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

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Статті в журналах з теми "Future engineers"

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Müller, Steffen. "Future Engineers." ATZ worldwide 118, no. 3 (February 22, 2016): 80. http://dx.doi.org/10.1007/s38311-016-0026-4.

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MIYAZAKI, Keisuke. "Wishes from an Elder Engineer to Future Engineers." Journal of JSEE 63, no. 6 (2015): 6_99. http://dx.doi.org/10.4307/jsee.63.6_99.

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Zou, Tracy X. P. "Nurturing Future Engineers." International Journal of Chinese Education 4, no. 2 (December 7, 2015): 180–206. http://dx.doi.org/10.1163/22125868-12340051.

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Engineering education in Hong Kong is experiencing significant changes in response to several major forces: (1) an increasing demand for future engineers who possess technical competencies, professional skills, and knowledge of ethical awareness and responsibilities; (2) accreditation requirements; and (3) the system-wide education reform in the region. Curriculum changes have taken place in several universities in Hong Kong with engineering majors but there are few conceptual articles providing in-depth discussions about the impact of the changes. This article aims to provide insights into the engineering curriculum reform in a broader context for university management, program leaders, and coordinators who are involved in curriculum design and implementation. Using a newly revamped engineering curriculum in one of the research-intensive universities in Hong Kong as an example, this article highlights the features of the new four-year engineering curriculum and discusses how it may contribute to the nurturing of future engineers. While clear progress has been made in providing students with a broad perspective and support, the influences of the prevailing culture of teaching and learning, the local perceptions of the engineering profession, and the decision making patterns of Hong Kong Chinese students cast a complicated picture. To fully achieve the goals of the new curriculum, universities should proactively address the challenges by the following actions: acting consistently to the commitment of holistic education, supporting students’ personal and value development, establishing reward mechanisms for faculty members’ contributions in student development, and investing in pedagogical development and innovations.
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Bryden, Mark, and Doug McCorkle. "Virtual Engineering." Mechanical Engineering 127, no. 11 (November 1, 2005): 38–42. http://dx.doi.org/10.1115/1.2005-nov-4.

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This article discusses future of virtual engineering. Not only will the plant of the future be different from the current one, but also the design tools that engineers use will be different. To reduce cost and shorten development time for the future plants, the DOE is developing virtual engineering as an enabling technology. To integrate all the parts in an intuitive manner will require a software framework, which is being developed by the Virtual Engineering Research Group at Iowa State University. The software is a virtual engineering toolkit called YE-Suite. It is composed of three main software engines—VE-CE, VE-Xplorer, and VE-Conductor—that coordinate the flow of data from the engineer to the virtual components being designed. YE-CE is responsible for the synchronization of the data among the various analysis and process models and the engineer. VE-Xplorer is the decision-making environment that allows the engineer to interact with the equipment models in a visual manner. YE-Conductor is the engineer’s mechanism to control models and other information.
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Thilmany, Jean. "Flowing into the Future." Mechanical Engineering 126, no. 02 (February 1, 2004): 26–29. http://dx.doi.org/10.1115/1.2004-feb-1.

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Iowa State researchers are working on technology to let engineers design and analyze in real time surrounded by three-dimensional virtual reality. The goal for virtual engineering is for the engineer to better focus on solving the problem at hand, without spending undue amounts of time gathering information, modelling the information, and then analyzing it. The virtual engineering system would integrate computational fluid dynamics and finite element analysis modelling and simulation technologies so engineers would feel as though they’re walking through a system, like a power plant, testing as they go. According to experts, the challenge of building a complete virtual engineering environment comes while coupling software packages as well as in the limitations of visualization and computing hardware prevalent currently. Howard Crabb, one of the founding fathers of computer-aided design technology, predicts that virtual engineering will become cost-effective within the decade. He’s the author of The Virtual Engineer, a book that defines how companies can use the powerful supercomputing capabilities available today to streamline business practices.
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Mirzana, Ishrat Meera, and Rajeev Lal. "Engineers for the Future." Journal of Engineering Education Transformations 33 (January 31, 2020): 216. http://dx.doi.org/10.16920/jeet/2020/v33i0/150148.

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Schaufelberger, W. "Educating Future Control Engineers." IFAC Proceedings Volumes 23, no. 8 (August 1990): 39–50. http://dx.doi.org/10.1016/s1474-6670(17)52060-1.

