Relevant bibliographies by topics / Training of engineers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Training of engineers'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Training of engineers"

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Loshchilova, Marina A., Tatyana G. Trubchenko, Elena Yu Lemeshko, Elena S. Kiseleva, Elena V. Portnyagina, and Sergei V. Razumnikov. "Professional training of mining engineers." SHS Web of Conferences 80 (2020): 01015. http://dx.doi.org/10.1051/shsconf/20208001015.

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Nowadays, the solution of the problem of training mining engineers in the environment of innovation development is rather complicated and multifaceted. It involves determining the essence and content of the engineer’s professional activity; the need to study the specifics of the training of a mining engineer; the requirements for training mining engineers in innovative development. It is also connected with evaluation of students’ readiness level in the specialty 21.05.04 «Mining», identifying ways to increase the level of readiness of mining engineers for professional activity. The factors influencing the results of the training of mining engineers are identified here, as well as foreign experience in the education and training of mining engineers. Besides, noncompensatory model of assessment of readiness of mining engineers for professional activity by method of threshold aggregation with example of building rating on the basis of this model is being developed.
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Fu, Cheng, and Bin Huang. "Reflections on the Training of Outstanding Engineers." Advanced Materials Research 591-593 (November 2012): 2240–42. http://dx.doi.org/10.4028/www.scientific.net/amr.591-593.2240.

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The Outstanding Engineer Training Program is a strategic plan for making higher education serve economic development and raising the competitiveness of engineers. To carry out the program successfully,it is necessary to accurately uphold its principles, clearly define the specifications of training, focus on practical social needs, enhance capacity training, strengthen the collaborations between universities and industries, optimize education plans, and reform teaching methods. Only in this way will a large number of highly competent and innovative engineers be trained.
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Zhang, Qian, Jian Ning Yuan, and Cheng Chong Gao. "Connotation Construction of Training Process Promoting Excellent Engineers Training Quality." Applied Mechanics and Materials 263-266 (December 2012): 3457–61. http://dx.doi.org/10.4028/www.scientific.net/amm.263-266.3457.

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It is an important try of the Chinese higher education reform that the Ministry of Education put the Excellent Engineer Education Training Plan (EEETP) into practice in order to improve the comprehensive ability level of Chinese higher university graduates, which can integrate the graduates into actual industrial production process as soon as possible in some colleges and universities. In the implementation of the excellent engineers training, Nanjing Institute of Technology (NJIT) concentrates their effort on the modularized teaching and the project-faced teaching, and on the construction of the productive training process, establishes the evaluation system of teaching process, and emphasizes the training quality assessment of the academic and practical courses so that quasi-excellent engineer students enable them to improve their training quality, and obtain a better learning effect.
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Starshinova, Tatyana Alexandrovna, Olga Alexandrovna Larionova, and Renat Salyahovich Saifullin. "Integrative training of engineer in globalized world." Samara Journal of Science 5, no. 2 (June 1, 2016): 181–84. http://dx.doi.org/10.17816/snv20162310.

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In this article we consider an integrative training of the engineer in the globalized world. On the basis of the analysis of the international division of labor and interaction in the field of equipment and technologies which the modern engineer faces, we note the necessity of effective interaction of the international teams. We come to light the problem of insufficient level of training of engineers within the modern higher technical education which is differing in own specifics in the different countries, where education is focused on the regional level of training of specialists. It is noted that the international activity based on the international division of labor demands global training of engineers. The analysis of publications concerning global competence, the analysis of determination of cross-cultural competence, and also the analysis of requirements of the international accreditation agencies allows to select four main characteristics of globally competent engineer: to take into account ethnic aspects of society, the nature and safety; to understand the profession and technical aspects in a global context; to be able to work in interdisciplinary and international teams; to be able to carry on dialogue in a cross-cultural and international context. The conducted research has shown that the selected characteristics are integrative qualities of the personality and the engineer who possesses such characteristics will be able to represent the country at the international level adequately and to work at an innovative factory. As a solution of the problem of modern engineers training authors offer formation of global competence of the engineer due to integrative approach in education.
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Liu, Chang Ming. "Research of the Excellent Engineers’ Quality Training." Advanced Materials Research 291-294 (July 2011): 1812–15. http://dx.doi.org/10.4028/www.scientific.net/amr.291-294.1812.

