Relevant bibliographies by topics / United World Colleges project

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'United World Colleges project'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "United World Colleges project"

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Duranczyk, Irene, and Elena Pishcherskaia. "Bridging Countries and Cultures through Accessible Global Collaborations." Education Sciences 8, no. 4 (November 14, 2018): 199. http://dx.doi.org/10.3390/educsci8040199.

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This paper discusses and provides two case studies on a postsecondary, accessible, global project among students in Russia, China, and the United States. The project design was to engage diverse students in an international conversation to explore their place in the world and envision their future as individuals, innovators, workers, and/or leaders in this globalized world. The three countries chosen, Russia, China, and the United States, are world powers and are pivotal countries for building international bridges. This paper highlights the evolution of the project and students’ vision for developing ongoing student-centered international research projects. It is the hope of the authors that educators reading this article will be inspired to embark on other accessible global projects designed to enhance language and cultural competence with and among all college students.
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He, Kai, Huiyun Feng, Steve Chan, and Weixing Hu. "Rethinking Revisionism in World Politics." Chinese Journal of International Politics 14, no. 2 (March 30, 2021): 159–86. http://dx.doi.org/10.1093/cjip/poab004.

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Abstract Revisionism is an important concept in international relations discourse, and it is especially prevalent in discussions about relations between China and the United States in the context of a possible power transition. Yet, this concept has until recently not received the systematic research attention that it deserves. We present in this essay different strategies that a revisionist state may pursue. It builds on recent scholarship by other colleagues and is drawn from a larger project of ours to study revisionism historically and develop it conceptually. We argue that military conquest and subversion—or in our terminology, hard revisionism—have become less likely in today’s world compared to the past. Instead, different approaches of soft revisionism intended to advance institutional changes should be given more attention. We provide a typology of these soft revisionist strategies and offer examples from recent Chinese and US conduct to illustrate them.
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Leybourne, Stephen A., Vijay Kanabar, and Roger D. H. Warburton. "Developing and teaching of a world-class online project management curriculum." Journal of Project, Program & Portfolio Management 2, no. 2 (December 30, 2011): 1. http://dx.doi.org/10.5130/pppm.v2i2.2231.

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The evolution of the internet and collaboration tools have made it possible to enhance the range of online education, and make it universally accessible and eminently affordable. Around 2000, the faculty at Boston University’s Metropolitan College proposed an online master’s degree in project management, using the emerging learning management systems. The program grew quickly from 40 to 200 students, and was one of the first in the United States to be accredited by the Project Management Institute’s Global Accreditation Committee. This academic model has now been extended to other disciplines and programs.It was expected from the outset that the BU online and classroom academic experiences would be completely equivalent. This presented several challenges, the first of which was developing online equivalents for the face-to-face pedagogical course components. Second, writing online courses, recording videos and developing innovative discussion topics is time-consuming, and we quickly realised that only fulltime faculty had the commitment and motivation to devote the required effort to produce quality courses. Finally, the technological resources associated with course development and course operation required significant investment, beyond the faculty time, currently estimated at around $60,000 per course.We surveyed our students and alumni every two years and now have enough data to describe accurately the evolution in attitudes to online education.As one of the earlier and premier adopters of a rigorous academic online education model, BU has a vested interest to contribute to the growing debate about the academic quality and rigour of online education, the application of high pedagogical standards, and the innovative use of online teaching frameworks and tools. This paper will address and document these issues and assist in raising awareness of emerging “best practice” in the online education domain.
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Ndi Okalla, Joseph-Marie. "The Arts of Black Africa and the Project of a Cfmstian Art." Mission Studies 12, no. 1 (1995): 277–84. http://dx.doi.org/10.1163/157338395x00312.

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AbstractThis essay is in honour and in memory of the late Prof. Dr. Engelbert MVENG Sf. Born in Cameroon on May 9, 1930, Fr. Mveng has been found murdered in Yaoundé on April 23, 1995 before he would turn 65 years old. In the last thirty years, he was professor at the University of Yaoundé/Cameroon, Department of History. As a historian and theologian, he has enormous contributions to African culture and history, especially in the realm of cultural and religious anthropology as well as in iconology, which have won a wide acclaim. The internationally renowned artistic work of Fr. Mveng which can be found in different churches, chapels and educational centers the world over, underlines the iconographic contribution of Africa to the world and to Christianity. See, for example: Our Lady of Africa in the Basilica of the Annunciation in Nazareth/Israel; the Jesuit Hekima College in Nairobi/Kenya; Uganda Martyrs Altar at Libermann, Douala/Cameroon; Our Lady of the Yaoundé Cathedral/Cameroon; the decoration of the chapel of the Catholic University of Central Africa, Yaoundé/Cameroon ... and various centers in Africa and in the United States ... I have presented the first version of this essay on the occasion of a visit of John Paul II to Cameroon. I enclose a selected bibliography of the writings of Fr. Engelbert Mveng.
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Williams, Richard J., and James Mulherin. "The Development of Advanced-Technology Automated/Robotic Telescope Systems and the Future of Small-Telescope Astronomy." International Astronomical Union Colloquium 183 (2001): 95–101. http://dx.doi.org/10.1017/s0252921100078672.

