Brooklands College

An introduction to the principles of aircraft digital and electronic systems, this book is written for anyone pursuing a career in aircraft maintenance engineering or a related aerospace engineering discipline. Suitable for those studying towards licensed aircraft maintenance engineer status as part of an EASA Part-66 or FAR-147 approved course, or those taking Aerospace Engineering City & Guilds modules, EDEXCEL National Units, EDEXCEL Higher National Units or a Degree in aircraft engineering.

By offering annual health checks to people with learning disabilities a variety of health conditions were detected and treated. Health checks took place at a general practice surgery and were performed by a consultant psychiatrist in learning disability, a general practitioner (GP) and a community learning disability nurse. Thirty-five people attended full health checks at T1 (year 1) and T2 (a year later). Health status was quantified by measuring changes at T2. Contrary to other research findings, people with learning disabilities at this surgery consulted their GPs more frequently, were prescribed significantly more medication and were more likely to be prescribed medication than controls. At T1 33 (94 percent) people had a physical health problem that warranted intervention and 25 (71 percent) people had problems with their mental health. At T2 referrals and other interventions were reduced but still warranted extending the health checks into future years.

A sample of 278 male and 213 female Bible College students in England completed Form G (Anglicized) of the Myers-Briggs Type Indicator (MBTI). The data demonstrated clear preferences for introversion over extraversion, for sensing over intuition, and for judging over perceiving among both male and female Bible College students. Among females there was also a clear preference for feeling over thinking. The two predominant types among female Bible College students emerged as ISFJ (23%) and ESFJ (17%). The two predominant types among male Bible college students emerged as ISTJ (15%) and ISFJ (13%).

This report discusses the developments that took place in teacher training during the nineteenth century and assesses, through research, the social class mix of students who attended Whitelands College, Chelsea, between 1841 and 1870. The research is predominantly based on the students records and other material found in Whitelands College archives, on that found at the National Society Archives, Westminster and in nineteenth century journal articles. Secondary sources have been used to interpret the findings and to provide a background to the establishment of teacher training colleges and the development of education during a period of economic, political and social change. The first part examines the background to nineteenth‐century education, in particular the development of systematic training for elementary school mistresses. The influential role of religious parties, industrialists and philanthropists is outlined in their contribution to making society and, more especially the government, aware of the need for elementary education consequent on the industrial revolution. Part 2 examines the social aspect of class in the nineteenth century and shows how it was as pervasive in teacher training colleges as it was in society. The final part concentrates or. Whitelands College where the recruitment of future teachers is studied with reference to their social class. It is established that, in contrast to many writings on educational history, the middle‐class students, and even those from the professional‐class, entered this college consistently through the period studied, thus making it an exception to the national trend of recruitment to teacher training colleges.

In trying to determine how and why alternative teacher programmes evolved, a number of critical questions come to mind. For instance what is meant by the concept of alternative? What are some reasons for the existence of alternative programmes? For the purposes of this paper, an alternative teacher education programme will be viewed as the provision of a programme option to the regular programme, that is, another complete programme in a teacher education institution which is fundamentally different.

Recently there has been a growing interest in improving the connection between school and society in general, and schools with their communities in particular. This concern comes from many sources. Employees criticise teachers as being ignorant of the world of work, and blame teachers for helping to create high school leaver unemployment by generating unrealistically high expectations in high school students. Parents too, are demanding that schools become more accountable to them in terms of the skills taught to their children. Social reformers are advocating that school teachers take more account of the ethnic sickness of the local population, and make efforts to include multicultural materials into the curriculum.