Origin And Applications Of Formwork Construction Essay

Origin And Applications Of Formwork Construction Essay Formwork is the term given to either temporary or permanent moulds into which concrete or similar materials are poured. In the context of concrete construction, the false work supports the shuttering moulds. Most of the buildings which are made to stand for a long time are made of concrete and mortar. These building materials are strongest and most suitable but at the same time they are a bit tedious to deal with. They do not acquire the desired shape and need help of some sort of support or any frame which can be detached as the concrete solidifies. Actually concrete is a material without any shape. For most applications the shape matters, and concrete has to be molded or formed. ORIGIN Concrete has been in use for the thousands of years. The dome of Pantheon in Rome is made of lightweight concrete, and the under face shows the moulding effect of formwork used two millennia ago. But it was only at the end of nineteenth century that the use of concrete became common, with the invention of reinforced concrete. Some of the earliest examples of concrete slabs were built by roman engineers. Because concrete is quite strong in resisting compressive loads, but has relatively poor Tensile strength, these early structures consisted of arches, vaults and domes. To mold these structures, temporary scaffolding and formwork built in the future shape of the structure. These building techniques were not isolated to pouring concrete, but were and are widely used in Masonry. Because of the complexity and the limited production capacity of the building material, concretes rise as a favored building material did not occur until the invention of Portland cement and reinforced concrete. Pantheon Dome SIGNIFICANCE The construction industry forms the largest single sector in any economy. In the USA for example the construction sector is responsible for 14% of the GDP (US National Statistics Bureau). Formwork is the single largest cost component of concrete buildings structural frame. The cost of formwork exceeds the cost of concrete or steel and in some situations the formwork costs more than the concrete and steel combined. For some structures, placing priority on the formwork design for a project can reduce the total frame cost by as much as 25%. This saving includes both direct and indirect costs. Formwork efficiencies accelerate the construction schedule, which can result in reduced interest costs during construction and early occupancy for the structure. Other benefits of formwork efficiency include increased job site productivity, improved safety, and reduced potential for error. Concrete is a material without shape. For most applications the shape maters and the concrete has to be molded or formed. Formwork is one of the integral parts of construction industry. This is the basic of any architectural structures on which the whole building is made. The formwork is basically used to hold the whole structure until the whole building is capable to stand on its own. Even we use some solid iron rods in buildings but the concrete need some time to bind with that for a firm structure to stand as and in the desired shape. CLASSIFICATION OF FORMWORKS Under this section of the study we will get in depth of four aspects of each and every type of the form work. These four aspects would be: Analysis of various components of formwork. Safety aspects of formwork. Economy aspects of formwork. Selection process of the material of formwork. The formworks are broadly divided in four categories based on the material, of which it is made. This categorization is as follows: Timber Formwork. Metal Formwork. Plastic Formwork. Fiber Formwork. TIMBER FORMWORK This is the oldest kind and most basic formwork used in the construction industry. Its moisture resistant property makes it utilizable in this industry. Though it is easy to manufacture the timber formwork but it is time consuming when formwork is to be prepared for big structures. It is relatively cheap and easy to shape as required. It is relatively light in weight for handling, but it is of limited durability. ANALYSIS OF VARIOUS COMPONENTS: Sheathing is supported by horizontal members called joists or runners. Joists are made from dimension lumber spaced at constant intervals that are a function of applied loads and type of lumber. It is a recommended practice to round down the calculated joist spacing to the lower modular value. Joists are supported by another set of horizontal members perpendicular to the joists, called stringers. The stringers are supported by the vertical members called shores. In all wood conventional formwork [ i.e. 4 4 in. or 6 6 in.]. Shores are rested on heavy timbers called mudsills, to transfer the vertical loads to ground. In case where a slab on grade exits, shores are directly rested on them. Once the bottom of the beam is constructed and leveled, one side of the beam is erected first with the holes drilled in it for installing the tie roads. Tie rods are steel rods that hold the two sides of beam together. After the first side of beam form is erected, the reinforcement is placed inside the beam and then the other side of the beam is erected. Tie rods are then inserted into all holes on both side of the beam. The tie rods function is to resist horizontal pressure resulting from the freshly put concrete and thus keep the sides of the beams in their proper location. SAFETY ASPECTS FOR TIMBER FORMWORK: Though Timber formwork is the basic formwork but it has some drawbacks relating to the safety which prove to be harmful for the structure to be build and the laborers. The following safety