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AbstractDuring the 1990s groups at universities around the world developed small working automated/robotic telescopes that proved the feasibility of using such systems for education and research projects. A few of the more successful projects such as the Bradford Robotic Observatory in the United Kingdom and the University of Iowa’s Automated Telescope Facility (AFT) and Iowa Robotic Observatory (IRO) programs proved how useful and powerful these systems can be in practice. This paper describes how one company, Torus Technologies, developed hardware and software technologies to create the most advanced integrated small automated/robotic telescope systems in the world. These systems were designed from the “bottom up” to be automated/robotic telescopes capable of operating an entire observatory including domes, CCD cameras, and other peripheral equipment.Automated/robotic telescopes can play a major role in enabling small colleges and universities, especially in developing countries, to actively participate in serious “hands on” research and education projects that otherwise would not be practical. A commercially available affordable, high-precision, and proven turnkey automated/robotic small telescope system capable of operating remotely via the Internet is crucial for bringing this technology into widespread use. Today Torus Technologies telescopes are installed at locations worldwide as primary instruments for research programs, discovery and monitoring programs, and education programs. This paper describes some of the current applications for using these telescopes and how these telescope systems will be used in the future in standalone installations and in global networks.
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Vij, Dhruv. "FINANCIAL LITERACY : A COMPARISON BETWEEN THE YOUTH OF INDIA AND USA." International Journal of Advanced Research 8, no. 10 (October 31, 2020): 734–65. http://dx.doi.org/10.21474/ijar01/11897.

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Financial literacy is a critical aspect of our lives. When taught early, it provides life skills for young adults to make use of now as well as in the future. It can help individuals go from surviving to thriving. Financial education isnt taught in schools and colleges but is very essential to live in these times. A person not only learns how to survive in a capitalist world, but also how to grow and preserve their money. This project focused on what young adults currently know about money management and to provide recommendations to increase their financial acumen. The research also compares the responses of several questions from students in India (New Delhi) and students in the United States (Massachusetts).The goals of this project were three -fold: 1. Conducted research on the literacy models used to assess knowledge and skills regarding financial literacy in general 2. Created a survey instrument based on the research and administered the survey to participants 3. Created a set of recommendations and observations based on the survey results in the form of an infographic.To accomplish this goal a simple questionnaire, created from a composite of several internationally known literacy programs, was administered to individuals of ages 18-22. A series of 15 recommendations resulted from the analysis of the survey results and were disseminated through the use of an infographic. One of the results was that only 50% of the indian population knew in detail about the concept of interest and inflation rates.
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Bockman, Johanna, and Michael A. Bernstein. "Scientific Community in a Divided World: Economists, Planning, and Research Priority during the Cold War." Comparative Studies in Society and History 50, no. 3 (June 25, 2008): 581–613. http://dx.doi.org/10.1017/s0010417508000261.

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During the Cold War, economists utilizing mathematical methods in both the Soviet Union and the United States found they shared a common research project. After the Stalinist years in which they could communicate very little, they found that they had much to learn from each other. Mathematical economics came to bridge the divide between East and West even though the meetings and collaborations between American and Soviet colleagues were fraught with tension and misunderstanding. The Cold War excitement about mathematical economics and the East-West cooperation it allowed, however, dwindled with the end of détente, the global shift in economic science away from mathematical economics, and the end of state socialism in the East Bloc. To understand the rise and fall of this cooperation and convergence, we examine the case of the connection between Tjalling C. Koopmans, a Dutch economist living in the United States as a result of World War II, and Leonid V. Kantorovich, a Russian scientist living in the Soviet Union. These two men jointly won the Nobel Memorial Prize in Economic Science in 1975. Their scientific connections reflect the broader experiences of East-West scientific collaboration during the Cold War. At the same time, they offer insights for scholars regarding struggles over scientific research priority and the potential for convergence between capitalism and socialism during the Cold War era.
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Seawright, Leslie E. "Teaching Technical Writing: Opportunities for International Collaboration." International Journal of Engineering Pedagogy (iJEP) 4, no. 2 (March 17, 2014): 28. http://dx.doi.org/10.3991/ijep.v4i2.3438.