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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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Yeh, R. T. "Educating future software engineers." IEEE Transactions on Education 45, no. 1 (February 2002): 2–3. http://dx.doi.org/10.1109/te.2002.983211.

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Olds, Barbara M. "Engineers of the Future." College Teaching 36, no. 1 (February 1988): 16–19. http://dx.doi.org/10.1080/87567555.1988.10532390.

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Дисертації з теми "Future engineers"

1

Alsamari, Haya. "Saudi Arabia Future Female Engineers Program." Digital Commons at Loyola Marymount University and Loyola Law School, 2015. https://digitalcommons.lmu.edu/etd/363.

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Since the beginning of the country's history, Saudi Arabia has dramatically transformed every aspect of its existence from its booming economy to the massive expansion of educational offerings. But this natural resource and tradition rich nation is now faced with a cultural revolution that is not unfamiliar in the history of mankind yet is exceptionally unique to modern society. In a time when almost all countries in the world have recognized women to be an essential part of civil society, the kingdom is just beginning to turn its attention to the inequality women experience there. In light of this paradigm shift in the way women are viewed in Saudi Arabia, education is at the forefront illustrating evident signs of this change. With the support of the king and powerful political leaders universities are opening their doors to female engineers and companies are starting to employ more and more females outside the realm of education. With such momentum building it is an auspicious moment to further stretch the boundaries and reach for a wider audience including younger females in secondary school. This project introduces a comprehensive program for the enrollment of secondary school female students in a program constructed around the hope to encourage girls to consider engineering as a topic of study at higher education institutions. The program embodies the idea of learning, applying, creating and engineering (LACE) where students will take an intensive engineering course (IEC) hosted by universities outside of KSA and a project course at their local secondary school to apply what they learned through the creation and engineering of a solution that address issues challenging their communities.
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Goncharenko, Tetyana, Lidia Dyomochka, and Maryna Durnyeva. "Development of future engineers' professional communicative competence at ESP classes." Thesis, European Scientific Platform, 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/43588.

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Hunter, Claire. "Exploring career change through the lens of the intelligent career framework." Thesis, Cranfield University, 2016. http://dspace.lib.cranfield.ac.uk/handle/1826/10013.

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This study explores what motivates engineers in their early-mid career to change careers. It first establishes the definition of a career change from the perspective of those who have changed careers, and then examines what drives, influences and facilitates a career change, as well as how a career change is enacted physically and emotionally. This has been looked at through the contemporary lens of the ‘intelligent career framework’. This research adopted a qualitative, abductive approach following an initial inductive small-scale exploratory study. The fieldwork consisted of a pilot and main study using semi-structured interviews. For the main study, 22 interviews were conducted within one organisation in order to elicit the subjective experiences of engineers who had undertaken a career change. The findings show how the driving factors relate predominantly to knowing-why and knowing-where. The influencing and facilitating factors vary by individual, and relate to knowing-what, knowing-how knowing-when and knowing-whom. Six clusters of interacting factors were observed with knowing-why, knowing-how and knowing-when at the core. Whilst the process of career change was complex and long, differing pathways through which individuals changed careers were evident, as well as emotions that needed to be managed. This study contributes to knowledge in the area of contemporary career theory by exploring career change through a new lens: the intelligent career framework. It demonstrates how individuals use their ‘career capital’ to effect a career change and the ways in which the six knowings interact to bring about a career change. It extends the understanding of the process of career change and discovers some of the organisational factors that influence or facilitate individuals making a career change. All of these contributions address identifiable gaps in the literature.
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Sickles, Mark David. "The future of intergovernmental relations and the US Army Corps of Engineers changing traditions and building new partnerships." Thesis, Georgia Institute of Technology, 1986. http://hdl.handle.net/1853/29438.

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Baker, Kerry J. "How the characteristics of undergraduate engineers can be used to design initiatives to attract future generations into engineering." Thesis, Loughborough University, 2005. https://dspace.lboro.ac.uk/2134/33972.

