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Zeidler, Ashley, and Wes Rood. "Researcher profiling systems: fostering collaboration on a regional medical campus and clinical and translational science award institution." Journal of the Medical Library Association 111, no. 4 (October 2, 2023): 837–38. http://dx.doi.org/10.5195/jmla.2023.1622.
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The Faculty Collaboration Database (FCD) is a researcher profiling system that promotes collaboration for the Medical College of Wisconsin and its research partners through the Clinical and Translational Science Institute of Southeast Wisconsin (CTSI). Those institutions include Children’s Wisconsin, Froedtert Hospital, Marquette University, Milwaukee School of Engineering, University of Wisconsin Milwaukee, Milwaukee VA Medical Center, and Versiti.
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Pritchard, Daniel, and Edward A. Beimborn. "Engineer-in-Residence: Strategy for Increasing Relevance in Transportation Education." Transportation Research Record: Journal of the Transportation Research Board 1848, no. 1 (January 2003): 45–49. http://dx.doi.org/10.3141/1848-06.
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Results are reported of the implementation of an engineer-in-residence concept in the Department of Civil Engineering and Mechanics at the University of Wisconsin–Milwaukee College of Engineering and Applied Science. This concept brings an experienced practitioner to campus specifically to mentor students and faculty in the application of engineering and management principles to real-life problems and to provide additional relevancy to the education process. Success of the concept is measured by evaluations completed by students and faculty. On the basis of the findings of these evaluations, the concept is a promising way to provide expanded relevancy to a transportation education program.
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Dott, Robert. "Two Remarkable Women Geologists of the 1920s: Emily Hahn (1905-1997) and Katharine Fowler (1902-1997)." Earth Sciences History 25, no. 2 (January 1, 2006): 197–214. http://dx.doi.org/10.17704/eshi.25.2.e064106t42phh300.
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Emily Hahn and Katharine Fowler challenged gender barriers decades ahead of modern feminism, and, together with other pioneering women geologists, they provide inspiration for all. They met at the University of Wisconsin in 1925. Hahn had chosen engineering because a professor said women can not be engineers. Rejecting an office-only mining career, she then found her ultimate calling as writer and world traveler, spending two years in the Belgian Congo (1931-33) and eight in China (1935-43). During the Japanese occupation of Hong Kong, she had a daughter by a British officer, whom she married in 1945. Fowler came from Bryn Mawr College to Wisconsin to compete in a men's world. They forced acceptance as the first women to take a mining geology field trip and a topographic mapping field course. Later, in disguise, Fowler gained admission to a Black Hills mine and then did Ph.D. field work alone in Wyoming. After an African Geological Congress, she worked in the Sierra Leone bush (1931-33) and then began teaching at Wellesley College (1935). She attended a 1937 Soviet Union Geological Congress, taking harrowing field trips in the Caucusus Mountains and Siberia. From 1938, she and her new husband, Harvard geologist Marland Billings, collaborated in important New England research.
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Laschke, Matthias W., Alexander Heß, Claudia Scheuer, Philipp Karschnia, Elena Kontaxi, and Michael D. Menger. "University of Wisconsin solution for the xeno-free storage of adipose tissue-derived microvascular fragments." Regenerative Medicine 14, no. 7 (July 2019): 681–91. http://dx.doi.org/10.2217/rme-2018-0164.
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Aim: Adipose tissue-derived microvascular fragments (ad-MVF) are vascularization units for regenerative medicine. We investigated whether University of Wisconsin (UW) solution is suitable for their xeno-free storage. Materials & methods: Murine ad-MVF were cultivated for 24 h in 4°C or 20°C UW solution and 20°C endothelial cell growth medium (control). The ad-MVF were seeded onto collagen–glycosaminoglycan scaffolds, which were analyzed in dorsal skinfold chambers by intravital fluorescence microscopy and histology. Results: All implants exhibited microvascular networks on day 14 with the highest functional microvessel density in controls. Ad-MVF cultivation in UW solution at 4°C resulted in an improved scaffold vascularization compared with cultivation at 20°C. Conclusion: UW solution is suitable for the hypothermic storage of ad-MVF.
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Jirtle, Randy L. "The science of hope: an interview with Randy Jirtle." Epigenomics 14, no. 6 (March 2022): 299–302. http://dx.doi.org/10.2217/epi-2022-0048.
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In this interview, Professor Randy L Jirtle speaks with Storm Johnson, Commissioning Editor for Epigenomics, on his work on genomic imprinting, environmental epigenomics and the fetal origins of disease susceptibility. Professor Randy Jirtle joined the Duke University Department of Radiology in 1977 and headed the Epigenetics and Imprinting Laboratory until 2012. He is now Professor of Epigenetics in the Department of Biological Sciences at North Carolina State University, Raleigh, NC, USA. Jirtle's research interests are in epigenetics, genomic imprinting and the fetal origins of disease susceptibility. He is known for his groundbreaking studies linking environmental exposures early in life to the development of adult diseases through changes in the epigenome and for determining the evolutionary origin of genomic imprinting in mammals. He has published over 200 peer-reviewed articles as well as the books Liver Regeneration and Carcinogenesis: Molecular and Cellular Mechanisms, Environmental Epigenomics in Health and Disease: Epigenetics and Disease Origins and Environmental Epigenomics in Health and Disease: Epigenetics and Complex Diseases. He was honored in 2006 with the Distinguished Achievement Award from the College of Engineering at the University of Wisconsin-Madison. In 2007, he was a featured scientist on the NOVA television program on epigenetics titled ‘Ghost in Your Genes’ and was nominated for Time Magazine's ‘Person of the Year’. He was the inaugural recipient of the Epigenetic Medicine Award in 2008 and received the STARS Lecture Award in Nutrition and Cancer from the National Cancer Institute in 2009. Jirtle was presented the Linus Pauling Award from the Institute of Functional Medicine in 2014. In 2017, ShortCutsTV produced the English documentary ‘Are You What Your Mother Ate? The Agouti Mouse Study’ based on his pioneering epigenetic research. He received the 2018 Northern Communities Health Foundation Visiting Professorship Award at the University of Adelaide, Australia. The Personalized Lifestyle Medicine Institute presented Jirtle with the Research and Innovation Leadership Award in 2019. Dr Jirtle was also given the Alexander Hollaender Award in 2019 at the 50th annual meeting of the Environmental Mutagenesis and Genomics Society.
