler, 1 999) In a different attempt to relate pupils thinking styles to performance in Design and Technology, Atkinson (1995) used a test of Cognitive Style, shown to be intimately related in ideas and attitudes, to examine the performance of pupils in their GCSE coursework, utilizing a test devised by Riding and Cheema (1991) The Cognitive Style Analysis (CSA). The test was a result of over thirty methods of defining cognitive style being reviewed had it was concluded that most could be grouped within two fundamental independent cognitive style dimensions. These descriptors used in that test were seen along two axes (x, y) each subject being placed along the two continua of Wholist to Analyst (x axis) and Verbaliser to Imager (y axis). Analytic Verbaliser Imager Wholist A pupils position in the Wholist to Analytic dimension reflects whether they understand situations as a whole or see things in parts, while their position in the Verbal to Imagery dimension reflects the manner in which they represent information while thinking, either as words or mental pictures. In psychological terms analysts were defined as being field dependent, being affected by the world around them (in their perceptions) and wholists as being the opposite and field independent. By combining these two concepts, using wholist and analyst to examine pupils style of designing, new descriptors for designing styles were proposed. The CSA was produced as a computerised test that automatically calculates and plots a pupils position on both dimensions. The results reflect the way a pupil perceives and processes information. The relative speed in which a pupil answers different styles of questions, reveals their cognitive style (Riding Staley, 1998) Methodology Whilst on school placement, I noticed another teacher suggesting ideas to a year-12 pupil. Within minutes, the teacher had filled up a side of A3 with quickfire sketches and doodles. If pupils have a short time to focus their minds on quick sketches, it can be more productive than spending an entire lesson producing coloured drawings. I had an opportunity to try this approach at my last school placement when teaching a class of mixed ability Year 9s. The class were stuck, having spent the previous lesson producing 1 or 2 designs. I suggested that they all swap papers in their groups of four and improve on the original idea. After 10 minutes, the papers were swapped again, and again after another 10 minutes. This resulted in each pupil with three additional ideas to work with. From this placement experience, I have decided that the best way to establish what Key Stage 3 pupils gain from the Design Make tasks would be to revisit the two schools in which I taught whilst on teaching practice. The purpose of my visits would be as follows:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To examine the projects that are made by Key Stage 3 pupils and taking one example note the following; the tools required to make the task, the processes involved, and the amount of the pupils own design input.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Subject to approval by the head of department, ask pupils to complete my questionnaires. This will be an indication of whether the pupils have enjoyed making the project, what the pupils have learned from making the project and, if the pupil is in Year 9, whether that pupil is considering taking up Design Technology in Key Stage 4.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, I will also ask pupils if they have any suggestions that will improve the project. The purpose of undertaking design is the development of outcomes of various types. Each design project has stages of construction: these are the components of the final object, in which each stage contains action, reflection and appraisal. As an example: to build a car, there are stages of construction for the engine, transmission, wheels, bodywork, doors, windows, and interior etc. Each of these components has an initial concept, in which action, reflection and appraisal takes place for choice, material and size before it is offered into the final construction of the car, where once again action, reflection and appraisal will take place. Then once all the components are fitted and the car is complete, then reflection and appraisal takes place. Final changes are made and appraisal takes place. The car is completed. The degree of action, reflection and appraisal that each pupil with undertake is governed by the leadership of their long-term teacher, the teachers experience of design in general and knowledge of design in the real world, and most importantly their confidence and competence within their specialism. This performance of the teacher: and their use of rapid sketches, pictorial presentations and engineering assembly drawings all go towards efficient modelling techniques. The final piece may be a scaled version or may only exist on a computer screen, but regardless its value is in the development of design ideas and the extent of the pupils thinking. I will visit each school every two weeks to evaluate and discuss pupil progress. The project being set for the Design and Make task for Key Stage 3 will be in the context of control, which allows pupils to appreciate the final significance of their work. My direction will be focused towards: the efficiency effectiveness of design, and a good quality product within a short deadline. These factors I will encourage, as they are the foundation towards the promoting of motivation and the generation of ideas (Denton, 1992). My direction of evaluating for the projects