Готові списки джерел за темами / Engineer's profession

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Добірка наукової літератури з теми "Engineer's profession"

Автор: Grafiati
Опубліковано: 30 травня 2022
Оновлено: 31 травня 2022

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Статті в журналах з теми "Engineer's profession"

1

Balakshina, Elena V. "Individual psychological features of engineering students as determinants of professional reliability." Yaroslavl Pedagogical Bulletin 5, no. 122 (2021): 166–73. http://dx.doi.org/10.20323/1813-145x-2021-5-122-166-173.

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Анотація:
The article pays attention to the development of professional reliability of a specialist. The period of study at a higher educational institution is of particular interest. A number of indicators are listed that underlie the phenomenon we are studying and that are laid down in this period of time. The priority goals of education are given, which are actively implemented in the university for the training of highly qualified technical professionals. The importance of developing the problem of maintaining the psychological foundations of labor reliability on the example of engineering professions is noted. The essence of the profession of engineer and traditional types of engineering areconsidered. The «niches» of the modern labor market are indicated where there is constant demand in engineering personnel. The list of expectations of the potential employer in relation to the applicant for the engineering and technical position in the organization (in production) is covered. Guided by the theoretical analysis of the work of domestic and foreign researchers, an attempt is made to derive psychological indicators of professional reliability. It describes the relationship of the level of acquired indicators with the leveling of production risks and the quality of work of employees of the enterprise. The emphasis is placed on profiling engineering specialties in order to specify all aspects of the psychological features of the reliability of the engineer's work. Methodological foundations are selected for the study of the specifics of engineering activities as an integrative type (activity approach, systemogenetic, professional, integrative-typological). A list of professionally significant qualities of engineers of different orientations is compiled as a guideline for compiling a psychodiagnostic research program. For ease of description of results, all parameters are enlarged into four master blocks. A set of test material, a student contingent, as well as diagnostic results are described. According to the results, a conclusion is drawn up.
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2

Stelios, Spyridon. "Professional Engineers." Business and Professional Ethics Journal 39, no. 2 (2020): 253–68. http://dx.doi.org/10.5840/bpej202071097.

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Анотація:
Professional ethics refer to the rights and obligations of practitioners within any profession or sector. Engineering ethics can be discussed based on the nature of the engineer profession and its implications for professional morality. This paper takes the virtue ethics lens to discuss engineering ethics and argues that, since human and social good derives from professional virtues, protecting the public interest is a professional virtue of engineers. Further, since the protection of the public interest redounds to human and social good, then engineers are bound by the nature of their professional role to achieve these two interconnected aims, namely, protecting the public interest and promoting human good. The importance of virtues is eminent in the way an engineer improves her professional conduct and this has an impact on the social environment and on human good in general. Given an engineer’s concern with the broad public needs of people, the engineer’s function counts as a morally good role, and therefore can be described as one that can lead to human flourishing.
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3

Gómez, Miguel Ángel, Rodrigo Fernando Herrera, Edison Atencio, and Felipe Cristóbal Munoz-La Rivera. "Key Management Skills for Integral Civil Engineering Education." International Journal of Engineering Pedagogy (iJEP) 11, no. 1 (January 19, 2021): 64. http://dx.doi.org/10.3991/ijep.v11i1.15259.

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Architecture, Engineering and Construction (AEC) industry requires many interactions between professionals of different areas. Thus, project managers in the AEC industry should have a set of management-aligned skills. International agreements and accreditation boards states the expected skills for engineering graduates, but they usually overrate technical skills. This study aims to identify the most relevant skills in management for civil engineer's education. To achieve this, a literature review was carried out and a list of 129 competencies was obtained. This list was summarized in 34 competencies, and his importance level was evaluated using a web-based survey, targeted to Chilean project managers and civil engineers. The collected skills were classified in management, technical and soft skills. According to respondents, the 34 skills described in this paper are important for the exercise of the profession. However, the most important skills in relative terms are soft skills, then management, and finally, technical skills.
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4

Akhmetgareeva, Rozaliya, Nurgizya Khasanova, and Meri Gulkanyan. "The main trends in the process of building the creative potential of engineering students." E3S Web of Conferences 274 (2021): 12004. http://dx.doi.org/10.1051/e3sconf/202127412004.

