"Ian Jackson" wrote in message
...

It's the core which saturates. It can start to saturate without any
secondary current being drawn. If the transformer 'runs out of'
inductance, the primary current can go sky high, as it is essentially
limited by the primary resistance.

Actually, in theory, limited by the primary as a now-air-cored inductance,
but in practice by that resistance.

On 5/15/2014 6:25 AM, AndyW wrote:
On 13/05/2014 17:25, Rambo wrote:

That's an interesting point Gareth, why exactly would some-one who had
such a successful career, take up teaching?

It is not uncommon for people with a successful career to look towards
teaching. I was facing redundancy this year and my plan if accepted for
VR was to go into teacher training. After 30 years + in engineering I
was looking at teaching physics or maths.
As it happened I was turned down for voluntary redundancy so I am still
in industry.

Andy

Andy, additionally, it depends on your audience. I worked for a number
of years as an instructor. But my audience was programmers for large
companies. For this audience you need experienced programmers who
really know their stuff; every other instructor I knew also had years of
experience programming in what they taught.

In this environment, you need to know the correct answer to questions
and problems. Now that doesn't mean you can't occasionally tell someone
"I don't know but I'll find out". But it means you can't do it very
often or you'll quickly lose your credibility (and any chance of a
repeat performance).

I loved the teaching (and it paid well), but I'm too old for all of the
travel (at least 75K air miles/yr. in the U.S., Asia and Europe, often
only home for a short weekend). I prefer to be home in my own bed every
night.

--
==================
Remove the "x" from my email address
Jerry, AI0K

==================

"Jerry Stuckle" wrote in message
...
Andy, additionally, it depends on your audience. I worked for a number of
years as an instructor. But my audience was programmers for large
companies. For this audience you need experienced programmers who really
know their stuff; every other instructor I knew also had years of
experience programming in what they taught.


I guess that you'd be from the, "Real programmers don't write Pascal" years?
:-)

On Thu, 15 May 2014 09:21:38 +0100, gareth wrote:

I know different.

Jolly good, now just limit your non-homebrew posts at ukra where your
combatants are.

TIA

--
M0WYM
Sales @ radiowymsey
http://stores.ebay.co.uk/Sales-At-Radio-Wymsey/

"Wymsey" wrote in message
...
On Thu, 15 May 2014 09:21:38 +0100, gareth wrote:

I know different.

Jolly good, now just limit your non-homebrew posts at ukra where your
combatants are.

You, Chronos and Walt.

I wonder how many more have deserted what once was a paragon
of discussion of amateur radio?

Have you any experience of coil winding machines, and have you,
perchance, a turns counter in your ebay sales lists?

On 15/05/2014 13:38, Jerry Stuckle wrote:

Andy, additionally, it depends on your audience. I worked for a number
of years as an instructor. But my audience was programmers for large
companies. For this audience you need experienced programmers who
really know their stuff; every other instructor I knew also had years of
experience programming in what they taught.

I was looking at secondary school teaching but I know what you mean. A
lot of my kids' teachers were straight from university into teaching
with no real world experience. My son was having problems with object
theory in computing and his teacher kept trotting out the Accounts model
for objects that she learned in university which has zero relevance to a
teenage boy.
After a quick conversion into a relevant example ie abstract GUN object
in a computer game with subclasses of pistol, shotgun, BFG etc and he
picked it up right away.
We also looked at dungeons and dragons abstract Player class with elves
and humans as subclasses.
From that it was easy to translate Interfaces, static classes,
extending classes, inheritance etc.
Too many of the 'career teachers' simply do not have enough real world
experience to make thins relevant.

Andy

On 5/16/2014 3:26 AM, AndyW wrote:
On 15/05/2014 13:38, Jerry Stuckle wrote:

Andy, additionally, it depends on your audience. I worked for a number
of years as an instructor. But my audience was programmers for large
companies. For this audience you need experienced programmers who
really know their stuff; every other instructor I knew also had years of
experience programming in what they taught.

I was looking at secondary school teaching but I know what you mean. A
lot of my kids' teachers were straight from university into teaching
with no real world experience. My son was having problems with object
theory in computing and his teacher kept trotting out the Accounts model
for objects that she learned in university which has zero relevance to a
teenage boy.
After a quick conversion into a relevant example ie abstract GUN object
in a computer game with subclasses of pistol, shotgun, BFG etc and he
picked it up right away.
We also looked at dungeons and dragons abstract Player class with elves
and humans as subclasses.
From that it was easy to translate Interfaces, static classes,
extending classes, inheritance etc.
Too many of the 'career teachers' simply do not have enough real world
experience to make thins relevant.

Andy

And I'll never forget the time a friend (and fellow IBMer) of mine's
early teen daughter took a night course on computers (this was back in
the mid-late 80's). On the first night, the instructor held up a 5.25"
diskette and said "This is a floppy disk". The instructor then held up
a 3.5" diskette and said "This is a hard disk". The class was downhill
from there.

Of course this story will be lost on anyone under 35 years old .

--
==================
Remove the "x" from my email address
Jerry Stuckle

==================

"Jerry Stuckle" wrote in message
...

Of course this story will be lost on anyone under 35 years old .

Especially if the first floppies your dealt with were 8" 160k!

On 16/05/14 14:53, Jerry Stuckle wrote:


And I'll never forget the time a friend (and fellow IBMer) of mine's
early teen daughter took a night course on computers (this was back in
the mid-late 80's). On the first night, the instructor held up a 5.25"
diskette and said "This is a floppy disk". The instructor then held up
a 3.5" diskette and said "This is a hard disk". The class was downhill
from there.

Such things are not uncommon Jerry. Some wannabe manages to secure a
post in local college (were qualifications are often not required to
teach) and last under a term. He may well end up leaving under a could,
probably with a letter to the Principal claiming some mal-practice on
the part of the college when, in fact, the wannabe was simply not up to
the job. He will forever claim to have teaching or lecturing experience.

"Brian Reay" wrote in message
...

Such things are not uncommon Jerry. Some wannabe manages to secure a post
in local college (were qualifications are often not required to teach) and
last under a term. He may well end up leaving under a could, probably with
a letter to the Principal claiming some mal-practice on the part of the
college when, in fact, the wannabe was simply not up to the job. He will
forever claim to have teaching or lecturing experience.

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