Relevant bibliographies by topics / University of Illinois (Urbana-Champaign campus). Airport

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Academic literature on the topic 'University of Illinois (Urbana-Champaign campus). Airport'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "University of Illinois (Urbana-Champaign campus). Airport"

1

Blake, David K. "University Geographies and Folk Music Landscapes." Journal of Musicology 33, no. 1 (January 1, 2016): 92–116. http://dx.doi.org/10.1525/jm.2016.33.1.92.

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By examining folk music activities connecting students and local musicians during the early 1960s at the University of Illinois at Urbana-Champaign, this article demonstrates how university geographies and musical landscapes influence musical activities in college towns. The geography of the University of Illinois, a rural Midwestern location with a mostly urban, middle-class student population, created an unusual combination of privileged students in a primarily working-class area. This combination of geography and landscape framed interactions between students and local musicians in Urbana-Champaign, stimulating and complicating the traversal of sociocultural differences through traditional music. Members of the University of Illinois Campus Folksong Club considered traditional music as a high cultural form distinct from mass-culture artists, aligning their interests with then-dominant scholarly approaches in folklore and film studies departments. Yet students also interrogated the impropriety of folksong presentation on campus, and community folksingers projected their own discomfort with students’ liberal politics. In hosting concerts by rural musicians such as Frank Proffitt and producing a record of local Urbana-Champaign folksingers called Green Fields of Illinois (1963), the folksong club attempted to suture these differences by highlighting the aesthetic, domestic, historical, and educational aspects of local folk music, while avoiding contemporary socioeconomic, commercial, and political concerns. This depoliticized conception of folk music bridged students and local folksingers, but also represented local music via a nineteenth-century rural landscape that converted contemporaneous lived practice into a temporally distant object of aesthetic study. Students’ study of folk music thus reinforced the power structures of university culture—but engaging local folksinging as an educational subject remained for them the most ethical solution for questioning, and potentially traversing, larger problems of inequality and difference.
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2

Duffy, Damian. "Learning from Comics on the Wall: Sequential art narrative design in museology and multimodal education." Visual Arts Research 35, no. 1 (July 1, 2009): 1–11. http://dx.doi.org/10.2307/20715483.

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Abstract Out of Sequence: Underrepresented Voices in American Comics is a comics art exhibition that was displayed from October 23, 2008 to January 4, 2009 in the Krannert Art Museum on the campus of the University of Illinois at Urbana Champaign.
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3

Chung, Sun Joo, Iftikhar Haider, and Ryan Boyd. "The English Placement Test at the University of Illinois at Urbana-Champaign." Language Teaching 48, no. 2 (March 13, 2015): 284–87. http://dx.doi.org/10.1017/s0261444814000433.

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At the University of Illinois at Urbana-Champaign (UIUC), the English Placement Test (EPT) is the institutional placement test that is used to place students into appropriate English as a second language (ESL) writing and/or pronunciation service courses. The EPT is used to assess the English ability of newly admitted international undergraduate and graduate students as validated against the English language demands of our campus (UIUC English Placement Test 2013). According to Davidson & Cho (2001), the current format of the EPT has maintained its quality and displayed evidence of validity through the use of detailed test specifications that align with the goals of the UIUC ESL writing and pronunciation service courses. UIUC offers these courses to international students who are accepted on a limited status based on their scores on standardized English proficiency tests (TOEFL or IELTS) and/or other relevant information in each student's admission dossier. Students accepted on limited admission status are required to take the EPT before start of instruction.
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4

Gharaibeh, Nasir, Cynthia Wilson, Michael Darter, and George Jones. "Development of a Bike Path Management System for the University of Illinois at Urbana-Champaign." Transportation Research Record: Journal of the Transportation Research Board 1636, no. 1 (January 1998): 56–63. http://dx.doi.org/10.3141/1636-09.

