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Articles de revues sur le sujet "State University of New York. Division of Research"
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Stamatis, Andreas, et Zacharias Papadakis. « The Deleterious Effects of NCAA Division I Programs : A Comparison of the Current Activities of Student-Athletes of Two Different Division Schools Through the Prism of the Wellness Paradigm ». International Research in Higher Education 3, no 2 (4 juin 2018) : 76. http://dx.doi.org/10.5430/irhe.v3n2p76.
Texte intégralRésumé :
The majority of American student-athletes participate in National Collegiate Athletic Association (NCAA) programs. Those programs are categorized into three different Divisions, which demonstrate differences in athletic scholarship support, level of competition, and philosophy. Among them, Division III (DIII) institutions account for the highest percentage of schools who play collegiate sports, followed by Division I (DI). Recent events and evidence on depression and suicide, anxiety, disordered eating and eating disorders, and substance use and abuse have raised awareness on mental health difficulties in this specific population of young adults. The purpose of this study is to add to the current state of knowledge by investigating whether there are differences in the promotion of a wellness lifestyle between a DI and a DIII university. Using an online interview created by Côté, Ericcson, and Law (2005) all student athletes from both Rice University (DI) and State University of New York (SUNY) at Plattsburgh (DIII) were recruited via email. Sixty-three participated from Rice and 90 from SUNY Plattsburgh. The response rate was 17% and 29%, respectively. Descriptive statistics and parametric tests were used in data analysis. By comparing these two case studies, differences with statistical significance were found in the current activities of sleeping, socializing, school/career, and studying. These differences infer that a DIII school may be promoting a wellness lifestyle more than a DI school. Possible limitations are the use of unequal samples and self-reported data. Future research on comparing more cases of different Division schools is recommended.
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Ris, Ethan W. « The Origins of Systemic Reform in American Higher Education, 1895–1920 ». Teachers College Record : The Voice of Scholarship in Education 120, no 10 (octobre 2018) : 1–42. http://dx.doi.org/10.1177/016146811812001007.
Texte intégralRésumé :
Background/Context The traditional literature on the history of higher education in the United States focuses on linear explanations of the inexorable growth of the size, mission, and importance of colleges and universities. That approach ignores or minimizes a recurrent strain of discontent with the higher education sector, especially from policy elites. Purpose/Objective/Research Question/Focus of Study This article examines the century-old origins of a continuing reform impulse in higher education. It identifies the reforms in question as “systemic,” both because they extended beyond the workings of individual colleges and universities and because they had at their heart the dream of systemization, linking and coordinating policy at groupings of institutions at the state, regional, or national level. The narrative focuses on the establishment, operations, and ideology of two early philanthropic foundations designed to spur systemic reform in the higher education sector: the Carnegie Foundation for the Advancement of Teaching and the General Education Board. Research Design This article relies on historical analysis informed by organizational theory. Data Collection and Analysis The data for this article come from new archival research, mostly conducted at the Rockefeller Archive Center (Sleepy Hollow, NY), Library of Congress Manuscript Division (Washington, DC), and Columbia University Rare Book and Manuscript Library (New York, NY). Conclusions/Recommendations This article identifies an ideologically consistent, interlocked cohort of reformers whom the author calls “the academic engineers.” These individuals, associated with elite universities and philanthropic foundations, articulated a vision of higher education reform based on increasing the efficiency and utility of institutions and linking them together in a hierarchical system. The author identifies four key features of this vision and describes the academic engineers’ efforts to enact them. The reformers had some successes but failed to realize their overarching goals; in the article's conclusion, the author examines the historical context and organizational theory as partial explanations for this shortfall.
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Bottoli, Carla. « In Memoriam - BrJAC mourns the death of Prof. Dr. Carol Hollingworth Collins and recognizes her great contribution to the Analytical Chemistry in Brazil ». Brazilian Journal of Analytical Chemistry 9, no 37 (5 octobre 2022) : 14–15. http://dx.doi.org/10.30744/brjac.2179-3425.inmemoriam.carol-collins.
Texte intégralRésumé :
Professor Carol Collins graduated in Chemistry from Bates College (1952) and obtained her PhD in Organic Physical Chemistry from Iowa State University of Science and Technology (1958), when she was introduced to the recently developed gas–liquid chromatography. She conducted postdoctoral research at the University of Wisconsin and later worked on radiochemistry and nuclear medicine at the Brookhaven National Laboratory and the Western New York Nuclear Research Center in Louvain (Belgium) and Southwest Asia. Professor Collins came to the State University of Campinas (Unicamp) with her husband, Kenneth Collins, in July 1974, during the university’s first decade, and played a leading role in consolidation of the Institute of Chemistry at Unicamp and in the growth of chemistry and analytical chemistry in Brazil. Her first line of research in Brazil was radioanalytical chemistry, later focusing on chromatographic techniques, initially applied to the products of radiochemical reactions and radiation chemistry. Subsequently, her attention was directed to the preparation of stationary phases for liquid chromatography. She gained remarkable achievement in the area of chromatography that allowed her to publish two books that are very popular in Brazil: "Introduction to Chromatographic Methods" (1987) and "Fundamentals of Chromatography" (2006). Her scientific and technological contributions have been recognized through several awards, including the “Marie Curie Award” from the American Association of University Women and the “Simão Mathias Medal” from the Brazilian Chemical Society (SBQ). She also received honors in recognition of the contributions of Unicamp's 40th anniversary, SBQ's 30th anniversary, a tribute from the Journal of the Brazilian Chemical Society, the National Meeting of Analytical Chemistry, the School of Separations and the Brazilian Symposium on Chromatography and Related Techniques (SIMCRO) Medal. For her outstanding performance and leadership in the creation and consolidation of the Analytical Chemistry Division of the Brazilian Chemical Society, her name was recognized in the Carol Collins Medal given to each National Meeting of Analytical Chemistry since the 2018 edition. Professor Collins was also a full member of the Brazilian Academy of Sciences and the Academy of Sciences of São Paulo, and received the title of Professor Emerita of Unicamp on 14 May 2012, in addition to being Emeritus Researcher at the National Council for Scientific and Technological Development (CNPq). Apart from her scientific competence, some characteristics shaped her personality and made her very popular among her colleagues and students: her vast gourmet knowledge, keen taste for caipirinha and coffee, infallible memory, great love for her work and for Brazil, dedication to science, analytical chemistry/chromatography, kindness as a person and her incessant search for justice. She was always receptive to clarifying the doubts of students, teachers and interested parties, which she did with great pleasure, characteristic of those who like to teach and transmit knowledge. The contributions of Professor Collins to the training of human resources, the consolidation and development of the Institute of Chemistry at Unicamp and the analytical chemistry/chromatography sector in Brazil and abroad are immeasurable. Her brilliant trajectory will leave a huge legacy that is difficult to measure and she will remain forever in the memory of those who were fortunate enough to live with her.
