Relevant bibliographies by topics / Working class experience

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Working class experience'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Working class experience"

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Lovett, Trevor, and Nadia Lovett. "Academic Alien: Portrait of a Working-Class Man‟s Higher Education Experience." International Journal of Social Science and Humanity 6, no. 2 (February 2016): 145–48. http://dx.doi.org/10.7763/ijssh.2016.v6.634.

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Archibald, W. Peter, and Simon J. Charlesworth. "A Phenomenology of Working Class Experience." Canadian Journal of Sociology / Cahiers canadiens de sociologie 26, no. 3 (2001): 521. http://dx.doi.org/10.2307/3341902.

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Taylor, Katharine. "A Phenomenology of Working Class Experience." Sociological Review 50, no. 2 (May 2002): 303–6. http://dx.doi.org/10.1111/1467-954x.t01-1-00368.

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Crossley, Nick. "A Phenomenology of Working Class Experience." International Journal of Epidemiology 32, no. 4 (August 2003): 675–76. http://dx.doi.org/10.1093/ije/dyg234.

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Thelin, William. "How the American Working Class Views the “Working Class”." Humanities 8, no. 1 (March 12, 2019): 53. http://dx.doi.org/10.3390/h8010053.

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This article reviews the complications in understanding some of the conflicting tenets of American working-class ethos, especially as it unfolds in the college classroom. It asserts that the working class values modesty, straightforwardness, and hard work and has a difficult time accepting an ethos based in formal education. The article also discusses some of the performance aspects of working-class texts and explores the difficulties that outsiders face in trying to analyze/critique working-class experience.
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Soria, Krista, and Mark Bultmann. "Supporting Working-Class Students in Higher Education." NACADA Journal 34, no. 2 (December 1, 2014): 51–62. http://dx.doi.org/10.12930/nacada-13-017.

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Utilizing data from the multi-institutional Student Experience in the Research University survey, we examined self-identified working-class students' experiences in higher education. The results suggest that working-class students experience a lower sense of belonging, perceive a less welcoming campus climate, and pursue fewer social engagements than their peers who self-identify as middle/upper-class. Specific suggestions direct academic advisors to promote working-class students' success.
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Licht, Walter, Eric Arnesen, Julie Greene, Bruce Laurie, and Calvin Winslow. "Labor Histories: Class, Politics, and the Working-Class Experience." Journal of American History 86, no. 4 (March 2000): 1808. http://dx.doi.org/10.2307/2567663.

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Dominique, Chloe. "A Lesson in Class: the working-class experience of Anthropology." Teaching Anthropology 10, no. 1 (August 3, 2021): 60–70. http://dx.doi.org/10.22582/ta.v10i1.586.

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This paper focusses on socio-economic class structures, as they relate to the study and practice of anthropology. More specifically, it discusses the ways that working-class or financially precarious anthropologists (students, researchers and teachers) negotiate tensions found within the British university. It is concerned with the current climate of ‘diversity’ in education, and the role that socio-economic inequity plays in these discussions. This paper seeks to make room for class; it asks what we can learn from giving voice to the insidious silence that plagues it, in a context of neoliberal identity politics (Wrenn, 2014), ensuing ethnicist diversity practices (Brah, 1991), and what I would call ‘cursory diversity’ - what Sara Ahmed refers to as a ‘hopeful performative’ (2010, p.200). It is argued that anthropology as a discipline must start attending to the ways that financial precarity and social class impact the subjects that study, not just the subjects of study, by reflecting on the venacularity of the academy and the discipline itself. It achieves this through exploring the vernacularity of the working-class anthropologists’ experiences in relation to the prism of ‘diversity’; how class refracts to produce multiple forms of experience, of assimilation, and of exclusion - as well as resistance to such enclosure.
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Kotkin, Stephen. "Class, the Working Class, and the Politburo." International Labor and Working-Class History 57 (April 2000): 48–52. http://dx.doi.org/10.1017/s0147547900212696.