aspects must be considered while dealing with the Timber Formwork. Care should be taken in presence of Moisture: The biggest disadvantage of Timber Formwork is that the timber get softens when it is wet. If the moist is too much then timber soften up to a extent that it can be poked with the help of nail tip. Though dry timber is hard enough to bear the stress developed by concrete but it is not the same when it get wet. When timber comes in contact with moisture, the methanol molecules get activated and are responsible for weak intermolecular bond and thus softening. This problem is commonly known as Wet Rot. Care should be taken in presence of mini organisms and micro organisms: Biggest threats to any wooden structure and article are Termite and Fungus. Both of these organisms live on almost every type of wood as parasite and cause damage to huge quantity of wood. As far as Timber formwork is considered the damage occurs mainly in damp and dark regions of storage. Termites eat the wood from the inner side making it hollow and weak within. The wood thus left is so weak that it can be broken with bare hands. The damage caused by fungus is known as Dry Rot. Dry-rot fungus is often thought of as a building cancer, rampaging through buildings and rapidly destroying any timber in its path. The fungus, which thrives in moist unventilated conditions, will penetrate brickwork to get to more timber and can cause widespread destruction of structural timbers, skirting boards and door frames, and wood flooring. In short, the fungus can be thought of as living in masonry and eating wood, and because t he fungus thrives in damp, unventilated conditions, it can occur in the areas of a property that are not often seen, such as floor voids, or behind timber paneling, so damage may be extensive before the attack is discovered. Fire Safety: We already know that wood is flammable and porn to fire if considerable precautions are not taken specially for those constructions sites which are near by to a gas station or any such location. Fires on construction sites have, for many years, been recognized as a serious problem for construction companies and insurers, but less of a public safety issue since there are relatively few fire deaths in such incidents. However, the trend for ever-taller buildings, particularly in the Gulf and Far East, has resulted in a number of significant fires during construction which have caused deaths and demonstrated the difficulties facing fire brigades when tackling such incidents. On several occasions, helicopters have had to be used for fire suppression and rescue. Insurers have long had concerns about the potential for loss on tall building projects, and these fires have demonstrated that their concerns are well founded. Causes can involve electrical risks, hot work, smoking, rubbish burning, overheating equipment and escapes of gases or flammable liquids all of which are well recognized and should be amenable to normal fire safety measures. DIFFERENT TYPES OF TIMBER FORMWORK Plywood: plywood has some strength in both directions, but because the outer veneers give greater strength in the direction of their grain, the sheet should always span that way. Plywood is a few millimeters thick used as lining material, which is fully supported from behind. With thickness of 12-19 mm the strength of plywood itself can be used, and the framing members spaced out the economical distances. There are three main types of poly wood: Finnish Birch American Softwood Tropical Hardwood Sheets are normally 8ft by 4ft except for Finnish Birch, the outer grain runs in the length of the board. The first two types are produced to appropriate national standards. Hardwood ply comes from a variety of tropical countries so obtaining reliable data about them is difficult. Block board: Stripes of timber are made into a panel with veneers on both sides. The glue should be of high quality else the surface may not be flat enough as the stripes tend to show through. Block board is made up of a core of softwood strips. These strips may be up to about 25mm wide. The strips are placed edge to edge and sandwiched between veneers of hardwood. The sandwich is then glued under high pressure. Block board is not suitable for outdoor use because the glues used are interior glues. It is important to ensure that the core runs lengthways in order to achieve maximum strength. The core can be joined by hands or by machine. There are only few small core gaps or even no core gaps in machine-made core. But core gaps are common in man-made cores. Machine-made core is much better than man-made core. Block board is sold in sheets of 2440 x 1220mm and are normally 30mm thick. Screws and nails may be used to attach block board but you have to ensure that you make contact with th e strips of softwood and not the gaps between the softwood strips. Chipboard: Small chippings are pressed into sheets. As with all boards depending significantly on plastic as the matrix, the stiffness is poor, and a greater thickness than plywood is frequently needed. It is heavier than plywood but give better finish. Gluing together wood particles with an adhesive, under heat and pressure makes chipboard. This creates a rigid board with a relatively smooth surface. Chipboard is available in a number of densities: -normal, medium and high-density. METAL FORMWORK This kind of Formwork is the most suitable formwork for high rise buildings. This system is eco friendly and proves to be more economical on long run due to good durability. In the conventional metal system, joists and stringers are made of aluminum or steel supported by scaffold-type aluminum or steel shoring. In todays construction practices, joists