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Neumann, Franz L. « Anxiety and Politics ». tripleC : Communication, Capitalism & ; Critique. Open Access Journal for a Global Sustainable Information Society 15, no 2 (27 juin 2017) : 612–36. http://dx.doi.org/10.31269/triplec.v15i2.901.
Texte intégralRésumé :
The English version of this article was first published in 1957. The journal tripleC: Communication, Capitalism & Critique republished it 60 years later in 2017. In this essay, Franz L. Neumann discusses the role of anxiety in politics. The article asks: How does it happen that the masses sell their souls to leaders and follow them blindly? On what does the power of attraction of leaders over masses rest? What are the historical situations in which this identification of leader and masses is successful, and what view of history do the men have who accept leaders? For answering these questions, the author suggests a combination of political economy, Freudian political psychology, and ideology critique. He sees anxiety in the context of alienation. Alienation is analysed as a multidimensional phenomenon consisting of economic, political, social and psychological alienation. Neumann introduces the notions of Caesaristic identification, institutionalised anxiety and persecutory anxiety. The essay shows that fascism remains an actual threat in capitalist societies.Acknowledgement: The editors of tripleC express their gratitude to the Neumann and Marcuse families for their support in republishing this essay, to Simon & Schuster for granting us the rights, and to Denise Rose Hansen for her invaluable editorial assistance. Original source: From the book “The Democratic and the Authoritarian State” by Franz Neumann. Copyright © 1957 by the Free Press. Copyright renewed © 1985 by the Free Press, a division of Macmillan, Inc. Reprinted by permission of Free Press, a Division of Simon & Schuster, Inc. Originally delivered as a lecture before the Free University of Berlin and published in the series “Recht und Staat,” Tübingen,1954. Translated by Professor Peter Gay. This article is published in tripleC without a CC licence.About the AuthorFranz Leopold Neumann (1900-1954) was a political theorist associated with the Frankfurt School. He obtained a doctoral degree in legal studies at the University of Frankfurt with the dissertation „Rechtsphilosophische Einleitung zu einer Abhandlung über das Verhältnis von Staat und Strafe“ (A Legal-Philosophical Introduction to A Treatise on the Relationship between the State and Punishment). Neumann became the German Social Democratic Party’s (SPD) main legal advisor at a time when the Nazis and Hitler gained strength in Germany. At the time when Hitler came to power in 1933, the legal office had to be closed and Neumann had to flee from Germany. In London, he in 1936 obtained his second doctoral degree from the London School of Economics with the work “The Governance of the Rule of Law” under the supervision of Harold Laski and Karl Mannheim. Neumann moved to New York in 1936, where he became a member of the Institute of Social Research (also known as the “Frankfurt School”) that was then in exile in the USA. In 1942, he started working for the Office of Strategic Service (OSS), where he together with Herbert Marcuse and Otto Kirchheimer analysed Nazi Germany. In 1942, Neumann published his main book is Behemoth: The Structure and Practice of National Socialism, 1933–1944 (2nd, updated edition published in 1944), one of the most profound analyses of Nazi Germany’s political economy and ideology. Franz L. Neumann died in 1954 in a car accident.
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Troyanskaya, Maya, Randall Scott Scheibel, Felicia C. Goldstein, Linda Ewing-Cobbs, Erin D. Bigler et Elisabeth A. Wilde. « Invited Symposium 1 : Traumatic Brain Injury : Highlighting the Contributions of Dr. Harvey S. Levin Ph.D., ABPP-CN, FACSM 1946 - 2022 ». Journal of the International Neuropsychological Society 29, s1 (novembre 2023) : 399–400. http://dx.doi.org/10.1017/s1355617723005337.