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This article utilizes the synthetic analysis method to propose the proposition of excellent engineers’ quality training. Excellent engineers are those who are outstanding and better than general engineers. The paper discusses the background and the practical demand of excellent engineers’ developing, it also expounds the basic qualities that excellent engineers should possess and clarifies the trainning of excellent engineers is the higher project education’s sacred mission. The conclusion is: it should take the way of co-production and learning, and the government departments should provide support in politics, economy, law and so on, then it will help to improve the enterprises’ initiative to participate in engineering talents’s training.
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Joos, G. "Training future power engineers." IEEE Power and Energy Magazine 3, no. 1 (January 2005): 38–47. http://dx.doi.org/10.1109/mpae.2005.1380233.

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Napper, J. A. "Training Professional Production Engineers." Journal of European Industrial Training 9, no. 3 (March 1985): 23–26. http://dx.doi.org/10.1108/eb014216.

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Lazariev, Mykola, Andrii Sushchenko, and Volodymyr Yeremieiev. "Review of the monograph by V. S. Kruglyk "The system of training of future software engineers for the professional activity at higher educational institutions"." Ukrainian Journal of Educational Studies and Information Technology 8, no. 3 (September 30, 2020): 1–6. http://dx.doi.org/10.32919/uesit.2020.03.01.

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In the publication the scientific-theoretical and methodological monographic study of V. S. Kruglyk "The system of training of future software engineers for the professional activity at higher educational institutions" has been analyzed, the study reflects the author conceptual approach to the scientific understanding of the problem of training software engineers for professional activities. The structure and content of the monograph have been analyzed; the scientific novelty of the research which consists in the development and substantiation of the author pedagogical system of training future software engineers for their professional activity and the structure of professional competence of a software engineer has been highlighted.
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Hornostaieva, Olga, and Hanna Kravchenko. "Special Aspects of Professional Activity of Motor Transport Profile Teaching Engineers." Educational Challenges 26, no. 1 (March 31, 2021): 51–63. http://dx.doi.org/10.34142/2709-7986.2021.26.1.05.

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The article characterizes the special features of the motor transport profile teaching engineers’ professional activity in vocational institutions (teacher of vocational training, master of vocational training), higher education institutions (engineering teacher) and in manufacturing. The purpose is to clarify the special aspects of motor transport profile teaching engineers’ professional training in higher education institutions of Ukraine. The following research methods are used observation, description through individual interviews, expert evaluation method and questionnaire. The results are the following. It is stated that engineering and pedagogical education involves the rational integration of psychological, pedagogical and engineering components of professional training. It is noted that the professional training of teaching engineers is aimed at the formation their professional engineering and professional pedagogical competencies. This integrated training includes two equivalent integrated components: engineering (technical and technological, manufacturing, special, industrial branch) and pedagogical (humanitarian and social). It is stated that successful professional activity of a teaching engineer of motor transport profile is connected with professional training in institutions of higher education and the content and organization of their self-education in the process of professional development. To ensure proper training of a teaching engineer for successful activities, it is necessary to keep a continuous connection between the engineering and technical awareness and pedagogical activities. Modern professional activity of a teaching engineer is characterized by their innovative activities, the specifics of them is caused by the peculiarities of professional-pedagogical education and conditions of engineering-pedagogical activities, which provide generation and transformation of new ideas into innovations and form the management system. The innovative activity of teaching engineer is the basis of creative approach to professional responsibilities. It is concluded that a teaching engineer of motor transport profile is a teacher with higher pedagogical and technical education, who performs educational-methodical, engineering-technical, scientific-innovative, communicative-psychological, organizational, managerial and legal activities.
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Tretko, Vitaliy, and Yuriy Vashkurak. "Globalization of Nanoengineers’ Professional Training: Foreign Experience." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 25–31. http://dx.doi.org/10.1515/rpp-2017-0046.

