Assessment Aims in Science Lessons

Assessment Aims in Science Lessons Discuss, evaluate and reflect upon the aims of assessment for learning in primary science, and consider strategies that may be employed to identify children’s strengths and weaknesses. Show how assessment information can be used to monitor children’s progress in science, and inform and develop quality teaching and learning. Introduction: Science became a core subject for primary schools in 1989 with the introduction of the National Curriculum. Primary Science has a broad agenda, an important element of which is the development of ‘scientific literacy’ in the population (Howe et al., 2005, p.5), the scientific understanding that should be part of everyone’s education. Teachers have a responsibility to ensure that children’s experiences in primary science are positive ones so that more children will undertake post primary science subjects. Assessment for learning, an important element of primary science, has come to prominence in educational policy because of its perceived potential to underpin lifelong learning (Black et al., 2006, p.120). Described as a teaching strategy of very high leverage (Howe, 2004, cited in Marshall Drummond, 2006, p.133), assessment for learning allows teachers to track pupil learning and progress and plan quality teaching using appropriate strategies. Aims of Primary Science Teaching: Children have many ideas about the world and how it works before they come to school and experience science in the context of their everyday lives, for example most children will have some knowledge about plants and animals, or will understand that a lolly melts. The most important aim of primary science is to foster children’s appreciation of the world around us, to encourage a close observation of our physical environment, and to develop an understanding of how different aspects of it are related (Howe et al., 2005, p.6). Views about science have changed in recent decades with a recognition that transmission modes for teaching in science are not appropriate (Gray Bryce, 2006, p.171). A constructivist view of teaching science has been adopted which recognises that children learn best when they are able to construct new ideas and concepts from existing ones. In order to teach primary science effectively, teachers must have a sound subject knowledge and an appropriate understanding of these constructivist theories (Traianou, 2996, p.828). Key Stage one children, for example, learn a lot about science through play and ideas must be rooted in experiences that are meaningful to them. Effective learning in science cannot be facilitated by providing children with facts and information because: Facts unrelated to concepts that children already have are meaningless and therefore of no use to them. Children use their own ideas to construct understanding. While they may be able to recall answers, understanding only evolves out of their own experience. (Harlen Jelly, 1998, p.26). Science is very much a process based subject in which learners develop their understanding of things around them by using and developing process skills (Harlen Qualter, 2004, p.133). Effective assessment in science should be reflective of this by being an ongoing process in the classroom. The Primary Science Curriculum: One of the main ideas in the National Curriculum is that of scientific enquiry which is seen as learning about ‘ideas and evidence’ and three stands of ‘investigative skills’: ‘planning’, ‘obtaining and presenting evidence’ and ‘evaluating’ (Howe et al.,2005, p.8). Each strand consists of a number of processes which are to be taught through the subject areas of ‘life processes and living things’, ‘materials and their properties’ and ‘physical processes’. A practical approach to learning in science is vital for primary school children. The teacher’s role as learning facilitator centres on creating a rich and stimulating learning environment, allowing children to explore and test their ideas. At every stage in the science process, language skills can be developed to assist the learning of science and vice versa (Sherrington, 1993, p.206).Assessment begins from the beginning an d it is useful to start science teaching with an activity to find out what children know about a topic before beginning teaching, paying particular attention to the language children use.. Assessment in Science: Assessment is a process of deciding, collecting and making inferences or judgements about evidence of children’s learning and skills (Harlen Qualter, 2004, p.121). One of the main conclusions arrived at by the Children Learning in Science Project (CLISP) is the importance of establishing whether children have any misconceptions about scientific concepts and addressing these before moving on. Effective assessment is therefore crucial for primary science as pre-conceived ideas can have an adverse effect on learning. There are two main areas in assessment, formative and summative. Formative assessment, an ongoing process for the teacher, provides immediate evidence of learning and should be used to inform planning for teaching. Gathering information about learning and giving feedback while it is in progress has been seen as a crucial aspect of teaching since the Task Group on Assessment and Testing (TGAT) report was