Author: Brohn, D M
First published: N/A
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Brohn, D M
We have a written question submitted by Dr C. 0. Imafidon, who is a university lecturer in pathology at Cambridge. He asks: what is the relevance of this concept to medical research and patient care?
The paper sets out the strategy adopted by the authors for the teaching of structural engineering design within an undergraduate course, and the approach adopted for implementation of that strategy. The strategy is evolved from consideration of the factors that make a design ‘difficult’, and develops through a progression in the ‘difficulty‘ faced in arriving at rational design decisions. Specific examples are provided of set exercises used in the development of the progression. The approaches used in assessment of student performance are also described.
J. Cairns and T.M. Chrisp
Part 3: Introduction
This year’s examination was attempted by a total of 763, a decrease in comparison with last year and the lowest figure since 1984. Of those candidates, 404 took the examination in the UK while there were 359 candidates overseas, 293 at the Hong Kong centre. The UK pass-rate dipped below the 40s level at 39.6% which is down 12.1 % in comparison with last year; however, there were 58 fewer candidates. The overseas candidate figures are largely made up by the Hong Kong centre and 32 other centres. The
total number of 359 is represented by an increase in Hong Kong of 21 candidates and a
decrease at other centres of 18 candidates. The Hong Kong pass-rate saw a small increase to 34.1 %; the other centres managed 11 successes out of 66, a pass-rate of 16.7% and a small decrease from last year. The overall pass-rate was 35.5% which represents a decrease of 6.l% from last year’s figures.