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Globalization of our modern economies requires a workforce that can move easily between time zones and cultures. Professors cannot ignore the drastic impact globalization has and will place upon engineering students. In order to be prepared for a competitive job market and the actual requirements of many engineering positions, students need to understand the constraints and challenges of working with colleagues that may live and work in different cultures, countries, languages, and contexts. However, engineering education rarely offers students an opportunity to practice the realities of our digital and intercultural working environments. This paper outlines one way to offer engineering students with collaborative, international, and intercultural writing projects. Students from a technical writing course in the United States were paired with engineering students in Qatar to develop a set of instructions using multimedia methods. Students learned a great deal from the real-world experience of writing and creating a project across two continents.
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De Block, Greet, and Bruno De Meulder. "Iterative Modernism." Transfers 1, no. 1 (March 1, 2011): 97–126. http://dx.doi.org/10.3167/trans.2011.010106.

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This article traces the implicit spatial project of Belgian engineers during the interwar period. By analyzing infrastructure planning and its inscribed spatial ideas as well as examining the hybrid modernity advocated by engineers and politicians, this article contributes to both urban and transport history.Unlike colleagues in countries such as Germany, Italy and the United States, Belgian engineers were not convinced that highways offered a salutary new order to a nation traumatized by the First World War. On the contrary, the Ponts et Chaussées asserted that this new limited access road would tear apart the densely populated areas and the diverse regional identities in Belgium. In their opinion, only an integration of existing and new infrastructure could harmonize the historically fragmented and urbanized territory. Tirelessly, engineers produced infrastructure plans, strategically interweaving different transport systems, which had to result in an overall transformation of the territory to facilitate modern production and export logics.
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Illston, Bradley G., Jeffrey B. Basara, Christopher Weiss, and Mike Voss. "The WxChallenge: Forecasting Competition, Educational Tool, and Agent of Cultural Change." Bulletin of the American Meteorological Society 94, no. 10 (October 1, 2013): 1501–6. http://dx.doi.org/10.1175/bams-d-11-00112.1.

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The WxChallenge, a project developed at the University of Oklahoma, brings a state-of-the-art, fun, and exciting forecast contest to participants at colleges and universities across North America. The challenge is to forecast the maximum and minimum temperatures, precipitation, and maximum wind speeds for select locations across the United States over a 24-h prediction period. The WxChallenge is open to all undergraduate and graduate students, as well as higher-education faculty, staff, and alumni. Through the use of World Wide Web interfaces accessible by personal computers, tablet computer, and smartphones, the WxChallenge provides a state-of-the-art portal to aid participants in submitting forecasts and alleviate many of the administrative issues (e.g., tracking and scoring) faced by local managers and professors. Since its inception in 2006, 110 universities have participated in the contest and it has been utilized as part of the curricula for 140 classroom courses at various institutions. The inherently challenging nature of the WxChallenge has encouraged its adoption as an educational tool. As its popularity has grown, professors have seen the utility of the Wx-Challenge as a teaching aid and it has become an instructional resource of many meteorological classes at institutions for higher learning. In addition to evidence of educational impacts, the competition has already begun to leave a cultural and social mark on the meteorological learning experience.
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Dissertations / Theses on the topic "United World Colleges project"

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Branson, Jacqueline. "An evaluation of United World Colleges." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10006651/.

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This evaluation of United World Colleges (UWC) explored the relationships between the movement's aims and the processes and outcomes of learning in the colleges. The purpose of the evaluation was to establish how efffective the colleges were in meeting their aims and the factors that defined their effectiveness. The research focused on the perspectives of UWC students, graduates and staff in eight of the nine UWCs internationally. Semi-structured interviews provided the main source of evidence in the first phase of data collection, supplemented by student journals, informal observations and documentary evidence. The second phase of data collection comprised a large-scale postal questionnaire on UWC students to check the validity of initial findings amongst a larger sample. The evaluation established that UWCs were effective in meeting their aims, especially in relation to citizenship education. Howvever, while it was apparent that the normal curriculum was an important and often underestimated factor or influence, it became clear that informal learning experiences were more influential. These experiences were related to the way in which individuals interacted with day-to-day activities and with one another and hence much of what could be understood about the effectiveness of UWCs appeared to he rooted in how the colleges functioned as communities. By exploring the cultural norms that governed communal behaviour, it was possible to identify certain values and beliefs shared within and between UWCs. These values and beliefs could be traced back to the movement's founding principles and appeared to be the essence or its culture, providing the learning experiences encountered in its colleges with meaning and potency.
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Schaffeld, Cornelia [Verfasser]. "Die United World Colleges und ihre aktuelle pädagogische Bedeutung / Cornelia Schaffeld." Köln : Zentralbibliothek der Deutschen Sporthochschule, 2010. http://d-nb.info/1149691816/34.

