Academic literature on the topic 'Degree Discipline: Chemistry'
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Journal articles on the topic "Degree Discipline: Chemistry"
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Yarkova, T., and R. Rabadanova. "Alternative Teaching Classes in Chemistry as a Way to Increase Student Motivation to Learn." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 3 (September 21, 2020): 58–63. http://dx.doi.org/10.12737/2587-912x-2020-58-63.
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Currently, much attention is paid to the development of students ' intellectual abilities. This problem is particularly acute in Universities that provide training in the applied bachelor's degree system. The use of interactive and alternative types of educational activities is proposed, which increases the motivation for learning, stimulates search and research activities. On the example of the chemical block of disciplines, a scheme for building a training course that includes alternative types of classes is proposed. Methods that improve the quality of education are considered; control points that allow you to evaluate the dynamics of learning the discipline.
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Scalfi, Luca, Furio Brighenti, Nino Carlo Battistini, Alessandra Bordoni, Alessandro Casini, Salvatore Ciappellano, Daniele Del Rio, Francesca Scazzina, Fabio Galvano, and Nicolò Merendino. "University Education in Human Nutrition: The Italian Experience—A Position Paper of the Italian Society of Human Nutrition." Journal of Biomedical Education 2015 (August 5, 2015): 1–8. http://dx.doi.org/10.1155/2015/143083.
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As a broad range of professionals in clinical and nonclinical settings requires some expertise in human nutrition, the university system must offer academic courses tailored to these different specific needs. In the Italian university system there is still uncertainty with regard to the learning objectives regarding human nutrition. In the ministerial decrees defining the criteria for establishing university courses, the indications about education in human nutrition are rather inconsistent, sometimes detailed, but often just mentioned or even only implied. Education in human nutrition requires both an appropriate duration (number of university credits included in the degree format for different disciplines) and course units that are designed in order to achieve specific expertise. The university system should appropriately design and distinguish the nutritional competencies of the different types of graduates. Physiology and biochemistry are the academic disciplines mostly involved in teaching fundamentals of human nutrition, while the discipline sciences of applied nutrition and dietetics more strictly focuses on applied nutrition and clinical nutrition. Other academic disciplines that may contribute to education in human nutrition, depending on the type of degree, are internal medicine (and its subspecialties), hygiene, endocrinology, food technologies, food chemistry, commodity science, and so forth.
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Vasilevskaya, Elena, Svyatlana Vashchanka, and Natalia Boboriko. "RATING SCORE SYSTEM AND ACADEMIC ACHIEVEMENTS OF STUDENTS: EXPERIENCE OF THE CHEMISTRY FACULTY OF THE BELARUSIAN STATE UNIVERSITY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 16, no. 2 (December 15, 2019): 108–15. http://dx.doi.org/10.48127/gu-nse/19.16.108.
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Improvement of the natural-science higher education, and chemical education in particular, is impossible without evaluation of its quality. One of the criteria of education quality is academic achievements of the students. The experience of using the rating score system for evaluating of the students' academic achievements, accumulated at the Chemistry Faculty of the Belarusian State University (BSU), is discussed. The results of the analysis of students' progress at the Chemistry Faculty of the BSU in the discipline "Inorganic Chemistry" in 2014–2019 showed that the use of the rating system give objective information about the degree of success of students' training. Keywords: academic achievements, chemistry teaching, education quality, rating score system.
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Mitchell, Joelle, and Alice Turnbull. "Identifying pan-industry common contributors to major accident events." APPEA Journal 60, no. 1 (2020): 41. http://dx.doi.org/10.1071/aj19036.
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Analysis of incident investigation findings as a means of identifying common precursors or causal factors is a common topic of safety research. Historically this type of research has been conducted through a single lens, depending on the researcher’s discipline, with incidents analysed in accordance with a favoured theory, or grouped according to industry or region. This has led to the development of numerous frameworks and taxonomies that attempt to predict or analyse events at various levels of granularity. Such theories and disciplines include safety culture and climate, human factors, human error, management systems, systems theory, engineering and design, chemistry and maintenance. The intent of such research is ostensibly to assist organisations in understanding the degree to which their operations are vulnerable to known precursors or causal factors to major accident events and to take proactive measures to improve the safety of their operations. However, the discipline-specific nature of much of this research may limit its application in practice. Specific frameworks and taxonomies may be of assistance when organisations have identified a relevant area of vulnerability within their operations, but are unlikely to assist organisations in identifying those vulnerabilities in the first place. This paper seeks to fill that gap. A multidisciplinary approach was taken to identify common causal factors. Investigation reports published by independent investigation agencies across various industries were analysed to determine common causal factors regardless of discipline or industry.