Texte intégralRésumé :
Harvey S. Levin obtained his Bachelor’s degree from City College of New York, in New York city, Ph.D. in Clinical Psychology from the University of Iowa, in Iowa City, completed his internships in Clinical Neuropsychology and Pediatric Psychology at the University of Iowa Hospitals in Iowa City and Clinical Psychology, Psychiatry and Pediatrics at the Illinois Masonic Medical Center in Chicago, and his fellowship in Neuropsychology at University of Iowa Hospitals in Iowa City.Dr. Levin started his career in 1972 as Instructor with the Department of Psychology at the University of Iowa and transitioned to The University of Texas Medical Branch (UTMB) in Galveston, Texas, in 1974, where he began an internationally renowned career in clinical work, teaching, and, most of all, pioneering research on traumatic brain injury (TBI). He ultimately became the Chela and Jimmy Storm Distinguished Professor in Surgical Research, Division of Neurosurgery, Department of Surgery in 1987. After leaving Texas for two years to take a position with the University of Maryland Medical System and Shock Trauma Institute in Baltimore, he moved back to Houston Texas in 1995 and established the Cognitive Neuroscience Laboratory (CNL) within the Department of Physical Medicine & Rehabilitation at Baylor College of Medicine, which was supported by federal grants, including funding from the National Institutes of Health, Department of Defense, Department of Veterans Affairs, and Centers for Disease Control and Prevention, and numerous private foundations. The CNL integrated rehabilitation and neuroplasticity research with multimodality brain imaging, clinical and neuropsychological assessment, and fluid biomarkers. Dr. Levin was Professor with the Departments of Physical Medicine and Rehabilitation where he served as Director of Research (1995-2014), Pediatrics, and Neurosurgery at Baylor College of Medicine. He was also a Research Scientist and the Director of the Center of Excellence for Traumatic Brain Injury at the Michael E. DeBakey Veterans Affairs Medical Center (2008-2013), and Adjunct Professor with the Department of Psychology at Rice University in Houston, Texas.Dr. Levin’s research focused on investigating both acute and long-term outcomes of mild to severe TBI in civilian and military populations, including cognitive and behavioral sequelae in relation to neuropathology using advanced brain imaging modalities. He began prospective, longitudinal studies of adults and children who had sustained TBI associated with closed head trauma upon joining UTMB and developed, in collaboration with Drs O’Donnell and Grossman, the Galveston Orientation and Amnesia Test (GOAT). The GOAT was the first measure to assess post-traumatic amnesia and orientation following moderate to severe TBI, is still most widely used by the clinicians and researchers, and it has been translated to 16 languages. The original publication, “Levin HS, O’Donnell VM, Grossman RG. The Galveston Orientation and Amnesia Test. A practical scale to assess cognition after head injury. J Nerv Ment Dis. 1979 Nov;167(11):675-84. doi: 10.1097/00005053-197911000-00004. PMID: 501342”, has over 1200 citations. This work continued with participation in the NINDS Traumatic Coma Data Bank and the organization of outcome assessments for NINDS-funded clinical trials of hypothermia to treat severe TBI. To monitor the quality of outcome data across performing sites, Dr. Levin and colleagues developed a code for the reliability of data collected and implemented the role of an outcome monitor who evaluated adherence to protocol across sites. Following establishment of the CNL, he pursued investigation of TBI outcomes across the lifespan using multimodality brain imaging and biomarkers, errorless learning, translational studies in collaboration with neuroscientists using animal models, and clinical trials of methylphenidate, progesterone, CDP-choline. Dr. Levin spent over 30 years researching neurobehavioral outcomes of head injury in children, starting with a small pilot study funded by the Shriners Hospital in 1991 and continuing with several cycles of a multicenter R01 grant funded by the National Institute of Health. In later years, he used his expertise as a member of several large consortiums, including the Long-term Impact of Military-Relevant Brain Injury Consortium \ Chronic Effects of Neurotrauma Consortium (LIMBIC-CENC) funded by the VA and DoD and the Transforming Research and Clinical Knowledge in Traumatic Brain Injury (TRACK-TBI) funded by the NINDS.During his career, Dr. Levin authored and coauthored more than 400 articles in scientific journals and over 100 books, with one of them, “Levin, H. S., Benton, A. L., & Grossman, R. G. (1982). Neurobehavioral consequences of closed head injury. Oxford University Press, USA”, having over 1100 citation, as well as book chapters that advanced knowledge of TBI, epilepsy, neurodegenerative diseases, and other illnesses that affect brain functioning. He was also very active as a reviewer on federal grant panels and as an editor and reviewer for the Journal of Neurotrauma, Journal of Clinical and Experimental Neuropsychology, Archives of Physical Medicine & Rehabilitation, Neuropsychology, Journal of the International Neuropsychological Society, Lancet, JAMA, Pediatrics, and other top-cited journals. He served as president of the International Neuropsychological Society in 1989-1990. Dr. Levin was a recipient of numerous prestigious awards, including the Javits Neuroscience Investigator Award, the Jennett-Plum Award for Research on Traumatic Brain Injury, the Distinguished Career Award by the International Neuropsychological Society, the American Congress of Rehabilitation Gold Key Award, the Distinguished Lifetime Contribution to Neuropsychology Award from the National Academy of Neuropsychology, as well as awards from other head injury and psychological organizations, including the International Brain Injury Association, the National Head Injury Foundation, the North American Brain Injury Society, Texas Psychological Association, and the Defense and Veterans Brain Injury Center. In addition to his stellar scientific accomplishments, Dr. Levin trained, mentored, and provided supervision to interns, fellows, postdocs, residents, medical and psychology students. He was the Director of an NCMRR/NIH T32 Postdoctoral Research Program, and training supervisor in neuropsychology for Baylor College of Medicine and for the Memorial Hermann TIRR Neuropsychology Postdoctoral Fellowship Programs. A passionate educator, he taught classes at Baylor College of Medicine, the University of Houston, and the National and Kapodistrian University of Athens Medical School in Greece and served as an evaluator for the American Board of Clinical Neuropsychology/American Board of Professional Psychology. He was often invited as a lecturer at numerous scientific organizations.The main objective of this symposium is to provide an overview of the current state of research in TBI while highlighting Dr. Levin’s contributions to this field. The symposium will start with a brief overview of Dr. Levin’s career (Dr. Randall S. Scheibel), followed by presentations focused on the assessment of adult TBI, including posttraumatic amnesia (Dr. Felicia C. Goldstein), the current state of pediatric TBI (Dr. L. Ewing-Cobbs), and novel imaging in TBI (Dr. Erin D. Bigler). There will be a brief discussion session at the end lead by Dr. Elisabeth A. Wilde.
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Pujianti, Yuli, Hapidin Hapidin et Indah Juniasih. « The The Effectiveness of Using Mind Mapping Method to Improve Child Development Assessment ». JPUD - Jurnal Pendidikan Usia Dini 13, no 1 (30 avril 2019) : 172–86. http://dx.doi.org/10.21009/10.21009/jpud.131.13.
Texte intégralRésumé :
This study aims to determine the effectiveness of using mind mapping method in improving early childhood educator’s skill in mastering the child development assessment. This research is quasi-experimental using a pre-test and post-test design. The population was the entire classes of early childhood education training held by LPK Yayasan Indonesia Mendidik Jaka Sampurna at Cileungsi, Bogor. The participants were 45 early childhood educators. This study used three research methods which are implemented from learning methods in child development assessment was as pre-test and post-test. Data were collected by using two instruments to measure early childhood educators for child development assessment. The data were analysed by using t-test to measures the differences data in pre-test and post-test. The results showed that the use of mind mapping methods can help early childhood educators to improve their mastery of the development assessment concept which averages 51.9 percent. It showed significant results with ttest value is 18,266 (N = 10, α = 0,0). This capacity building is reinforced by various qualitative findings which arise from early childhood educators’ awareness to change the old learning style into learning by mind mapping method as a learning method that follows how the brain works. This study also found that early childhood educators as adults who are in the stage of formal thinking have shown an understanding that mind mapping method are appropriate, fast, easy and practical in mastering various development assessment concepts. Early childhood educators believe that they can use the method for mastering other material concepts.
