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Copyright of Turkish Journal of Education is the property of Mehmet Tekerek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper provides a comparison of andragogical and pedagogical orientations to learning, and argues that andragogy needs to be viewed as a principle for lifelong learning. Andragogical and lifelong learning assumptions are discussed from the perspective of engineering education in general and project-based learning in particular. The paper also presents the results of a small-scale study conducted on fifty-eight freshman engineering students’ andragogical and lifelong learning orientations in the context of Khalifa University of Science and Technology, Petroleum Institute, Abu Dhabi in the UAE. Results showed that the students had a greater tendency towards andragogical orientations, and that they had a moderate level of lifelong learning orientation. Data also revealed a positive correlation between andragogical and lifelong learning tendencies, and a negative correlation between pedagogical and lifelong learning tendencies. The results of the study are discussed and recommendations are made.

Bologna Process has set sights on creating European higher education area until 2010 and succeeded. Although it is not legally binding, most statements abide by published communications within the scope of the process created by member states and most international foundations. In European higher education area, education systems of member states aren't wanted to reduce one type higher education system. The aim is that protecting distinctive differences of higher education systems and providing them intercomparable. Thus, it is conceived that increasing mobility of students and faculties in parallel with transferring from a country or a university to other easily. In this regard, the universities in Germany have restructured their educational plans. Today, Germany is one of the countries which have high level of welfare and scientific development in the world. Purpose of this paper that presenting mechanical engineering education within new system in Germany. In this paper, Technical University of Hannover, Technical University of Munich and HAW-Hamburg (erst Fachhochschule) from Germany and courses and applications of mechanical engineering in Türkiye are considered. By European countries, making mechanical engineering education in Türkiye more quality and tougher and providing University-industry collaboration are intended. [ABSTRACT FROM AUTHOR]

Selection of a suitable controller type, determination of its coefficients and adjustment if necessary is an important issue in the design of control systems. Quickly checking whether the closed-loop system with a designed controller meets some desired time/frequency response criteria will save time for the student/designer. In this paper, an interactive control system simulator is designed to perform the simulations for closed-loop systems obtained with user-defined systems and different types of controllers whose parameters can be changed. The simulator allows the user to see the time/frequency response of the closed-loop system for different systems defined as single or comparatively and check whether some desired time/frequency domain criteria are satisfied, quickly. In addition, the simulator allows the possibility to see the disturbance input response and the effect of the measurement noise altogether with the reference input response, comparatively. Thus, analysis and comparison of different controllers and also teaching of control systems will be performed easily, quickly and effectively by using the simulator.

Copyright of International Journal of Eurasia Social Sciences / Uluslararasi Avrasya Sosyal Bilimler Dergisi is the property of International Journal of Eurosia Social Sciences / Uluslararasi Avrasya Sosyal Bilimler Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Chinese engineering and technology have developed rapidly since the founding of the People's Republic of China in 1949. This growth has been especially dramatic following the adoption of national reform and openness policies nearly 20 years ago. China has trained a large number of skilled engineers and technicians across a range of disciplines. These professionals have played a major role in the development of the national economy, in the continuous improvement of quality of life for all Chinese, and in the advancement of Science and Technology around the world. In this paper, after general information about education, education system, number of students and teachers in China has been given, mechanical engineering education in China is outlined. By giving detailed information about two universities in China via revealing the similarities and differences it has been studied to supply a contribution to the evaluation of our engineering education. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Computer & Mathematics Education is the property of Karadeniz Technical University, Distance Education Research & Application Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)