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The issue of women in engineering, or the relative lack thereof, has been a frequently discussed and reported topic for the past eighty years working groups, government groups and organisations have commented on the lack of women interested in engineering and how this should be addressed. During this time however, one aspect of females in engineering has been regularly overlooked, that engineering is not devoid of females, every year females take up places on engineering courses at university, representing, on average 14% of the undergraduate engineers. As such, perhaps the question to be asked is not why there are so few females in engineering but why, if it is so unattractive to females, are 14% of higher education engineering places taken by women? This research views the issue of females in engineering from this, more positive, stance. It aims to determine any similarities amongst the females who do choose to study engineering in order that these similarities, if any, may be exploited and used to inform initiatives aiming to increase the number of females following an engineering career path.
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Ahmad, Abdul Rahim. "An investigation of the implications of major change in the future world of work for engineers and the consequences for educational practices." Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/33932.

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In an age of rapid global change the roles that engineers fulfil are also changing rapidly. This research programme seeks to establish the views of practising engineers about the future demands that will be placed upon them and then examines the views of engineering educators on the approaches that can be taken to prepare engineers for these future roles. The research focused upon related developments in engineering in two countries, Malaysia and the United Kingdom (UK), and in two engineering disciplines, civil and manufacturing engineering. The methodology employed in the first phase of the research was a scenario-based approach in which engineers were asked to assess the Implications for engineers of two major change developments, triggered by information and communication technology (IT); 'processes improvement' and 'globalization'.
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Coleman, Lori I. "Our Whole Future is Bound up in this Project: The Making of Buford Dam." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/history_theses/30.

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Twentieth Century Americans witnessed the construction of numerous massive dams that controlled the flow of rivers across the country. Many of these dams were built by the U.S. Army Corps of Engineers to improve navigation and to provide inexpensive electricity and flood control. This paper will seek to shed light on Georgia’s current water crisis by analyzing the initial purposes behind the building of Buford Dam in North Georgia, investigating how water supply issues were addressed in the first half of the twentieth century, and exploring how expectations of the Chattahoochee River changed over time due in part to metropolitan Atlanta’s population growth. This paper will show that Atlanta area leaders secured appropriations for Buford Dam primarily to obtain a reliable water supply and additional electricity for their burgeoning community.
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Manno, Jack P. Bogdan Robert. "Water over the dam: a qualitative social scientist looks at how biologists, ecologists and engineers negotiate the past, present and future of the St. Lawrence River." Related Electronic Resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2003. http://wwwlib.umi.com/cr/syr/main.

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Костиря, Ірина Валентинівна. "Формування лідерської позиції майбутніх інженерів у вищих технічних навчальних закладах". Thesis, Вінницький державний педагогічний університеті ім. Михайла Коцюбинського, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/35568.

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Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.07 – теорія і методика виховання. – Вінницький державний педагогічний університет імені Михайла Коцюбинського, Вінниця, 2018. У дисертації теоретично обґрунтовано, розроблено та експериментально перевірено педагогічні умови формування лідерської позиції майбутніх інженерів у закладах вищої освіти технічного профілю. В дисертації вперше визначено поняття лідерської позиції майбутнього інженера, як усвідомленої готовності до виконання ролі лідера та сукупності всіх відносин його особистості до дійсності, що склалася в певну систему групових взаємовідносин, породжених цим усвідомленням. Базовими компонентами лідерської позиції визначено: мотиваційно-ціннісний, когнітивний, діяльнісний і особистісний. Експериментально доведено, що педагогічними умовами формування лідерської позиції майбутнього інженера у закладі вищої технічної освіти є: залучення студентів у практичну самостійну діяльність, що передбачає застосування організаційних, комунікативних, когнітивних, рефлексивних умінь і зумовлює прояв їх лідерської позиції; моделювання професійно-орієнтованих завдань, що вимагають від студентів вибору оптимальних способів лідерського впливу у ситуаціях діалогічної та групової взаємодії; виховання ціннісного ставлення до лідерської позиції в позааудиторній та аудиторній роботі.
The Thesis Research for obtaining the Degree of the Candidate of Pedagogic Sciences majoring in 13.00.07 – Theory and Methods of Education.– Vinnytsia Mykhailo Kotsiubynsky State Pedagogical University, Vinnytsia, 201 8. In the dissertation, pedagogical conditions for the formation of a leading position of future engineers in higher technical educational institutions are theoretically substantiated and experimentally verified. The dissertation firstly defines the notion of leadership position of the future engineer as a conscious readiness to fulfill the role of the leader and the totality of all relations of his personality to the reality that has developed into a certain system of group relationships generated by this awareness. The basic components of a leadership position are defined: motivational-valuable, cognitive, activity and personal. It has been experimentally proved that the pedagogical conditions of forming the leadership position of a future engineer in a higher technical educational institution are: the inclusion of students in practical, independent activity, which involves the use of organizational, communicative, cognitive, reflexive skills and determines the manifestation of their leadership position; modeling of professionally-oriented tasks requiring students to choose the best ways to influence leadership in situations of group interaction; the upbringing of a value relation to a leadership position in classroom work.
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Гончаренко, Тетяна Євгенівна. "Педагогічні умови професійної підготовки майбутніх інженерів-програмістів у технічному університеті". Thesis, Харківський національний педагогічний університет ім. Г. С. Сковороди, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/40216.