Keywords: Assessment, Brain-based teaching, Mind mapping
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Knopf, Alison. « Liberating methadone Part 2 : The state of research ». Alcoholism & ; Drug Abuse Weekly 35, no 40 (13 octobre 2023) : 5–6. http://dx.doi.org/10.1002/adaw.33915.
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Keech, William R. « Trudi C. Miller ». PS : Political Science & ; Politics 41, no 04 (octobre 2008) : 888. http://dx.doi.org/10.1017/s1049096508241284.
Texte intégralRésumé :
Trudi C. Miller died on September 30, 2003, after a brief illness. After earning a BA in English from Cornell University and a Ph.D. in political science from the University of North Carolina at Chapel Hill, she spent most of her career at the National Science Foundation. After a brief stay at the State University of New York at Buffalo, she moved to NSF, where she rose to be the program director for the Decision, Risk and Management Division of Social and Economic Science.
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Dent, Micheal, Federica Bulgarelli, Andres Buxó-Lugo, Christopher McNorgan, Eduardo Mercado et Peter Pfordresher. « Acoustics and cognitive psychology at the University at Buffalo, the State University of New York ». Journal of the Acoustical Society of America 152, no 4 (octobre 2022) : A123. http://dx.doi.org/10.1121/10.0015755.
Texte intégralRésumé :
The Psychology Department at the University at Buffalo, SUNY offers mentorship-based, research-intensive Masters’ and Doctoral degrees in Cognitive and Behavioral Neuroscience Areas of Psychology. Faculty specialize in audition, vocal production, psycholinguistics, bioacoustics, language development, attention, music cognition, and learning. Specific expertise includes auditory and vocal processing and multisensory integration across the lifespan. Study populations include mice, whales, and human children and adults, including special populations such as musicians, bilinguals, and people with conditions like aphasia, autism, dyslexia and attention deficit hyperactivity disorder. Methodologies include, but are not limited to, eye tracking, functional magnetic resonance imaging, motion capture, animal psychophysics, electroencephalograms, and surface electromyography. The program is collaborative, collegial, and supportive, and the graduate student stipends are competitive in an area of the country with a low cost of living. Students train with other students and faculty to become experts in their chosen area of study. The combination of academic and research training allows students to thrive and leave the program prepared for independent careers in academia or applied settings such as industry. See: https://arts-sciences.buffalo.edu/psychology/graduate/overview.html for more information about the program.
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Baker, Brian P., et Douglas B. Smith. « Self identified research needs of New York organic farmers ». American Journal of Alternative Agriculture 2, no 3 (1987) : 107–13. http://dx.doi.org/10.1017/s0889189300001740.
Texte intégralRésumé :
AbstractA survey of organic farmers in New York State identified problems in need of university research. Weed management was the most frequently mentioned problem by far, identified as significant by two-thirds of the organic farmers. Only a few other problems were listed as significant, including insufficient time for farm work, lack of markets, low prices, and lack of appropriate tools. These were cited by more than a third of the farmers. Drought, insect management, and a lack of a dependable supply of labor were cited by about one-third of the respondents. The survey also examined organic farmers' information sources. They do not use conventional sources of agricultural information, such as the extension service and conventional agricultural media, as much as books, magazines, and newsletters on organic f arming, other organic f armers, and on-farm experiments. Many respondents noted that local extension agents did not know very much about non-chemical solutions to organic production problems. They considered University Extension to be accessible, but not very useful in solving problems specific to organic farming, and had many suggestions to improve Land Grant research in organic agriculture.
Thèses sur le sujet "State University of New York. Division of Research"
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Maxey, Hannah L. « Understanding the Influence of State Policy Environment on Dental Service Availability, Access, and Oral Health in America's Underserved Communities ». Thesis, 2014. http://hdl.handle.net/1805/5993.
Texte intégralRésumé :
Indiana University-Purdue University Indianapolis (IUPUI)Oral health is crucial to overall health and a focus of the U.S. Health Center program, which provides preventive dental services in medically underserved communities. Dental hygiene is an oral health profession whose practice is focused on dental disease prevention and oral health promotion. Variations in the practice and regulation of dental hygiene has been demonstrated to influence access to dental care at a state level; restrictive policies are associated lower rates of access to care. Understanding whether and to what extent policy variations affect availability and access to dental care and the oral health of medically underserved communities served by grantees of the U.S. Health Center program is the focus of this study. This longitudinal study examines dental service utilization at 1,135 health center grantees that received community health center funding from 2004 to 2011. The Dental Hygiene Professional Practice Index (DHPPI) was used as an indicator of the state policy environment. The influence of grantee and state level characteristics are also considered. Mixed effects models were used to account for correlations introduced by the multiple hierarchical structure of the data. Key findings of this study demonstrate that state policy environment is a predictor of the availability and access to dental care and the oral health status of medically underserved communities that received care at a grantee of the U.S. Health Center program. Grantees located in states with highly restrictive policy environments were 73% less likely to deliver dental services and, those that do, provided care to 7% fewer patients than those grantees located in states with the most supportive policy environments. Population’s served by grantees from the most restrictive states received less preventive care and had greater restorative and emergency dental care needs. State policy environment is a predictor of availability and access to dental care and the oral health status of medically underserved communities. This study has important implications for policy at the federal, state, and local levels. Findings demonstrate the need for policy and advocacy efforts at all levels, especially within states with restrictive policy environments.
Livres sur le sujet "State University of New York. Division of Research"
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New York (State). Dept. of Audit and Control. Division of Management Audit, dir. State University of New York Research Foundation, controls over direct costs. [Albany, N.Y : The Division, 1993.