and stringers are made of aluminum and are supported by scaffold-type movable shoring system. This formwork is built out of prefabricated modules with a metal frame (usually steel or aluminum) and covered on the application side with material having the wanted surface structure (steel, aluminum, timber, etc.). ANALYSIS OF VARIOUS COMPONENTS: In this system, steel joists and stringers have the advantage of supporting greater spans and fewer joists and stringers. The main problem with using steel as joists and stringers for forming concrete slabs is their heavy weight, which makes it difficult for one person to handle. A standard steel W-section is used because its wide flange makes it easy to connect stringers with shore legs. A composite action open-web steel joist, supporting beams and girders, and reinforced concrete slab interconnection. Upper apex portions of the steel joist webbing protrude through the upper chord members of the joist and through apertures provided in the sheet metal formwork placed over such joists prior to the pouring of the concrete slab. The improvement relates to a continuous round rod secured near the apex of each projecting web member parallel to the longitudinal axis of the joist and a reinforcing wire mesh draped between said rods, thus permitting greater spacing between said joists, whereb y said protruding apex portions, said rods and said draped wire mesh will be encased within the slab to act as shear interconnection and reinforcement devices therein, to secure the joist and formwork together, to enhance the locking of the concrete slab to the protruding joist apex portions, and to the supporting beams through the joist end connection welded to the beam or girder, and to reinforce said concrete slab. This improvement makes optional the use of wedge members forced between such protruding joist apex portions. SAFETY ASPECTS OF METAL FORMWORK Though there is no need worry for any fungal or organic decay to the metal formwork but still there are same issues which must be paid attention to, relating to corrosion and careless handling. Now lets discuss these issues one by one. Corrosion: the corrosion problem may occur to any formwork if it is not maintained in proper way. Any part of formwork may be corroded due to direct contact with moisture. This direct contact is either because of lack of proper oiling techniques or due to standing water. If even an inch or even a centimeter is left out of oiling then it proves to be dangerous for the formwork. Many times it happens that water is leaked out and left standing. This tends to corrode the dipped part of formwork. Rusting of formwork also leave stains over the concrete unit. These stains if thick, crystallize later and pose a threat to plater layer. Mishandling while assembling: There have been several cases causing accidents of laborers at the site due to mishandling of the formwork. These accidents occur while lifting, if the load is not properly tied or hydraulic jack is not applied properly. Other reason responsible for on site accidents is loose screws and bolts which lead to collapsing of the erected formwork. Electricity: If the site location is nearby any sort of electric network then the metal formwork should be handled with utmost care. A safe distance should be maintained and if possible any such network or device should be avoided in nearby vicinity of the site. DIFFERENT TYPES OF METAL FORMWORK Extruded Aluminum Joist: The first component of the conventional metal system is the aluminum joist. The extruded aluminum joist takes the shape of a modified beam with a formed channel in the top flange in which a wood nail strip 2 by 3 in. is inserted. Tha plywood deck is then nailed to the nail strip. Aluminum Beams (Stringers):The purpose of stringers is to transfer the loads of the surface panel to scaffold. Extruded aluminum joists can also be used as stringers unless the loading is too excessive, in fact it is good practice to avoid using a mixture different beam types. Aluminum beams are commercially available for the lengths ranging from 4 to 30 ft. Aluminum Scaffolding Shoring: The aluminum scaffolding shoring system has been available for several years as a substitute for the steel scaffolding shoring system. The system consists of several frames connected together by cross bracing. Aluminum shoring is lighter and has load carrying capacity equal to or greater than steel shoring. Load carrying capacity of aluminum shoring can reach up to 36,000 lb. Fig 10 Aluminum Scaffolding Shoring Post share: A Post Shore is a single member made of steel or aluminum and support stringers. Post shores can be used to replace, or in combination with, scaffold shoring. Post shores can also be used re-shoring after striping of formwork elements. ECONOMY OF FORMWORK The concrete subcontractor must achieve 3 goals in his formwork workmanship: Quality formwork must be designed and built so that the resulting cast concrete attains the desired size, shape, position and finish. Safety formwork must be designed built strong enough to support all dead and live loads without blowouts, collapse, danger to workers, and risk of damage to the structure. Economy formwork must be designed, built and re-used in an effort to save time and money for the general contractor and the owner. Now as far as the economical aspect of formwork is concerned let me make you aware of the fact that formwork share a considerable site budget. If we design the formwork intelligently and plan its use, then we can save a lot of money. As metal formwork is more durable and reusable as compared to the wooden formwork, it should be used. There are several advantages which make metal formwork a better option.