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Aydemir, Emre, Alper Halil Bayat, Burak Ören, Halil Ibrahim Atesoglu, Yasin Şakir Göker, and Kazım Çağlar Özçelik. "Retinal vascular findings in patients with COVID-19." Therapeutic Advances in Ophthalmology 13 (January 2021): 251584142110304. http://dx.doi.org/10.1177/25158414211030419.
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Purpose: The purpose of this study was to compare the retinal vascular caliber of COVID-19 patients with that of healthy subjects. Methods: This was a prospective case–control study. Forty-six patients who had COVID-19 were successfully treated, and 38 age- and gender-matched healthy subjects were enrolled in this study. Fundus photography was taken using fundus fluorescein angiography (FA; Visucam 500; Carl Zeiss Meditec, Jena, Germany). Retinal vascular caliber was analyzed with IVAN, a semi-automated retinal vascular analyzer (Nicole J. Ferrier, College of Engineering, Fundus Photography Reading Center, University of Wisconsin, Madison, WI, USA). Central retinal artery equivalent (CRAE), central retinal vein equivalent (CRVE), and artery–vein ratio (AVR) were compared between groups. Results: The mean age was 37.8 ± 9.5 years in the COVID-19 group ( n = 46) and 40 ± 8 years in the control group ( n = 38) ( p = 0.45). The mean CRAE was 181.56 ± 6.40 in the COVID-19 group and 171.29 ± 15.06 in the control group ( p = 0.006). The mean CRVE was 226.34 ± 23.83 in the COVID-19 group and 210.94 ± 22.22 in the control group ( p = 0.044). AVR was 0.81 ± 0.09 in the COVID-19 group and 0.82 ± 0.13 in the control group ( p = 0.712). Conclusion: Patients who had COVID-19 have vasodilation in the retinal vascular structure after recovery. As they may be at risk of retinal vascular disease, COVID-19 patients must be followed after recovery.
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Jorgensen, Neal A. "The College of Agricultural and Life Sciences, University of Wisconsin." Biotechnology & Biotechnological Equipment 4, no. 5-6 (January 1990): 6–8. http://dx.doi.org/10.1080/13102818.1990.10818610.
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Benson, Gary L. "Thoughts Of An Entrepreneurship Chairholder Model Entrepreneurship Curriculum." Journal of Applied Business Research (JABR) 9, no. 1 (October 2, 2011): 140. http://dx.doi.org/10.19030/jabr.v9i1.6105.
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Beginning in 1987, when I first became the Monus Entrepreneurship Chairholder in the Wiliamson School of Business at Youngstown State University (a position that I held from 1987 to 199) and continuing until the present, where I am now the Irvin L. Young Entrepreneurship Chairholder and Wisconsin Distinguished Professor in the College of Business and Economics at the University of Wisconsin-Whitewater (where I have been since 1990), I have been searching for and working to develop a model entrepreneurship curriculum at the University level. This article reports the results of that quest.
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Ruhe, Valerie. "E-mail Exchanges: Teaching Language, Culture, and Technology for the 21st Century." TESL Canada Journal 16, no. 1 (October 26, 1998): 88. http://dx.doi.org/10.18806/tesl.v16i1.712.
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How can e-mail be integrated into a college preparatory ESL curriculum? Classroom e-mail exchanges between the University College of the Cariboo in Kamloops, BC and the University of Wisconsin, the University of Northeastern fllinois, and Carleton University demonstrate that e-mail can be effective in teaching intercultural awareness, creating a more positive affective climate by providing greater privacy and intimacy, and in making the EAP curriculum more relevant to the needs and aspirations of young people looking ahead to the 21st century.
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Snider, Lana G. "THE HISTORY AND DEVELOPMENT OF THE TWO-YEAR COLLEGES IN WISCONSIN : THE UNIVERSITY OF WISCONSIN COLLEGES AND THE WISCONSIN TECHNICAL COLLEGE SYSTEM." Community College Journal of Research and Practice 23, no. 1 (January 1999): 107–28. http://dx.doi.org/10.1080/106689299265115.
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Ingrassia, Brian M. "Public Influence inside the College Walls: Progressive Era Universities, Social Scientists, and Intercollegiate Football Reform." Journal of the Gilded Age and Progressive Era 10, no. 1 (January 2011): 59–88. http://dx.doi.org/10.1017/s1537781410000034.
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At the height of the Progressive Era a number of social scientists, educational leaders, and politicians called for the reform of intercollegiate football. Since the 1880s football had become a popular spectacle, and many were concerned that it was corrupting the country's universities and college men. This article considers the progressive movement to reform football in the context of programs to make the modern American university useful at the turn of the century—including the Wisconsin Idea of state government developed in Madison and the University of Chicago's sponsorship of settlement houses, social work, and university extension. Although many progressives wanted the university to affect society, most were less enthusiastic about the prospect that elements of that society (what Wisconsin historian Frederick Jackson Turner dubbed “public influence”) would affect the university. Social scientists theorized the relationship between the university and the public and constructed an intellectual basis for football reform. Reforms proposed and in some cases adopted demonstrated ambivalence regarding football's academic and public role. Reformers wanted to preserve the popular, profitable, and potentially educational enterprise of football, but they also hoped to curtail its influence over burgeoning universities. The Progressive Era effort to control college football and channel it into constructive directions in many ways demonstrates the paradoxical nature of Progressive Era reform and inadvertently contributed to the institutionalization of “big time” intercollegiate athletics.
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McLoughlin, John Grant. "Solutions to Calendar." Mathematics Teacher 91, no. 1 (January 1998): 58–60. http://dx.doi.org/10.5951/mt.91.1.0058.
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Problems 2–9 were submitted by Elias Ionas, Truman Middle College, 1145 West Wilson. Chicago, IL 60640. Problems 10–12, 18, 19, 30, and 31 were prepared by Victor G. Feser, University of Mary, 7500 Uruversity Drive, Bismarck, ND 58504-9652. Problems 13–17 were adapted from Applied Combinatorics with Problem Solving by Bradley W. Jackson and Dmitri Thoro (Reading, Mass.: Addison-Wesley Publishing Co., 1990). Problems 20–22 were adapted from 150 Puzzles in Crypt-Arithmetic by Maxey Brooke (New York: Dover Publications, 1963). Problems 24–28 appeared in the Wisconsin State Mathematics Meet, 13 May 1972. Thanks go to Gerry Rising, State University New York, Buffalo, NY 14222, for providing the Wisconsin contest material.
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Pape, L., C. D. Page, J. W. Shavlik, G. N. Phillips, P. Brennan, and D. J. Severtson. "Biomedical Informatics Training at the University of Wisconsin-Madison." Yearbook of Medical Informatics 16, no. 01 (August 2007): 149–56. http://dx.doi.org/10.1055/s-0038-1638539.
