Ecole Centrale Paris

Ecole Centrale Paris EM2C Laboratory Chatenay-Malabry, France... 

L. Bosland. Etude thermodynamique et cinetique de 1 extraction des nitrates de lanthanides par un malonamide (N,N dimethyl -N,N dioctyl hexylethoxy malonamide ou DMDOHEMA). PhD thesis, These de l ecole centrale Paris. Report CEA-R-6099, 2006. 

Laboratoire Structure, Proprietes et Modelisation des Solides, UMR 8580, Ecole Centrale Paris, Grande Voie des Vignes, 92295 Chatenay-Malabry, France e-mail pietro.cortona ecp.fr... 

Laboratoire de Chimie et Physico-Chimie Moleculaire Ecole Centrale Paris Grande Voie des Vignes 92295 Chatenay-Malabry Cedex F... 

Luis A. Todo Bom Laboratoire MSS-Mat CNRS UMR 8579, Ecole Centrale Paris, Chatenay-Malabry, France... 

M. Baum, Etude de Vallumage et de la structure des flammes turbulentes, Ph.D. thesis, Ecole Centrale Paris, (1994). 

Master Thesis, Engineering Sciences, Ecole Centrale, Paris Pot A (2006) Planning and routing algorithms for multi-skill contact centers. Doctoral dissertation. Department of Mathematics, Vrije Univesity, Amsterdam... 

Institut fur Thermische Verfahrenstechnik und Umwelttechnik, Technische Universitat Graz, Inffeldgasse 25, A—8010 Graz, Austria Ecole Centrale Paris, Laboratoire de Chimie Nucl aire et Industrielle, Grande voie des Vignes,... 

Colorado School of Mines, 1,11,270,342 Commissariat d I Energie Atomique, 376 Ecole Centrale Paris, 103 Ecospectr (Russia), 89 Exxon Research and Engineering Company, 11,208... 

France, Ecole Centrale Paris—Supilec, France Department of Energy, Politecnico di Milano, Italy... 

Chair on Systems Science and the Energetic Challenge, European Foundation for New Energy—Electricite de France, at Ecole Centrale Paris—Supelec, France... 

Ecole Centrale Paris and Supelec, Paris, France Politecnico di Milano, Milan, Italy... 

URA 1907 du CNRS, Ecole Centrale Paris, Grande Voie des Vignes,... 

CHRISTIAN GOUALOU, ERIC VITTECOQ and JEAN-PIERRE FAIDY L.RS.A. Research Laboratory for Automotive Safety Ecole Centrale Paris - P.SA. Peugeot Citroen Chdtenay-Malabry, France... 

The authors would like to thank G. Brutel, J. Hamon of P.S.A. Peugeot Citroen and D. Aubry, J.L. Burgaud, J.C. Bocquet of Ecole Centrale Paris, for their contributions. 

Rekik, Y., Sahin, E., Dallery, Y. (2010). A comprehensive analysis of the newsvendor model with unreliable supply. Working paper, Laboratoire Genie Industriel, Ecole Centrale Paris, Prance. 

Abstract. The major objective of Ecole Centrale Paris (ECP) has not changed since its foundation in 1S29 training high-level engineers for industry. The majority of ECP alumni will become top-ranking technical specialists, entrepreneurs or managers. 

The Classes Preparatoires correspond to two years of post high-school education with heavy emphasis on mathematics and physics. The first year of the Classes Preparatoires is termed Mathematiques Sup rieures and corresponds to the freshman year at US universities. The second year is called Mathematiques Speciales and corresponds to the sophomore year at US universities. At the end of the second year, students take the nation-wide competitive entrance examinations to what are called the Grandes Ecoles d ingenieurs, including Ecole Centrale Paris. Thus, all students who enter Ecole Centrale Paris have at least two years of advanced-level post-high school education. 

After two years of university level study, 12,000 of them take the entrance examination to Ecole Centrale Paris. ECP admits 330 students a year from among the top 700 science students in Prance. More than 60 additional students from scientific universities, mainly in several European countries, follow the first two years of studies on an accredited double degree transfer exchange scheme (the TIME Program). 

The aim of Ecole Centrale Paris is to produce top-level, multi-disciplinary engineers and managers. While in constant evolution to anticipate and reflect the needs of the fast-changing industrial and economic environment, the three-year curriculum at Ecole Centrale Paris consistently emphasizes a balance between three fundamental... 

Note again that all students come to Ecole Centrale Paris after at least two years of post-high school education. During their first two years at ECP, all students follow a common core curriculum. Then, in their third year, they choose an area of concentration among fifteen engineering fields. 

This original approach is validated by the tremendous success encountered by ECP alumni in the very diverse fields they enter, whether in engineering, research, or management. It should be noted that Ecole Centrale Paris has been always... 

Social and Human Training Most students entering Ecole Centrale Paris have had little prior opportunity to familiarize themselves with the diverse aspects of engineering. Several social and human sciences are offered at ECP (including a course in the philosophy of sciences and a business simulation game) to give... 

Ecole Centrale Paris cannot of course claim, or even hope, to transform each of its stndents into an ideal engineer who has reached the mastery of all of the objectives enumerated. 

The third year at Ecole Centrale Paris is designed to provide depth in a particular area of concentration of the student s choice. The area of concentration is not intended as a specialization (it does not appear on the ECP diploma) and the students do not necessarily begin their professional careers in the corresponding field. The differences between a specialization and an area of concentration may perhaps appear subtle. The objective of the area of concentration is to develop adaptability and flexibility. The training provided in an area of concentration simulates the industrial environment wherein the newly-hired engineer must acquire proficiency in the activities of the company over a very short period of time. 

Since its fonndation in 1829, Ecole Centrale Paris has not changed its major objective training high level multidisciplinary engineers for industry. Yet, it has constantly changed its curriculum in order to accompany the evolution of the world. 

Today, an engineer cannot not only be a specialist in Science and Technology, but he or she must complement his or her scientific and technical aptitudes by attitudes that derive from an understanding of human and social sciences, and should in addition be well aware of industrial and international realities. The new curriculum at Ecole Centrale Paris has been built in order to integrate all these factors and progressively lead the students towards initiative, autonomy and responsibility. 

---