Analytical chemistry teaching in the USSR

The paper reviews the state of analytical chemistry teaching at Soviet higher educational establishments, discussing specifics of teaching techniques at various schools of higher learning, viz. universities and technological and non-chemical institutes. It describes the curricula and methods of continuous assessment. Particular attention is paid to the subject matter of courses in analytical chemistry and its future improvement, with special focus on problems related to training specialists in analytical chemistry at universities and other institutions of higher education. The paper also deals with facilities and opportunities offered for research projects, and finally touches on the problem of text books.     

Analytical Chemistry in Australia

Abstract

Analytical chemistry in Australia is alive, but its current development can be likened to that of a young and vigorous infant who needs assured supplies of food, a favourable environment and some sound guidance for growth and eventual maturity. That analytical chemistry exists in Australia and is healthy, has occurred despite the existence of most of the 19 universities in Australia! Sweden, with a population of 8.5 million, has 10 chairs in analytical chemistry in 5 main universities and analytical chemistry has been an acknowledged branch of chemistry at Swedish universities since 1960¹. Australia, with a population of 13.5 million and reasonably comparable standard of living and industrial development, has only one chair in analytical chemistry (at The University of New South Wales) in its 19 universities. However, 4 of the remaining universities (Newcastle, La Trobe, Tasmania and Queensland) have a strong interest in analytical chemistry, which is somewhat difficult to discern by the incorporation of analytical chemistry in either general chemistry or inorganic chemistry departments.     

Content and Methodological Provision of the Basic Course of Analytical Chemistry

Russian standards in training conventional graduates and bachelors are considered. These standards determine the status and volume of analytical chemistry courses at different higher educational institutions. An analysis of the educational standards, standard curricula, and the aims of teaching analytical chemistry suggests the advisability of changing the content of the course, particularly at industrial (branch) higher educational institutions. The provision of the analytical chemistry course with special literature (manuals, textbooks), equipment, and computer software is considered.     

History of Analytical Chemistry in Estonia (1800–1950)

The history of analytical chemistry, started in 1802, can be divided into different periods: 1802–1892 the Baltic German period in Universitas Dorpatensis, 1892–1917 the period of russification in the University, 1918–1939 the independent Estonian University of Tartu and opening of the chair of inorganic and analytical chemistry at Tallinn Technical University, 1940–1944 loss of independence and years of war, 1945–1991 the years in the Soviet Union, 1991-up to now the re-establishment of independence. The first chemical laboratory was founded at Universitas Dorpatensis by Prof. Ph. Arzt in 1802. The first practice in analytical chemistry was opened in 1847 by Prof. C. Göbel. The chair of chemistry was separated from pharmacy in 1850. A separate chair of analytical chemistry was opened at Tartu University in 1947.     

What Kind of Professional Training of Analytical Chemists is Required in Classical Universities?

The aims, curricula, and types of professional training of analytical chemists in classical universities are considered. Based on the data of a questionnaire filled at by the members of of analytical chemistry departments, an optimum set of special courses was proposed for the specialty analytical chemistry. An alternative set of special courses corresponding to the applied approach to training analytical chemists is sometimes taught to students of new specialties. A compromise between the two approaches is the introduction of additional educational programs.     

WPAC-Eurocurriculum Analytical Chemistry – Advanced Studies 1995 An evaluation for the WPAC-Study Group Education

This paper describes the results of the 3rd Europe-wide enquiry of the Working Party on Analytical Chemistry (WPAC) of the Federation of European Chemical Societies (FECS) in the field of education of analytical chemists at university level. While the first enquiry launched in 1983/84 showed the importance of separate chairs in Analytical Chemistry for maintaining the quality of modern curricula in a rapidly changing world and the evaluation of the second questionnaire from 1989/90 was the basis of the “WPAC-Eurocurriculum”, this third enquiry (1995) was aimed at determining the impact that the WPAC-Eurocurriculum initiative has made on the “Advanced Study Schemes” in Analytical Chemistry at European universities 3 years after its announcement. From the 141 questionnaires evaluated, it could be clearly shown that the WPAC-Eurocurriculum is already well known and accepted at universities in Europe, but not yet sufficiently established. Institutions having the WPAC-Eurocurriculum already implemented, however show a more flexible, modern and application oriented approach to the advanced study programme in Analytical Chemistry than universities teaching in the old way. Received: 15 January 1996 / Accepted: 27 June 1996     

Analytical Chemistry in the System of Interrelationships among Disciplines Studied at Classical Universities

Interrelationships between a university course on analytical chemistry and other disciplines attended by students specializing in chemistry are discussed. The teaching of analytical chemistry at a level corresponding to the present state of the art requires optimizing the order of teaching of interdisciplinary courses and some changes in the curricula of these courses (especially, in physics). A consideration of interrelationships between disciplines also implies a modification of the course on analytical chemistry (to avoid doubling, etc.).     