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SummaryThe purpose of this paper is to describe biomedical informatics training at the University of Wisconsin-Madison (UW Madison).We reviewed biomedical informatics training, research, and faculty/trainee participation at UW-Madison.There are three primary approaches to training 1) The Computation & Informatics in Biology & Medicine Training Program, 2) formal biomedical informatics offered by various campus departments, and 3) individualized programs. Training at UW-Madison embodies the features of effective biomedical informatics training recommended by the American College of Medical Informatics that were delineated as: 1) curricula that integrate experiences among computational sciences and application domains, 2) individualized and interdisciplinary cross training among adiverse cadre of trainees to develop key competencies that he or she does not initially possess, 3) participation in research and development activities, and 4) exposure to a range of basic informational and computational sciences.The three biomedical informatics training approaches immerse students in multidisciplinary training and education that is supported by faculty trainers who participate in collaborative research across departments. Training is provided across a range of disciplines and available at different training stages. Biomedical informatics training at UW-Madison illustrates how a large research University, with multiple departments across biological, computational and health fields, can provide effective and productive biomedical informatics training via multiple bioinformatics training approaches.
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Jesudason, Melba. "Building a women's studies reading area collection: University of Wisconsin‐Madison, College Library experience." Reference Services Review 20, no. 1 (January 1992): 81–93. http://dx.doi.org/10.1108/eb049149.
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Arnold, Lois. "Becoming A Geologist: Florence Bascom In Wisconsin, 1874-1887." Earth Sciences History 18, no. 2 (January 1, 1999): 159–79. http://dx.doi.org/10.17704/eshi.18.2.m5500526x7331430.
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Florence Bascom (1862-1945) was a petrologist and field geologist at Bryn Mawr College who provided a basic description and interpretation of major areas of Pennsylvania and surrounding regions. This paper is the first of a two-part study that explores the question of how Bascom became a geologist. The initial phase of this process took place in Wisconsin, to which she moved at the age of twelve when her father became president of the University at Madison. Both of her parents supported women's education, rights, and suffrage.Bascom graduated from the coeducational university in 1882 and, in a series of fits and starts in which scientific study alternated with social pleasures and non-scientific pursuits, she began to take a serious interest in geology. In 1883-84 she studied under two well known geologists there, Roland D. Irving and his student Charles R. Van Hise, obtaining a B.S. degree. Although she did not participate in field work, she conducted laboratory research on the gabbros of Lake Superior using the petrographic microscope and thin sections. She obtained a Master's degree from the University in 1887 on the basis of this investigation.
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Aaron, Henry J. "Remembering Joseph A. Pechman, 1918–1989." Journal of Economic Perspectives 4, no. 4 (November 1, 1990): 121–24. http://dx.doi.org/10.1257/jep.4.4.121.
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Joe Pechman joined the staff of the Brookings Institution in 1960. He graduated from the City College of New York in 1937 and the University of Wisconsin in 1942. During World War II, he worked in the war time Office of Price Administration and later served in the U.S. Army. After the war he worked in the Treasury Department, the staff of the Council of Economic Advisers, and the Committee for Economic Development, a policy-oriented organization sponsored by major businesses. Before and after coming to Brookings he taught at M.I.T., Yale, Stanford (twice), Georgetown, Dartmouth, and Williams College. He was a fellow at the Center for Advanced Studies in the Behavioral Sciences and at the Hoover Institution, both at Stanford University.
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Harden, Cynthia L. "Introducing New Guidelines on Sudden Unexpected Death in Epilepsy." US Endocrinology 13, no. 02 (2017): 65. http://dx.doi.org/10.17925/use.2017.13.02.65.
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Cynthia L Harden, MD, received her medical degree at the University of Wisconsin. She trained in internal medicine at Mount Sinai St Luke’s Hospital and neurology at Mount Sinai Hospital, both in New York City, and in clinical neurophysiology at Albert Einstein College of Medicine in the Bronx. She served most of her career at Weill Cornell College of Medicine, where she became Professor of Neurology. Dr Harden serves as Chair of the Guideline Development, Dissemination and Implementation Subcommittee of the American Academy of Neurology (AAN). In 2016, she was also elected Chair of AAN’s Epilepsy Section for a 2-year term.
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Harden, Cynthia L. "Introducing New Guidelines on Sudden Unexpected Death in Epilepsy." US Neurology 13, no. 02 (2017): 65. http://dx.doi.org/10.17925/usn.2017.13.02.65.
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Cynthia L Harden, MD, received her medical degree at the University of Wisconsin. She trained in internal medicine at Mount Sinai St Luke’s Hospital and neurology at Mount Sinai Hospital, both in New York City, and in clinical neurophysiology at Albert Einstein College of Medicine in the Bronx. She served most of her career at Weill Cornell College of Medicine, where she became Professor of Neurology. Dr Harden serves as Chair of the Guideline Development, Dissemination and Implementation Subcommittee of the American Academy of Neurology (AAN). In 2016, she was also elected Chair of AAN’s Epilepsy Section for a 2-year term.
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Kaufman, S. "COCORP: Northern California‐Nevada area and Southern Appalachian area: Part III." GEOPHYSICS 51, no. 11 (November 1986): 2162–63. http://dx.doi.org/10.1190/1.1442069.
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The Consortium for Continental Reflection Profiling (COCORP) announces the availability of data packages and digital tapes for two areas: N. Cal‐Nevada area consisting of line 8 Nevada and line 7 California covering 282 line‐km; and Southern Appalachian area, part III, consisting of Florida lines 1, 2, and 4 and Georgia lines 10, 11, 12, 13, 14, and 15 covering 578.4 line‐km. The costs are the costs of reproduction and shipping, only. The COCORP activity is part of the U.S. Geodynamics Program sponsored by the National Academy of Sciences and funded by the National Science Foundation. The executive group of the consortium consists of representatives from Cornell University, Dartmouth College, Princeton University, Rice University, and the University of Wisconsin. Cornell University is the operating institution.
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Kaufman, S. "COCORP: Northwest Cordillera and Southern Appalachian regions." GEOPHYSICS 52, no. 7 (July 1987): 1015. http://dx.doi.org/10.1190/1.1442354.