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University of the State of New York. Division of Pupil Health and Fitness. Directory, personnel and programs, Division of Pupil Health and Fitness. Albany, N.Y : University of the State of New York, State Education Dept., 1991.
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Griffiths, José-Marie. Library systems in New York State, April 1989 : A study prepared for the University of the State of New York, the State Education Department, Division of Library Development. Rockville, MD : King Research, 1989.
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Griffiths, José-Marie. Library systems in New York State, April 1989 : A study prepared for the University of the State of New York, the State Education Department, Division of Library Development : report. Rockville, MD : King Research, 1989.
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Starna, William A. The invisible minority : American Indian students in the State University of New York. [Albany, N.Y : State University of New York?], 1988.
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State University of New York., dir. The Challenge and the choice : Investing in graduate education and research in the State University of New York. [Buffalo, N.Y.] : The University, 1986.
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Barcher, Peter R. SUNY's opportunity programs : A research agenda for the 1990's. [Albany, N.Y.?] : State University of New York, 1990.
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New York (State). Legislature. Legislative Commission on Expenditure Review, dir. Research report : Funding projections for the Rural Rental Assistance Program. Albany, N.Y : Legislative Commission on Expenditure Review, 1987.
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Audit, New York (State) Office of the State Comptroller Division of Management. State Education Department : Professional licensing operations. [Albany, N.Y.] : The Division, 1996.
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Brooklyn, State University of New York Health Science Center at. Guide to the archives, State University of New York Health Sciences Center at Brooklyn, Medical Research Library of Brooklyn. [New York : The Library], 1996.
Trouver le texte intégralChapitres de livres sur le sujet "State University of New York. Division of Research"
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Tölle, Wolfgang, Jason Yasner et Michael Pieper. « State University of New York at Buffalo ». Dans Study and Research Guide in Computer Science, 66–67. Berlin, Heidelberg : Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-77393-8_23.
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Tölle, Wolfgang, Jason Yasner et Michael Pieper. « State University of New York at Stony Brook ». Dans Study and Research Guide in Computer Science, 68–69. Berlin, Heidelberg : Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-77393-8_24.
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Bąk, Halszka. « The Development of Stimuli for Emotional Prosody Research : With Contributions from Prof Dr. Jeanette Altarriba, State University of New York, Albany, USA ». Dans Emotional Prosody Processing for Non-Native English Speakers, 117–39. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44042-2_6.
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Wilson, Sondra Kathryn. « James Weldon Johnson (June 17, 1871-June 26, 1938) ». Dans In Search of Democracy, 9–12. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195116335.003.0002.
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Abstract 1871 Born to James and Helen Louise Dillet Johnson on June 17, in Jacksonville, Florida. 1884 Makes trip to New York City. 1886 Meets Frederick Douglass in Jacksonville. 1887 Graduates from Stanton School, Jacksonville. Enters Atlanta University Preparatory Division. 1890 Graduates from Atlanta University Preparatory Division. Enters Atlanta University’s freshman class. 1891 Teaches school in Henry County, Georgia, during the summer following his freshman year. 1892 Wins Atlanta University Oratory Prize for “The Best Methods of Removing the Disabilities of Caste from the Negro.” 1893 Meets Paul Laurence Dunbar at the Chicago World’s Fair. 1894 Receives B.A. degree with honors from Atlanta University. Delivers valedictory speech, “The Destiny of the Human Race.” Tours New England with the Atlanta University Quartet for three months. Is appointed principal of Stanton School in Jacksonville, Florida, the largest African-American public school in the state. 1895 Founds the Daily American, an afternoon daily serving Jacksonville’s black population. 1896 Expands Stanton School to high school status, making it the first public high school for blacks in the state of Florida. 1898 Becomes the first African American to be admitted to the Florida bar.
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Diamond, Sigmund. « The Russian Research Center, 2 : Scholarship and Intelligence ». Dans Compromised Campus, 65–110. Oxford University PressNew York, NY, 1992. http://dx.doi.org/10.1093/oso/9780195053821.003.0005.
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Abstract The “official Story” is that Harvard established the Russian Research Center with the help of a preliminary grant of $100,000 from the Carnegie Corporation of New York to provide information to the State Department and other government agencies about contemporary Russia. An article in the Boston Traveler of December 5, 1947, the basis for an FBI memo of December 12, reported that the results of the Harvard research would be “made available to the State Department and other federal agencies, including the central intelligence group, through in formed channels long before publication by the university,” though the university declined to do any classified (secret) research. The State Department, though convinced of the importance of covert activities, was reluctant to engage in them itself. So were many professors, who were also eager to establish a permanent university-government relationship.
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Murray, Peter, et Maria Feeney. « The institutionalisation of Irish social research ». Dans Church, State and Social Science in Ireland. Manchester University Press, 2016. http://dx.doi.org/10.7228/manchester/9781526100788.003.0005.
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Chapter 5 returns the focus to the social sciences. The injection of resources into Ireland’s scientific research infrastructure at the end of the 1950s created two new social science research producers – the Rural Economy Division of An Foras Taluntais and the Economic Research Institute. In the former rural sociology took a recognised place alongside a variety of other agriculture-relevant disciplines. In the latter the distinction between the economic and the social was a blurred and indistinct one. During the first half 1960s the unenclosed field of social research was to be the subject of a series of proposals from actors located within the Catholic social movement to a variety of government departments for the creation of research centres or institutes. This chapter details these proposals and the fate of consistent refusal with which they met. Empirical social research in Ireland was funded and organised in a manner that effectively excluded the participation of any Catholic social movement actor without a university base when the government approved the transformation of the Economic Research Institute into the Economic and Social Research Institute. This approval for a central social research organisation was crucially linked to the project of extending the scope of government programming to encompass social development as well as economic expansion.
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Loss, Christopher P. « Educating Citizen-Soldiers in World War II ». Dans Between Citizens and the State. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691148274.003.0004.