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Khaddoor, Rouba, Siham Al-Amoush, and Ingo Eilks. "A comparative analysis of the intended curriculum and its presentation in 10th grade chemistry textbooks from seven Arabic countries." Chemistry Education Research and Practice 18, no. 2 (2017): 375–85. http://dx.doi.org/10.1039/c6rp00186f.
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This study investigates the nature of intended secondary chemistry curricula, as they are represented by chemistry textbooks, from seven Arabic countries: Algeria, Egypt, Jordan, Kuwait, Palestine, Saudi Arabia and Syria. The curricula are evaluated through analysis of the officially approved 10th grade chemistry textbooks used nationwide in all of these countries. The textbooks were analysed by qualitative content analysis in three cycles. The cycles focused on technical characteristics, the representation of the content, and an overall rating of the intended curriculum based on the findings from the first two rounds in connection to the ideas of the curriculum emphasis and curriculum orientation. The overall rating focuses on the orientation of the intended curricula, the emphases behind them, and indicators of any student-centred pedagogy. Our findings show that the textbooks differ widely. Some textbooks from this sample proved to be very traditional and purely organized in terms of the chemistry content with very limited connections of the content to modern aspects or applications of chemistry. The curricula in Algeria, Kuwait and Palestine were found to be of this kind. The textbooks from these countries basically operate a fundamental chemistry and structure-of-the-discipline approach. Other textbooks actually represent more modern approaches in chemistry teaching by providing a recognizable degree of contextualisation or even societal orientation. This is the case for Egypt, Syria and Saudi Arabia and, to a lesser degree, for Jordan. In the case of Palestine, the textbook focuses almost exclusively on content in technical and engineering contexts. Our analysis shows that there is no clear relationship between the intended chemistry curricula and certain characteristics in the corresponding countries, namely the regional background, the level of economic strength, and the degree of traditionalism.
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Gutmann, Ana Paula, Zenaide de Fátima Dante Correia Rocha, and João Paulo Camargo de Lima. "Inquiry teaching in didactic classes for the chemistry pre-service teacher education." Revista Internacional de Educação Superior 9 (March 24, 2022): e023006. http://dx.doi.org/10.20396/riesup.v9i00.8661880.
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The present research aimed to analyze the effects of an inquiry-based class (investigative class) in a Chemistry Degree class during the discipline of General Didactics. Two investigative classes were developed, one in the experimental methodology and the other in the design thinking project methodology. And at the end of the two classes, the students answered two guiding questions: “What does this class allow you to compose the lesson plans and your own practices as future teachers?” and “What do this knowledge collaborate for your education?” The results demonstrate that the proposed activities contributed in a promising way to the process of understanding graduates on how to develop a teaching lesson plan, besides enabling the use of a teaching methodology by investigation for the development of their future teaching practices.
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Da Silva, Geilson Rodrigues, Talina Meirely Nery Dos Santos, Griscele Souza De Jesus, and Lucas Pereira Gandra. "Experimentação na educação química: elaboração de sinais em libras para práticas de laboratório." Revista Brasileira de Educação em Ciências e Educação Matemática 2, no. 1 (May 3, 2018): 41. http://dx.doi.org/10.33238/rebecem.2018.v.2.n.1.18994.