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AbstractConceptual bases of globalization influence onto engineer education in the field of nanoelectronics as well as formation of global skills necessary for life and work in a globalized society have been considered. Modern state of incorporating the global dimension into the process of future nanoelectronics engineers’ learning has been analyzed. Key skills and conditions of providing connection between results of learning and the global dimension in the engineering education have been defined. Possibilities of the global dimension realization (elaboration of new methods and approaches), integration of the education content on the principles of consistency and interdisciplinary nature as well as monitoring of learning results have been suggested. Special attention has been paid to implementation of the global dimension into the engineering profession that includes three aspects: generic themes, generic skills and generic dispositions. Main directions of developing the system of engineering education in the field of nanoelectronics have been specified. It has been defined that incorporation of the global dimension into the learning process of future engineers in the field of nanoelectronics encompasses five stages: the substantiation of key skills that define global dimension in engineering education; the provision of connection between the results of learning and global dimension in engineering education; the determination of opportunities to realize global dimension (elaboration of new methods and approaches); the integration of the learning content on the basis of consistency and interdisciplinary principles; the monitoring of learning results. In the result of the carried out research it has been concluded that the basis of conceptual approaches to engineering training of future specialists in the field of nanoelectronics is the logics and the content of the “engineer” notion, specifics of engineering activities in the field of nanoelectronics, as well as their functional duties in the context of globalization challenges. The process of introduction of the global dimension into the content of engineering programs in nanoelectronics encourages the development of an engineer’s personality at all the levels – individual, national and global.
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Dissertations / Theses on the topic "Training of engineers"

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Kam, W. K. "Mathematical education of engineers at technician engineer level in Hong Kong." Thesis, Loughborough University, 1985. https://dspace.lboro.ac.uk/2134/27089.

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Before the introduction of degree programmes in 1983, the route followed by technician engineers being trained in Hong Kong, particularly at the Hong Kong Polytechnic, was quite unique. About 680 students are admitted into the eight Higher Diploma engineering programmes at Higher Technician level each year at the Hong Kong Polytechnic. The students first took a three-year Higher Diploma programme, continued for a one-year Associateship programme and finally sat the Engineering Council Part II Examinations, thus fulfilling the academic requirements for Chartered Engineer status.
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Nippe, Anton. "Engineers and Managerial Training in Germany." Thesis, Blekinge Tekniska Högskola, Institutionen för industriell ekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-13023.

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The master thesis presented deals with the  question of whether superiors in the engineering field in Germany should undergo managerial training to be better-suited managers than superiors without such training. This thesis looks into this question through a survey of a homogenous group of engineering professionals working in Germany. The survey strives to gain information from the engineering professionals regarding their opinions and experience as managers with and/or without managerial training and their capacity to fulfill their managerial duties. This problem resonates widely in the engineering world, yet it seems that not enough action is being taken towards educating personnel in elevated positions throughout a company’s hierarchy.
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Li, Tak-shun Dominic. "Management training of a civil engineer /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12315813.

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Waller, Steven D. "Engineers as managers : a comparative study of the career experiences of graduate engineers." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/7163.

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The theme of the research stemmed from the generally held conviction that engineers are not found populating the managerial levels of UK based companies to the extent that is the case in most of continental Europe. Put simply, in the UK engineering is not considered to be the 'royal route' to management. In 1978 through a funding initiative by the then University Grants Committee, management enhanced 4 year engineering degree courses known as 'Dainton' courses after the then Chain-nano f the committee, Sir Frederick Dainton, were launched to attract some of the most able candidates to engineering. Designed to "fast track" engineers into management these courses have been running now for nearly 20 years and the research set out to answer whether their graduates have become managers, professional engineers, both or neither and how their background in technology and management may have influenced their subsequent career progression and migration into management. The study is based on 575 usable responses to a postal questionnaire sent to 1,838 'Dainton' graduate engineers and comparable control groups from Birmingham, Brunel, Cambridge, Impenal, Oxford and Strathclyde Universities. The responses to the questionnaire are supplemented by an ethnographical study of documentary course literature and discussions with staff responsible for the courses. Contrasts were found between the groups of engineers and the thesis explores these differencesa nd discussesth e possible reasonsf or them. By developing an insight into the role and influence of management training in engineering degrees the thesis concludes bv examining the consequences for the management of careers.
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Hibberd, R. E. "Evaluation of computer-based training for professional engineers." Thesis, Cranfield University, 2001. http://dspace.lib.cranfield.ac.uk/handle/1826/11425.