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This chapter moves the story from the New Deal to the U.S. Army. As the state's main wartime hub for psychological research, the Army Research Branch, headed by University of Chicago sociologist Samuel A. Stouffer, presented evidence to military commanders that better-educated soldiers were more efficient, exhibited higher morale, and were less likely to desert or suffer a psychoneurotic breakdown than their educationally deprived peers. Military and educational policymakers were galvanized by this finding and joined forces to create the Army Information and Education Division—the education clearinghouse for the common soldier. With the steady support of General George C. Marshall, the chief of staff of the army, who believed wholeheartedly in the transformative power of education, millions of G.I.s made use of the educational services provided to them.
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Bagchi-Sen, S., Changho Lee et Jessie Poon. « Academic-Industry Collaboration ». Dans Advances in Business Strategy and Competitive Advantage, 289–302. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8348-8.ch017.
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The collaborative networks between university, industry, and government are key sources of innovation, entrepreneurship, and regional economic development. Specifically, studies have focused on how to transfer university expertise to commercially applicable innovation through academic and industry networking. This chapter provides new insight into university and industry collaboration practices from a case study of the Buffalo Niagara Medical Campus (BNMC) and the University at Buffalo-State University of New York in the U.S. The sample of scientists surveyed shows that collaboration is actively pursued by scientists at the consortium. The collaborative networks of scientists, access to federal funding, and infrastructural support through institutional coordination locally contribute to innovative translational research. Joint research, contract research, and consulting agreement are major forms of university-industry collaborative practices. In addition, the collaboration with industry correlates with scientists' academic productivity as well as entrepreneurial outcomes.
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Wagle, Tina. « The Experience of Learning in an Alternative Certification Program ». Dans Handbook of Research on Educator Preparation and Professional Learning, 84–98. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8583-1.ch006.
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This chapter describes an alternative teacher certification program to achieve two objectives. The first is to highlight the connection to experiential learning. This connection to experiential learning that underscores the strength of a program in which “work” is essential to gaining true knowledge. The second objective is to refute the negative perception that alternative teacher certification programs may carry due to the negative connotations associated with such programs. These objectives will be accomplished by describing the State University of New York (SUNY) Empire State College's Master of Arts in Teaching Program and demonstrating that it meets the high standards expected from any teacher preparation program. It is the author's hope that stakeholders with an investment in education and in teacher preparation, in particular, will not make unfounded assumptions about alternative preparations and instead understand that there are high quality alternative teacher certification programs that support the profession of teaching.
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Forbes, William, et Sylvia-Linda Kaktins. « Rural Development ». Dans Geography in America at the Dawn of the 21st Century. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233923.003.0034.
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Rural development could be defined simply as economic development in rural areas. However, practitioners and researchers find rural development involves more than mere economic strategies. Many rural communities struggle with changes from resource extractive to service-based economies, along with cultural impacts of globalization (Harrington 1995; Ewert 1997). Rural development in response is becoming integrative like geography, considering class structure, community values, natural resources, social capital, sustainability, and regional and global forces (World Commission on Environment and Development 1987; Straussfogel 1997; Heartland Center for Leadership Development 1998). Rural development has represented an explicit research perspective within geography since 1982. Geographers, through their ability to integrate human and physical aspects of place, can help communities assess complex change and devise strategies to meet their goals (Stoddart 1986; Turner 1989; Abler et al. 1992). Integrated descriptions of human and physical aspects of place can benefit relationships with undergraduate students (Marshall 1991), other geographers (Bowler et al. 1992), rural development researchers in other fields, and rural development practitioners (Kenzer 1989). Geographers may be especially useful in the interdisciplinary world of sustainable development (Wilbanks 1994). The Rural Development Specialty Group began in 1982 as the result of an International Geographic Union (IGU) working group meeting in Fresno, California. The group was formed “to promote sharing of ideas and information among geographers interested in the many facets of rural development.” Richard Lonsdale (University of Nebraska) and Donald Q. Innis (State University of New York at Geneseo) were co-founders. Subsequent leaders included Vincent Miller (Indiana University of Pennsylvania), John Dietz (University of Northern Colorado), Al Larson (University of Illinois at Chicago), Paul Frederic (University of Maine at Farmington), Henry Moon (University of Toledo), Brad Baltensperger (Michigan Technological University), Karen Nichols (State University of New York at Geneseo), William Forbes (University of North Texas), and Peter Nelson (Middlebury College). The group may soon merge with the Contemporary Agriculture and Rural Land Use Specialty Group, forming a larger Rural Geography Specialty Group that will continue to provide a forum for rural development research in geography.
Actes de conférences sur le sujet "State University of New York. Division of Research"
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Alahmari, Turki S., Christopher Kennedy, Brad D. Weldon, David V. Jáuregui, Michael J. McGinnis et Michael V. Gangone. « Load Testing of a Nonproprietary UHPC and HPC Superstructure ». Dans IABSE Congress, New York, New York 2019 : The Evolving Metropolis. Zurich, Switzerland : International Association for Bridge and Structural Engineering (IABSE), 2019. http://dx.doi.org/10.2749/newyork.2019.1257.
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<p>Ultra-high performance concrete (UHPC) provides superior properties compared to conventional concretes. However, due to the high cost of materials and lack of familiarity and design codes, the use of UHPC is still limited in structural applications. Research at New Mexico State University (NMSU) has developed nonproprietary UHPC using materials local to New Mexico, USA. The mixture proportions reduce costs while improving sustainability and maintaining the advanced mechanical and durability properties characteristic of UHPC. The superstructure of Bridge 9706, a two-span bridge near Anthony, New Mexico, was recently constructed to incorporate one span using nonproprietary UHPC and one span using high-performance concrete (HPC). To investigate the behavior of the bridge, load tests were conducted. External sensors were attached to the girders of both spans to measure strains during testing. Additionally, digital image correlation (DIC) was used on the sides of the exterior girders to measure deflections and strains. Loaded trucks were used to apply a load to the bridge through different load paths and configurations. Results of the load tests are presented and the behavior of the UHPC and HPC span under similar load conditions are compared.</p>
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Vazquez Batisti, Anita, et Michael E. Pizzingrillo. « Beyond Degree Programs : How a Major University Immersed Itself in the Educational Landscape of New York City ». Dans Sixth International Conference on Higher Education Advances. Valencia : Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11142.
