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

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

Nonequilibrium quantum dynamics of partial symmetry breaking for ultracold bosons in an optical lattice ring trap

A vortex in a Bose-Einstein condensate on a ring undergoes quantum dynamics in response to a quantum quench in terms of partial symmetry breaking from a uniform lattice to a biperiodic one. Neither the current, a macroscopic measure, nor fidelity, a microscopic measure, exhibit critical behavior. Instead, the symmetry memory succeeds in identifying the point at which the system begins to forget its initial symmetry state. We further identify a symmetry energy difference in the low lying excited states which trends with the symmetry memory

Cultural and historical roots for design and technology education: why technology makes us human

In the continuing context of curriculum change within English education, this paper explores the cultural and historical roots of design and technology, as an educational construct, distinct from design or engineering, which exist as career paths outside of the school curriculum. It is a position piece, drawing on literature from a wide range of sources from writing and outside of the discipline. The authors revisit the original intention of design and technology as a national curriculum subject and within the contemporary challenges, highlight the historical and social importance of technology, including designing and making, as an essentially human and humanising activity. The aim being to contribute to the theorisation and philosophy of the subject, where typically practitioners tend to focus on practical and potentially mundane concerns. This paper asserts that technological human activity is rooted in technological innovation and determinism. The aim is to add to the literature and debate around the place and value of design and technology. The argument for retention of the subject, as part of a broad and balanced curriculum, is presented from a socio-technological perspective; recognising the value of the subject as cultural rather than a merely technical or as an economic imperative

Monster Invasion!

This article presents an innovative Key Stage 3 Design and Technology technological Textiles and Electronics project, tried and tested with over five hundred children in schools across the UK

Reviewing the Impact of the National Strategies Design and Technology Framework for Key Stage Three

Since the beginning of Design and Technology (D&T) in the English secondary school curriculum, the teaching of design has been identified as less effective than that of making. In 2004 as part of the National Strategies, the D&T framework was launched, aiming to support the teaching of design skills. This small-scale study begins to explore the experiences of pupils and teachers in four schools in the Northwest of England. The study uses a mixed methods approach, gathering quantitative and qualitative data in a questionnaire with a convenience sample of school pupils. Responses are analysed alongside qualitative interviews with D&T teachers from the schools. The findings indicate that many pupils had a clear understanding of the role and function of designing. However, some common assumptions of the nature of design activity centering on the act of sketching or drawing were evident. Whilst some progress has been made in the teaching of design, through the use of design activities introduced in the D&T Framework, the support experienced by teachers was limited and were not sustained beyond the initial training. There are implications for initial teacher educators in supporting beginning teachers and balancing the tensions trainees experience whilst on placements in school

Primary Design and Technology: Perceptions and practice

Design and technology is recognised in many countries as a valuable subject in developing children?s knowledge and skills about materials, as well as decision making through creative design processes. As such it makes a unique contribution to a child?s general education and provides a foundation for future work with all forms of technology across professional and personal lives. However in England and Wales, the countries where the subject was first conceived, following educational policy change and the subject?s exclusion from the English Baccalaureate, design and technology is persistently required to justify its place within the curriculum (DATA 2011). Amid concerns that primary teachers are insufficiently trained to teach design and technology (DATA 2015) and set within the context of primary education and building upon findings from earlier research (Bell et al. 2016), which sought to establish the range of design and technology work currently being undertaken in primary schools, this paper presents next phase research findings. Constructivist grounded theory (Charmaz 2006) is the adopted method, and drawing upon empirically grounded data, this paper explores the attitudes and perceptions of primary school teachers. Participants were encouraged to reflect upon their own experience, to establish if they believe they received sufficient subject specific training. Work then explores their perceptions, to determine if they perceive that their personal subject knowledge has a direct impact upon the breadth and quality of work undertaken. Emergent findings are discussed in relation to the value placed upon of design and technology, and findings suggest that curriculum delivery is compromised where teacher confidence is low. Future work will seek to investigate teacher perceptions further, aiming to explore the correlation between teacher?s personal subject knowledge and the quality and creativity of work undertaken in design and technology, with a particular focus upon how knowledge is constructed and understanding developed

How technology makes us human: cultural and historical roots for design and technology education

In the continuing context of curriculum change within English education, this paper explores the cultural and historical roots of design and technology, as an educational construct, distinct from design or engineering, which exist as career paths outside of the school curriculum. It is a position piece, drawing on literature from a wide range of sources from writing and outside of the discipline. The authors revisit the original intention of design and technology as a national curriculum subject and within the contemporary challenges, highlight the historical and social importance of technology, including designing and making, as an essentially human and humanising activity. The aim being to contribute to the theorisation and philosophy of the subject, where typically practitioners tend to focus on practical and potentially mundane concerns. This paper asserts that technological human activity is rooted in technological innovation and determinism. The aim is to add to the literature and debate around the place and value of design and technology. The argument for retention of the subject, as part of a broad and balanced curriculum, is presented from a socio-technological perspective; recognising the value of the subject as cultural rather than a merely technical or as an economic imperative

Pupil's perceptions of Design & Technology education in England and Wales: Emergent Findings

The curriculum for Design and Technology in secondary schools in England and Wales has been under review. With policy makers questioning not only the position the subject occupies within the curriculum, but also the value Design and Technology holds. As a result, Design and technology's future, as a subject, is uncertain. Set against a background of policy and curriculum change, this paper presents the findings of a research study designed to elicit the perceptions of, and gain an insight into the way Key Stage 3 pupils (11 - 14 years) view Design and Technology. Utilising the concept of the original PATT Tool (Raat & de Vries, 1986), and building upon the work of previous studies undertaken nationally or globally (de Vries, 1988; de Klerk Wolters, 1989; Bame & Dugger, 1993; Volk & Yip 1999; Van Rensburg, Ankiewicz & Myburgh, 1999; Ankiewicz & Van Rensburg 2001; Becker & Maunsaiyat 2002; Chikasanda, Williams, Otrel-Cass & Jones, 2011; Gaotlhobogwe, 2010; Ardies, De Maeyer & Gijbels, 2012, 2013), the fundamental aim of the research at inception was to investigate the perceptions of pupils with respect to their understanding of what is technology education. Although simplistic in origin, the findings presented illustrate that this is far from the case. Framed epistemologically within a social practice lens (Suchman, Blomberg, Orr & Trigg, 1999), the research tool used was a questionnaire comprising of a series of open and closed questions. Administered by teachers who recorded both electronically and in hard copy, the sample was drawn randomly via those choosing to respond. Responses were gathered from 173 schools throughout England and Wales with data being collected over an eight month period commencing in July 2012. Analysis of the data elicited a number of key findings which are presented here. Although exclusively based on the perspective of school pupils in England and Wales, it is anticipated that the findings will provide both stimulus and a starting point for researchers working under similar curriculum constraints or revisions. Given the nature of the curriculum changes which have occurred, the research team intend to develop the tool further and expand it to include pupils in the post compulsory age bracket (16 - 18 years) and the primary education age bracket

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