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The purpose of this research was to develop a novel framework for the evaluation of computer-based training (CBT) programmes used by employees of industrial organisation. Whilst there is increasing demand for training within industrial organisations, appropriate models for the evaluation of CBT programmes appeared to be absent. The literature review indicated that there are many models of CBT programme evaluation that can provide data about a programme’s effectiveness. However none of these models addressed the contextual factors that could affect a programme’s operation or effectiveness. These models would indicate to the designer of the CBT programme whether or not a particular programme was effective but not why. This research aimed to rectify this situation by producing a model of evaluation that would assist designers of CBT programmes understand the influence of contextual factors on their designs. In order to achieve this it was necessary to gain an understanding of the factors that would affect the attainment of appropriate training outcomes. It was also necessary to understand those variables that would influence the use of CBT programmes within industrial organisations. The former objective was achieved through an analysis of the existing literature on learning, the latter through investigation of the criteria used by employees of industrial organisations to evaluate CBT programmes. In the case of this research, 47 employees of 9 industrial organisations were asked to evaluate a specific CBT programme. Evaluative verbal utterances about a CBT programme were elicited from participants using a methodology that involved the use of concurrent verbal protocols supplemented by a series of specific questions on particular design features of the CBT programme. The research strategy that was adopted arose in response to a need to minims the time demands placed on participants, all of whom were employees of industrial organisations. The results of this analysis allowed the development of a descriptive model that identified the contextual factors that affected the perceived effectiveness of CBT programmes. Further models of evaluation were also produced. A normative model that described the cognitive and motivational factors that were believed to be present during the usage of different CBT programmes. The descriptive and normative models were combined to provide a normative model for the evaluation of CBT programmes used in industrial organisations. The limitations of this model and the research methods employed are also discussed.
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李德順 and Tak-shun Dominic Li. "Management training of a civil engineer." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B3126329X.

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Hibberd, Ralph Edward. "The evaluation of computer based training for professional engineers." Thesis, Cranfield University, 2001. http://dspace.lib.cranfield.ac.uk/handle/1826/11425.

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The purpose of this research was to develop a novel framework for the evaluation of computer-based training (CBT) programmes used by employees of industrial organisation. Whilst there is increasing demand for training within industrial organisations, appropriate models for the evaluation of CBT programmes appeared to be absent. The literature review indicated that there are many models of CBT programme evaluation that can provide data about a programme’s effectiveness. However none of these models addressed the contextual factors that could affect a programme’s operation or effectiveness. These models would indicate to the designer of the CBT programme whether or not a particular programme was effective but not why. This research aimed to rectify this situation by producing a model of evaluation that would assist designers of CBT programmes understand the influence of contextual factors on their designs. In order to achieve this it was necessary to gain an understanding of the factors that would affect the attainment of appropriate training outcomes. It was also necessary to understand those variables that would influence the use of CBT programmes within industrial organisations. The former objective was achieved through an analysis of the existing literature on learning, the latter through investigation of the criteria used by employees of industrial organisations to evaluate CBT programmes. In the case of this research, 47 employees of 9 industrial organisations were asked to evaluate a specific CBT programme. Evaluative verbal utterances about a CBT programme were elicited from participants using a methodology that involved the use of concurrent verbal protocols supplemented by a series of specific questions on particular design features of the CBT programme. The research strategy that was adopted arose in response to a need to minims the time demands placed on participants, all of whom were employees of industrial organisations. The results of this analysis allowed the development of a descriptive model that identified the contextual factors that affected the perceived effectiveness of CBT programmes. Further models of evaluation were also produced. A normative model that described the cognitive and motivational factors that were believed to be present during the usage of different CBT programmes. The descriptive and normative models were combined to provide a normative model for the evaluation of CBT programmes used in industrial organisations. The limitations of this model and the research methods employed are also discussed.
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Brooks, Donald Andrew John. "Training the military engineer : a study of assessment and its validity." Thesis, n.p, 2001. http://oro.open.ac.uk/18834.