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In 2006 the Center for Educational Partnerships was established as the “outreach arm” of Fordham University’s Graduate School of Education. In so doing, Fordham reimagined the role of higher education to go beyond degree granting programs, faculty expertise and research opportunities. In this paper, we describe how what began in 2006 as a vision to strengthen the presence of the Graduate School of Education in New York City public schools has grown into a thriving Center that touches the lives of more than 500,000 students in grades Pre‑K to 12, thousands of teachers, and hundreds of administrators and parents throughout New York City. We outline how each phase of Fordham’s involvement and work developed during New York City’s major educational reform agenda, resulting from the New York State Legislature’s granting the City’s Major control of New York City’s 1,500 public schools in 2002.
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Léger, A. C., M. Vardelle, A. Vardelle, P. Fauchais, S. Sampath, C. C. Berndt et H. Herman. « Plasma Sprayed Zirconia : Relationships Between Particle Parameters, Splat Formation and Deposit Generation-Part I : Impact and Solidification ». Dans ITSC 1996, sous la direction de C. C. Berndt. ASM International, 1996. http://dx.doi.org/10.31399/asm.cp.itsc1996p0623.
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Abstract Joint research work between the University of Limoges and the State University of New York, Stony Brook, has been carried out on the impact and solidification of plasma sprayed zirconia particles. A measurement device, consisting of a phase doppler particle analyser and a pyrometer, was used to correlate the characteristic parameters of splats to those of the substrate and to the size, velocity and temperature of the impacting particles.
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Arredondo-Hidalgo, María Guadalupe, et Diana del Consuelo Caldera González. « THE PORTFOLIO OF EVIDENCE IN THE COMPETENCY-BASED EDUCATIONAL MODEL OF THE UNIVERSITY OF GUANAJUATO ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end036.
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In a teaching-learning process, it is essential that the evaluation is summative and formative, from an analytical and holistic basis so that the process is comprehensive and integrates the work that the student has developed throughout the course, for example, a portfolio of evidence. Van der Schaaf and Stokking (2008) state that a portfolio of evidence integrates elements that must be related to each other, in order to be considered valid and reliable to evaluate the teaching-learning process, the elements are: a) the teacher model, b) the task model, c) the scoring model and d) the interpretation model. The objective of this research is to analyze the use of the portfolio of evidence as an evaluation tool within the teaching-learning process, for the Competency-Based Educational Model of the University of Guanajuato. This is a quantitative research with descriptive scope. A 22-item questionnaire was used considering the instrument developed by Romero and Crisol (2011) called "Opinion, satisfaction, usefulness and feelings of students about the use of the portfolio in learning and self-evaluation". The instrument was applied to a sample of 183 students of the Bachelor's Degree in International Commerce of the Economic-Administrative Sciences Division of the University of Guanajuato, distributed in four different Learning Units. The results indicate that students consider important the use of the portfolio of evidence as part of their teaching-learning process. In the part of satisfaction, usefulness and feelings, the students consider that the use of the portfolio is very important as a pertinent and adequate tool, and it is considered useful for learning, since besides serving as reinforcement, it implies a free and creative exercise. As conclusions of the study, the importance of the portfolio of evidence as a method of evaluation in accordance with the Educational Model by Competencies of the University of Guanajuato, which has also been well received at least by the sample of this study, is manifested. As future lines of research, it is expected to expand the sample to other careers and learning units to verify the applicability of the results of the study.
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Millrath, Karsten, Frank J. Roethel et David M. Kargbo. « Waste-to-Energy Residues : The Search for Beneficial Uses ». Dans 12th Annual North American Waste-to-Energy Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/nawtec12-2212.
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In the U.S., about 28.5 million tons of municipal solid waste are combusted annually in waste-to-energy facilities that generate 25–30% of ash by weight of the MSW feed. Since some residues were found to contain high levels of lead and cadmium prior to the 1990s, they were commonly associated with environmental pollution. However, for the last years nearly all ash samples have been tested non-hazardous. Research on the beneficial use of combustion residue has been conducted for the past few decades yet the actual ash reuse rate in the U.S. has remained close to 10%. Currently most of the ash is landfilled at considerable cost to the waste-to-energy industry. A consortium of researchers at Columbia University, the State University of New York at Stony Brook, Temple University, and other institutions seeks to develop and to advance the beneficial uses of combustion residues, such as in construction materials or remediation of contaminated abandoned mines and brownfields. This paper describes the search for beneficial use applications and provides an overview of the first year of this consortium.
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Sampath, S., J. Matejicek, C. C. Berndt, H. Herman, A. C. Léger, M. Vardelle, A. Vardelle et P. Fauchais. « Plasma Sprayed Zirconia : Relationships among Particle Parameters, Splat Formation, and Deposit Generation - Part II : Microstructure and Properties ». Dans ITSC 1996, sous la direction de C. C. Berndt. ASM International, 1996. http://dx.doi.org/10.31399/asm.cp.itsc1996p0629.
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Abstract This is the second paper of a two part series based on an interdisciplinary research investigation between the University of Limoges, France, and the State University of New York, Stony Brook, USA, aimed at fundamental understanding of the plasma-particle interaction, deposit formation dynamics and microstructure development. In this paper, the microstructure development during plasma spraying of zirconia is investigated from the point of view of deposition parameters and splat formation (part I). Splats and deposits have been produced at Limoges and Stony Brook under controlled conditions of particle parameters and substrate temperatures. The zirconia splat microstructures thus obtained are examined for their shape factors, grain size, crystallographic texture and defects. Further the deposits were analyzed for phases, porosity and mechanical properties in an effort to develop a process-microstructure property relationship. The results suggest a strong role played by the deposition temperature on the microstructure and properties of the deposit.
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Davidson, Stephanie. « PULP : Research and Experimentation in BiodegradableThin Shell Structures ». Dans 2020 ACSA Fall Conference. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.aia.fallintercarbon.20.21.
