Higher Technical Institutions Research Articles

Assessment of student learning: the experience of two European institutions where outcomes-based assessment has been implemented

The programmes offered by both institutions are geared to the application of current technology. All the University of Derby programmes, including the BSc(Hons) degree in Electrical and Electronic Engineering and the Higher Technical Institute Diploma in Electrical Engineering, are accredited in the UK at Incorporated Engineer level by the Institution of Incorporated Engineers. Both academic institutions have adopted outcomes-based assessment and this paper examines how this influences the assessment of student learning, and considers the experience gained from quite different approaches used to deliver a similar learning experience.

The sun island: Solar energy in Cyprus

Cyprus is often called the “sun island” because of the amount of sunshine received all year round. The abundance of solar radiation together with a good technological base, has created favourable conditions for the exploitation of solar energy on the island as Dr Soteris Kalogirou, Higher Technical Institute, Cyprus describes in this article.

International Rubber Conference Rubber-94, Moscow

Abstract The International Rubber Conference (IRC′94) was held on 27 September-01 October 1994 in Moscow in the Moscow International Trading Center. The Exhibition on new materials and technology in rubber industry (Rubber-94) was also held in the same period with many firms and companies taking part in the Exhibition. The Conference and Exhibition were organized by Russian Committee on and Petrochemical Industry, Russian Federation Ministry of Science and some applied Institutes (Tire Research Institute, Scientific-Research Institute of Elastomer Materials and Goods, Scientific-Research Institute of Rubber and Latex Goods, etc.). Many higher technical institutes of Russia contributed in this Con- ference too (the first to be named is M. V. Lomonosov Moscow State Academy of Fine Chemical Techniligy, Moscow). The Conference was sponsored by Neflekhimbank and some companies such as “Sintezkautchuk,” “Shinomontazh,” etc.

Calculation of the heat-transfer crisis in boiling in tubular fuel elements on the basis of a control experiment

tors. The data of two organizations may be isolated from the total mass: those of the F. E. Dzerzhinskii Higher Technical Institute are systematically high, and those of the Kiev Polytechnic Institute are systematically low. The possible reasons for the discrepancy in the experimental data were considered in detail in [4]. The experimental data of the other organizations are in statistical agreement and may serve as material for generalization. In [5], on the basis of control-experiment data, a method was developed for calculating the critical power in an underheated water flow and a steanr-water flux in the form of a function of the initial heat content of the flux. In [5], great reliability and practicality

Proposed Reforms in the German Schools

tory reports was that of the French philosopher, Victor Cousin. Its publication in English caused a number of Americans to make a study of German schools and led to the introduction of German methods in the United States. A deep impression was made by the methods and ideas of Herbart, for example. However, with the establishment of the Empire and the stratifying of German society, criticism began to be leveled at German education. Although the methods were still considered thorough, the organization was severely criticized. It was felt to be rigid and undemocratic. The flexibility of the American system was entirely lacking. Americans had an excellent opportunity to do something about this at the end of World War II. Unfortunately, the individual Liinder (states) were held responsible for their school systems. They were told to reestablish the schools as they had been before the Nazi era. This meant a reversion to the system of 1932. When the American Education Program got under way, it was too late. The German schools had already been reorganized. Because of the division into zones and states there were ten school systems, with considerable disparities in organization, curriculum, and standards. The only two fundamental requirements which the Allied authorities made were that (1) The schools should be cleared of all Nazi doctrines and militaristic ideas; and (2) The ideals of democracy were to be taught. A rather extensive screening of the teachers was undertaken to achieve these aims. The educational structure which evolved and which prevails today is as follows: All Germ children begin their schooling in the Grundschule (basic school), which consists of the first four years of the Volksschule (elementary school). Full-time school attendance is compulsory up to the age of fourteen; part-time attendance is required up to eighteen. At the end of the Grundschule, which teaches the child the basic skills, the first sifting out takes place. The brightest pupils go to the secondary school, the Gymnasium. The second best enter an intermediate school (Mittelschule). The least gifted continue on the upper level (Oberstufe) of the elementary school. In addition to the regular elementary schools, there are various types of special schools (Sonderschulen) for the physically and mentally handicapped. For the slower pupil there is the Hilfsschule (pupil aid school). The secondary schools are of three types: the Altsprachliches (ancient language) Gymnasium, the Neusprachliches (modern language) Gymnasium (formerly called the Realschule), and the Mathematisch-Wissenschaftliches (Mathematics-Science) Gymnasium. The course in the Gymnasium lasts nine years. Since the basic subjects are required, all students follow the same program. There is no choice until the eleventh school year. Failure in two subjects means repetition of the entire year. In the last class the student takes the leaving examination, the Abitur, a series of rather searching written and oral tests in the basic subjects. If he passes, he gets a certificate which entitles him to study at any university or higher technical institute. Less than 50 per cent of those who enter the Gymnasium get to the Abitur. The majority of the children leave the elementary school at the age of fourteen, after eight years of schooling. Since the apprenticeship system still prevails in Ger-

A Course of Mathematical Analysis for Higher Technical Institutes.

A Course of Mathematical Analysis for Higher Technical Institutes.

The Position of University and Higher Technical Education

I.—SUPPLY AND OUTPUT OF STUDENTS. TWO of the chief subjects dealt with in the report of the Government Committee on the position of natural science in the educational system of Great Britain, of which ia summary was given in NATURE of April 18, are (1) the need for concerted efforts to increase the number oif students at universities and higher technical institutions with the view of securing a larger supply of trained scientific workers required for industrial, and other purposes, and (2) that increased grants of public money are required to equip the universities for their work in pure and applied science, and to enable a substantial reduction of fees to be made. Few particulars are given an the report to show how the position of Great Britain as regards university and higher technical education compares with those of countries like Germany and the United States, though the evidence which sucth a comparison affords strengthens greatly the case presented. It may be worth whale, therefore, to bring kagelther some facts which accentuate ithe need and urgency of action in the directions indicated by Sir J. J. Thornson's Committee.

Japanese Mathematics

The Jahresbericht der Deutschen Mathematiker-Vereinigung has lately published an address given by Professor Harzer on “The Exact Sciences in Old Japan.” At first sight it seems difficult to see why the celebration of the birthday of the Emperor of the Germans should have been selected for the delivery of an oration on this topic. The Professor is himself an astronomer, so that it is interesting to note that he brushes aside as of little value anything that Japan has accomplished in the pursuit of his favourite science. Nor does he discover any ground for supposing that anything will be accomplished along this line by those whose sudden prominence in other realms has given the Western world so furiously to think. The history of the science of mathematics in the Island Empire is full of paradoxes. In the days of Pythagoras, it will be remembered, the secrets of the science were entrusted to what was to all intents and purposes a Masonic body, bound by oath not to divulge the mysteries in which they participated. And this body had a further curious and unexpected resemblance to the Masonic order as seen among the Latin races, inasmuch as its intrusion into politics led to more than one popular outbreak. In Japan the parallel almost holds good, save for the utilisation of the society for political purposes. The elementary parts of the science were open to all. He who ran might read. But before the student was permitted to penetrate into the arcana he was compelled to join a brotherhood and to take an oath of secrecy. Things have, of course, considerably changed since those days. The powers that be have become more and more convinced of the paramount necessity of improvement in the direction of mathematical training. And with the courage and directness which is such a marked characteristic of this astonishing race, they refuse to allow entrance to any of the higher courses at the University or higher technical institutions to those who have not the necessary preliminary mathematical equipment. We shall be very much mistaken if the results of these drastic measures do not make themselves very evident in the course of the next half-century.