Peter Scharle

6603628255

Publications - 4

Levels of what and how in the education of geo-engineering on problematic soils

R. Szepeshazi Peter Scharle R. P. Ray

Publication Name: Geotechnical Engineering

Publication Date: 2015-12-01

Volume: 46

Issue: 4

Page Range: 110-113

Description:

Majority of recent studies discussing the development issues of civil engineering education focus the attention on the innovative teaching and learning methods. Evolution of the engineers' habit of mind demands, in addition, the conscious harmonization and synchronization of educational level, basic mathematical and mechanical preliminaries and professional content. Consideration of the interdependence among these factors results in some conclusions usable for educators interested in creating innovative curricula. Distinction between BEng and MEng levels of competence has to be identified properly. Geotechnical works on or in problematic soils deserve this attention, in particular.

Open Access: Yes

DOI: DOI not available

Challenges and responses in the geo-engineering education

Peter Scharle

Publication Name: Proceedings of the 1st International Conference on Education and Training in Geo Engineering Sciences Soil Mechanics Geotechnical Engineering Engineering Geology and Rock Mechanics

Publication Date: 2008-01-01

Volume: Unknown

Issue: Unknown

Page Range: 443-446

Description:

Structural engineers assess the geotechnical problems as difficult to model, complicated to calculate and full of crude approximations. In return, clear constraints hindering the practical use of advanced mechanical theories and computational software decrease the interest of geotechnicians in studying and applying them. In designing complex structures both sides restrict themselves in many cases to the exchange or prescription of some data given on interfaces. The paper presents an overviewon differences either loosing their importance or remaining significant between these structural and geotechnical perspectives. Educational consequences related to the Bologna-process are discussed. Role of case studies and understanding of the observational method's importance are stressed. The paper concludes that geotechnical education should and could correspond to the challenges with more conscious and better structured curricula. © 2008 Taylor & Francis Group, London.

Open Access: Yes

DOI: DOI not available

Cognitive psychological structure of education and research in geotechnics

Peter Scharle

Publication Name: Proceedings of the 16th International Conference on Soil Mechanics and Geotechnical Engineering Geotechnology in Harmony with the Global Environment

Publication Date: 2005-12-01

Volume: 4

Issue: Unknown

Page Range: 2859-2862

Description:

Post secondary education provides an introduction to models, and develops model selection and application skills. Recent developments in cognitive psychology offer good possibilities for differentiating between levels of knowledge. It is prudent to define four levels of preparation in the technical-engineering professions, particularly in their relationship to models. As a conclusion, it turns out that professional geotechnicians are required to have MSc level of competency. The approach also yields answers to some debated questions of modelling and solving geotechnical problems in the framework of engineering mechanics.

Open Access: Yes

DOI: DOI not available

Public-Private Partnership (PPP) as a social game

Peter Scharle

Publication Name: Innovation

Publication Date: 2002-01-01

Volume: 15

Issue: 3

Page Range: 227-252

Description:

Discrepancy between social demands and public resources has become apparent in many countries worldwide. Institutions and industries involved in public services seek new forms of collaboration and combine all available public and private skills to circumvent problems. Advocates of public-private partnership (PPP) assess the progress as convincing. Reserved observers argue that the technique has immanent weaknesses. Putting the phenomena, experience, and discussion into a wider context of gaming helps to arrive at a better comprehension. The paper focuses on road transportation infrastructure issues but its conclusions are of broader interest. Four perspectives are chosen to discuss PPP as a gaming issue. Linguistics, the mathematical theory of games, experimental psychology and the theory of institutions offer useful analytical concepts, theorems and approaches. The gaming perspective allows us to identify and define more clearly several uncertain or misinterpreted situations or actions experienced in PPP implementations. The conceptual identification of positions, motivations and further characteristics is not only possible but helps all partners to better understand the structure, the rules and roles given in the procedure. Use of the gaming perspective in PPP issues seems to enhance 'fair play'. Expected trends of development and further areas of suggested research are derived from the conclusions and conjectures. Application of the gaming perspective is recommended in the development of project delivery techniques, education and training.

Open Access: Yes

DOI: 10.1080/1351161022000027630