On-line critiques in collaborative design studio

In this study, the Design Collaboration Model (DCM) was developed to provide a medium for the on-line collaboration of the design courses. The model was based on the situated and reflective practice characteristics of the design process. The segmentation method was used to analyse the design process observed both in the design diaries and the redline files that were composed of the problem domain and the design strategies. In the problem domain, it was observed that high emphasis was given to the design abstractions in the level of details of a space or sub-space. Also, the critics were more interested in the solution space than the problem space. As a design strategy, rejecting a solution was more practiced than proposing alternative solutions. Since the performance score of the students was highly correlated to the number of segments in critiques, it is concluded that quality rather than quantity of critiques determine the success level of proposed design solutions.

Demand-side reactive strategies for supply disruptions in a multiple-product system

This research examines demand-side reactive strategies for supply disruption in a multiple assemble-to-order system. We consider an assemble-to-order system with two substitute products where the demand is price-sensitive and disruption-sensitive. Two different supply disruption situations are examined: disruption of the low-value component and disruption of the high-value component. We propose and compare the performance of four reactive strategies for managing supply disruptions, namely, the backordering strategy, the upgrading/downgrading strategy, the compensation strategy, and the mixed strategy. We find that the compensation strategy and the mixed strategy can keep more customers than the backordering strategy and the upgrading strategy during the supply disruption of the low-value product. For the disruption of the high-value product, the total number of customers keeps constant. But it does lead to the reallocation of customers among the products. We find that the mixed strategy is the best reactive strategy and the backordering strategy is the worst one among the four reactive strategies.     

DEPTH2: developing professional knowledge in D&T secondary initial teacher education

There are various aspects to teachers’ professional knowledge, some such as subject knowledge are more easy to articulate than others, for example knowing how to construct a scheme of work. Student teachers need to be able to understand the various aspects of teachers’ professional knowledge in order to be able to help themselves reflect on and develop these various aspects. This research builds on earlier work conducted with design and technology colleagues in a number of different countries and teacher training institutions (see Banks et al., International Journal of Technology and Design Education, 14, 141–157, 2004). Leach and Banks, together with other colleagues, developed a visual tool for discussing the aspects of professional knowledge that student teachers are required to develop and this formed the basis of this research (Leach and Banks, Investigating the developing ‘Teacher Professional Knowledge’ of student teachers, 1996). The research was carried out with a cohort of 1-year Post Graduate Certificate in Education (PGCE) students on a conventional face-to-face programme. There were 11 in the group with six male and five female and the majority were aged under 25; this is atypical of this course both for gender and age, but this constituted the 2004–2005 intake. There were three data collection points: September 2004, on their first day of their course; January 2005 following their first school placement and June 2005 at the end of the course. The findings indicate the students’ development across the PGCE course in each of the areas relating to knowledge of subject, pedagogy and school. In each area there is a growth in their knowledge and a development in the complexity of their understanding. The students’ knowledge developed from a generalised understanding to a more specific and sophisticated one. It is hoped to be able to continue this research during the induction year of each successful student.     

Design-without-make: challenging the conventional approach to teaching and learning in a design and technology classroom

The purpose of the study reported here was to investigate the use of a design-without-make unit as part of the design and technology curriculum with pupils aged 14. Three research questions drove the study: (a) What sort of designing do pupils do when they work collaboratively to design without having to make what they have designed? (b) What is the teachers’ attitude to design-without-make? (c) What is the pupils’ attitude to design-without-make? The study is a small pilot and data were collected using semi-structured interviews with a class teacher and two pupils and detailed scrutiny of five pupils’ design ideas developed during 6 lessons towards the end of an 18 lessons teaching sequence. Findings indicate that the teacher and pupils in this study responded favourably to design-without-make. The pupils’ designing was highly iterative, creative, involved making a wide range of design decisions and revealed understanding of technological concepts.     

The effect of alternative approaches to design instruction (structural or functional) on students’ mental models of technological design processes

The study aimed to examine the relationship between alternative approaches towards problem solving/design teaching (structural or functional), students’ mental modeling of the design process, and the quality of their solutions to design tasks. The structural approach emphasizes the need for an ordered and systematic learning of the design process stages, while the functional approach emphasizes the teaching and study of design functions (rather than stages). Participants were 80 seventh graders, divided into two groups, who were taught a unit on technological problem solving by either approach in the course of 14 classes (21 h) during a semester. Before, during and after the design process of a technological solution the students represented their perception of the design process. The results for both groups were analyzed in terms of: (a) types of models generated; (b) changes in type of models along the learning/design process; (c) defining characteristics of the design process models. Significant differences between the groups’ models were found for most variables examined. The functional approach was more effective than the traditional structural approach for supporting the construction of holistic, flexible, and effective mental models of the design process of technological solutions.     

SY/T 5623-2009《地层压力预（监）测方法》的修订和发布

地层压力预（监）测方法标准推荐的是3个压力预（监）测的基本方法,在钻井设计和施工中的作用尤为重要。重新修订和合并的标准,整合和补充完善了地层孔隙压力、地层破裂压力和地层坍塌压力的预（监）测方法,概念更加明确,操作更加清晰,新标准的发布与实施,必将在石油勘探和开发中发挥应有的作用,特别是在减少或杜绝井喷事故、减低钻井风险、减少钻井故障、降低井控风险中取得效益,为提高钻井综合经济效益服务。     

A rotten deal for schools? An assessment of states’ success with the National School Lunch Program’s in-kind food benefit

The National School Lunch Program (NSLP) is one of the United States’ largest domestic food aid programs. The NSLP provides states with both cash and commodity foods for school meals. This research assessed the success of the school commodity program by comparing states’ available annual funding to the value of foods that states actually received from 2001 to 2009. Results indicate that an in-kind food funding system is not desirable for schools; states failed to receive entitled commodity food value in most years, resulting in annual funding losses for schools of $35–87 million. Inconsistent funding inhibits schools’ ability to improve meals and, ultimately, child nutrition outcomes. In light of these results, it is recommended that a cash benefit should replace the National School Lunch Program’s commodity food program.     

The contribution of Project-based-learning to high-achievers’ acquisition of technological knowledge and skills

The main goals of this study were to look after the technological knowledge construction process by high-school high-achievers, and their ability to design and implement solutions for technological problems. More specifically, we examine the contribution of Project-based-learning (PBL), as pedagogical means for supporting the students’ knowledge acquisition and problem-solving process. The findings show a significant increase in formal knowledge as measured by standardized matriculation exams; an expansion in the scope of technological knowledge acquired and implemented, and in the scope of knowledge resources utilized for the projects; a high level of overall performance as regards to the set of design skills studied; a positive change in attitude towards technology and technological studies; the emergence of consistent design styles by individuals and groups along their work in the projects.