Literature Review of 14-19 Education Essay

Abstract This literature review compares research conducted and articles written about the development of 14-19 education and the changes it has gone through since 2002. It briefly outlines the initial implementation of 14-19 education during the Thatcher government before going on to concentrate on how the Labour government introduced Diplomas and what the Coalition government are doing to push this agenda forward. It asks whether academic and vocational education can ever be valued equally and whether the introduction of 14 year olds in further education establishments is successful or not. The majority of the literature was commissioned either by the government or conducted in 14-19 educational establishments. Similarities and comparisons between the research are identified and questions are asked as to how successful it might be in the future. . History of 14-19 Education The idea of 14-19 education was introduced in 1983 by the Conservative government under its leader Margaret Thatcher. The first development was called the Technical and Vocational Education Initiative (TVEI), and was a pilot scheme was rolled out into schools and colleges in1988. The scheme was run by the Manpower Services Commission (MSC,) which came under the Department of Employment not the Department of Education and Science. Jeremy Higham and David Yeomans point out in the London Review of Education (2011) that, from 1988 to 2002 14-19 vocational education was on simmer and it was not until 2002 under the New Labour government that we saw renewed enthusiasm to for this area of education. The initiative came from the Curriculum 2000 Reform of Advance Qualifications. Between 2002 and 2010 the focus was back on the progression of our young people and, essentially, the future of our work force. The Labour government commissioned an independent enquiry by Mike Tomlinson in 2004 who proposed a new vision for 14-19 education, recommending the introduction of Diplomas. These would build on the strengths of the education system already in place. However the government rejected this and decided to keep GCSE and A levels but to offer diplomas as an alternative the initiative gained respect from schools, colleges and local authorities. Diplomas were introduced in 2008 but have not been successful in gaining credit in industry or education; this has brought forward many issues relating to 14-19 education from teaching and learning, funding, employer contributions and the integration of school age pupils in FE colleges. The current Coalition government commissioned Alison Wolf to review 14-19 education in 2011. Academic/Vocational Education and Funding A major divide in 14-19 education is attitudes towards academic and vocational training. To give equality and value to both sides of what is still an educational ‘divide’ we need to alter society’s thinking and social attitudes. The review of the 14-19 Green Paper by the Department for Education (2002) states that, ‘Pushing for parity of esteem in the current educational climate leads to ‘academicising’ vocational subjects. It was felt by some that the vocational was being forced into the traditional classroom-dominated achievement environment, rather than realistically accepting the different teaching and assessment demands of vocational courses. ’ (DfES, 2002) Even though there are differences between the academic and vocational routes, teaching and assessment methods have to be different, can the value of learning and the qualification be equal? The DfES review does state that to make attitudinal changes requires substantial investment as well as long term consultation and marketing campaigns which they compare to the commitment to improving the long term plan of the National Health Service (NHS). Connexions consulted with learners in 2001 to gain their view on government papers entitled: Green paper-Schools: Building on Success, 2001 and white paper-Schools: Achieving Success, 2001. The focus group of learners conducted by Connexions produced a positive response. Learners were enthusiastic about being asked to participate in the consultation and formulating opinions on education, they concluded that, ‘†¦the choice of core subjects was generally right. They wanted to maintain the entitlement to study a modern foreign language, design and technology, the arts and the humanities. The subjects, deemed essential for personal development for example citizenship (which is to be introduced as a statutory subject within the National Curriculum from September 2002), religious education, sex and health education, physical education, work related learning and careers education should all be compulsory although not necessarily studied to GCSE level if the young person does not want to. ’ (Connexions, 2002) Regarding the discussion on the equality of academic and vocational training young people were of the opinion that, ‘vocational pathways needed to be heavily publicised to young people themselves, employers and higher education institutions so that the pathways became quickly established to form part of the traditional pathways for entry to higher education. ’ (Connexions, 2002) Comparing the two opinions, the DfES review of the 14-19 Green Paper by the Department for Education and the consultations conducted by Connexions both from 2002. The DfES wanted to take their time to ensure development of 14-19 education was more successful, but the learners