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As the design of mechanisms, structures and so on increases in complexity, and manufacturing processes become more complicated, the need for set courses on drawing reading as a classroom subject for student and craft apprentices becomes more evident. Among the many maxims of good design are ‘Foolproof Assembly’ and ‘Minimum Number of Parts’. Although the application of these maxims is usually reasonably simple, it does make for more complex parts and, consequently, more complex detail drawings. Some of these drawings are really difficult to interpret correctly — particularly for apprentices in the early years of their training before they have received any full‐time instruction in drawing and design.

ALL COURSES on strength of materials and theory of structures deal in detail with the methods of finding slopes and deflections for beams carrying a wide variety of forms of loading. Yet frequently in experimental work the subject is unnecessarily restricted to verification of deflections caused by some relatively simple system of concentrated loading.

Processes of novelty generation and adoption have received much more attention than novelty evaluation. This paper explores the internal processes enacted by organizations to recognize and assess novel ideas for further implementation by focusing on the role that artifacts play in identifying the creative potential of an idea versus another one. Our empirical study focuses on the evaluation of novelty in the form of new experiences and builds on the analysis of two highly creative organizations, elBulli restaurant, led by chef Ferran Adrià, and the Italian Drama Academy Nico Pepe. We find that organizations implement three distinct processes to evaluate the novelty of ideas: analyzing, structuring, and formalizing. In these processes, artifacts play a key role in making novel ideas tangible by anticipating audiences’ reactions, integrating the novelty generated into an organizational corpus of knowledge, and consolidating novel ideas for future applications. Our results show that these processes take place iteratively in all phases of the idea’s journey, increasingly leading to the collective identification and assessment of novelty.

This paper focuses on analysis of the incorporation of a Lesson Study cycle within the university training proposal, as a teaching strategy in initial training in the Infant Education Degree.

Qualitative research was conducted through a case study methodology.

Proposing training strategies based on this methodology encourages both the reconstruction of future teachers' practical knowledge and also adequate professional development from initial training.

The main constraint in the study was the cost-benefit ratio, since this experience has required significant practical and emotional dedication by the people involved, while the expected results have only been partially evident in the students. This would seem to imply that the strategy requires continuity over time in order for future education professionals to take it fully on board.

More continuity in such experiences would be required in order to fully analyse their actual value. To this end, the experiences need to be more closely related to the university curriculum, and there must be greater coordination between the subjects in order to ensure a holistic approach to LS.

This article sets out an LS experience as a collaborative action-research strategy that promotes the reconstruction of students' practical knowledge and their professional development in initial training.

Apparatus which will demonstrate the conservation of linear momentum is usually expensive or complicated. This is not really surprising if we consider the requirements. First of all friction must be negligibly small, and secondly an accurate method of measuring velocity must be found. The linear air track satisfies the first of these needs, and stroboscopic photography or electric stop clocks can be used to measure velocity.

Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity; EDA) and content knowledge before and after a multimodal, cooperative inquiry, science teaching intervention to determine associations with productive science learning and increased science knowledge.

A total of 214 students with a mean age of 11 years 6 months from seven primary schools participated in a multimodal, cooperative inquiry, science teaching intervention for eight weeks during a science curriculum unit. Students completed a series of questionnaires pertaining to attitudes and beliefs about science learning and science knowledge before (Time 1) and after (Time 2) the teaching intervention. Empatica E3 wristbands were worn by students during 1 to 3 of their regularly scheduled class sessions both before and after the intervention.

Increases in EDA, science knowledge, self-efficacy and a growth mindset, and decreases in self-esteem, confidence, motivation and use of cognitive strategies, were recorded post-intervention for the cohort. EDA was positively correlated with science knowledge, but negatively correlated with self-efficacy, motivation and use of cognitive strategies. Cluster analysis suggested three main clusters of students with differing physiological and psychological profiles.

First, teachers need to be aware of the importance of helping students to consolidate their current learning strategies as they transition to new learning approaches to counter decreased confidence. Second, teachers need to know that an effective teaching multimodal science intervention can not only be associated with increases in science knowledge but also increases in self-efficacy and movement towards a growth mindset. Finally, while there is evidence that there are positive associations between physiological arousal and science knowledge, physiological arousal was also associated with reductions in self-efficacy, intrinsic motivation and the use of cognitive strategies. This mixed result warrants further investigation.

Overall, this study proposes a need for teachers to counter decreased confidence in students who are learning new strategies, with further research required on the utility of monitoring physiological markers.

Under this heading are published regularly abstracts of all Reports and Memoranda of the Aeronautical Research Committee, Reports and Technical Notes of the U.S. National Advisory Committee for Aeronautics, and publications of other similar research bodies as issued

PLASTICS tooling has been accepted progressively in the aircraft industry, particularly during the past decade, mainly because of its elementary manufacturing equipment requirements and the saving it provides in time and labour. However, its continued success depends on knowledge of the properties of these materials and skill in applying them. Although metals are the traditional materials for machining or fabricating tools, it is now being realized more than ever before that certain advantages can be gained by the use of plastics in tooling, particularly when considered in the light of job or batch production—these being most significant in the aircraft field—and resulting in improved efficiency and economics. It must, however, also be appreciated that these materials have certain limitations, for in the past they have been adopted by tool designers all to readily as direct alternatives to conventional materials for reasons which were not always well founded.

The paper is a study of Clarice McNamara, née Irwin (1901–1990), an educator who advocated for reform in the interwar period in Australia. Clarice is known for her role within the New Education Fellowship in Australia, 1940s–1960s; however, the purpose of this paper is to investigate her activism in an earlier period, including contributions made to the journal Education from 1925 to 1938 to ask how she addressed conditions of schooling, curriculum reform, and a range of other educational, social, political and economic issues, and to what effect.

Primary source material includes the previously ignored contributions to Education and a substantial unpublished autobiography. Used in conjunction, the sources allow a biographical, rhetorical and contextual study to stress a dynamic relationship between writing, attitudes, and the formation and activity of organisations.

McNamara was an unconventional thinker whose writing urged the case for radical change. She kept visions of reformed education alive for educators and brought transnational progressive literature to the attention of Australian educators in an overall reactionary period. Her writing was part of a wider activism that embraced schooling, leftist ideologies, and feminist issues.

There has been little scholarly attention to the life and work of McNamara, particularly in the 1920s–1930s. The paper indicates her relevance for histories of progressive education in Australia and its transnational networks, the Teachers Federation and feminist activism between the wars.