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The article discusses the main trends in the process of building creativity in engineering students. It is highlighted that the productivity of an engineer's activity is determined not only by modern techniques and technologies, but also by the personal potential of the engineer as a creator. The authors investigate the problem of shaping the qualities of a creative personality in engineering students and the development of professionally important competences. The authors' study of the views of various researchers made it possible to identify the main trends in the formation of creative thinking among students in a technical university. Particular attention is paid to the technical bilingualism of the future specialist. It becomes a prerequisite for future success in the profession. Fluent knowledge of a foreign language and the ability to read technical documentation in another language on a par with Russian makes an engineer in demand, and creates more realistic conditions for Russia's integration into the world system of industrial relations. Some directions for the development of students' creative thinking are shown.
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5

Zergout, Imane, Soumia Bakkali, and Souad Ajana. "Study and modeling of the innovation process of project-based learning activities in the training of engineers." Education systems facing the challenges of covid-19 10, no. 16 (November 11, 2020): 253–71. http://dx.doi.org/10.37870/joqie.v10i16.236.

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Innovation is one of the driving forces of countries' economic and technological progress today. This key skill is at the heart of the engineer's profession and has been developed since initial training. Innovation must be fostered in engineering training establishments, through tools and methods that make it possible to organize and develop it. This work is part of improving innovation in engineering education. We have followed and studied the progress of projects carried out as part of the course "ISO14001 Environmental Management System", by engineering students in the third year of mechanical engineering at the National School of Electricity and Mechanics. In these activities, we have tried to highlight the different aspects of innovation in training. We used educational innovation tools when supervising students, and we integrated the notion of "Smart city" into the themes of the projects. This study made it possible to determine the main stages of the realization of an innovative project carried out by the students, as well as the elements framing these stages. Our goal is to achieve a systemic modeling of the innovation process in the training of engineers.
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6

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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Анотація:
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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7

Pareliussen, Bjarne, Vilmar Æsøy, and Marte F. Giskeødegård. "Professions, work, and digitalization: Technology as means to connective professionalism." Journal of Professions and Organization 9, no. 1 (December 30, 2021): 100–114. http://dx.doi.org/10.1093/jpo/joab023.

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Abstract Developments within digital technology are often seen as an enabler, allowing professions to connect to outside players for competence and new ways of performing their professional work. At the same time, it is often seen as a threat, challenging professional claims to competence and status. This article explores how the implementation of new digital technology affects a profession. The empirical data are from a case study from the maritime industry that focuses on ship engineers and the implementation of an advanced sustainable fuel system and a subsequent new business model to enable its operationalization. Our findings indicate that digital technology created pressure on the profession when their existing competencies did not cover the maintenance of this new technology. The solution for the shipowner to mend the competency gap was more digital technology, specifically technology that enabled more connectivity toward the outside world. This article shows how the profession of the ship engineer was able to connect to outside partners so they could gain competence and incorporate the new digital technology in their professional work. These relations shape the professional work of the ship engineers and move the profession toward connective professionalism. The contribution of this paper is the identification of mechanisms like the pressure to connect to outside actors, removal of barriers, and the observed value of the professional work. These mechanisms are essential to understanding connective professionalism.
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8

Anker, Sharon, and Yotam Lurie. "On the professional authority of quality engineers and the gaps in their epistemic and organizational authority." Journal of Professions and Organization 9, no. 1 (December 16, 2021): 62–76. http://dx.doi.org/10.1093/jpo/joab020.

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ABSTRACT The authority of quality engineers as a profession is a contested issue that relates both to the occupation’s internal regulation and to the professional status of quality engineers within the organizations for which they work. In this article, we examine the professional authority of quality engineers from both these perspectives. The issue is addressed first through a conceptual framework, followed by a presentation of an empirical study in which seven experienced quality professionals were interviewed and completed questionnaires. We focus on the situation in Israel as a case study, but our insights are relevant to quality engineers throughout the world. We demonstrate limitations with regard to both (1) the epistemic authority (expertise) of quality engineers vis-à-vis their status as a professional association and (2) the organizational authority of quality engineers vis-à-vis their organizational role as quality managers. These limitations can be attributed to the occupation’s status as a semi-profession; the level of expertise required is not fixed or uniform; the authority of a quality engineer varies from one organizational structure to another. In addition, individual quality engineers are accorded different levels of influence, usually at the discretion of their employing organizations. For these reasons, the expertise of quality engineers as a professional group remains an open issue.
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9

Ferraresi, Alessandra. "La scuola militare di Modena: un modello di formazione professionale." SOCIETÀ E STORIA, no. 124 (October 2009): 325–30. http://dx.doi.org/10.3280/ss2009-124006.

