SSPD_Chapter 6_Part 6_MOS ICs Fabrication Technology_to be continued
SSPD_Chapter 6_ Part 6 introduces us to CMOS process flow upto to the fabrication of P-tub and N-tub.
Some Rights Reserve
6.2.3 Groups The large group portrait came to commercial prominence in the 1880s, probably as a result of the widespread introduction of dry plate negatives. These negatives could be bought ready made over the counter. They did not require immediate processing and they reduced exposure times significantly. The group portrait involved the production of a single negative and a potential sale to each member of the group. Customer costs were kept low without injury to the photographer's profits. School, work
The large group portrait came to commercial prominence in the 1880s, probably as a result of the widespread introduction of dry plate negatives. These negatives could be bought ready made over the counter. They did not require immediate processing and they reduced exposure times significantly. The group portrait involved the production of a single negative and a potential sale to each member of the group. Customer costs were kept low without injury to the photographer's profits. School, work
Netanyahu wins Israel election
Prime Minister Benjamin Netanyahu's party scoops a surprise victory in Israel's election. Rough cut (no reporter narration). Subscribe: http://smarturl.it/reuterssubscribe More updates and breaking news: http://smarturl.it/BreakingNews Reuters tells the world's stories like no one else. As the largest international multimedia news provider, Reuters provides coverage around the globe and across topics including business, financial, national, and international news. For over 160 years, Reuters h
Supporting learning with ICT in pre school settings (INTERPLAY project)
This Teaching & Learning Research Briefing presents the findings of a two-year study based in the Institute of Education at the University of Stirling. As part of the Interplay project, funded by the ESRC, the aims were to ‘identify ways of enhancing young children’s experiences with Information and Communication Technologies (ICT) through guided interaction with practitioners’. It explores how this can fit into the ‘pre-school culture of child-initiated learning through play’.
Sound Vibration Hi, I am a year three Primary education student and am trying to put together a science presentation for sound for a year 1 (Key stage 1). I am particularly interested in research which outlines how to teach this concept to Key stage 1 pupils to improve childrens perception's of how sound is created with particular reference to 'vibrations'. I have looked at the Primary SPACE project (1990) which outlines children's misconceptions of sound. However, as I want to incorporate the
Plenaries The national strategy seems to insist that every lesson follows the 3 part format of starter, main activity, plenary. As an AST in tend to network with colleagues in other schools where the view for specialist ICT teachers is that plenaries are often inappropriate in the context of ICT lessons where pupils are working on ongoing coursework tasks [e.g building and documenting a database for GCSE coursework over a series of lessons for 2 months]. Plenaries seem to be effective in lesson
14-19 Education and Training: A Commentary by the Teaching and Learning Research Programme May 2006
This commentary is the product of a major Economic and Social Research Council funded project within the United Kingdom. It is the fourth in a series of TLRP commentaries and it aims to set out a vision for the future development of teaching and learning between now and 2020. The scope of the study encompasses issues across post-compulsory, school, HE, voluntary and work based contexts and as such provides material relevant to all 14-19 teachers, trainers and policy makers. The commentary draws
The impact of different modes of assessment on achievement and progress in the learning and skills s
This is a very thorough and comprehensive study into the impact of various assessment modes on achievement and progress in the learning and skills sector. Commissioned to conduct the investigation by the Learning and Skills Research Centre, City and Guilds and the University for Industry, the project team had access to a wide range of institutions in the sector in order to compare and contrast the assessment experiences of learners and to ascertain which assessment regimes work best in which con
Practicum’s (Teaching Experience) contribution to students’ learning to teach
Paper presented at the British Educational Research Association Annual Conference 2006. This paper reports on early findings of a long-term research project being carried out by the practicum (professional experience) team in the Faculty of Education (Epsom campus) at The University of Auckland, New Zealand.
Developing Conceptual Frameworks for Creativity, ICT Capability and Professional Knowledge in Primar
This second round R&DA project investigated how an enriched idea of creativity might be developed by beginning teachers. The project used digital video media resources and asked participants to explore and use these resources in an open ended way amongst themselves and also with pupils. Beginning teachers’ reflections on creativity and creative teaching were subsequently collected.
