Top PDF An ontological approach to chemical engineering curriculum development

An ontological approach to chemical engineering curriculum development

An ontological approach to chemical engineering curriculum development

Within high school curricula in the UK, an ontology for the description of the terminology was developed and enables organisation of learning resources and content discovery (BBC 2015). Ontology engineering in higher education curricula has been used for various applications such as managing complexity (Dexter & Davies 2009), curriculum development (Cassel et al., 2008), improving resources (Gašević & Hatala 2006), curriculum review (Ronchetti & Sant 2007), and content sequencing (Chi 2009). Some capabilities of knowledge systems in the domain of curricula are: discovery and separation/extraction of foundation material from more complex material, validation of a program, assessment alignment and validation, change management / curriculum development, supporting consultation and collaboration, a decision making tool, and relationship inferences such as horizontal and vertical alignment. This paper aims to demonstrate the viability of knowledge based modelling to support decisions related to the development and review of chemical engineering curricula based on the curriculum for Chemical Engineering at the University of Surrey. As at present and without intention to limit the scope, the functionality of the ontology is
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An Ontological Approach to Chemical Engineering Curriculum Development

An Ontological Approach to Chemical Engineering Curriculum Development

Continuous reflection and evolution of curricula in chemical engineering is beneficial for adaptation to evolving industry requirements, novel technologies and enhances student experience by being up to date and inclusive of effective teaching strategies. To this end it was necessary to develop a method to enable a holistic reflection on the curriculum and to examine the effect and potential areas of improvement and change. The curriculum was modelled using semantic knowledge modelling through the development of an Ontology, ChEEdO in the Protégé 3.5 environment. ChEEdo models topics within the domain of chemical engineering ( dŽƉŝĐƐ), modules taught in chemical engineering courses ( DŽĚƵůĞƐ) and the learning outcomes of these modules ( >ĞĂƌŶŝŶŐKƵƚĐŽŵĞƐ). The learning outcomes were related to the topics using verb properties from Bloom’s taxonomy and using the context of each learning outcome. The functionality of semantic reasoning via the ontology was demonstrated with a case study based on curriculum development. The output of the modelling results demonstrated that the ontology could be successfully utilised for curriculum development and this is discussed in relation to practicality and future direction.
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Electrical Engineering Curriculum Development for Andover High School

Electrical Engineering Curriculum Development for Andover High School

The curriculum is designed by starting with what the students already know about. The Finch robot is very useful for this and as stated in the project approach, serves as a foundation and starting point for the electrical engineering unit. By discussing some of the electrical components of the Finch, students are meant to develop an appreciation for the inner-workings beneath the surface. From there, the curriculum begins to explore the characteristics of voltage, current, resistance and power, as they pertain to the flow of energy in circuits. Students then learn about the tools used to measure these characteristics as well as how to use them in the lab setting. Additional components are introduced and students continue to learn about the design possibilities within electrical engineering. A guest speaker visits the classroom later in the unit to discuss their work and its relation to electrical engineering. A field trip to an electrical engineering company is also setup for students to have more exposure to the field and experience a career environment. Throughout the unit, students are continually assessed on what they’ve learned through lab write-ups, homework assignments, quizzes and their notes. A final assessment is given in the format of a test at the end of the unit after a class period of reviewing.
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Online Approach to Teaching Report Writing in Chemical Engineering: Implementation and Evaluation*

Online Approach to Teaching Report Writing in Chemical Engineering: Implementation and Evaluation*

language features of that stage. In addition, a diagnostic exercise was included at the beginning of each stage (the Background section, see Figs 1 and 2) so that students could check their under- standing before deciding whether to continue or move to another part of the program. Although the program was integrated into the third year chemical engineering curriculum, it has been designed to stand alone for self-directed learning so that it can be more widely used within the Faculty of Engineering. Another important design feature has been the development of reusa- ble templates for the explanation, example and exercise screens (using Dreamweaver and Flash) and this has allowed us to extend the program in a more cost effective way to create two other labora- tory report writing programs in biochemistry. An online medium for teaching report writing
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Curriculum development for an inquiry approach to construction education.

Curriculum development for an inquiry approach to construction education.