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The Consortium for Continental Reflection Profiling (COCORP) announces the availability of seismic reflection data sheets, map sheets, and digital tapes for two regions: (1) the Northwest Cordillera area covering 532 line‐km consisting of Washington lines 1–5, 7, 8; Idaho lines 1, 2; and Montana lines 1, 2; and (2) the Southern Appalachian area covering 1073 line‐km consisting of Florida lines 1, 2, 4; and Georgia lines 10–21, 24. The COCORP operation is part of the U.S. Geodynamics Program sponsored by the National Academy of Sciences and funded by the National Science Foundation. The executive group of the consortium consists of representatives from Cornell University, Dartmouth College, Princeton University, Rice University, and the University of Wisconsin. Cornell University is the operating institution.
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Santillan, Mark K., Richard C. Becker, David A. Calhoun, Allen W. Cowley, Joseph T. Flynn, Justin L. Grobe, Theodore A. Kotchen, et al. "Team Science: American Heart Association’s Hypertension Strategically Focused Research Network Experience." Hypertension 77, no. 6 (June 2021): 1857–66. http://dx.doi.org/10.1161/hypertensionaha.120.16296.
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In 2015, the American Heart Association awarded 4-year funding for a Strategically Focused Research Network focused on hypertension composed of 4 Centers: Cincinnati Children’s Hospital, Medical College of Wisconsin, University of Alabama at Birmingham, and University of Iowa. Each center proposed 3 integrated (basic, clinical, and population science) projects around a single area of focus relevant to hypertension. Along with scientific progress, the American Heart Association put a significant emphasis on training of next-generation hypertension researchers by sponsoring 3 postdoctoral fellows per center over 4 years. With the center projects being spread across the continuum of basic, clinical, and population sciences, postdoctoral fellows were expected to garner experience in various types of research methodologies. The American Heart Association also provided a number of leadership development opportunities for fellows and investigators in these centers. In addition, collaboration was highly encouraged among the centers (both within and outside the network) with the American Heart Association providing multiple opportunities for meeting and expanding associations. The area of focus for the Cincinnati Children’s Hospital Center was hypertension and target organ damage in children utilizing ambulatory blood pressure measurements. The Medical College of Wisconsin Center focused on epigenetic modifications and their role in pathogenesis of hypertension using human and animal studies. The University of Alabama at Birmingham Center’s areas of research were diurnal blood pressure patterns and clock genes. The University of Iowa Center evaluated copeptin as a possible early biomarker for preeclampsia and vascular endothelial function during pregnancy. In this review, challenges faced and successes achieved by the investigators of each of the centers are presented.
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ITO, Chimoto, Kazuya NAKAYAMA, Kenji SUZUKI, Shoichi SHIBATA, Motoyasu SATO, Hibiki ITO, Jun IZUTSU, et al. "Engineering Science Laboratory, College of Engineering, Chubu University." Proceedings of the Dynamics & Design Conference 2019 (2019): 451. http://dx.doi.org/10.1299/jsmedmc.2019.451.
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Razenkov, Ilya I., and Edwin W. Eloranta. "High spectral resolution lidar at the university of wisconsin-madison." EPJ Web of Conferences 176 (2018): 01024. http://dx.doi.org/10.1051/epjconf/201817601024.
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This paper describes the modifications done on the University of Wisconsin-Madison High Spectral Resolution Lidar (HSRL) that improved the instrument’s performance. The University of Wisconsin HSRL lidars designed by our group at the Space Science and Engineering Center were deployed in numerous field campaigns in various locations around the world. Over the years the instruments have undergone multiple modifications that improved the performance and added new measurement capabilities such as atmospheric temperature profile and extinction cross-section measurements.
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Yelvington, Kevin. "An Interview with Alvin W. Wolfe." Practicing Anthropology 25, no. 4 (September 1, 2003): 42–47. http://dx.doi.org/10.17730/praa.25.4.q661662012664551.
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Alvin W. Wolfe made a number of important contributions to applied anthropology throughout a career lasting nearly 50 years. Born in Nebraska in 1928, he joined the US Army in 1945 where he received training in Japanese language and culture, as well as participating in the armored and the airborne corps. Using the GI Bill he enrolled in the University of Nebraska where he majored in anthropology and English, graduating in 1950. He became interested in archaeology by working in a museum under the direction of archaeologist A.T. Hill. To learn more about the other fields of anthropology, he enrolled at Northwestern University where he did dissertation fieldwork among the Ngombe, of the then-Belgian Congo, in 1952-53 under the direction of Melville J. Herskovits. In 1954-55, he was the Logan Museum Teaching Fellow at Beloit College, from 1955-57 he taught at Middlebury College, 1957-61 at Lafayette College, 1961-68 at Washington University in St. Louis, and from 1968-74 at the University of Wisconsin-Milwaukee. In 1974, he joined the Department of Anthropology at the University of South Florida (USF) in Tampa, as part of the first Master's program in applied anthropology. He became the program's internship coordinator, and he participated in the establishment of the first Ph.D. in applied anthropology in 1984. In Tampa, he became active in social and medical service organizations, especially those involving the poor, children, families, and the elderly. He retired from USF as Distinguished Service Professor in May, 2003.
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Arnold, Lois. "Becoming A Geologist: Florence Bascom and Johns Hopkins, 1888-1895." Earth Sciences History 19, no. 1 (January 1, 2000): 2–25. http://dx.doi.org/10.17704/eshi.19.1.h08g16u4021l5j83.
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Florence Bascom (1862-1945) was a petrologist and field geologist at Bryn Mawr College who provided a basic description and interpretation of major areas of Pennsylvania and surrounding regions. This paper is the second of a two-part study that explores the question of how Bascom became a geologist. The first part dealt with Bascom's early history in Wisconsin, from the time she went to Madison at the age of 12 to her completion of a Master of Science degree in Microscopic Lithology under Roland D. Irving (1847-1888) at the University Of Wisconsin in 1887.This second part of the study begins with Bascom's experience teaching at Rockford Seminary in Illinois, where she was exposed to Mary E. Holmes (1850-1906). who had obtained a doctorate in paleontology from the University of Michigan. It then details the extension of Bascom's education from a limited laboratory-based experience to involvement in field work with George Huntington Williams (1856-1894) at Johns Hopkins University in the years 1891-1893. Johns Hopkins did not officially admit women to graduate study then. Nevertheless, on the basis of combined field and laboratory research in the Monterey district of Pennsylvania, Bascom received the first doctorate granted to a woman at the University. She was then hired as an Assistant in Geology by Edward Orton (1829-1899), at Ohio State University, a highly unusual appointment at that time. In addition to teaching, she was engaged in field and laboratory work at Ohio State until 1895, when she was hired by Martha Carey Thomas (1857-1935) at Bryn Mawr.