Steiner Schools in England
This comprehensive report of a DfES commissioned research project into Steiner schools in England provides a systematic review of literature on Steiner education, case studies of good practice observed in Steiner schools and recommendations for ways in which Steiner schools and mainstream education could learn from each other.
Transferring a model for improving the ability of design & technology PGCE trainee teachers to teach
This project concerned trainees’ ability to teach designing. An earlier study fully reported elsewhere found that a curriculum intervention in the training programme enhanced PGCE students’ ability to teach designing. The earlier study also revealed that the enhancement was less effective for those students specialising in food technology or electronic and communication technology (ECT). The current project investigated the issue of designing within food technology and transfer of a curric
The use of ICT in Physical Education in the Exeter Initial Teacher Training Partnership (R&DA 2: 13)
This project investigated the way ICT is used In Physical Education (PE) and the opportunities for enhancing its use. Trainees and tutors from one provider took part in the research. The researchers found that practice and the provision of resources were ad-hoc but that the potential for the use of a rich variety of ICT in PE was not realised. In particular ICT applications in PE such as digital video cameras and video analysis software, heart rate monitors were quite distinct from the contrib
How can video web-cam technologies be used to promote the development of evidence-based practice by
This project explored the potential of webcam recordings to enhance professional development and mentoring of trainees’ classroom practice. The report provides detail on the practicalities of implementing two systems (Ondev and Gemin-i Observation Tool GOTv2) and findings are reported in four areas: Technical, Legal, Ethical and Educational. When classroom web-cam recordings were made trainees found these valuable as a tool for reviewing their practice. Recordings helped trainees and mentors
Promoting group talk and higher-order thinking in pupils by coaching secondary English trainee teach
The aim of the project was to investigate whether the quality of pupils’ group talk and higher-order thinking at KS3 could be developed by giving additional training and coaching to a group of self-selected trainees. The project aimed to develop the trainees’ skills in planning challenging tasks for pupils’ group talk in English; and in promoting effective talk through the use of pupil ‘ground-rules’ and varied teacher discourse strategies, drawn from research and the participants’ p
Building ICT Capability into the Science Initial Teacher Training Partnership at Birmingham and Beyo
This project attempted to develop pedagogy appropriate to computer modelling and explored computer based modelling in science teaching with beginning teachers. Science teachers and trainees in partnership with one training provider over three years used the modelling application VnR in science lessons. There was some evidence of pupil progress but the innovation did not survive well in schools. The possible reasons why the innovation was not incorporated into continuing practice are discussed
Keeping up – Pupils who fall behind in Key Stage 2
This is the first published document from the ‘Making Good Progress’ series from the DfES. The document reports on a small scale research project focussing on 240 pupils in 39 schools who do not make the expected progress in English and Mathematics during key Stage 2. The report contains a chapter on English and a chapter on mathematics, which look at pupil characteristics, obstacles to progress and specific issues arising from the project. The final chapter gives advice on the action sch
Urban ITT: Working With Urban Schools In Challenging Contexts (R&DA 2: 17)
The purpose of this project was to contribute to the training of teachers for work in urban schools facing a range of disadvantages. The research was conducted in Manchester and London and undertaken with teachers at the beginning of their careers and the mentors who supported them. 162 trainees were surveyed and eight case studies investigated issues in more depth. The project found that many trainees started and ended their training wanting to teach in challenging urban settings but that th
Literacy and Enjoyment 1
This video from Teachers TV follows the practice of a Year 2 teacher who has been involved with the Centre for Literacy in Primary Education’s 'Power of Reading' project. It includes interviews with the class teacher and Olivia O’Sullivan from the CLPE, in which each discusses the approach and how it supports children’s reading and their writing. Throughout the video there are excerpts from the teacher’s classroom in which she can be seen working with her class at different stages of the
Becoming a Problem: How and Why Children Acquire a Reputation as 'Naughty' in the Earliest Years at
This is a research project funded by the Economic and Social Research Council (ESRC). It was led by Maggie Maclure and a team in one reception class (4-5 year olds) at four different primary/infant schools in Manchester. The report concentrates on the Foundation stage of schooling. By studying how pupils and teachers interact within the classroom and looking at other influences, it describes how this leads to children gaining reputations of being ‘good’ or ‘problem’ pupils and how they l