Circuit Analysis-A Problem in Semantics

The teaching-learning process in circuits is enormously complicated by the multiple meanings and shades of meanings which are inherent in most of the technical terms. A method is offered for reducing every term relating to "functions" to its basic meaning for the particular circuit application under study. Using this method, which might be called "current analysis," it becomes possible to explain detailed circuit phenomena to students with little or no technical or mathematical background.     

Technology,Learning Communities and Young People: The Future Something Project

The Future Something Project (FSP), a two‐year action research project, was devised to nurture the creative and technological talent of small groups of young people at risk by creating a structured network, mentored and driven by creative professionals exploring innovative ways for the two distinct target groups to work together. The project practice is located within the new field of interaction design and takes a social and critical approach to art and design pedagogy. The external research team found that one valuable way of looking at the FSP enterprise was through the social theory of communities of practice (CoPs) developed in the 1990s by Lave and Wenger. The creation of a learning community as a pedagogical strategy is central to the conception and practice of this project. This article, therefore, sets out to apply an existing theory to a new art and design context together with more general thoughts on learning communities. It explores the potential of new technologies and different settings to effect learning within structured networks and local and virtual communities of practice.     

The Dangerous Individual('s) Dog: Race,Criminality and the ‘Pit Bull’

Abstract

Though it is generally acknowledged that there is a relationship between racist discourse and the figure of the non-human animal, this relationship is almost always assumed to be analogical: oppressed groups are compared with or treated as non-human animals. But the recent dogfighting case against NFL Quarterback Michael Vick and the attendant suspicion of ‘pit bulls’ suggests that racism today has a more complex relationship with (certain types of) animals than the analogy would capture. An analysis of this discourse both calls for and revises Foucault's notion of ‘the dangerous individual’ as an explanatory concept for contemporary racism. The concomitant revulsion toward both dogfighting and ‘pit bulls’ suggests an expression of fear of a perceived threat to normative whiteness, insofar as these ‘dangerous’ dogs are figured as carriers of the contagion of racial abnormality.     

Attuning to In-the-Red Frequencies with/in Readers Workshop

In this article, we ‘think with’ the theoretical concepts of flow, rupture, layering, and sampling to affectively attune to ‘in-the-red frequencies’ flowing across/with-in a New York City primary classroom—that is, alternative sonic frequencies that trouble and refuse hegemonic literacy practices. These hip-hop concepts theorise affect in relation to Black intellectual frameworks for moving, feeling, and sounding. Such frameworks honour philosophical practices emerging from Black people's lived experiences—practices that, historically, have been perceptually coded out of legibility by white supremacist institutions. Ultimately, we argue that thinking with flow↔rupture↔layering↔sampling enables more equitable practices that push literacies ‘into the red,’ namely, by respecting multiple perspectives, histories, and truths; accounting for power, privilege, positioning, and complicity; and highlighting ‘otherwise’ social worlds not predicated on hegemonic whiteness, anti-blackness, and socio-political violence.     

Phenomenological understanding of Black counselor education students at Predominately White Institutions,Historically Black Colleges and Universities,and Hispanic Serving Institutions

The experiences of Black counseling students at Predominantly White Institutions are well documented. Using a transcendental phenomenological environmental research design, we explored how 12 Black counselor education graduates experienced their respective institutions across three types of academic institutions—Predominantly White Institutions, Historically Black Colleges and Universities, and Hispanic Serving Institutions. Three salient themes emerged—(1) exposure, (2) real-life exposure, and (3) cultural oasis. The researchers also discussed implications for counselor education programs and future research.