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- The paper focuses, in Napoleonic Italy, on the innovative role of the Modena Military School in the complete education of Artillery officials and Engineers and the legacy it left in engineering culture and the profession during the first modernization of Italy.Parole chiave: scuole militari; ingegneri; formazione; professioni; modernizzazione.Key words: Military Institutions; engineers; education; professions; modernization.
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10

Yadin, David, Saide Calil, Nicolas Pallikarakis, Mladen Poluta, Stefano Bergamasco, Daniel Clark, Tom Judd, et al. "Is Clinical Engineering an occupation or profession?" Global Clinical Engineering Journal 4, no. 2 (June 1, 2021): 26–35. http://dx.doi.org/10.31354/globalce.v4i2.131.

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Анотація:
In this paper, we examine the practice level of engineers and discuss whether Clinical Engineering is a profession or an occupation. Many think that occupation and profession are synonyms, but are they? One must explore the difference, if it exists, between these terms, and to accomplish that, clarification of these terms is being offered and established first. We conducted a review of the terms and proceeded to identify if the tenants that are expected to be associated with professional standing are included in applying clinical engineering practices and to what level if it is. Engineering is a profession that improves the quality of living and for the common good. The professional education of engineers requires the education to contain a body of specialized knowledge, problem-solving skills, ethical behavior, and good analytical judgment in the service of all people. The engineering education domains aim to form individuals who are intellectually trained, practically adept, and ethically accountable for their work. Especially within the healthcare delivery system, engineering work engages problem-solving dependent upon sufficient body of knowledge to deal with practical problems by understanding the why, knowing how and identifying the when. There are various levels of the expected body of knowledge within the clinical engineering field ranging from engineers with formal academic training at undergraduate and graduate levels to clinical engineering technologists and technicians having graduated from between 1-4 years of academic training. Engineers may further select to publicly proclaim their adequate preparation and mastering of knowledge to conduct their work through a credentialing process that can confer the term professional, registered, or certified engineer if successfully achieved. Once the differences of working characteristics and obligations between occupation and profession are understood, it is clear that clinical engineers must continuously commit to pursue and fulfill these obligations. Therefore, every professional engineer is called on to achieve a certain degree of intellectual and technical mastery and acquire practical wisdom that brings together the knowledge and skills that best serve a particular purpose for the good of humanity. Clinical engineers and technologists are critical for sustaining the availability of safe, effective, and appropriate technology for patient care. It is as important for their associations to collaborate on compliance with professional obligations that their jobs require.
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Дисертації з теми "Engineer's profession"

1

Gutnyk, M. V. "Development of polytechnical education on the territory of modern Ukraine." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/48130.

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2

Saale, Nwike B. (Nwike Brother). "The Participation of Nigerian Licensed Engineers in Professional Development Activities Related to Management." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331294/.

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Анотація:
Many engineers perform managerial roles; however, their professional education in engineering usually does not include management education. Thus, this study examined the participation of the Nigerian licensed engineers in professional development activities in management. The study proposed (1) to determine if, in fact, Nigerian licensed engineers participate in management education and training; (2) to determine the management programs in which the engineers participated and whether participation was voluntary or required, or within Nigeria or overseas; (3) to test hypotheses dealing with these variables: age, management level, academic level, years of experience in a managerial role, and sector of employment; and (4) to identify the mean number of hours of participation. Also, the engineers were asked to judge the value of non-credit versus credit programs.
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3

Butchers, Ann Marjorie. "Learning off the job : engineers and professional education." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/14876/.