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Sampson, Mary Elizabeth. "A study of the affirmative action employee selection process in California community colleges." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/926.

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Jung, Chloé Marie. "Total quality management in the auto industry: Feminine values in a man's world?" CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1747.

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The objective of this paper was to determine how much of the Total Quality Management (TQM) principles have been adopted by the U.S. carmakers up to now which is about fifteen to twenty years after the "race to quality" started, how the position of women in that industry has evolved over the same period of time, and if more female presence at top executive positions would better promote TQM principles.
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Haussamen, Lindsey Marie. "United States media portrayals of the developing world: A semiotic analysis of the One campaign's internet web site." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3387.

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The goal of this research was to examine how the One organization's web site either supports or rejects established literature that concludes that U.S. media contains negative representations of the developing world.
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Chang, Amanda. "An analysis of vocational training in the field of technology at the community college level relative to meeting the needs of business and industry." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1030.

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Kyeyune-Nyombi, Elizabeth Mary Kalebu. "A communications audit for the Office of Enrollment Services at California State University, San Bernardino." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/495.

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Erarslan, Mustafa Cenk. "Attitudes of international students in higher education: Implications for educators." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2764.

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The purpose of this study was to determine international students satisfaction with regards to the education, services, and facilities at an institution of higher education. Results showed that most of the students were satisfied with the quality of programs at their institution.
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Escatiola, Joanne Ambat. "How effective are college based websites at providing students with the information necessary to make an informed college choice?" CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3234.

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The purpose of the project was to develop a rubric to assess whether a selected group of college websites, chosen to represent most of what is available to students, meet the requirements necessary for students to make an informed college choice. The project was undertaken as a way to determine if these sites, individually or as a whole, present enough information for students to make a choice that correctly aligns with their college aspirations.
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Moore, Kathleen Fay. "Communication audit of Victor Valley College." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/496.

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Books on the topic "United World Colleges project"

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Gosling, F. G. The Manhattan project: Science in the Second World War. Washington, DC: U.S. Dept. of Energy, Office of Administration and Human Resources Management, Executive Secretariat, History Division, 1990.

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Rodwin, Victor. The World Cities Project: Fact sheet : United Nations Second World Assembly on Ageing, April 2002. [New York]: International Longevity Center-USA, 2002.

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Rodwin, Victor. The World Cities Project: An overview : United Nations Second World Assembly on Ageing, April 2002. New York: International Longevity Center-USA, 2002.

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Project 9: The birth of the Air Commandos in World War II. Columbia, Mo: University of Missouri Press, 2014.

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Schools across frontiers: The story of the International Baccalaureate and the United World Colleges. La Salle, Ill: Open Court, 1987.

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Schools across frontiers: The story of the International Baccalaureate and the United World Colleges. 2nd ed. Chicago, Ill: Open Court, 2003.

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Russ, Harlow W. Project Alberta: The preparation of atomic bombs for use in World War II. Los Alamos, NM: Exceptional Books, 1990.

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Bell, Iris. Los Alamos WAACs/WACs: World War II, 1943-1946. [S.l.]: I.Y. Bell, 1993.

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The nature of college: How a new understanding of campus life can change the world. Minneapolis, Minn: Milkweed Editions, 2010.

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The middle power project: Canada and the founding of the United Nations. Vancouver: UBC Press, 2005.

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Book chapters on the topic "United World Colleges project"

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Novotná, Veronika Quinn, and Jiřina Dunková. "Teaching through ELF at International Post-Secondary Institutions: A Case Study at United World Colleges." In International Perspectives on English as a Lingua Franca, 159–75. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137398093_9.

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Machado, Cristian Rivera, and Hiroshan Hettiarachchi. "Composting as a Municipal Solid Waste Management Strategy: Lessons Learned from Cajicá, Colombia." In Organic Waste Composting through Nexus Thinking, 17–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36283-6_2.