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This presentation documents in-progress design research in temporary, biodegradable structures. The experimental, thin-shell monocoque structures have been cast using a variety of cellulose-based materials, and represent a sampling of the outcome of a studio taught at three different architecture schools. The work and the process of making the work serves as an example of how designers can take responsibility for both where the materials that they choose come from, and also, where they end up. Made of exclusively recycled paper and fabric pulp, the structures have the capacity to biodegrade completely. The idea for the experimental structures came from witnessing the dumpsters overflowing with models and scrap material at the end of each semester. The conviction underlying the work is that mindful handling of resources should begin in architectural education if it is going to successfully make its way further into the discipline, profession and construction industry.Beyond handling the materials directly, students gained insight into the microstructures of the materials through the tools and knowledge offered by Peter Bush, material scientist and director of the microscopy lab at the State University of New York at Buffalo. The design task shows students how materials are responsive and constantly changing; they are not static, fixed objects. Paper is a particularly ephemeral material, highly vulnerable to moisture. Designing something with an intentionally short lifespan, and witnessing how it can break down and decay, introduces students to the transformative nature of materials, and shows how degradation and eventual decay could be a design strength. The projects are unique in that they expose students to an entire lifecycle of a full-scale spatial project, from conception through fabrication and finally, decay and complete disintegration. The process of decay and disintegration is studied with the same rigor and emphasis as the fabrication methods, through cast swatches. Because the work – both process and final, full-scale structures – is completely biodegradable, the studio avoids the creation of needless waste.
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Bucovetchi, Olga maria cristina. « STUDENTS' PERCEPTION TOWARDS THE PRESENT AND FUTURE OF MOOCS ». Dans eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-254.
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Since 2012 - "the year of MOOC (Massive Online Open Classes)" as stated an article in New York Times, most top universities started to offer some sort of MOOC. Class-center.com declared that "more than 700 universities around the world have launched free online courses and that by the end of 2016, around 58 million students had signed up for at least one MOOC". Moreover, Coursera, the most famous MOOC provider launched specialization tracks that allow subscribers to earn ECTS (European Credit Transfer and Accumulation System) to prestigious universities. As a consequence, the author tried to analyze students perception towards MOOC phenomenon. The students that participated into the demarche were both Romanian and Erasmus students attending classes to University "Politehnica" of Bucharest, the largest technical university in Romania. Only the students of the 4th year have been considered eligible to take part in the survey, as they are targeted as MOOCs potential students - "89% of Coursera learners are over the age of 22”, as stated Coursera CEO. The main objective of the present paper consists in identifying the benefits of using MOOCs and also the challenges students have to face when accessing them. Moreover, the research identifies the limitations of MOOCs towards students perception and proposes several "possible futures" for educational platforms. The tool used within the research was the questionnaire that lead to conclusions related to the perceptive boundaries of MOOC within the respondents. The results complete the state of knowledge of the Romanian higher education system and also could complement the methods of improving the quality of higher education services by including the suggestions received from the beneficiaries of educational services - the students.
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Armada, S., et A. Bjørgum. « Thermal Spray : Status and Current Activities in Norway ». Dans ITSC2011, sous la direction de B. R. Marple, A. Agarwal, M. M. Hyland, Y. C. Lau, C. J. Li, R. S. Lima et A. McDonald. DVS Media GmbH, 2011. http://dx.doi.org/10.31399/asm.cp.itsc2011p1430.
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Abstract Norway is a rich country endowed with many natural resources including hydropower, oil and gas, wind power, fish, etc. Norway has nowadays a high technological and research based industry. The discovery of the first oil field in 1969 has been the driving force for the Norwegian economy, accounting for nearly 50% of exports and 30% of state revenue. Since then several technology-based industries have been created and developed not only around the oil and gas business, but also in other fields such as the Aluminium production. Thermal Spray has played an important role in the Norwegian industry, where it has been used for more than 40 years in many different applications (corrosion and wear protection in the offshore industry, aeronautical industry, etc). The Norwegian thermal spray producers and users have a long tradition in collaborating and also working with R&D institutes such as SINTEF and Universities (specially the The Norwegian University of Science and Technology, NTNU) in order to develop new and better coatings. Based on this collaboration the Norwegian Thermal Spray Group was established in 1995 and since then it has grown constantly. The members of the group are: Bandak AS, Castolin Services, CerPoTech, GBSGroup, HCStarck, Mantena, Mets AS, Norwegian armed force logistic division (LHK), Powder Tec AS, Scana, SprayService AS, SubseaDesign, Teknologisk Institute, Trio AF, Volvo Aero Norge, SINTEF and the Norwegian University of Science and Technology. The group includes materials suppliers, coating producers, end users, education and certifying, research institutes and Universities. The aim of the group is to develop thermal spray activities in Norway and find new solutions for existing and new challenges in surface protection.
Rapports d'organisations sur le sujet "State University of New York. Division of Research"
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Fowler, Joanna, et Michael Furey. Cooperative Research and Development Agreement (CRADA) for Bio Imaging Research & ; Development Consortium between State University of New York at Stony Brook (SBU) and Brookhaven National Laboratory (BNL). Office of Scientific and Technical Information (OSTI), janvier 2014. http://dx.doi.org/10.2172/1114208.
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Shannon, Caitlin S., et Beverly Winikoff. Misoprostol : An emerging technology for women's health—Report of a seminar. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1002.
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On May 7–8, 2001, the Population Council and the Center for Reproductive Health Research & Policy of the University of California, San Francisco, convened a technical seminar in New York City on the use of misoprostol for women’s health indications. The seminar was designed to provide a forum for researchers, providers, women’s health advocates, and educators to exchange information with the goal of advancing the potential of misoprostol to improve women’s health. Participants discussed the state of the art in research, examined current clinical use of misoprostol, and created strategies for the future. The first day focused on scientific and clinical aspects of misoprostol use. The second day’s discussion centered on the future of misoprostol for women’s health, including identifying priorities for research and the role of provider groups and women’s health and advocacy organizations in helping to ensure misoprostol’s continued, appropriate use. At the end of each session, the group had an opportunity to share ideas and discuss unanswered questions. This report covers the key issues raised by each speaker and highlights general areas of discussion among participants.