Conveyor Bases Sorting System Colour Sensor Signal

Conveyor Bases Sorting System Colour Sensor Signal CONVEYOR BASED SORTING SYSTEMÂ  COLOUR SENSOR SIGNAL CONDITIONING Abstract: This report analyses the best strategy for interfacing the colour sensor with the microprocessor by using either Comparators or Analogue to Digital Convertors (ADC) in the process. Focusing mainly on the advantages and disadvantages of these two components, we can conclude which one is more effective and responsive with cost, time taken to process the programme and reliability. Using C programming a microprocessor is programmed in order to detect the colour of the objects passed on the conveyor belt using LDR. Analogue to Digital Convertor (ADC): It is a system that converts the input analogue signals (from a light source or sound signal) to digital output signal by a process called quantization, which is also called as digital signal processing that is the process of mapping a large set of input values to a countable smaller set. Generally, the digital output signal is in binary number that is proportional to the input values. Component parts of ADC: There are seven different components within the ADC that make up the whole processing circuit which includes, Set-Reset latch has 2 inputs and outputs which used as storage element in ADC Clock a constant input signal that fluctuates between high and low and is used coordinate the actions of the circuit. AND gate a basic logic gate which has only high inputs (1) to start the conversion when prompted. Counter an electronic device which stores the number of times something occurred and used directly with the clock signal. DAC to convert the digital signals to analogue output signals when commanded (reverse function of an ADC) DATA latch takes the output of counter as its input and convert the analogue signals into digital outputs. Comparator that compares two voltages or currents and changes its output depending on which is larger. Advantages of ADC: Some benefits of using the ADC in this colour sensor interfacing system with the microprocessor are listed below, Cheap in cost and speed varies to different ADC for example flash ADC is the fastest of all its kind. ADC has higher resolution than using a comparator. Less steps and components when it comes to programming in a microprocessor Clock in ADC keeps the circuit in time and provides a square wave input. Set-reset function allows the circuit to be functioned and keeps it in control. It converts any input voltages, even from 1V to 5V into a digital output (flashing LED from less bright to very bright display) through its built in components whereas in a comparator it is either 0 from 0V to 2V and 1 from 2.5V to 5V. Disadvantages of ADC: Also the drawbacks of using the ADC are, Slow in speed compared to a comparator device as ADC has more component parts than comparator. Each and every parts have to be earthed appropriately. Have to have many inputs into the encoder (for 4 bit outputs 16 input signals and for 5 bit its double the inputs). ADC has several sources of errors like quantization error. These are measured in least significant bit (LSB) Comparator: Comparator is an electronic device that compares the input two voltages or currents and outputs the higher or larger (1) digital signal. It consists of a specialized high -gain differential amplifier which are commonly used in devices that measure and digitize analogue signals, such as Analogue to Digital Convertors (ADC). Comparators are also being installed within analogue to digital convertors (ADC). Advantages of comparator: Using the comparators in the microprocessors in the circuit can have some positive impact on the project. Some of them are, Cheaper in cost when comparing to other devices of amplifying. Comparators does not require an external power source such as additional current or voltage supply since the power comes from the processor. These are in ordinary working condition and very compact and robust model and are very easy to handle. Can be portable as well. Electrical comparators have very less moving parts and the pointer is very light and not sensitive to the vibrations. Disadvantages of comparator: Some of the disadvantages of using the comparators are, Heating of coils in the measuring unit may cause zero drift and can alter the calibration. If only a fixed scale is used with a moving pointer then with high magnifications a very small range is obtained, in this case itll be from 0V to 2V its low (0) and from 2V to 5V its high (1). Conclusion: Using an Analogue to Digital Convertor would be the possible solution in this colour sensor operating system as there are more benefits from ADC than Comparator. Since ADC has higher resolution and uses two registers to record the values from their 10 bits of inputs, it is more reliable and accurate with a few quantization and bubble errors. Comparator is one of the parts in ADC and it can only be used to differentiate two or less objects as it has a maximum of two outputs but ADC has plenty. Therefore, with ADC we can identify the three different coloured objects through this colour sensor.