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Jackson, Todd, Adam Soderlind, and Karen E. Weiss. "PERSONALITY TRAITS AND QUALITY OF RELATIONSHIPS AS PREDICTORS OF FUTURE LONELINESS AMONG AMERICAN COLLEGE STUDENTS." Social Behavior and Personality: an international journal 28, no. 5 (January 1, 2000): 463–70. http://dx.doi.org/10.2224/sbp.2000.28.5.463.
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This prospective study evaluated the impact of specific personality traits and quality of close relationships on subsequent loneliness in a college student sample. One hundred and eighty students from a liberal arts university in Northern Wisconsin completed self-report measures of shyness, optimism, social support and loneliness, and returned six weeks later to complete the same measures. Results of a hierarchical multiple regression analysis indicated that lower levels of optimism and social support at Tune 1 predicted increases in loneliness at Time 2. In addition, participants who were shy and unsupported at Time 1 reported higher levels of subsequent loneliness compared to other students. Findings are discussed regarding their relevance to the identification of factors that increase risk for loneliness, and interventions that may lower this risk.
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Sakhare, Prof S. A., Abhishek G. Agrawal, Rahul L. Bundele, Ishwari V. Lokhande, and Isha M. Hadole. "University Information Application." International Journal for Research in Applied Science and Engineering Technology 12, no. 4 (April 30, 2024): 759–65. http://dx.doi.org/10.22214/ijraset.2024.59853.
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Abstract: Choosing the right college is a pivotal step for aspiring engineers, as it greatly influences their career trajectory in the field of engineering. Many students face confusion when completing admission forms, often due to insufficient information and a lack of understanding about how to prioritize their preferred colleges on their selection lists. As competition for admission into education increases, it becomes even more important for applicants to find correct college which is suitable for him that fit their requirements and expectation. Selecting appropriate college to apply, however, is a time-consuming process, especially when looking for colleges at graduate level due to the various factors in decision making imposed by the colleges and applicants. In this project, we propose a recommendation system that suggests appropriate colleges to the students based on K-Nearest Neighbor algorithm. As graduate programs make decisions based on applicants’ qualification, our recommender considers user’s personal data and cutoff data of various graduate colleges registered by college admin.
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Santarius, J. F., G. L. Kulcinski, R. P. Ashley, D. R. Boris, B. B. Cipiti, S. Krupakar Murali, G. R. Piefer, R. F. Radel, T. E. Radel, and A. L. Wehmeyer. "Overview of University of Wisconsin Inertial-Electrostatic Confinement Fusion Research." Fusion Science and Technology 47, no. 4 (May 1, 2005): 1238–44. http://dx.doi.org/10.13182/fst05-a857.
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Williams, Richard. "Reviewer Acknowledgements for Vol. 5, No. 4, December 2017." Journal of Agricultural Studies 5, no. 4 (December 31, 2017): 221. http://dx.doi.org/10.5296/jas.v5i4.12402.
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Journal of Agricultural Studies would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JAS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issueReviewers for Volume 5, Number 4Abhishek A. Cukkemane, Bijasu Agri Research Laboratory LLP, IndiaAftab Alam, Edenworks Inc. New York, USAChenlin Hu, The Ohio State University, USA,Ernest Baafi, CSIR-Crops Research Institute, GhanaEwa Moliszewska, Opole University, PolandGerardo Ojeda, Universidad Nacional de Colombia, ColombiaMoses Olotu, Mkwawa University College of Educati, TanzaniaSahar Bahmani, University of Wisconsin at Parkside, USAZakaria Fouad Abdallah, National Research Centre, EgyptZhao Chen, Clemson University, USAZoi M. Parissi, School of Forestry and Natural Environment Aristotle University, Greece Richard Williams,EditorJournal of Agricultural Studies-------------------------------------------Macrothink Institute5348 Vegas Dr.#825Las Vegas, Nevada 89108United StatesPhone: 1-702-953-1852 ext.521Fax: 1-702-420-2900Email: jas@macrothink.orgURL: http://jas.macrothink.org
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Su, Camille. "Reviewer Acknowledgements for English Linguistics Research, Vol. 9, No. 1." English Linguistics Research 9, no. 1 (March 29, 2020): 59. http://dx.doi.org/10.5430/elr.v9n1p59.
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English Linguistics Research (ELR) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether ELR publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 9, Number 1 Alina Andreea Dragoescu Urlica, University of Life Sciences, RomaniaHülya Tuncer, Çukurova University, TurkeyKate Short-Meyerson, University of Wisconsin Oshkosh, USAKazeem K. Olaniyan, Ladoke Akintola University of Technology, NigeriaLi-ping Chang, National Taipei College of Business, TaiwanOmer Elsheikh Hago Elmahdi, Taibah Universit, Saudi ArabiaSawsan M.A. Ahmed, Taif University, Saudi ArabiaWin Whelan, St. Bonaventure University, USAZeineb Ayachi Ben Abdallah, Higher Institute of Human Sciences Jendouba, Tunisia Best Regards,Camille SuEditorial Assistant, English Linguistics ResearchSciedu Press*************************************Add: 9140 Leslie St. Suite 110, Beaver Creek, Ontario, L4B 0A9, CanadaTel: 1-416-479-0028 ext. 210Fax: 1-416-642-8548E-mail1: elr@sciedupress.com E-mail2: elr@sciedupress.org Website: http://elr.sciedupress.com
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Su, Camille. "Reviewer Acknowledgements for English Linguistics Research, Vol. 11, No. 1." English Linguistics Research 11, no. 1 (May 30, 2022): 54. http://dx.doi.org/10.5430/elr.v11n1p54.
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English Linguistics Research (ELR) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether ELR publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue. Reviewers for Volume 11, Number 1 Adel Thamery, Imam Ja'afar Al-Sadiq University, IraqAlina Andreea Dragoescu Urlica, University of Life Sciences, RomaniaKatherine Short-Meyerson, University of Wisconsin Oshkosh, USALi-ping Chang, National Taipei College of Business, TaiwanNaom Nyarigoti, United States International University-Africa, KenyaNeda Chepinchikj, University of New South Wales (UNSW), AustraliaOmer Elsheikh Hago Elmahdi, Taibah University, Saudi ArabiaPeace Chinwendu Israel, University of Education, GhanaVahid Hassani, Farhangian University, IranWin Whelan, St. Bonaventure University, USAYuehai Xiao, Hunan Normal University, ChinaYuemin Wang, University of Chinese Academy of Sciences, China Best Regards,Camille SuEditorial Assistant, English Linguistics ResearchSciedu Press*************************************Add: 9140 Leslie St. Suite 110, Beaver Creek, Ontario, L4B 0A9, CanadaTel: 1-416-479-0028 ext. 210E-mail 1: elr@sciedupress.com E-mail 2: elr@sciedupress.org Website: http://elr.sciedupress.com
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Golkar, Seyed N., Peter T. Kirstein, and Afzal Montaser-Kohsari. "ODA activities at University College London." Computer Networks and ISDN Systems 21, no. 3 (May 1991): 187–96. http://dx.doi.org/10.1016/0169-7552(91)90038-e.