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Анотація:
This thesis identifies a framework of critical occasions documented by engineering students taking residential modules during the taught element of an MSc. It develops a categorisation of critical events on which future research could be built and will be of interest to practitioners, learners and academics. Building on this nomenclature the effect of important episodes on respondents' cognition and professional development is examined by applying fuzzy logic. Using a reflective interview based case study students were questioned about their background, attitudes and landmark events to investigate the classification. A focus group provided another perspective and validated early findings. The choice of a case study and use of interviews are discussed within the methodology. Previous literature on critical incidents, professional development and cognition was considered to illuminate the framework. The resulting data was analysed and patterns identified in the fieldwork chapters to catalogue the critical happenings. The developing professional identity of respondents is another area examined providing an insight into how and why such professional development occurs. Findings include: that milestones volunteered were representative of critical episodes found in previous writing and that attitudinal changes revealed within the subsets of Apprentices and Graduates appeared to converge as the course progressed. Practitioners may facilitate critical incidents and so enhance their own professional development. Learners will be interested to know that discussions with respondents highlighted occasions that resulted in increased cognition, improved confidence and presented opportunities for networking leading to professional formation. For academics the research presents ways in which students learn using critical thinking, highlighting a continuum of critical happenings on which future research could be encouraged. While offering no strong claim to generalisability the taxonomy identifies areas for further examination, which could lead to generalisability in the future.
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4

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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5

Pickering, Charles A. L. "Institutional Participation Effects on Individual Market Framing among Engineers." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1145536125.

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6

Crosthwaite, David. "The internationalisation of construction professional services : consulting engineers overseas." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250694.

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7

Gao, YingFei. "Professional identity and disclosure : a study of UK engineers." Thesis, University of Surrey, 2006. http://epubs.surrey.ac.uk/812/.

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8

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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Анотація:
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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9

Bracey, Karen Elizabeth. "Implications of tort law on professional liability in the design and construction industries." Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-03142009-040444/.

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10

Moon, Joseph. "The evolution of an ethical code for professional mechanical engineers." Thesis, University of Brighton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332073.

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Книги з теми "Engineer's profession"

1

Petroski, Henry. An engineer's alphabet: Gleanings from the softer side of a profession. England: Cambridge University Press, 2011.

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2

Petroski, Henry. An engineer's alphabet: Gleanings from the softer side of a profession. England: Cambridge University Press, 2011.

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3

Surveying, National Council of Examiners for Engineering and. Analysis of professional activities and requirements of the engineering profession: Final report. [Clemson, S.C.] (P.O. Box 1686, Clemson 29633-1686): National Council of Examiners for Engineering and Surveying, 1989.

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4

Engineers and their profession. 4th ed. Philadelphia: Saunders College Pub., 1990.

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5

Corporation, National Learning, ed. Professional engineer's license examination. Syosset, N.Y: National Learning Corporation, 1992.

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6

Heisler, Sanford I. The Wiley engineer's desk reference: A concise guide for the professional engineer. 2nd ed. New York: Wiley, 1998.

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7

Association of Professional Engineers of the Province of New Brunswick. Consulting Practice Committee. Guidelines for professional engineers. Fredericton, N.B: The Association, 1990.

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8

Bertil, Billing, ed. Communication for professional engineers. 2nd ed. London: T. Telford, 1998.

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9

Marston, D. L. Law for professional engineers. 2nd ed. Toronto: McGraw-Hill Ryerson, 1985.

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10

Kent, Zenobia, ed. Civil engineer's handbook of professional practice. Hoboken, N.J: Wiley, 2011.

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Частини книг з теми "Engineer's profession"

1

Sales, H. E. "The Engineers." In Professional Communication in Engineering, 1–22. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230625143_1.

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2

Knapp, Joan. "Can Engineers Write." In Writing and Speaking in the Technology Professions, 3–6. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119134633.ch1.

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3

Olsen, Clare, and Sinéad Mac Namara. "Architects and Engineers in the Profession." In Collaborations in Architecture and Engineering, 20–34. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003018179-3.

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4

Handford, Michael. "Training ‘International Engineers’ in Japan: discourse, Discourse and Stereotypes." In Professional Communication, 29–46. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41668-3_2.

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5

Bourn, Douglas. "The Global Engineer." In Understanding Global Skills for 21st Century Professions, 201–19. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97655-6_9.

