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Journal articles on the topic 'Columbia University. School of Chemistry'

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Published: 26 July 2024

Last updated: 28 July 2024

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1

Gilman, J. J. "Enthusiasms and Realities in Advanced Materials." MRS Bulletin 12, no. 8 (December 1987): 50–53. http://dx.doi.org/10.1557/s0883769400066781.

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Tom Read arrived at Columbia University on the same day that I did in 1948. He was a new professor in the School of Mines and I was a new graduate student. He was more than just a new professor. He was exceptional for that time. His father, T.T. Read, had been famous as an archeological metallurgist and professor at Columbia when the School of Mines was the premier school of its kind in the country. A measure of its eminence is that Irving Langmuir chose to study there rather than in a standard chemistry department.The younger Tom Read had studied physics at Columbia under Shirley Quimby, one of the few solid-state physics professors of the time (pre-transistor). After graduation he worked at the Frankford Arsenal and at the Westinghouse Research Laboratories, where he and Frederick Seitz wrote their definitive review of the mechanisms of the plastic deformation of solids.When he came back to Columbia as a professor, Tom Read's physics background made him almost unique among metallurgy professors. And, he had the zeal of a crusader — he was determined to teach fundamental knowledge rather than recipes. His techniques were often novel.For example, one semester we were to learn about ferromagnetism. But he had trouble finding a good American text, so he announced that we would study both ferromagnetism and German using the famous book by Becker and Doring called Ferromagnetisms. As a result, I have never forgotten the essentials of ferromagnetism.

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2

Brown, John M. "Ronald Charles David Breslow. 14 March 1931—25 October 2017." Biographical Memoirs of Fellows of the Royal Society 66 (March 20, 2019): 53–77. http://dx.doi.org/10.1098/rsbm.2018.0039.

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Ronald Breslow was one of the leading organic chemists of his generation. He had received the perfect start in gaining a Harvard doctorate at the age of 24 supervised by the legendary Bob Woodward, followed by a year of postdoctoral work in Cambridge with the equally legendary, but scientifically distinct, Alexander Todd. An academic career of 62 years at Columbia University followed, starting in 1955, and scientific success arose quickly. He was a physical organic chemist, using this discipline as a vehicle for tackling all manner of scientific problems and venturing as needed into biology, physics or medicine. He prepared the simplest aromatic species, solved the mechanism of action of Vitamin B1, built bridges between organic chemistry and enzymology, and developed an anti-cancer drug with a distinct enzyme target. Rewards, honours and prestigious lecture invitations arrived throughout his career, in recognition of the scope and originality of his achievements. He met Esther at Harvard, and they married on completion of his PhD. After returning to the USA, she pursued a successful career in biochemistry at Weill Cornell Medical School in New York. They raised two daughters, Stephanie and Karen, who both became successful attorneys. He had strong family values and was very proud of all their achievements. Towards his co-workers, he was open, eager to engage in discussion and committed to supporting them, both during time at Columbia and thereafter. His warmth encouraged positive responses to his style of supervision, and lively discussions. He was an accomplished classical and jazz pianist, the family cook, and they scuba-dived on annual vacations.

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3

Georghiou, Paris E. "Preface." Pure and Applied Chemistry 82, no. 9 (January 1, 2010): iv. http://dx.doi.org/10.1351/pac20108209iv.

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The 22nd International Congress on Heterocyclic Chemistry (ICHC-22) was held 2-7 August 2009 in St. John's, Newfoundland and Labrador, Canada. St. John's, the capital of Canada's youngest Province, Newfoundland and Labrador, is also Canada’s oldest and North America’s most easterly city. The Conference was chaired by Prof. Mohsen Daneshtalab (School of Pharmacy, Memorial University of Newfoundland) and was organized by the School of Pharmacy and the Chemistry Department at Memorial University of Newfoundland.Approximately 260 participants from over 30 different countries attended. The scientific program consisted of 10 plenary lectures, 19 invited lectures, 52 short communications, and 115 posters. Prof. Samuel Danishefsky (Sloan-Kettering Institute for Cancer Research, Columbia University) was honored with the 2009 ISHC Senior Award in Heterocyclic Chemistry, and Prof. John Wood (Colorado State University) was the 2009 Katritzky Junior Award winner. A special symposium entitled "Focus on heterocycles in organic synthesis today and tomorrow" was held during the Congress as a tribute to Prof. Victor Snieckus (Queen's University, Kingston) for his research accomplishments and long-time contribution to the International Society of Heterocyclic Chemistry (ISHC).The five Congress themes were:- New Methods in Heterocyclic Chemistry- Biologically Active Heterocycles (Pharmaceuticals/Agrochemicals)- Heterocyclic Natural Products and their Analogues- Applications of Heterocycles in Organic Synthesis- Heterocycles in Materials ScienceBesides the collection of 9 papers that are based on the plenary and invited lectures included in this issue of Pure and Applied Chemistry, the ICHC-22 Book of Abstracts is available online and can be downloaded for free from http://www.ichc2009.ca/abstract_book.pdf in pdf format.ICHC-23 will be held in Glasgow, Scotland, 31 July to 5 August 2011 with the following five main themes of heterocyclic chemistry: synthetic methodology, natural products and complex molecule synthesis, materials, medicinal chemistry, and nanochemistry. The conference will be chaired by Prof. Colin Suckling (University of Strathclyde).The organizers are grateful to all who contributed to a successful scientific program, especially to the speakers and to our public and private sponsors: City of St. John's, Memorial University of Newfoundland, IUPAC, Thieme, Wiley-Blackwell, Elsevier, Taiho Pharmaceutical Co., ChemRoutres Corporation, and American Diagnostica, Inc.Paris E. GeorghiouConference Editor

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4

Rufai, Saheed Ahmad, and Bello Musa. "Enriching the Lagos Model of Student Teaching with Pedagogical Provisions from the Columbia Model." Indonesian Journal of Curriculum and Educational Technology Studies 9, no. 2 (November 30, 2021): 63–76. http://dx.doi.org/10.15294/ijcets.v9i2.47262.