The Transformation of Henry Fleming in The Red Badge of Courage Essay

The Transformation of Henry Fleming in The Red Badge of Courage        Ã‚  Ã‚  Ã‚   Stephen Crane's purpose in writing The Red Badge of Courage was to dictate the pressures faced by the prototypical American soldier in the Civil War.   His intent was accomplished by making known the horrors and atrocities seen by Unionist Henry Fleming during the Battle of Chancellorsville, and the conflicts within himself.    Among the death and repulsion of war, there exists a single refuge for the warrior--his brethren.   The success of combat is directly related to the morale of the soldiers, as it is the relationship with the neighboring soldier that demonstrates the motive for fighting.   This association between men creates an abundance of compulsion from one man to the next.   Similarly, as Henry Fleming developed a rapport with men throughout the 304th Regiment, he began to be subjected to the pressures of war and his companions, which greatly influenced his maturation during the Civil War.    Having read of marches, sieges, conflicts, and the exploits of Greek warriors, and, as well, longing to see such, Henry enlisted into the Union army, against the wishes of his mother.   Before his departure, Mrs. Fleming warned Henry, "...you must never do no shirking, child, on my account.   If so be a time comes when yeh have to be kilt or do a mean thing, why, Henry, don't think of anything `cept what's right..."   Henry carried with himself this counsel throughout his enlistment, resulting in his questioning himself on his bravery.   As a sign of Henry's maturation, he began to analyze his character whilst marching, while receiving comments from his brethren of courage in the face of all adversity, as well as their fears ... ...urth kept to himself, fearing for his safety, and ashamed of being captured.   Henry's final step in maturation was finally made through the sacrifice of his companions, and their pressuring him to lead the charge.      Ã‚  Ã‚   The reaction of one soldier to another is the basis of war, as camaraderie is the methodology by which wars are won.   Henry gave witness to the horrors of war, the atrocities of battle, the deaths of his friends, and later a life of victory.   The ultimate transformation in Henry's character leading to a mature temperament was found by finding himself in the confusion of war and companionship.    Works Cited and Consulted:    Crane, Stephen.   The Red Badge of Courage.   W.W. Norton & Company, Inc.   Canada; 1976.    Gibson, Donald B. The Red Badge of Courage:   Redefining the Hero.   Boston:   Twayne Publishers, 1988.

Education and Skills Bill Essay

The Education and Skills Bill introduces a new duty on young people in England to participate in education or training until the age of 18. The Bill follows the green paper Raising Expectations: staying in education and training, which described the perceived benefits to individuals, the economy and society of young people staying in education or training for longer. Responsibility for support services currently carried out by the Connexions service will be transferred to local education authorities (LEAs). The Bill makes changes relating to adult skills. The Bill also provides for the transfer of the regulatory regime for independent schools in England from the Secretary of State for Children, Schools and Families to the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) There are miscellaneous provisions in relation to pupil behaviour, external qualifications, inspection of teacher training, and Schools Forums. Also a framework power is provided for the National Assembly for Wales to legislate in relation to the inspection of pre-16 education and training. The territorial extent of the Bill varies according to the scope of the different provisions. The Bill contains provisions that trigger the Sewel Convention. Christine Gillie Social Policy Section Contributions: Ed Beale, Paul Bolton, Grahame Danby, Susan Hubble, Vincent Keter House of Commons Library. Recent Library Research Papers include: 07/72 07/73 The ‘Governance of Britain’ Green Paper Child Maintenance and Other Payments Bill Committee Stage Report 07/74 07/75 07/76 07/77 07/78 07/79 07/80 Economic Indicators, November 2007 Channel Tunnel Rail Link (Supplementary Provisions) Bill Unemployment by Constituency, October 2007 The European Communities (Finance) Bill [Bill 2 of 2007-08] Sale of Student Loans Bill Housing and Regeneration Bill [Bill 8 of 2007-08] The EU Reform. Treaty: amendments to the ‘Treaty on European Union’ 07/81 07/82 07/83 07/84 07/85 07/86 Health and Social Care Bill House of Lords – developments since January 2004 Economic Indicators, December 2007 Planning Bill [Bill 11 of 2007-08] Crossrail Bill: Committee Stage Report The Treaty of Lisbon: amendments to the Treaty establishing the European Community 22. 11. 07 03. 12. 07 04. 12. 07 06. 12. 07 06. 12. 07 06. 12. 07 06. 11. 07 09. 11. 07 14. 11. 07 15. 11. 07 15. 11. 07 22. 11. 07 22. 11. 07 26. 10. 07 02. 11. 