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AbstractMunicipal solid waste (MSW) generated in developing countries usually contains a high percentage of organic material. When not properly managed, organic waste is known for creating many environmental issues. Greenhouse gas (GHG) emissions, soil and water contamination, and air pollution are a few examples. On the other hand, proper and sustainable management of organic waste can not only bring economic gains but also reduce the waste volume that is sent for final disposal. Composting is one such recovery method, in which the end product – compost – eventually helps the agricultural industry, and other sectors, making the process an excellent example of nexus thinking in integrated management of environmental resources. The aim of this chapter is to discuss how Cajicá, a small city in Colombia, approached this issue in a methodical way to eventually became one of the leading organic waste composting examples in the whole world, as recognised by the United Nations Environment Programme in 2017. Cajicá launched a source separation and composting initiative called Green Containers Program (GCP) in 2008, based on a successful pilot project conducted in 2005. The organic waste separated at source collected from households, commercial entities, schools, and universities are brought to a privately operated composting plant chosen by the city to produce compost. The compost plant sells compost to the agricultural sector. The participants in the GCP could also receive a bag of compost every 2 months as a token of appreciation. The Cajicá case presents us with many lessons of good practice, not only in the sustainable management of waste but also in stakeholder engagement. It specifically shows how stakeholders should be brought together for long-lasting collaboration and the benefits to society. Finding the correct business model for the project, efforts made in educating the future generation, and technology adaptation to local conditions are also seen as positive experiences that others can learn from in the case of Cajicá’s GCP. Some of the concerns and potential threats observed include the high dependency GCP has on two institutions: the programme financially depends completely on the municipality, and the composting operation depends completely on one private facility. GCP will benefit from having contingency plans to reduce the risk of having these high dependencies.
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Cesarano, Valentina Paola, Marianna Capo, Maria Papathanasiou, and Maura Striano. "Guidance Models and Practices Adopted Internationally to Promote the Exploration of Skills Relating to the Employability of Students with Disabilities. A First Meta-Analysis." In Employability & Competences, 327–40. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.38.

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Employability is defined as an interweaving of a person’s human, social and psychological capital, mediated by situational variables, which allows individuals to enter the job market with a professional personal project (Grimaldi, Porcelli, Rossi 2014). Nowadays, young people enter the job market through long, precarious, and poorly contextualized paths, while the socialization processes become recursive, discontinuous, and fragmented (Lodigiani 2010). A key role can be played by guidance services, which can start at university, to meet the demands of the (many) young people who are discouraged and disillusioned to the point where they cannot even imagine a job while still at university. In the employability stakes, what is even more complex is the encounter between young people with disabilities and the world of work, due to the persistence of stereotypes and stigmas. Research questions: What are the intervention models and guidance practices adopted by university guidance services internationally to promote the exploration of skills relating to the employability of students with disabilities? Objectives: To analyse the main intervention models and guidance practices adopted internationally to explore the skills associated with employability in students with disabilities. Methodology: It was decided to carry out a theoretical analysis of 20 scientific articles concerning the models and practices adopted to explore the competences relating to employability in certain university orientation services for students with disabilities in Italy, France, the UK, and the United States. NVivo software was used (Richards 1999) to systematically explore the scientific literature. Preliminary Findings: A first scientific paper showed that, like in Italy and France, the «Competence Balance Sheet» (Ardouin 2010) is the guiding practice in the USA, while in the UK, it is the Career Guidance Approach (Reid, Scott 2010). In the literature, orientation models and practices are also closely linked to the various patterns of employability. Final remarks: The implementation of guidance counseling paths aimed at exploring the skills associated with employability among all students and graduates is crucial to the completion of a viable strategic action in the University’s social function, as a part of new organizational models that take the plurality of learning opportunities into account
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"The United World Colleges: David Brooke Sutcliffe." In World Yearbook of Education 1991, 35–47. Routledge, 2012. http://dx.doi.org/10.4324/9780203080344-10.

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Sánchez, Margarita María. "Thinking Transnationally." In Handbook of Research on Effective Communication in Culturally Diverse Classrooms, 230–50. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9953-3.ch012.

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Wagner College is participating in a ground-breaking project that brings migrant families together after years of separation. This project has been not only inspirational for both faculty members and students, but is also a great opportunity to learn about forced migration and alternatives to keep families together. The “Transnational Project: San Jerónimo Xayacatlán-Port Richmond” was created to connect communities in both the United States and Mexico and to preserve their cultural identities that have been threatened by forced migration. In this chapter, I would like to present the project focusing on three aspects: the history of the project, the individual stories of members who migrated and of those who stayed in their homeland, and the impact of this educational opportunity in the classroom. I will use a series of interviews with the members of Ñani Migrante (the group formed by the members of both the San Jerónimo and the Port Richmond communities), the presentations of both panels that took place at Wagner College, and the reflections of students who attended them.
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Sánchez, Margarita María. "Thinking Transnationally." In Immigration and the Current Social, Political, and Economic Climate, 165–85. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6918-3.ch009.

