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Education, IRE Transactions on

Issue 3 • Date Sept. 1960

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  • Table of contents

    Publication Year: 1960 , Page(s): c1
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    Freely Available from IEEE
  • IRE Professional Group on Education

    Publication Year: 1960 , Page(s): c2
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    Freely Available from IEEE
  • Editorial

    Publication Year: 1960 , Page(s): 65
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  • Education in the Space Age

    Publication Year: 1960 , Page(s): 66 - 77
    Cited by:  Papers (1)
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    The dynamic persistence of scientific and technological development in the past two decades has aroused an intensity of public interest in education which is higher today than at any time in history. Perhaps the greatest impact of scientific progress has been the emergence of a more universal view of human society as a whole. We have two cultures-that of science, and that associated with the more traditional values of the humanities. This paper represents a technologist's attempt to present a bird's eye view of the broad educational scene, both national and international. In discussing the major issue of the controversial scientist-vs-the-non-scientist problem, the author finds that it is the non-scientist-the humanist, the artist, the literary intellectual, the politician-who is the most unbalanced member of our society, in terms of the formal education which he receives. View full abstract»

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  • A Laboratory-Problem Centered First Course for Electrical Engineers

    Publication Year: 1960 , Page(s): 78 - 84
    Cited by:  Papers (1)
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    The objectives of Carnegie's first course for electrical engineering students are the conversion of basic science into "root content" and the development of professional method. Both objectives are met by a program of the solution of a series of professionally difficult but scientifically simple problems, which require both analytical and experimental work. All laboratory work is planned by the student, who takes major responsibility for its conduct and is permitted to make mistakes. Each new problem is used but once. Typical problem solutions require two to three weeks and two to three laboratory periods for completion. Recitation and laboratory work are integrated. Several examples of problems are given, together with typical student plans, student reports, and instructor's comments. General rules for planning such a course are presented. The success of the course and its effect on the rest of the curriculum are discussed. View full abstract»

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  • Circuit Theory in a Unified Curriculum

    Publication Year: 1960 , Page(s): 84 - 88
    Cited by:  Papers (3)
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    Conventional circuit analysis courses are generally taught by electrical engineering instructors in a proprietary fashion. The underlying reasons for this state of affairs are history and utility; circuit theory was developed from a consideration of electric circuits and found its most important area of application there. Intrinsically, however, circuit theory is no more "electrical" than arithmetic is "financial." This paper explains the basis for an abstract circuit course "abstract" in the sense that the circuit connotation is not necessarily electrical but may, with equal validity, be mechanical, acoustical, thermal, etc. Generalized circuit variables are classed as either potential or flow variables, and generalized circuit parameters are then categorized according to their behavioral equations (Hooke's Law, Ohm's Law, Fourier's Law, etc.). A simple systematic method of finding a circuit diagram for a system composed of such parameters is shown. View full abstract»

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  • Use of Edcucational Aids in Electronics

    Publication Year: 1960 , Page(s): 89 - 99
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    First Page of the Article
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  • The Penultimate Teaching Machine

    Publication Year: 1960 , Page(s): 100 - 101
    Cited by:  Papers (1)
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    This paper discusses the possibility of building an electronic transducer to take the place of the existing teaching machines. The tasks that can be performed by such a machine as well as the advantages and risks involved are discussed. View full abstract»

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  • Contributors

    Publication Year: 1960 , Page(s): 101 - 102
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  • Institutional listings

    Publication Year: 1960 , Page(s): 102a
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Aims & Scope

This Transactions ceased production on 1963. The current retitled publication is IEEE Transactions on Education.

Full Aims & Scope