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6

Bainbridge, Anthony F. "Being Professional." In Ethics for Engineers: A Brief Introduction, 49–52. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003208433-8.

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Matzkin, Kenneth. "The Engineering Profession and Local Economic Adjustment." In Engineers and Economic Conversion, 193–98. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4615-6913-8_8.

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Brown, Guy J. "Teaching Professional Ethics to Software Engineers." In Projects in the Computing Curriculum, 3–18. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1261-7_1.

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Glover, Ian A., and Michael P. Kelly. "Engineers, Professional Associations and Trade Unions." In Engineers in Britain, 183–205. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4615-8530-5_10.

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Newton, Tim. "Coping with Occupational Stress among Professional Engineers." In Stress and Tension Control 3, 155–63. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4615-7915-1_17.

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Тези доповідей конференцій з теми "Engineer's profession"

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Hutt, Jane A. "Does Online Social Networking Automatically Lead to 21st Century Communities of Practice?" In ASME 2014 Power Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/power2014-32273.

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Online social networking communities can help strengthen professional ties among members of almost any profession. How useful they are to the engineering professions in contributing to the process of intergenerational knowledge transfer depends on the site. Prior to the popularity of online communications and networking tools such as Facebook, Twitter and Linked In, Power Industry engineers have utilized with varying success a number of knowledge transfer facilitation tools, both within their companies and outside them. This paper will discuss the pros and cons of both traditional and emerging methods and present specific examples that address technical issues, learning styles, differences in generational approaches to learning and communication. Issues relating to global needs in the engineering profession, organizational flexibility, the ability of people and organizations to adapt and change, and educational and workforce challenges will also be discussed. Short case studies illustrating various solutions for addressing some of these issues, including development of useful technical content and formation of communities of practice, will also be provided.
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Kardon, Joshua B. "Forensic Engineering: Professional Liability Risks of Engineering Sustainable Materials and Systems, Designing for Durability, and Pushing Materials to Their Limits." In IABSE Congress, New York, New York 2019: The Evolving Metropolis. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2019. http://dx.doi.org/10.2749/newyork.2019.1815.

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<p>Professional engineers in the US may be found negligent and therefore liable for damages arising from failure to exercise a level of care, diligence, and skill exercised by other reputable practitioners in similar circumstances in an effort to accomplish the purpose for which the professional engineer was hired. If the professional engineer has accepted the obligation to design for sustainability or durability, or where materials, elements, or assemblies are intended by design to be “pushed to their limits” in normal service, the professional engineer may be accepting an extreme or uninsurable risk.</p><p>The subject of this paper is the standard of care and the relationship between the standard of care and design for sustainability or durability, or design where the engineered features are expected to be “pushed to their limits” in normal service. The paper’s contents include 1) an explanation of the concept of the standard of care, and 2) the professional liability pitfalls inherent in a design effort intended to result in sustainability or durability, or intended to achieve limit-state behavior in normal service. The subject is relevant for practitioners wishing to understand professional responsibilities for such designs.</p>
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Ohashi, Hideo. "From Organization-Based Toward Individuals-Based Engineers: Current Reforms in Japan." In ASME 2000 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/imece2000-1189.

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Abstract Torrent of globalization forced us to reform our once renowned Japanese style management system that featured lifetime employment and seniority-based payment. The direction of the reform is definitely from organization-based toward individuals-based society. The establishment of engineering profession is the key issue of this reform. Multilateral efforts, for example, foundation of accreditation body for engineering education, revision of Professional Engineers Law, introduction of integrated CPD system, are ongoing. Engineering societies are essential contributors for the design and implementation of such systems.
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Ling, Jonathan, Bill Glew, Alan Fitzgerald, and Martin Penn. "Professional engineer recognition: The development of professional mentoring for engineers undertaking a workbased learning Masters Degree." In IEEE EDUCON 2010 Conference. IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492550.

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Fortuna, Fabio, Gino Bella, Mirko Barbuto, Riccardo Conti, Raffaello Cozzolino, Silvia Di Francesco, Alfredo Donno, et al. "Virtual Academic Teaching for Next Generation Engineers." In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20446.