However, some universities have moved from applying student centred pedagogy within the traditional paradigm to offering entire programmes through student centred approaches. One such notable programme is the CDIO (Conceiving-Designing-Implementing-Operating) pedagogical approach. It is an innovative educational system characterized by a cycle modelled around students providing engineering solutions to problems in a manner akin to actual engineering practice. This is achieved by, firstly conceiving the engineering solution by defining customer needs and considering all relevant aspects incidental to the conception of the solution; secondly by being able to design the appropriate solution; thirdly by being able to implement the design by transforming it into a product; and finally being able to operate the product to achieve the intended value (CDIO, 2014). The CDIO pedagogy models real world products, processes and systems while teaching engineering programmes (CDIO, 2017). It was conceived on the basis that “graduating engineers should be able to conceive-design-implement-operate complex value-added engineering systems in a modern team-based environment” (Crawley, 2001: 2). The approach was developed at the Massachusetts Institute of Technology (MIT) in response to criticisms of engineers lacking many abilities required in real world engineering practice (CDIO, n.d.-b; Crawley, 2001). It was developed to enhance the learning of skills and attributes desired in contemporary engineers which the traditional didactic teaching and learning approach is unable to achieve (Crawley, 2001). The approach is becoming an accepted best practice in engineering education and has since spread across many leading universities in the world. Developments in the approach are monitored and spearheaded by an association with a membership of more than 120 universities organised in seven regions namely, Europe, North America, Asia, UK-Ireland, Latin America, Australia, New Zealand and Africa (CDIO, n.d.-a).
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Specific and Optional Curriculum: An Experience in the Undergraduate Program of Chemical Engineering in Cienfuegos University, Cuba

Specific and Optional Curriculum: An Experience in the Undergraduate Program of Chemical Engineering in Cienfuegos University, Cuba

When this matter was submitted to assessment, we didn´t take into account only the planetary emergence of environmental problems. Cienfuegos, for its excellent harbor, rivers that surround it and its position in the central area of the island, was among the regions which underwent a faster industrial development in Cuba during sixties and seventies years of past century. In dialectical contradiction, the environmental price of this progress in the material sphere was high and in the last years of the 20th Century this

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Engineering the Curriculum: Towards an adaptive curriculum

Engineering the Curriculum: Towards an adaptive curriculum

Compounding the lack of knowledge of formal curriculum design approaches, a large number of higher education academics lack the time, motivation and incentive to enquire and learn about, or even to apply these approaches to curriculum design and development (Biggs, 2014; Fink, 2013; Lattuca et al., 2006). Such effort often not only goes unrewarded and unappreciated, but it may also harm their chances for promotion (Felder, Stice, & Rugarcia, 2000). Additionally, support from colleagues is seldom offered when attempting to follow a formal approach to curriculum design (Lattuca & Stark, 2009; Print, 1993). Understanding what curriculum design is and how to go about it is not enough. Academics also need to know how to put their chosen curricular elements together and what the relationships between those elements need to be if they are to create an official- curriculum, which when implemented will maximise the potential for students achieving the desired outcomes. Despite the overall lack of research into curriculum in higher education, there has been significant research into curriculum itself and into what makes a quality curriculum: one that enhances learning.
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Grand Challenges and Chemical Engineering Curriculum – Developments at TU Dortmund University

Grand Challenges and Chemical Engineering Curriculum – Developments at TU Dortmund University

Abstract Chemical processing industry is progressively focusing their research activities and product placements in the areas of Grand Challenges (or Global Megatrends) such as mobility, energy, communication, or health care and food. Innovation in all these fields requires solving high complex problems, rapid product development as well as dealing with international competition. These factors should also be reflected in modern chemical and biochemical engineering curricula. At TU Dortmund University, chemical and biochemical engineering education has a long tradition in combining fundamental knowledge in natural science with engineering skills. Hence, the introductory course on chemical engineering already presents the subject in view of the aforementioned global challenges. Fundamentals in chemical engineering incorporating and related subjects, problem-based learning as well as design skills and problem-solving techniques are trained throughout later courses. Lectures, tutorials, and practical work are accompanied by a plant design project, placed at the end of the Bachelor curriculum. Here a group of 8 to 10 students develop a complete production plant. Students are often directly involved with research projects during the last phase of their education, i.e. Bachelor or Master thesis. With the final presentation and “defence” of their work, the students are well prepared for their industrial experience.
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Reuse of terminological resources for efficient ontological engineering in Life Sciences

Reuse of terminological resources for efficient ontological engineering in Life Sciences

This paper is intended to explore how to use terminological resources for ontology engineering. Nowadays there are several biomedical ontologies describing overlapping domains, but there is not a clear correspondence between the concepts that are supposed to be equivalent or just similar. These resources are quite precious but their integration and further development are expensive. Terminologies may support the ontological development in several stages of the lifecycle of the ontology; e.g. ontology integration. In this paper we investigate the use of terminological resources during the ontology lifecycle. We claim that the proper creation and use of a shared thesaurus is a cornerstone for the successful application of the Semantic Web technology within life sciences. Moreover, we have applied our approach to a real scenario, the Health-e-Child (HeC) project, and we have evaluated the impact of filtering and re-organizing several resources. As a result, we have created a reference thesaurus for this project, named HeCTh.
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Development of a Modern Curriculum in Software Engineering at Master Level across Countries