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The experience of socialist countries, which Geoff Eley and Keith Nield do not address, raises fundamental questions about their argument. Class-based thinking and rhetoric under Soviet socialism served as a weapon in the hands of the authorities, not as a vehicle for critical analysis, let alone for human emancipation. Before 1917, class-based ways of looking at the world presented enormous, indeed insurmountable obstacles for a liberal-based politics. Eley and Nield, while embracing liberalism, want to retain a role for class, but their vague proposals are almost exclusively rooted in historiographical polemics of overblown significance.
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Shotwell, Gregg. "A Working-Class Sherlock." Monthly Review 68, no. 5 (October 7, 2016): 62. http://dx.doi.org/10.14452/mr-068-05-2016-09_7.

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Timothy Sheard, the Lenny Moss mystery series (New York: Hardball).At its best, the art of fiction reveals the underlying truth of human relations: we are communal and collaborative by nature. Selfishness and greed are social aberrations because, ultimately, they violate the principle of self-preservation. No wonder we are drawn to crime stories: they mirror our common experience. Capitalism is high crime disguised as church doctrine. Conspiracy is evident, though the evidence is concealed. Hence, our fascination with the detective genre. We are in dire need of Timothy Sheard's scrutiny—a detective who peers through a working-class eyeglass.Click here to purchase a PDF version of this article at the Monthly Review website.
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Dissertations / Theses on the topic "Working class experience"

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Stahl, Garth. "White working-class boys' negotiations of school experience and engagement." Thesis, University of Cambridge, 2012. https://www.repository.cam.ac.uk/handle/1810/290017.

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This thesis investigates how white working-class boys experience social and learner identities in three educational sites. It presents the findings of an in-depth sociological study of teenage boys from one locality in South London, focusing on the practices of ‘meaning-making’ and ‘identity work,’ the boys’ experience and the various disjunctures and commonalities between the social and learner identities. Working-class boys are often presented in homogeneous terms and this study explores the heterogeneity of being a working-class boy and the diversity of their experiences in education. The work is positioned within the debates regarding masculinity in schooling and working-class disadvantage; my focus is on how boys’ ‘lifeworlds’ are created in contrast and in relation to their schooling experience. How boys contend with neoliberal educational processes which are fundamentally about “continually changing the self, making informed choices, engaging in competition, and taking chances” (Phoenix 2004: 229) and the construction of what I call ‘egalitarianism’ was an important homogenous feature in the data. The methodological approach employed is integral to gaining this understanding. I draw on Bourdieu’s signature concepts and theoretical framework in order to understand the complexities and negotiations surrounding reconciling educational success with working-class values. To further my understanding, I also utilise elements of intersectionality questioning, in order to address the interplay between class, gender and ethnicity in the social and learner identities the boys constitute and reconstitute through the various discursive practices in which they participate.
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Roberts, William. "Learning your way out? : a sociology of working class educational experience." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.563998.

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This study examines the intersections of class, social exclusion and education policy during New Labour’s time in office, with the bulk of its focus falling upon secondary schooling. Working against wider political, academic and popular effacements and recodifications of class, and with a particular focus upon its marginalisation within both political and academic discourses of social exclusion, both concepts are mapped out in ways which allow them to be understood in tandem and as rooted within the structures, processes and relations of society and its constitutive institutions. Qualitative in approach, and set within the ebb and flow of long running educational struggles heavily imbued with issues of class, the study uses semistructured interviews with 21 education professionals to explore the impact of the current market-based education policy regime upon the institutional structures, processes and professional practices which confront working class pupils on a daily basis. In turn, it examines the ways in which working class pupils and the shaping of their educational experiences are understood by those trained and charged to teach in an education system intimately bound to the re/production of class inequalities and social exclusion. Parallel to this, the project uses biographically orientated interviews with 17 working class young people in order to explore the variegated ways in which class and social exclusion intersect within their schooling careers as they are shaped along shifting axes through, within, and against the kinds of contexts and conditions mapped out by education professionals. The study provides key insights into the contemporary circulation of class within schools: invoked through crosscutting narratives of ‘ability’, ‘deficiency’ and ‘social constructivism’ by education professionals caught within systemic pressures to perform, and a ubiquitous facet of working class educational experience which is continually stirring, settling, straining to be re/made, and wrought through shifting layers and dimensions of in/exclusion.
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Fisher, Timothy James. "Fatherhood and the experience of working-class fathers in Britain, 1900-1939." Thesis, University of Edinburgh, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538108.

