Educational structure

The Eurobachelor (www.eurobachelor.net) is a product of the project Tuning Educational Structures in Europe and was approved by the EuCheMS in 2003. The diploma label will ensure reciprocal recognition to students all over Europe between accredited institutions. The Eurobachelor Eabel Committee is funded by the European Commission and supported by the EuCheMS. 

Wahlstrom K. Accommodating the sleep patterns of adolescents within current educational structures an uncharted path. In Carskadon M, ed. Adolescent Sleep Patterns Biological, Sociological, and Psychological Influences. Cambridge Cambridge University Press, 2002 172-197. 

William Schowalter I have a question related to polymer synthesis. First, an observation. In biochemistry departments, there s been tremendous interest in the structure of large natural molecules. In chemistry departments, people have run away about as fast as they can from the synthesis of large molecules, the kinds of polymers of commerce that most of us are familiar with. I would like to address the question first to Matt. He showed us results of the physical chemistry that came out of those syntheses. The work of Ned Thomas was made possible because some clever synthetic chemists made some special kinds of molecules. I am trying to figure out how that activity can be fit in. If this research is so important, how do we make a home available for the people who do the synthesis that is necessary for it to go on I don t see that happening in our educational structure, either in chemistry departments or in chemical engineering departments. 

Finally, we want to focus on the function of an educational structure of electrochemical cells. In this structure, the choice and the sequence of concepts is established on the basis of how well they can be taught and learned. From research on teachers conceptions and teaching problems regarding electrochemical cells, Acampo (1997) suggested such a structure. In her view, this may begin with the concept of electrode reaction because it can be connected with the prior knowledge of students about chemical reactions. The concept of electrode should follow because this adds the location characteristic for electrode reactions. Thereafter, the concept of electrolyte should follow. After these three phenomenological concepts, three particulate concepts should follow, namely. 

What is needed is a separate and parallel structure that can be attached to existing educational structures to think about future trends, but that remains autonomous. Such a futures institute could be established to provide community research and development, and allow new trends and knowledge to appear in the thinking and operations of educational institutions and local communities. 

Keywords Engineering education U.S. Educational reform Educational structure Engineering science Theory and practice Professional structure General education American Society for Engineering Education (ASEE) ... 

Keywords Higher engineering education Structural transformations Academic drift Vocational drift Research Driving forces... 

The infrastructure includes hardware, computing facilities, research support, communications links, and educational structures. Infrastructure enhancements will provide substantial advantages in the pursuit of teaching, research, and development. Chemists and chemical engineers will need to be ready to take full advantage of capabilities that are inaeasing exponentially. 

Driver education, structured self-assessment, and training... 

The educational structure of industrial society. The needs of the dye industry stimulated educational reforms that were already under way at the university level so that at the end of the nineteenth century, Germany had the finest system of scientific and engineering education worldwide—and this system influenced higher learning in all parts of the world ... 

Every addition to the staff has left his mark upon the educational structure that exists today. It is expected that the process will continue in future with the infusion of new ideas by new and very bright young persons. 

New patterns of work are emerging (e. g. tele-work). Furthermore new ethical challenges are becoming visible which need to be dealt with in a democratic way (Polke, 2000). Finally, new educational structures are being asked for. Hence some links of information and education are discussed in the following paragraph. 

Engineering education at the German universities appears increasingly detached from the international patterns of education. Hence, the VDI and VDE have published several reports which emphasise the special features of German engineering education (VDE, 1997 VDI, 1998). They also contain clear-cut statements concerning the further developments of these educational structures in Germany. 

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