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Wagner College is participating in a ground-breaking project that brings migrant families together after years of separation. This project has been not only inspirational for both faculty members and students, but is also a great opportunity to learn about forced migration and alternatives to keep families together. The “Transnational Project: San Jerónimo Xayacatlán-Port Richmond” was created to connect communities in both the United States and Mexico and to preserve their cultural identities that have been threatened by forced migration. In this chapter, I would like to present the project focusing on three aspects: the history of the project, the individual stories of members who migrated and of those who stayed in their homeland, and the impact of this educational opportunity in the classroom. I will use a series of interviews with the members of Ñani Migrante (the group formed by the members of both the San Jerónimo and the Port Richmond communities), the presentations of both panels that took place at Wagner College, and the reflections of students who attended them.
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"The Three Gorges project on the Yangtze River in China." In The United Nations World Water Development Report, 141–43. UN, 2014. http://dx.doi.org/10.18356/adbd60ad-en.

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Bell, Duncan. "The Project for a New Anglo Century." In Reordering the World. Princeton University Press, 2016. http://dx.doi.org/10.23943/princeton/9780691138787.003.0008.

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This chapter sketches a synoptic intellectual history of the attempt to unify the constituent elements of the “Anglo-world” into a single globe-spanning community, and to harness its purported world-historical potential as an agent of order and justice. Since the late nineteenth century numerous commentators have preached the benefits of unity, though they have often disagreed on the institutional form it should assume. These are projects for the creation of a new Anglo century. The first two sections of the chapter explore overlapping elements of the fin de siècle Anglo-world discourse. The third section traces the echoes of debates over the future relationship between the empire and the United States through the twentieth century, discussing the interlacing articulation of imperial-commonwealth, Anglo-American, democratic unionist, and world federalist projects. The final section discusses contemporary accounts of Anglo-world supremacy.
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Liss, Andrea. "The Identity Card Project and the Tower of Faces at the United States Holocaust Memorial Museum." In Grasping the World, 735–57. Routledge, 2019. http://dx.doi.org/10.4324/9780429399671-48.

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"The Four Major Rivers Restoration Project as a part of the National Green Growth Strategy in Republic of Korea." In The United Nations World Water Development Report, 163–65. UN, 2014. http://dx.doi.org/10.18356/98d785c3-en.

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Conference papers on the topic "United World Colleges project"

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Liao, Gene Y., Chih-Ping Yeh, and James O. Sawyer. "Multidiscipline Learning Materials for Hybrid Electric Vehicle Technology." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41045.

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World competition and stringent United States fuel economy goals and emission regulations for the 21st Century vehicle have pressured the automotive industry to design and evaluate advanced automobiles at an accelerated rate. The industry consensus is that the Hybrid Electric Vehicle (HEV) is the currently available technology for increasing propulsion system efficiency and decreasing pollutant emissions. However, HEVs operate much differently than conventional vehicles. Therefore, existing design techniques and guidelines developed for conventional powertrains do not apply well to hybrid vehicles. There is a need for training automotive technicians and engineers as well as educating students in this new and emergent technology of HEV. This paper describes a funded project whose goal is to fill this need by developing multidiscipline learning materials for HEV technology. This project targets engineering/engineering technology students in 4-year universities, automotive technology students in community colleges, automotive engineers and technicians in industries, and technology teachers in secondary schools.
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Hernandez, Susan D., and Mary E. Clark. "Building Capacity and Public Involvement Among Native American Communities." In ASME 2001 8th International Conference on Radioactive Waste Management and Environmental Remediation. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/icem2001-1251.

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Abstract The United States Environmental Protection Agency (U.S. EPA) supports a number of local community initiatives to encourage public involvement in decisions regarding environmental waste management and remediation. Native American tribal communities, in most cases, operate as sovereign nations, and thus have jurisdiction over environmental management on their lands. This paper provides examples of initiatives addressing Native American concerns about past radioactive waste management practices — one addresses uranium mining wastes in the Western United States and the other, environmental contamination in Alaska. These two projects involve the community in radioactive waste management decision-making by encouraging them to articulate their concerns and observations; soliciting their recommended solutions; and facilitating leadership within the community by involving local tribal governments, individuals, scientists and educators in the project. Frequently, a community organization, such as a local college or Native American organization, is selected to manage the project due to their cultural knowledge and acceptance within the community. It should be noted that U.S. EPA, consistent with Federal requirements, respects Indian tribal self-government and supports tribal sovereignty and self-determination. For this reason, in the projects and initiatives described in the presentation, the U.S. EPA is involved at the behest and approval of Native American tribal governments and community organizations. Objectives of the activities described in this presentation are to equip Native American communities with the skills and resources to assess and resolve environmental problems on their lands. Some of the key outcomes of these projects include: • Training teachers of Navajo Indian students to provide lessons about radiation and uranium mining in their communities. Teachers will use problem-based education, which allows students to connect the subject of learning with real-world issues and concerns of their community. Teachers are encouraged to utilize members of the community and to conduct field trips to make the material as relevant to the students. • Creating an interactive database that combines scientific and technical data from peer-reviewed literature along with complementary Native American community environmental observations. • Developing educational materials that meet the national science standards for education and also incorporate Native American culture, language, and history. The use of both Native American and Western (Euro-American) educational concepts serve to reinforce learning and support cultural identity. The two projects adopt approaches that are tailored to encourage the participation of, and leadership from, Native American communities to guide environmental waste management and remediation on their lands. These initiatives are consistent with the government-to-government relationship between Native American tribes and the U.S. government and support the principle that tribes are empowered to exercise their own decision-making authority with respect to their lands.
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Sullivan, John L., Candace S. Wheeler, and Nakia L. Simon. "United States National Life Cycle Inventory Database Project: A Status Report." In SAE 2005 World Congress & Exhibition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2005. http://dx.doi.org/10.4271/2005-01-0852.