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Zeichner, Ken. "Rethinking the connections between campus courses and Field experiences in College and University-based teacher education." Educação (UFSM) 35, no. 3 (December 10, 2010): 479–504. http://dx.doi.org/10.5902/198464442362.
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In this paper, I discuss one of the central problems that has plagued college and university-based pre-service teacher education for many years, the disconnect between the campus and school-based components of programs. First, I will draw on my own experiences as a teacher educator and administrator over the last thirty plus years at the University of Wisconsin-Madison and the literature to lay out various dimensions of this issue. Then, utililizing the concept of hybridity and “third space,” I will discuss a variety of current work in programs across the U.S. that offers much promise in deepening the quality of teacher learning in college and university-based teacher education programs and the ability of teacher education graduates to enact desired teaching practices in complex school settings. This work in creating hybrid spaces in teacher education where academic and practitioner knowledge and knowledge that exists in communities come together in new less hierarchical ways in the service of teacher learning represents a paradigm shift in the epistemology of teacher education programs. I argue that this shift toward more democratic and inclusive ways of working with schools and communities is necessary for colleges and universities to fulfill their mission in the education of teachers. Keywords: Education of teachers; Campus and school-based; Programs across.
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Kaufman, S. "COCORP: Nevada areas, Part I and Part II." GEOPHYSICS 50, no. 11 (November 1985): 2281. http://dx.doi.org/10.1190/1.1441871.
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The Consortium for Continental Reflection Profiling (COCORP) announces the availability of the data packages and digital tapes for two areas: Nevada area, Part 1, lines 4, 5, and 6 covering 270.1 line‐km; and Nevada area, Part II, lines 1, 2, 3, and 7 covering 273 line‐km. The costs are the costs of reproduction and shipping, only. The COCORP operation is part of the U.S. Geodynamics Program sponsored by the National Academy of Sciences and funded by the National Science Foundation. The executive group of the consortium consists of representatives from Cornell University, Dartmouth College, Princeton University, Rice University, and the University of Wisconsin. Cornell University is the operating institution. The line locations for the two areas are shown in Figure 1. Also shown is Nevada line 8 which is not yet ready for distribution but which will be part of the N. Cal‐Nevada package to be issued shortly. Petty‐Ray was the contractor for the data acquisition. Processing was done on the Megaseis system at Cornell by students and staff of the Department of Geological Sciences.
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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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Nuñez-Janes, Mariela. "Diversity as an Orientalist Discourse." Ethnic Studies Review 30, no. 1 (January 1, 2007): 41–57. http://dx.doi.org/10.1525/esr.2007.30.1.41.
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The goal of promoting diversity is deep-rooted in the post-civil rights activities of U.S. educational institutions. Universities across the country attempt to foster diversity by seeking a diverse student body, creating initiatives that promote diversity, institutionalizing committees and administrative positions with the sole purpose of overseeing diversity, and implementing curricular strategies to support academic diversity. The pursuit of diversity is so integral to the survival and attractiveness of college campuses that some universities even lie in order to appear diverse to potential students and public supporters. Such was the case of the University of Wisconsin, Madison whose officials digitally inserted the face of a black student into an image of white football fans in order to portray a diverse picture of the university's student body. Etemonstrating that diversity is valued is a staple of any academically competitive US university.
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Musicco Nombela, Daniela. "La Aldea Global. La globalización, repensar McLuhan en el siglo XXI." Comunicación y Hombre, no. 18 (February 8, 2022): 13–15. http://dx.doi.org/10.32466/eufv-cyh.2022.18.722.13-15.
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Fue Marshall McLuhan el primer teórico que en 1964 habló de la idea de Aldea Global en su ensayo “Understanding Media: The Extensions of Man”. Nacido en Canadá en 1911, estudió literatura inglesa en la Universidad de Manitoba y después en la de Cambridge. Fue profesor en la universidad de Wisconsin y en la Universidad de Saint Luis; se convirtió al catolicismo. Por sus intereses y estudios, pronto fue reconocido como una autoridad en el campo de los medios de comunicación y las tecnologías. Enseñó en el Assumption College, en el St Michael’ s College (46-79), University of Toronto, y en Fordham University, donde ocurrió el Famoso experimento de Fordham sobre los efectos de la televisión. Murió en Toronto en 1980. La idea de aldea global nace en McLuhan tras la observación de como los medios de comunicación, habían sido capaces de superar cualquier distancia física, acercando a los habitantes de la tierra, haciéndolos próximos, vecinos, convirtiendo la tierra en una gran aldea global. En esta nueva aldea global los aldeanos pueden conocer que hacen, como viven, que dicen los demás aldeanos; un aldeano en N.Y
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Musicco Nombela, Daniela. "La Aldea Global. La globalización, repensar McLuhan en el siglo XXI." Comunicación y Hombre, no. 18 (February 8, 2022): 13–15. http://dx.doi.org/10.32466/eufv-cyh.2022.18.722.13-15.
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Fue Marshall McLuhan el primer teórico que en 1964 habló de la idea de Aldea Global en su ensayo “Understanding Media: The Extensions of Man”. Nacido en Canadá en 1911, estudió literatura inglesa en la Universidad de Manitoba y después en la de Cambridge. Fue profesor en la universidad de Wisconsin y en la Universidad de Saint Luis; se convirtió al catolicismo. Por sus intereses y estudios, pronto fue reconocido como una autoridad en el campo de los medios de comunicación y las tecnologías. Enseñó en el Assumption College, en el St Michael’ s College (46-79), University of Toronto, y en Fordham University, donde ocurrió el Famoso experimento de Fordham sobre los efectos de la televisión. Murió en Toronto en 1980. La idea de aldea global nace en McLuhan tras la observación de como los medios de comunicación, habían sido capaces de superar cualquier distancia física, acercando a los habitantes de la tierra, haciéndolos próximos, vecinos, convirtiendo la tierra en una gran aldea global. En esta nueva aldea global los aldeanos pueden conocer que hacen, como viven, que dicen los demás aldeanos; un aldeano en N.Y
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Levin, Ayala. "Tropical Skins." Public Culture 36, no. 1 (January 1, 2024): 17–45. http://dx.doi.org/10.1215/08992363-11121473.
