Architectural Design Considerations of a Light Warehouse Essay Example for Free

Architectural Design Considerations of a Light Warehouse Essay Warehousing warehousing is the receiving, storage, and delivery of goods. Receiving – receiving is the acceptance of goods with a degree of accountability therefor. Storage – storage is the safekeeping of goods in a warehouse or other depository. Delivery – delivery is the transfer of goods to the transportation carrier or customer. Distribution – distribution is a function of warehousing which includes the preparation and delivery of goods according to plan or special order. Supply chain efficiencies depend upon the efficiency of logistics including transportation and warehousing operations. Warehouse efficiencies depend upon a combination of warehouse design, layout, infrastructure, systems, process and people. Warehouse Design element aims to maximize the utility of space, equipment and efficiency of operations. We will briefly cover the various elements of a warehouse design and understand their importance. In basic functional aspects, a warehouse function consists of Material receipts including unloading, unpacking and inspection, put away and Storage of materials in various categories of storage locations, systems updating, pull materials for dispatch and delivery of materials after processing. Warehouse Location, Layout and Building The location of a warehouse should ideally be situated in a flat ground. The location should be easily approachable and in a area suited for this nature of business. Locations closer to markets or to national highways would be ideal. Public transportation and communication infrastructure should also be available. The layout of the building should be designed to accommodate fleet parking, and enable containers to drive in and drive out easily. Any time two containers should be able to pass through on the path without any interruption. There should be enough free space for vehicles to maneuver. The layout should also provide for other utility, safety and security operations. Building is normally constructed using galvanized metallic sheets mounted on C Section girdles. The flooring should be RCC concrete with weight bearing capacity as per requirement of the load to be calculated in each case. The ground should be flat, even and smooth surface to facilitate MHE movements and dust free. The roof height would be a major consideration to be able to install multi vertical storage racking installation. The walls and roof should be designed with suitable lighting panels and ventilators for air exchange fitted with bird cages. The number of loading and unloading docs and placement of these docs play an important role in the design of operations and efficiency of operation. All weather docks and the facility should enable 24 hours operations. Dock Levels. The docks should be equipped with dock levelers and all these have to be installed during construction phase itself. Ramps have to be provided to facilitate movement of forklift etc. Lighting design will depend upon the layout and the racking design. Internal Layout Internal layout design will be built taking into account the operational process, nature of goods, volumes of transactions both inbound and outbound, storage types, in house operations involving put away and pull sequences and process requirements including packing, kitting etc and the availability of floor space coupled with building layout design of inbound and outbound docks. The design aims to maximize space utilization, minimize MHE movement and Manpower movement. Types of Storage Types of storage are determined by the nature of cargo. Depending upon the cargo whether finished goods, raw material parts etc, the types of storage can vary from bulk stock, block stock, racking, pallet racking, shelf racking, binning, unit pick or loose pick face, carton pick etc. The storage types vary with nature of materials with different types of storage designs for drums, pallets, tires, cartons, tube and rods etc. Racking Designs Material Handling Equipment Racking Design takes into account the storage type, storage unit, volume and weight coupled with the available floor space and roof height to design system which maximizes the storage capacity. Put away and picking process and transactional volumes are also taken into consideration. The inventory profile study would include detailing of number of SKUs in each category of fast moving, slow moving or other criteria as per the nature of business and the storage type would be designed as per the inventory profile and the process. Racking designs are very many and varies with the type of industries and nature of inventory. Normal racking designs include pallet racking on multiple levels. You can have shelving, binning or combination of bulk stock and forward pick face racking designs. Block stack racking and other types of high density racking can be found in FG warehouses. Mezzanine store binning and shelving rack designs are normally designed for spare parts and small parts. Highly automated racking designs can have automatic retrieval systems and conveyors in the warehouse. Material Handling Equipments are specified based on rack design coupled with pallet design, nature of cargo, weight and the warehouse layout etc. Forklifts, reach trucks, hand pallet jacks, trolleys are normal Material handling equipments in normal warehousing operations. Warehouse Layout Design Sizing the Space Requirements Warehouse layout sizing is a critical aspect of planning a new facility or re-designing an existing building. Many times organisations start from a fixed view of what size the facility will be, and most times the square footage is based on affordability. The problem with this, is that the building may end up be to big, and therefore more expensive or to small and put operational constraints into the facility before the design even gets off the ground. Warehouse Layout and Sizing: The correct way to size the facility is from the inside, that way the actual size required will fit the operational requirements, and will ensure that all available space is used and you are not paying for unused space. Estimating Space Requirements: Short and long term, based upon forecasts, historical usage patterns, and projected changes. Developing new layouts to maximize usage of space. Short- and long-range sizing of individual areas: racks, shelving, automated systems, docks, staging, offices, and support. The final sizing needs to come from the operational requirements of the building, this can only come from modelling the design. Key Factors to Consider during Warehouse Sizing Order Picking: Methods for Piece Pick, Case Pick, and Pallet Pick Operations. Deciding on the amount of space you will need is not just about how much product you wish to store. The type of picking you intend carrying out is a fundamental part of the decision process. The methods for order picking vary greatly and the level of difficulty in choosing the best method for your operation will depend on the type of operation you have. The characteristics