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Morriss, Robert Chadwick. "Effectiveness measurement of a training program developed for supervising discipline engineers." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/69.

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Hamame, Yousif T. "Higher education and labour market in Iraq : the case of engineers." Thesis, University of Glasgow, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277221.

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Books on the topic "Training of engineers"

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Lemaître, Denis, ed. Training Engineers forInnovation. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119563938.

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Effective training for civil engineers. London: T. Telford, 1994.

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Steels, H. Macdonald. Effective training for civil engineers. 2nd ed. London: T. Telford, 1999.

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Board, Electricity Supply Industry Training. The training of engineers: Distribution and utilisation. (London) (30 Millbank, S.W.1): (Electricity Supply Industry Training Board), 1987.

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Viscardi, Kate. Insight: Encouraging girls to become professional engineers. London: EITB Research, 1987.

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Inc, NetLibrary, ed. Engineers in Japan and Britain: Education, training and employment. London: Routledge, 2002.

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Engineers in Japan and Britain: Education, training, and employment. London: Routledge, 2000.

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Laslett, R. E. Regional profile: Trends in engineering manpower and training in the Northern Region from 1978. Stockport: Engineering Industry Training Board, 1986.

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Sangyōshō, Japan Keizai. Heisei 16-nendo chōki enerugī gijutsu senryaku sakutei tō chōsa, "gijutsukei jinzai no ikusei oyobi hyōka, shogū ni kansuru chōsa": Chōsa hōkokusho : Heisei 16-nendo Keizai Sangyōshō itaku chōsa hōkokusho. Tōkyō: Kenkyū Sangyō Kyōkai, 2005.

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Gijutsushikai, Nihon. Gijutsusha no yōsei kakuho ni kansuru chōsa: Heisei 5-nendo Kagaku Gijutsuchō itaku chōsa hōkokusho. [Tokyo]: Nihon Gijutsushikai, 1994.

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Book chapters on the topic "Training of engineers"

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Cardona Gil, Emmanuel, Linda Gardelle, and Brad Tabas. "From Technological Innovation to “Situated” Innovation: Improving the Adaptation of Engineering Training to the Societal Challenges of the 21st Century." In Training Engineers forInnovation, 1–20. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119563938.ch1.

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Lemaître, Denis, and Christophe Morace. "How Do Graduate Engineering Schools Train for Innovation? Study of the Curricula of Three French Schools." In Training Engineers forInnovation, 199–223. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119563938.ch10.

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Adam, Catherine, and Serge Coco. "Developing Methods and Programs for Teaching Innovation to Engineers: Toward Eco-Innovation?" In Training Engineers forInnovation, 225–41. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119563938.ch11.

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Huet, Frédéric, Hugues Choplin, Isabelle Cailleau, and Pierre Steiner. "Responding to an Event: Innovation of the Contemporary Engineer?" In Training Engineers forInnovation, 21–38. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119563938.ch2.

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Gillet, Christiane, and Klara Kövesi. "Innovation within Companies: Changes and Impacts on Our Student Engineer Training Models." In Training Engineers forInnovation, 39–61. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119563938.ch3.

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Kövesi, Klara, and Péter Csizmadia. "Skills and Competencies for Innovators: New Priorities and Requirements for Engineering Graduates." In Training Engineers forInnovation, 63–84. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119563938.ch4.

