Education Basic

J. F. H. is grateful for the collaboration and hospitality of Dr. Edmond Samuel of the Ecole Nationale Superieure de Chimie de Paris, in whose laboratory they shared the discovery of the Group 4 metallocene catalyzed dehydrocoupling reactions. H. G. W. is grateful to the Korea Ministry of Education (Basic Science Research Institute program, project no. BSRI-96-3426) and Dow Corning Corporation for support of his research reported herein. J. F. H. and F. G. thank the Natural Sciences and Engineering Research Council of Canada and the Fonds F.C.A.R. du Quebec for support of their work. 

Ludmerer, Kenneth M. Learning to Heal The Development of American Medical Education. Basic Books, Inc., New York. 1985. 

The facilities for experimental work were poor, with inadequate wet laboratory space. In our discussions, I mentioned to Kaprielian my interest in significantly extending my previous work into the area of hydrocarbon chemistry. I felt that by establishing a strong program of basic research and graduate education in hydrocarbon chemistry, USC could become a leader in this important field. Because the memory of the first Arab oil embargo was still fresh, this struck a chord with Kaprielian, who felt that he could sell my research interest to the trustees and establish a Hydrocarbon Research Institute at USC that could accommodate me, as well as other chemistry faculty members whose interests could fit into its framework. 

The course instructors or professors have not tried to intentionally deceive their students. Most individuals cannot grasp the full depth and detail of any chemical concept the first time that it is presented to them. It has been found that most people learn complex subjects best when first given a basic description of the concepts and then left to develop a more detailed understanding over time. Despite the best elforts of educators, a few misconceptions are at times possibly introduced in the attempt to simplify complex material for freshmen students. The part of this process that perpetuates any confusion is the fact that texts and instructors alike often do not acknowledge the simplifications being presented. 

This work was performed with financial support of Russian Foundation for Basic Research (grant No. 04-03-96095), grant Leading scientific schools HILL-1997.2003.3, Ural scientific-education center Perspective materials , supporting by Ministry of education and Civilian Research Development Foundation (grant EK-005-XI), BRHE 2004 (grant Y2-C-05-08). 

The work are supported by Russian Foundation for Basic Research and Federal Agency of Education, projects No. 04-03-32946 and No. 45166, respectively... 

This book, for the most part, is a stand-alone text. It addresses not only the fundamentals of PSA as a science, but insights on the regulatory framework affecting its development and apidication. In particular, it provides the basic methods of analysis that can be employed, available databases, an excellent set of examples, software resources, chapter summaries that tacilitate comprehension, and problem sets that are very well connected to the theory. While much has been written about probabilistic safety assessment over the last three decades, this is the most comprehensive attempt so far to provide a much needed college level textbook for the education of risk and safety professionals. It also provides a valuable reference for any individual curious enough about the risk and safety sciences to want to become much more informed. 

Eventually, basic material and health advantages started spilling into the countryside. The educational... 

At the age of sixteen, Townes entered Furman University and received two bachelor s degi ees (modern languages and physics) in 193.S. He continued his education, receiving a master s at Uuke University in 1937 and a doctorate at Cal Tech in 1939. In the summer of 1939, Bell Labs hired him. Numerous lines of research were being undertaken simultaneously at Bell Labs. Most of the work done by Townes initially dealt with basic research and the transmission of telephone and television signals. Worldwide political events, however, soon changed this emphasis. 

What actually converted me to the left-step table, at least for a period of a few years, was a rather concise paper by the periodic table designer Gary Katz, which appeared in The Chemical Educator.20 My own support for this form of the table centered on my interest in the dual sense of the term element and in particular the more fundamental sense, called element as a basic substance by Paneth. 

For books on the chemical literature, see Wolman Chemical Information, 2nd ed. Wiley NY, 1988 Maizell How to Find Chemical Information, 2nd ed. Wiley NY, 1987 Mellon Chemical Publications, 5th ed. McGraw-Hill NY, 1982, Skolnik The Literature Matrix of Chemistry, Wiley NY, 1982 Antony Guide to Basic Information Sources in Chemistry Jeffrey Norton Publishers NY, 1979 Bottle Use of the Chemical literature Butterworth London, 1979 Woodbum Using the Chemical Literature Marcel Dekker NY, 1974. For a three-part article on the literature of organic chemistry, see Hancock J. Chem. Educ., 1968, 45, 193, 260, 336. 

The new research frontiers in chemical engineering, some of which represent new applications for the discipline, have important implications for education. A continued emphasis is needed on basic principles that cut across many apphcations, but a new way of teaching those principles is also needed. Students must be exposed to both traditional and novel applications of chemical engineering. The American Institute of Chemical Engineers (AIChE) has set in motion a project to incorporate into undergraduate chemical engineering courses examples and problems from emerging applications of the discipline. The committee applauds this work, as well as recent AIChE moves to allow more flexibility for students in accredited departments to take science electives. 

Chemistry is basically an experimental science, hence the contact, especially through the laboratory and practical work, with concrete examples of substances, their reactions and other properties, is an essential and integral part of chemical education. The laboratory is therefore the proper place for keeping chemistry tangible. 

Despite this much-discussed theoretical background, the number of concrete studies comparing historical ideas and students conceptions is fairly low in chemistiy education. Furthermore, most studies cited deal with isolated topics. Systematic overviews concerning basic ideas like micro-macro thinking, chemical reaction, the particulate nature of matter, energy conversions etc. are mostly not available, except for van Driel et al. (1998) and the case of the chemical equilibrium. 

Through this chapter we would like to express our appreciation of all these educational concepts. Besides (not in contrast) the conceptions mentioned above, our intention is to initialise a process of reflection and maybe of conceptual change for the learners. Learning about the history of science into more detail can be a desired by-product , but it is not the main focus of the approach described above. Therefore, it is our aim to promote learning about basic processes in chemical enquiry, whereas the other projects mainly focused on learning about single topic or phase in the history of chemistry. 

Schoenfeld-Tacher, R., Persichitte, K. A., Jones, L. L. (2001). Relation of student characteristics to learning of basic biochemistry concepts from a multimedia goal-based scenario. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA (ERIC Document Reproduction Service No. ED 440 875). 

Patients must understand the role of long-term control and quick relief medications in their asthma treatment plan. The importance of understanding asthma as a chronic disease and the need for daily treatment with long-term control medications should be stressed. Additionally, the importance of proper use of medication delivery devices should be continually reinforced. Basic education should be provided over several visits with the health care provider. 

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