of the product being handled, total number of transactions, total number of orders, picks per order, quantity per pick, picks per SKU, total number of SKUs, value-added processing such as private labelling, and whether you are handling piece pick, case pick, or full-pallet loads are all factors that will affect the decision on how much space will be required. Therefore when you have:- Full pallet picking you will need more racking space than open floor space. Lots of case picking you will need more ground floor pick faces, than you will need for full pallet picking and you may also need a case to pallet consolidation floor area. Lots of small quantity piece picking you will need packing pallet consolidation areas on the floor. Holding requirements include defining the physical size of the inventory on hand. Unless the on-hand total is fairly stable across the year, it is usually preferable to plan for a high but not peak inventory level. To fully utilize the space, it is important to determine how product needs to be stored (e. g. , floor stacked, pallet rack, shelving, case flow) and how much of each fixture type will be required. Cube data (length ? width ? height) for each product is a very useful kind of information for many aspects of capacity planning. Workflow requirements encompass everything from how product arrives to how it leaves the facility and everything in between. The objectives of this aspect of planning are to minimize product handling, to reduce travel as much as possible, and to minimize the resource requirements (labor, packaging, transportation) to move the product to the customer. Among the factors to consider are the following: (1) Link the way product arrives with where it is to be stored (location capacity). If possible, store all of a product in one location and pick from that location as well. This does not work if stock rotation matters (expiration dates, serial number, or lot control issues). 2) Locate the highest-volume products (greatest number of orders, not physical size) closest to the outbound shipping area to minimize the travel required to pick and ship orders for them. (3) Because vertical travel is always slower, locate as many products as possible on or close to the floor. (4) Allow for staging space to handle product that is in transit, such as items waiting to be put away. Warehousing was supposed to disappear with L ean Manufacturing. This has rarely occurred but the nature of warehousing often does change from storage-dominance to transaction dominance. Warehousing buffers inbound shipments from suppliers and outbound orders to customers. Customers usually order in patterns that are not compatible with the capabilities of the warehouse suppliers. The amount of storage depends on the disparity between incoming and outbound shipment patterns. In addition, the trend to overseas sourcing has increased the need for warehousing and its importance in the supply chain. | Design StrategiesOne key to effective design is the relative dominance of picking or storage activity. These two warehouse functions have opposing requirements. Techniques that maximize space utilization tend to complicate picking and render it inefficient while large storage areas increase distance and also reduce picking efficiency. Ideal picking requires small stocks in dedicated, close locations. This works against storage efficiency. Automation of picking, storage, handling and information can compensate for these opposing requirements to a degree. However, automation is expensive to install and operate. The figure below shows how different transaction volumes, storage requirements and technologies lead to different design concepts.

The Reasons And Solutions Of Developing Gap

The Reasons And Solutions Of Developing Gap Now with the open world market, many people increase confidence that the developing gap between developing and developed countries. However the opposite reality shows that after World War Two, this developing gap has been increasingly widened. According to a British expert, if developing countries income remains at the level of 5% of developed countries, then the absolute gap in income needs 40 years to be eliminated. (Robert Hunter Wade, 2004) So what are the reasons for the widening developing gap? Developed countries selfishly believe that developing countries should be responsible for such consequence by themselves, and they also find many evidences to blame developing countries, but of course they are just tricks rather than truths. This paper will analyze these tricks one by one and then find real reasons for the developing gap. The first one is about international trade. China is often blamed as using productions with the lowest costs and prices to trade in international market. Yes China does, and many developing countries also do as China does, but before we blame them without consideration, we should think about the reason why most developing countries go such a way, or say whether there is a rule inside the phenomena. Theories from Macroeconomy prove that economy development needs to take comparative advantages. So to developing countries, low-cost industries, such as manufactory, should be developed at first. Actually those successful countries or areas which got high speed of increase in economy, such as Japan, Korea, Singapore, Hong Kong, and Taiwan, were all developing manufactory at first. But why developing countries cannot get such success at current time? The reason is simple: rules are more controlled by developed countries. The most obvious trap is the increasing pricing gap between low and hi gh levels of products. Among so many victims of the pricing gap, India is a typical one. From 1960s to 1990s, main types of export goods of India were handwork production, clothing, simple machinery, leather, cotton yarn, tea-leaf, while the main types of import goods were petrochemicals and high-technological machinery. (Global Forum Official Website, 2005) Thus India suffered adverse balance trade deficit for 30 years, and even now India still doesnt have a full industrial system. China also has suffered the negative influence from the developing method of exporting simple productions although rarely has suffered adverse balance trade deficit. So we can see that actually developing countries are victims of this bad globe economic institution made by developed countries. However now developed countries blame the victims first and they believe that developing countries deserve to suffer poverty because they use this method to develop their international trade. What a ridiculous char ge! The second reason of the developing gap, of course is come from developed countries, is about the global warming. With the growth of this issue, who should be responsible for this issue also becomes an issue. Depending on their perfect relation or say international influence ability and rich sources on medias, developed countries owe the cause of global issue to developing countries, especially China and India, and believe that the environmental problems influencing development in developing