published in 1988 (MacGilchrist et al., 2006, p.84). It has a number of strengths because of its focus on learners and how they learn. Summative assessment is generally administered to gather evidence of learning at the end of the teaching period. It has often been criticised as failing to take a holistic view of the learner. A comprehensive science programme will incorporate both elements but the formative assessment will be of most use to the teacher on a day-to-day basis. The Purposes of Assessment: Assessment is a statutory requirement for teachers. Section 3.2 of the Requirements for Qualifying to Teach has a range of requirements in respect of monitoring and assessment, among them that teachers ‘monitor and assess as they teach, giving immediate and constructive feedback to support pupils as they learn. They involve pupils in reflecting on, evaluating and improving their own performance (TTA, 2002, p.11). Assessment enables teachers to ascertain how effectively children have been learning in science. It has a number of aims including: To help children’s learning by identifying what they are making good progress with and areas in which they need further support. To summarise achievements at certain times. (Harlen Qualter, 2004, p.124). This has important implications for primary science teaching in light research suggesting that children have many misconceptions in respect of scientific concepts. Harlen and Jelly have reported that misconceptions in science arise from: Attributing an effect to a particular feature and not having an understanding that a number of factors may be operating. A lack of awareness that there may be more than one explanation. Not understanding science vocabulary. Insufficient opportunity to test ideas and discuss findings. A lack of access to alternative ideas that might provide a better explanation. (Harlen Jelly, 1998, p.24). Effective assessment can address this by being an integral part of activities, with teachers constantly seeking information that enables them to support learning and give appropriate feedback. The teacher can then diagnose learning responses and needs, and note the progress that is being made (MacGilchrist et al., 2006, p.85). Formative assessment methods have received attention in recent years, being more suited to achieving the goals of: Learning with understanding Understanding learning highlighted by the Assessment Reform Group as being crucial in the aim to equip learners for a place in a rapidly shrinking world and changing society (Assessment Reform Group, 2006, p.8). Methods of Assessing Children’s Progress in Science: A substantial amount of learning in science occurs outside school, being accessed through field trips, zoos, science museums etc. (Braund Reiss, 2006, p.214). Because of this teachers must have a range of ways of gathering evidence to assess pupil learning and understanding and be able to use this as the basis for subsequent teaching. Methods that the teacher can use include: Observing children as they work- the teacher can gauge learning by listening to the ways in which children work their way through an activity, with particular attention to their use of scientific vocabulary. The language used by the children is a very good indicator of their understanding. Open-ended teacher questioning gives children opportunities to express their ideas and develop them. Research shows that where correct scientific language is taught, children develop more accurate scientific concepts (Sparks-Linfield Warwick, 1998, p.128). Studying children’s work in relation to a task – drawings, reports and written work. For this to be most effective, it is important that the task requirements are clear. For example, if the aim is to assess children’s understanding of the structure of a flowering plant, it is important that the children are not simply asked to draw a flower, but that the task requires the parts to be labelled or indicated in some way. Administering tests related to the learning activity. Having a plenary session where the children can talk about what they think they have learned from a task or activity. Involving Children in the Assessment Process: Central to formative assessment is the idea of involving children in their learning. Black and William found that self and peer assessment in children as young as five was successful in raising achievement (Black William, 1998). The effectiveness of involving children in the assessment process stems from an understanding that children learn most effectively when they have opportunities to build new ideas on existing experiences. For this approach to be successful, it has to be carefully planned for by the teacher. The children need a clear understanding of the learning intentions of a lesson to be able to assess if they have achieved them. The teacher must be very explicit, particularly in relation to processes within science. If it is not clear that the learning intention is process based, children tend to focus on their answers rather that the methods used for obtaining them. Harlen Qualter point out that when children understand what they should be doing and how well, they are in a position to share in deciding the next steps to be taken (Harlen Qualter, 2004, p.179). This approach does not suggest a lack of rigour in terms of assessment, the