Author: administrateur

18 Oct A numerical solution for a plane problem of elasticity

Romanian Academy of Technical Sciences (ASTR)
2013
Plane elasticity problems which fulfil the solving requirements with the help of the biharmonic equation of plane elasticity can be solved, in many cases, using the integration of the equation with finite differences method. In this paper is presented an extension of the field of application of this equation in double conex domains (octogonal diaphragm with a central square gap).
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18 Oct Considerations regardind the mathematical, technical and business management components of engineering education / Consideraţii privind componentele: matematică, tehnică şi management ale educaţiei inginereşti

Romanian Academy of Technical Sciences (ASTR)
2013
The engineering education has necessarily to include a significant part of Mathematics, Physics, general technics and business management besides speciality knowledge, in a dynamical, interacting complex. As a conceiver and producer of goods, the engineer finds himself at a beginning of chain; he also must have in mind and influence the middle and the end of chain containing the evaluation on market.
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18 Oct STEM Careers Barometer

Swiss Academy of Engineering Sciences (SATW)
2014
The STEM Careers Barometer is a Swiss study investigating several questions based on the sister study by the German National Academy of Science and Engineering (acatech). Its main objectives are to determine people’s motives for choosing or rejecting studies or a career in the STEM subjects, to gain insights into how students and those employed in STEM areas perceive their study routine or career progression, and to examine whether interest in studying STEM subjects at school has changed over the years. Any divergences from the results of the acatech study Career Barometer for Science and Engineering are also of interest. For this reason the concept and methods used in this study closely followed those of the acatech study. In the STEM Careers Barometer, three groups of people were surveyed in German-speaking and French-speaking Switzerland in summer 2012 by means of questionnaires. These groups were: school pupils at secondary stages I and II (N = 3,507), students of STEM disciplines, and also for comparison of economic sciences (N = 1,598), and people in employment, again predominantly in STEM areas (N = 945). Generally it can be stated that the results of the Swiss survey align with those of the German study in many areas.
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18 Oct Fostering informatics education German

Swiss Academy of Engineering Sciences (SATW)
2014
Information and communications technology (ICT) may be viewed as the key technology of the 21st century. According to a report published by the Technische Gesellschaft Zürich, over 80% of current jobs in Switzerland require more or less thorough knowledge of ICT. Healthcare, finance, transportation, the machine industry, chemistry – i.e. all the technology-based professions – would by now be inconceivable without ICT. It would therefore seem logical for informatics to also play a significant role in schools. Yet this is not the case: ICT education is close to non-existent in Swiss schools. With the exception of the canton of Solothurn, at the level of compulsory education there are few content-related directives and even fewer obligations to provide classes in media education and informatics. At gymnasium level, informatics is only offered as an elective course. Even the “Lehrplan 21” (the planned common curriculum for compulsory education in German-speaking cantons) involves no major changes: in its structure, informatics only appears in a subsection. The term “informatics education” covers the academic topics linked to computers: informatics, computer technology, ICT applications and others. This terminology, which originated in Germany, allows for a comprehensive view of relevant educational contents relating to ICT and for the formulation of coherent and level-appropriate educational concepts. Informatics education aims not only to train pupils as users but to turn them into veritable agents.
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18 Oct Computing Qualifications included in the 2014 Key Stage 4 Performance Tables: a guide for schools

Royal Academy of Engineering (UK) (RAEng)
2012
This guide, produced by the Royal Academy of Engineering in association with in association with the BCS Academy of Computing, the Computing at School working group (CAS) and Next Gen Skills is designed to help schools make sense of the sometimes confusing landscape of computing qualifications.
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18 Oct Enhancing Engineering Higher Education

Royal Academy of Engineering (UK) (RAEng)
2012
Outputs of the national HE STEM programme - The National HE STEM programme (2009-12) took place against a backdrop of significant change in the higher education systems in England and Wales. Tuition fees, arrangements for student finance and control of student numbers all changed in a move to put the student at the centre of higher education.
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18 Oct Young researchers futures meeting: Neural engineering

Royal Academy of Engineering (UK) (RAEng)
2012
Abstracts from a three-day conference organised by the Institute of Digital Healthcare and the Royal Academy of Engineering Panel for Biomedical Engineering.
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