Universities chemist training

We solved the first problem by bombarding large amounts of uranyl nitrate with neutrons at the cyclotrons at the University of California and Washington University plutonium concentrates were derived from these sources through the efforts of teams of chemists who used ether extractions to separate the bulk of the uranium and an oxidation-reduction cycle with rare earth fluoride carrier to concentrate the product. I managed to convince chemists trained in the techniques of ultramicrochemistry to join us to solve the second problem—Burris B. Cunningham and Louis B. Werner of the University of California and Michael Cefola from New York University. 

Common to all these kinds of industrial chemists is that connections to the Dutch university chemists were mostly lacking, either because of the lower level of the schools where they had been trained, or because of the fact that they had been trained and educated abroad. Because of this, and because of the diverse nature of their backgrounds, industrial chemists before 1890 often were in rather isolated positions, and therefore the chance that they would unite to form a national society of technical chemists seems to have been rather small. 

In pre-war Netherlands, industry in general was not very much developed, and in particular the chemical industry was in an infant stage, as compared to the present situation. The main process industries were Shell (at the time called "Bataafsche Petroleum Maatschappij" oil refining), Unilever (oils and fats), DSM (formerly called "Dutch State Mines" coke, gas and coal chemicals, fertilizers) and AKU (semi-synthetic fibers). These companies, together with a string of minor chemical firms, recruited for their needs chemists trained at one of the 6 general universities in the country and chemical... 

This style of cooperation involved not only the transfer of results of research, but also the exchange of the researchers themselves. While there is ample evidence of this cooperation in Germany, it was rare in Britain before 1900. Several British chemists left industry for various reasons in order to take up university posts. However, at the same time there was hardly any movement in the reverse direction from university to industry. This one-way traffic meant there was no real interchange of personel. Furthermore, some chemists trained in industry took up jobs as chemical consultants and in contrast to their German counterparts they did not look for research projects. In such cases British chemists aspired to optimise their personal fortunes, while Germans focused more on their reputations. The argument is not that differences were due to British materialism and German idealism, far from it, but that the two different societies valued wealth and reputation differently. 

In light of this interpenetration of laboratory work and industrial production, it should be easy to see that the schema of pure and apphed chemistry is illusory in a number of respects. In particular, it presents an image of a one-way flow from the development of a synthesis based on the theory of the pure science to its application in an industrial production process. Even before this distinction was declared obsolete by the rise of the biotechnologies and other approaches that supposedly blurred the boundaries, a two-way exchange between industrial practice and university research had always existed. A large number of nineteenth-century chemists received their training as apprentices in one of the chemical arts, and while generally not a source of pride for university chemists at that time, many supplemented their incomes as consultants for industry. 

A talented teacher, tutor and lecturer he delivered lectures on general and special courses for university students, and trained his students to expertise of high rank. He supervised 50 PhD and 9 D.Sc theses, and founded the Kyiv. School of Analytical Chemists. 

Basic chemical research (by trained chemists) much of this is done in universities... 

Analytical chemistry in the new millennium will continue to develop greater degrees of sophistication. The use of automation, especially involving robots, for routine work will increase and the role of ever more powerful computers and software, such as intelligent expert systems, will be a dominant factor. Extreme miniaturisation of techniques (the analytical laboratory on a chip ) and sensors designed for specific tasks will make a big impact. Despite such advances, the importance of, and the need for, trained analytical chemists is set to continue into the foreseeable future and it is vital that universities and colleges play a full part in the provision of relevant courses of study. 

Thus the work begun by Herman Mark and others in the late 1930 s and early 1940 s is greatly accelerating and every indication is that this growth toward almost universal acceptance of polymer topics within the core academic training of chemists and chemical engineering will continue, but even at a faster pace. 

The first formal course in physical chemistry at the University of Paris began in 1893 at the request of Salet, who already was teaching spectroscopy, photochemistry, and organic chemistry. When Salet died in 1894, opinion divided about the future of the course, namely, whether it should be taught by a physicist (physicist Edmond Bouty s view) or a chemist (chemist Charles Friedel s view).9 In 1898, the position went to Jean Perrin, who had been trained as a physicist. Perrin s successes in the next decade made possible the establishment of a chair in 1910.10... 

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