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Abstract This essay is concerned with how architecture was imagined to mediate tropical climate in the interest of forming productive postcolonial national subjects. It charts a transition in approach from late colonial to postcolonial modernist architecture as it was exemplified in the design of the University of Ife campus in Nigeria in the 1960s by an Israeli team led by Arieh Sharon in collaboration with the Department of Landscape Architecture at the University of Wisconsin–Madison. Sharon's team formed an alternative to the postwar predominance of sun-shading devices, specifically as the British colonial architects Maxwell Fry and Jane Drew employed them in their design of the neighboring University College Ibadan campus. The essay considers the midcentury discourse on sun-shading devices in relation to the contemporaneous theory of “human capital” and demonstrates how this discourse drew from the eighteenth-century notion of architectural “character,” which links the productive capacities of different races with architectural representation.
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Barnett, M. J., G. S. Cembrowski, A. M. J. Shapiro, and J. R. T. Lakey. "Saline Contamination of University of Wisconsin Solution Preserved Human Pancreata." Cell Preservation Technology 2, no. 4 (December 2004): 290–95. http://dx.doi.org/10.1089/cpt.2004.2.290.
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Wang, Sheng-Yuan, Xiao-Lan Wu, Meng Xu, Quan-Xin Chen, and Ying-Jing Gu. "The Evaluation of Synergy between University Entrepreneurship Education Ecosystem and University Students’ Entrepreneurship Performance." Mathematical Problems in Engineering 2021 (December 18, 2021): 1–12. http://dx.doi.org/10.1155/2021/3878378.
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The interactive mechanism between college and university entrepreneurship education ecosystem and their students’ entrepreneurial performance needs to be further discussed, as college and university students are an important force in entrepreneurship. Since there is a lack of symbiotic mechanism analysis and interactive optimization research using ecological methods, this paper constructs the evaluation index system of entrepreneurship education ecosystem and entrepreneurship performance evaluation index system and uses the entropy weight method to determine the weight of various indicators in the index system more objectively. In this paper, Lotka–Volterra model in ecology is used to deeply study the mechanism between college and university entrepreneurship education ecosystem and entrepreneurship performance. Lotka–Volterra multichoice goal programming (MCGP) model is used to optimize the collaborative relationship between college and university entrepreneurship education ecosystem and entrepreneurship performance. Finally, a numerical example is given to illustrate the feasibility and effectiveness of the research method. The results show that Lotka–Volterra multichoice goal programming (MCGP) method is effective in evaluating the synergy between college and university entrepreneurship education ecosystem and the students’ entrepreneurship performance.
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Cardellini, Liberato. "THE PASSION TO TEACH: A DIALOGUE WITH BRIAN P. COPPOLA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 9, no. 1 (June 25, 2017): 33–55. http://dx.doi.org/10.48127/spvk-epmq/17.9.33.
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Dr. Brian P. Coppola is Arthur F. Thurnau Professor of Chemistry at the University of Michigan. He was born in 1957, the same year that Sputnik launched, and was educated by many of the progressive school science movements of the 1960s. He excelled in the college preparatory program at Pinkerton Academy, in Derry, NH. He received his B.S. degree in Chemistry in 1978 from the University of New Hampshire, where he also pursued his interest in art, particularly drawing. In 1980, during graduate school at the University of Wisconsin-Madison, while volunteering as the first study group leader in organic chemistry for the Greater University Tutorial Service (GUTS), Coppola had a chance encounter with Harry Behrman. Behrman invented the GUTS program as a part of his PhD in Education, and he ended up sitting in the back of Coppola’s study group room, taking field notes for his thesis. Every week, Behrman and Coppola had a few hours of intense conversation about education as a field of scholarly endeavor, the integration of which into science formed the foundation of Coppola’s professional interests and future plans
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Lee, Joan. "Reviewer Acknowledgements for Sustainable Agriculture Research, Vol. 6, No. 2." Sustainable Agriculture Research 6, no. 2 (April 28, 2017): 185. http://dx.doi.org/10.5539/sar.v6n2p185.
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Sustainable Agriculture Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Sustainable Agriculture Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://www.ccsenet.org/reviewer and e-mail the completed application form to sar@ccsenet.org. Reviewers for Volume 6, Number 2Aftab Alam, Vice President Agriculture (R&D), Edenworks Inc. New York, United StatesAhmed Ghannam, University of Strasbourg, FranceAnchal Dass, Indian Agricultural Research Institute (IARI), IndiaBed Mani Dahal, Kathmandu University, NepalBernard Palmer Kfuban Yerima, University of Dschang, CameroonBeye Amadou Moustapha, Rice Research Center, Cote d'IvoireDariusz Kulus, University of Technology and Life Sciences, PolandGunnar Bengtsson, SwedenInder Pal Singh, Guru Angad Dev Veterinary and Animal Science University (GADVASU), IndiaJoanna Henryks, University of Canberra, AustraliaJose Antonio Alburquerque, Spanish National Research Council (CEBAS-CSIC), SpainJunjie Xu, University of Texas Southwestern Medical Center, United StatesKatarzyna Panasiewicz, Pozna? University of Life Sciences, Department of Agronomy, PolandManuel Teles Oliveira, University Tras os Montes Alto Douro (UTAD), PortugalMohammad Valipour, Payame Noor University, IranRam Niwas, District Institute of Rural Development, IndiaShengfei Zhou, University of Wisconsin-Madison, United StatesSilviu Beciu, University of Agronomic Sciences and Veterinary Medicine Bucharest, RomaniaStefano Marino, University of Molise, ItalyVishwambhar Prasad Sati, Government KRG Post Graduate College, India
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Williams, Richard. "Reviewer Acknowledgements." Journal of Agricultural Studies 8, no. 2 (July 3, 2020): 844. http://dx.doi.org/10.5296/jas.v8i2.17299.