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Bicycle transportation is an integral part of most college and university campuses. Bike network paths thus represent a sizable investment of operational funds for these institutions. The efficiency of bike travel on campuses is very high in that it is quick, accessible, and safe travel for the rider. When maintained in good condition, bike paths offer safety for both the bicycle rider and the pedestrian. The University of Illinois developed a bike path management system that allows the system to be monitored and inspected regularly to promote riding comfort and timely repairs and to avoid excess deterioration and safety hazards. This results in maximizing the bicycle path network to both the university and the rider. Bicycle paths are becoming more integrated into the nation’s infrastructure system. This was shown with the Intermodal Surface Transportation Efficiency Act, which supported bicycle transportation funding. Although the bike path management system presented was developed from campus bike routes, the system can be expanded and benefit communities also. As presented, the bike management system can provide the University of Illinois with a simple, yet effective, means to monitor, maintain, and budget to keep this facility in good condition.
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5

Miller, Fredric, and Dan Neely. "The Effect of Trenching on Growth and Plant Health of Selected Species of Shade Trees." Arboriculture & Urban Forestry 19, no. 4 (July 1, 1993): 226–29. http://dx.doi.org/10.48044/jauf.1993.036.

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New telephone lines were installed in trenches throughout the campus of the University of Illinois at Urbana- Champaign in the spring of 1987. The trenches were in close proximity to tree trunks. Annual growth and mortality data were taken on Celtis occidentalis, Liquidambar styraciflua, Acer saccharum and Gleditsia triacanthos through 1991. Only 7 of 98 trees died during the trial period. Trenching distances of 0.5 to 3.3 m did not predispose the trees to readily evident disease or insect infestations. Only on Celtis was there statistically different growth between trenched and control trees for all growing seasons.
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6

Rimkus, Kyle R., Bethany Anderson, Karl E. Germeck, Cameron C. Nielsen, Christopher J. Prom, and Tracy Popp. "Preservation and Access for Born-digital Electronic Records: The Case for an Institutional Digital Content Format Registry." American Archivist 83, no. 2 (September 1, 2020): 397–428. http://dx.doi.org/10.17723/0360-9081-83.2.397.

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ABSTRACT Since 2014, the University of Illinois at Urbana-Champaign Library has taken custody of a growing number of collections of “born-digital” records, largely through the University Archives. These collections comprise a panoply of digital content formats, ranging from those in common use to obscure varieties from the early days of personal computing. As such, they pose a challenge to digital preservation and access. Knowing what software to use to open files in formats that have fallen out of use is often difficult, let alone installing obsolete software on contemporary operating systems. At the same time, the sheer bulk of collections, as well as an accelerating rate of born-digital accessions from faculty and campus offices, makes it difficult to assess these files at the time of acquisition. These challenges suggest the need for preservation policies on digital formats in collections of electronic records, as well as for firsthand knowledge of the software required to facilitate curator control over and patron access to these collections. This article presents an overview of an evolving approach taken by archivists and librarians at the University of Illinois at Urbana-Champaign to build the policies, technical knowledge, and systems for an effective preservation and access program for electronic records. Their implementation of a local digital content format registry, while young, suggests that archivists and digital preservationists would benefit from further development of tools and practices focused on born-digital formats, and the thoughtful integration of institutional knowledge with international format registries.
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7

Anderson, James D., and Christopher M. Span. "History of Education in the News: The Legacy of Slavery, Racism, and Contemporary Black Activism on Campus." History of Education Quarterly 56, no. 4 (November 2016): 646–56. http://dx.doi.org/10.1111/hoeq.12214.