research will be concise as possible, giving the pupil the high-level skill opportunity, looking for the right amount of information that allows them to realise the aim. Following completion of my evaluation, I will give verbal feedback to everyone, with a more detailed written appraisal sent within a reasonable time period. The written assessment is an important factor, for the pupils motivation and long-term progression of development for both designerly thinking and behaviour. My aim will be to make clear links between the knowledge and skills the pupils need and the sequences of learning activities they are being taught. In my preparation before the visits I will have a clear direction for the design problem: who is it for, what are their needs, where will it be used, number of units to be produced etc., and which design solution of: particular materials, technologies, or products can be identified and taught (Anning et al, 1996) During each visit I will look for the teaching of technology to be presented in a clear manner that shows a real understanding of technology can be obtained. This understanding will be of the processes of design as well as elements of technological knowledge and essential technological principles. I will look for pupil seeking solutions to technological problems through the process of invention, showing a deeper, fuller understanding of technology by result. Throughout I shall look for encouragement in the use of independent strategies, methods and principles of development, for out of this process of technological development by the pupil can be examined (Hill, 1996). During my visits, through a brief allocated period, by way of this time constraint test I will evaluate their design performance by way of the Big Picture and Small Step descriptors. I will encourage the pupils towards professional designers practices for inspiration, and seek evidence for emphasis the importance and need for the following in professional design: discussion at all stages of the design process, to continually refer back to the project aims, to continually evaluate progress, and to use sketching as visual notetaking (Hill, 1996, p.3) Throughout the allocated time for completion of the project, the pupils will be able to access their normal range of information sources made available to them. Therefore I can gain the pupils comments with regard to their depth of to investigation, discussion and resulting informed decisions on the quality, purpose and function required. On completion of the task I will ask each pupil to complete the questionnaire (see Appendix) from which the responses will be assessed. Above all, the undertaking of the project and the design process involved should be a successful teaching / learning experience for all. Results Discussions The project was to complete the design and construct a fuse tester. From the results in table1 it is clear that from the two schools visited, School A shows that there are more stages involved in designing and making the fuse tester. Pupils from School A also had greater scope for individualising their designs, although many pupils copied each other because of lack of creativity. School A School B Circuit theory Circuit theory Draw circuit using livewire Spider diagram to identify end user Solder Components into PCB Initial ideas Test Circuit Final ideas Research into hand-held devices Mark out acrylic Spider diagram to identify end user Cut out design Initial ideas Bend acrylic to shape Final ideas Stick copper tape on acrylic Make prototype from foam Solder the joins Make Mould (two halves) Test and Evaluate Vacuum form case from Moulds Test Evaluate Table 1 My aim to make clear links between the knowledge and skills the pupils needed and the sequences of learning activities was successful. With my preparation before the visits I had a clear direction for the design problem: Who is it for: General consumer What are their needs: To test general household fuses Where will it be used: In home and office Number of units produced: 250,000 Which design solution- particular materials: Plastic, technologies: True or false indicator, Circuit board and products: Connector(s), Battery On each visit, on initially addressing the class I checked with those pupils furthest away that all could hear me, and that my voice was not too quiet. I then briefly explained the task, whilst handing out extra information sheets, which I then covered in details and finished by asking for any questions. I had taken with me large print versions on the task in case there was pupil(s) present with sight difficulties. My teaching of technology was presented in a clear manner, where good listening and learning regarding the processes of design as well as elements of technological knowledge and essential technological principles took place. It was clear that individual pupils on the whole, sought solutions to the technological problems through the process of invention, where a fuller understanding of technology followed. I encourage the use of independent strategies, methods and principles of development, from which the process of technological development by the pupil could be examined. I successfully informed the pupils towards professional designers practices for inspiration at a reasonable pace, checking that all pupils understood, and emphasised the need for discussion at all stages of the design process, to make sure to continually refer back to the project aims, to continually evaluate progress, and to always use sketching as visual notetaking. All of which was successful in varying degrees. It was seen