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Morris, Myla Bianca. "Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/377822.

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Urban Education
Ph.D.
This study was designed to build on the existing research on teaching and learning in community college contexts and the literature of college writing in two-year schools. The work of Pierre Bourdieu formed the primary theoretical framework and composition theory was used to position this study in the literature of the college writing discipline. Employing qualitative research methods and a critical working-class perspective, this study reflects a combined data set of participant observation, in-depth personal interview, and document analysis, giving shape to the experiences of fourteen students in one section of a first-year college writing course. This ethnographic study provided fruitful data regarding the nature of student/teacher relationships and students’ negotiation of authority in the classroom and in their writing. The results showcase the value of in-depth, qualitative research in college writing classrooms, a perspective with great potential to reveal underlying factors for student behaviors and outcomes in two-year literacy education.
Temple University--Theses
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Jones, Benjamin. "Neighbourhood, family and home : the working class experience in mid-twentieth century Brighton." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496938.

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This thesis focuses on the working class in Brighton in the period c.1920-1970. I argue that despite rising living standards and increasing mobility rates (among men) classes remained culturally and spatially distinct. While working and middle class lifestyles converged somewhat, class differences were maintained and classes themselves reproduced through the uneven accumulation of economic and cultural capital. Foregrounding the analysis of life histories, class processes are seen to work structurally and biographically; shaping life chances and subjectivities. While work is conceived as significant in configuring social trajectories I demonstrate the degree to which occupational experiences intersect with domestic, familial, associative and neighbourhood cultures to mould social identities. I further investigate how class intersects with gender and generation to mediate experience, and evaluate the relationship between experience, discourse and memory in the formation of accounts of the past.
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Elliott, Amber Grace. "How do working-class parents experience Webster-Stratton based group parenting programmes? : an investigation of parenting values and class culture." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432443.

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Feesey, Terrence James. "An investigation of variables influencing the experience of unemployment for blue collar and white collar workers." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26811.

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This study was designed to probe the experience of white collar unemployment. Some research results suggest that white collar people have an easier time with unemployment than do blue collar people while other findings suggest the contrary. A questionnaire format instrument was designed to record self-reported changes of an affective and behavioural nature in a sample of 66 white collar and 24 blue collar unemployed adults. It was hypothesized that on the whole, the blue collar sample would report a more difficult response to unemployment than the white collar sample. It was further hypothesized that after an unspecified period of time the unemployed white collar sample would become passive and depressed. Twelve variables focusing on learned helplessness, self-esteem, depression, locus of control, social interaction, time structure, personal meaning and perceived measures of health and finances were recorded and intercorrelated in this relationship study. Correlation matrices were constructed for the general sample, the white collar and the blue collar sub-samples. Reliability and validity coefficients of the instrument were calculated on each variable and were found to be acceptable for the purpose of this study. The relationships among the variables supported the notion that generally, the people in the blue collar unemployed sample experienced more difficulty with unemployment than did those people in the white collar sample. The white collar sample subjects did not, however, show a significant disposition toward passivity and depression as a function of time. Instead, the data suggested the presence of a second white collar subgroup who appeared to be experiencing great personal difficulties regardless of the duration of their unemployment. It was suggested that the appearance of a bi-modal white collar sample was the result of the sampling technique, and further that these results may reflect the state of the real world. This position is offered as a possible justification for the contradictory white collar unemployment findings in the past.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Souza, Roberio Santos 1978. "Experiencias de trabalhadores nos caminhos de ferro da Bahia : trabalho, solidariedade e conflitos (1892-1909)." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/281969.

