Hydroinformatics education – the Water Informatics in Science and Engineering (WISE) Centre for Doctoral Training

The Water Informatics in Science and Engineering Centre for Doctoral Training (WISE CDT) offers a postgraduate programme that fosters enhanced levels of innovation and collaboration by training a cohort of engineers and scientists at the boundary of water informatics, science and engineering. The WISE CDT was established in 2014 with funding from the UK Engineering and Physical Sciences Research Council (EPSRC) amongst the universities of Bath, Bristol, Cardiff and Exeter. The WISE CDT will ultimately graduate over 80 PhD candidates trained in a non-traditional 4-year UK doctoral programme that integrates teaching and research elements in close collaboration with a range of industrial partners. WISE focuses on cohort-based education and equips the PhD candidates with a wide range of skills developed through workshops and other activities to maximise candidate abilities and experiences. We discuss the need for, the structure and results of the WISE CDT, which has been ongoing from 2013–2022 (final year of graduation). We conclude with lessons learned and an outlook for PhD training, based on our experience with this programme.

Hydroinformatics education – The Water Informatics in Science and Engineering (WISE) Centre for Doctoral Training

The Water Informatics in Science and Engineering Centre for Doctoral Training (WISE CDT) offers a postgraduate programme that fosters enhanced levels of innovation and collaboration by training a cohort of engineers and scientists at the boundary of water informatics, science and engineering. The WISE CDT was established in 2014 with funding from the UK Engineering and Physical Sciences Research Council (EPSRC) amongst the Universities of Bath, Bristol, Cardiff and Exeter. The WISE CDT will ultimately graduate over 70 PhD candidates trained in a non-traditional UK doctoral programme that integrates teaching and research elements, focuses on cohort-based education and equips the students with a wide range of skills developed through workshops and other activities to maximise their abilities and experience. We discuss the need for, the structure and results of the WISE CDT, which has been ongoing for 6 years. We conclude with an outlook for PhD training, based on our experience with this programme.

General Info: International e-Conference on Bioengineering for Health and Environment (ICBHE 2020)

General Info: International e-Conference on Bioengineering for Health and Environment (ICBHE 2020). Organized by (i) Department of Biotechnology, School of Bio & Chemical Engineering, Centre for International Relations, Sathyabama Institute of Science & Technology, India; (ii) School of Bioscience, Faculty of Medicine, Bioscience and Nursing, MAHSA University, Malaysia. * Correspondence: [email protected]; [email protected]

Engineering Centre as Innovative Component of Professional Training of Future IT Specialists.................90 Slabin U. K. Knowledge and Perception of Eponyms in Chemistry by University Students in Belarus and the United States

Introduction. Nowadays, digital transformation of higher vocational education brings to the agenda questions about the ways and forms, which are adequate to the current state of society and the tasks of innovative development of the economy, to train specialists in the areas related to information and communication technologies (specialists of IT areas). One of the ways to solve the problem can be an active interaction of teaching staff and students with the engineering centres created at universities as points of effective application, development and commercialisation of new technologies.The aim of the present article was to analyse the process of approbation and obtained preliminary results of the preparation of bachelors of IT-directions on the basis of interaction between the pedagogical staff of Tula State University named after Lev Tolstoy (TSPU L. N. Tolstoy) and the university engineering centre “Digital Means of Production”.Methodology and research methods. The systematic and competency-based approaches became the leading approaches to the study of the problem under discussion. The authors applied the methods of socio-historical and theoretical-methodological analysis, modelling, studying and summarising the advanced Russian and foreign experience of educational organisations. In the course of approbation of innovative methods of training, interviews, questionnaires, testing and pedagogical experiment were carried out.Results and scientific novelty. The scientific and methodological support of organisational interaction between the TSPU L. N. Tolstoy and the engineering centre “Digital Means of Production” is briefly described in the article. The tasks and principles of this interaction are formulated: the principle of activity; the consolidation of efforts of interested parties with the defining position of the university; the correlation of the objects of professional activity and types of professional tasks designed for students with the requirements of the main educational programme; the scientific character and information-methodological support; ensuring the information security of a personality when addressing the research tasks and creating intellectual products. The efficiency and prospects of interaction between an educational organisation and a commercial structure, which is engaged in advancement and implementation of scientific and technological projects, is demonstrated. Through students’ involvement (as a part of group of its developers) in the entire cycle of production of a programme product, the following results are achieved: education of bachelors of the IT directions has gained more practice-focused character; students’ motivation to implementation of scientific research has been increased; additional resources for development and skills of teamwork have appeared; the level of readiness of graduates for the future professional activity has been considerably increased. The pedagogical experiment revealed cause-and-effect relations between participation of students in the solution of real practical engineering tasks and the level of formation of their professional competencies, which are in short supply in the labour market.The practical significance of the present research work lies in the potential possibilities of using the obtained data to improve the forms and methods for the formation of professional competencies among bachelors of IT areas in universities. Research materials may be of interest to university teachers of informatics and software engineering, Moreover, the research materials could be applied by the heads of professional education organisations.