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Resumo: A Química é uma Ciência com poucos sinais específicos em Língua Brasileira de Sinais para o ensino de pessoas com surdez. Essa barreira de linguagem pode ocasionar obstáculos de aprendizagem aos estudantes surdos. Sendo assim, a presente pesquisa teve como objetivos catalogar verbetes e criar sinais para a utilização em aulas práticas de Química. Para coleta de dados foram levantados os termos na literatura no dicionário ilustrado trilíngue que possuíssem relações com a disciplina de Química, ao qual foram categorizados a partir da Análise de Conteúdo, em função do seu emprego e utilização. Realizou-se a análise quantitativa dos termos mais presentes em roteiros de aulas experimentais, usadas na disciplina de Química Geral e Experimental Ida Licenciatura em Química do IFMS campus Coxim. Sendo elaborados quatro sinais de instrumentos do laboratório de Química que apresentam potencial para serem utilizados em práticas bilíngues, no ensino superior e médio.Palavras-chave: Educação Bilíngue; Formação de Conceitos Científicos; Práticas Experimentais. Experimentation in chemical education: elaboration signals in libras for laboratory practicesAbstract: Chemistry is a Science with few specific signs in Brazilian Sign Language for teaching deaf people. This language barrier can lead to learning obstacles for deaf students. Thus, the present research had as objectives to catalog entries and to create signals for the use in practical classes of Chemistry. In order to collect data, the terms in the literature in the trilingual illustrated dictionary that had relations with the discipline of Chemistry were categorized from the Content Analysis, according to their use and use. A quantitative analysis of the most present terms was carried out in experimental classes, used in the General Chemistry and Experimental I subject of the Chemistry Degree of the IFMS campus Coxim. Four signs of chemistry laboratory instruments are being developed, which have the potential to be used in bilingual practices in higher and secondary education.Keywords: Bilingual Education; Formation of Scientific Concepts; Experimental Practices.
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Mueller, Eduardo Ribeiro, Leticia Vanin, Gabriel Bezerra Cardoso, and Rans Miler Pereira Dantas. "POR QUE A DISCIPLINA DE QUÍMICA GERAL REPROVA TANTO?" Revista Prática Docente 5, no. 1 (May 1, 2020): 449–68. http://dx.doi.org/10.23926/rpd.2526-2149.2020.v5.n1.p449-468.id643.
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Resumo: Este trabalho faz parte de uma abordagem investigativa denominada Transição Ensino Médio/Universidade: conflitos do acesso ao ensino superior em Química. Neste artigo o objetivo foi verificar contradições estatísticas relacionadas a aprovações e reprovações na educação básica e no ensino superior em Química, e investigar a relação entre os altos índices de reprovação na disciplina de Química Geral e o perfil dos estudantes que ingressam no curso de Licenciatura em Química da UFMT – Campus Araguaia. Para isso, realizamos coleta de dados (matriculados, aprovados e reprovados) junto ao curso de Licenciatura em química e junto à SEDUC-MT, resultados de 2014 a 2018, e realizamos observação participante na turma de química geral do semestre 2019/1. Os resultados comprovaram nossa hipótese, de que há distinção quanto à aferição de notas e quanto ao nível de dificuldade das avaliações praticadas. Concluímos que, em ambos os casos, a aprendizagem não está sendo alcançada de modo satisfatório.Palavras-chave: Química Geral; Aprovação; Reprovação; Aprendizagem. Abstract: This work is part of an investigative approach called Transition High School/ University: conflicts of access to higher education in Chemistry. In this article the objective was to verify statistical contradictions related to pass and fail in Basic Education and Higher Education in Chemistry, and to investigate the relationship between the high failure rates in the discipline of General Chemistry and the profile of students who enter the undergraduate course in Chemistry at UFMT - Campus Araguaia. For this, we performed data collection (enrolled, approved and disapproved) with the chemistry degree course and with SEDUC-MT, results from 2014 to 2018, and performed participant observation in the general chemistry class of the semester 2019/1. The results confirmed our hypothesis, that there is a distinction regarding the assessment of grades and the level of difficulty of the practiced evaluations. We conclude that, in both cases, learning is not being achieved satisfactorily.Keywords: General chemistry; Approval; Disapproval; Learning.
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Kashuba, Yuri, and Аlexandra Gorkovenko. "SPECIFICITY OF COMPLETING ACROBATIC JUMPS BY BACHELOR STUDENTS IN THE GENRE "CIRCUS ACROBATICS"." Innovative Solution in Modern Science 5, no. 49 (August 22, 2021): 40. http://dx.doi.org/10.26886/2414-634x.5(49)2021.3.