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Дисертація на здобуття наукового ступеня кандидата педагогічних наук за спеціальністю 13.00.04 – теорія та методика професійної освіти. – Харківський національний педагогічний університет імені Г. С. Сковороди МОН України, Харків, 2018. У дисертації теоретично обґрунтовано та експериментально перевірено педагогічні умови професійної підготовки майбутніх інженерів-програмістів у технічному університеті. Уточнено сутність понять "професійна підготовка майбутніх інженерів-програмістів", "готовність майбутніх інженерів-програмістів до професійної діяльності". Подальшого розвитку набуло визначення структурних компонентів готовності майбутніх інженерів-програмістів до професійної діяльності та критеріїв і показників її сформованості. Результати педагогічного експерименту підтверджують доцільність впровадження розроблених педагогічних умов у професійну підготовку майбутніх інженерів-програмістів.
The dissertation on gaining the Candidate of Science (Pedagogy) Degree, specialty 13.00.04 – the theory and methods of professional education. – Н. S. Skovoroda Kharkiv National Pedagogical University of the Ministry of Education and Science of Ukraine, Kharkiv, 2018. The pedagogical conditions of professional training for future programmer engineers in a technical university are theoretically justified, developed and checked experimentally in the dissertation. The essence of the concepts "professional training of future programmer engineers", "readiness of future programmer engineers for professional activity" is specified. The defining of the structural components of future programmer engineers’ readiness for professional activity, and the criteria and indicators of its formation achieved further development. The results of the pedagogical experiment confirm the implementation feasibility of the developed pedagogical conditions into the professional training of future programmer engineers.
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Книги з теми "Future engineers"

1

author, Conklin Joshua, ed. Experiments for future engineers. New York, NY: Enslow Publishing, 2017.

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2

(1987), FIDIC Forum. Facing the future. Lausanne: FIDIC, 1987.

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3

Auer, Michael E., and Tiia Rüütmann, eds. Educating Engineers for Future Industrial Revolutions. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68198-2.

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Auer, Michael E., and Tiia Rüütmann, eds. Educating Engineers for Future Industrial Revolutions. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68201-9.

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5

Hartley, Peter M. Consulting engineering: Constructing the future. Baldock, Hertfordshire, England: Research Studies Press, 2000.

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6

National Research Council (U.S.). Committee on the Education and Utilization of the Engineer. Foundations of our techno-economic future. Washington, D.C: National Academy Press, 1985.

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7

White, Helen M. Bridge to the future: Phillippe through Joseph McAllister Kellogg. St. Paul, Minn: Martin Nykes Kellogg, 1994.

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8

Petroski, Henry. Paperboy: Confessions of a future engineer. New York: A.A. Knopf, 2002.

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9

Lloyd, B. E. Engineering the future: Preparing professional engineers for the 21st century. Melbourne: Association of Professional Engineers, Scientists and Managers Australia in association with Histec Publications, 2001.

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10

Schneider, Carl J. Grace Murray Hopper: Working to create the future. Las Cruces, NM: Sofwest Press, 1998.

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Частини книг з теми "Future engineers"

1

Samson, Roeland. "Introduction: Urban Trees as Environmental Engineers." In Future City, 3–5. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50280-9_1.

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HUGHES, A. K. "The Future for Panel Engineers." In Managing dams Challenges in a time of change, 18–26. London: Thomas Telford Ltd, 2010. http://dx.doi.org/10.1680/mdctc.40991.0002.

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Zelkowitz, Marvin V. "Education of Software Engineers." In Perspectives on the Future of Software Engineering, 349–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37395-4_21.

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Guy, C. G. "The Future of Data Communications." In Data Communications for Engineers, 144–46. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-21915-5_10.