Graduate studies in analytical chemistry

Summary The system of graduate studies in the Czech Republic is at present subject to thorough structural changes with the aim to achieve an internationally recognized standard level. Programs of studies including advanced courses, seminars and the production of a thesis are worked out individually for each student and approved by the Council for Graduate Studies in Analytical Chemistry. Advisors are selected from the best senior members of faculty. To assure good quality of graduate studies, cooperation between the Departments of Analytical Chemistry at different universities is necessary, as well as coordination of the educational efforts between the departments of analytical, physical, inorganic and organic chemistry. Specific problems are addressed, such as the place of graduate studies in the system of research activities, the exchange of graduate students between various institutions to provide experience with unique instrumentation and the incorporation of graduate studies in the lifelong system of education in analytical chemistry.     

The Recent Status of Analytical Chemistry in Greece

The aim of this review is to present a very concise report of the research activities in the area of Analytical Chemistry performed in Greece during the last decade. Since, research in chemical analysis conducted by Greek scientific institutions covers a very large variety of analytical methodologies and techniques, it is found preferable to organize this review based on a separate presentation of the scientific activities of each Greek University or Scientific Institution, operating analytical laboratories or other divisions involved in analytical chemistry research.     

Role of the ionic reactions in teaching and research in Finland

Summary The status of ionic reactions in the chemistry curricula of the Finnish universities is outlined. In analytics their role is evidently changed. Qualitative analysis is no longer carried out by means of ionic reactions, but in modern instrumental methods of analysis these reactions are needed in sample preparation. Additionally, the ionic reactions are still important in teaching of analytical and inorganic chemistry. However, this topic should partly be taught already in the secondary school.     

Introducing Field Environmental–Analytical Chemistry in the Quantitative Analysis Laboratory

Advances in instrumentation and technology now provide the ability to perform many quantitative determinations in the field. Additionally, the potential for sample degradation and analyte decomposition make it necessary to determine certain analytes (e.g., dissolved oxygen) in the field when conducting environmental analyses. Unfortunately, field environmental—analytical chemistry is not a substantial portion of the analytical chemistry curriculum at many institutions. Students in lower-level analytical chemistry courses are often non-chemistry science majors, particularly at institutions with small chemistry departments. We report here on an experiment in which field environmental-analytical chemistry is introduced in the quantitative analysis laboratory. In the context of a water quality assessment of a local river, students determine temperature, pH, ORP, nitrate nitrogen, and ammonia nitrogen at several points in the river. The experimental objective is to determine the potential effects local agricultural practices and treated wastewater discharge may be having on the water composition. The pedagogical objective is to expose these students to the difficulties involved in making analytical determinations in unfamiliar and/or disruptive settings.     

An ideal teaching program of nuclear chemistry in the undergraduate chemistry curriculum

It is well known that several reports on the common educational problems of nuclear chemistry have been prepared by certain groups of experts from time to time. According to very important statements in these reports, nuclear chemistry and related courses generally do not take sufficient importance in undergraduate chemistry curricula and it was generally proposed that nuclear chemistry and related courses should be introduced into undergraduate chemistry curricula at universities worldwide. Starting from these statements, an ideal program in an undergraduate chemistry curriculum was proposed to be introduced into the undergraduate chemistry program at the Department of Chemistry, Ege University, in Izmir, Turkey during the regular updating of the chemistry curriculum. Thus, it has been believed that this Department of Chemistry has recently gained an ideal teaching program in the field of nuclear chemistry and its applications in scientific, industrial, and medical sectors. In this contribution, the details of this program will be discussed.     

Supplemental Educational Programs as a Tool for Expanding the Professional Skills of Analytical Chemists

The requirements for the minimum content and level of training to give the supplemental Expert in Environmental Safety qualification to graduates of classical universities specializing in chemistry (specialty no. 011000) were developed. An educational program is proposed. The program can be used as an efficient supplement of the professional training of students specializing in analytical chemistry; it allows the level of stating analytical problems and interpreting analytical results (for environmental samples) to be improved. The program has been approved by the Ministry of Education of the Russian Federation. It has already been launched at the Chemical Faculty of the Kuban' State University.     

Chemistry in Hungary

The following brief survey of the status of chemistry in Hungary focuses on chemistry education at Hungarian universities, the role of the chemical industry in the Hungarian economy, chemical research at university departments, and the Hungarian Academy of Sciences and its major research areas. Chemical cooperation with institutions in other countries is also outlined, with emphasis on joint projects with German institutions.     

