Instrument engineering [by] Charles Stark Draper, Walter McKay [and] Sidney Lees

Mode of access: Internet.

Science and engineering, education and manpower [microform] : hearing before the Subcommittee on Science, Research, and Technology of the Committee on Science and Technology, U.S. House of Representatives, Ninety-seventh Congress, second session, February 11, 1982.

"No. 93."

Engineering world; a journal of engineering and construction.

Mode of access: Internet.

Pocket-book of mechanics and engineering.

Mode of access: Internet.

Engineering and design : general provision and geometric design for roads, streets, walks, and open storage areas.

Includes bibliographical references.

Bulletin of engineering and architecture

Some nos. issued in the university's Bulletin series, and some in its Publication series

Engineering and scientific papers

At head of title: Columbia university ... Schools of mines, engineering and chemistry

Engineering mechanics; electrical, civil, mechanical, and mining engineering.

Nos. [1]-240, 1882-91, form v. 1-13; nos. 241-310, 1892-Oct. 1897, have no volume numbers; nos. 311-336, Nov. 1897-1899, form v. 16, nos. 11-12, v. 17-18, no. 11.

The Ledgewood-Bonair Landslide toe and where did it go? A case study in littoral sediment budgets from a deep-seated landslide in Island County, Washington

On the morning of March 27th, 2013, a small portion of a much larger landslide complex failed on the western shoreline of central Whidbey Island, Island County, Washington. This landslide, known as the Ledgewood-Bonair Landslide (LB Landslide), mobilized as much as 150,000 cubic meters of unconsolidated glacial sediment onto the coastline of the Puget Sound (Slaughter et al., 2013, Geotechnical Engineering Services, 2013). This study aims to determine how sediment from the Ledgewood-Bonair Landslide has acted on the adjacent beaches 400 meters to the north and south, and specifically to evaluate the volume of sediment contributed by the slide to adjacent beaches, how persistent bluff-derived accretion has been on adjacent beaches, and how intertidal grain sizes changed as a result of the bluff-derived sediment, LiDAR imagery from 2013 and 2014 were differenced and compared to beach profile data and grain size photography. Volume change results indicate that of the 41,850 cubic meters of sediment eroded at the toe of the landslide, 8.9 percent was redeposited on adjacent beaches within 1 year of the landslide. Of this 8.9 percent, 6.3 percent ended up on the north beach and 2.6 percent ended up on the south beach. Because the landslide deposit was primarily sands, silts, and clays, it is reasonable to assume that the remaining 91.1 percent of the sediment eroded from the landslide toe was carried out into the waters of the Puget Sound. Over the course of the two-year study, measurable accretion is apparent up to 150 meters north and 100 meters south of the landslide complex. Profile data also suggests that the most significant elevation changes occurred within the first two and half months since the landslides occurrence. The dominant surficial grain size of the beach soon after the landslide was coarse-sand; in the years following the landslide, 150 meters north of the toe the beach sediment became finer while 100 meters south of the toe the beach sediment became coarser. Overall, the LB Landslide has affected beach profile and grain size only locally, within 150 meters of the landslide toe.

Global engineering education: Australia and the Bologna process

This paper presents a critical comparison of major changes in engineering education in both Australia and Europe. European engineering programs are currently being reshaped by the Bologna process, representing a move towards quality assurance in higher education and the mutual recognition of degrees among universities across Europe. Engineering education in Australia underwent a transformation after the 1996 review of engineering education1. The paper discusses the recent European developments in order to give up-to-date information on this fast changing and sometimes obscure process. The comparison draws on the implications of the Bologna Process on the German engineering education system as an example. It concludes with issues of particular interest, which can help to inform the international discussion on how to meet today’s challenges for engineering education. These issues include ways of achieving diversityamong engineering programs, means of enabling student and staff mobility, and the preparation of engineering students for professional practic e through engineering education. As a result, the benefits of outcomes based approaches in education are discussed. This leads to an outlook for further research into the broader attributes required by future professional engineers. © 2005, Australasian Association for Engineering Education