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Huh, Chun, Hugh Daigle, Valentina Prigiobbe, and Maša Prodanović. "Conclusions and Future Directions." In Practical Nanotechnology for Petroleum Engineers, 337–40. Boca Raton : Taylor & Francis a CRC title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T&F Informa, plc, 2019.: CRC Press, 2019. http://dx.doi.org/10.1201/9781351210362-13.

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Dubois, Catherine, Virgile Prevosto, and Guillaume Burel. "Teaching Formal Methods to Future Engineers." In Formal Methods Teaching, 69–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32441-4_5.

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Khazaii, Javad. "Buildings of the Future." In Advanced Decision Making for HVAC Engineers, 179–83. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33328-1_17.

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Bolognesi, Andrea, Paolo Ciancarini, and Rocco Moretti. "On the Education of Future Software Engineers." In Software Engineering Education in the Modern Age, 186–205. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11949374_12.

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Hopgood, Adrian A. "The Future of Intelligent Systems." In Intelligent Systems for Engineers and Scientists, 453–59. 4th ed. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003226277-16.

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Auer, Michael E., and Tiia Rüütmann. "Correction to: Educating Engineers for Future Industrial Revolutions." In Educating Engineers for Future Industrial Revolutions, C1. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68201-9_87.

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Тези доповідей конференцій з теми "Future engineers"

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Kharchenko, Irina I., and Natalya G. Nizovkina. "Competences of Future Engineers." In Culture and Education: Social Transformations and Multicultural Communication. RUDN University Press, 2019. http://dx.doi.org/10.22363/09669-2019-361-368.

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Ozguner, Fusun, Duane Marhefka, Joanne DeGroat, Bruce Wile, Jennifer Stofer, and Lyle Hanrahan. "Teaching future verification engineers." In the 38th conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/378239.378477.

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Bugallo, Monica F., Keith Sheppard, and R. David Bynum. "Educating engineers of the future." In ICASSP 2012 - 2012 IEEE International Conference on Acoustics, Speech and Signal Processing. IEEE, 2012. http://dx.doi.org/10.1109/icassp.2012.6288486.

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Ciascai, Alexandru, Liliana Ciascai, Adelina Ioana Ilieș, and Cristina-Florina Pop. "FUTURE ENGINEERS’ OPINION ABOUT INNOVATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2133.

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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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Pinto, Ana, Paulo Nogueira Ramos, Carla Carvalho, and Cristovao Silva. "Do future engineers trust cobots?" In 2021 4th International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2021. http://dx.doi.org/10.1109/cispee47794.2021.9507225.

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Kotkovets, Alina, and Olena Leonova. "TEACHING COMMUNICATIVE GRAMMAR TO FUTURE ENGINEERS." In Problems and prospects of implementation of innovative research results. European Scientific Platform, 2019. http://dx.doi.org/10.36074/13.12.2019.v3.04.

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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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Анотація:
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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Jahan, K., J. W. Everett, S. Farrell, G. Tang, H. Zhang, A. Wenger, and M. Noorie. "A living system for future engineers." In DESIGN AND NATURE 2010. Southampton, UK: WIT Press, 2010. http://dx.doi.org/10.2495/dn100481.

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Lino, F. Jorge, and Teresa P. Duarte. "Research skills enhancement in future mechanical engineers." In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773283.

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Звіти організацій з теми "Future engineers"

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Morkun, Vladimir S., Сергій Олексійович Семеріков, and Svitlana M. Hryshchenko. Environmental competency of future mining engineers. Metaljournal, 2014. http://dx.doi.org/10.31812/0564/983.

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Бакум, З. П., and Л. О. Цвіркун. Activation of Cognitive Activity of Future Engineers During Graphical Training. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/430.

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Анотація:
The article shows that graphic problems are powerful source and stimulating agent motivating the students for active cognitive and creative work during study of graphical disciplines; methods and techniques promoting the effectiveness of graphical preparation of future engineers, which are directed to both personality development and his further professional establishment, are suggested.
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Morkun, Vladimir S., Serhiy O. Semerikov, Nataliya V. Morkun, Svitlana M. Hryshchenko, and Arnold E. Kiv. Defining the Structure of Environmental Competence of Future Mining Engineers: ICT Approach. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2650.