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The achievements of teacher preparation models have been studied through the use of input-output models. While teacher education programmes are considered to be the input, student achievements are the output. Consequently, certain models have been found to be more effective and evaluated more than others. It is noted that of all the components that constitute teacher education programme, the student teaching has received less attention. This study evaluates the student teaching sub-components of the University of Lagos, Faculty of Education and the University of Columbia Teachers College, with a view to attempting an enrichment of the former with some of the best pedagogical provisions from the latter. With the use of an adopted instrument tagged Comprehensive School Reforms Classroom Observation System (CSRCOS) and other trainee records, the evaluation identifies strengths and weaknesses as well as best practices for enrichment purposes. Results reveal that there were disparities in Lagos teacher trainees’ scores by their Departments and over a period of three academic sessions. These disparities can be defined and explained by the mode and type of field experience that the student teachers were exposed to. The study underscores some of the Columbia pedagogical practices for systematic replication by the Lagos Model. Abstrak Capaian model persiapan guru sering dikaji menggunakan model input-output yang menempatkan pendidikan keguruan sebagai bagian dari input dan capaian belajar siswa bagian dari output. Beberapa model diketahui lebih efektif disbanding lainnya, hanya saja komponen program Pendidikan guru dan pengajaran oleh siswa tidak banyak memperoleh perhatian. Oleh karena itu, penelitian ini mengkaji praktik pengajaran siswa sebagai bagian dari program Fakultas Ilmu Pendidikan, Universitas Lagos dan Columbia Teachers College yang diatahkan untuk memperkaya praktik pengajaran dengan mengadopsi instrument Comprehensive School Reforms Classroom Observation System (CSRCOS) dan catatan pelatihan lainnya. Kajian dalam penelitian ini mengidentifikasi kekuatan dan kelemahan yang ada dengan tujuan memperkaya pengalaman mengajar siswa. Melalui penelitian ini diperoleh kesenjangan di program pelatihan guru di Lagos sesuai departemen masing-masing dalam kurun waktu tiga semester. Kesenjangan tersebut dikategorisasikan sesuai dengan mode dan tipe pengalaman lapangan siswa mengajar. Kajian ini menegaskan bahwa terdapat beberapa praktik baik pedagogic dari Columbia Teachers College yang direplikasi secara sistematis oleh model Lagos.

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Rufai, Saheed Ahmad, Luqman Lekan Adedeji, and Bello Musa. "Using African Indigenous Knowledge in Conceptualizing Peculiarities-Based Teacher Education Curricula for African Universities." Indonesian Journal of Curriculum and Educational Technology Studies 9, no. 1 (April 30, 2021): 1–11. http://dx.doi.org/10.15294/ijcets.v9i1.46800.

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The dominant nature of Western models of teacher education in African universities has become a subject of great concern. Research reveals that teacher education curriculum models in such universities are either a wholesale importation or partial duplication of some of the dominant models of teacher preparation especially the Teachers College, Columbia and University of Wisconsin, Madison models. Accordingly, such curricula are ostensibly non-African in nature. Consequently, there is a clamour for an African indigenous model with potential to produce African-based teachers for Africa and its Diaspora. This study which has Indigenous Knowledge as its theoretical basis attempts to formulate university-based Afrocentric teacher education curriculum. The study employs a multiplicity of methods comprising curriculum criticism, the historical method, the analytic method, and creative synthesis. Its significance lies in its potential to contribute to the promotion of the African identity through ideologically independent teachers for ultimate implementation of school curricula in Africa. Abstrak Dominasi pendidikan keguruan model Barat di universitas-universitas Afrika telah menjadi perhatian yang besar. Beberapa penelitian mengungkapkan bahwa model-model pengembangan kurikulum pendidikan keguruan sepenuhnya merupakan impor atau duplikasi dari model beberapa model dominan persiapan calon guru, terutama Teachers College, Columbia dan universitas Wisconsin, Madison. Dengan demikian, kurikulum yang dijalankan seolah-olah tidak kontekstual Afrika. Akibatnya, muncul tuntutan lahirnya model asli Afrika yang potensial menghasilkan guru-guru berbasis Afrika untuk Afrika dan diasporanya. Kajian ini menggunakan pengetahuan pribumi sebagai basis teoretik untuk mengembangkan kurikulum pendidikan keguruan berbasis universitas yang menempatkan nuansa dan konteks Afrika sebagai fokus utama. Kajian ini menggunakan beragam metode, antara lain kritik kurikulum, telaah sejarah, metode analitik, dan sintesis kreatif. Signifikansi kajian ini terlatak pada potensinya berkontribusi bagi promosi identitas Afrika melalui guru-guru yang secara ideologis independent untuk mengimplementasikan kurikulum sekolah-sekolah di Afrika secara optimal.

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6

Kane, Kevin Y., Michael C. Hosokawa, Kathleen J. Quinn, and Laine Young-Walker. "University of Missouri–Columbia School of Medicine." Academic Medicine 95, no. 9S (September 2020): S277—S281. http://dx.doi.org/10.1097/acm.0000000000003370.

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7

HOSOKAWA, MICHAEL. "University of Missouri — Columbia School of Medicine." Academic Medicine 75, Supplement (September 2000): S189—S190. http://dx.doi.org/10.1097/00001888-200009001-00055.

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8

Zweig, Steven C., Michael C. Hosokawa, Caroline A. Kerber, David Cravens, Erik Lindbloom, and Peggy Gray. "University of Missouri–Columbia School of Medicine." Academic Medicine 79, Supplement (July 2004): S113—S117. http://dx.doi.org/10.1097/00001888-200407001-00026.