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Liu, Tiphaine. "The Training of Innovators between Skill Acquisition and Construction of an Individual Socioprofessional Identity." In Training Engineers forInnovation, 85–105. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119563938.ch5.

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Jolly, AnneéMarie, and Julie Nolland. "Innovation Training and Entrepreneurship in French Engineering Higher Education Institutions: An Investigation of the Commission des Titres d'Ingénieur." In Training Engineers forInnovation, 107–23. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119563938.ch6.

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Csizmadia, Péter, and Zsuzsanna Veroszta. "Determinants of Skill Matching among Young Hungarian Engineers." In Training Engineers forInnovation, 125–43. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119563938.ch7.

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Terkowsky, Claudius, Tobias Haertel, Anna-Lena Rose, Liudvika Leisyte, and Dominik May. "Swimming with Sharks without Being Eaten: How Engineering Students can Learn Creativity, Entrepreneurial Thinking and Innovation." In Training Engineers forInnovation, 145–76. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119563938.ch8.

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Conference papers on the topic "Training of engineers"

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Reese, R. D. "Training Simulations for Petroleum Engineers." In Petroleum Computer Conference. Society of Petroleum Engineers, 1992. http://dx.doi.org/10.2118/24446-ms.

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Khasanova, Gulnara, Vasilii Ivanov, and Yekaterina Sokolova. "Ethics in training of engineers." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644593.

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Wilesov and Worshevsky. "EMC training of electrical engineers." In 1989 International Symposium on Electromagnetic Compatibility. IEEE, 1989. http://dx.doi.org/10.1109/isemc.1989.240867.

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Primrose, P. L. "The training of postgraduate engineers." In IEE Colloquium on Engineering Education in the Twenty-First Century. IEE, 1996. http://dx.doi.org/10.1049/ic:19960672.

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Nowak, George A., Barry L. Shoop, and Glen Dudevoir. "Teaching research to undergraduate engineers." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2003. http://dx.doi.org/10.1364/etop.2003.etub2.

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Koolmanojwong, Supannika, and Barry Boehm. "Educating software engineers to become systems engineers." In 2011 24th IEEE-CS Conference on Software Engineering Education and Training (CSEE&T). IEEE, 2011. http://dx.doi.org/10.1109/cseet.2011.5876089.

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Pastukhov, Alexander, Olga Sharaya, Nataliia Vodolazskaya, and Irina Berezhnaya. "Improving training methods for agricultural engineers." In 19th International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2020. http://dx.doi.org/10.22616/erdev.2020.19.tf019.

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Ershaghi, Iraj, Donald L. Paul, and Mehrzad Mahdavi. "Strategies for Training Digital Petroleum Engineers." In SPE Digital Energy Conference and Exhibition. Society of Petroleum Engineers, 2009. http://dx.doi.org/10.2118/123896-ms.

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Dorado-Vicente, Ruben, Eloisa Torres-Jimenez, Jose Ignacio Jimenez-Gonzalez, Rocio Bolanos-Jimenez, and Candido Gutierrez-Montes. "Methodology for training engineers teamwork skills." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125240.

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Pachidis, V., P. Pilidis, and I. Li. "Training Future Gas Turbine Performance Engineers." In ASME Turbo Expo 2007: Power for Land, Sea, and Air. ASMEDC, 2007. http://dx.doi.org/10.1115/gt2007-27400.

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The performance analysis of modern gas turbine engine systems has led industry to the development of sophisticated gas turbine performance simulation tools and the utilization of skilled operators who must possess the ability to balance environmental, performance and economic requirements. Academic institutions, in their training of potential gas turbine performance engineers have to be able to meet these new challenges, at least at a postgraduate level. This paper describes in detail the “Gas Turbine Performance Simulation” module of the “Thermal Power” MSc course at Cranfield University in the UK, and particularly its practical content. This covers a laboratory test of a small Auxiliary Power Unit (APU) gas turbine engine, the simulation of the ‘clean’ engine performance using a sophisticated gas turbine performance simulation tool, as well as the simulation of the degraded performance of the engine. Through this exercise students are expected to gain a basic understanding of compressor and turbine operation, gain experience in gas turbine engine testing and test data collection and assessment, develop a clear, analytical approach to gas turbine performance simulation issues, improve their technical communication skills and finally gain experience in writing a proper technical report.
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Reports on the topic "Training of engineers"

1

Doherty, Neil B. Training Engineers with Industry. Fort Belvoir, VA: Defense Technical Information Center, January 2009. http://dx.doi.org/10.21236/ada505216.

