The therapeutic partnership: legal and ethical aspects of consumer health information

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Was baben Denksportaufgaben mit der Ingenieurausbildung zu tun?

The report describes a course on problem-solving skills for engineering students. The course is structured by an algorithm to solve engineering problems analytically. This algorithm is introduced and developed on the basis of a series of well-structured problems and puzzles. The strategies are then applied to professional problems of engineering. Finally, an action plan is derived from the algorithm described which can be applied to problems set in engineering examinations.     

Lifelong learning policies and discourses: critical reflections from Aotearoa,New Zealand

This article examines New Zealand experiences and understandings of lifelong education and lifelong learning over the past 30 years or so. It investigates the place of lifelong education and lifelong learning discourses in shaping public policy in Aotearoa as well as questions about the similarities and differences between the discourse in New Zealand and in Europe and the UK. The aim of the paper is to throw light on the following questions: what effects, if any, have notions of lifelong education or lifelong learning had on public policy discourses on tertiary education and the education of adults? Is there evidence to suggest that notions of either ‘lifelong education’ or ‘lifelong learning’ have provided a vision or sense of purpose or set of guidelines in developing public policies? Have they served to justify or legitimate new initiatives or funding arrangements? And, if so, what is the nature of this influence? Finally, in the light of this discussion the article also examines the question whether notions of ‘lifelong education’ and ‘lifelong learning’ as they have featured in the academic and policy literature are predominantly located in a Euro‐centred discourse and hence how they might be reconstituted to reflect more adequately discourses of learning and education in other parts of the world.     

Humanities in Engineering Education

The need for humanities in technical curricula can be explained in part by the impact technology has on our society. Engineers are the class of people who contribute most, and most directly to the changing face of the earth. So they should have at least an idea of the context they are working in. Humanities, on the other hand, have been on the loosing side since World War II. This calls for some reconsideration. The ever more urgent call for languages, management and law competencies for engineers is an expression for this. Humanities can and must play an important role in every well-balanced engineering curriculum.