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9

Headrick, Linda A., Kimberly G. Hoffman, Rachel M. Brown, Weldon D. Webb, and Dena K. Higbee. "University of Missouri School of Medicine in Columbia." Academic Medicine 85 (September 2010): S310—S315. http://dx.doi.org/10.1097/acm.0b013e3181e915cb.

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10

Honig, Judy, and Janice Smolowitz. "Clinical Doctorate at Columbia University School of Nursing: Lessons Learned." Clinical Scholars Review 2, no. 2 (October 2009): 51–59. http://dx.doi.org/10.1891/1939-2095.2.2.51.

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11

Beasley, Maurine H. "Pulitzer's School: Columbia University's School of Journalism, 1903–2003 By James Boylan. New York: Columbia University Press, 2003. 337 Pp." American Journalism 21, no. 2 (April 2004): 116–18. http://dx.doi.org/10.1080/08821127.2004.10677584.

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12

Schmitt, Felix. "Transparenz − Wohin mit den Kräften am Beispiel Columbia University Medical School." Stahlbau 85, S1 (April 2016): 87–99. http://dx.doi.org/10.1002/stab.201690182.

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13

Kulichenko, Alla. "MEDICAL SCHOOL OF COLUMBIA UNIVERSITY: INNOVATIVE ACTIVITY FROM ITS ESTABLISHMENT UNTIL THE LATE 19TH CENTURY." Педагогічні науки: теорія, історія, інноваційні технології 9(103), no. 9(103) (November 30, 2020): 434–43. http://dx.doi.org/10.24139/2312-5993/2020.09/434-443.

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The article deals with the innovative activities at the Medical School of Columbia University from 1767 to the late 19th century. Moreover, the author points to the prerequisites for the establishment of the Medical School in New York. Firstly, in 1750 young and skilled doctors moved to New York and started to conduct private classes for those wishing to master medicine. Secondly, in 1760 according to the law, every doctor and surgeon had to obtain special permission – a license for practicing. As a result, in 1767, the Medical School of King’s College appeared. It should be noted that it changed its official name many times for many reasons. Finally, in the late 19th century it became the Medical School of Columbia University. There was intensive development of both individual and collective innovations in the 1840s – 1850s.

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Marble, Scott, and Karen Fairbanks. "Toni Stabile Student Center, Columbia University Graduate School of Journalism - Marble Fairbanks." Architectural Design 79, no. 2 (March 2009): 106–9. http://dx.doi.org/10.1002/ad.863.

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15

Wechsler, Harold S. "How Getting into College Led Me to Study the History of Getting into College." History of Education Quarterly 49, no. 1 (February 2009): 1–38. http://dx.doi.org/10.1111/j.1748-5959.2009.01166.x.

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I decided to study the history of American higher education shortly after May 1, 1968. Early that morning, over a thousand New York City police officers had cleared the Columbia University campus of demonstrators and the occupants of five university buildings. Upwards of 800 were arrested; perhaps the same number of students, faculty, and police needed medical attention. The next afternoon, the leaders of Students for a Democratic Society (SDS) gathered on the balcony of the Columbia Law School building, looking at over a thousand demonstrators protesting the police action. The images of the police action initiated by the Columbia administration still haunt me. But so does the triumph of “manipulatory democracy” practiced by SDS members.

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16

Fisher, P., and D. Protti. "Health Informatics at the University of Victoria." Yearbook of Medical Informatics 05, no. 01 (August 1996): 135–39. http://dx.doi.org/10.1055/s-0038-1638056.

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AbstractThe University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 60 units of course work (normally 40 courses) and 4 CO-OP work terms over 4.3 years. The School admits approximately 30 students each year. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 50 years with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 4 full-time faculty, 2 professional staff, 2 clerical staff, 7 adjunct faculty and a variable number of sessional teaching staff. The majority of the faculty have health backgrounds, totalling 150 person-years of health care experience. As of November 1995, the School had 168 graduates 75% of whom are employed in British Columbia, 17% in other parts of Canada and 8% outside the country. Sixty-five percent of the graduates work in government departments including community health agencies; 10% work in hospitals, 20% work for management consulting firms, software houses, or computer hardware firms, and 5% are otherwise employed. Almost 100% of the graduates are gainfully employed in professional positions in which their health information science degree is valued. They work as systems analysts, system designers/developers, consultants, research assistants, health-care planners, information system-support staff/trainers and client-account representatives. Some are already in senior management positions.

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Downey, Jennifer I. "Editorial: Contributions to Psychoanalysis and Psychodynamic Psychiatry by Richard C. Friedman (1941-2020)." Psychodynamic Psychiatry 48, no. 3 (September 2020): 223–33. http://dx.doi.org/10.1521/pdps.2020.48.3.223.

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As Interim Editor of Psychodynamic Psychiatry, I have the honor to comment on Richard C. Friedman's extraordinary career. At the time of his death in late March of this year, Richard C. Friedman (RCF) had been Editor of the Journal of the American Academy of Psychodynamic Psychiatry and Psychoanalysis for eight years. During that time, the journal was renamed Psychodynamic Psychiatry and became the first English-language journal in the world about psychodynamic psychiatry. At the time of his death, Dr. Friedman was Clinical Professor of Psychiatry at Weill-Cornell School of Medicine and Lecturer in Psychiatry at the Columbia University College of Physicians & Surgeons. He was also on the faculty of the Columbia Center for Psychoanalytic Training and Research and Research Professor at the Derner School of Adelphi University.

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Lindblom, Ken. "From the Editor." English Journal 102, no. 6 (July 1, 2013): 13–15. http://dx.doi.org/10.58680/ej201324030.

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Ken Lindblom has taught English and writing at Columbia High School (East Greenbush, New York), Syracuse University, and Illinois State University, and he is now associate professor of English and director of English teacher education at Stony Brook University (SUNY). He has been editor of English Journal since 2008, and this is the last of the 30 issues he’s edited.

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19

Rubin, Lewis J., Robyn Barst, and Nazzareno Galiè. "Inside the New Era in Treatment: Three Experts Analyze the Growing Spectrum of Therapy and Future Strategies." Advances in Pulmonary Hypertension 1, no. 1 (January 1, 2002): bmi—7. http://dx.doi.org/10.21693/1933-088x-1.1.1.

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Three physicians addressed key concerns in the treatment of pulmonary hypertension in a discussion that ranged from special considerations in tailoring therapy to the role of new agents dramatically changing the algorithm for managing this disease. The roundtable discussion was moderated by Lewis J. Rubin, MD, Professor of Medicine, University of California, San Diego, School of Medicine, and included Robyn Barst, MD, Professor of Pediatrics, Columbia University College of Physicians and Surgeons, New York, New York, and Nazzareno Galiè MD, Professor at the Postgraduate School of Cardiology, University of Bologna, Italy.

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Farber, Harrison W., Mark Gladwin, Evelyn M. Horn, and Myung H. Park. "Sickle Cell Disease and Pulmonary Hypertension: Addressing the Mixed Pathology and Special Considerations in Diagnosis and Treatment." Advances in Pulmonary Hypertension 6, no. 1 (January 1, 2007): 39–44. http://dx.doi.org/10.21693/1933-088x-6.1.39.

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This discussion was moderated by Evelyn M. Horn, MD, Associate Professor of Clinical Medicine and Director, Pulmonary Vascular Disease, Center for Advanced Cardiac Care, Columbia University Medical Center, New York, New York. Panel members included Harrison W. Farber, MD, Director, Pulmonary Hypertension Center, Boston Medical Center, Boston University School of Medicine; Mark Gladwin, MD, Chief, Vascular Medicine Branch, National Heart, Lung, and Blood Institute, Critical Care Medicine Department, Clinical Center, National Institutes of Health, Bethesda, MD; Myung H. Park, MD, Director, Pulmonary Vascular Disease Program, University of Maryland School of Medicine.

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&NA;, &NA;. "Gnatz Named Department Chairman at the University of Missouri-Columbia School of Medicine." American Journal of Physical Medicine & Rehabilitation 74, no. 3 (May 1995): 255. http://dx.doi.org/10.1097/00002060-199505000-00024.

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Meliyanti, Meliyanti, and Sani Aryanto. "INDONESIAN GOVERNMENT POLICY: LEARNING LITERACY AT TEACHER COLLEGE COLUMBIA UNIVERSITY." Journal of Professional Elementary Education 2, no. 2 (September 30, 2023): 259–72. http://dx.doi.org/10.46306/jpee.v2i2.55.

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The purpose of this research is to present a comprehensive overview of the Microcredential program TCRWP in an effort to improve teacher literacy competence in Indonesia. The research method used descriptive qualitative with 53 teachers as subjects from PAUD (Pendidikan Anak Usia Dini/Preschool) and SD (Sekolah Dasar/Elementary School) levels from 14 provinces in Indonesia. The results of the study show the government's success in increasing teachers’ literacy competence through implementation of the TCRWP microcredential program with an indicator of test scores > 80. The rationalization for the success of this program consists of (1) An increase in teachers' understanding of the continuum literacy principle conceptually as a representative polarization of literacy learning in the context of Indonesian education; (2) Capacity building in choosing and developing decodable books and their levels; (3) An increase in ability to formulate reading workshop strategy as an innovative strategy in developing more contextual literacy learning.

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Protti, D. J. "Health Information Science at the University of Victoria: The First Ten Years." Methods of Information in Medicine 33, no. 03 (1994): 268–72. http://dx.doi.org/10.1055/s-0038-1635025.

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Abstract:The University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 40 courses and 4 CO-OP work terms over 4.3 years. The School admits 30 students each September of which 60% are normally female. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 42 with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 5 full-time faculty, 3 professional staff and 4 part-time faculty. The majority of the faculty have health backgrounds, totalling 135 person-years of practising health care experience. As of November 1992, the School had 113 graduates; 75% are employed in British Columbia, 18% are in other parts of Canada and 7% outside the country. Forty-five percent of the graduates work in government departments including community health agencies; 29% work in hospitals; 26% work in management consulting firms, software houses, or computer hardware firms. They work as systems/project analysts, systems consultants, research assistants, planning analysts, system-support staff, trainers/developers and client account representatives. Some are already in senior management positions.

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24

Wilkins, Mira. "Chandler: A Retrospect." Enterprise and Society 9, no. 03 (September 2008): 411–14. http://dx.doi.org/10.1017/s1467222700007205.

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I met Al Chandler in late 1962 (or early 1963), when he visited the Graduate School of Business, Columbia University, as a guest of Associate Dean Clarence Walton. Chandler gave a seminar, based on his new book Strategy and Structure. I was then at Columbia Business School, completing my (and Frank Ernest Hill's) archive-based history of Ford Motor Company's international operations, which was my first book. As my next project, I was seeking to write an overall history of US business abroad. I wanted to figure out whether patterns I had found in my research on Ford abroad were typical (or atypical) of US corporations, in general, as the latter expanded worldwide.

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Friedmann, John. "Austrians-in-the-World. Conversations and Debates About Planning And Development." European Spatial Research and Policy 21, no. 1 (June 6, 2014): 11–22. http://dx.doi.org/10.2478/esrp-2014-0002.

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John Friedmann has taught at MIT, the Pontifical Catholic University of Chile, UCLA, the University of Melbourne, the National University of Taiwan, and is currently an Honorary Professor in the School of Community and Regional Planning at the University of British Columbia in Vancouver, Canada. Throughout his life, he has been an advisor to governments in Brazil, Venezuela, Chile, Mozambique, and China where he was appointed Honorary Foreign Advisor to the China Academy of Planning and Urban Design.

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Barst, Robin J., Jeffrey R. Fineman, Michael A. Gatzoulis, and Richard A. Krasuski. "Pulmonary Arterial Hypertension in Adults with Congenital Heart Disease." Advances in Pulmonary Hypertension 6, no. 3 (August 1, 2007): 142–48. http://dx.doi.org/10.21693/1933-088x-6.3.142.

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This discussion was moderated by Robyn J. Barst, MD, Professor of Pediatrics, Divisions of Pediatric Cardiology at Columbia University College of Physicians and Surgeons and Cornell Medical Center, and Director of New York Presbyterian Pulmonary Hypertension Center at Columbia University Medical Center, New York, New York. Panel members included Jeffrey R. Fineman, MD, Pediatric Critical Care Specialist and Associate Investigator of the Cardiovascular Research Institute, University of California, San Francisco; John Granton, MD, Assistant Professor of Medicine, University of Toronto, Pulmonary Arterial Hypertension Programme, University Health Network, Toronto, Ontario; Michael A. Gatzoulis, MD, PhD, Professor of Cardiology, Congenital Heart Disease, and Consultant Cardiologist and Director of the Adult Congenital Heart Centre at the Royal Brompton Hospital and the National Heart and Lung Institute, Imperial College School of Medicine, London, UK; and Richard A. Krasuski, MD, Director of Adult Congenital Heart Disease Services, Department of Cardiovascular Medicine, Cleveland Clinic, Cleveland, Ohio.

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Of College & Research Libraries, Association. "And the winners are . . .: The official results of the 2019 ACRL elections." College & Research Libraries News 80, no. 6 (June 4, 2019): 334. http://dx.doi.org/10.5860/crln.80.6.334.

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Karen Munro, associate dean of libraries, learning and research services, at Simon Fraser University in Burnaby, British Columbia, on the traditional, current, and unceded territories of the Squamish, Tsleil-Waututh, Musqueam, and Kwikwetlem Nations, is the 82nd president of ACRL.Jon E. Cawthorne, dean of the Wayne State University Library System and the School of Information Sciences, has been elected vice-president/president-elect of ACRL.

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28

Crump, Eric. "Technotreachery: Play in Filtrates School." About Campus: Enriching the Student Learning Experience 1, no. 1 (March 1996): 20–23. http://dx.doi.org/10.1002/abc.6190010105.

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Eric Crump is the learning technologies coordinator for the University of Missouri-Columbia Learning Center. He is working on a number of projects, all exploring ways to use computer networks to create new learning environments and to complement conventional learning environments. His pet projects at the moment are the Online Writery, an online community of student writers; Rhetnet, an experimental scholarly cyberjournal on rhetoric and writing, and the MU Institute for Instructional Technology, a mechanism for effecting technological and pedagogical change on campus. If you would like to contact Eric to inquire about the nuts and bolts of on-line learning or about his views on learning and the academy, you can send e-mail to him at wleric@showme.missouri.edu .

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Sinclair, K. E., and S. J. Marshall. "Engaging Students in Atmospheric Science: A University-High School Collaboration in British Columbia, Canada." Journal of Geoscience Education 57, no. 2 (March 2009): 128–36. http://dx.doi.org/10.5408/1.3544245.

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30

Schmidt, Glen, Dawn Hemingway, and Gerard Bellefeuille. "Building Healthy Northern Communities Through Strengthening Capacity." Journal of Comparative Social Work 7, no. 1 (April 2, 2012): 36–50. http://dx.doi.org/10.31265/jcsw.v7i1.79.

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This study examines and evaluates the effects of one-time funding on capacity building of health and social welfare organizations in a remote and northern section of British Columbia Canada. The Province of British Columbia awarded a two million dollar grant (Canadian) to the University of Northern British Columbia (UNBC). Organizations applied for funds through a competitive process that was managed by the School of Social Work at UNBC. Twenty-five different community organizations and agencies received funding for a period of eighteen months. The organizations and agencies delivered a range of services and activities located in remote First Nations communities as well as the natural resource-based single industry towns of northern BC.

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Isabella, Jude. "Review: Future Directions in Science Journalism, University of British Columbia School of Journalism, Vancouver, British Columbia, Canada, November 9-10, 2007." Science Communication 29, no. 4 (March 27, 2008): 537–38. http://dx.doi.org/10.1177/1075547008316304.

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Barst, Robyn J., Marc Humbert, Ivan M. Robbins, Lewis J. Rubin, and Robyn J. Park. "Roundtable Discussion of the Impact of the 4th World Symposium on Pulmonary Hypertension." Advances in Pulmonary Hypertension 8, no. 2 (April 1, 2009): 89–94. http://dx.doi.org/10.21693/1933-088x-8.2.89.

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A discussion among attendees of the 4th World Symposium on Pulmonary Hypertension took place to share “an insider's look” into the current and future research and treatment implications in pulmonary hypertension. Myung H. Park, MD, guest editor of this issue of Advances in Pulmonary Hypertension, Assistant Professor of Medicine and Director, Pulmonary Vascular Diseases Program, Division of Cardiology, University of Maryland School of Medicine, Baltimore, moderated the discussion. Participants included Robyn Barst, MD, Professor Emerita, Columbia University, New York; Marc Humbert, MD, PhD, Universite Paris-Sud, French Referal Center for Pulmonary Hypertension, Hopital Antoine-Beclere, Assistance Publique Hopitaux de Paris, Clamart, France; Ivan Robbins, MD, Associate Professor of Medicine, Vanderbilt University School of Medicine, Nashville, Tennessee; and Lewis J. Rubin, MD, Clinical Professor, Department of Medicine, University of California, San Diego.

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Adams, Vicki. "Critical thinking or common sense?" Veterinary Record 179, no. 7 (August 11, 2016): i—ii. http://dx.doi.org/10.1136/vr.i4364.

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Vicki Adams grew up in Vancouver, Canada, and graduated with a degree in animal science from the University of British Columbia before being accepted into vet school in Saskatchewan. Her animal science background has given her the population perspective that is so important in epidemiology and she now runs her own consulting company, Vet Epi

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CISG Advisory Council. "CISG Advisory Council Opinion No. 22." Nordic Journal of Commercial Law, no. 1 (November 6, 2022): 63. http://dx.doi.org/10.54337/ojs.njcl.1.7521.

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The CISG-AC started as a private initiative supported by the Institute of International Commercial Law at Pace University School of Law and the Centre for Commercial Law Studies, Queen Mary, University of London. The International Sales Convention Advisory Council (CISG-AC) is in place to support understanding of the United Nations Convention on Contracts for the International Sale of Goods (CISG) and the promotion and assistance in the uniform interpretation of the CISG. At its formative meeting in Paris in June 2001, prof. Peter Schlechtriem of Freiburg University, Germany, was elected chair of the CISG-AC for a three-year term. Dr. Loukas a. Mistelis of the Centre for Commercial Law Studies, Queen Mary, University of London, was elected secretary. The founding members of the CISG-AC were prof. Emeritus Eric E. Bergsten, Pace University School of Law, prof. Michael Joachim Bonell, University of Rome la Sapienza, prof. E. Allan Farnsworth, Columbia University School of Law, prof. Alejandro M. Garro, Columbia University School of Law, prof. Sir Roy M. Goode, Oxford, prof. Sergei n. Lebedev, Maritime Arbitration Commission of the Chamber of Commerce and Industry of the Russian Federation, prof. Jan Ramberg, University of Stockholm, Faculty of Law, prof. Peter Schlechtriem, Freiburg University, prof. Hiroo Sono, Faculty of Law, Hokkaido University, prof. Claude Witz, Universität des Saarlandes and Strasbourg University. Members of the council are elected by the council. At subsequent meetings, the CISG-AC elected as additional members prof. Pilar Perales Viscasillas, Universidad Carlos III, Madrid; prof. Ingeborg Schwenzer, University of Basel; prof. John Y. Gotanda, Villanova University; Prof. Michael G. Bridge, London School of Economics; prof. Han Shiyuan, Tsinghua University and Prof. Yeşim Atamer, Istanbul Bilgi University, Turkey, prof. Ulrich G. Schroeter, University of Mannheim, Germany, prof. Lauro Gama, Pontifical Catholic University, Justice Johnny Herre, Justice of the Supreme Court of Sweden, prof. Harry M. Flechtner, University of Pittsburgh, prof. Sieg Eiselen, Department of Private Law of the University of South Africa, and prof. Edgardo Muñoz López, Universidad Panamericana, Guadalajara, México. Prof. Jan Ramberg served for a three-year term as the second chair of the CISG-AC. At its 11th meeting in Wuhan, People's Republic of China, prof. Eric E. Bergsten of Pace University School of Law was elected chair of the CISG-AC and prof. Sieg Eiselen of the Department of Private Law of the University of South Africa was elected secretary. At its 14th meeting in Belgrade, Serbia, prof. Ingeborg Schwenzer of the University of Basel was elected chair and at its 24th meeting in Antigua, Guatemala, prof. Michael G. Bridge of the London School of Economics was elected chair of the CISG-AC. At its 26th meeting in Asunción, Paraguay, ass. Prof. Milena Djordjević, University of Belgrade, Serbia, was elected secretary, and she was reelected short after the 30th meeting in Rio de Janeiro. Prof. Pilar Perales Viscasillas of the University Carlos III of Madrid was elected chair of the CISG-AC after the 30th meeting in Rio de Janeiro.

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Nickless, G. "University of Bristol School of Chemistry." Analytical Proceedings 23, no. 6 (1986): 177. http://dx.doi.org/10.1039/ap9862300177.

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Fischer-Lichte, Erika. "Introduction: From Comparative Arts to Interart Studies." Paragrana 25, no. 2 (December 1, 2016): 12–26. http://dx.doi.org/10.1515/para-2016-0026.

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AbstractThe essays assembled in this volume were initially presented at the concluding conference of the International Doctoral School “InterArt Studies” held at the Freie Universität Berlin from June 25-27, 2015. The school bore the label “international” not just because its students hailed from five different continents. Rather, it was called that because it was born out of the collaboration with the Copenhagen Doctoral School in Cultural Studies, Literature and the Arts, later joined by the Doctoral School of Goldsmiths College, London, and the Graduate School of Arts and Sciences at Columbia University, New York. During these nine years (2006-2015) of research, it was generously funded by the German Research Council.

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Klinenberg, Eric. "How Many Americas? the Culture Wars in u.s. Politics." Contexts 4, no. 3 (August 2005): 16–20. http://dx.doi.org/10.1525/ctx.2005.4.3.16.

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In February, Contexts kicked off a series of public discussions with a forum including University of Pennsylvania sociologist Elijah Anderson, author of Code of the Street; Thomas Frank, author of What's the Matter with Kansas?; and Nation columnist and Columbia Law School professor Patricia Williams. NYU sociology professor Eric Klinenberg moderated the discussion before a capacity crowd at New York University. The conversation touched upon issues of class, race, market culture, free speech, and party politics. Here are excerpts from the event.

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Hoerder, Dirk. "Migration History as a Transcultural History of Societies." Journal of Migration History 1, no. 2 (October 29, 2015): 121–35. http://dx.doi.org/10.1163/23519924-00102005.

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As ‘ethnic’ history — the nation-to-ethnic-ghetto version of migrant strategies — came to include the process of migration and the socialization, the ‘roots’ of the field were still traced to the Chicago School and Oscar Handlin. European scholarship in the initial stages centred on emigration to North America and followed us approaches. I discuss, to the 1950s, European and Canadian epistemologies of the field and briefly refer to research in other parts of the world. The essays discuss neglected, theoretically and conceptually complex origins of migration studies and history in the us: (1) the Chicago Women’s School of Sociology of Hull House reformers and women economists from the 1880s and the cluster of interdisciplinary scholars at Columbia University (Franz Boas et al.); (2) scholars at the University of Minnesota who included the migrants’ societies of origin; as well as (3) scholars in California (Bogardus, social distance scale) and (4) British Columbia who recovered data collected in the 1920s and read them in modern multicultural perspectives. Against these many threads the emphasis by Chicago scholars, E. Park in particular, and O. Handlin on disorganization and ‘marginal men’ are assessed.

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Parent, Amy. "Visioning as an Integral Element to Understanding Indigenous Learners’ Transition to University." Canadian Journal of Higher Education 47, no. 1 (April 27, 2017): 153–70. http://dx.doi.org/10.47678/cjhe.v47i1.186168.

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This article focuses on high school to university transitions for Indigenous youth at universities in British Columbia, Canada. The study is premised on an Indigenous research design, which utilizes the concept of visioning and a storywork methodology (Archibald, 2008). The results challenge existing institutional and psychological approaches to transitions in revealing that they are deeply impacted by a variety of lived experiences and that a visioning process is vital to Indigenous youths’ participation in university. The paper concludes with implications for practitioners working in educational and Aboriginal community-based settings.

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Jones, Emilie, Veronika Larsen, and Stefan Dollinger. "Silencing Voices: Indigenous day schools and the education section of the 1958 Hawthorn report for British Columbia." British Journal of Canadian Studies 36, no. 1 (March 11, 2024): 3–27. http://dx.doi.org/10.3828/bjcs.2024.2.

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In 1954, the Department of Citizenship and Immigration commissioned anthropologist Harry Hawthorn to investigate problems faced by Indigenous people in British Columbia. This article focuses on Hawthorn’s report, The Indians of British Columbia (1958) and compares its recommendations with the original source questionnaire responses found at the University of British Columbia’s Archives and Special Collections. The responses examined, collected near the peak of day school enrollment in British Columbia, offer new insights directly from educators about their perspectives on the problems faced by Indigenous children attending day schools, and more broadly Indigenous communities as a whole. Key changes apparent in the questionnaire responses and 1958 report showcase the absence of Indigenous voices in any of the questionnaires and a lack of interest from educators in the communities, though such interest is claimed in the report. Both the questionnaires and Hawthorn’s resulting report recommend a consistent antithetical juxtaposition of Indigenous versus western, the discouragement of family ties, and the limitation of formal education to school-aged children. Such findings work to balance Hawthorn’s status as an advocate of Indigenous rights with the damaging realities indicated through and supported by his report. Through this analysis, we aim to further understandings of the impact of day schools on communities in British Columbia, and to view kinship within a reality of resilience and survival.

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Slive, Daniel J. "Richard Landon. A Long Way from the Armstrong Beer Parlour: A Life in Rare Books. New Castle, Delaware and Toronto, Ontario: Oak Knoll Books and Thomas Fisher Rare Book Library, 2014. 440p. One illustration. ISBN: 978-1-58456-330-3 (Oak Knoll Press) / 978-0-7727-6113-2 (Thomas Fisher Rare Book Library). $49.95." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 17, no. 1 (March 1, 2016): 86–88. http://dx.doi.org/10.5860/rbm.17.1.464.

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Throughout the course of his lengthy and remarkable career, Richard Landon successfully developed and promoted the extensive and renowned collections at the University of Toronto Libraries. After receiving his undergraduate and library school degrees from the University of British Columbia, Landon was hired in 1967 as a cataloguer in the libraries‘ Department of Rare Books and Special Collections. In the academic year 1971–1972 he pursued an advanced degree in bibliography and textual criticism at the University of Leeds, returning to Toronto to serve as Assistant Head and Acting Head prior to his appointment as Head of the department in . . .

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Special Commemorative Issue. "Contributors." Conversations: The Journal of Cavellian Studies, no. 7 (November 13, 2020): 268–76. http://dx.doi.org/10.18192/cjcs.vi7.4921.

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Steven G. Affeldt (Le Moyne College)Isabel Andrade (Yachay Wasi)Stephanie Brown (Williams College)Alice Crary (University of Oxford/The New School)Byron Davies (National Autonomous University of Mexico)Thomas Dumm (Amherst College)Richard Eldridge (Swarthmore College)Yves Erard (University of Lausanne)Eli Friedlander (Tel Aviv University)Alonso Gamarra (McGill University)Paul Grimstad (Columbia University)Arata Hamawaki (Auburn University)Louisa Kania (Williams College)Nelly Lin-Schweitzer (Williams College)Richard Moran (Harvard University)Sianne Ngai (Stanford University)Bernie Rhie (Williams College)Lawrence Rhu (University of South Carolina)Eric Ritter (Vanderbilt University)William Rothman (University of Miami)Naoko Saito (Kyoto University)Don Selby (College of Staten Island, The City University of New York)P. Adams Sitney (Princeton University)Abraham D. Stone (University of California, Santa Cruz)Nicholas F. Stang (University of Toronto)Lindsay Waters (Harvard University Press)Kay Young (University of California, Santa Barbara)

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Dhingra, Swati. "Economic Development, Technological Change, and Growth: Reforms and Economic Transformation in India." Journal of Economic Literature 51, no. 4 (December 1, 2013): 1203–5. http://dx.doi.org/10.1257/jel.51.4.1183.r11.

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Swati Dhingra of London School of Economics and Political Science reviews, “Reforms and Economic Transformation in India” edited by Jagdish Bhagwati and Arvind Panagariya. The Econlit abstract of this book begins: “Nine papers explore economic policy reforms in India and consider why their impact has not been as significant as it has been in other reform-oriented economies. Papers discuss labor regulations and firm size distribution in Indian manufacturing; complementarity between formal and informal manufacturing in India—the role of policies and institutions; services growth in India—a look inside the black box; organized retailing in India—issues and outlook; selling the family silver to pay the grocer's bill?—the case of privatization in India; variety in, variety out—imported input and product scope expansion in India; reforms and the competitive environment; the postreform narrowing of inequality across castes—evidence from the states; and entrepreneurship in services and the socially disadvantaged in India. Bhagwati is University Professor of Economics and Law at Columbia University. Panagariya is Professor of Economics and Jagdish Bhagwati Professor of Indian Political Economy at Columbia University.”

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Bennett, Ruth, and Susana Frisch. "The MPH Program in Long Term Care Administration at the Columbia University School of Public Health." Physical & Occupational Therapy In Geriatrics 8, no. 1 (February 27, 1990): 57–63. http://dx.doi.org/10.1300/j148v08n01_13.

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Bennett, Ruth, and Susana Frisch. "The MPH Program in Long Term Care Administration at the Columbia University School of Public Health." Physical & Occupational Therapy In Geriatrics 8, no. 1-2 (January 1990): 57–63. http://dx.doi.org/10.1080/j148v08n01_13.

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FITZPATRICK, M. LOUISE. "Nurses of a Different Stripe: A History of the Columbia University School of Nursing, 1892–1992." Nursing History Review 3, no. 1 (January 1995): 268–69. http://dx.doi.org/10.1891/1062-8061.3.1.268.

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Lamoureux, Kevin, and Jennifer Katz. "Intersectionality, Indigeneity, and Inclusive Education: Reimagining Intersectionality, Indigeneity, and Inclusive Education: Reimagining Business as Usual Business as Usu." Exceptionality Education International 30, no. 2 (September 1, 2020): 12–18. http://dx.doi.org/10.5206/eei.v30i2.11078.

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In Canada, inclusive educators wishing to design education for all, must consider one of the most excluded groups in our schools and our society - Indigenous students and peoples – in their efforts to design for diversity. This article is based on a keynote lecture given by the author at a conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia on June 1, 2019.

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Carrasco Díaz, Daniel. "Richard Mattessich: vida y obra." De Computis - Revista Española de Historia de la Contabilidad 3, no. 5 (December 31, 2006): 207. http://dx.doi.org/10.26784/issn.1886-1881.v3i5.195.

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El texto que se ofrece a continuación constituye el discurso pronunciado por el profesor Daniel Carrasco Díaz, catedrático de Economía Financiera y Contabilidad como padrino del homenajeado, en el solemne acto de investidura del Prof. Dr. Richard Mattessich, profesor emérito de la Sauder School of Commerce, de la University of British Columbia, Vancouver (Canadá), como Doctor honoris causa por la Universidad de Málaga, celebrado el 18 de mayo de 2006.

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Rosenzweig, Erika Berman, Steven H. Abman, Dunbar Ivy, and Sheila G. Haworth. "• Identifying the Complex Spectrum of Childhood PAH• Selecting Candidates for Aggressive Treatment." Advances in Pulmonary Hypertension 5, no. 2 (April 1, 2006): 36–42. http://dx.doi.org/10.21693/1933-088x-5.2.36.

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This discussion was moderated by Erika Berman Rosenzweig, MD, Assistant Professor of Pediatrics (in Medicine), Columbia University College of Physicians and Surgeons, New York, New York. Panel members included Steven H. Abman, MD, Professor of Pediatrics and Director of the Pediatric Heart-Lung Center at The Children’s Hospital, University of Colorado School of Medicine, Denver, Colorado; Dunbar Ivy, MD, Associate Professor of Pediatrics, University of Colorado Health Sciences Center, The Children’s Hospital, Chief of Pediatric Cardiology, and Director of the Pulmonary Hypertension Program, University of Colorado Health Sciences Center, Denver, Colorado; and Sheila G. Haworth, MD, FRCP, Professor of Developmental Cardiology, Institute of Child Health, University College, London, UK, and Lead Clinician at the United Kingdom Pulmonary Hypertension Service for Children.

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Newsome, William T. "On Neural Codes and Perception." Journal of Cognitive Neuroscience 7, no. 1 (January 1995): 95–100. http://dx.doi.org/10.1162/jocn.1995.7.1.95.

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Bill Newsome is a professor in the Department of Neurobiology at the Stanford University School of Medicine. He received his B.S. in physics from Stetson University in 1974 and his Ph.D. in biology from Caltech in 1980. Following postdoctoral work at MH, he served on the faculty at SUNY Stony Brook before joining the Stanford faculty in 1988. His research has focused on the neural mechanisms underlying visual perception and visually guided behavior. Bill was a corecipient of the Rank Prize in optoelectronics in 1992, and received the Minerva Foundation's Golden Brain Award in the same year. This fall he received the Spencer Award, granted yearly by the College of Physicians and Surgeons at Columbia University for highly original contributions to research in neurobiology. In addition, he won the Kaiser Award for excellence in preclinical teaching granted annually by the Stanford School of Medicine.

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