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H. Robinson made careful analyses of strength, buoyancy and stresses expected in service and made several recommendations. After the battle of jutland and British design work on the Hood, this started to change. The final design work was put on hold but restarted in 1918 with the help of Stanley Goodall from the Hoods design team, to CandR. The design started to change dramatically. Eventually, four above water torpedo tubes were fitted, the width was extended to maximize ASW and belt protection, while it was increased to 7 inches 180 mm. Boiler technology allowed to reduced them to 16 and funnels to two, with massive truncations, and displacement rose to 43,500 tons, making them even heavier than the projected South Dakota class. They would have been the largest warships ever built for the USN before the Iowa class in 1944. The South Dakota and Lexington classes were no longer needed in 1919 1920 as the war came to an end. Aside the prevalent pacifism mood of the time and the Congress wary of further spending, Washington eventually endorsed the initiative of a global naval ban, a well received initiative in some political circles due to the huge financial strain taken by this race in many nations impoverished by the war. Japan perhaps was the less happy with this decision, but eventually would conform to it.

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Rajendran SankaravelayuthanDr. N. GejeswariCollege-Course-Classes.html">Select Papers from International Conference on Contemporary Issues in Language and Literature,Thanthai Hans Roever College Autonomous Elambalur, Perambalur 621 220 Tamilnadu, India . Editor: K. Nesapriya, EditorSelect Papers of the National Conference on Effective Strategies, Innovative Methods and Integrated Pedagogical Approaches to Learning and Teaching English in Heterogenous Classrooms,SRM Valliammai Engineering College, Kattankulathur 603 303, Tamilnadu, India . Editors: Prof N. Lakshmana Perumal,Sheeba Manodh and M. Chithra Insight into Select Literary Works . Editor: Dr. S. Jayanthi, M.

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In contrast, when meeting with the teacher, the kindergartners elaborated on what they wrote about their work. And once students became more fluent with their writing skills, they were able to represent their reflective thoughts more easily. Initially the students at Croton Elementary often offered stereotypical comments such as "This was fun!" or "I chose this piece of work because it is my best. " Teachers realized that they needed to spend time teaching students how to reflect. They asked students, "What does a reflection look like when it really tells you something about the experience?" After considerable discussionand after considering models of reflection from students and published authorsthe students began to understand what was called for. Reflection was not a time for testimonials about how good or bad the experience was. Instead, reflection was the time to consider what was learned from the experience. Reflection was a time to describe what students saw in their own work that changed, needed to change, or might need to be described so another person might understand its meaning. Figure 12. 1 shows how teachers characterized student work as students acquired the capacity for reflection. The teachers then summarized key statements that students made about their work when asked the question "What would I change to make my work better?" Students from kindergarten through 2nd grade made comments such as these: I would add to the picture.

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