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The article analyzes acrobatic jumps in the genre "Circus acrobatics", the discipline "Professional training in the genre − Acrobatics". Indicated their specificity, types, features of implementation, as well as errors that may be present in the learning process for students of the educational degree "Bachelor", specialty 026 Performing arts, educational professional program "Circus genres". Clarified characteristics of jumps, methodology for their implementation. Examples of injury prevention and avoidance of gross professional mistakes are recommended. Key words: circus acrobatics, acrobatics, circus genres, acrobatic jumps, execution technique, vocational training.
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Lercari, Diego. "Analysis of three decades of research in marine sciences in Uruguay through mapping of science and bibliometric indexes." Latin American Journal of Aquatic Research 49, no. 1 (March 1, 2021): 1–17. http://dx.doi.org/10.3856/vol49-issue1-fulltext-2584.
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Uruguay has recently expanded its Exclusive Economic Zone (EEZ), having more aquatic sovereignty than terrestrial territories. In this country, various State institutions have carried out the study of marine science for several decades, but their academic development has not been analyzed. The formal evaluation of scientific research represents a crucial opportunity to define long-term policies requiring greater knowledge of the territory and its resources. In this context, this work carries out a systematic and quantitative review of Uruguay authors' international publications over three decades. The productivity indicators trend is evaluated concerning context variables, predominant research topics are identified, and collaboration networks are characterized. We collected and analyzed data on marine science articles in which an author or co-author is affiliated to an institution in Uruguay from 1990 to 2018 using the Scopus database. It was found that scientific activity measured by a bibliographic analysis showed an increase in the number of articles, authors, and research topics but nowadays show signs of stagnation. Moreover, specific indicators show a great degree of centralism (institutional and authorial), low dynamism, and decreased international collaboration. The largest academic capacities are focused in specific biological disciplines, with little physics and almost nil in geology and chemistry. Decentralization and strengthening sectorial funding for marine science will boost Uruguay's discipline for facing future challenges.
Book chapters on the topic "Degree Discipline: Chemistry"
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Rothstein, William G. "Medical Education, 1900–1950: General Trends and Basic Medical Sciences." In American Medical Schools and the Practice of Medicine. Oxford University Press, 1987. http://dx.doi.org/10.1093/oso/9780195041866.003.0016.
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During the first half of the twentieth century, American medical education underwent drastic changes. Greater costs of operation and the requirements of licensing agencies forced many medical schools to close and most of the others to affiliate with universities. The surviving medical schools were able to raise their admission and graduation requirements, which was also made possible by the rise in the general educational level of the population. The growth of the basic medical sciences led to the development of a new kind of faculty member whose career was confined to the medical school. During the first half of the twentieth century, the educational level of the population rose significantly. The proportion of the 17-year-old population with high school educations increased from 6.3 percent in 1900 to 16.3 percent in 1920, 28.8 percent in 1930, and 49.0 percent in 1940. The number of bachelors’ degrees conferred per 100 persons 23 years old increased from 1.9 in 1900 to 2.6 in 1920, 5.7 in 1930, and 8.1 in 1940. Between 1910 and 1940, the number of college undergraduates more than tripled. Because the number of medical students did not increase, medical schools were able to raise their admission standards. At the same time, many new professions competed with medicine for students. Between 1900 and 1940, dentistry, engineering, chemistry, accounting, and college teaching, among others, grew significantly faster than the traditional professions of medicine, law, and the clergy. Graduate education also became an alternative to professional training. Between 1900 and 1940, the number of masters’ and doctors’ degrees awarded, excluding medicine and other first professional degrees, increased from 1,965 to 30,021, or from 6.7 to 13.9 percent of all degrees awarded. Colleges and universities decentralized their organizational structure to deal with the increasingly technical and specialized content of academic disciplines. They established academic departments that consisted of faculty members who shared a common body of knowledge and taught the same or related courses. Departments were given the responsibility of supervising their faculty members, recruiting new faculty, and operating the department’s academic program. By 1950, departments existed in most of the sciences, social sciences, and humanities.