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Recent advances in web technology have transformed the World-Wide-Web from delivering static text to providing an easily accessible multimedia channel for dynamic, interactive communication. By using such technologies, academic teaching may evolve toward the next-generation way to transfer knowledge. At present time, there are two approaches that can be found: the Massive Open Online Courses (MOOC) approach that delivers video interactive classes to the vast audience with an open-access philosophy and Restrict-Access Courses (RAC) that deliver classes and, more important, standard degrees to limited audience [1]. While the two approaches are comparable when dealing with most academic disciplines, teaching engineering has some peculiarities that let the restricted–access course a more viable solution. First of all, engineering schools must prepare the student for the profession. In most countries, after the degree there is a professional practice period, thus a closer relation between teacher and students allows bringing the professional knowledge embedded in the academy. Being also a scientific discipline, engineering takes advantage from a close contact between teaching and research, especially for cutting-edge technologies. Finally, student projects are one of the most important steps of the educational path of the young engineers. Good student projects need one to one supervision, an adequate environment in particular for lab practice, and campuses that only restricted-access academies may provide.
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Gryniuk, Michael, Dirk Kestner, Luke Lombardi, Megan Stringer, Mark Webster, Lauren Wingo, and Frances Yang. "Crafting a framework of embodied carbon education, tracking, and reduction for US-based structural engineers." In IABSE Congress, Ghent 2021: Structural Engineering for Future Societal Needs. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2021. http://dx.doi.org/10.2749/ghent.2021.0224.

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<p>Achieving reductions to embodied carbon, the global warming potential emissions due to the production of materials, is an essential component to meeting science-based climate targets. Studies have shown that a significant portion of embodied emissions within the built environment are due to structural materials. However, many structural engineers are, not only uneducated in the concept of embodied carbon, but also not aware of the role their decisions can make in addressing climate change. This is further exacerbated by a profession that does not have sufficient structural system embodied carbon benchmark information to make important and informed early design decisions. This required the collaborative development of a structural engineering commitment program, SE 2050, that is supported by leading professional organizations to spur the education and transformation of the profession.</p>
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Kafiev, I. R. "Professional ethics engineer." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-09-2018-52.

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Halatsyn, Kateryna. "PROFESSIONAL COMMUNICATION OF FUTURE ENGINEERS." In THEORETICAL AND PRACTICAL ASPECTS OF MODERN SCIENTIFIC RESEARCH. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-30.04.2021.v2.14.

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Kreiner, Jesa H., and David J. Miles. "Maintaining Currency and Staying at the Cutting Edge of the Profession." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59597.

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Educators and employers have traditionally worked together to identify engineering skills which require ongoing updating and upgrading in order to avoid obsolescence. That, along with the need to work successfully in multidisciplinary environments, has become increasingly critical in staying competitive in the face of rapidly changing technology and current trends toward outsourcing of engineering jobs. Mechanical engineers, specifically, are continuously confronted with the requirement to maintain proficiency in CAD and FEA tools, evolving multiplicity of design materials and fabrication processes and increased sophistication of design components. Another aspect of a successful engineer entails the ability to communicate with both engineers and non-engineers who frequently are in positions to approve or cancel projects which may affect success and/or survival of the company where engineers work. A recent survey was conducted of engineering alumni of the mechanical engineering program at California State University, Fullerton spanning a period of close to four decades to assess if and how these graduates managed to stay current and the degree of success achieved in this continuing endeavor. The survey evaluated ways and means of these efforts and the employers’ attitudes and support, or lack thereof, towards such efforts. Also the surveys examined alumni experiences of working in multidisciplinary and multinational teams. Relationships between continued education and success in pursuit of the career of alumni were examined. Implications of these findings to engineers, academic institutions and industry were discussed with particular interest in the roles that educational institutions and professional societies play in the career of engineers.
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Flumerfelt, Shannon, Franz-Josef Kahlen, Anabela Alves, Javier Calvo-Amodio, and Chris Hoyle. "Systems Competency for Engineering Practice." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-40142.