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Orientador: Fernando Teixeira da Silva
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas
Made available in DSpace on 2018-08-08T05:40:29Z (GMT). No. of bitstreams: 1 Souza_RoberioSantos_M.pdf: 2587424 bytes, checksum: a24e814b85d9f4fe7b087b5321e95ada (MD5) Previous issue date: 2007
Resumo: A história da estrada de ferro da Bahia ao Francisco, desde a segunda metade do século, foi marcada por diversas experiências de trabalhadores. Naquele período, imigrantes, nacionais e escravos estiveram presentes no mundo de trabalho ferroviário. Enquanto alguns desses homens lutaram para garantir direitos, segundo suas tradições culturais, outros enfrentaram os domínios senhoriais em busca da liberdade de ¿viver por si¿. Nos anos que se seguiram à abolição, outros personagens, diante da experiência da exploração, também se organizaram, desenvolveram práticas associativas e formas de auxílio mútuo, criaram espaços de sociabilidades e construíram mobilizações grevistas na Bahia. Assim, além de buscar compreender as relações de trabalho, esse estudo procura reconstituir algumas dessas experiências de trabalhadores da estrada de ferro da Bahia ao São Francisco, entre o final do século XIX e início do XX
Abstract: The history of the railway from Bahia to Francisco, since the second half of the century, was marked with several workers¿ experiences. Immigrants, nationals, slaves were present in the universe of railway work at that time. While same of these workers struggled to guarantee their rights according to their cultural traditions, others faced the power of owners in search of liberty of ¿self-living¿. The following years after abolition, others, in the face of exploration experience, also organized, developed associate practices and ways of mutual help, creating places of solidarity, struggled for rights and justice in Bahia. Therefore, this study search to understand work¿s relationship, search to rebuild same of these experiences of railway workers, between the end of XIX century and beginning of XX century
Mestrado
Historia Social
Mestre em História
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Ohl-Gigliotti, Christine Ann. "Social networks and social class how Caucasian, working class parents of first-generation college students experience their child's first year of college /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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Balestra, Alisa. "Shift in Work, Shift in Representation: Working-Class Identity and Experience in U.S. Multi-Ethnic and Queer Women's Fiction." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303080667.

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Books on the topic "Working class experience"

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Popular radicalism: The working-class experience, 1780-1880. London: Longman, 1988.

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Belchem, John. Industrialization and the working class: The English experience, 1750-1900. Portland, Or: Areopagitica Press, 1990.

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Belchem, John. Industrialization and the working class: The English experience, 1750-1900. Aldershot, Hants, England: Scolar Press, 1990.

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Industrialization and the working class: The English experience, 1750-1900. Aldershot: Scolar Press, 1990.

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Elufiede, Babafemi O. Labor unions and politics: The experience of Nigerian working class. [Bloomington, IN]: Xlibris, 2010.

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Working-class experience: Rethinking the history of Canadian labour, 1800-1991. 2nd ed. Toronto: McClelland & Stewart, 1992.

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Land reform and working-class experience in Britain and the United States, 1800-1862. Stanford, Calif: Stanford University Press, 1999.

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Forsey, Eugene A. Perspectives on the Atlantic Canadian labour movement and the working-class experience. Sackville, N.B: Centre for Canadian Studies, Mount Allison University, 1985.

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Fascism in popular memory: The cultural experience of the Turin working class. Cambridge [Cambridgeshire]: Cambridge University Press, 1987.

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Workers and revolution in Iran: A Third World experience of workers' control. London: Zed Books, 1987.

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Book chapters on the topic "Working class experience"

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Post, Ken. "Working-Class Consciousness and Politics." In Revolution and the European Experience, 1789–1914, 155–85. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780230512719_8.

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Post, Ken. "Social Capital and the Working Class." In Revolution and the European Experience, 1789–1914, 128–54. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780230512719_7.

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Stahl, Garth. "Improving the transition to university experience through policy." In Working-Class Masculinities in Australian Higher Education, 157–66. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003054184-13.