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Dryzek, John S., Richard B. Norgaard, and David Schlosberg. "Constructing Science and Dealing with Denial." In Climate-Challenged Society. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199660100.003.0006.
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Climate science has a long history. The Swede Svante Arrhenius in 1896 recognized that the burning of fossil fuels could add CO2 to the atmosphere in sufficient quantities to warm the Earth, though he thought it would take millennia for that to become apparent. Arrhenius himself thought this would be beneficial to agriculture, anticipating some contemporary emphatic climate change deniers for whom CO2 is nothing more or less than “plant food.” The twentieth century saw anthropogenic (i.e. caused by humans) climate change gradually progress from a scientific curiosity likely to arise only in a very distant future to something more pressing (see Weart, 2008 for a history). Charles Keeling began monitoring atmospheric CO2 on Mount Mauna Loa in the middle of the Pacific Ocean in 1958, providing strong evidence that CO2 levels were rising. In 1965 the Science Advisory Committee to the US president raised the specter of changes in the climate appearing by 2000. Climate science gradually grew in extent and prominence, aided by advances in satellite monitoring and computing power. One watershed moment occurred in 1988, on a hot day in Washington DC, when James Hansen of NASA testified to the Energy and Natural Resources Committee of the US Senate that global warming had arrived. The same year British Prime Minister Margaret Thatcher (who had a degree in chemistry) announced in a speech to the scientists of the Royal Society that she was convinced of the need to act—embracing environmental concern she had until then derided. Since the 1980s climate research has exploded, exploring ever more facets of the issue. The role of the IPCC, established by the United Nations in 1988, has become crucial. The Panel does not actually conduct or sponsor research itself, but rather summarizes the weight of scientific opinion in periodic assessment reports aimed at policy makers, especially those participating in the negotiations of the UNFCCC. With literally thousands of scientists from diverse disciplines participating in the assessment, it has a significant impact on how scientists connect their subsequent research to discoveries by others and learn how to communicate with each other, building an ever greater capacity to both assess and synthesize climate science into a more cohesive whole (Edwards, 2010).
Conference papers on the topic "Degree Discipline: Chemistry"
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Barbero, Silvia. "Opportunities and challenges in teaching Systemic Design. The evoluation of the Open Systems master courses at Politecnico di Torino." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3353.
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The contamination between design and theory of systems as a field of development of new design processes is nowadays consolidated. However, the issue concerning the methodology to apply in teaching systemic design remains an open question. The approach adopted in the Master Degree in Systemic Design at Politecnico di Torino is based on the assumption that the teaching method must itself be systemic. Alongside designers, the degree course has involved from the very beginning experts of different disciplines (i.e. chemistry, physics, mechanics, history, economy and management) as teachers, in order to create a multidisciplinary environment for the development of projects. Born as master degree in academic year 2002-03 at Politecnico di Torino (Italy) from the close collaboration with Gunter Pauli, the course has changed name and form but not the content, until it reached the current title (a.y. 2015-16): master degree “Aurelio Peccei” in Systemic Design. The Open Systems course has enabled students, in previous years, to experiment the design of production processes. This was the case of the systemic project done with NN Europe, a company engaged in manufacturing ball bearings, in which the output management allows a positive economic impact. Over the years the course has shifted its focus from the production process of a product to the wider company context. In 2010, the approach has been applied to the agricultural enterprise Ortofruit: starting from agricultural production, the students have defined the production system and the relationships with the market. Systemic Design, during this course, has experienced the transition from the design of industrial processes that are closely linked to the territory, and then enhance local resources, to the design of the whole territorial system. The work done by the students of the course in recent years has led to the definition of scenarios about fields usually distant from the traditional design world. For example, the definition of the economic model, the corporate model that is built around relationships on cooperation with different disciplines.This transition, from the product to the entire territorial system, allows the exploration of new contexts, but it also puts the designer in a complex and challenging position in according with complex theories.DOI: http://dx.doi.org/10.4995/IFDP.2016.3353
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Al Anboori, Abdullah, Stephen Dee, Khalil Al Rashdi, and Herbert Volk. "De-Risking Fluid Compartmentalization of the Barik Reservoir in the Khazzan Field, Oman - An Integrated Approach." In Abu Dhabi International Petroleum Exhibition & Conference. SPE, 2021. http://dx.doi.org/10.2118/207687-ms.
