A framework of teaching method adopted in teaching City and Guilds workshop students is offered for readers' consideration. The author has been prompted to write by the…
Abstract
A framework of teaching method adopted in teaching City and Guilds workshop students is offered for readers' consideration. The author has been prompted to write by the first‐class articles by Mr W. M. Macqueen, in particular the second one (March issue) in which he discusses the importance of developing and maintaining a force of highly‐skilled competent craftsmen, and by that of Mr F. Metcalfe (February issue).
The teaching scheme outlined is intended to apply to those students who are able to conceive fairly readily what is meant by ‘area’ and ‘volume’. To one for whom these terms have…
Abstract
The teaching scheme outlined is intended to apply to those students who are able to conceive fairly readily what is meant by ‘area’ and ‘volume’. To one for whom these terms have real meaning it is difficult to appreciate the non‐comprehension on the part of others, but perhaps their position may be more readily appreciated if one were asked to explain, or handle mathematically, say, the fourth dimension or any of the mathematical operators.
According to Nuttall's dictionary a profession is a “vocation, occupation or calling distinct from trade, and such as implies a measure of learning.” The same dictionary describes…
Abstract
According to Nuttall's dictionary a profession is a “vocation, occupation or calling distinct from trade, and such as implies a measure of learning.” The same dictionary describes a vocation as a “designation or destination to a particular state or profession; summons; call; inducement; employment; calling; occupation or trade.”
THhis response has been prompted partly by No. 3 in the series ‘The Teaching of Craft Subjects’ (Vol. 3, No.1, TECHNICAL EDUCATION), partly by the recent White Paper on ‘Better…
Abstract
THhis response has been prompted partly by No. 3 in the series ‘The Teaching of Craft Subjects’ (Vol. 3, No.1, TECHNICAL EDUCATION), partly by the recent White Paper on ‘Better Opportunities in Technical Education’, but mainly because of difficulty experienced with City and Guilds Course 194 in what might be called a ‘special’ area.
IT IS NOW more than twenty years since the writer joined a first‐year ONC course and listened to the lecturer explaining the principles of orthographic projection. The…
Abstract
IT IS NOW more than twenty years since the writer joined a first‐year ONC course and listened to the lecturer explaining the principles of orthographic projection. The front‐vertical and horizontal planes were the covers of the register case and the side‐vertical plane was the register itself. Even from this distance in time how simple and straightforward the exposition appeared to be. Within ten minutes of its starting this student was busy with his first drawing and never since then has he experienced any difficulty whatsoever with either first or third angle projection or with auxiliary views.
In any discussion with students, either individually or collectively, it soon becomes apparent that most of them suffer to some extent from two main troubles: first, a feeling of…
Abstract
In any discussion with students, either individually or collectively, it soon becomes apparent that most of them suffer to some extent from two main troubles: first, a feeling of lack of prospects in their jobs and, second, a feeling of boredom with their work. Because of this the writer has long held the view that, so far as very many students in Further Education are concerned, it is unwise to stream students using ability (i.e. I.Q.) as the basis of selection.
IN John Wellens' review of the new White Paper (Technical Education, February 1961) under the sub‐heading ‘Selection and the Liaison Officer’ there is much to be commended. 1; was…
Abstract
IN John Wellens' review of the new White Paper (Technical Education, February 1961) under the sub‐heading ‘Selection and the Liaison Officer’ there is much to be commended. 1; was a second reading that prompted the present writer to describe below the type of liaison which has developed between his college and some of the local firms in respect of selection and enrolment, The procedures adopted in these matters have been practicable owing to the smallness of the numbers of students and firms involved, but there is no reason why the same pattern could not be adopted for use on a larger scale.
A.J. James and Principal
IN December 1961, an article appeared in TECHNICAL EDUCATION entitled “The New Burnham Technical Scales”. This discussion of the then new scales included the statement:
This ‘g’ trouble is a widespread symptom of some basic misunderstandings in mechanics. Evidently it troubles the students at the Imperial College, as Mr Francis's article in the…
Abstract
This ‘g’ trouble is a widespread symptom of some basic misunderstandings in mechanics. Evidently it troubles the students at the Imperial College, as Mr Francis's article in the February issue indicates, as well as those hoping to gain certificates and diplomas in the technical colleges. In certain branches of study, structures and strengths of materials and other subjects largely based on statics, it can almost be forgotten. However as soon as dynamics arises, say in mechanics of machines, we are right in the ‘g’ muddle. Even here some students, by feats of memory, get by without resolving the confusions in their concepts of force and mass. In fluid mechanics there is no such way out. Viscosity units are arbitrarily expressed in either mass or force units (M L—1 T—1 or F T L—2) and still further these may occur in f.p.s., f.s.s. or c.g.s. and, if heat transfer problems enter, then time may be in hours.
Trans theory (also known as transgender studies) is a rapidly expanding interdisciplinary field in which activism, scholarship and lived experience are coalescing around questions…
Abstract
Trans theory (also known as transgender studies) is a rapidly expanding interdisciplinary field in which activism, scholarship and lived experience are coalescing around questions of embodiment, personhood, and intersections of race/ethnicity/class/ability/gender/sexuality. Trans-themed research, whether explicitly located in trans theory or not, is a growing area of academic exploration. As a trans researcher and trans person, I am interested in two questions: how does autoethnography fit within trans and queer theory, and how can people who do not live in trans communities undertake ethical trans-related research? A symbolic interactionist perspective informs my understanding of trans theory and the social construction of identity and embodiment. I explore my own femme transmasculinity through autoethnography, and also consider my experience interviewing other trans people as part of researching masculinity. I suggest that researchers who are not trans (who are cisgendered, meaning they identify with the sex/gender they were assigned at birth) must accept that trans people have what Talia Bettcher (2009a, 2009b) terms First Person Authority over their embodiment, experience, and narratives. Having established this, I examine self-identification and intersubjective recognition in relation to my own experience of femme transmasculinity, asking what is femme incoherence and how does this relate to queer and trans theory/politics?