that some pupils were stronger in relating to some production concepts than others, and in using a varying degree of photographic memory in their detailed sketches whilst seeking their solutions. Not all designers in the real world are specialists in all fields, therefore it was not expected that a pupil would excel in all areas. And that was confirmed with some pupils being stronger in relating to some design and production concepts than others, a degree of photographic memory being one example where a pupil showed promise in solving a problem with a detailed sketch of a related or unrelated object as the solution. The completed questionnaire results confirmed the finding of Atkinson (1995) that showed no significant gender difference regarding the pupils perceived ability or their enjoyment of the design process. From the total sample a large number of the pupils believed that they were poor at designing and did not enjoy the task. Boys % Girls % Enjoyed and achieved Enjoyed but could not achieved Did not enjoy but achieved Did not enjoy and could not achieve Totals 100% ( ) 100% ( ) Table 2: Pupils perceived enjoyment and capability to achieve good results. As outlined in Atkinson (1995) the skill and teaching strategies used confirm a clear comparison of collaborator (School A) and interventionist mode (School B). The concept of collaborative learning brings to mind the image of a circle of learners, in which the pupils learn with each other by co-constructing knowledge. Collaboration means that people labor together to construct something that did not exist before the collaboration. From this it was seen that the input by the teacher: their personal technological capabilities; their understanding on how each idea could or could not be manufactured by the available resources; the time available; and the knowledge of the pupils manufacturing capability. Whilst the interventionist mode a faster pace is dictated, not much time was spent on the design, it was draw initial ideas and straight to manufacturing. Very few detailed sketches and their development took place, the project development took place during the manufacturing. Pupils tended to get out of their depth with their technological ability, and showed that here the pupil lost ownership of their idea to the teacher. At this point even capable pupils would be waiting for further instruction as the next step was beyond their capability, which resulted in the teacher becoming frustrated with the pupils demands. Regardless of which teaching strategy was adopted the findings confirm that of Atkinson (1995, p.40) at the projects start they both followed a similar pattern. The project was explained, then work began on the specifications and analysis of research required. It was observed that girls were at ease working in a reflective, evaluative research and analysis phase, whilst a large number of the boys were intent on looking forward, past this important design period, on to the manufacturing period ahead. In respect to the assessment of Big Pictures and Small Steps the process of control and achievement of the pupil by the teacher. Observed over the duration of the project it proves that the creative thinking and project management of Small Steps in School A was clearly passed on to the pupils, as opposed to the linear model of Big Pictures used in School B, yet on an individual level, pupils being offered a combination of both processes produced Good designing capabilities. From the undertaking of the time constrain test the results confirmed the findings of Lawler (1999) in that a large proportion of the boys achieved better results when the project was introduced through Big Picture designing, and that a large proportion of the girls achieved better results when the project was introduced through Small Step designing. It was interesting to see a confirmation of data as found by Lawler (1999, p.136) in that the boys did better with a Big Picture

President James Madison Essay -- Presidents American History Essays

President James Madison James Madison, (1751-1836), 4th President of the United States of America. Although he served eight years each as a member of the U.S. House of Representatives, as secretary of state, and as president, Madison's principal contribution to the founding of the United States was as "Father of the Constitution." Madison's place among the Founding Fathers reveals the essential qualities of his public career. Jefferson had a superior vision of the potential for life under republican government, a greater capacity for leadership, and a special gift for the memorable phrase, but Madison had a more subtle and incisive political sense. Madison's ancestors, probably all from England, settled in Virginia along the Rappahannock and Mattaponi rivers in the mid-17th century. James Madison himself, however, lived all his life in Orange county on a 5,000-acre plantation that produced tobacco and grains and was worked by 100 slaves. Madison was born at the home of his maternal grandparents in Port Conway, Va., on March 16, 1751. Madison also read John Locke, Isaac Newton, Jonathan Swift, David Hume, Voltaire, and others who fashioned the Enlightenment world view, which became his own. Madison's understanding of public affairs developed during the decade of colonial resistance to British measures, 1765-1775. Madison's skill led to his election in 1780 to the Continental Congress, where he served for nearly four years. In 1783, after ratification of the peace treaty and demobilization of the army, Madison ranked as a leading promoter of a stronger national government. For