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Journal of Agricultural Studies (JAS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JAS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 8, Number 2AncaLuiza Stanila, CPA, RomaniaAngel Ramon Sanchez Delgado, Universidade federal Rural do Rio de Janeiro, BrazilAriel Reinaldo Soto Caro, Universidad de Concepción, ChileArnaud Z. Dragicevic, IRSTEA, FranceBabak Mohammadi, University of Tehran, IranBenard Kiplangat Rop, University of Nairobi, KenyaBoumahdi Merad Zoubeida, University Blida, AlgeriaCamilla H. M. Camargos, University of Campinas, BrazilChenlin Hu, The Ohio State University, USACleber Duarte, University of Guararapes, BrazilEben von Well, Agricultural Research Council, South AfricaEliana Mariela Werbin, National University of Cordoba, ArgentinianElizabeth Amélia Alves Duarte, College Maria Milza-FAMAM, BrazilEric Krawczyk, University of Michigan, USAEwa Moliszewska, Opole University, PolandFábio Cassola, UNICAMP, BrazilFortune Ogo-ndah Awala, University of Port Harcourt, NigeriaGuitong Li, China Agricultural University, ChinaHedayatollah K. Soureshjani, Ferdowsi University of Mashhad, IranJanerson Jose Coelho, Universidade Federal Rural de Pernambuco, BrazilJeferson Coutinho, Federal Institute of Science, BrazilJuliana Nneka Ikpe, Akanu Ibiam Federal Polytechnic, NigeriaMd. Sadique Rahman, ShereBangla Agricultural University, BangladeshMohamed Mattar, King Saud University, Saudi ArabiaMohammed El Basuini, Kagoshima University, JapanNkemkanma Vivian Agi, Rivers State University Port Harcourt, NigeriaRafael Cardoso Rial, Federal Institute of Mato Grosso do Sul, BrazilSabatino Cuomo, University of Salerno, ItalySahar Bahmani, University of Wisconsin at Parkside, USAServet Aras, Bozok University, TurkeyShakirudeen Abimbola Lawal, University of Cape Town, South AfricaShubha Kumari, ICARRCER, IndiaSina Nabaei, Azad University, IranSomaia Alkhair, Alzaeim Alazhari University, SudanSudu Hakuruge Pushpa Malkanthi, Sabaragamuwa University of Sri Lanka, Sri LankaToncho Gospodinov Penev, Trakia University, BulgariaTugay Ayasan, East Mediterrenaen Agricultural Research Institute, TurkeyUtkarsh R. Moon, Mahatma Gandhi College of Science, IndiaWossenie Shibabaw Mebratie, Bahir Dar University, EthiopiaZakaria Fouad Abdallah, National Research Centre, EgyptZeinab Mohammadi Shad, Iowa State University, USAZhao Chen, Clemson University, USA Richard WilliamsEditorial AssistantJournal of Agricultural Studies--------------------------------------Macrothink Institute5348 Vegas Dr.#825Las Vegas, Nevada 89108United StatesPhone: 1-702-953-1852 ext.521Fax: 1-702-420-2900Email 1: jas@macrothink.orgEmail 2: jas@macrothink.comURL: http://jas.macrothink.org
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SASAKI, Naoe, and Saburo TANAKA. "Environmental Energy Education in College of Engineering, Nihon University." Proceedings of Mechanical Engineering Congress, Japan 2020 (2020): S20204. http://dx.doi.org/10.1299/jsmemecj.2020.s20204.
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SASAKI, Naoe, and Saburo TANAKA. "Environmental Energy Education in College of Engineering, Nihon University." Proceedings of the Tecnology and Society Conference 2018 (2018): G180613. http://dx.doi.org/10.1299/jsmetsd.2018.g180613.
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SASAKI, Naoe, Takahiro KUROSAWA, and Saburo TANAKA. "Environmental Energy Education in College of Engineering, Nihon University." Proceedings of the Tecnology and Society Conference 2019 (2019): G190114. http://dx.doi.org/10.1299/jsmetsd.2019.g190114.
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HOVHANNISYAN, Hasmik. "Haig KHATCHADOURIAN." WISDOM 6, no. 1 (July 1, 2016): 136–38. http://dx.doi.org/10.24234/wisdom.v6i1.195.
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In 2016, the world of Philosophy lost a tremendous and tireless scholar with the passing of Professor Haig Khatchadourian.
Haig Khatchadourian, Professor Emeritus of Philosophy at the University of Wisconsin-Milwaukee from the late 1960’s until 1994, was educated at the American University of Beirut (B.A. and M.A.) and at Duke University (Ph.D.). He also taught at the American University of Beirut (1948-49, 1956-68), Melkonian Educational Institute, Nicosia, Cyprus (1950-1951), Haigazian College, Beirut (1951-52), the University of Southern California (1968-69), and was a Visiting Professor at the University of Hawaii-Manoa (1976-77) and a Distinguished Visiting Professor at the University of New Mexico-Albuquerque (1978-79). His areas of specialization included: Aesthetics and Philosophy of the Arts, Ethics, Philosophy of Language, Political Philosophy, and Social Philosophy, among others. He was a member of learned societies and presented papers at international conferences from 1958 to 2007. He participated in the Harvard International Seminar (summer, 1962) and was a Liberal Arts Fellow in Philosophy and Law at Harvard Law School (1982-3). He received numerous honors and awards, including Outstanding Educators of America Award, 2,000 Intellectuals of the 20th Century and 2,000 Outstanding Academics of the 21st Century. He published 19 books and at least 94 articles. His most recent book is How to Do Things with Silence.
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Chen, Nan, Xiaolei Xie, Zexian Zeng, Xiang Zhong, Maria Brenny-Fitzpatrick, Barbara A. Liegel, Li Zheng, and Jingshan Li. "Improving Discharge Process at the University of Wisconsin Hospital: A System-Theoretic Method." IEEE Transactions on Automation Science and Engineering 16, no. 4 (October 2019): 1732–49. http://dx.doi.org/10.1109/tase.2019.2896271.
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Compton, David M., Laura D. Bachman, and Jennifer A. Logan. "Aging and Intellectual Ability in Young, Middle-Aged, and Older Educated Adults: Preliminary Results from a Sample of College Faculty." Psychological Reports 81, no. 1 (August 1997): 79–90. http://dx.doi.org/10.2466/pr0.1997.81.1.79.
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52 members of the college community at a small liberal arts university (Ages 25–72) were administered a 60-min. battery of tests measuring different aspects of cognitive performance. Stepwise regression equations detected significant relationships between the predictor variables of age and education and measures of the WAIS-R, the Logical Memory subtests and Trails A. Age predicted performance on Trails A, the Digit Symbol subtest of the WAIS-R, the Logical Memory II component of the Wechsler Memory Scale-R, some measures of the Wisconsin Card Sorting Test, and Full Scale WAIS-R IQ. Education was a significant predictor of performance on the remaining WAIS-R subtests and the Failure-To-Maintain Response Sets measure of the card sorting. However, the results of the present study also suggest that over-all cognitive decline with advancing age is not an eventuality, at least among the highly educated, intellectually active individuals.