07 Research Papers are available as PDF files: †¢ to members of the general public on the Parliamentary web site, URL: http://www. parliament. uk †¢ within Parliament to users of the Parliamentary Intranet, URL: http://hcl1. hclibrary. parliament. uk Library Research Papers are compiled for the benefit of Members of Parliament and their personal staff. Authors are available to discuss the contents of these papers with Members and their staff but cannot advise members of the general public. We welcome comments on our papers; these should be sent to the Research Publications Officer, Room 407, 1 Derby Gate, London, SW1A 2DG or e-mailed to PAPERS@parliament. uk ISSN 1368-8456 Summary The Education and Skills Bill was presented in the House of Commons on 28 November 2007. At the same time Explanatory Notes, an Impact Assessment and a Memorandum of Delegated Powers were also published. The Bill, as presented, is in five parts. Some of the provisions are linked to the Government’s policies for reforming 14 to 19 education and improving the learning and skills of young people and adults. Other parts of the Bill are on separate matters particularly relating to the regulation and inspection of independent schools and colleges. Part 1 introduces a new duty on young people in England to participate in education or training until the age of 18, and creates a statutory framework to support and enforce it with new duties on local education authorities (LEAs ), educational providers and employers. The raising of the participation age will be introduced in two stages: to 17 by 2013 and to 18 by 2015. Provision is made for LEAs to enforce the participation duty, if necessary. They may issue attendance notices to young people who refuse to participate. New attendance panels will be created to hear appeals and to monitor the enforcement process. LEAs may also issue parenting contracts or parenting orders to parents of young people who are failing to fulfil the duty to participate. The proposals follow the green paper Raising Expectations: staying in education and training (March 2007), which described the perceived benefits to individuals and society of young people staying in education and training for longer. While there has been wide acceptance of the principle that young people will benefit from participating until they are 18, concern has been expressed about making it compulsory. Part 2 makes provision for the transfer to LEAs of the information, advice and support services for young people currently provided by the Connexions service. This follows proposals in the Youth Matters green paper (July 2005). The funding for the Connexions service will be transferred to LEAs in April 2008. It is intended that LEAs will continue to maintain the Connexions database so as to help them provide the right support services to young people and promote the new duty on young people to participate in education or training. Part 2 also places a duty on LEAs to arrange for the assessment of the education and training needs of a person with a statement of special educational needs (SEN) during their last year of schooling. This takes account of the change in the Bill to raise the participation age. Other provisions in Part 2 include: a requirement for secondary schools to present careers information in an impartial way and to provide careers advice that is in the best interests of the child; an explicit duty on the Learning and Skills Council (LSC) to provide proper facilities for apprenticeships for 16 to 18 year olds, and to make reasonable provision for apprenticeships for those aged 19 and over; a requirement for LEAs to have regard to journey times in preparing their transport policies for students of sixth-form age attending educational establishments; and a requirement for LEAs to co-operate with partners who are responsible for 14 to 19 education and training. Part 3 contains provisions in relation to adult skills. The issue of maintaining a sufficiently skilled workforce to meet the economy’s needs in the face of growing global competition has become increasing prominent, particularly since the publication of the Leitch Review of Skills in 2006. In its response to the review, the Government set out a range of goals relating to workforce skills for 2020 and outlined how it intended to achieve them. This Bill places duties on the LSC to provide a free entitlement to training for all adults in England aged over 19 up to their first full Level 2 qualification, with a similar entitlement up to Level 3 for those aged 19-25. Provision is also made to enable the sharing of data between relevant departments and the devolved administrations in order to assist in the effective assessment and provision of education and training for those aged 19 and over. Part 4 creates a wider definition of an independent educational institution in England, which includes certain part-time educational provision, to which the regulatory regime for independent schools in England will apply. That regime, currently contained in the Education Act 2002, is restated in Chapter 1 of Part 4. The regulatory framework for ‘independent educational institutions’ is changed so that the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) and not the Secretary of State is the registration authority. The function of approving non-maintained special schools is also transferred from the Secretary of State to the Chief Inspector. Sixth-form pupils in nonmaintained special schools are given a right to opt out of religious worship. (Pupils in mainstream maintained schools already have this right under the Education and Inspections Act 2006. ) The Bill also seeks to amend section 347 of the Education Act 1996 to remove in England the category of approved independent school for the placement of a child with a statement of SEN, and to remove the requirement for LEAs in England to seek consent to place pupils with statements of SEN in non-approved independent schools. Other changes in Part 4 include the introduction of a new management standard for independent educational institutions, and changes relating to fees for registration and inspection. Part 5 includes miscellaneous provisions in relation to pupil behaviour, the Qualifications and Curriculum Authority (QCA) and the approval of external qualifications, the inspection