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Affecting holistic development of the early engineer practitioner is a topic of concern emanating from the Academy, the workplace and engineering organizations alike. For example, concerns over gaps in ethics competency, communication abilities, and team management have been documented. The gap between the rapidly growing body of knowledge in the engineering profession and the effectiveness of early engineering practice does exist. This means that while early career engineers generally know enough about engineering sciences, they are lacking in the ability to connect that information to effective engineering practice in the workplace. The shortfall in the holistic development of the early career engineer, therefore, is based in the problematic technical-behavioral relationship expressed in differences in engineering knowledge versus workplace practice. This problem has been recognized by many organizations such as the American Society of Mechanical Engineers (V2030), the National Academy of Engineering (Grand Challenges for Engineering; Engineer of 2020; Educating the Engineer of 2020; and Changing the Conversation), the Royal Academy of Engineers, and the National Science Foundation/University of Michigan (5XME Project).
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Звіти організацій з теми "Engineer's profession"

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ARMY ENGINEER SCHOOL FORT LEONARD WOOD MO. Engineer: The Professional Bulletin of Army Engineers. Volume 38, PB 5-08-3/4, July-December 2008. Fort Belvoir, VA: Defense Technical Information Center, December 2008. http://dx.doi.org/10.21236/ada495976.

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Modlo, Yevhenii O., Serhiy O. Semerikov, and Ekaterina O. Shmeltzer. Modernization of Professional Training of Electromechanics Bachelors: ICT-based Competence Approach. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2649.

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Analysis of the standards for the preparation of electromechanics in Ukraine showed that the electromechanic engineer is able to solve complex specialized problems and practical problems in a certain area of professional activity or in the process of study. These problems are characterized by complexity and uncertainty of conditions. The main competencies include social-personal, general-scientific, instrumental, general-professional and specialized-professional. A review of scientific publications devoted to the training of electromechanics has shown that four branches of engineering are involved in the training of electromechanical engineers: mechanical and electrical engineering (with a common core of electromechanics), electronic engineering and automation. The common use of the theory, methods and means of these industries leads to the emergence of a combined field of engineering – mechatronics. Summarizing the experience of electrical engineers professional training in Ukraine and abroad makes it possible to determine the main directions of their professional training modernization.
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3

Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Striuk, Andrii, Maryna Rassovytska, and Svitlana Shokaliuk. Using Blippar Augmented Reality Browser in the Practical Training of Mechanical Engineers. Sun SITE Central Europe, May 2018. http://dx.doi.org/10.31812/0564/2252.

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The purpose of the study is to justify the expediency of using the Blippar augmented reality browser for professional and practical training of future mechanical engineers. Tasks of the research: to analyze the expediency of using augmented reality tools in the professional training of bachelors of applied mechanics; to carry out the selection of augmented reality tools, which is expedient to use in the training of future engineer mechanics; to develop educational materials using the chosen augmented reality tools. The object of the study is the professional training of future mechanical engineers. The subject of the study is the use of the augmented reality tools in the professional training of bachelors of applied mechanics. The paper analyzes the relevance and expediency of the use of the augmented reality tools in the professional training of future mechanical engineers. It is determined that the augmented reality tools will promote the development of ICT competence and graphic competence of bachelors of applied mechanics The model of the use of the augmented reality tools in the training of future mechanical engineers is proposed. As the main tool, the Blippar browser and Blippbuilder's cloud-based script development tool are chosen. An example of the creation of markers and scenes of augmented reality using the selected tools is given. The advantages and disadvantages of used tools are indicated. The proposed learning tools and methods can be applied to vocational and practical training of mechanical engineers.
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Osadcha, Kateryna P., and Viacheslav V. Osadchyi. The use of cloud computing technology in professional training of future programmers. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4435.

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The article provides a brief analysis of the current state of the study of cloud technologies by future software engineers at foreign and Ukrainian universities. The author experience in the application of cloud technologies in the training of future software engineers in Ukraine is presented. The application of cloud business automation systems, online services to monitor the implementation of the software projects, Google services for collaboration, planning and productivity while studying professional disciplines and carrying out diploma projects is described. Based on the survey conducted at Stackoverflow, the state of application of cloud technologies by software engineers around the world has been analyzed. The cloud technologies that are not studied at the analyzed universities of Ukraine and those that are not popular with software developers in the world, but studied at Ukrainian universities by future software engineers are outlined. Conclusions are made on the modernization of training programs for future software engineers. Topics for the study of cloud technologies by future software engineers in the content of professional disciplines are proposed.
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Ступнік, М. І., В. С. Моркун, and З. П. Бакум. Current Approaches to the Training of Mining Engineers. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/431.