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Анотація:
The object is to the reasonable selection of the ICT tools for formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. Subject of research: the theoretical justification of competence system of future mining engineers. Methods: source analysis on the problem of ecological competence formation. Results: defining the structure of environmental competence of future mining engineers. Conclusion: the relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future mining engineers.
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Tsidylo, Ivan M., Hryhoriy V. Tereshchuk, Serhiy V. Kozibroda, Svitlana V. Kravets, Tetiana O. Savchyn, Iryna M. Naumuk, and Darja A. Kassim. Methodology of designing computer ontology of subject discipline by future teachers-engineers. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3249.

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Анотація:
The article deals with the problem of the methodology of designing computer ontology of the subject discipline by the future teachers-engineers in the field of computer technologies. The scheme of ontology of the subject discipline is presented in which the set of concepts of the future computer ontology and the set of relations between them are represented. The main criteria of the choice of systems of computer ontologies for designing computer ontology of the subject discipline: software architecture and tools development; interoperability; intuitive interface are established. The selection of techniques for designing ontologies using computer ontology systems is carried out. The algorithm of designing computer ontology of the subject discipline by the future teachers-engineers in the field of computer technologies is proposed.
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Моркун, Володимир Станіславович, Сергій Олексійович Семеріков, and Світлана Миколаївна Грищенко. Methods of Using Geoinformation Technologies in Mining Engineers’ Training. Cambridge Scholars Publishing, November 2018. http://dx.doi.org/10.31812/123456789/2652.

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Анотація:
Mining engineers or engineers of mining operations are today engaged in mining iron, nonferrous, rare metals, manganese and uranium ores, coal and other nonmetallic minerals. In the current environment, mining enterprises’ sustainability has become a priority and calls for conducting mining operations according to accepted emission limit values and radiation and environmental safety provisions, among other guidelines. This book highlights the problem of ensuring a future mining engineer’s environmental competence.
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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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Uchitel, Aleksandr D., Ilona V. Batsurovska, Nataliia A. Dotsenko, Olena A. Gorbenko, and Nataliia I. Kim. Implementation of future agricultural engineers' training technology in the informational and educational environment. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4440.

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Анотація:
The article presents the implementation of future agricultural engineers’ training technology in the informational and educational environment. To train future agricultural engineers, it is advisable to form tutorials for the study of each discipline in the conditions of informational and educational environment. Such tutorials are an assistance in mastering both theoretical material and course navigation, where interactive electronic learning tools are presented to perform tasks in the informational and educational environment. Higher education applicants perform such tasks directly in the classroom with the help of gadgets or personal computers. The final grade is formed from the scores obtained in the classroom and the rating of higher education applicants while studying in the informational and educational environment. The outlined approach is able to help in the quality of learning content. The use of interactive audiovisual online tools allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is important for the training of future agricultural engineers. At the end of the experiment, it can be argued that the developed technology increases the level of motivation and self-incentive to work in the informational and educational environment. The application of the presented technology provides an opportunity to combine the educational process in the classroom with learning in the informational and educational environment, forms analytical abilities and competencies in professional activity. The reliability of the obtained results was checked using the λ Kolmogorov-Smirnov criterion. It is determined that when using this technology in the educational process, the indicators in the experimental group increased, which displays the effectiveness of training bachelors in agricultural engineering in the conditions of informational and educational environment.
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Rashevska, Natalya V., and Vladimir N. Soloviev. Augmented Reality and the Prospects for Applying Its in the Training of Future Engineers. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2671.

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Анотація:
The education system of Ukraine is closely linked with the world education trends, therefore it requires constant renewal and expansion. One of the progressive areas of organizing studying process is creating the studying environment which will allow students to reveal their intellectual potential while searching for the necessary knowledge. That’s why the purpose of the article is analysis of the concept of augmented reality and prospects of its application in the process of training future engineers. The object of study is the system of training future engineers and the subject is using of augmented reality technologies in the process of training future engineers. The research method is analyzing the impact of the augmented reality technologies on the training future engineers. During the research, we have identified positive aspects of the augmented reality technologies in the process of training future engineers. We have defined the stages of creating some methodical system components of teaching fundamental disciplines in the higher technical school through interdisciplinary integration and technologies of augmented reality.
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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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Анотація:
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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Бакум, З. П., and К. О. Морозова. Didactical Conditions of Development of Informative-Communication Competence of Future Engineers During Master-Preparation. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/422.

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Анотація:
Didactical conditions of development of informative-communication competence of future engineers during master preparation, which will promote their personal and professional growth in conditions of modern society, are stated in the article.
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