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The transport examiner's notebook be specific

8th March 1968, Page 84
8th March 1968
Page 84
Page 84, 8th March 1968 — The transport examiner's notebook be specific
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Which of the following most accurately describes the problem?

FROM early March to May/June seems a fairly long step in time; for examination preparation these weeks can flash past with uncomfortable speed. Indeed, this is the moment to be giving maximum attention to examination technique rather than the gathering in of fresh fields of information.

Every year I emphasize the importance of practice in answering questions in conditions similar to the examination room. Especially important is the ability to write in a specific time (for example 30-40 minutes for each question)—so often candidates fail because their timing has gone sadly awry. Evidence from many transport examiners, as well as my own experience, indicates that this cannot be said too often. The simplest plan is to find a vacant hour and a half—free of interruption—and practice two answers drawn out by chance from pre-prepared questions based on previous papers. No books or papers should be consulted and the clock should be strictly adhered to. If you "cheat"—you are only cheating yourself?

This practice is the first essential and should be undertaken regularly—at least two or three times a week until the time of the examinations. Probably the second most important feature in this final preparation is to approach answers in a more positive frame of mind. I am always amazed how many men with hard practical experience of road passenger or road haulage operations suddenly turn themselves into abstruse theoreticians when asked to write an examination answer. Buses and commercial vehicles become unreal, almost fictional, concepts; the raw materials hauled are theoretical and even bus passengers take on a ghost-like appearance. The whole answer becomes so indefinite and removed from transport reality that it is difficult for the examiner to find many marks.

Let me give some examples. In a recent set of examination answers discussing the problem of the small bus operator in rural areas of great Britain, at least half the candidates did not mention any specific locality at all. Vague statements like "operators in mountainous regions or flat districts" abounded and actual examples were hard to find. Another set of answers on the work of A licensees were so hedged around with "if' and "might", that one was left in doubt whether A licensees exactly moved traffic at all or spent all their time debating the possibilities of operating various hauls! The majority of the answers in yet another set—discussing traffic problems in seaside resorts—did not mention one single actual resort.

It is of the utmost importance to give definite examples in all questions. General principles and vague assertions must be backed by precise details of real operation, actual places and specific traffic flows. Only in this way can answers have an air of realism and authenticity. And this is not difficult for the majority of candidates who know these examples from their own personal experience. Thus, in all revision, work up examples as much as possible—always_ back up a theoretical statement with some practical realism.

Remember examiners of transport subjects are looking for candidates who can build the bridge between theory and practice.

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