of teacher training, and the constitution of Schools Forums. Also Part 5 creates a framework power for the National A ssembly for Wales to legislate in relation to the inspection of pre-16 education and training. The Bill extends to England and Wales. Many of the provisions apply to England only. A number of new or expanded powers are conferred on Welsh Ministers. (These are set out in table 1 of the Explanatory Notes to the Bill. ) Five clauses that relate to sharing information extend to Scotland and trigger the Sewel Convention. Two clauses relating to the remit of the QCA extend to Northern Ireland. This research paper outlines the key provisions of the Bill, and provides background on them. It is not intended to be a comprehensive account of the clauses. A detailed clause by clause account is given in the Explanatory Notes to the Bill. Library contacts: Christine Gillie : raising the participation age, Connexions service, special educational needs, post-16 transport, regulation and inspection of independent schools, pupil behaviour and attendance and Schools Forums Paul Bolton: statistics on the above Ed Beale : apprenticeships, training and adult skills Grahame Danby: data processing Susan Hubble: financial support for students and external qualifications Vincent Keter: employers and business CONTENTS I Part 1 of the Bill: duty to participate in education or training (England). A. B. Introduction Background 1. History 2. Participation of 16 and 17 year olds in education, employment and training 3. The green paper and the case for change 4. Responses to the green paper C. D. Overview of the proposed system for raising participation 7 7 8 8 8 12 15 20 Suitable provision and enabling young people to participate: the ‘four building blocks’ 23 The Bill 1. Key provisions 2. Comment 31 31 35 38 38 38 40 41 42 43 43 E. II Part 2 of the Bill: Support for participation in education or training: young adults with learning difficulties and young people in England A. Provision of support services (Connexions Service) 1. Background 2. The Bill B. C. D. E. F. Assessments relating to learning difficulties Careers education Apprenticeships Provision of transport for persons of sixth form age: journey times Co-operation as regards provision of 14 to 19 education and training 44 45 45 47 49 III Part 3 of the Bill: Adult Skills A. Background 1. The Leitch Review of Skills 2. Current measures to address adult skills 3. House of Commons Education and Skills Committee report: Post-16 Skills 51 B. The Bill 1. Reaction IV Part 4 of the Bill: regulation and inspection of independent educational provision in England A. Current arrangements for regulation and inspection of independent schools Consultation proposals Response The Bill 53 54 55 55 57 61 63 64 64 65 66 68 69 69 70 B. C. D. V Part 5 of the Bill: miscellaneous provisions A. B. C. D. E. F. Pre-16 education and training: Wales Maintained schools in England: behaviour and attendance External qualifications Inspections of teacher training in England Schools Forums General provisions VI VII Data processing Appendix I: Reaction from specific organisations to the green paper, Raising expectations: staying in education and training 73 Appendix II: relevant documents 85 VIII. RESEARCH PAPER 07/87 I A. Part 1 of the Bill: duty to participate in education or training (England) Introduction In March 2007 the Government’s green paper Raising Expectations: staying in education and training post-16, proposed that the minimum age at w hich young people should leave education or training should be raised to 18. 1 The participation age would be increased in two stages: to age 17 from September 2013, and to 18 from September 2015. The green paper set out a detailed package of measures for consultation. Alongside the green paper the Government published an Initial Regulatory Impact Assessment on the estimated cost of the proposals. 2 (These projections have been reviewed and revised and are now published in the Impact Assessment that accom panies the Education and Skills Bill – see below). In July 2007 the Government published a report of the consultation on the green paper’s proposals. While it noted that there had been wide acceptance of the principle that young people would benefit from continuing to develop their skills formally until they were 18, it also noted that there was concern about making participation compulsory. 3 Also in July 2007, the Government published World Class Skills: Implementing the Leitch Review of Skills in England. 4 This set out the Government’s plans to improve the skills of young people and adults. The Government’s Draft Legislative Programme, published on 11 July 2007, announced that a bill would be introduced to ensure that young people stay in education or training until age 18, and to provide new rights to skills training for adults. 5 In his Fabian Society lecture on 5 November 2007, Ed Balls, the Secretary of State for Children, Schools and Families, described the Government’s proposals, and published a further document – From policy to legislation. This explained how the Government intended to proceed, and what aspects of the policy required legislation. 6 Also on 5 November 2007, the Government published its strategy for reducing the proportion of young people not in education, employment or training. 