Normal view MARC view ISBD view

Process engineering renewal. 1 : Background and training / Éric Schaer.

By: Schaer,Éric ; André,Jean-ClaudeContributor(s): Éric SchaerMaterial type: Text

TextPublisher number: Raghav Books Private Ltd. | A-184 A, Nand Gram, GhaziabadSeries: Computer engineering series (London, England)Publication details: London : ISTE, Ltd. ; Hoboken : Wiley , 2020Description: xxx,272p. : illustration :24cmISBN: 9781786305534Subject(s): Production engineeringGenre/Form: Training in Process Engineering | Computer EngineeringDDC classification: 658.5 SCH

Contents:

Cover -- Half-Title Page -- Title Page -- Copyright Page -- Contents -- Foreword -- Preface -- References -- Introduction -- I.1. References -- 1. Historical Approachto Chemical or Process Engineering -- 1.1. Introduction -- 1.2. The emergence of chemical engineering -- 1.2.1. Balance equations -- 1.2.2. Dimensionless numbers -- 1.3. Diffusion of chemical engineering in France -- 1.4. Training in chemical engineering -- 1.5. A question of image? -- 1.6. Placement of engineers with a degree from French grandes écoles -- 1.7. The PE engineer role -- 1.7.1. Incremental changes 1.7.2. Open-mindedness -- 1.7.3. Between conformity and creativity -- 1.8. A sociological approach to future students -- 1.8.1. Heterogeneity of the university framework -- 1.8.2. Cultural developments -- 1.9. Conclusion -- 1.10. References -- 2. Training in Process Engineering -- 2.1. Introduction -- 2.2. Basic training courses -- 2.2.1. State of play -- 2.2.2. Typology of training courses -- 2.2.3. Trends -- 2.2.4. The example of a training course, that of ENSIC -- 2.3. Relationship between estimated industrial needs and training -- 2.3.1. Information inflation 2.3.2. Multi and/or interdisciplinary -- 2.3.3. Internationalization of markets and supplies: globalization -- 2.3.4. Environmental aspects -- 2.3.5. Social responsibility -- 2.3.6. Participation in decision-making -- 2.3.7. Critical thinking and creativity -- 2.3.8. Ability to anticipate change -- 2.3.9. Influence of digital technologies -- 2.4. Towards new pedagogical forms -- 2.4.1. Traditional methods -- 2.4.2. Traditional tools -- 2.4.3. Methods and tools under development -- 2.4.4. Conclusion -- 2.5. Evaluation of a specific training course -- 2.5.1. Background information 2.5.2. Impact assessment -- 2.5.3. Student review of a course -- 2.5.4. An initial comparison -- 2.6. Conclusion -- 2.7. References -- Appendix 1: ENSIC -- Training -- A1.1. Chemical industry engineering stream -- A1.1.1. Description -- A1.1.2. Recruitment -- A1.1.3. Teaching units of the core curriculum -- A1.1.4. Teaching units for specialization courses -- A1.1.5. Engineering internship -- A1.1.6. Work-study training "processes, products, and biotechnologies-processes" -- A1.2. Engineering with a chemical engineering specialization -- A1.2.1. Description -- A1.2.2. Recruitment A1.2.3. Teaching units -- A1.3. References -- Appendix 2: ITEACH -- Training -- A2.1. Evaluation of a training course -- A2.1.1. Pedagogy -- A2.1.2. Learning outcomes -- A2.1.3. Attractiveness -- A2.1.4. Relationship with research -- A2.1.5. Industry relations -- A2.1.6. Employability -- A2.1.7. Quality approach -- A2.1.8. Conclusion -- A2.2. Evaluation of a teaching unit -- A2.2.1. Strategic nature of the teaching unit -- A2.2.2. Relevance of the proposed training -- A2.2.3. Relevance of the proposed pedagogy -- A2.2.4. Perception of pedagogical relevance -- A2.2.5. Evaluation of acquisitions

Summary: Process engineering emerged at the beginning of the 20th Century and has become an essential scientific discipline for the matter and energy processing industries. Its success is incontrovertible, with the exponential increase in techniques and innovations. Rapid advances in new technologies such as artificial intelligence, as well as current societal needs Â sustainable development, climate change, renewable energy, the environment Â are developments that must be taken into account in industrial renewal. Process Engineering Renewal 1 Â the first volume of three Â focuses on training, demonstrating the need for innovation in order for the field to have a framework that is sustainable, in a highly changeable world.