ultimate decisions in the management of which are teacher directed. Assessing Children’s Process Skills: Children use the process skills they have developed when they engage with tasks. Teacher observation is very important here but it is important for teachers to be aware that some types of behaviour are more indicative of learning than others and to be able to differentiate between them. The teacher needs to consider what would indicate that a child is employing a particular skill, for example observation. In this case the teacher might look for evidence of the child paying attention to detail, really exploring an object. The degree to which a particular skill is being employed will also be different for older and younger children. With younger children it is most important to develop positive attitudes to science and to give children opportunities to be scientists through access to a range of science equipment and to nurture correct use of scientific vocabulary. Using assessment to improve learning in science: Evidence gathered by the teacher must be used to make judgements regarding the effectiveness of the learning. This process can be enhanced by discussion with the children. Harlen and Qualter have identified three reasons for using assessment to help learning in science: Knowing what ideas learners bring to new experiences and how these ideas develop during their activities is central to learning through enquiry. Using assessment as part of the teaching means that information can be collected about progress towards goals. If activities provide opportunities for skills, understanding and attitudes to be developed, then they also provide opportunities for these to be assessed and for the information to be used to help learning. Widely accepted theories of learning emphasis the role of learners in constructing their own understanding, the constructivist approach. Formative assessment involves children in recognising where they are in progress towards goals and in the decisions about what their next steps are and how to take them. There is firmly established evidence that when the key components of formative assessment are practised, levels of achievement are raised. (Harlen Qualter, 2004, p.132). Assessing Children’s Ideas in Science: Children have many ideas about science when they start school. It is important to establish what these are and plan teaching accordingly. Discussion is extremely important in primary science and teachers must create a climate in which children can express ideas with confidence. Keogh and Naylor have pointed out the importance of this: If we want children to ‘think out loud’, to be creative in their thinking and to argue about alternative possibilities, then we need to provide the kind of learning environment in which they feel comfortable to do that. They need to know they can make mistakes or give wrong answers and still feel good about themselves. (Keogh Naylor, 2004, p.18). Scientific language should be introduced when appropriate and in contexts that allow children to develop an awareness of the different meanings that words may have in everyday and scientific contexts. Using Assessment to Inform Teaching: Children’s ideas, whether in oral or written form, often give an indication of experience or skills that are lacking. This is an important consideration when planning teaching. When children are displaying a lack of experience, it is necessary to provide experiences for them. For example, organising a trip to the local park to investigate living things. Children often have ideas about science which may not reflect reality and can be difficult to change. In this case it is necessary to scaffold and model alternative explanations for children. It is important that teachers use assessment information and evidence to address any misunderstandings or misconceptions that children may have. The strength of formative approaches to assessment is that difficulties can be addressed in the short term before misconceptions are too well cemented. Conclusion: The Government believes that primary education is about; ‘Children experiencing the joy of discovery, solving problems, being creative in writing, art and music, developing their confidence as learners and maturing socially and emotionally’ (DfES, 2003, p.4). Discovery and problem solving are central to science teaching and an effective programme for assessment can be used to facilitate this by enabling teachers to plan and devise lessons accordingly. Research has shown that implementing the essential features of formative assessment in classrooms leads to gains in achievement that are greater than those of equivalent groups where formative assessment is not practised (Harlen Qualter, 2004, 137). Marshall Drummond have pointed out that assessment for learning demands a high degree of organisation in the classroom if it is going to help pupils become independent learners (Marshall Drummond, 2006). It is essential that teachers feel sufficiently confident in respect of subject knowledge pertaining to science and plan interactive lessons for children that mirror the interactive nature of assessment for learning. In science learning children must begin with what they know. The teacher must therefore employ a range of strategies for gathering this information and must