wanted action to be quick, as they could see the benefit of changing views and progression. This showed that they want to progress and do have aspirations of Higher Education (HE). Tomlinson’s (2004) VE proposal was not taken on board fully, only in part with Diplomas being introduced as an alternative to GCSE and A Levels. Do we need a radical reform of 14-19 education as he suggested? To change deep rooted attitudes and opinions in society about academic and vocational education, maybe it is necessary. An article in the guardian stated prior to launch of the diplomas, ‘We have never seen big new public qualifications arrive with so little input from people who have experience in qualifications and teaching. ’( Meikle 2007) It would seem that the implementation of diplomas has been rushed; therefore they have not achieved the status needed to change opinions. In response to Tomlinson’s (2004) proposals for diplomas the Nuffield Review (2009) asks the question, who is responsible for the Vocational Training Education system? In the UK it is not clear, but does include a long list of people: parents, students, the government, education and training providers and employers. Vocational courses have been seen to have less value than traditional educational routes with fewer opportunities to progress to HE and advanced qualifications but, as Alison Wolf (2011) points out, other countries have reformed their systems and increased numbers of students taking two and three year learning programmes. She states, ‘Bringing vocational pathways into a single framework would give formal equality of standing between, academic, vocational, and mixed pathways, recognise areas of overlap between them; provide opportunities to combine, transfer, and progress between them; and ensure greater educational content within vocational programmes. It would make them easier for learners to identify progression routed to advanced level and beyond. ’ (Wolf, 2011) Wolfe (2011) agrees with the views of Tomlinson (2004) over the integration of academic and vocational education. With this in mind, as well as the research from the DfES and Connexions I quoted earlier, I believe it is the roles and responsibilities that need definition, from the education and political establishments to all people involved as well as those undertaking the training. However, a structured achievement and progression route in VE is necessary to engage employers and bring value to FE training and qualifications if we are to see equality between academic and vocational training. Wolf has recommended that the government extends funding up to the age of 24, as not all students will have achieved a Level 2/3 by the age of 19. To ensure students achieve their potential in Maths and English, extending funding was also proposed. Wolf criticised the funding structure at present, saying that it gave colleges the incentive to create programmes for profit but not for the benefit of the students. She agreed with Foster‘s opinion in 2005, and The Nuffield Review 2009, that funding should follow the learner encouraging institutions to collaborate which would integrate education and provide the best educational programme for each individual student: ‘Policy levers, i.e. funding and performance measures, should focus on collective action rather than promote institutional competition’ (Nuffield, 2009) Funding used as a ‘policy lever’ could achieve more integration of academic skills into vocational areas. Teaching and Learning and Inspection VE has been taught in FE colleges because they are equipped for vocational subjects. Schools have primarily chosen classroom based vocational subjects as they do not have the facilities to offer practical vocational learning, which defeats the object of VE. The opening of new educational establishments currently planned to open between now and 2014 University Technical Colleges (2012) (UTC) will give VE an identity of its own as well as integrate it with the national curriculum. Compulsory education to the age of 18 will be introduced from 2013 with more opportunity and choice being given to students to access VE making it more important than ever to progress 14-19 education. Issues were raised during research by the Learning and Skills Research Network (LSRN) who researched ‘the capacity of the teachers and their institutions to meet the needs of younger learners’ (Harkin, 2006). For example, the college environment could be overwhelming and frightening, especially at lunchtimes. The research questioned who was responsible for the students, were they mature enough to be treated in an adult way? This identified conflicting views: some teachers thought they needed supervision all the time at college but others commented that colleges were not ‘in loco parentis’, but still had a duty of care. They did, however say that college support in the classroom was essential to maintain the safety of the student as well as managing behaviour. In conclusion, it was identified that getting feedback from 14-16 year old students about teaching and learning was difficult due to their unpredictability and poor literacy skills. For example, discussion was often an alien concept for formulating and articulating their opinions and views, it is a more andragogical approach, one not used enough in a school environment for them to feel confident in expressing themselves. FE tutors need to have a clearer understanding of how teaching is carried out in