Excellence in Engineering Education :: Education Engineer Educating Essays

How should we describe the excellent engineer and what kind of education is demanded by such a person? Several issues are involved. One of these is the character of our times; that is, the best engineer out of the "science engineering" model of the 1950s may have little value in the early 21st Century. Another issue is the concept of education. How do education and training differ and how is excellence achieved? Finally, clearly, there is the issue of what we would expect of an engineer who is truly excellent. Fortunately for us, ABET (Accreditation Board for Engineering and Technology) seeks to define the excellent engineer and the excellent engineering program by outlining a number of criteria that should be met by any accredited program in engineering education. It is important to note, at the outset, that ABET begins with an overarching criterion that "engineering programs must prepare graduates for the practice of engineering at a professional level." (My emphasis) This must mean something more than mere vocational training. As a professional, the engineer must exercise considerable autonomy and use intelligent individual judgment. The professional engineer can be no mere employee; he/she must become a partner in the development of technology. By its very nature a professional partnership involves certain viewpoints, methods, and standards developed by the community of professionals, who have common interests and objectives, and these must stand independent of those who would employ o r otherwise seek the service of these professionals. Three of the five criteria developed by ABET recognize aspects of the educational institution that, I suspect, all will agree with without much hesitation. Students of high quality must be attracted and served well. Faculty of high quality must be attracted and retained. Educational objectives must be stated clearly and publicly; some form of evaluation must be in place to assure that these objectives are achieved. The one worrisome aspect of the new ABET criteria is what appears to be an overwhelming emphasis on quantitative assessment, phrased in terms of outcomes. While it is one thing to plan for and hope for significant outcomes, it is another to expect that genuinely desirable outcomes will always be so "objective" that quantitative assessment is remotely possible. At the very least, there should be some allowance for the obvious fact that certain outcomes take longer than others to be realized. It is true, of course, that the longer an outcome takes, the more complex are the f actors that contribute to it.

No More Couch Potatoes Essay

There is no doubt that there is too many obese people in this world, and that is clearly a problem, but we are focusing on the wrong things in our searching for a solution. It is not the overweight itself and the thinking of a better look when all the kilos are gone, no, it is a good physicality that is the main drive or motivation that leads to a good and forever being los of weight. Too many of the obese people do not keep being thin when they have lost weight, because they are not supported on their personality, the particularly obese young boy or girl, have being abused and bullied because of their overwhelming weight, and look. That breaks the physical motivation in those young kids, and makes them take a part of this way of being treated, they accepts it and puts on a role as the â€Å"fat dude†. Personality and losing weight has to expand i the same tempo to keep the necessary motivation, not just to loose more weight, but to get a stronger and more confident personality. One of the newest answers to the obesity problem, is the â€Å"TV-cycle†, a bicycle connected to the TV, so to watch television, the kids now has to get a movement in the pedals, if not, the TV will turn off. That is not a way to get rid of the obesity. Treating the obese kids otherwise than regularly weighting kids in average teenage activities is giving them the fat-kid role, and that will not strength their outer persona. Respect and accept from other kids is important to get the essential feeling that creates a confident personality, a person who believes in him/herself. Wathing Tv, playing computer, and eating fastfood, those things are not the main problems, they are just a part of what the physical breakdown effects. Everyone do those things once in a while, and everyone should do it if they want, but everything is healthiest in small doses, and that is on thing that the obese kids has to learn, i a way so it feels natural in their minds to think of exercising, healthy food and so on. Once i had a rule that everytime i eated couch potatoes, i also took an apple from our fruit bawl, and everytime i had been surfing on the internet for too long, i went to my garden and played football. Everyone can do that. Everyone do like some kind of good and healthy food, and everyone do know how to run, kick to a ball, hop, whatever. If we just treat everyone the same, there will be a place to evolve, from overweight to regular weight, and from unconfident to confident about ourselves, and our surroundings.

Disengagement Theory Is The First Formal Theory Of Aging

Disengagement theory is the first formal theory of aging. It was first proposed in 1961 by Elaine Cumming and William Hendry. They both were researchers from the University of Chicago. The two developed their theory in their book Growing Old: The Process of Disengagement. In the book they criticized the implicit theory that people can adjust, be satisfied, and happy in old age. They can also be physically involved and remain active throughout their lives. â€Å"Cumming and Henry argued that normal aging involves a natural and inevitable mutual and inevitable mutual withdrawal or disengagement, resulting in decreasing interaction between an aging person and others in the social system he belongs to.† Because of the inevitability of death, the society and the individual mutually server their ties in advance so that the death of the individual will not be disruptive to the social system. The disengagement theory results in decreasing interaction between aging person and social s ystem. Disagreement occurs when the individual becomes aware of the shortness of life and the amount of time left. The individual wants to disengage by reducing the number of roles the individual plays. One of the most controversial things about this theory would be that the idea of disengagement was a universal meaning. Universal means it happens everywhere and in all historical areas. Inevitable, means that it happens sometimes to everyone. Lastly, intrinsic is cause by biological factors rather thanShow MoreRelated Aging Essays1688 Words   |  7 Pagesare young we never think about what we are going to be like when we are 80 or 90. We just think of the present. Aging is something almost everyone experience’s in their lifetime. Everyone ages at their own rate and time, thus no one has the same experience. Some theorists believe that as we age we become disengage from society, others believe it’s the choices we make that cause disengagement from society. 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When relating this to the theory, Walter Kuemmerle has shown that many MNE’s are changing their strategic approach to Ramp;D. in particular international projectors are decentralizing their Ramp;D. In this case of Pamp;G it can also be seen that the Ramp;D departments are locatedRead MoreWho Are You Calling Old? Negotiating Old Age Identity in the Elderly Consumption Ensemble Michelle Barnhart Àà º Lisa Penaloza18943 Words   |  76 PagesCorvallis, OR 97331 (michelle.barnhart@bus.oregonstate.edu). Lisa Penaloza is professor of ËÅ" marketing, Bordeaux Management School, 680 Cours de la Liberation, 33405 Talence Cedex, France (lisa.penaloza@bem.edu), and advisor, Center for Consumer Culture Theory (3CT), Stockholm University School of Business, Sweden. This research was part of the lead author’s PhD dissertation at the David Eccles School of Business at the University of Utah. The authors would like to thank the members of the lead author’sRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages91 4 Emotions and Moods 97 What Are Emotions and Moods? 98 The Basic Emotions 100 †¢ The Basic Moods: Positive and Negative Affect 100 †¢ The Function of Emotions 102 †¢ Sources of Emotions and Moods 103 Emotional Labor 108 Affective Events Theory 110 Emotional Intelligence 112 The Case for EI 113 †¢ The Case Against EI 114 †¢ Emotion Regulation 115 OB Applications of Emotions and Moods 115 Selection 116 †¢ Decision Making 116 †¢ Creativity 116 †¢ Motivation 117 †¢ Leadership 117 †¢ Negotiation 117Read MoreMarketing Management 14th Edition Test Bank Kotler Test Bank173911 Words   |  696 Pagesstates with respect to bifocal lenses for glasses. Answer: Student answers may vary, but a possible answer includes the following: (1) negative demand—many people dont want to admit they need bifocals, (2) nonexistent demand—when bifocal lenses were first introduced, people didnt know they existed, (3) latent demand—before they were introduced, many people thought such a product would be nice, but didnt think it would ever exist, (4) declining demand—this will occur when something better and more