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History of Education Quarterly editorial team is planning to integrate a new feature, “History of Education in the News,” into periodic issues of the journal. Our idea is to highlight relevant historical scholarship on a topic that has contemporary public resonance. Our first piece in this new vein engages the current uptick of interest in the links between slavery and higher education. Recent scholarship and popular press accounts have documented how many eastern colleges and universities benefited from enslaved African-American labor.We asked Professors James D. Anderson and Christopher M. Span of the University of Illinois at Urbana-Champaign to take up this issue and reflect on how a deep knowledge of history informs recent activism on college and university campuses, particularly activism focused on forcing institutions to reckon with their histories and become antiracist spaces.
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8

Stanfield, Alyssa, Matthew Splitstone, George Mois, Chelsey Byers, and Wendy Rogers. "CONNECTING GENERATIONS AND PRESERVING LIVED EXPERIENCES: AN ILLINOIS AGE-FRIENDLY INITIATIVE." Innovation in Aging 6, Supplement_1 (November 1, 2022): 435–36. http://dx.doi.org/10.1093/geroni/igac059.1710.

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Abstract The University of Illinois Urbana-Champaign was recently designated an age-friendly university (AFU).Our AFU program coordinated by CHART (Collaborations in Health, Aging, Research, and Technology) collaborates with our campus University of Illinois Extension office. We are partnering with a student organization called Sage to engage undergraduate students in AFU principles (i.e., promote intergenerational learning and increase the understanding of students of longevity divide). Sage is a social venture run by the Illinois chapter of the global nonprofit organization called Enactus, a social entrepreneurship organization. Sage was established in the spring of 2019 by students who noticed discomfort and lack of understanding among their fellow students of the older generations. By fostering communication, Sage aims to combat ageist social processes, reduce social isolation, and increase mutual understanding and access to the often undervalued wisdom of older adults. Sage helps facilitate life review and develops intergenerational relationships by pairing older adults with college students who listen to and capture their stories through writing to boost the morale and self-confidence of participants. The stories and wisdom they share are then preserved through the production of a cherished legacy booklet or digital media. CHART and campus Extension services support the Sage efforts by assisting with materials development and recruiting older adults from the community to participate. We will share our lessons learned to encourage the development of similar programs at other universities.
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9

Montepare, Joann, and Wendy Rogers. "Developing Synergistic Relationships between Age-Friendly Universities and Age-Friendly Communities." Innovation in Aging 5, Supplement_1 (December 1, 2021): 99. http://dx.doi.org/10.1093/geroni/igab046.374.

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Abstract The Age-Friendly University (AFU) initiative was designed to support the Global Network for Age-Friendly Cities and Communities (WHO, 2018) and offers a range of opportunities for institutions of higher education to help communities adapt to their new age-diverse social structures as a result of shifting age demographics. In turn, age-friendly community partnerships are helping to fuel campus efforts to advance age-inclusivity through education, research, and community engagement. At present over 70 institutions have joined the AFU global network, as more campuses prepare to become age-friendly partners. In this collaborative symposium (Directors of Aging Centers and AFU Interest Groups), campus leaders will describe synergistic relationships between their age-friendly campus efforts and the age-friendly efforts of their neighboring communities. Montepare (Lasell University) will provide an overview of the AFU initiative and its set of 10 principles, and make the case that campuses and communities are necessary partners for creating and developing age-friendly efforts. Demonstrating this assertion, Pastor and Rogers (University of Illinois Urbana-Champaign) will describe linkages between their community and campus initiatives, including developing a Panel of Elders, television programming for older adults, and hosting joint events. Black and Andel (University of South Florida) will discuss the intersection between the AFU principles and the processes undertaken by age-friendly communities. Revell and Viveiros (University of Massachusetts Dartmouth) will show how campus collaborations with nearby communities are instrumental in sustaining age-friendly efforts, especially during a pandemic.
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10

Rocha Beardall, Theresa. "Settler Simultaneity and Anti-Indigenous Racism at Land-Grant Universities." Sociology of Race and Ethnicity 8, no. 1 (December 3, 2021): 197–212. http://dx.doi.org/10.1177/23326492211037714.