countries should be responded by developing countries themselves. First some western experts write some articles to blame developing countries. In the article titled Population Growth and Global Warming, the author John Bongaarts gave such a theory to owe this to developing countries: because of the increase in population size and income per capita in developing countries, their energy consumption would exceed developed countries, and they would also increase the deforestation, which would be the new main reason of global warming. At the end of this article, the author owed responsibility to those MDCs, of course implying China and India. So what about the truth? According to report from World Bank, the carbon emission per person of China was 4.1 ton in 2009, which is one-fifth of U.S, and one-half on Britains (Economy Reference, 2009). Western experts blame that its no use to compare by the standard of carbon emission per person because Chinas total emission is the highest in the world, but actually they are tricking people again. Economy serves for everyone, and development includes the improvement of peoples lives, so carbon emission per person matters not only the total emission but also the healthy development, especially peoples lives. Now even peoples daily energy consumption in developed countries is much higher than in developing countries, even drying cloths needs machine, no need to say energy consumption for industries. So following developed countries suggestio n, the most of world population needs to bear low life level to let very few people in developed countries to enjoy the high energy consumption, in the long run. How virulent goal developed countries want to achieve can be seen. Developed countries also owe developing gap to the problems inside developing countries inside management, such as corruption and low efficiency. Yes, such problems do matters the developing gap the most. But developed countries play the same trick, called a thief calls Stop thief' in China, again at this point: even these actually should be responded by developed countries. According to experts Daron Acemoglu, Simon Johnson, and James A. Robinsons research, three truths responsible for the gap between former colonies and colonizers, and even different colonies, should be noticed: first, there are different types of institutions for different colonies, one is called Neo-Europes, which means the settlers tried to replicate European institutions on there, and the most successful former colony, United Stated appeared, now this former biggest benefited becomes the biggest ruler of the world, and another type of colony institution is called extractives states, of which main purpose was ju st to transfer as much of the resources of the colony to the colonizer, and thus colonies under this institution were of course victims, and those LDCs in current time all suffered such a institution before; second, the reason for such difference between colonies is that some colonies were comfortable for settlers to stay, such as U.S., and some were not, such as those LDCs; third, the colonial state and institutions persisted even after independence, so managing problems in some former colonies are still with the current LDCs now. (Daron Acemoglu, Simon Johnson, and James A. Robinson, 2001) So how cheeky it is that some people say that developing countries should be responsible for their poverty by themselves because of their own inside problems. One thing need to be noticed is that while there are some justice experts in developed countries now are discovering these cruel truths, some Chinese now are helping developed countries to spread their ridicules explains about such problems. China also suffered invasion from outside and the negative influences from such invasion, so Chinese can never accept being cheated again by this kind of explains. If such dangerous trend develops, China will really pay new prices because this real inside problem, so just blaming developed countries becomes not useless, and the first solution is to eliminate such betrayers. Then we should summarize more experience about global competition, for example how to negotiate about prices of minerals. But we believe that things will turn to be better in the future.

Assessment Aims in Science Lessons

Assessment Aims in Science Lessons Discuss, evaluate and reflect upon the aims of assessment for learning in primary science, and consider strategies that may be employed to identify children’s strengths and weaknesses. Show how assessment information can be used to monitor children’s progress in science, and inform and develop quality teaching and learning. Introduction: Science became a core subject for primary schools in 1989 with the introduction of the National Curriculum. Primary Science has a broad agenda, an important element of which is the development of ‘scientific literacy’ in the population (Howe et al., 2005, p.5), the scientific understanding that should be part of everyone’s education. Teachers have a responsibility to ensure that children’s experiences in primary science are positive ones so that more children will undertake post primary science subjects. Assessment for learning, an important element of primary science, has come to prominence in educational policy because of its perceived potential to underpin lifelong learning (Black et al., 2006, p.120). Described as a teaching strategy of very high leverage (Howe, 2004, cited in Marshall Drummond, 2006, p.133), assessment for learning allows teachers to track pupil learning and progress and plan quality teaching using appropriate strategies. Aims of Primary Science Teaching: Children have many ideas about the world and how it works before they come to school and experience science in the context of their everyday lives, for example most children will have some knowledge about plants and animals, or will understand that a lolly melts. The most important aim of primary science is to foster children’s appreciation of the world around us, to encourage a close observation of our physical environment, and to develop an understanding of how different aspects of it are related (Howe et al., 2005, p.6). Views about science have changed in recent decades with a recognition that transmission modes for teaching in science are not appropriate (Gray Bryce, 2006, p.171). A constructivist view of teaching science has been adopted which recognises that children learn best when they are able to construct new ideas and concepts from existing ones. In order to teach primary science effectively, teachers must have a sound subject knowledge and an appropriate understanding of these constructivist theories (Traianou, 2996, p.828). Key Stage one children, for example, learn a lot about science through play and ideas must be rooted in experiences that are meaningful to them. Effective learning in science cannot be facilitated by providing children with facts and information because: Facts unrelated to concepts that children already have are meaningless and therefore of no use to them. Children use their own ideas to