Development of a Modern Curriculum in Software Engineering at Master Level across Countries

different disciplines in European education area still exists. It is especially the case in the field of software engineering which has traditionally been underdeveloped in some areas. The curriculum presented in this paper is oriented towards undergraduate students of informatics and engineering. The proposed approach takes into account integration trends in European educational area and requirements of the labour market. The aim of this paper is to discuss the body of knowledge that should be provided by a modern curriculum in software engineering at a master level. Also the techniques used in development and implementation of such curriculum at different universities will be described. The presented ideas are based on the experience gained in the 3 year TEMPUS 1 project “Joint MSc Curriculum in Software Engineering”, which established joint master studies in software engineering. Over a three-year interval, the project managed to define a new and joint curriculum, create teaching materials and deliver the curriculum in two institutions.
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A New Undergraduate Semiconductor Manufacturing Option in the Chemical Engineering Curriculum

A New Undergraduate Semiconductor Manufacturing Option in the Chemical Engineering Curriculum

An interactive website is available to provide instructional modules on-line and outside the classroom [16]. The site contains sample homework and examination problems with solu- tions. It also provides information about the Semiconductor Industry and the current technol- ogy development. The purpose of this website is to provide students with up-to-date information on technological innovation and an `up-to-minute' resume submission. All the senior undergraduate students who are taking CMOS processing cour- se can choose to submit their resumes to this website and update their resumes regularly. The member companies have password-protected access to students' information for recruiting purpose. In other words, this website is a `one- stop shopping' site for companies who want to: 1. learn about UC research in this field;
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Development of a Programmable Logic Controller Training Unit for Engineering Technology Curriculum

Development of a Programmable Logic Controller Training Unit for Engineering Technology Curriculum

The first learning outcome is assessed in lab on a go/no-go bases. Students are required to follow all guidelines outlined in NFPA 79 to ensure that all electrical safety standards are implemented. During signoff of the first lab, the instructor provides remedial actions that must be corrected before proceeding with the subsequent coursework. If these actions have not been remediated by the completion of the second lab, a no-go is issued and the student is not permitted to proceed with the lab work until remediation has been completed. This approach has resulted in 100% of the class meeting or exceeding expectations for this learning outcome.
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Application of plagiarism screening software in the chemical engineering curriculum

Application of plagiarism screening software in the chemical engineering curriculum

A preliminary study investigating the application of plagiarism screening software in the ChE curriculum was completed. Written assignments from two laboratory courses, a professional development seminar course, and a design course were screened for plagiarism throughout the Fall 2011 semester using the plagiarism screening software Turnitin.com. When comparing the number of identified instances of plagiarism during the semester while using the software with a previous semester where no software was used, it was found that malicious (gross) plagiarism was identified with a similar frequency by faculty regardless of whether plagiarism screening software was used. However, the number of identified instances of non-malicious plagiarism (such as poor paraphrasing or missing citations for small amounts of text) rose during the semester using plagiarism screening software. Based on this analysis, it appears plagiarism screening software is an important tool to identify when students need additional instruction on paraphrasing and other citation protocol.
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Ontological Engineering Approach Towards Botnet Detection in Network Forensics

Ontological Engineering Approach Towards Botnet Detection in Network Forensics

The abundance in the usage of Internet, in every arena of life from social to personal, commercial to domestic and other aspects of life as well, leads the rise in cybercrime at an upsetting speed. More illegal activities as a result of cyber crime, reason to tempts many network attacks and threats. Network forensics is the branch of fornesics that deals in the detection of network attacks. Botnet is one of the most common attacks, but hazardos. It is a network of hacked computers It involves the capturing, storing and then analysis of the network packets, in order to identify the source of the attack. Various methods based on this approach for botnet detection are suggested in literature but there is no generalized method to represent the basic methodology used by any of the botnet detection method. With such guidelines, the comparison among the various implementations, a roadmap for the new implementation, development of reusable implementations can be addressed. Accordingly, there is a requirement of a generic framework that can characterize the general methodology followed by any of the botnet detection methods. This paper, review various prevalent methods of botnet detection to extract commonalities among them. A global model for the detection of botnets is represented as ontology. Ontology is used as a means of knowledge representation. The botnet ontology is represented using Web Ontology Language (OWL). OWL is used because it is a language with layered architecture and high expressive power.
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Chemical engineering emerged as a distinct technological. Chemical Engineering in Nigeria: Development, Challenges, and Prospects.