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Moments of performative racial consciousness, however urgent and necessary, often fail to reckon with long-standing demands against injustice from communities of color. In the case of Indigenous Peoples in higher education, these demands frequently include an end to derogatory mascots and racialized campus violence. This article attends to those issues by merging and extending settler-colonial theory and racialized organization theory to examine how the logics of Indigenous elimination and dispossession permeate higher education. With a specific focus on land-grant universities, I argue that racialized organizations are embedded in institutional fields and that both operate within a broader settler-colonial project. I introduce the concept of settler simultaneity to further historicize the study of racialized organizations and uncover how they target persons, collectives, and ideas that pose obstacles to settler goals of subordination, extraction, and profiteering both locally and globally. I look to the University of Illinois at Urbana-Champaign as a case study that illustrates how these logics work across time and conclude by considering how critical engagement with the logics of elimination can help us to better understand, and hold accountable, the policies and programs of racialized organizations in other areas of social life.
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Books on the topic "University of Illinois (Urbana-Champaign campus). Airport"

1

Associates, Sasaki. University of Illinois at Urbana-Champaign central campus master plan. [Urbana, Ill: The University, 1989.

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2

Baker, Willis C. History in postcards: Champaign, Urbana, and the University of Illinois. Champaign, Ill: Illinois Heritage Association, 1993.

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3

Urbana-Champaign, University of Illinois at. University of Illinois at Urbana-Champaign north campus master plan executive summary. [Urbana, Ill.]: University of Illinois at Urbana-Champaign, 1986.

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4

Shuyong, Jiang. Meiguo Yilinuoyi da xue tu shu guan Zhong wen gu ji mu lu: An illustrated catalogue of ancient Chinese books in the University of Illinois at Urbana-Champaign Library. Beijing: Zhonghua shu ju, 2020.

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5

University of Illinois (Urbana-Champaign campus). College of Commerce and Business Administration. Program in industrial distribution management. Chicago, Ill: Central States Industrial Distributors Association, 1989.

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6

Asmussen, Bob. University of Illinois football vault: The history of the Fighting Illini. Atlanta, GA: Whitman Pub., LLC, 2008.

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7

1932-, Calder William M., ed. Werner Jaeger reconsidered: Proceedings of the second Oldfather Conference, held on the campus of the University of Illinois at Urbana-Champaign, April 26-28, 1990. Atlanta, Ga: Scholars Press, 1992.

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8

1932-, Calder William M., ed. The Cambridge ritualists reconsidered: Proceedings of the First Oldfather Conference, held on the campus of the University of Illinois at Urbana-Champaign, April 27-30, 1989. Atlanta, Ga: Scholars Press, 1991.

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9

Co, Seeger Map. Champaign/Urbana, Illinois streetmap: Including, Chanute AFB ... : Featuring University of Illinois campus map. Universal Map, 1996.

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10

Cartland, Doug. Ray Eliot: The Spirit and Legend of Mr. Illini. Skyhorse Publishing Company, Incorporated, 2012.

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Book chapters on the topic "University of Illinois (Urbana-Champaign campus). Airport"

1

Mischo, William H., Beth Sandore, Sharon E. Clark, and Michael Gorman. "University of Illinois at Urbana-Champaign." In Campus Strategies for Librarians and Electronic Information, 117–41. Elsevier, 1990. http://dx.doi.org/10.1016/b978-1-55558-036-0.50010-1.

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Lesht, Faye L., Rae-Anne Montague, Vaughn J. Page, Najmuddin Shaik, and Linda C. Smith. "Online program Assessment." In Online Assessment, Measurement and Evaluation, 92–109. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-747-8.ch007.

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Through case study, this chapter lends insight to ways online assessment can facilitate a holistic approach to the evaluation of distance education programs. In 2001, the University of Illinois at Urbana-Champaign transitioned from program evaluation methods that relied heavily on data gathering by postal mail to online instruments. While the transition was spurred by the need to evaluate the campus’ first online degree program, online assessment methods are now used to review all off-campus degree programs. Results of this new assessment strategy have proven beneficial for continuous quality improvement across all modes of delivery.
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