apply it to subsequent teaching. This can lead to quality teaching and learning in science and to positive experiences for children and their teachers. References: Assessment Reform Group (2006) The Role of Teachers in the Assessment of Learning. retrieved from www.assessment-reform-group.org – 18.01.07. Black, P., McCormick, R., James, M. Pedder, D. (2006) Learning how to learn and assessment for learning : A theoretical inquiry. Research Papers in Education, 21, 2, 119-132. Black, P. William, D. (1998) Assessment and classroom learning. Assessment in Education, 5, 1, 7-74. Boyle,B. Bragg, J. (2006) A Curriculum Without Foundation. British Educational Research Journal 32,(4), 569-582. Braund, M. Reiss, M. (2006) Validity and Worth in the Science Curriculum: Learning School Science Outside the Laboratory. The Curriculum Journal, 17, 3, 213-228. Buldu,M. (2006) Young Children’s Perceptions of Scientists: A Preliminary Study. Educational Research, 48, 1, 121-132. Bullock, K. Muschamp, Y. (2006) Learning about learning in the primary school. Cambridge Journal of Education, 36, 1, 49-62. Cameron, L. (2002) Metaphors in the learning of science: A discourse focus. British Educational Research Journal. 28, 5, 637-688. Carr, J. J. (1993) The Art of Science: A Practical Guide to Experiments, Observations and Handling Data. San Diego:HighText Publications. Cheney, A., Flavell, H., Harrison, C, Hurst, G. Yates, C. (2002) Thinking Through Science. London: John Murray Publishers Clarina R.B. Koul, R. (2006) The Effects of Different Forms of Feedback on Fuzzy and Verbatim Memory of Science Principles. British Journal of Educational Psychology. 76, 259-270. Coles, M., Gott, R. Thornley, T. (1988) Active Science: Teacher’s Guide. London: Collins Educational. Department For Education and Skills (DfES)(2003) Excellence and Enjoyment. London: DfES. Driessen,G., Smit, F. Slegers, P. (2005) Parental Involvement and Educational Achievement. British Educational Research Journal, 31, 4, 509-532. Gray, D.S. Bryce,T. (2006) Socio-Scientific Issues in Science Education: Implications for the Professional Development of Teachers. Cambridge Journal of Education. 16, 2, 171-192. Harlen,W. (2001) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Harlen, W. Jelly, S. (1998) Developing Science in the Primary Classroom. London: Longman. Harlen, W. Qualter, A. (2004)(4th edition) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Hollins, M. Whitby, V. (1999) Progression in Primary Science: A Guide to the Nature and Practice in Key Stages 1 and 2. London: David Fulton Publishers. Howe, A., Davies, D., McMahon, K., Towler, L. Scott, T. (2005) Science 5-11: A Guide for Teachers. London: David Fulton Publishers. Jenkins, E.W. (2006) School science and citizenship: Whose science and whose citizenship? The Curriculum Journal, 17, 3, 197-211. Keogh, B. Naylor, S. (2004) Children’s ideas, children’s feelings. Primary Science Review, 82, 18-20. Kennedy, J. (Ed.) (1997) Primary Science: Knowledge and Understanding. London:Routledge. Layton, D. (1973) Science for the People: The Origins of the School Science Curriculum in England. London: Allen and Unwin. Lunn, S. (2002) ‘What We Think We Can Safely Say†¦Ã¢â‚¬ ¦.’: Primary Teachers Views on the Nature of Science. British Educational Research Journal, 28, 5, 649-672. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Marshall, B. Drummond, M.J. (2006) How teachers engage with assessment for learning: lessons from the classroom. Research Papers in Education, 21, 2, 133-149. Mintzes, J.J., Wandersee, J.H. Novak, J.D. (2005) Assessing Science Understanding: A Human Constructivist View. San Diego: Elsevier Academic Press. O’Hear, P White,J. (1993) Assessing the National Curriculum. London: Paul Chapman. Osborne, R, Freyberg, P. (1991) Learning in Science: The Implications of Children’s Science. Auckland: Heinemann. Qualifications and Curriculum Authority. (QCA)(2000) Standards at Key Stage 2: English, Mathematics and Science: A Report for Headteachers, Class Teachers and Assessment Co-Ordinators on the 2000 National Curriculum Assessments for 11 Year Olds. Rubie-Davies, C., Hattie, J. Hamilton, R. (2006) Expecting the Best for Students: Teacher Expectation and Academic Outcomes. British Journal of Educational Psychology, 76, 429-444. Sherrington, R. (1993) Science and Language in R. Sherrington (Ed.) ASE Primary Science Teachers’ Handbook. Hemel Hempstead: Simon and Schuster Education. Sparks-Linfield, R. Warwick, P. (1998) Use of Language Across the Primary Curriculum. London: Routledge. Summers, M. (1994) Science in the Primary School: The Problem of Teachers’ Curricular Expertise. The Curriculum Journal, 5, 2, 179-193. Sutton,C. (1992) Words, Science and Learning. Buckingham: Open University Press. Task Group on Assessment and Testing (1988) Report. London: DES. Teacher Training Agency (TTA) (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: TTA. Traianou. A. 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Causes of Civil War Essay