Tags from this library: No tags from this library for this title. Log in to add tags.

Average rating: 0.0 (0 votes)

Holdings ( 0 )
Title notes ( 2 )
Comments ( 0 )

No physical items for this record

Cover --
Half-Title Page --
Title Page --
Copyright Page --
Contents --
Foreword --
Preface --
References --
Introduction --
I.1. References --
1. Historical Approachto Chemical or Process Engineering --
1.1. Introduction --
1.2. The emergence of chemical engineering --
1.2.1. Balance equations --
1.2.2. Dimensionless numbers --
1.3. Diffusion of chemical engineering in France --
1.4. Training in chemical engineering --
1.5. A question of image? --
1.6. Placement of engineers with a degree from French grandes écoles --
1.7. The PE engineer role --
1.7.1. Incremental changes 1.7.2. Open-mindedness --
1.7.3. Between conformity and creativity --
1.8. A sociological approach to future students --
1.8.1. Heterogeneity of the university framework --
1.8.2. Cultural developments --
1.9. Conclusion --
1.10. References --
2. Training in Process Engineering --
2.1. Introduction --
2.2. Basic training courses --
2.2.1. State of play --
2.2.2. Typology of training courses --
2.2.3. Trends --
2.2.4. The example of a training course, that of ENSIC --
2.3. Relationship between estimated industrial needs and training --
2.3.1. Information inflation 2.3.2. Multi and/or interdisciplinary --
2.3.3. Internationalization of markets and supplies: globalization --
2.3.4. Environmental aspects --
2.3.5. Social responsibility --
2.3.6. Participation in decision-making --
2.3.7. Critical thinking and creativity --
2.3.8. Ability to anticipate change --
2.3.9. Influence of digital technologies --
2.4. Towards new pedagogical forms --
2.4.1. Traditional methods --
2.4.2. Traditional tools --
2.4.3. Methods and tools under development --
2.4.4. Conclusion --
2.5. Evaluation of a specific training course --
2.5.1. Background information 2.5.2. Impact assessment --
2.5.3. Student review of a course --
2.5.4. An initial comparison --
2.6. Conclusion --
2.7. References --
Appendix 1: ENSIC --
Training --
A1.1. Chemical industry engineering stream --
A1.1.1. Description --
A1.1.2. Recruitment --
A1.1.3. Teaching units of the core curriculum --
A1.1.4. Teaching units for specialization courses --
A1.1.5. Engineering internship --
A1.1.6. Work-study training "processes, products, and biotechnologies-processes" --
A1.2. Engineering with a chemical engineering specialization --
A1.2.1. Description --
A1.2.2. Recruitment A1.2.3. Teaching units --
A1.3. References --
Appendix 2: ITEACH --
Training --
A2.1. Evaluation of a training course --
A2.1.1. Pedagogy --
A2.1.2. Learning outcomes --
A2.1.3. Attractiveness --
A2.1.4. Relationship with research --
A2.1.5. Industry relations --
A2.1.6. Employability --
A2.1.7. Quality approach --
A2.1.8. Conclusion --
A2.2. Evaluation of a teaching unit --
A2.2.1. Strategic nature of the teaching unit --
A2.2.2. Relevance of the proposed training --
A2.2.3. Relevance of the proposed pedagogy --
A2.2.4. Perception of pedagogical relevance --
A2.2.5. Evaluation of acquisitions

Process engineering emerged at the beginning of the 20th Century and has become an essential scientific discipline for the matter and energy processing industries. Its success is incontrovertible, with the exponential increase in techniques and innovations. Rapid advances in new technologies such as artificial intelligence, as well as current societal needs Â sustainable development, climate change, renewable energy, the environment Â are developments that must be taken into account in industrial renewal. Process Engineering Renewal 1 Â the first volume of three Â focuses on training, demonstrating the need for innovation in order for the field to have a framework that is sustainable, in a highly changeable world.

There are no comments on this title.

to post a comment.