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Lehmann, Wolfgang. "In a Class of Their Own: How Working-Class Students Experience University." In Contemporary Debates in the Sociology of Education, 93–111. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137269881_6.

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Cronin, Maura. "Parnellism and Workers: The Experience of Cork and Limerick." In Politics and the Irish Working Class, 1830–1945, 140–53. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230503779_8.

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Bradley, Harriet, and Nicola Ingram. "Banking on the Future: Choices, Aspirations and Economic Hardship in Working-Class Student Experience." In Class Inequality in Austerity Britain, 51–69. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137016386_4.

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Queirós, João. "Working Class Condition and Migrant Experience: The Case of Portuguese Construction Workers." In IMISCOE Research Series, 155–70. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15134-8_8.

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Finnegan, Fergal. "Working Class Access to Higher Education: Structures, Experiences and Categories." In Access and Participation in Irish Higher Education, 139–58. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-56974-5_6.

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Reay, Diane. "‘We never get a fair chance’: Working-Class Experiences of Education in the Twenty-First Century." In Class Inequality in Austerity Britain, 33–50. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137016386_3.

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Williams, Robert. "The Health Experiences of African-Caribbean and White Working-Class Fathers." In Men, Masculinities and Health, 143–58. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-08076-9_9.

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Conference papers on the topic "Working class experience"

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Wilson, B., R. Humphrey, and M. Eide. "Experience From A Classification Society Working With Naval Regulatory Regimes." In Safety Regulations & Naval Class 2. RINA, 2005. http://dx.doi.org/10.3940/rina.sr.2005.03.

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Dong, Janet, and Janak Dave. "Experience of Designing and Manufacturing a BattleBot to Compete." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10491.

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Students working toward a baccalaureate degree in Mechanical Engineering Technology at the University of Cincinnati are required to complete a “Design, Manufacturing, and Test” senior capstone design project. One of these capstone design projects was to design and manufacture a battle robot to participate in the BotsIQ national competition. This robot was built to meet the BotsIQ 120 lb weight class specifications. A BattleBot is a robot which possesses fighting capabilities and competes against other BattleBots with the intent to disable them. The weapon is the main component of the BattleBots. BattleBots compete one on one and the winner is determined by the amount of damaged inflicted to the other using the weapon. In the 2007–2008 academic year, a team of four Mechanical Engineering Technology students at the University of Cincinnati built a BattleBot as their senior capstone design project. As with all capstone projects, expertise and knowledge acquired from their coursework and co-op were utilized. This project gave them an opportunity to showcase their abilities as well as develop additional skills needed to be successful in a team oriented business world. This team also enjoyed the personal satisfaction of working on a technically complex project from concept-to-design, manufacture, test, and compete against other university participants in the competition. This paper will describe students’ experiences in designing, manufacturing, and competing their robot in the national competition and team experience of the participants.
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Cobb, Corie L., Alice M. Agogino, and Sara L. Beckman. "Longitudinal Study of Learning Outcomes in a New Product Development Class." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34456.

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This paper reports on a longitudinal study of lessons learned from a graduate-level New Product Development course taught at the University of California at Berkeley, comparing lessons learned by students during the course with alumni perceptions one to ten years after graduation. Previous research on student learning outcomes in New Product Development (NPD) found that on the last day of class students identify working in multifunctional teams and understanding user needs as their most important lessons learned. This study raises the question of whether or not students maintain the same emphasis on learning outcomes once they have moved on to careers in industry. To answer this question, we conducted 21 in-depth interviews with alumni who took the course between 1995–2005 and are now working in industry. A qualitative and quantitative analysis of the alumni interviews reveals that former students still highly value what they learned about team work and understanding user needs, but see more value in tools for concept generation, prototyping, and testing after gaining work experience. The results reaffirm the value of engaging students in multidisciplinary design projects as a vehicle for developing the professional skills needed in today’s competitive new product development environment.
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Choi, Young Mi, and Wendell Gordon Wilson. "HOW REMOTE/DISTANCE CLASS INSTRUCTION WHEN WORKING WITH INDUSTRY/INSTITUTIONAL PROJECT SPONSORS ON A STUDIO PROJECT CAN BE MANAGED TO PROVIDE A ROBUST EDUCATIONAL EXPERIENCE." In 23rd International Conference on Engineering and Product Design Education. The Design Society, 2021. http://dx.doi.org/10.35199/epde.2021.12.