You hear the word civil in such terms as civil rights, civilian, civilization and civil liberty. All are related to the concept of a common citizen and a member of society. So, a civil war is a war between citizens representing different groups or sections of the same country. That is how the Civil War in the United States between 1850-1860 started. The distinction of ideas about slavery between the South and the North was pretty much the main cause of the war. However if we look at the details carefully, the economic forces in the South combined with the cotton plantations and the reactions to abolitionism in the South were the main factors that caused the Civil War. Economics was an important cause of the Civil War. Economic reasons affected and still affect almost everyone around the world. The economy, simply money gives people a lot of power, which causes a lot of problems between people, and makes everything more complicated. That’s pretty much why it was a big deal with the starting of the Civil War. It started around early 1800s with the harvesting of cotton in the South (Holland, â€Å"The North-South Divide†). Harvesting of cotton required the labor of many people with the invention of cotton gin. So, the way of making a lot of money out of cotton was to find enough laborers to work with. That’s how slavery became essential for the South’s economic future because it was a great source of laborers. In this way slave and cotton plantation owners were making a lot of money and expanding their plantations and of course the number of slaves they owned, which made slavery expand in the South pretty quickly. Also, people who owned slaves and the cotton plantations were mostly the men of social and political power, and of course they didn’t want to lose their power. They were getting richer and richer every day with the expanding plantations with the invention of the cotton gin. For example, Jefferson Davis and Robert E. Lee were some of the most powerful slave owners of that time. Davis had a great political career, and Lee was an important commander and general in the army. They and the other slave owners got their power from slavery and didn’t want to lose that power. While slavery kept expanding in the South, the North didn’t like that. The North was against the expansion of slavery, an opposition captured by Free Soil Ideology. Their main purpose was opposing the expansion of slavery into the western territories, because they saw it as a corrupt economic system. This made the South see the Free Soil movement as a threat of making slavery totally disappear. The South was threatened because they thought this ideology in the North would keep expanding and finally free all the slaves they owned, and ruining the Southern economy (Brinkley). While this happened in the South, the idea of abolitionism kept spreading through the North. Another cause of divisions between the North and the South was the abolitionist movement. The South saw this movement as a threat from the North, and becoming suspicious of them. John Brown was clearly the most significant radical abolitionist at that time. He fought slavery for years but his most significant action took place at Harper Ferry, Virginia. Brown seized federal arsenal, and he hoped the slaves would come to Harpers Ferry and march through the South, fighting slavery. This way he scared the South, because a slave rebellion had always been the region’s main fear, and therefore the South formed militias. Most Southerners were convinced Brown had done what a lot of Northerners wanted to do, which threatened them (â€Å"John Brown Farm, North Elba, New York – New York History Net†). In other wards, Brown’s raid at Harpers Ferry 1859 fed fear of slave uprising. Southerners basically thought the Republican Party supported John Brown’s Raid and what he had done (Holland, â€Å"Abolitionism†). This was a big issue for them, because the sixteenth president of the United States, Abraham Lincoln, was elected the next year and he was a member of the Republican Party. The South thought that being a member of the Republican Party meant being an abolitionist. This worried them, because abolitionists wanted to make slavery disappear, and they thought that’s exactly what the new president of the whole country, Lincoln wanted to do. So, the South saw the election of Abraham Lincoln as a threat. On the other hand, Abraham Lincoln was not an abolitionist, and he didn’t think what John Brown did was good and ethical. He didn’t want to make the South be against him. He was just supporting the Free Soil Ideology. So Lincoln just didn’t want slavery to expand. However the South didn’t see this distinction. Even before Lincoln was inaugurated, Southern states began to secede from the Union (â€Å"Abraham Lincoln†). So that was pretty much how the conflict first started, and caused the Civil War to begin. The Civil War ended in 1865 and slavery was finally abolished. Slavery had been the main reason for its start, because of the economic divisions it sparked along with abolitionism. The harvesting of cotton was a big source of money at that time, especially after the invention of the cotton gin and needed a great source of slaves as laborers. The abolitionist movement added more to this conflict with the misunderstandings about Lincoln’s political views in the South. At the end, the price for the war was pretty high. Lincoln, a visionary president, was assassinated, and it was the bloodiest and the saddest war in American history. It has a valuable part in American history and worth remembering a clear example of what’s right and what’s wrong.

