Traditional tales and imaginary contexts in primary design and technology: a case study

Working with contexts is a key component to design and technology activity and education. The most recent iteration of the national curriculum programme of study for design and technology, in England, sets out that children between the ages of 5 and 7 “should work in a range of relevant contexts” (DfE, 2013: 193); suggested contexts including “home and school, gardens and playgrounds, the local community, industry and the wider environment”. Whilst these are real world and familiar contexts, fictional contexts also provide opportunities for developing “creative spaces” in which to speculate and discuss. This intrinsic case study explores the work of two primary teachers’ development of a design and technology activity, where traditional tales provide the context. Children explore design problems and opportunities through the eyes of the Billy Goats Gruff, as they seek assistance to cross the river. Data was gathered through semi-structured interviews and document analysis of children’s design work. The case study reveals how multidisciplinary and imaginative approaches to teaching and learning in the primary classroom simulate and nurture design thinking, dialogue and critique

EXAFS study of nickel tetracarbonyl and nickel clusters in zeolite Y

Adsorption and thermal decomposition of Ni(CO)4 in the cage system of zeolite Y have been studied with EXAFS, electron microscopy and IR spectroscopy , Ni(CO)4 is adsorbed as an intact molecule in both cation - free zeolite Y and NaY. Symmetry changes of the molecule in NaY are assigned to the formation of Na—OC-IMi bridges. Thermal treatment of the Ni(CO)4/NaY adduct leads to loss of CO concomitant with the formation of a binodal Ni phase. A major part of the forms clusters with diameter between 0.5 and about 1.5 nm, in addition to larger crystallites (5-30 nm), sticking at the outer surface of the zeolite matrix., The Ni-Ni scattering amplitude indicates increasing average particle size with increasing temperature

Contractor-Furnished Compaction Testing: Searching for Correlations Between Potential Alternatives to the Nuclear Density Gauge in Missouri Highway Projects

The Missouri Department of Transportation’s (MoDOT) past and present Quality Control and Quality Assurance programs for construction are examined. MoDOT’s present Quality Management program along with a small number of grading projects has lowered the number of Quality Assurance (QA) soil compaction tests completed in the past two years. The Department would like to rid itself of using the Nuclear Density Gauges because of burdensome Federal regulations, required training, security and licensing fees. Linear and multiple regression analysis was performed to see if a correlation between nuclear density gauge dry densities values and Light Weight Deflectometer modulus values/ Clegg Hammer Clegg Impact Values exist. These relationships or lack thereof will determine the technology used by construction contractors to perform compaction quality control testing if MoDOT moves away from using nuclear density gauges for soil density verification

Quantum phase transition modulation in an atomtronic Mott switch

Mott insulators provide stable quantum states and long coherence times to due to small number fluctuations, making them good candidates for quantum memory and atomic circuits. We propose a proof-of-principle for a 1D Mott switch using an ultracold Bose gas and optical lattice. With time-evolving block decimation simulations -- efficient matrix product state methods -- we design a means for transient parameter characterization via a local excitation for ease of engineering into more complex atomtronics. We perform the switch operation by tuning the intensity of the optical lattice, and thus the interaction strength through a conductance transition due to the confined modifications of the "wedding cake" Mott structure. We demonstrate the time-dependence of Fock state transmission and fidelity of the excitation as a means of tuning up the device in a double well and as a measure of noise performance. Two-point correlations via the $g^{(2)}$ measure provide additional information regarding superfluid fragments on the Mott insulating background due to the confinement of the potential

Managing geotechnical risk on US design-build transport projects

Awarding design-build (DB) contracts before a complete subsurface investigation is completed, makes mitigating the risk of differing site conditions difficult, if not impossible. The purpose of the study was to identify effective practices for managing geotechnical risk in DB projects, and it reports the results of a survey that included responses from 42 of 50 US state departments of transportation and a content analysis of DB requests for proposals from 26 states to gauge the client’s perspective, as well as 11 structured interviews with DB contractors to obtain the perspective from the other side of the DB contract. A suite of DB geotechnical risk manage tools is presented based on the results of the analysis. Effective practices were found in three areas: enhancing communications on geotechnical issues before final proposals are submitted; the use of project-specific differing site conditions clauses; and expediting geotechnical design reviews after award. The major finding is that contract verbiage alone is not sufficient to transfer the risk of changed site conditions. The agency must actively communicate all the geotechnical information on hand at the time of the DB procurement and develop a contract strategy that reduces/retires the risk of geotechnical uncertainty as expeditiously as possible after award

Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity

The hierarchal status of academic disciplines, what defines valuable or legitimate knowledge and what should we teach our children is a topic of much debate. Amidst concerns of an academic decline, tackling the culture of low expectation and anti-intellectualism, the need to address social justice, and its by-product of cultural reproduction, is the focus of current education policy. Set within the UK, this paper presents a critical review of the literature relating to disciplinary knowledge and teaching and learning regimes, specifically seeking to explore the subcultures which exist between design and technology and its associated curricula counterparts that combine to produce science, technology, engineering and mathematics (STEM). The purpose being to proffer an explanation that is supportive in developing an understanding as to why design and technology is perceived by many to be of less value than its STEM counterparts. Situation within a functionalist approach to STEM education policy, findings are discussed in relation to design and technology, which as a subject is caught between the identities of academic and vocational exponents, and it is from this perspective that complex nature and perceived value of design and technology is explored. © 2017 British Educational Research Association