construct understanding. While they may be able to recall answers, understanding only evolves out of their own experience. (Harlen Jelly, 1998, p.26). Science is very much a process based subject in which learners develop their understanding of things around them by using and developing process skills (Harlen Qualter, 2004, p.133). Effective assessment in science should be reflective of this by being an ongoing process in the classroom. The Primary Science Curriculum: One of the main ideas in the National Curriculum is that of scientific enquiry which is seen as learning about ‘ideas and evidence’ and three stands of ‘investigative skills’: ‘planning’, ‘obtaining and presenting evidence’ and ‘evaluating’ (Howe et al.,2005, p.8). Each strand consists of a number of processes which are to be taught through the subject areas of ‘life processes and living things’, ‘materials and their properties’ and ‘physical processes’. A practical approach to learning in science is vital for primary school children. The teacher’s role as learning facilitator centres on creating a rich and stimulating learning environment, allowing children to explore and test their ideas. At every stage in the science process, language skills can be developed to assist the learning of science and vice versa (Sherrington, 1993, p.206).Assessment begins from the beginning an d it is useful to start science teaching with an activity to find out what children know about a topic before beginning teaching, paying particular attention to the language children use.. Assessment in Science: Assessment is a process of deciding, collecting and making inferences or judgements about evidence of children’s learning and skills (Harlen Qualter, 2004, p.121). One of the main conclusions arrived at by the Children Learning in Science Project (CLISP) is the importance of establishing whether children have any misconceptions about scientific concepts and addressing these before moving on. Effective assessment is therefore crucial for primary science as pre-conceived ideas can have an adverse effect on learning. There are two main areas in assessment, formative and summative. Formative assessment, an ongoing process for the teacher, provides immediate evidence of learning and should be used to inform planning for teaching. Gathering information about learning and giving feedback while it is in progress has been seen as a crucial aspect of teaching since the Task Group on Assessment and Testing (TGAT) report was published in 1988 (MacGilchrist et al., 2006, p.84). It has a number of strengths because of its focus on learners and how they learn. Summative assessment is generally administered to gather evidence of learning at the end of the teaching period. It has often been criticised as failing to take a holistic view of the learner. A comprehensive science programme will incorporate both elements but the formative assessment will be of most use to the teacher on a day-to-day basis. The Purposes of Assessment: Assessment is a statutory requirement for teachers. Section 3.2 of the Requirements for Qualifying to Teach has a range of requirements in respect of monitoring and assessment, among them that teachers ‘monitor and assess as they teach, giving immediate and constructive feedback to support pupils as they learn. They involve pupils in reflecting on, evaluating and improving their own performance (TTA, 2002, p.11). Assessment enables teachers to ascertain how effectively children have been learning in science. It has a number of aims including: To help children’s learning by identifying what they are making good progress with and areas in which they need further support. To summarise achievements at certain times. (Harlen Qualter, 2004, p.124). This has important implications for primary science teaching in light research suggesting that children have many misconceptions in respect of scientific concepts. Harlen and Jelly have reported that misconceptions in science arise from: Attributing an effect to a particular feature and not having an understanding that a number of factors may be operating. A lack of awareness that there may be more than one explanation. Not understanding science vocabulary. Insufficient opportunity to test ideas and discuss findings. A lack of access to alternative ideas that might provide a better explanation. (Harlen Jelly, 1998, p.24). Effective assessment can address this by being an integral part of activities, with teachers constantly seeking information that enables them to support learning and give appropriate feedback. The teacher can then diagnose learning responses and needs, and note the progress that is being made (MacGilchrist et al., 2006, p.85). Formative assessment methods have received attention in recent years, being more suited to achieving the goals of: Learning with understanding Understanding learning highlighted by the Assessment Reform Group as being crucial in the aim to equip learners for a place in a rapidly shrinking world and changing society (Assessment Reform Group, 2006, p.8). Methods of Assessing Children’s Progress in Science: A substantial amount of learning in science occurs outside school, being accessed through field trips, zoos, science museums etc. (Braund Reiss, 2006, p.214). Because of this teachers must have a range of ways of gathering evidence to assess pupil learning and understanding and be able to use this as the basis for subsequent teaching. Methods that the teacher can use include: Observing children as they work- the teacher can gauge learning by listening to the ways in which children work their way through an activity, with particular attention to their use of scientific vocabulary. The language used by the children is a very good indicator of their understanding. Open-ended teacher questioning gives children opportunities to express their ideas and develop them. Research shows that where correct scientific language is taught, children develop more accurate scientific concepts (Sparks-Linfield Warwick, 1998, p.128). Studying children’s work in relation to a task – drawings, reports and written work. For this to be most effective, it is important that the task requirements are clear. For example, if the aim is to assess children’s understanding of the structure of a flowering plant, it is important that the children are not simply asked to draw a flower, but that the task requires the parts to be labelled or indicated in some way. Administering tests related to the learning activity. Having a plenary session where the children can talk about what they think they have learned from a task or activity. Involving Children in the Assessment Process: Central to formative assessment is the idea of involving children in their learning. Black and William found that self and peer assessment in children as young as five was successful in raising achievement (Black William, 1998). The effectiveness of involving children in the assessment process stems from an understanding that children learn most effectively when they have opportunities to build new ideas on existing experiences. For this approach to be successful, it has to be carefully planned for by the teacher. The children need a clear understanding of the learning intentions of a lesson to be able to assess if they have achieved them. The teacher must be very explicit, particularly in relation to processes within science. If it is not clear that the learning intention is process based, children tend to focus on their answers rather that the methods used for obtaining them. Harlen Qualter point out that when children understand what they should be doing and how well, they are in a position to share in deciding the next steps to be taken (Harlen Qualter, 2004, p.179). This approach does not suggest a lack of rigour in terms of assessment, the ultimate decisions in the management of which are teacher directed. Assessing Children’s Process Skills: Children use the process skills they have developed when they engage with tasks. Teacher observation is very important here but it is important for teachers to be aware that some types of behaviour are more indicative of learning than others and to be able to differentiate between them. The teacher needs to consider what would indicate that a child is employing a particular skill, for example observation. In this case the teacher might look for evidence of the child paying attention to detail, really exploring an object. The degree to which a particular skill is being employed will also be different for older and younger children. With younger children it is most important to develop positive attitudes to science and to give children opportunities to be scientists through access to a range of science equipment and to nurture correct use of scientific vocabulary. Using assessment to improve learning in science: Evidence gathered by the teacher must be used to make judgements regarding the effectiveness of the learning. This process can be enhanced by discussion with the children. Harlen and Qualter have identified three reasons for using assessment to help learning in science: Knowing what ideas learners bring to new experiences and how these ideas develop during their activities is central to learning through enquiry. Using assessment as part of the teaching means that information can be collected about progress towards goals. If activities provide opportunities for skills, understanding and attitudes to be developed, then they also provide opportunities for these to be assessed and for the information to be used to help learning. Widely accepted theories of learning emphasis the role of learners in constructing their own understanding, the constructivist approach. Formative assessment involves children in recognising where they are in progress towards goals and in the decisions about what their next steps are and how to take them. There is firmly established evidence that when the key components of formative assessment are practised, levels of achievement are raised. (Harlen Qualter, 2004, p.132). Assessing Children’s Ideas in Science: Children have many ideas about science when they start school. It is important to establish what these are and plan teaching accordingly. Discussion is extremely important in primary science and teachers must create a climate in which children can express ideas with confidence. Keogh and Naylor have pointed out the importance of this: If we want children to ‘think out loud’, to be creative in their thinking and to argue about alternative possibilities, then we need to provide the kind of learning environment in which they feel comfortable to do that. They need to know they can make mistakes or give wrong answers and still feel good about themselves. (Keogh Naylor, 2004, p.18). Scientific language should be introduced when appropriate and in contexts that allow children to develop an awareness of the different meanings that words may have in everyday and scientific contexts. Using Assessment to Inform Teaching: Children’s ideas, whether in oral or written form, often give an indication of experience or skills that are lacking. This is an important consideration when planning teaching. When children are displaying a lack of experience, it is necessary to provide experiences for them. For example, organising a trip to the local park to investigate living things. Children often have ideas about science which may not reflect reality and can be difficult to change. In this case it is necessary to scaffold and model alternative explanations for children. It is important that teachers use assessment information and evidence to address any misunderstandings or misconceptions that children may have. The strength of formative approaches to assessment is that difficulties can be addressed in the short term before misconceptions are too well cemented. Conclusion: The Government believes that primary education is about; ‘Children experiencing the joy of discovery, solving problems, being creative in writing, art and music, developing their confidence as learners and maturing socially and emotionally’ (DfES, 2003, p.4). Discovery and problem solving are central to science teaching and an effective programme for assessment can be used to facilitate this by enabling teachers to plan and devise lessons accordingly. Research has shown that implementing the essential features of formative assessment in classrooms leads to gains in achievement that are greater than those of equivalent groups where formative assessment is not practised (Harlen Qualter, 2004, 137). Marshall Drummond have pointed out that assessment for learning demands a high degree of organisation in the classroom if it is going to help pupils become independent learners (Marshall Drummond, 2006). It is essential that teachers feel sufficiently confident in respect of subject knowledge pertaining to science and plan interactive lessons for children that mirror the interactive nature of assessment for learning. In science learning children must begin with what they know. The teacher must therefore employ a range of strategies for gathering this information and must apply it to subsequent teaching. This can lead to quality teaching and learning in science and to positive experiences for children and their teachers. References: Assessment Reform Group (2006) The Role of Teachers in the Assessment of Learning. retrieved from www.assessment-reform-group.org – 18.01.07. Black, P., McCormick, R., James, M. Pedder, D. (2006) Learning how to learn and assessment for learning : A theoretical inquiry. Research Papers in Education, 21, 2, 119-132. Black, P. William, D. (1998) Assessment and classroom learning. Assessment in Education, 5, 1, 7-74. Boyle,B. Bragg, J. (2006) A Curriculum Without Foundation. British Educational Research Journal 32,(4), 569-582. Braund, M. Reiss, M. (2006) Validity and Worth in the Science Curriculum: Learning School Science Outside the Laboratory. The Curriculum Journal, 17, 3, 213-228. Buldu,M. (2006) Young Children’s Perceptions of Scientists: A Preliminary Study. Educational Research, 48, 1, 121-132. Bullock, K. Muschamp, Y. (2006) Learning about learning in the primary school. Cambridge Journal of Education, 36, 1, 49-62. Cameron, L. (2002) Metaphors in the learning of science: A discourse focus. British Educational Research Journal. 28, 5, 637-688. Carr, J. J. (1993) The Art of Science: A Practical Guide to Experiments, Observations and Handling Data. San Diego:HighText Publications. Cheney, A., Flavell, H., Harrison, C, Hurst, G. Yates, C. (2002) Thinking Through Science. London: John Murray Publishers Clarina R.B. Koul, R. (2006) The Effects of Different Forms of Feedback on Fuzzy and Verbatim Memory of Science Principles. British Journal of Educational Psychology. 76, 259-270. Coles, M., Gott, R. Thornley, T. (1988) Active Science: Teacher’s Guide. London: Collins Educational. Department For Education and Skills (DfES)(2003) Excellence and Enjoyment. London: DfES. Driessen,G., Smit, F. Slegers, P. (2005) Parental Involvement and Educational Achievement. British Educational Research Journal, 31, 4, 509-532. Gray, D.S. Bryce,T. (2006) Socio-Scientific Issues in Science Education: Implications for the Professional Development of Teachers. Cambridge Journal of Education. 16, 2, 171-192. Harlen,W. (2001) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Harlen, W. Jelly, S. (1998) Developing Science in the Primary Classroom. London: Longman. Harlen, W. Qualter, A. (2004)(4th edition) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Hollins, M. Whitby, V. (1999) Progression in Primary Science: A Guide to the Nature and Practice in Key Stages 1 and 2. London: David Fulton Publishers. Howe, A., Davies, D., McMahon, K., Towler, L. Scott, T. (2005) Science 5-11: A Guide for Teachers. London: David Fulton Publishers. Jenkins, E.W. (2006) School science and citizenship: Whose science and whose citizenship? The Curriculum Journal, 17, 3, 197-211. Keogh, B. Naylor, S. (2004) Children’s ideas, children’s feelings. Primary Science Review, 82, 18-20. Kennedy, J. (Ed.) (1997) Primary Science: Knowledge and Understanding. London:Routledge. Layton, D. (1973) Science for the People: The Origins of the School Science Curriculum in England. London: Allen and Unwin. Lunn, S. (2002) ‘What We Think We Can Safely Say†¦Ã¢â‚¬ ¦.’: Primary Teachers Views on the Nature of Science. British Educational Research Journal, 28, 5, 649-672. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Marshall, B. Drummond, M.J. (2006) How teachers engage with assessment for learning: lessons from the classroom. Research Papers in Education, 21, 2, 133-149. Mintzes, J.J., Wandersee, J.H. Novak, J.D. (2005) Assessing Science Understanding: A Human Constructivist View. San Diego: Elsevier Academic Press. O’Hear, P White,J. (1993) Assessing the National Curriculum. London: Paul Chapman. Osborne, R, Freyberg, P. (1991) Learning in Science: The Implications of Children’s Science. Auckland: Heinemann. Qualifications and Curriculum Authority. (QCA)(2000) Standards at Key Stage 2: English, Mathematics and Science: A Report for Headteachers, Class Teachers and Assessment Co-Ordinators on the 2000 National Curriculum Assessments for 11 Year Olds. Rubie-Davies, C., Hattie, J. Hamilton, R. (2006) Expecting the Best for Students: Teacher Expectation and Academic Outcomes. British Journal of Educational Psychology, 76, 429-444. Sherrington, R. (1993) Science and Language in R. Sherrington (Ed.) ASE Primary Science Teachers’ Handbook. Hemel Hempstead: Simon and Schuster Education. Sparks-Linfield, R. Warwick, P. (1998) Use of Language Across the Primary Curriculum. London: Routledge. Summers, M. (1994) Science in the Primary School: The Problem of Teachers’ Curricular Expertise. The Curriculum Journal, 5, 2, 179-193. Sutton,C. (1992) Words, Science and Learning. Buckingham: Open University Press. Task Group on Assessment and Testing (1988) Report. London: DES. Teacher Training Agency (TTA) (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: TTA. Traianou. A. (2006) Teachers’ adequacy of subject knowledge in primary science: Assessing constructivist approaches from a socio-cultural perspective. International Journal of Science Education, 28, 8, 827-842. Tymms,P. (2004) Are Standards Rising in English Primary Schools? British Educational Research Journal. 30, 4 ,477-494. Von Secker, C. (2004) Science achievements in social contexts: Analysis from National assessment of educational progress. Journal of Educational Research, 98, 2, 67-78. Ziman, J. (2000) Real Science: What it is and What it Means. Cambridge: Cambridge University Press.

Language, Power and Discourse of Sexuality: The case of Governor McGree

Language, Power and Discourse of Sexuality Foucault asks "What are the links between these discourses, these effects of power, and the pleasures that were invested by them?" (Foucault, 11). In the case of New Jersey governor it seems clear that power, language and pleasure were very much related in his speech on August 13, 2004, in which he announced his resignation, that he had had an affair with a man, and that he was a "gay American." A man in a position of power was both given power and gave power to the general public with his announcement. Consequently he opened up a multiplicity of discourses on the matter ranging from the true reason for his resignation, to the true meaning of the word Gay, to the effects that his coming out would have on the gay community. The case of governor McGreevey showed how language can be powerful, helpful and harming all at the same time, furthering Foucault's suggestion of strong links between discourse, power and pleasure. McGreevey exercises a great deal of power in choosing the things that he says in his speech and even the ways that he says them. He uses his words to benefit him. The majority of the speech sounds like a plea to the people of New Jersey and the American public. He asks for the audience to sympathize by speaking of his struggle and confusion. So, when McGreevey says, "And so my truth is that I am a gay American. And I am blessed to live in the greatest nation with the tradition of civil liberties, the greatest tradition of civil liberties in the world, in a country which provides so much to its people" the audience feels a pathos for him. This statement is a direct call for forgiveness and sympathy, even before they have heard the whole case. It calls for the American ... ...ew Hampshire: University Press of New England, 1996. 119-143. Foucault, Michel. "We 'Other Victorians'" and "The Repressive Hypothesis."The History of Sexuality, Volume I: An Introduction.Trans. Robert Hurley. New York: Vintage, 1980. 3-13, 17-49. Gendar, Alison and Standora, Leo. "Gov's groove no secret around town". New York Daily News Saturday, August 14th, 2004. Huffinton, Arianna. "Drama of New Jersey governor teaches us that to be gay is to be normal". Ariana Online August 16, 2004 Lazarus, Edward. "The Issues Governor McGreevey's Resignation Raises: Stigma, Acceptance, and the Difference Between Legal and Social Change". Thursday, Aug. 19, 2004 "McGreevey: I am a gay American" www.cnn.com/2004/ALLPOLITICS/08/12/mcgreevey.transcript/index.html Santos, Fernanda. "Instant hero in gay community". New York Daily News Friday, August 13th, 2004.

