Using electronics to design a controlled environment

Design using a systems approach to electronics is easily realisable in schools. It is not being carried out in many schools because of the problems teachers have encountered in manufacturing electronic circuits and the pressures of the National Curriculum. The authors believe that designing electronic systems can play a stimulating and significant part in the design and technology curriculum. They have written a SATRO project to be published this Autumn that will encourage teachers to use electronics as a design medium and support them in carrying out the work. The focus of the project is using electronics to control environments. This paper will discuss the issues raised in writing the project and in piloting the work in school

Research Briefing No.10: Getting In, Getting On in Construction Experiences of women and men studying Built Environment in Scottish Universities (2008)

Experiences of women and men studying Built Environment in Scottish Universities 2008

Getting in, Getting on...in Construction Modern Apprentices in Scotland

This report describes research supported by ConstructionSkills,the Scottish Resource Centre for Women in Science, Engineering& Technology, Edinburgh Napier University, the European SocialFund and the Scottish Funding Council

Getting in, Getting on...in Construction Modern Apprentices in Scotland

This report describes research supported by ConstructionSkills,the Scottish Resource Centre for Women in Science, Engineering& Technology, Edinburgh Napier University, the European SocialFund and the Scottish Funding Council

Getting In Getting On In Construction: Experiences of women and men studying construction in Scotland (2008)

This report explores the findings of a study into factors affecting the progression of undergraduates from built environment programmes into employment in the Scottish construction industry. Itfocuses on the following questions: -- Why had students chosen to study and work in construction?- How well prepared did they feel for their first job? and- Are there issues that particularly affect the recruitment and progression of women students, in a field where they are very much in the minority?The research was undertaken by ConstructionSkills Scotland and the Scottish Resource Centre for Women in SET, a partner of the UK Resource Centre for Women in Science, Engineering andTechnology. The research was steered by Project Advisors, Jacqueline Kerr, Equality Adviser, ConstructionSkills, and Professor Brian Sloan, Director of Research & KT, School of Engineeringand the Built Environment, Napier University. The support of project funders, ConstructionSkills Scotland, Napier University and the European Social Fund, made this research possible

Research Briefing No.10: Getting In, Getting On in Construction Experiences of women and men studying Built Environment in Scottish Universities (2008)

Experiences of women and men studying Built Environment in Scottish Universities 2008

Getting In Getting On In Construction: Experiences of women and men studying construction in Scotland (2008)

This report explores the findings of a study into factors affecting the progression of undergraduates from built environment programmes into employment in the Scottish construction industry. Itfocuses on the following questions: -- Why had students chosen to study and work in construction?- How well prepared did they feel for their first job? and- Are there issues that particularly affect the recruitment and progression of women students, in a field where they are very much in the minority?The research was undertaken by ConstructionSkills Scotland and the Scottish Resource Centre for Women in SET, a partner of the UK Resource Centre for Women in Science, Engineering andTechnology. The research was steered by Project Advisors, Jacqueline Kerr, Equality Adviser, ConstructionSkills, and Professor Brian Sloan, Director of Research & KT, School of Engineeringand the Built Environment, Napier University. The support of project funders, ConstructionSkills Scotland, Napier University and the European Social Fund, made this research possible

'I hope we can handle it': A study examining student ability beliefs and motivations before transition

This paper employs the ‘Expectancy-Value Model of Achievement Motivation’ (Wigfield and Eccles, 2000) to identify performance barriers and facilitators for further education students continuing their studies at university. Using this model to understand student ability beliefs and motivations prior to university study identifies potential performance challenges and informs strategies to improve the transition experience from further to higher education. Three focus groups of students planning to transition to university were asked to discuss a number of theoretical strands inherent to the Expectancy-Value Model, such as ability beliefs and motivation components, to determine student potential to perform and persist with higher education. Findings revealed students had decisive and clear motivations for transitioning to university however a number of barriers were perceived which shaped their ability beliefs and could potentially impact their performance. Outcomes of this study inform approaches to enhance the transition experience of students to higher education and are particularly relevant as the Scottish Government aims to remove barriers and widen participation. Additionally, the research findings make an important contribution to informing the approach of university and further education institution (FEI) staff, guiding policy makers and knowledge transfer

'I hope we can handle it': A study examining student ability beliefs and motivations before transition

This paper employs the ‘Expectancy-Value Model of Achievement Motivation’ (Wigfield and Eccles, 2000) to identify performance barriers and facilitators for further education students continuing their studies at university. Using this model to understand student ability beliefs and motivations prior to university study identifies potential performance challenges and informs strategies to improve the transition experience from further to higher education. Three focus groups of students planning to transition to university were asked to discuss a number of theoretical strands inherent to the Expectancy-Value Model, such as ability beliefs and motivation components, to determine student potential to perform and persist with higher education. Findings revealed students had decisive and clear motivations for transitioning to university however a number of barriers were perceived which shaped their ability beliefs and could potentially impact their performance. Outcomes of this study inform approaches to enhance the transition experience of students to higher education and are particularly relevant as the Scottish Government aims to remove barriers and widen participation. Additionally, the research findings make an important contribution to informing the approach of university and further education institution (FEI) staff, guiding policy makers and knowledge transfer

Girls and CDT

Girls and CD