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Tommasi, Francesco, Andrea Ceschi, and Riccardo Sartori. "PERSONAL AND ORGANIZATIONAL CHARACTERISTICS ANTECEDENTS OF MEANINGFUL WORK." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact095.

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"The contribution presents evidence of the role played by personal and organizational characteristics of employees in the experience of meaningful work. As referred to the individuals’ experience of value and significance of their work, meaningful work is a critical working phenomenon both for individuals (e.g., individuals’ well-being) and organizations (e.g., workers’ productivity). Therefore, a large number of studies have tried to understand its antecedents, however, it is still not clear about how and to what extent personal and organizational characteristics are associated with meaningful work. For instance, it is unclear the roles of a higher level of education as well as financial returns or good working conditions (e.g., high level of salary and good health insurance) for the pursuit of meaningful work. The contribution considers such a need for knowledge and aims to understand the antecedent role of personal and organizational characteristics in the experience of meaningful work. 570 Italian employees participated in a cross-sectional study that comprised measures of meaningful work and related facets, as well as questions on personal and organizational characteristics. Data were analyzed via the MANOVAs and results showed significant associations with meaningful work dimensions and personal characteristics, such as education, social class and health as well as organizational characteristics, such as job contract, job sector and salary."
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Chao, Joseph, and Jennifer Brown. "Cross-Departmental Collaboration for the Community: Technical Communicators in a Service-Learning Software Engineering Course." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3292.

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This paper discusses a collaborative service-learning approach to a software engineering course that involved partnering with local non-profit organizations and collaborating with a technical communication class. The main goals of the collaboration with the technical communication class were to provide the students with a real-world project that gave them experience with a crossdepartmental team collaboration and to improve the documentation accompanying the software that was developed for the non-profit organizations. Another goal was to, in turn, reduce the burden on the computer science instructor to provide technical support for the software after the end of the semester. We describe the courses involved, the goals for and method of collaboration, limitations, student survey responses, and lessons learned from this collaboration. As expected with a first attempt at a cross-departmental collaborative project, student survey results showed both positive and negative impressions of the collaboration. With further transforming of the curriculum, we believe this type collaboration holds value as an effective method of providing real-world experience, not only with developing software and working with a client, but also with collaborating with team members from other disciplines.
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Zehetmeier, Daniela, Axel Böttcher, and Anne Brüggemann-Klein. "Designing Lectures as a Team and Teaching in Pairs." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8103.

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A technique that is frequently used in modern software development is the so-called pair programming. The proven idea behind this technique is that innovative work in a highly complex environment can benefit from the synergy between two persons working together with well-defined roles. The transfer of this technique as a metaphor for teaching has repeatedly been reported as a successful teaching strategy called pair teaching. In this paper, we describe our experiences with designing and teaching a complete lecture on software development as a pair. Our contribution is the definition of patterns for role-assignments to both persons. These include patterns for the design of the lecture as well as patterns for the teaching in class itself. Our experience shows that there also exists a couple of anti-patterns namely role distributions that should be avoided. First evaluation results are promising in the sense that the reception of structure and content as well as students' satisfaction increased significantly with the introduction of pair design and pair teaching.
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8

Azzouz, M. Salim, and Jan Brink. "Twists and Turns of a Senior Design Project." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66194.

