Word: tending
(lookup in dictionary)
(lookup stats)
Dates: during 1950-1959
Sort By: most recent first
(reverse)
Although his main love is teaching, he likes the administrative side of education, and even has built himself a snug philosophy to justify his dual role as teacher-administrator. "When you're an administrator," he contends, "you tend to think of yourself as the best teacher in the school, but if you do some teaching at the same time, you can deflate yourself quite easily. You find that you can put a class to sleep as fast as anyone else...
...course is given completely in sections--three weekly, and '55 advises that a good section man is the most important factor in making the course enjoyable. Bullitt is described as an "inspiring" lecturer, able to control discussions--an important factor in such a course since class discussion often tend to run away with themselves. One critic said that, although he lectured brilliantly and taught students to think for themselves, he monopolized classes too completely, inspiring a fear of individual participation. Lord won plaudits for the great interest he took in his students, his competence in handling discussions, and his insight...
...Mach 1.5. American designers, say their British colleagues, have neglected delta-wings because they are necessarily preoccupied with long range. To get range, they designed planes with long, slender wings and high wing-loading. These tend to be fine for range, but not so good for takeoff, climb, ceiling and maneuverability. Many British designers believe that they are also inferior to delta-wings for speeds up to Mach 1.5 (1½ times the speed of sound...
...course is given completely in sections--three weekly, and '55 advises that a good section man is the most important factor in making the course enjoyable. Bullitt is described as an "inspiring" lecturer, able to control discussions--an important factor in such a course since class discussion often tend to run away with themselves. One critic said that, although he lectured brilliantly and taught students to think for themselves, he monopolized classes too completely, inspiring a fear of individual participation. Lord won plaudits for the great interest he took in his students, his competence in handling discussions, and his insight...
CONFRONTED with such snippets from his extensive vituperative record, Beecham would characteristically tend to wave them away with a modest disclaimer. "I was a perfect child," he confides to one biographer, "never spoke, never cried!" But in this pose-for Beecham can assume a pose quite naturally-he would no doubt choose to forget that his student days at Oxford came to a sudden end after 18 months and that the warden of Wadham College is then reported to have said, "Mr. Beecham! Your untimely departure has perhaps spared us the necessity of asking...