7 1 2 3 4 5 6 7 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf Initial Regulatory Impact Assessment for Raising Expectations: staying in education and training post16, DfES, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/RIA%20[FINAL]%20word%20version. pdf Raising Expectations: Consultation Report, DCSF, July 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/Raising%20Expectations%20Consultation%20R eport. pdf http://www. dfes. gov. uk/skillsstrategy/uploads/documents/World%20Class%20Skills%20FINAL. pdf http://www. cabinetoffice. gov.uk/reports/governance. aspx Raising Expectations: Staying in education and training post 16: From policy to legislation, DCSF, November 2007: http://www. dfes. gov. uk/14-19/documents/Raising%20Expectations. pdf Reducing the number of young people not in education, employment or training (NEET) by 2013, DCSF, 5 November 2007: http://www. dfes. gov. uk/14-19/documents/NEET%20%20Strategy. pdf 7 RESEARCH PAPER 07/87 The Education and Skills Bill was presented in the House of Commons on 28 November 2007. 8 Explanatory Notes9, an Impact Assessment10, a Memorandum of Delegated Powers11 and a Short Guide 12 were also published. B. 1. Background History The Education Act 1918 raised the compulsory school leaving age from 12 to 14. It also made provision for all young people to participate in at least part-time education until they were 18 but this provision was not implemented. The end of the First World War was followed by a period of austerity; public expenditure cuts dubbed the ‘Geddes axe’ 13 meant that the aspiration of increasing participation was not achieved. The Education Act 1944 made provision to raise the school leaving age to 16 but this was not implemented until 1972. 14 The 1944 Act also re-enacted the 1918 provision to extend participation at least part-time until the age of 18 but again this was not implemented. The school leaving age has remained at 16 since 1972, although the leaving date was amended in 1997. 15 2. Participation of 16 and 17 year olds in education, employment and training At the end of 2006 around six out of every seven 16 and 17 year olds were provisionally estimated to be in some form of education or training. The large majority were in fulltime education, others were in Government supported Work Based Learning (WBL)16, Employer Funded Training 17 or other types of education and training including part-time courses. The latest data are summarised below: 8 9 10 11 12 13 14 15 16 17 Education and Skills Bill, Bill 12, Session 2007-08: http://www.publications. parliament. uk/pa/cm200708/cmbills/012/08012. i-v. html Education and Skills Bill Explanatory Notes: http://www. publications. parliament. uk/pa/cm200708/cmbills/012/en/index_012. htm Impact Assessment of the Education and Skills Bill, DCSF, 29 November 2009: http://www. dfes. gov. uk/publications/educationandskills/docs/impact_assessment. pdf Memorandum of Delegated Powers, DCSF, 28 November 2007 (an electronic copy was not available at time of writing but a hardcopy was available from the Vote Office) DCSF, Short Guide to the Education and Skills Bill: http://www. dfes. gov. uk/publications/educationandskills/docs/BillNarrative. doc after Sir Eric Geddes who chaired a committee set up to suggest economies SI 1972 No 444 The 1997 change introduced a single school leaving date – the last Friday in June in the school year in which a young person reaches age 16: DfES Circular 11/97, School Leaving Date for 16 Year Olds, September 1997 http://www. teachernet. gov. uk/management/atoz/S/schoolleavingdate/index. cfm? code=furt Includes Advanced Apprenticeships, Apprenticeships, Entry to Employment and NVQ Learning. Young people who received training in the previous four weeks, includes non-WBL apprenticeships. 8 RESEARCH PAPER 07/87 Education, employment and training status of 16 and 17 year olds in England, 2006 16 year olds  number % of population 17 year olds number % of population 16 and 17 year olds number % of population Full-time education Work Based Learning Of which also in full-time education Employer Funded Training Other education and training Total education and training Not in any education or training Of which also not in employment Source: 516,900 37,700 1,300 15,000 25,600 593,800 68,400 42,800 78. 1% 5. 7% 0. 2% 2. 3% 3. 9% 89. 7% 10. 4% 6. 5% 428,600 51,600 1,200 26,700 32,000 537,600 122,000 62,700 65. 0% 7. 8% 0. 2% 4. 0% 4. 9% 81. 5% 18. 5% 9. 5% 945,500 89,300 2,500 41,600 57,600 1,131,400 190,400 105,500 71. 5% 6. 8% 0. 2% 3. 1% 4. 4% 85. 6% 14. 4% 8. 0%. Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF Overall participation rates were higher for 16/17 year old females at 88% compared to 83% for males. The gap was nearly 10 percentage points for full-time education participation, but young men were more likely to be in one of the training categories. These figures are based on the academic year age of young people, i. e. their age at the start of the academic year. Therefore 16 year olds are in their first year after the end of compulsory education. The data are estimated as at the end of the calendar year, hence some of these young people will have had their 17th/18th birthdays. Among the one million 16 and 17 year olds in full or part time education in 2006, 426,000 were in further education/specialist colleges, 366,000 were in maintained schools, 130,000 in sixth form colleges and 82,000 in independent schools. The overall number in full-time education has increased by 14% over the last decade; the largest proportionate increases were at sixth form colleges (22%) and at maintained schools (19%). There was relatively little difference in the type of education attended by 16 and 17 year olds. A slightly higher proportion of 17 year olds attended further education colleges at the expense of maintained schools. 18 Trends in participation by broad status are summarised in the table at the end of this section. In the early 1950s (when the school leaving age was 15) fewer than one in five 16 year olds and fewer than one in ten 17 year olds were in full time education in England and Wales. Immediately before the leaving age was increased to 16 (1972) these figures had increased to around one in three 16 year olds and one in six 17 year olds. The 16 year olds’ participation rate reached 50% in the mid 1970s; the 17 year olds’ rate reached this level in the early 1990s. 19 At the end of 2006 78% of 16 year olds and 65% of 17 year olds were in full time education in England. 20 Both were record highs. 18 19 20. DCSF SFR 22/2007, Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005 Statistics of Education 1962 part one, Ministry of Education; Education and training statistics for the United Kingdom 2006 and earlier, DfES DCSF SFR 22/2007F 9 RESEARCH PAPER 07/87. a. 16 and 17 year olds not in education or training The earlier table showed that there were an estimated 190,000 16 and 17 year olds not in any education or training (NET), 106,000 of whom were not in work and hence not in any education, employment or training (NEET). The NEET rate among 16 and 17 year old males was 9. 5% compared to 6. 4% for females. 16 year olds had a lower NEET rate than 17 year olds (6. 5% v 9. 5%). Around 60% of those in the NEET category were classed as unemployed21, the rest were economically inactive. 22 While there is a particular focus of attention on young people who are not in education, employment or training (the ‘NEETs’), the Bill proposes a duty on those in employment to participate in some training or education – hence it is also relevant for the ‘NETs’. The latest similar sub-national data collected is for the end of 2005. This only looked at education and Work Based Learning (WBL) and showed that the total proportion of 16 and 17 year olds not in either category was lowest in London (16%), the South East (18%) and the South West (18%) and highest in Yorkshire and the Humber (23%) and the East Midlands (21%). 23 More recent data from Connexions, which is not directly comparable, gives NEET rates at the end of 2006 which vary from 5. 6% in the South East and 6. 0% in the South West to 10. 5% in the North East and 9. 2% in Yorkshire and the Humber. 24 b. Trends The table at the end this section summarises trends in NET and NEET rates. These are also illustrated in the charts below. 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 NET NEET 16 year olds 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 17 year olds NET NEET 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 There was a break in the series in 1994 and there have been some recent more minor inconsistencies. However, some trends are clear. The NEET rate among 16 year olds fell in the early 1990s and increased steadily for much of the last decade to a high of 8. 1% in 2005. The provisional fall to 6. 5% in 2006 takes it to its lowest level for almost a decade. The NET rate for 16 year olds fell by a larger amount in the late 1980s and 21 22 23 24 ILO definition of unemployment DCSF SFR 22/2007 ibid. NEET Statistics – Quarterly Brief, DCSF 10 RESEARCH PAPER 07/87 early 1990s as there was a general shift from employment and WBL to full-time education. This rate increased from 9. 2% in 1994 to 14. 3% in 2001, but has since fallen to 10. 3% in 2006. The NEET rate among 17 year olds fell by around half between 1984 and 1994 to 7. 7%. This rate has increased more recently to 10. 9% in 2005 before dropping back to 9. 5% in 2006. The NET rate fell from 44% in 1984 to below 20% in 1993 as there was a major shift from employment to full-time education. The scale of this was even greater than that seen among 16 year olds. The level of this rate increased from the late 1990s onwards to almost 22% before falling back to below 18% in 2006. Trends in education, employment and training status of 16 and 17 year olds in England Percentages (a)(b) 1985 Full-time education Work Based Learning Employer Funded Training (c) Other Education and Training Total Education and training Total Not in any education or training Of which also not in employment Notes: 1990 51. 1 19. 1 7. 5 3. 5 79. 7 20. 3 8. 0 1995 65. 6 11. 6 4. 0 4. 3 84. 7 15. 3 6. 7 2000 65. 6 9. 5 3. 7 4. 9 83. 5 16. 5 7. 1 2001 64. 8 8. 4 3. 9 5. 2 82. 1 17. 9 8. 4 2002 65. 4 7. 9 4. 0 5. 2 82. 4 17. 6 8. 2 2003 66. 0 8. 1 4. 1 5. 2 83. 2 16. 8 7. 7 2004 67. 2 7. 9 3. 8 4. 9 83. 6 16. 4 8. 3 2005 2006p 69. 2 7. 4 3. 5 4. 5 84. 5 15. 5 9. 5 71. 5 6. 8 3. 1 4. 4 85. 6 14. 4 8. 0 39. 7 16. 1 9. 2 4. 5 68. 2 31. 8 11. 0 There was a break in the series in 1994 due to changes in the source of further and higher education data. (a) Participation estimates may be slightly underestimated for 16 year olds between 1999 and 2000 and 17 year olds between 2000 and 2001. (b) There is a discontinuity from 2002 onwards whereby participation in additional institutions are included for the first time. This increases the full-time education rate by around 0. 1 points and the any education or training rate by around 0. 4 points (c) Includes other part-time education not included elsewhere and full- or part-time education in independent further or higher education institutions. Source: Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF c. International comparison of enrolment in education 16 year old enrolment rate in secondary education, 2005  100% 90% 80% 70% 60% 50% 40% 30% 20% 10% FRA GRE AUS SWE NOR KOR OST LUX IRE BEL ICE SWI 0% US POL SLO JAP UK ITA POR OECD MEX ESP CZ FIN NED DEN NZ TUR OECD data on enrolment by age look at the actual age of pupils/students, the rates calculated are different from those given earlier. In 2005 94% of 16 year olds and 80% of 17 year olds were in ‘secondary’ 25 education in the UK. The 16 year olds’ rate was three percentage points above the OECD average, the 17 year olds’ rate three points below. The UK’s relative position is shown opposite. Source: Education at a Glance 2007, OECD. Table C2. 3 25 This is based on the assessed academic level using international classification which at their highest level split education into primary, secondary and tertiary. It does not mean these pupils are in secondary schools. 11 GER HUN RESEARCH PAPER 07/87 Although the UK’s participation rate for 16 year olds was above the OECD average it was still below that of most other countries as the average was skewed downwards by much lower levels in Turkey and Mexico. The UK ranked 18th out of 29 states included in the 16 year olds measure and 20th on the 17 year olds rate. 17 year old enrolment rate in secondary education, 2005 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% SLO 0% KOR HUN NOR CZ GER SWE BEL POL FIN JAP OST OECD POR GRE MEX DEN NED TUR AUS ICE SWI ESP FRA LUX IRE NZ US UK Some of the countries ranked Source: Education at a Glance 2007, OECD. Table C2. 3 below the UK have relatively high enrolment rates in non-secondary education, 26 but direct comparisons cannot be made due to a lack of comparable data on enrolment on these types of education in the UK. 27 3. The green paper and the case for change The green paper, Raising Expectations: staying in education and training post-16, described the perceived benefits to individuals and society of young people staying in education and training for longer. 28 It proposed a detailed package of measures for consultation. These were summarised in the DfES press notice launching the green paper: †¢ From 2013, young people should remain in education or training after 16 – this means the first pupils to be affected would be those entering secondary school in September next year. Young people would be required to work towards accredited qualifications at school, in a college, or in â€Å"on the job† training or day release; Apprenticeships will be significantly expanded so that they are available to any qualified young person who wants one; Participation should be full time for young people not in employment for a significant part of the week and part time for those working more than 20 hours a week; Better advice and guidance for young people to enable them to access the provision that’s right for them; A high quality, accurate registration system to keep track of the education options a young person has chosen and to make sure they don’t drop out; Building on the Education Maintenance Allowance we will consider new financial support measures to ensure young people from low income †¢ †¢ †¢ †¢ †¢ †¢ 26 27 28 Tertiary and post-secondary non-tertiary Education at a Glance 2007, OECD. Table C2. 3 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf 12 ITA RESEARCH PAPER 07/87 backgrounds get the support they need to overcome any barriers to participation. To make sure the right provision is in place the new requirement would not be implemented until 2013 by which time the new Diplomas will be a National Entitlement. This will give young people a choice of A levels, GCSEs, the International Baccalaureate, the new Diplomas, Apprenticeships, and accredited in work training. Young people would be supported to re-engage if they drop out through integrated Youth Support Services. Any enforcement process would be used only as a last resort if a young person refused to re-engage. 29 Chapter 2 of the green paper set out the evidential basis for raising the education and training participation age. This referred to research showing that young people who stay on in education and training after 16 are more likely to gain further qualifications by 18 than those who go into employment without training or drop out altogether. Individuals with qualifications earn more than those without. In addition to higher wages, betterqualified individuals have improved employment prospects and an increased likelihood of receiving workplace training. There are also wider benefits associated with higher qualification levels, such as improved health and better social skills. The green paper noted evidence on the relationship between higher levels of skills and qualifications and economic performance and productivity. It highlighted evidence suggesting that up to one fifth of the UK’s output per hour productivity gap with Germany and an eighth of the gap with France results from the UK’s relatively poor skills. The green paper also noted the wider benefits to society from increased participation. It stated that those who participate are less likely to experience teenage pregnancy, be involved in crime or behave anti-socially. The green paper refers to a study that looked at Offender Index data between 1984 and 2001 which showed that an additional year of compulsory schooling decreases conviction rates for property crime, and that it has also been estimated that compulsory schooling lowers the likelihood of committing crime or going to prison. 30 The green paper went on to outline t e combination of measures taken so far to h encourage increased participation. These include changes to the 14 to 19 curriculum and the introduction of new specialist diplomas with an emphasis on applied and practical learning; changes to the curriculum for 11 to 14 year olds to allow greater flexibility and personalisation of learning; an expansion of work-based learning; from September 2007 a ‘September Guarantee’ of an offer of an appropriate learning place for every young person leaving school at 16; improvements in information, advice and guidance for young people to help them make choices; and financial support through educational maintenance allowances.   

Data Collection Methods - 4872 Words

JOMO KENYATTA UNIVERSITY OF AGRICULTURE AND TECHNOLOGY. INOORERO UNIVERSITY RESEARCH METHODOLOGY : ROTICH BENARD KIPKEMOI BOC-008-0312/2007 DATA COLLECTION METHODS Methods of data collection. The term data means groups of information that represent the qualitative or quantitative attributes of a variable or set of variables. Data are typically the results of measurements and can be the basis of graphs, images, or observations of a set of variables. Data are often viewed as the lowest level of abstraction from which information and knowledge are derived. Data can be classified into primary and secondary data. In order to carry out research on a particular subject a researcher needs to collect data fro carrying out a research.†¦show more content†¦In contrived observation, the respondents’ behaviour is observed in an artificial environment, for example, a food tasting session. Personal In personal observation, a researcher observes actual behaviour as it occurs. The observer may or may not normally attempt to control or manipulate the phenomenon being observed. The observer merely records what takes place. Mechanical Mechanical devices (video, closed circuit television) record what is being observed. These devices may or may not require the respondent’s direct participation. They are used for continuously recording on-going behaviour. Non-participant The observer does not normally question or communicate with the people being observed. He or she does not participate. Participant In participant observation, the researcher becomes, or is, part of the group that is being investigated. Participant observation has its roots in ethnographic studies (study of man and races) where researchers would live in tribal villages, attempting to understand the customs and practices of that culture. It has a very extensive literature, particularly in sociology (development, nature and laws of human society) and anthropology (physiological and psychological study of man). Organizations can be viewed as ‘tribes’ with their own customs and practices. Advantages 1)Helps capture the behavior of customers directly. Disadvantages; 1)Time consuming and costly exercise. 2) Personal biasness of investigators will distort the findings.Show MoreRelatedMethods and Challenges in Data Collection1705 Words   |  7 Pages1. FOREWARD Authors as Adams, Khan, Hafiz and Raeside (1), suggest some method for data collection, basing on the situation, warning from possible threats to the validity and reliability of data collected. Whatever the method of data collection chosen (observations, experimentation, survey, interviews, diary method, case study, data storage, triangulation), there are several hypothesis that need to be considered since the beginning (1); the challenges born from the nature of the research and levelRead MoreQuestionnaire On Data Collection Methods Essay1160 Words   |  5 PagesData Collection Methods This study will collect and collate new data to assess the evaluation question by having patients fill out the patient preference Likert questionnaire before and after the exam. Data will be collected for initial random population selection from the provider’s EHR via a SQL query with the following criteria: M/F, age ≠¥ 50, type of screening = CRC (Baker et al., 2015). Then, the pre-Likert Questionnaire about the patient preference for the procedure (Optical colonoscopy vsRead MoreData Collection Method and Analysis Essay1318 Words   |  6 Pagesthe Australia Park Victoria with the appropriate data to solve its current crisis, the most appropriate method of data collection for this research is the qualitative method. According to Gay and Airasian (p 627) qualitative method is the collection of extensive data on various variables over a long time in a natural setting with an aim of acquiring insights not possible using other methods. It involves three different kinds o f information collection: direct observation, in depth and open-ended interviewsRead MoreResearch Study On Data Collection Methods948 Words   |  4 PagesData Collection Methods This research study would use paper and pencil method, an achievement test. The participants would be taking a progress monitoring test. This type of method is appropriate for the study because it gives accurate data about student’s abilities before the start of the research study. It is also used at the end of the study for the scores can be compared between each class and initial scores. Instruments First off, the students would take a progress monitoring test. The testRead MoreA Research Study On Data Collection Method1754 Words   |  8 PagesData Collection Method: Because quantitative research is decided as the research strategy, data collection seems to be key factor. Survey is the traditional way to collect the data (Vogt, 2010). In order to collect the quantitative data, questionnaire is considered as one of the most effective ways to make the survey that is defined as a set of questions, the main function of which is to collect the relevant data or information from individuals (Mukherjee, 1995). Self-completion questionnaire isRead MoreThe Choice Of Data Collection Methods Used1811 Words   |  8 Pages2015;}} My intention in this essay is to explore management research article and evaluate the choice of data collection methods used. I will examine the data collection process and how the methods adopted worked effectively to help the researcher achieve their aims and objectives of the research purpose. I will also evaluate how the research process could have been improved and how the chosen method could present limitations to their work. I will conclude over all by summarising on what I have foundRead MoreData Collection Methods Used And How Did They Align With The Focus Of The Research?773 Words   |  4 Pages1. What were the key data collection methods used and how did they align with the focus of the research? After reading the article Utilizing goal setting strategies at the middle level: Help students self-regulation behavior I found there were three different data collection methods that were used by the research team. The first data collection method that was used was pre and post surveys. â€Å"Surveys are one of the most common and efficient ways to gather information. They provide large-scale responsesRead MoreEvaluation And Methods Of Data Collection For Zara And H M Based On Customer Satisfaction2225 Words   |  9 Pagessurvey method of mail, telephone, and personal interview (McNeal et al. 1979 and Peterson and Wilson 1992). By using survey responses, the company will obtain feedback from the customers and also give an indication that the company is paying attention to its customers. Respondents can be asked to rank the various elements in their opinion. This technique is also known by the term importance-performance analysis (Martilla and James, 1997). 3.1 Research Plan and Methods of Data Collection The conceptRead MoreThe Methods Of Data Collection973 Words   |  4 PagesIntroduction Collecting primary data can be as challenging as a researcher allows it to be. â€Å"Most methods of data collection can be used across studies that are classified as qualitative, quantitative or mixed methods. As a matter of fact, the way a specific method is employed for data collection determines the classification of a study to a large extent† (Kumar, 2014, Page 170). The primary data that is collected should be data that a person not only understands, but data that they can clearly analyzeRead MoreMethods of Data Collection790 Words   |  3 PagesMethods of Data Collection Authors name Authors institutional affiliation Authors note Methods of Data Collection My supervisor has asked me under what circumstances I would use a questionnaire as opposed to an interview. One circumstance in which I would use a questionnaire instead of an interview would be in a situation where I knew a lot of the background information about my subjects already. For instance, if I were a teacher that knew my students very well, or if I worked for a small