schools, as it probably follows a more pedagogical approach. To ensure that college tutors adapt their teaching to the needs of younger student the TLRC said that, ‘There is a particular need for pedagogical training, rather than training in behaviour management, and for staff to understand the prior attainment of the students’ (Harkin, 2006, p. 36) I feel that there is a need for behaviour management training during professional development as it complement teaching and learning in the classroom. The Nuffield Review (2009) highlighted the importance of teachers being central to the planning of the curriculum for 14-19 year olds, ‘Teaching quality and the relationship between teachers and learners is central to successful education. This requires a respect for the profession of teaching – for the role of teachers as the custodians of what we value and as the experts in communicating that to the learners. Teachers should be central to curriculum development, not the ‘deliverers’ of someone else’s curriculum. (Nuffield, 2009) Tomlinson (2004) said that the quality of learning depends ‘heavily on the quality of the teaching’ and that teachers would need time to develop their own skills in their subject area to keep up to date and inspired, especially in vocational teaching. Foster (2005) also said that, more emphasis was needed on updating professional knowledge and industry development and even suggested sabbatical and secondment opportunities between education and industry. This I feel is idealistic in today’s economic climate but I have in recent years seen increased opportunities to update professional skills within my own teaching establishment. He also asked that FE colleges improve employability and skills in their local area to contribute to economic growth and social inclusion and offer a range of courses that have solid foundations. With these extra roles are FE colleges spreading themselves too thinly? FE colleges are like the ‘middle child’ aiming to please both compulsory education and higher education as well as employers. How can they do this most effectively and gain respectability for the diversity they offer both in courses, abilities, social backgrounds and disabilities of their students? Foster 2005 compared the situation in this country to the one in America where they have no formal inspection process and colleges have a strong self-regulation policy. Giving responsibility and trust to our colleges would see the higher levels of achievement already evident in America. Assessment of institutions is an added pressure. Working in English education we have come to accept it, but is the English system’s controlling, heavy- handed approach necessary? Foster compared Britain with its European neighbours and concluded that they had a much lighter touch. Such development here would give FE tutors more self-esteem, less pressure and more time to teach. Employer contribution FE has always had to promote and build strong relationships with industry and employers, including, supporting apprenticeships and work experience, and forming partnerships with employers to develop qualifications and make them relevant to industry. The TLRP in 2006 concluded that, ‘We need a sector-by sector analysis of the distinctive role apprenticeship can play in providing the knowledge and skills required in the contemporary economic and occupational context. Further and higher education, as well as employer bodies and trade unions, need to be involved in a forward-looking partnership that lifts the work-based route out if its social inclusion ghetto’ (The Teaching and Learning Research Programme 2006, p.40) In 2004, Foster commented that the LSC National Skill Survey of 2004, found that only 15%, of employers had made use of FE colleges when enquiring about training and skills needed in industry. Whilst Tomlinson ( 2004) wanted to reform 14-19 education and merge VE and academic learning, he had no view on how industry and employers would be an imperative and central part of the development in VE. College qualifications and skills teaching will not stand up to industry standards if employers are not consulted thoroughly. They need to be consulted initially to develop qualifications that are relevant as well as periodically to integrate changes, updates and progression within industry. Links with employers have traditionally been through apprenticeships, mainly for 16-18 year olds. The introduction of adult apprenticeships has had an impact on apprenticeships available to young people as older apprentices can offer life skills and additional qualifications to an employer, The Wolf Report confirms this, stating that 19+ students with A levels took the majority of Advanced Apprenticeships. In 2008/9 there was a 7% fall in the number of 16-18 year olds starting on apprenticeships. This was due to the promotion of adult apprenticeships as well as the economic downturn of the country. With the age of compulsory education rising and a lack of apprenticeships being offered by employers, it will be important to strengthen the links with employers to help young people stay in education, learn valuable skills and contribute to society for our future work force. The Wolf Report (2011) highlighted the need for employer engagement, saying that employers have gradually been ‘frozen out’ of the way VE operates. Strengthening links between employers and VE is one of Wolf’s major recommendations, as well as prioritising the