Professional chemist, education

While the principal value of the book is for the professional chemist or student of chemistry, it should also be of value to many people not especially educated as chemists. Workers in the natural sciences—physicists, mineralogists, biologists, pharmacists, engineers, patent attorneys, and librarians—are often called upon to solve problems dealing with the properties of chemical products or materials of construction. Eor such needs this compilation supplies helpful information and will serve not only as an economical substitute for the costly accumulation of a large library of monographs on specialized subjects, but also as a means of conserving the time required to search for... 

Educators should take advantage of the availability of professional chemists and chemical engineers, who can speak to the students either in class or in some special forum. Contact with practicing scientists can help students put a human face on a possible future career. It is especially important that women and minority scientists also play a role in such outreach to students, to show that indeed the profession welcomes all with the talent to contribute. Some of this effort should be directed toward the early parts of K-12 education. The future of the chemical sciences may depend on the ability of educators to convince young students that it s cool to be excited by chemistry. ... 

Dr. Seymour s personal qualities are not confined to the formal classroom, it is found in the research laboratory, in the industrial laboratory, in the continuing education of professional chemists and secondary chemistry teachers, in presenting chemical education through radio and television programs, and in his participation in educational activities of the ACS and other professional organizations (such as American Institute of Chemists, American Institute of Chemical Engineers since 1945,... 

In the early 20th century, Finland had some potential to develop a thriving chemical industry. However, various other industries competed for the same resources, such as waterpower, funding, and qualified experts and managers. The lack of higher education and relevant research facilities were weaknesses in the Finnish chemical industry. Theoretical education was not supported by experimental work in well-equipped laboratories, and, with the exception of two institutes directed by A. I. Virtanen, there were very few research facilities. In the interwar period, industrial companies seldom had their own research staff and laboratories, and R D was, consequently, neglected and the number of professional chemists remained small. Intellectual resources were, therefore, insufficient for basic research and innovative development. 

C. To improve the qualifications and usefulness of chemists and chemical engineers through high standards of professional ethics, education and attainment. 

Accordingly, a crucial component of chemical education at every level is to nurture basic attitudes and habits of prudent behavior in the laboratory so that safety is a valued and inseparable part of all laboratory activity. In this way, "safety first" becomes an internalized attitude, not just an external expectation driven by institutional rules. This process must be part and parcel of each person s chemical education throughout his or her scientific career. One aim of the present volume is to encourage academic institutions to address this responsibility effectively and cultivate their students participation in the culture of laboratory safety as a solid basis for their careers as professional chemists. 

It is the author s expectation that professional chemists, physicists, mineralogists, and metallurgists as well as students on different levels will find the history of the elements, their discovery and properties interesting and exciting. Also that the fact tables at the beginning of every element chapter shall be useful both in industrial and academic research and education. I dare also beheve that this book shall be a bridge-builder over the gap between science and technology on one side and culture and humanistic topics on the other side. To persuade technicians and scientists to be interested in cultural and historical questions and - on the other hand - make humanists interested in science as culture and of modern technical applications. 

The Royal Institute of Chemistry, 30 Russell Square, London, W.C.l, is concerned with chemistry as a profession. Founded in 1877 its main tasks are the promotion of education, the setting up of standards of proficiency and their maintenance by examination and registration, the establishment of rules of professional conduct, the safeguarding of the interests and conditions of employment of professional chemists, and the education of the general public concerning the importance of chemistry in modern life. The Institute also publishes in its Journal occasional surveys of members salaries. It also awards the Meldola Medal to chemists under 30 for published work of promise. 

Education of the Legislators and Regulators. From one participant "The analytical chemist is asked to make a measurement level of a compound in the environment. He provides that to another professional, such as an industrial toxicologist, who then has to interpret that result, make certain policy decisions on it, and explain it to the public. And yet the implications of the initial question are that the analytical chemist has a contribution to make if he is aware of that initial question. I am impressed in the manner in which the dialogue is carried out in the public. .. in an atmosphere of total informational blackout. The implications of the data that the analytical chemist really possesses is not brought into the dialogue."... 

The findings of this study indicate that there is much more to learn about the family, education, employment, and professional experiences of African American doctoral chemists. There is a need for more comprehensive, systematic studies of these scientists and other underrepresented racial/ethnic minority scientists and engineers. Below, I summarize some of the key findings and their implications for policy, practice and research. 

Implication for Practice. If substantiated in a larger study, this represents an opportunity for professional counseling organizations, teacher organizations and other relevant stakeholders to develop intervention strategies. Moreover, counselors and teachers should make special efforts to assist African American students in understanding the relationship between their education and anticipated careers. This also represents an opportunity for chemists and other scientists to serve as volunteers in both formal (schools) and informal STEM educational... 

This book is organized in seven major chapters. The first chapter addresses the historical presence of African Americans in the chemistry community. The second chapter discusses the demographic characteristics of the responding chemists. The third focuses on the interviewees educational experiences. The fourth chapter discusses workforce-related issues. The fifth chapter discusses professional activities, while the sixth chapter focuses on racial attitudes. The final chapter discusses the implications of the findings for policy and research. 

The promotion of excellence in chemistry education and in professional training of chemists ... 

Bhattacharyya, G. (2008) Who am I What am I doing here Professional identity and the epistemic development of organic chemists. Chem. Educ. Res. Pract. 9,84-92. 

The WWC laboratory program, developed under the auspices of an NSF grant (DUE No. 96-53080), was designed to provide explicit examples of how chemistry is used by professionals who are not educated and trained as chemists per se. The program serves as an excellent example of an academic interdisciplinary project that was successful as it was the result of the efforts of a network of faculty in different disciplines and from different institutions. The primary goal of the WWC laboratory program is to develop an understanding of how... 

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