Medical Entrance Exams

16th January 2009

BLDEU PGET

17th January 2009

Bharati Vidyapeeth University

18th January 2009

Manipal Academy Of Higher Education (MAHE)

17th May 2009

Delhi University Medical Entrance Test (DUMET)

24th May 2009

Guru Gobind Singh Indraprastha University MBBS Entrance Test

21st June 2009

Guru Gobind Singh Indraprastha University MBBS Entrance Test stage II

1st June 2009

AIIMS

Chemical Engineering Course

Chemical Engineering Course

Deals with the design, installation and maintenance of plants of large-scale processes in oil,chemical,pharmaceutical and allied industries. This could also cover various fields of chemical technology in mineral based industries, petrochemical plants, synthetic fibres and even petroleum refining plants.

Course :

The focus of the BE/B.Tech programmes in Chemical Engineering is on Industrial Chemistry, Polymer Technology, Polymer Processing, Polymer Testing, Polymer Synthesis etc.

Chemical engineering includes all phases of technical activity in which knowledge of chemistry, along with other basic sciences such as mathematics, physics, biology, and computer sciences, is used to embark upon and solve the problems of society. These problems include energy, health, environment, food, clothing, shelter, and materials. For example, the chemical-processing industries are under technical and managerial control of the chemical engineer. These industries supply society with a vast array of products, including chemicals, plastics, pharmaceuticals, foods, textiles, fuels, and industrial gases. The chemical engineer also serves society in improving the environment by reducing and eliminating pollution and applying the biosciences in biochemical and biomedical engineering. The spectrum of activity of the chemical engineer, because of his or her unique background, is one of the broadest in the science-technical field. They may be design engineers working for a product along with mechanical and electrical engineers, may be a research engineer and engaged in developing new process and products and as a project engineer deal with the design, installation and maintenance of plants, and in manufacturing industry supervise all operation related to production. This could also cover various fields of chemical technology in mineral based industries, petrochemical plants, synthetic fibers and even petroleum refining.

Specialization:

The focus of the BE/B. Tech programmes in Chemical Engineering is on Industrial Chemistry, Polymer Technology, Polymer Processing, Polymer Testing, and Polymer Synthesis etc.

Educational Attainment:

BE/B. Tech, M.Tech and Ph.D Employment opportunities Chemical Engineering

Petroleum, refining, fertilizer technology, processing of food & agricultural products, synthetic food, petrochemicals, synthetic fibers, coal & mineral based industries & prevention & control of environmental pollution & the development & improvement of processes, design, construction, operation & management of the plants for these process & research in these areas.

Scope:

Wide opportunities exist for chemical engineers both in public & private sectors in the design, development, fabrication, production & control of chemical & processing plants as well as scope for self – employment in food & agro-industries 7 in small chemical plants.

Employment opportunities :

Chemical engineers find employment in all phases of technical operations. A large no of graduates in chemical engineering have obtained M.S. and Ph.D. degrees than those in almost any other engineering field. It is advantageous for those interested in the more advanced work of research, development, and college teaching to obtain a graduate degree. The chemical engineering degree is frequently used as a stepping-stone to other professions such as law, medicine, Marketing and Sales or teaching. The recent trend in career of a chemical engineer to join management education and after completion they are placed in manufacturing industry, Marketing and sales job.

South Indian Students Eager To Fly To UK

25,000 engineering graduates, in Bangalore alone, are produced every year. But a recent survey shows that more than 30% of them are not skilled enough to be employed. In other words, they don’t know what they’ve studied or why they took it up in the first place.

There may be several reasons for this such as parental pressure, and so on. But the Indian education system is one of the prime culprits.

The story behind all this is that a teacher invests about two hours per subject to cram in the facts, figures, and derivations concerning it. But very little is being done to introduce the subject in a holistic sense. The relevance of the subject in the real world is hardly being emphasized.

Considering the fact that the student does take pains to understand the subject on her own, more often than not, she meets a dead-end called exam, which reinforce the adage: curiosity killed the cat.

Some solutions to this are: Reduce the number of hours. Perhaps about one and half hours must be devoted to dwell on details concerning subject, and spend half an hour explaining its larger purpose and motivate them to study it.

Exams must be made as unpredictable as possible. Standard question patterns in exams is a deterrent to learning. In reality, its ignorance that kills the cat but curiosity gets framed. Grades must bank on project work, interviews, interaction with peers and professors and, most importantly, on classroom discussions.