development of apprenticeships and work experience and increasing the involvement of employers in FE colleges to improve employability. Her report recommendations summed up below, state; ‘Implementing its recommendations should raise the quality of provision, increase the time spent teaching and thinking about students, reduce the time spent on pointless bureaucracy, increase young people’s skills in critically important areas and make a real difference to young people’s ability to obtain employment’ (Wolf, 2011, p.144). From the TLRP report 2006 and the Wolf Report 2011, 5 years apart, has much changed or been implemented? Working with employers, I have seen the effect of the economic decline in employment opportunities and feel that some of the changes necessary are beyond the power of education specialists and need to come from alternative government policies to increase employment opportunities. The future The future involves change and evolution of what we have in place at present to ensure FE tutors keep up to date with knowledge and skills. The government have introduced 13 University Technical Colleges (UTC) which will start to open in September 2012, with a government commitment to another 24 and plans for 100 in the next 5 years. UTCs are linked to a university and will be open all year round with a timetabled day between 8. 30am and 5. 30pm and cater for between 600-800 students. They will cover academic subjects in Maths, English, Sciences, Humanities and Languages as well as transferable employment skills. UTC students will have two specialist vocational subjects i. e. Engineering and Advanced Manufacturing. The lengthened day will ensure that all homework, enrichment and work experience is covered in the timetable. FE colleges will have the opportunity to become co-sponsors but they will be led primarily by a university. Does this reduce the role of FE colleges? more seems designed to strengthen the progression forward to HE and not FE, whereas Foster (2005) described FE as essential to widening participation in HE and removing barriers. Another emerging education route is Studio Schools which will be state-funded and accommodate 300 students, time tabled between 9am and 5pm. Six are already open with another 6 planned by the end of 2012. They will teach through community projects, enterprise and work experience. By focussing on how subjects are delivered they may be able to contribute to closing the divide in vocational and academic education. These 2 different types of establishments are similar in the way they are designed to transform of 14-19 education, such as opening times and their work and the community experiences approaches to learning. The biggest difference is the number of students enrolled. It seems that large academies have been growing over the last couple of years with numbers in excess of 1000 students. Throughout the research I have read there has been no mention of class sizes. It has been proved in the past that some students do not flourish in a large class environment but yet no one has thought to research this. I think on occasions students become a number and I hope that in the future we can still personalise education for the individual as they are all unique. Conclusion During this literature review I found a diverse range of opinions articles written about VE and academic education and how they can be both valued in society . In January 2012 Alison Wolf backed the action to remove the equivalency of GCSE’s from most vocational subjects. I feel this widens the gap of value between the two education routes but, UTC’s and Studio Schools offer alternatives and it may be an advantage to separate academic and VE entirely. Through this research I have looked at many areas, concerns and government policies and one of the areas that I think is more important and has a direct relationship to teaching is how 14-16 years old learners integrate into FE colleges and whether learning is appropriate and meets their needs this is an important consideration that requires more research. Word Count-3100 Bibliography Connexions. (2002). Results of the Connexions Service consultations held with young people on the green paper. 14-19: extending opportunities, raising standards. Connexions. DfES. (2002). 14-19 green Paper Consultation Workshops Review. DfES. Foster, A. (2005). Realising the Potential, A review of the future of further education colleges. Nottinghamshire: DfES Publications. Nuffield Foundation. (2009). Educational for All The Future of Education and Training for 14-16 Year Olds. The Future of Education and Training for 14-16 Year Olds. Fuller, A. and Unwin, L. (2011). London Review of Education, Vocational education and training in the spotlight:back to the future for the UK’s Coalition Government. London: Routledge. Harkin, J. (2006). Behaving like adults:meeting the needs of younger learners in further education. London: Leaning and Skills Council. Higham, J and Yeomans, D. (2011). Thirty years of 14-19 education and training in England: Reflections on policy, curriculum and organisation. London Review of Education, 217-230. Hodgson, A. and Spours, K. (2010). Journal of Education and Work, Vocational qualifications and progression to higher education: the case of the 14-19 Diplomas in the English system. London: Routledge. Hodgson, A. and Spours, K. (2011). London Review of Education, Educating 14-19 year olds in England: a UK lens on possible futures. London: Routledge. Hodgson, A. , Spours, K. , and Waring, M. (2005). Higher Education, Curriculum 2000 and the future reform of 14-19 qualifications in England. London: Routledge. Huddleston, P, Keep, W, Unwin, L,. (2005). Nuffield Review of 14-19 Education and Training Discussion Paper 33, What might the Tomlinson and white paper proposals mean for vocational education and work based learning? Teaching and learning Research Programme (2006). 