Rhetoric in Violence as Entertainment by Folisi Essay -- videogames, cr

It is shocking to believe that just because you like videogames and crime shows you are a bad person. This article is one in which talks about people being obsess with violences. What would happen if just because you went to a story and got the the latest Grand Theft Auto videogame people would run for the hill and accuse you of being crazy.In this artical we are given the idea that if a person liked violent video games, and crime shows, then the person is up to no good.In his article, Violence as Entertainment, Folisi employs a variety of rhetorical devices to divert the reader's attention away from his lack of empirical evidence. The most effective of these devices is the use of multiple tones. To a lesser degree, Folisi also uses anecdotal evidence. This works directly against the author's goals, exposing the weaknesses in his arguments.Folisi alternates between authoritative and speculative tones throughout the article. This is utilized in several different ways. First, Folisi is able to pass off many of his assumptions as fact. The topic sentences of many paragraphs start with words such as ‘we’ and ‘our’, projecting the author’s personal thoughts and experiences out onto the rest of his audience. In this way, personal observations are subtly transformed into global assumptions. Consider for example the following excerpt: The fact is, these kinds of news stories fascinate us. But why? Does life in a modern technological world breed individuals who are more criminally incited or inclined? Is it somehow more difficult for us to cope with our lives, with our basic instincts and needs, in societies which are cut off from nature? Through disconnecting and dividing us from our true instinctual inner nature, has modern technologi... ...ts and outcasts, maladjusted in schools and in society at large.† Because he is so eager to apply rhetoric from every possible angle, Folisi accidentally provides a counterargument to everything he has said. This goes unaddressed, as the author fails to recognize what he has done. As a result, the reader is left to question the article, possibly more than they would have had no argument been given at all. In all, Folisi has a strong rhetoric but his lack of practical evidence illuminates the shortcomings in his argument. Additionally, his attempt at using pathos to emotionally engage the reader ultimately flounders and in fact works against him. To make his argument stronger, Folisi desperately needs to rethink his use of pathos and develop stronger evidence. In conclusion readers will be able to expand their thinking and ideas about why people commit crimes.

Chattanooga Ice Cream Case Essay

The Chattanooga Ice Cream case shows a decline in sales for 5 consecutive years. The Division is headed by Charles Moore. Although Charles Moore was successful in leading teams he seemed to have major issues with this team of vice presidents. According to the Harvard Business Review Chattanooga Ice Cream Case the team was very dysfunctional; they exhibited a lack of trust, high in conflict, disrespectful of each other and exhibited avoidance issues with accountability. Team members seemed to always lay blame to other member. Moore needs to be more assertive in dismissing the ways of the past and the loss of Stay & Shop business needs to be put aside. Moore needs to give clear direction and assign responsibilities to each team member. Moore needs to convey that team cohesiveness is a must and this will go a long way to help ensure no further loss of business. This paper will examine how Moore’s leadership approach contributed to the teams’ dysfunction, discuss what the group of employees themselves could do to better understand the perspectives of each other and their boss as well as make recommendations about Moore should do now to help his team work together and manage conflicts more effectively. Why The Chattanooga Ice Cream Team Is Dysfunctional The Chattanooga Ice Cream team is dysfunctional for several reasons. Some of those reasons include an absence of trust, avoidance, and not being accountable. Also, there is a lack of commitment amongst some managers. Moore is also looking for buy-in from all members for group decisions. There was no clear cut rule as to how decisions were going to be made. Simply put Charles Moore failed to incorporate clear operating rules. Week Fours Lecture – Building High Performance Teams suggests that â€Å"when managers agree on ground rules in advance, the team are much more likely to run efficiently,† this is especially true with the Chattanooga Ice Cream team. The Wisdom of Teams states that â€Å"it is important to agree what will be done when people on the team do not share compatible views. † Agreements should be made about how decisions will be made, how will results be measured and incentive should be given for a team to work together. † The Wisdom of Teams also states’ that if you want a team to gel, you need to offer team-based rewards, not just individual ones,† no of these things took place thus resulting in the dysfunction of the team. The team also failed due to poor management and lack of cohesion. This is a classic symptom of what the Chattanooga Ice Cream Division exhibits. Leading High Performance Teams suggests that during the norming and performing stage, leaders shift focus away from tasks and towards relationships, they take time to develop members and support the efforts of the team members, this is where the leaders lead more than manage and this is the point where the team should coalesce. Although the team never began to coalesce it seemed as though Moore what operating in this level. Team Development The Chattanooga Ice Cream team members should began to perform exercises that would help them better understand the perspective of other team members and their boss. With guidance from Moore team members should began to â€Å"foster commitment. † The team should be aware of the benefits of working together to achieve common goals. Because there is a lack of communication members should start to exercise information sharing but prior to doing this they should focus on rebuilding trust. Researchers suggest that â€Å"Through interaction members are able to share information, generate, ideas and take part in decision making and problem solving. Team communication has been described as the backbone of a team’s existence and is the crux of the task and social dimensions, of all groups (Fisher, 1970; Tyson 1989). Tyson further states, â€Å"For a group to come to existence, organize itself, and develop into an effective team requires above all else