Innovative methods of teaching and harmonization of educational standards in the sphere of computing

Competence-based approach to education (unlike traditional qualification) reflects requirements not only to the content of education, but also to a behavioral component. Recommendations about drawing up curricula for training of specialists in the computing sphere are considered. New pedagogical methods, proposing creative combination of the theory and practice which is reached in the course of direct professional activity are analyzed. The analysis of the problems arising at creation of educational standards is also given. It has shown that professional standards are primary link in high-quality training of various areas of economy specialists (including for computing area), and also ensuring their competitiveness have to be a basis for their development. Thus, problems when developing professional standards complicate prospect of harmonization of professional and educational standards which demands necessary methodological, methodical and expert completion at the first design stage

Load flow studies on stand alone microgrid system in Ranau, Sabah

This paper presents the power flow or load flow analysis of Ranau microgrid, a standalone microgrid in the district of Ranau,West Coast Division of Sabah. Power flow for IEEE 9 bus also performed and analyzed. Power flow is define as an important tool involving numerical analysis applied to power system. Power flow uses simplified notation such as one line diagram and per-unit system focusing on voltages, voltage angles, real power and reactive power. To achieved that purpose, this research is done by analyzing the power flow analysis and calculation of all the elements in the microgrid such as generators, buses, loads, transformers, transmission lines using the Power Factory DIGSilent 14 software to calculate the power flow. After the analysis and calculations, the results were analysed and compared

Issues of shaping the students’ professional and terminological competence in science area of expertise in the sustainable development era

The paper deals with the problem of future biology teachers’ vocational preparation process and shaping in them of those capacities that contribute to the conservation and enhancement of our planet’s biodiversity as a reflection of the leading sustainable development goals of society. Such personality traits are viewed through the prism of forming the future biology teachers’ professional and terminological competence. The main aspects and categories that characterize the professional and terminological competence of future biology teachers, including terminology, nomenclature, term, nomen and term element, have been explained. The criteria and stages of shaping the future biology teachers’ professional and terminological competence during the vocational training process have been fixed. Methods, techniques, technologies, guiding principles and forms of staged work on the forming of an active terminological dictionary of students have been described and specified. The content of the distant special course “Latin. Botanical Terminology”, which provides training for future teachers to study the professional subjects and to understand of international scientific terminology, has been presented. It is concluded that the proper level of formation of the future biology teachers’ professional and terminological competence will eventually ensure the qualitative preparation of pupils for life in a sustainable development era

Developing the Curriculum for Collaborative Intellectual Property Education

Intellectual property education, i.e. how intellectual property should be taught or more importantly how intellectual property is learnt, is a recent addition to the academic 'intellectual property' agenda. The regulation, acquisition and management of intellectual property rights presents economic, ethical, social and policy challenges across the international academic and business communities. Intellectual property is also the starting point of interesting academic cross-disciplinary collaborations in learning and teaching and in research. It will probably always be primarily a law subject taught by lawyers to law students hoping to practice. At the same time there is a growing array of disciplines demanding an awareness of and a competence in handling intellectual property concepts and regulations. At Bournemouth, we have been teaching IP across the disciplines for more than a decade. Recently, the Higher Education Academy subject centres in Law and in Engineering jointly funded a project to research 'IP for Engineers'. WIPO has begun addressing IP Education in earnest. At an international symposium in July 2005, papers addressed different aspects of IP Education, including Collaboration between Law Faculties and other disciplines. In November 2005, they jointly sponsored a National Conference in China to consider IP Education from primary school thru postgraduate research. IP education beyond the law school raises interesting questions for anyone contemplating teaching this complex law subject to non-lawyers. What constitutes the IP syllabus? Who should be teaching IP? When should it be taught? How should it be taught? What resources should be available? This paper begins to explore some of the answers