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Trivelpiece, A. W. Training scientists and engineers for the year 2000. Office of Scientific and Technical Information (OSTI), May 1990. http://dx.doi.org/10.2172/7156953.

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CORPORATE-TECH PLANNING INC WALTHAM MA. Problem Solving and Training Guide for Shipyard Industrial Engineers. Fort Belvoir, VA: Defense Technical Information Center, June 1986. http://dx.doi.org/10.21236/ada444025.

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Volodina, D. V., and T. V. Sorokina. English for Engineering Students (English for Engineers), a teaching aid for the "Interpreter in Professional Communication" further vocational training area. OFERNIO, June 2021. http://dx.doi.org/10.12731/ofernio.2021.24871.

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CORPS OF ENGINEERS WASHINGTON DC. Civilian Personnel: Proponent-Sponsored Engineer Corps Training (Prospect). Fort Belvoir, VA: Defense Technical Information Center, April 1994. http://dx.doi.org/10.21236/ada404356.

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Garcia, Chris. Training Extract. AFSC 1A1X1C Flight Engineer - Performance Qualified (ANG/AFRC). Fort Belvoir, VA: Defense Technical Information Center, June 2002. http://dx.doi.org/10.21236/ada406515.

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DEPARTMENT OF THE ARMY WASHINGTON DC. Construction: Engineer Troop Unit Construction in Connection With Training Activities. Fort Belvoir, VA: Defense Technical Information Center, April 1998. http://dx.doi.org/10.21236/ada403130.

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Dreier, M. J. Training the Trainers: A Call for Change in Combat Engineer Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, February 2005. http://dx.doi.org/10.21236/ada506119.

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Lane, Lerose, R. Gary Hicks, DingXin Cheng, and Erik Updyke. Manual for Thin Asphalt Overlays. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1906.

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This manual presents best practices on project selection, mix design, and construction to ensure a superior product when constructing thin asphalt overlays. Experience shows these treatments provide excellent performance when placed on pavements in fair to good condition using proper construction techniques. Though sometime referred to by other names, thin asphalt overlays have been widely used for pavement preservation throughout the world for over 50 years. Limited infrastructure funding at the local, state, and federal levels has resulted in greater emphasis on the use of pavement preservation techniques to extend pavement life and reduce maintenance costs. Thin asphalt overlays are one of many preventative maintenance treatments. Thin asphalt overlays are placed directly on existing pavement and can range from 1/2 inch to 1 1/2 inches in thickness. Thin asphalt overlays have proven to be an economical means for maintaining and improving the functional condition of an existing pavement since the 1960s. Specifically, this manual provides guidance for engineers regarding where and when to use thin asphalt overlays including: (1) Types and variations of thin overlays; (2) Materials and the design process; (3) Construction; (4) Quality Assurance; and (5) Troubleshooting. This chapter by chapter guidance enables an Agency’s engineers to design and construct a successful thin asphalt overlay project to completion. This manual is one of four new manuals prepared by the California Pavement Preservation Center (CP2Center) using funding from California Senate Bill 1 (SB-1), passed in April 2017. The other three manuals provide detailed design and construction information for (1) chip seals, (2) slurry surfacing, and (3) Cape seals. The creation of these manuals was a task funded entirely from SB-1 monies for the purpose of disseminating training and technical information on highway pavement preservation to local agencies throughout California.
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Engineer suffers sudden cardiac death after responding to three emergency calls and performing physical fitness training - Arizona. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, January 2008. http://dx.doi.org/10.26616/nioshfffacef200720.

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