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Abstract The degree of fluid compartmentalization has direct implications on the development costs of oil and gas reservoirs, since it may negatively impact gas water contacts (GWC) and fluid condensate gas ratios (CGR). In this case study on the Barik Formation in the giant Khazzan gas field in Block 61 in Oman we demonstrate how integrating independent approaches for assessing potential reservoir compartmentalization can be used to assess compartmentalization risk. The three disciplines that were integrated are structural geology (fault seal analysis, movement and stress stages of faults and fractures, traps geometry over geological time), petroleum systems (fluid chemistry and pressure, charge history) and sedimentology-stratigraphy including diagenesis (sedimentological and diagenetic controls on vertical and lateral facies and reservoir quality variation). Dynamic data from production tests were also analyzed and integrated with the observations above. Based on this work, Combined Common Risk Segment (CCRS) maps with a most likely and alternative scenarios for reservoir compartmentalization were constructed. While pressure data carry significant uncertainty due to the tight nature of the deeply buried rocks, it is clear pressures in gas-bearing sections fall onto a single pressure gradient across Block 61, while water pressures indicate variable GWCs. Overall, the GWCs appear to shallow across the field towards the NW, while water pressure appears to increase in that direction. The "apparent" gas communication with separate aquifers is difficult to explain conventionally. A range of scenarios for fluid distribution and reservoir connectivity are discussed. Fault seal compartmentalization and different trap spill points were found to be the most likely mechanism explaining fluid distribution and likely reservoir compartmentalization. Perched water may be another factor explaining variable GWCs. Hydrodynamic tilting due to the flow of formation water was deemed an unlikely scenario, and the risk of reservoir compartmentalization due to sedimentological and diagenetic flow barriers was deemed to be low.
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Dillard, David A., Melissa D. Nipper, Scott W. Case, and Alan A. Kornhauser. "Preparation for the Fundamentals of Engineering Examination at Virginia Tech." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63558.
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The first step most engineers take toward professional engineering licensure is taking the Fundamentals of Engineering examination administered by the National Council of Examiners for Engineering and Surveying. The examination is typically taken by students near completion of an undergraduate engineering degree. By following up with engineering experience and the Professional Engineering examination, engineers can be licensed in any of the 50 states of the U.S. Professional licensure is both an aid and an incentive to professionalism in engineers. Licensure provides a publicly recognized credential for engineering competence and professional ethics. The licensing process, together with state requirements for maintaining licensure, ensures that professional engineers have the depth and breadth of knowledge required for engineering practice. Knowledge of licensing requirements helps young engineers set their own standards for engineering competence. Virginia Tech has, for many years, assisted its senior engineering students in preparing for the Fundamentals of Engineering examination. The program began in the 1970’s as an unofficial series of review lectures offered by engineering faculty. Later, it became a two credit hour course administered by the Department of Engineering Science and Mechanics with modules taught by faculty from many engineering disciplines as well as mathematics and chemistry. The course was taught every spring, using a set of notes and problems prepared by the instructors and available to students at reproduction cost. Lectures were scheduled in the evening to reduce interference with other courses. In spring 2011, the course was taught for the first time as an asynchronous online course developed by the instructors working in conjunction with Virginia Tech’s Institute for Distance and Distributed Learning. Updated lecture notes and problems were available for download, and lectures, recorded for the online course, were available for viewing as audio/video slide presentations using streaming video format. Since different faculty had different prior experience with computer-aided and online teaching, the different course modules used various online teaching techniques. The course website has been organized so that student response to the online materials may be monitored. Historically, Virginia Tech has had both high levels of undergraduate participation in the Fundamentals of Engineering examination and a high pass rate. Statistics on course registration, exam participation, and pass rate over the past decade are presented and compared with statistics for the new online course. In spite of a few technical and other issues, the online course appears to be a success. It is anticipated that feedback from this initial online offering will result in even better student acceptance and utilization of the online content, as well as examination performance, in the future.