three years in the Virginia legislature, Madison worked to enact Jefferson's bill for religious freedom and other reform measures. He also continued to strengthen the national government by securing Virginia's support of it. Madison offered the Virginia plan giving taxing and law-enforcement powers to the national government, and he worked with James Wilson and other nationalists to support a strengthened executive, a broadly based House of Representatives, long terms in the Senate, an independent federal judiciary, and other devices to enhance national power. Madison argued that an enlarged, strengthened national government, far from being the path to despotism its opponents feared, was in fact the surest way to protect freedom and expand the principle of self-govern... ...th sides tired of war, a peace treaty was signed restoring the pre-war boundaries and ensuring American national independence. The French minister, who had been close to Madison throughout the war, observed that three years of warfare have been a trial of the capacity of American institutions to sustain a state of war. With threats of disunion ended, the path opened for westward expansion, the nation confident of its security in the world and its institutions vindicated, Madison's last two years as president were triumphant. Though in urging a variety of measures, Madison cast aside republican dogma about weak government, he still opposed internal improvement schemes except under a constitutional amendment. Happily retired to his Virginia farm, Madison practiced scientific agriculture, helped Jefferson found the University of Virginia, advised Monroe on foreign policy, arranged his papers for publication, and maintained a wide correspondence. Nationally, Madison wrote in support of a mildly protective tariff, the National Bank, and, most importantly, the power of the union against nullification. Madison's health slowly declined, forcing him more and more to be a silent observer. President James Madison Essay -- Presidents American History Essays President James Madison James Madison, (1751-1836), 4th President of the United States of America. Although he served eight years each as a member of the U.S. House of Representatives, as secretary of state, and as president, Madison's principal contribution to the founding of the United States was as "Father of the Constitution." Madison's place among the Founding Fathers reveals the essential qualities of his public career. Jefferson had a superior vision of the potential for life under republican government, a greater capacity for leadership, and a special gift for the memorable phrase, but Madison had a more subtle and incisive political sense. Madison's ancestors, probably all from England, settled in Virginia along the Rappahannock and Mattaponi rivers in the mid-17th century. James Madison himself, however, lived all his life in Orange county on a 5,000-acre plantation that produced tobacco and grains and was worked by 100 slaves. Madison was born at the home of his maternal grandparents in Port Conway, Va., on March 16, 1751. Madison also read John Locke, Isaac Newton, Jonathan Swift, David Hume, Voltaire, and others who fashioned the Enlightenment world view, which became his own. Madison's understanding of public affairs developed during the decade of colonial resistance to British measures, 1765-1775. Madison's skill led to his election in 1780 to the Continental Congress, where he served for nearly four years. In 1783, after ratification of the peace treaty and demobilization of the army, Madison ranked as a leading promoter of a stronger national government. For three years in the Virginia legislature, Madison worked to enact Jefferson's bill for religious freedom and other reform measures. He also continued to strengthen the national government by securing Virginia's support of it. Madison offered the Virginia plan giving taxing and law-enforcement powers to the national government, and he worked with James Wilson and other nationalists to support a strengthened executive, a broadly based House of Representatives, long terms in the Senate, an independent federal judiciary, and other devices to enhance national power. Madison argued that an enlarged, strengthened national government, far from being the path to despotism its opponents feared, was in fact the surest way to protect freedom and expand the principle of self-govern... ...th sides tired of war, a peace treaty was signed restoring the pre-war boundaries and ensuring American national independence. The French minister, who had been close to Madison throughout the war, observed that three years of warfare have been a trial of the capacity of American institutions to sustain a state of war. With threats of disunion ended, the path opened for westward expansion, the nation confident of its security in the world and its institutions vindicated, Madison's last two years as president were triumphant. Though in urging a variety of measures, Madison cast aside republican dogma about weak government, he still opposed internal improvement schemes except under a constitutional amendment. Happily retired to his Virginia farm, Madison practiced scientific agriculture, helped Jefferson found the University of Virginia, advised Monroe on foreign policy, arranged his papers for publication, and maintained a wide correspondence. Nationally, Madison wrote in support of a mildly protective tariff, the National Bank, and, most importantly, the power of the union against nullification. Madison's health slowly declined, forcing him more and more to be a silent observer.