Romantic Conception of Authorship - 2116 Words

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This is because of the assumption that when an author writes, he or she has a more complete understanding of the text itself. Therefore, the author is the key to understand his or her literary work in biographical criticism. Biographical criticism uses Romantic’s author as a center to study literary work as they provided a useful context for studies. The poetic movement of Romanticism occurred during the late 18th century of Western Europe (Stevens, 2004, p.76). Romanticism emphasis on â€Å"emotion, imagination,Show MoreRelatedIn What Ways Does Frankenstein Complicate the Romanticist Conceptions of Creativity and Individualism? Make Reference to Frankenstein and at Least One Other Romanticist Text.1884 Words   |  8 PagesIn what ways does Frankenstein complicate the Romanticist conceptions of creativity and individualism? Make reference to Frankenstein and at least one other Romanticist text. 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Prayer in the Public School System Essay - 4041 Words

Prayer in the Public School System Over the past thirty years or so the issue of prayer or â€Å"religious expression† in the public school system has brought on heated controversy, but the question is still open for debate---Should students be allowed to have prayer or to express their religious ideals openly in the public schools across America? Many people have attempted to come up with an answer to that question, but, so far no compromise has been agreed upon. This is due to the fact that many people hold strong opinions when it comes to religion and education. As with any argument or debate there are basically two sides, but this conflict has three sides: those people who think that are â€Å"pro-prayer† and believe that there†¦show more content†¦The applicable part of that amendment (freedom of religion) has been broken down into two major clauses which are the Establishment Clause and the Free Exercise Clause. 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If a person can pray to him/herself, then there is no need for a public prayer. It has already been established in the constitution that school prayer has been banned and it should remain that way. In my opinion it should remain unconstitutional because it interferes with other student’s religion, the intentionRead MorePrayer in School Essay example1375 Words   |  6 Pagesthough public schools today are without school prayer, most schools have replaced prayer, with a Silent moment of reflection. Also, the assumption if there is a God or not is a big question as well. I think prayer should be re-instated into schools, because children should be able to express religion freely. I also feel that lack of discipline; youth pregnancy, dropouts, and violence in schools are other issues that can be more controllable if there were religious classes and school prayer. Public

Effects Of Racial Bias On Multiracial Individuals

Cognitive Psychology-Essentialism and Racial Bias Jointly Contribute to the Categorization of Multiracial Individuals In the United States, racism and stereotype bias is an important issue that we still struggle with today and it impacts how we understand each other. Throughout U.S history, people that were mixed (part-white and part-black) were typically identified as Black. Arnold Ho, Susan Gelman and Steven Roberts, U-M professors of psychology published a scientific article (Ho et al., 2015) looking into the cognitive backgrounds behind how an individual categorizes other individuals based on race. They performed studies on categorization on how we categorize multiracial individuals. The study combined research on racial existentialism, existentialism meaning ideals and negative bias in order to explain the difference in the way people categorize multiracial individuals as â€Å"black† over â€Å"white†. Their findings suggest that categorization biases, also known as hypodescent, influence how we categorize multiracial individuals. The study asserts that Black-White multiracial in dividuals in the United States are categorized as Black (hypo-descent – categorization). The basis of this categorization is socially motivated. In essence, the interplay between the anti-Black bias and psychological existentialism leads to hypo-descent categorization. According to the authors, psychological essentialism is the belief that particular group members share common distinct characteristicsShow MoreRelatedThe Ho, Roberts And Gelman Article, Essentialism And Racial Bias1491 Words   |  6 PagesThe Ho, Roberts and Gelman article ‘Essentialism and Racial Bias Jointly Contribute to the Categorizations of Multiracial Individuals’ examined the joint effects of cognitive biases and social biases on hypodescent. 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Boeing Australia Case Study Free Essays