good communication between members† (p. 77). Dickinson and McIntyre (1997) state that communication is the binding force foe all elements of teamwork actions, including team adjustment, leadership, advisement, response, support and planning. In fact, communication is considered among the most important forecasters of team performance. (Indian Streams Research Journal, Volume 3, Issue 3, April 2013)† This should be done individually with members what exhibit trust issues and then as a group. Team members should also make an inward and outward commitment to trust and when team members do openly trust, Moore should openly recognize them. Some behaviors that that indicate team members are rebuilding trust openness to others ideas, critiquing idea not the person, offer assistance, self-disclosure or admittance of ones faults, asking for feedback, etc. Some indications that team members have ot embraced commitment to rebuild trust are indifference, failing to keep confidence, withholding information important to decision making, lying, and withholding credit when it is due. Most importantly team members should make a commitment to be accountable. Most importantly because there have been a lot of name calling and probably even lies per the Human Resource Guide one of the most difficult ways to rebuild trust would be to admit that you lied, â€Å"If trust at work is damaged because you lied, you will need to admit you lied and apologize with honest, sincere, and unmistakable humility. No other solution will work to rebuild trust at work. Recommendations About How Moore Can Effectively Manage Conflict â€Å"Conflict is inevitable for leaders, and it exists at the root of some of their best ideas and at the core of many of their worst failures. † (Shearhouse, Susan) Moore should revamp his leadership style in a manner that would demand his team to coalesce as team members. Moore should first take a look at what his leadership/management style is and then see how best to manage this group of team members. Moore should be open about his failures and began to insist that team members follow suit. Moore should assign clear roles and responsibilities to each team member and hold them accountable when they fail to meet his expectations. According to Everything Disc Management Style, Moore should shy away from exhibiting steadiness style of management. This style leans towards being accommodating. Being accommodating leads towards being unassertive according to the Thomas-Kilmann Conflict Mode Instrument. Initially, Moore should adapt to the Dominance style of management resulting in him being direct/candid and firm. Moore should help his team set results-oriented goals. In â€Å"What Great Managers Do† by Buckingham, Moore should get to know each of his vice presidents and â€Å"discover what is universal and capitalize on it. † If Moore would lead this team by the following guidelines I believe he will be more successful at leading the team; Don’t â€Å"fear conflict; embrace it – it’s your job. † While you can try and avoid conflict (bad idea), you cannot escape conflict. The fact of the matter is conflict in the workplace is unavoidable. It will find you whether you look for it (good idea – more later) or not. The ability to recognize conflict, understand the nature of conflict, and to be able to bring swift and just resolution to conflict will serve you well as a leader – the inability to do so may well be your downfall. † (Forbes. com) Conclusion In order for the Chattanooga Ice Cream Division to be on the path to reclaiming its place Charles Moore is going to need to revamp his style of leadership and be assertive yet cooperative. Team members need to rebuild trust and be accountable to the mission and values of the organization. Team members must be forthcoming and offer assistance with appraising the ideas of other team members. Most importantly the channel of communication is going to need to be reopened. In terms of team management Moore needs to assert a Dominant Style of Management, take a step back and reform the team with clear directive and expectations, setup a team charter and hold team members accountable for faltering from his expectations. Once the team begins to perform as a team should, Moore should then move on and began to lead and incorporate different management styles. According to Managing When Spark’s Fly, â€Å"to manage conflict, you must work through it. Avoidance is generally not an option. † According to Rick Johnson, â€Å"A leader has to win the hearts and minds of his management team to create a common purpose. This doesn’t happen by accident. It depends on the values and beliefs that create the foundation for how the team works together. It is imperative the leader understands these values and beliefs. They may be unspoken and linger at the subconscious level, but they do affect individual attitudes. That is where the leaders communication skills become critical. †

Fingerprint Analysis

I chose two glasses for this project. I chose a tall, green stained glass and then a short clear glass. I washed my hands thoroughly before attempting the project, and scrubbed my sink. I then put my fingerprints all over both glasses. I filled my sink with cold water, and then submerged my two glasses into the water for 4 hours. I took the glasses out, and saw that the fingerprints were still on the glasses!! I was extremely shocked at this finding because, I surely though that the water would eliminate the fingerprints. Hot water- I filled up a sink full of hot clean water, and sat both glasses in the sink for 4 hours, I drained the water and checked the glasses. There was STILL fingerprints on the glasses!!! I am in shock, once again! I surely thought since the cold water didn’t remove the fingerprints, that the hot water would remove the fingerprints. Soapy Water- I filled up a sink full of soapy water, and placed the two glasses into the sink and left them over night. After cooking breakfast, I checked on the glasses. I drained the water and carefully took the glasses out by the bottom so I wouldn’t get fingerprints on the glass. I examined the stained glass first, I did not see any fingerprints visually! However, when I examined the small clear glass I saw two fingerprints left on the glass. But most of the others have disappeared. So now, I am leaving new fingerprints all over the glass to do the last activity. Salt Water- After placing the two glasses into the salt water for 5 hours I examined them, and they both still had fingerprints all over the glasses. Now, I would like to test this again with more salt in the future to see if I use more salt, would it eliminate the prints.