Chemical engineering emerged as a distinct technological. Chemical Engineering in Nigeria: Development, Challenges, and Prospects.

enrollment continues to grow, university facilities, infrastruc- ture, and resources are not keeping pace due to low levels of investment in higher education by the federal government. Like other engineering disciplines at Nigerian univer- sities, chemical engineering has a five-year curriculum. Programs typically consist of nine semesters of classroom and laboratory work, plus one semester and three internships arranged by the universities and devoted to industrial work experience. Many schools offer training in such key fields as process safety, loss prevention, environmental management, biochemical engineering, process economics, optimization, and industrial chemistry, in addition to traditional chemical engineering subjects such as process principles, thermo- dynamics, transport phenomena, particulate systems, separa- tion processes, reaction engineering, process control, and process and plant design.
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GDLC: A Software Engineering Approach in Game Development

GDLC: A Software Engineering Approach in Game Development

Software Engineering is the field of computer science which is applied during software product development and game development is not an exception. Game development is highly multidisciplinary field of Information technology because many developers (Graphics Artists, Music Artists, Back end programmers, Game play analyst etc.) are involved in different stages of game development life cycle. However, it is seen from the past experiences that applying traditional software development life cycle (SDLC) does not yields fruitful results in the end product. To resolve this issue a more domain specific approach is followed called game development life cycle (GDLC). This paper briefs about game development life cycle and addresses its pros and cons.
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A Dialectical Approach to Selectively Reusing Ontological Correspondences

A Dialectical Approach to Selectively Reusing Ontological Correspondences

Abstract. Effective, contextualised communication between autonomous knowl- edge systems is dependent on the correct interpretation of exchanged messages, based on the entities (or vocabulary) within the messages, and their ontologi- cal definitions. However, as such systems cannot be assumed to share the same ontologies, a mechanism for autonomously determining a mutually acceptable alignment between the ontologies is required. Furthermore, the ontologies them- selves may be confidential or commercially sensitive, and thus neither systems may be willing to expose their full ontologies to other parties (this may be perti- nent as the transaction may only relate to part, and not all of the ontology). In this paper, we present a novel inquiry dialogue that allows such autonomous systems, or agents to selectively assert, counter, accept and reject those correspondences the agents previously acquired from past encounters, or from publicly available alignment systems. Thus, such knowledge is asymmetric and incomplete (i.e. not all agents may be aware of some correspondences, and their associated utility can vary greatly). By strategically selecting the order in which correspondences are disclosed, the two agents can jointly construct a bespoke alignment whilst min- imising the disclosure of private knowledge. We show how partial alignments, garnered from different alignment systems, can be aggregated through our dialec- tical approach, and illustrate how argumentation can be used to eliminate ambi- guities (i.e. when an entity in one ontology is mapped to several other entities in another ontology). We empirically evaluate the performance of the resulting alignment compared to the use of randomly selected alignment systems.
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Ontological Approach toward Cybersecurity in Cloud Computing

Ontological Approach toward Cybersecurity in Cloud Computing

Widespread deployment of the Internet enabled building of an emerging IT delivery model, i.e., cloud computing. Al- beit cloud computing-based services have rapidly developed, their security aspects are still at the initial stage of develop- ment. In order to preserve cybersecurity in cloud computing, cybersecurity information that will be exchanged within it needs to be identified and discussed. For this purpose, we propose an ontological approach to cybersecurity in cloud computing. We build an ontology for cybersecurity opera- tional information based on actual cybersecurity operations mainly focused on non-cloud computing. In order to discuss necessary cybersecurity information in cloud computing, we apply the ontology to cloud computing. Through the discus- sion, we identify essential changes in cloud computing such as data-asset decoupling and clarify the cybersecurity infor- mation required by the changes such as data provenance and resource dependency information.
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An active learning approach to education in MRI technology for the biomedical engineering curriculum

An active learning approach to education in MRI technology for the biomedical engineering curriculum

This paper introduces software made for the first few minutes of MRI education (JavaCompass, Hanson 2011b) but focuses mostly on the educational value of the more advanced Bloch Simulator (Hanson, 2007). It is explored how, and to what extent, active learning based on the software may improve student understanding. An interactive teaching session on advanced topics (pulse types, the Fourier relationship and selectivity) was evaluated using pre- and post-lecture anonymous questionnaires. The session included group exercises where it was discussed how particular MRI techniques could be realized and visualized. The exercises were interleaved with class discussions where the ideas were tested using the simulator. The mentioned subjects are challenging and significant, and it was hypothesized that the approach may
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Organized Injustice: An Ontological Approach to the Question of Justice

Organized Injustice: An Ontological Approach to the Question of Justice

a much more inclusive format that looked more holistically at social realizations.This was a significant development and a challenge to the existing discourse from within the tradition. Nevertheless, I am going to argue that Sen’s model like Rawls’ before him fails in one crucial aspect. Both have mainly an externalist viewpoint that does not get to the heart of the evil of systemic and systematic injustice. And as Plato accused the philosophers of his time, both of them treat justice as something outward, "an accomplishment, an importation, or a convention; they have, none of them carried it into the soul or considered it in the place of its habitation." 5 As long as justice remains an external concept, whether contractualist or discussionist, the core of the problem will remain elusive. No amount of cozy theorizing will bring justice any closer and
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