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Eriksson, Viktoria, and Niki Chatzipanagiotou. "Project managers’ Knowledge Sharing Supported by Technology: the Case of Microsoft Teams." In The 2st Linnaeus Student Conference on Information Technology: Digital Transformation in the Contemporary World. Lnu Press, 2021. http://dx.doi.org/10.15626/lscit2020.02.

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Contemporary organizations frequently employ projects to leverage work across organizational units, utilizing specialized knowledge from different areas of the organization to meet specific quality criteria in a defined time period, at a set cost. Project managers act as hubs of knowledge in directing projects and driving their success, often using technology for this purpose. To date, little is known in how far technology support this knowledge sharing in the project management. The paper aims to explore project managers’ perceptions regarding their knowledge sharing and how this is supported by recent technology. The paper further explores benefits and challenges experienced by project managers when using the specific technology for their knowledge sharing. The research adopts the interpretive qualitative approach and collects data through semi-structured interviews with project managers using such a technology. 3 C’s analysis was used to analyze the collected empirical material to generate 6 concepts. The concepts are then reviewed in context of selected theoretical framework, including the informatics domain model by Beynon-Davies. The findings indicate that the technology largely supports knowledge sharing of project managers, both presenting opportunities for more efficiency as well as new challenges. The technology leads to change in the modus of knowledge sharing and also individuals’ approach: what, when and how knowledge is shared.This enhanced understanding contributes to existing theory and the insights can aid practitioners in development or introduction of technology in the workplace. The work also contributes to theory about how project managers can leverage knowledge across projects with the aid of such a technology as well as to project managers’ and managers’ work, such as to make efficient use of a technology and avoid certain challenges.
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Cho, Yee, John Goodhall, and Susan Cahalan-Roach. "Independence from Fossil Fuel Usages in Northeastern United States: Important Tasks for a Sustainable Geothermal Pilot Well Project." In World Environmental and Water Resources Congress 2010. Reston, VA: American Society of Civil Engineers, 2010. http://dx.doi.org/10.1061/41114(371)410.

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Marengo, Jose A., Jose A. Marengo, Luci H. Nunes, Luci H. Nunes, Celia R. G. Souza, Celia R. G. Souza, Joseph Harari, et al. "COASTAL VULNERABILITY ASSESSMENT: AN INTEGRATED FRAMEWORK TO ANALYZE LOCAL DECISION MAKING AND ADAPTATION TO SEA-LEVEL RISE IN SANTOS, SAO PAULO-BRAZIL." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b43152cd5e2.

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The METROPOLE Project is an international collaboration between Brazil, the United Kingdom, and the United States designed to evaluate local decision making processes and to provide feedback to local urban managers on possible actions toward adaption to sea level rise (SLR). The goal of the project is to help coastal communities better understand factors that facilitate or hinder their intrinsic, local decision-making processes related to planning for adaptation to risk. The test used case sea level rise to develop case studies on long-term planning by local government and society as a means to gauge the of municipalities in different settings to address possible future risks. The framework was designed by an interdisciplinary team that incorporated social and natural scientists from these three nations, and which included local government officials. This paper focuses on some of the factors that affect decision-making in the coastal city of Santos, in the state of Sao Paulo in southeastern Brazil, and provides insight on possible actions that a coastal city, such as Santos, can do to prepare for impacts of SLR.
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Marengo, Jose A., Jose A. Marengo, Luci H. Nunes, Luci H. Nunes, Celia R. G. Souza, Celia R. G. Souza, Joseph Harari, et al. "COASTAL VULNERABILITY ASSESSMENT: AN INTEGRATED FRAMEWORK TO ANALYZE LOCAL DECISION MAKING AND ADAPTATION TO SEA-LEVEL RISE IN SANTOS, SAO PAULO-BRAZIL." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b93759318e1.99488443.