Analytical Chemistry in France

Abstract

In this day and age it is not an easy task to describe in a few pages the current status of any scientific discipline. This is particularly difficult if one deals with a n area such as analytical chemistry in France which is on the upswing. The present wirteup is focused on developments in French universities since the war: we shall not deal with analytical chemistry in industry, even though chemical companies and the French Atomic Energy Commission have had a paramount influence on recent developments. Indeed, French analytical chemists are being educated mainly to serve the needs of industrial laboratories.     

The current state of analytical control in Lithuania

In Lithuania research and development in chemical analysis are concentrated in scientific institutes and universities. The main fields of interest focus on biosensors, electrochemical sensors, sampling techniques and methods, study of atomization processes in spectrochemical analysis and noise evaluation in analytical measurements. Some laboratories also take part in international environmental monitoring programmes. There are about 50 researchers at the Ph.D. level engaged in analytical chemistry and several hundred technicians specialized in the field of analytical control. About one hundred chemical laboratories are active in scientific institutes, universities and factories. Specialized laboratories of chemical analysis are at the disposal of Environmental Control and Health Protection Departments and forensic investigation organizations. So far no laboratories are accredited according to the ISO 9000 norms. Special courses on analytical chemistry are offered at a few schools of higher education in the country. Only at the Department of Analytical Chemistry of the University of Vilnius specialized programmes are available to postgraduate students working towards a Ph.D. to improve their skills in current techniques of analytical chemistry. Recently the Technical Committee TC-16 for Chemical Analysis was formed within the standardization system of Lithuania. Its main activities are centered on issues such as national terminology, certified reference materials (CRMs), analytical methods and analytical quality assurance. There are numerous problems related to national terminology, the preparation of special documents in the field of analytical control and the production of regional environmental CRMs. Problems, also arise in obtaining and using CRMs for analytical instrument calibration and validation.     

Postgraduate education in Analytical Chemistry: an Australian perspective

 Post-graduate education in analytical chemistry in Australian universities does not have a high profile at the national level, yet there is a significant demand from employers for graduates with qualifications in analytical chemistry. To meet this demand, some specialist courses such as Graduate Diplomas and course work Master’s degrees have been established. These courses however have a research component which is less than 50% of the total program. On the other hand, the traditional Master of Science and Doctor of Philosophy degrees are research only degrees and follow on from a fourth year (Honours year) of university study which may or may not have a course work component in analytical chemistry. The absence of course work past Year 4 produces graduates with a high degree of specialisation but with a limited view of the relationship between analytical chemistry and the social and R&D needs which drive research in analytical chemistry. It is argued that there should be a course work component in Years 5, 6 and 7 and that this course work component should address both discipline and general skills issues. Received: 15 January 1996/Accepted: 28 January 1996     

Postgraduate education in Analytical Chemistry: an Australian perspective

 Post-graduate education in analytical chemistry in Australian universities does not have a high profile at the national level, yet there is a significant demand from employers for graduates with qualifications in analytical chemistry. To meet this demand, some specialist courses such as Graduate Diplomas and course work Master’s degrees have been established. These courses however have a research component which is less than 50% of the total program. On the other hand, the traditional Master of Science and Doctor of Philosophy degrees are research only degrees and follow on from a fourth year (Honours year) of university study which may or may not have a course work component in analytical chemistry. The absence of course work past Year 4 produces graduates with a high degree of specialisation but with a limited view of the relationship between analytical chemistry and the social and R&D needs which drive research in analytical chemistry. It is argued that there should be a course work component in Years 5, 6 and 7 and that this course work component should address both discipline and general skills issues. Received: 15 January 1996/Accepted: 28 January 1996     

Opening speech of the chair of the scientific council on analytical chemistry of the russian academy of sciences,academician Yu.A. Zolotov,at the annual session of the council (Arkhangelsk,June 28, 2011)

In Scientific Council on Analytical Chemistry of the Russian Academy of Sciences

Opening speech of the chair of the scientific council on analytical chemistry of the russian academy of sciences, academician Yu.A. Zolotov, at the annual session of the council (Arkhangelsk, June 28, 2011)     

The teaching of problem solving: Environmental analysis

Summary An attempt is made to describe the present field of activities of analytical chemistry using environmental analysis as an example. Some conclusions concerning education in analytical chemistry at the universities are presented.

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Ausbildung in der Lösung von Problemen: Umwelt-Analytik

Zusammenfassung Am Beispiel Umwelt-Analytik wird versucht, das heutige Tätigkeitsfeld der Analytischen Chemie zu beschreiben und daraus einige Folgerungen für die Ausbildung in Analytischer Chemie an den Hochschulen abzuleiten.