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In the article the main current approaches to the training of mining engineers were reviewed. Attention were focused on the person-centered, competency-based, systematic and problem-based approaches. Competences that should be formed in the future mining engineers (personal and social, general scientific, instrumental, general professional, special professional) were defined.
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Vakaliuk, Tetiana, Valerii Kontsedailo, Dmytro Antoniuk, Olha Korotun, Serhiy Semerikov, and Iryna Mintii. Using Game Dev Tycoon to Create Professional Soft Competencies for Future Engineers-Programmers. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4129.

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Анотація:
The article presents the possibilities of using game simulator Game Dev Tycoon to develop professional soft competencies for future engineer programmers in higher education. The choice of the term “gaming simulator” is substantiated, a generalization of this concept is given. The definition of such concepts as “game simulation” and “professional soft competencies” are given. Describes how in the process of passing game simulations students develop the professional soft competencies. Professional soft competencies include: the ability to work in a team; ability to cooperate; ability to problem-solving; ability to communicative; ability to decision-making; ability to orientation to the result; ability to support of interpersonal relations; ability to use of rules and procedures; ability to reporting; ability to attention to detail; ability to customer service; ability to sustainability; ability to the manifestation of professional honesty and ethics; ability to planning and prioritization; ability to adaptation; ability to initiative; ability to Innovation; ability to external and organizational awareness.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko, and Kateryna I. Slovak. System of competencies for mining engineers. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/719.

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Анотація:
Topicality of the material, highlighted in this article is stipulated by the need to ensure effectiveness of educational process while preparing mining engineers. System of competencies for future mining engineers, taken as basis for high school sectoral standard for Mining 6.050301 update is theoretically substantiated and developed. Sources of state-of-the-art foreign educational system and technologies as well as scientific research results of local teachers have been analyzed, enabling development of new sectoral standard. Switching to new high school competencies-based sectoral standards is the necessary step in high education reforming in Ukraine, while the application of competencies-based approach to high school sectoral standards development facilitates tuning of education towards labour market’s requirements and demands, further development of educational techniques and educational system as a whole. Objective of the article: to project system of competencies and to define components of environmental competencies for mining engineers. Methods: – theoretical: analysis, generalization, systematization of legislative framework, educational standards, Internet - sources in order to distinguish theoretical basis of research, develop system of competencies for future mining engineers. – Empirical – improvement of system of competencies for future mining engineers. Scientific novelty is represented with structured system, consisting of 49 competencies, comprising the core of new sectoral standard for mining engineers preparation; Practical importance of the outcomes is related to developments: separate constituents of high school draft sectoral standard for Mining engineers bachelors’ preparation 6.050301 Mining (system of social & personal, general scientific, tool-based, general professional and special professional competencies. Research outcomes can be used while developing educational qualification profile and training program for Mining bachelors 6.050301 education field, in course of geoinformational technologies review by ecology, land survey and geography bachelors.
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Petrenko, Larisa M., Iryna P. Varava, and Andrey V. Pikilnyak. Motivation readiness of future software engineer's professional self-improvement and prospects of its formation in college cloud environment. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3893.

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Innovative technologies have an impact on the countries socio- economic development, the structure of labor market and educational services transformation. Rapid IT industry development constantly requires qualified programmers capable of professional self-improvement throughout life, the driving force of which is the individual motivation which activates the individual self-development process, optimizes thinking and develops special professional qualities, moral and ethical values. The main article purpose is to analyze the state of the form of motivational readiness for future programmer’s professional self-improvement, to identify problems of its formation in colleges and to determine the ways of its increase as one of the main factors of quality improvement. To achieve it, a complex of theoretical and empirical methods was used, with help of which a number of problems were revealed which slow down the process of improving the quality of future programmers professional training. To eliminate them, a system of phased motivation for future specialists professional self-improvement has been developed on the basis of general secondary education, which can be integrated into the teaching of both general education and professionally-oriented disciplines; ways of improving the quality of the educational process through the creation of a cloud of oriented environment, the introduction of innovative teaching technologies, special training of teachers in the system of professional development.
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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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