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The METROPOLE Project is an international collaboration between Brazil, the United Kingdom, and the United States designed to evaluate local decision making processes and to provide feedback to local urban managers on possible actions toward adaption to sea level rise (SLR). The goal of the project is to help coastal communities better understand factors that facilitate or hinder their intrinsic, local decision-making processes related to planning for adaptation to risk. The test used case sea level rise to develop case studies on long-term planning by local government and society as a means to gauge the of municipalities in different settings to address possible future risks. The framework was designed by an interdisciplinary team that incorporated social and natural scientists from these three nations, and which included local government officials. This paper focuses on some of the factors that affect decision-making in the coastal city of Santos, in the state of Sao Paulo in southeastern Brazil, and provides insight on possible actions that a coastal city, such as Santos, can do to prepare for impacts of SLR.
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Qobadi, Mina, Ali Dehghanifirouzabadi, Tiffany Mcdonald, Tametria Samms, and Kendra Johnson. "P3.158 Dispparities in hiv clinical outcomes among a large cohort of hiv-infected persons in care in mississippi, united states: findings from medical monitoring project, 2009–2014." In STI and HIV World Congress Abstracts, July 9–12 2017, Rio de Janeiro, Brazil. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/sextrans-2017-053264.393.

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Balkey, Kenneth R., and Fredric A. Simonen. "Contributions of Dr. Spencer H. Bush to the Successful Development of Risk-Informed Inservice Inspection Technology." In ASME 2007 Pressure Vessels and Piping Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/pvp2007-26661.

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The development and implementation of risk-informed inservice inspection (ISI) approaches, providing an alternative to ASME Section XI Code requirements for the selection of examination locations in nuclear power plant piping systems, has been recently identified by industry leaders as the most successful voluntary application of risk technology in the United States. This technology improves the effectiveness of examination of piping components, i.e. concentrates inspection resources and enhances inspection strategies on high-safety-significant locations, and reduces inspection requirements on others while maintaining or enhancing overall plant safety (in terms of core damage and large, early release frequency). Risk-informed ISI has been successfully implemented in more than 90% of U.S. reactors and in nuclear power plant ISI programs in at least eight other countries. Beginning almost 20 years ago, Dr. Spencer H. Bush played an instrumental role in the development of this technology as a Steering Committee member of the ASME Research Project on Risk-Based Inspection Guidelines. He later became a member of the ASME Section XI Working Group on Implementation of Risk-Based Examination participating in the development and review of ASME Code Cases allowing for trial use of this new technology. Dr. Bush, having a long leadership role with ASME Section XI, played an instrumental role in the development of an overall structure and process for integrating the technologies inherent to a risk-informed ISI program, including piping failure data and non-destructive examination reliability results. He also played a key role in garnering ASME and regulatory acceptance of this alternative approach. The authors, along with many other colleagues, had the honor and privilege of working closely with Dr. Bush on this initiative over the last two decades, and via this paper, the authors would like to highlight some of Dr. Bush’s key contributions to this successful development in his memory.
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Morandi, Alberto C., and John K. Galiotos. "Integrity Management of Deep Water Floating Production Facilities: Towards Better and Safer Workforce Personnel." In ASME 2005 24th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2005. http://dx.doi.org/10.1115/omae2005-67572.

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The oil and gas industry has, over the recent years, invested heavily in multi-billion dollar projects aimed at developing an exploration and production infrastructure in the deepwater Gulf of Mexico. The integrity management of such facilities will be critical for the industry in the coming years. Competency of Personnel stands out as the most important of these areas. Although office-based personnel plays an important part, the personnel working offshore such as OIMs, supervisors, ballast operators and topsides operators will make critical decisions that may affect the safety of an entire production unit. Alliances between offshore industries, contractors and community colleges generate curricula exclusively tailored to provide specific training and retraining to new hires on the duties and tasks performed by the oil and gas production technician and encumbered workers of the offshore industry. Offshore oil and gas extraction organizations are faced with unique challenges, when needing competent, skillful, safe, and well trained workers. Liabilities from non-trained personnel, and the understanding that safety is priority #1 on the platform, are paramount in concepts of the offshore workforce. Unlike other areas of the world, production in the Gulf of Mexico has been predominantly on the shallow water continental shelf and many organizations are faced with the challenges of developing new sets of skills for different types of production facilities used in deep water. Training of technicians, who will be operating an offshore deepwater platform, should cover topics that include ballast control and stability management, vessel station-keeping, riser management, response to hurricanes and loop currents, hydrocarbon and operations safety, process equipment and systems, troubleshooting, sub-surface geology, petroleum engineering and drilling technology. This paper discusses collaborative initiatives and discusses specific solutions. Based on a multi-year experience generating of such curricula, recommendations are provided to industries that want to establish such training programs for their technical personnel.
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