РОЗВИТОК ІНТЕЛЕКТУАЛЬНОГО ПІДПРИЄМНИЦТВА ЗАКЛАДУ ВИЩОЇ ОСВІТИ

The identification of the nature of intellectual entrepreneurship in institutions of higher education has enabled to justify its specific principles, map the key problems of intellectual entrepreneurship development in Ukrainian universities and outline the pathways to their solution. The paper offers a concept of innovative entrepreneurship in institutions of higher education based on commercialization of intellectual activity results (IAR) viewed as a separate type of activity aimed at creation and realization of the commercial potential of university R&D results which relies on its own principles and is ensured through specific instruments within the University's infrastructure and is implemented in unique organizational forms. To ensure the implementation of the suggested organizational and economic mechanism, the content, principles and objectives of infrastructural support for commercialization of intellectual activity results in institutions of higher education have been developed. The heart of the organizational model for commercialization of IAR in institutions of higher education is an engineering centre. A multi-project mechanism for managing the commercialization of IAR in institutions of higher education has also been proposed, the core of which is a permanent project office operating within the engineering centre with engaged cross-functional teams on commercialization and respective project organizational structures to promote the entry of innovative products based on advanced developments of institutions of higher education into the market. The use of the developed assessment criteria for evaluating the innovation and commercial potentials of intellectual activity results facilitates a reasonable selection of intellectual activity results for commercialization (subject to their innovative and commercial potential assessment) along with providing an objective comparison of IAR and innovative products by various criteria combinations to set the priorities and make rational decisions in the area of financing and resourcing which enhances the overall efficiency of innovation activities and intellectual entrepreneurship performance in institutions of higher education.

Catalyst/Feedstock Ratio Effect on FCC Using Different Catalysts Samples

The present study is a follow-up to a recent authors contribution which describes the effect of the C/O (catalyst/oil) ratio on catalytic cracking activity and catalyst deactivation. This study, while valuable, was limited to one fluidized catalytic cracking (FCC) catalyst. The aim of the present study is to consider the C/O effect using three FCC catalysts with different activities and acidities. Catalysts were characterized in terms of crystallinity, total acidity, specific surface Area (SSA), temperature programmed ammonia desorption (NH3-TPD), and pyridine chemisorption. 1,3,5-TIPB (1,3,5-tri-isopropyl benzene) catalytic cracking runs were carried out in a bench-scale mini-fluidized batch unit CREC (chemical reactor engineering centre) riser simulator. All data were taken at 550 °C with a contact time of 7 s. Every experiment involved 0.2 g of 1,3,5-TIPB with the amount of catalyst changing in the 0.12–1 g range. The resulting 0.6–5 g oil/g cat ratios showed a consistent 1,3,5-TIPB conversion increasing first, then stabilizing, and finally decreasing modestly. On the other hand, coke formation and undesirable benzene selectivity always rose. Thus, the reported results show that catalyst density affects both catalyst coking and deactivation, displaying an optimum C/O ratio, achieving maximum hydrocarbon conversions in FCC units.