14-19 Education and Training. London: Teaching and Learning Research Programme. Teaching and Learning Research Programme. (2006). 14-19 Education and Training:A Commentary by the Teaching and Learning Research Programme. London: Teaching and Learning Research Programme. Tomlinson, M. (2004). 14-19 Curriculum and Qualifications Reform, Final Report on the Working Group on 14-19 Reform. Wolf, A. (2011). Review of Vocational Education-The Wolf Report. Websites Studio Schools Trust. n. d. [online] Available at: www. studioschooldtrust. org [Accessed 30 January 2012] University Technical Colleges. n. d. [online] Available at:. www. utcolleges. org [Accessed 30 January 2012] Newspaper Articles Baker, L. (2011). ‘Wolf’s backing of vocational training is great, but she ducks the question of how much it will cost ‘The Times Educational Supplement. 25 March 2011, p. 31. Meikle, J. (2007) ‘Diplomas being introduced too fast, warns MP’s’, The Guardian. 17 May 2007. [online] Vasager, J. (2012). ‘Thousands of vocational qualifications to be stripped out of GCSE league tables’. The Guardian. 31 January 2012. [online] Wolf, A. (2012) ‘An end to qualifications that have no real value’ The Guardian. 31 January 2012. [online].

Nature Of Human Tissue Specimens Within Museum Collections

The specimen is relatively rare with regard to other gynaecological pathology specimens, and is relatively complete, although there have been some modifications made through time for the safety of the human tissue. The specimen is significant for the interpretive potential that it holds, however it is limited by the lack of documented provenance, given that some of the information obtained is anecdotal oral history and cannot be verified through documentation. Within the last twenty years, the controversial nature of human tissue specimens within museum collections has sometimes led to their disposal, and the erosion of technical conservation skills relating to this particular type of collection. The UCL Pathology Collection has in recent†¦show more content†¦[add source?] The first step towards further improving accessibility would be to expand public opening hours in order to attract a wider audience than simply schools and people of UCL. This could also be achieved through a more ambitious events programme that could include publically bookable talks and activities. Concerns are often raised about the appropriateness of human specimens in a class environment. However, staff at the UCL Pathology Collection have found that children are not so much frightened or disturbed by the specimens in the collections, rather they are intrigued and wish to understand more about health issues and specimen collecting in the past. In this sense, pathology collections can be a key way of presenting health concerns through object study, away from a dependence on photography and diagrams in text books. Children in particular have been shown to respond well to learning through object handling. Specimens and objects relating to the history of medicine have been identified as having an almost unique ability to profoundly impact upon museum visitors (Arnold, 1999). The inherent relatability of human organs, and the pain inflicted through the use of medical instruments, can both ignite curiosity and instil fear and repulsion. Medicine as a subject has grown exponentiall y to include areas such as art, politics, and commerce as well asShow MoreRelatedCbse Biology Class Xi Chapter 14853 Words   |  20 Pagesinanimate matter (wind, sea, fire etc.) and some among the animals and plants. A common feature of all such forms of inanimate and animate objects was the sense of awe or fear that they evoked. The description of living organisms including human beings began much later in human history. Societies which indulged in anthropocentric view of biology could register limited progress in biological knowledge. 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Biblical Bible And The Bible - 1222 Words

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If someone took the time to study the prophecies of the end times literally, they would most likely agree with a pre-tribulation futurist; one who believes that some of the prophecies contained in Scripture have been fulfilled, but the prophecies regarding the second coming of Christ, and the end times are yet to be accomplished. A pre-tribulation futurist would also believe that the rapture of the Church will occur before the seven year span of time known as the â€Å"Tribulation†, the time appointed when God will judge mankind and the earth. This view would line up with a literalShow MoreRelatedBiblical Bible : Biblical Worldview Essay892 Words   |  4 PagesBIBLICAL WORLDVIEW 2 Biblical Worldview Sara was at a coffee shop with a friend, Joanna, and started have a discussion. They start to talk about different things happening in the world and how they view them. They talked about how the world begin, how to treat people, and much more. 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