Executive Summary Barilla is operating in a very old-fashioned distribution system that needs to be changed. Implementing this new JITD will increase efficiency across the supply chain. The system will reduce manufacturing costs, increase supply chain visibility, increase distributors’ dependence on Barilla, establish better relationship with distributors, reduce inventory level and most importantly improve manufacturing planning and forecasting using objective data. We will write a custom essay sample on Boeing Australia Case Study or any similar topic only for you Order Now This JITD will see Barilla’s supply chain synchronized from manufacturing to end – users. Strategically, the best decision for Barilla is to implement the JITD program. This will allow for greater capability and flexibility to respond to inputs from end-consumers. In the JITD system, each distributor would provide Barilla with data from products that they shipped to retailers in previous days as well as current stock levels for each Barilla SKU. This data would then be used to make forecasting and replenishment decisions. The will result in a smoother running operating system and excellent customer service. To prove the credibility of JITD and win over apprehensive customers the involvement of top management will be employed. Within the next six months Maggali and top management team will analyze daily shipment data of the distribution chain. Next a database of historical and present demand patterns of distributors will be created and shipments will be simulated with JITD in place. This system will reduce stock out rates and inventory levels while increasing service levels. Next, experiments will be run at the Pedrignano depot and then the Milano depot. This will establish the credibility of JITD and win over distributors and retailers who are apprehensive in buying into this new system. Approximately ten top managers, from customer service managers to vice presidents, logistics, purchasing, sales and marketing and information technology managers will be involved in the decision making, implementation and monitoring of this new system. This will prove credibility of JITD and convince customers that change is inevitable and in this this case the benefits will be mutual. Issues Deciding whether or not the Just In Time Distribution (JITD) model should be implemented into Barilla†s operations. Barilla is suffering from escalating operational inefficiencies. The company is being burdened by demand fluctuations in its manufacturing and distribution systems. Also, this large weekly variation in distributors orders is increasing overhead costs. Trying to convince internal and external customers of the benefits of JITD Barilla’s customers are unwilling to give up authority to place orders as they please. The lack of faith in Barilla’s inventory management also made some customers reluctant in giving detailed sales data so that Barilla could improve its forecasting demands. Customers perceived this JITD move as a quest by Barilla to transfer power to themselves. Internal customers are also resistant to this change as they as they view this concept to be infeasible and or dangerous. Environmental and Root Cause Analysis There is a growing burden that demand fluctuations are imposing on the company’s manufacturing and distribution system. Vitali has suggested for years that the company implement this innovative JITD which is modeled off JIT manufacturing. Vitali proposed that rather than follow the practice of delivering products to Barilla’s distributors on the basis of whatever orders distributors placed with the company, Barilla’s own logistics organization would instead specify delivery quantities that would more effectively meet end users’ needs and would also more evenly distribute the workload on Barilla’s manufacturing and logistics. This was heavily resisted both internally and externally. External people are saying that Barilla wants power over its distributors and wants to manage their inventory for them. On the other hand, the internal sales and marketing people thinks this JITD is unworkable and will reduce their workload so they see it as a threat and as a result they are putting up a resistance. The variability in demand is as a result of lack of forecasting systems or sophisticated analytical tools at the distributors end. Orders for Barilla’s dry products swing from week to week and such extreme demand strains Barilla’s manufacturing and logistics operations. For example, the specific sequence of pasta production necessitated by the tight heat and humidity specifications in the tunnel kiln made it difficult to quickly produce a particular pasta that had been sold out due to unexpectedly high demand. In addition, holding sufficient finished goods inventories to meet distributors order requirements was extremely expensive when weekly demand fluctuated so much and was so difficult to forecast. Advertising and trade promotions are also intensifying the resistance to implementing this JITD. Distributors have become accustomed to price discounts through volume orders, promotional activities and transportation. Barilla’s sales strategy relied on the use of trade promotions to push products into the grocery distribution network. Distributors looks forward to these promotions and also sales people within Barilla looks forward to giving distributors discounts in this very old-fashioned distribution system. Alternatives and/or Options Implementing the JITD system would prove beneficial to the company and its overall supply chain management. Benefits of this JITD would be reduced manufacturing costs and inventory levels, better relationship with distributors due to increased supply chain visibility and distributor’s dependence on Barilla and overall improvement in manufacturing planning using objective data collected. For sales people this would be a selling tool rather than a threat to sales. Distributors will also see an improved fill rate to retail stores, additional service from Barilla without any extra cost and reduced inventory holding costs. Disadvantages to these are lack of infrastructure to handle JITD, risks of inability to adjust shipments quickly to stock-outs, cost benefits uncertainties, unconvinced distributors and reduction in responsibilities for Sales Representatives. Recommendation It is recommended that Barilla implement this JITD system in its supply chain. The system will provide customers with additional service at no extra cost. It will also improve Barilla’s