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Teaching senior design courses and labs has not been an easy task for the two authors. It has been rather a daunting working task associated with great learning experiences. It was decided early on from the initiation of the mechanical engineering program at the McCoy School of Engineering at Midwestern State University that the senior design project within the senior design class is a testing and enriching experience for senior mechanical engineering students as well as the teaching faculty. The senior design course and labs are conducted as a research experience for undergraduate students and their assigned faculty. The proposed senior project spans over two semesters, fall and spring, where the students experience a full mechanical engineering related project from the inception phase, through the design and construction phases, and finishing with the testing and analysis phases. The inception phase stands essentially for the brainstorming phase where the students are required to come-up with a set of diverse solutions to their assigned project problem. The design and construction phases stand for choosing an optimal particular solution for their problem according to a set of defined criteria. Then, the students start the preliminary design phase with related cost estimation, and then finalize the design with a set of final drawings. After the design phase, the students start building a machine, an apparatus, a prototype or putting together the elements of a process. In this period they work intensely, with their faculty, the purchasing department, and mostly the department machinist, or the surrounding town machine shops. The testing and analysis phase stands for designing an experimental set-up, writing a testing procedure, and obtaining real time recorded data and proceeding with its analysis. In this technical paper, the authors talk about the requirements for a senior project known as the deliverables, the teaching tools used throughout the class work and labs, the students’ partial and final PowerPoints presentations and weekly and final reports. The authors describe the students overall achievements, and the archiving of the projects. Additionally, the authors talk about the twists and turns encountered during a senior project, with students, other faculty, the machinist, the lab technician, the secretary, and suppliers, and other difficulties experienced in running a full project with real final products. Finally, the authors talk about the aftermath of a senior project, eventual publications related to the project, and what is the view point of the American Board of Engineering and Technology (ABET) on these senior projects.
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Nishimura, Yoshiaki, Tomoyuki Sugawara, Kazuyuki Tada, Junichiro Masada, Toshishige Ai, and Tatsuya Iwasaki. "Application of Latest Gas Turbine Technologies and Verification Results." In ASME Turbo Expo 2016: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/gt2016-56520.

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Utility companies and gas turbine manufacturer alike are working diligently to improve Gas Turbine Combined Cycle (GTCC) efficiency in order to reduce fossil fuel consumption as well as CO2 emissions. Tohoku Electric Power Co., Inc. started operating large size GTCC in 1984 with Mitsubishi D series gas turbines. Since then, the company has lead the application of first of class Mitsubishi gas turbines. The company applied the first M701G gas turbine in 1999 and this successful experience was followed in 2010 with the single-shaft Sendai GTCC featuring the first M701F4. The M701F5 was introduced in 2011 by Mitsubishi Hitachi Power Systems, LTD. (MHPS) and Tohoku Electric pioneered one more time its application at the No.3 Shin-Sendai Power Plant in 2015. The M701F5 features the combination of technologies verified in other gas turbine frames. This paper introduces the feature of the M701F5 gas turbine including its technologies and verification results.
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Ingale, Sanchit, Anirudh Srinivasan, and Diana Bairaktarova. "CAD Platform Independent Software for Automatic Grading of Technical Drawings." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67612.

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Spatial visualization is the ability of an individual to imagine an object mentally and understand its spatial orientation. There have been multiple works proving that spatial visualization skills can be improved with an appropriate training. Such training warrant a critical place in the undergraduate engineering curricula in many engineering schools as spatial skills are considered vital for students’ success in the technical and design fields [1–4]. Enhanced spatial skills help not only professionals in the engineering field but also everyone in the 21st century environment. Drawing sectional views requires mental manipulation and visual thinking. To enhance students spatial reasoning, one of the authors of this study, conducted a class in spatial visualization. The course-learning goal aimed at improving first-year engineering students’ spatial reasoning through instruction on freehand drawings of sectional view. During the semester, two teaching assistants had to grade more than 500 assignments that consisted of sectional views of mechanical objects. This was a tedious and a time consuming task. Motivated by this experience, this paper proposes a software aiming at automating grading of students’ sectional view drawings. The proposed software will also give live feedback to students while they are working on the drawings. This interactive tool aims to 1) improve the learning experience of first year students, with limited CAD knowledge, and 2) introduce a pedagogical tool that can enhance spatial visualization training.
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Reports on the topic "Working class experience"

1

Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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