TEACHING THE NEXT GENERATION

One other textbook deserves a special mention. The book by G. Froment and K. Bischoff, Chemical Reactor Analysis and Design, aims not to be easy but elegant, introducing the reader directly to the advanced theories of reaction engineering and to the frontiers of research by including complex reaction networks, advanced models for catalytic systems, multicomponent diffusion, and the surface renewal theory for gas-liquid contact. The book is excellent for students who wish to become scientists in chemical reaction engineering. 

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To those who have suffered personal loss, injuries, and even death in laboratory incidents that were preventable. May we use the knowledge from these incidents to teach the next generation of scientists about laboratory... 

The changing namre of education necessitates novel approaches for teaching the next generation Scientists must often cross interdisciplinary boundaries to develop solutiorrs to environmental problems, and researchers must share knowledge across pedagogical borders (1,2). Water resources, and clean water in particular, lend themselves to a non-traditional course approach, as the issue is current and evolving (5). Non-traditional students must also be engaged by course delivery, and one way in which to reach this audience is to provide links to real... 

The community of Green Chemistry educators has an interest in engaging students at an early age to teach them about green chemistry. The goal is to inspire the next generation of scientists and also to teach students about chemistry and how it relates to their day-to-day lives. Not every child will be inspired to study the physical sciences, but all will grow up to be consumers and voters and can have an impact on green chemistry implementation. 

Challenges in teaching engineering to the next generation Some data from a geo-engineering perspective... 

The history teaches us that the struggle of brave men is not in vain and serves as an example for the next generations which eventually leads to a better world. 

If the client has skills deficits in coping effectively with a high-risk situation, then the next step is to ascertain whether the skill set is present but not being generated in this particular situation. If the skill set is present, then skills generalization is the next step, and the client should rehearse the skills under the conditions that best simulate the situation in question. If the skills are absent, then you must teach them, and after the skills are taught, the client must practice, practice, practice, under a variety of conditions to promote generalization. 

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