visibility with the trade and make distributors more dependent on the company. This dependence or vendor management inventory (VMI) system will improve relationships between Barilla and distributors. More important, is the information regarding the supply at the distributors’ warehouses would provide the company with objective data that would allow for improvement in planning procedures and forecasting. In addition, distributors will not only improve their fill rates to retail stores but reduce their inventory holding costs. Sales and marketing people will realize that this JITD will be a selling tool rather than a threat to sales. This in the long run improves overall performance in operations. Implementation Maggiali needs to look at JITD as not only a logistics program but as a company wide effort and get top management from both sides involved in decision -making and teamwork. With top management on board, the first implementation will be done at Barilla’s largest DO (organized distributor) the Cortese. Within the next six months Maggali and top management team will analyze daily shipment data of the distribution chain. Next a database of historical and present demand patterns of distributors will be created and shipments will be simulated with JITD in place. This system will reduce stock out rates and inventory levels while increasing service levels. Next, experiments will be run at the Pedrignano depot and then the Milano depot. This will establish the credibility of JITD and win over distributors and retailers who are apprehensive in buying into this new system. An information system will also be implemented to communicate with all customers. SKUs will be barcoded so that they are easily identifiable; that is Barilla’s code and distributor/customer codes. Using this coding system, the company will be able to receive information through any code and also reduce the impact of internal changes in products on DO systems. Barilla’s forecasting systems will be under improvement so that the company can make good use of information received. Monitor and Control There has to be credibility of this new venture in order to convince customers both internally and externally to sign on. In order to reap success in any new initiative top management have to be involved. A team of approximately ten top managers including managing directors, marketing and sales managers, logistics managers, purchasing managers, vice presidents and information technology managers will monitor the implementation of this new initiative, JITD. Each day customers will send information to Barilla using EDI (electronic data exchange) systems. This information will include; customer codes, previous day’s stock-outs, previous days sales and advance orders for future retailer promotions. This will help Barilla to improve internal operations for the company and customers alike, now that Barilla will be responsible for determining quantities and delivery schedules. This will see a reduction in inventory levels, distribution costs, manufacturing costs, improved responsiveness to distributors demands. Overall efficiencies in the company’s operations will be evident in every link of the supply chain. Monitoring and control will be an ongoing process to minimize inefficiencies in operations. How to cite Boeing Australia Case Study, Free Case study samples

Carbon Dioxide (CO2) is a colorless gas, which was Essay Example For Students

Carbon Dioxide (CO2) is a colorless gas, which was Essay CO2 first discovered in 1577 by Van Helmont who detected it in the products of both fermentation and charcoal burning. CO2 is used in solid, liquid, and gas forms in a variety of industrial processes. These include: beverage carbonation, dry ice, welding and chemicals manufacturing. It is produced by the combustion of all carbonaceous fuels and can be recovered in an abundance of ways. It is widely used today as a by-product of synthetic ammonia production, fermentation, and from flue gases by absorption process. CO2 is also a product of animal metabolism and is important in the life cycles of plants and animals. It is present in the atmosphere only in small quantities (.03% by vol.) CO2 is not very reactive at normal temperatures, but it does form carbonic acid, (H2CO3 ) in aqueous solution. This will undergo the typical reactions of a weak acid to form salts. I call it carbonic acid because in the presence of moisture, which we have all around us, it will make an acid. CO2 is also responsible for the acidic pH of rain water. So that nasty stuff called acid rain is caused by CO2. A solid hydrate CO28H20 separates from aqueous solutions of CO2 that are colder at elevated pressures. It is very stable at normal temperatures, but forms CO and O2 when heated above 1700oC. CO2 can be reduced by several methods, the most common being its reaction with hydrogen (H). This is the reverse of the water gas shift reaction, commonly used in the production of hydrogen and ammonia. It can also be reduced with hydrocarbons and carbons at elevated temperatures. CO2 will react with ammonia to form ammonium carbonate. CO2 + NH3 NH4 + CO3. We humans also produce CO2 with every breath we take, but the amount is too small to harm anyone. Carbon dioxide can be dangerous at higher levels though. A mere 5% by vol. of the gas in the air increases the breathing rate and long amounts of exposure can lead to unconsciousness or even death. The gas carbon dioxide is much heavier than the air around us and is also heavier than its friend carbon monoxide. Its density is much greater and it turn will cause the gas to be harder for plants to get rid of very quickly. Some scientist even say it will pour like a liquid into the air.Bibliography: