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Опубліковано: 26 липня 2024
Оновлено: 28 липня 2024

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Статті в журналах з теми "Columbia University. School of Chemistry"

1

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

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Tom Read arrived at Columbia University on the same day that I did in 1948. He was a new professor in the School of Mines and I was a new graduate student. He was more than just a new professor. He was exceptional for that time. His father, T.T. Read, had been famous as an archeological metallurgist and professor at Columbia when the School of Mines was the premier school of its kind in the country. A measure of its eminence is that Irving Langmuir chose to study there rather than in a standard chemistry department.The younger Tom Read had studied physics at Columbia under Shirley Quimby, one of the few solid-state physics professors of the time (pre-transistor). After graduation he worked at the Frankford Arsenal and at the Westinghouse Research Laboratories, where he and Frederick Seitz wrote their definitive review of the mechanisms of the plastic deformation of solids.When he came back to Columbia as a professor, Tom Read's physics background made him almost unique among metallurgy professors. And, he had the zeal of a crusader — he was determined to teach fundamental knowledge rather than recipes. His techniques were often novel.For example, one semester we were to learn about ferromagnetism. But he had trouble finding a good American text, so he announced that we would study both ferromagnetism and German using the famous book by Becker and Doring called Ferromagnetisms. As a result, I have never forgotten the essentials of ferromagnetism.
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Brown, John M. "Ronald Charles David Breslow. 14 March 1931—25 October 2017." Biographical Memoirs of Fellows of the Royal Society 66 (March 20, 2019): 53–77. http://dx.doi.org/10.1098/rsbm.2018.0039.

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Ronald Breslow was one of the leading organic chemists of his generation. He had received the perfect start in gaining a Harvard doctorate at the age of 24 supervised by the legendary Bob Woodward, followed by a year of postdoctoral work in Cambridge with the equally legendary, but scientifically distinct, Alexander Todd. An academic career of 62 years at Columbia University followed, starting in 1955, and scientific success arose quickly. He was a physical organic chemist, using this discipline as a vehicle for tackling all manner of scientific problems and venturing as needed into biology, physics or medicine. He prepared the simplest aromatic species, solved the mechanism of action of Vitamin B1, built bridges between organic chemistry and enzymology, and developed an anti-cancer drug with a distinct enzyme target. Rewards, honours and prestigious lecture invitations arrived throughout his career, in recognition of the scope and originality of his achievements. He met Esther at Harvard, and they married on completion of his PhD. After returning to the USA, she pursued a successful career in biochemistry at Weill Cornell Medical School in New York. They raised two daughters, Stephanie and Karen, who both became successful attorneys. He had strong family values and was very proud of all their achievements. Towards his co-workers, he was open, eager to engage in discussion and committed to supporting them, both during time at Columbia and thereafter. His warmth encouraged positive responses to his style of supervision, and lively discussions. He was an accomplished classical and jazz pianist, the family cook, and they scuba-dived on annual vacations.
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3

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

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The 22nd International Congress on Heterocyclic Chemistry (ICHC-22) was held 2-7 August 2009 in St. John's, Newfoundland and Labrador, Canada. St. John's, the capital of Canada's youngest Province, Newfoundland and Labrador, is also Canada’s oldest and North America’s most easterly city. The Conference was chaired by Prof. Mohsen Daneshtalab (School of Pharmacy, Memorial University of Newfoundland) and was organized by the School of Pharmacy and the Chemistry Department at Memorial University of Newfoundland.Approximately 260 participants from over 30 different countries attended. The scientific program consisted of 10 plenary lectures, 19 invited lectures, 52 short communications, and 115 posters. Prof. Samuel Danishefsky (Sloan-Kettering Institute for Cancer Research, Columbia University) was honored with the 2009 ISHC Senior Award in Heterocyclic Chemistry, and Prof. John Wood (Colorado State University) was the 2009 Katritzky Junior Award winner. A special symposium entitled "Focus on heterocycles in organic synthesis today and tomorrow" was held during the Congress as a tribute to Prof. Victor Snieckus (Queen's University, Kingston) for his research accomplishments and long-time contribution to the International Society of Heterocyclic Chemistry (ISHC).The five Congress themes were:- New Methods in Heterocyclic Chemistry- Biologically Active Heterocycles (Pharmaceuticals/Agrochemicals)- Heterocyclic Natural Products and their Analogues- Applications of Heterocycles in Organic Synthesis- Heterocycles in Materials ScienceBesides the collection of 9 papers that are based on the plenary and invited lectures included in this issue of Pure and Applied Chemistry, the ICHC-22 Book of Abstracts is available online and can be downloaded for free from http://www.ichc2009.ca/abstract_book.pdf in pdf format.ICHC-23 will be held in Glasgow, Scotland, 31 July to 5 August 2011 with the following five main themes of heterocyclic chemistry: synthetic methodology, natural products and complex molecule synthesis, materials, medicinal chemistry, and nanochemistry. The conference will be chaired by Prof. Colin Suckling (University of Strathclyde).The organizers are grateful to all who contributed to a successful scientific program, especially to the speakers and to our public and private sponsors: City of St. John's, Memorial University of Newfoundland, IUPAC, Thieme, Wiley-Blackwell, Elsevier, Taiho Pharmaceutical Co., ChemRoutres Corporation, and American Diagnostica, Inc.Paris E. GeorghiouConference Editor
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Rufai, Saheed Ahmad, and Bello Musa. "Enriching the Lagos Model of Student Teaching with Pedagogical Provisions from the Columbia Model." Indonesian Journal of Curriculum and Educational Technology Studies 9, no. 2 (November 30, 2021): 63–76. http://dx.doi.org/10.15294/ijcets.v9i2.47262.

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The achievements of teacher preparation models have been studied through the use of input-output models. While teacher education programmes are considered to be the input, student achievements are the output. Consequently, certain models have been found to be more effective and evaluated more than others. It is noted that of all the components that constitute teacher education programme, the student teaching has received less attention. This study evaluates the student teaching sub-components of the University of Lagos, Faculty of Education and the University of Columbia Teachers College, with a view to attempting an enrichment of the former with some of the best pedagogical provisions from the latter. With the use of an adopted instrument tagged Comprehensive School Reforms Classroom Observation System (CSRCOS) and other trainee records, the evaluation identifies strengths and weaknesses as well as best practices for enrichment purposes. Results reveal that there were disparities in Lagos teacher trainees’ scores by their Departments and over a period of three academic sessions. These disparities can be defined and explained by the mode and type of field experience that the student teachers were exposed to. The study underscores some of the Columbia pedagogical practices for systematic replication by the Lagos Model. Abstrak Capaian model persiapan guru sering dikaji menggunakan model input-output yang menempatkan pendidikan keguruan sebagai bagian dari input dan capaian belajar siswa bagian dari output. Beberapa model diketahui lebih efektif disbanding lainnya, hanya saja komponen program Pendidikan guru dan pengajaran oleh siswa tidak banyak memperoleh perhatian. Oleh karena itu, penelitian ini mengkaji praktik pengajaran siswa sebagai bagian dari program Fakultas Ilmu Pendidikan, Universitas Lagos dan Columbia Teachers College yang diatahkan untuk memperkaya praktik pengajaran dengan mengadopsi instrument Comprehensive School Reforms Classroom Observation System (CSRCOS) dan catatan pelatihan lainnya. Kajian dalam penelitian ini mengidentifikasi kekuatan dan kelemahan yang ada dengan tujuan memperkaya pengalaman mengajar siswa. Melalui penelitian ini diperoleh kesenjangan di program pelatihan guru di Lagos sesuai departemen masing-masing dalam kurun waktu tiga semester. Kesenjangan tersebut dikategorisasikan sesuai dengan mode dan tipe pengalaman lapangan siswa mengajar. Kajian ini menegaskan bahwa terdapat beberapa praktik baik pedagogic dari Columbia Teachers College yang direplikasi secara sistematis oleh model Lagos.
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5

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

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The dominant nature of Western models of teacher education in African universities has become a subject of great concern. Research reveals that teacher education curriculum models in such universities are either a wholesale importation or partial duplication of some of the dominant models of teacher preparation especially the Teachers College, Columbia and University of Wisconsin, Madison models. Accordingly, such curricula are ostensibly non-African in nature. Consequently, there is a clamour for an African indigenous model with potential to produce African-based teachers for Africa and its Diaspora. This study which has Indigenous Knowledge as its theoretical basis attempts to formulate university-based Afrocentric teacher education curriculum. The study employs a multiplicity of methods comprising curriculum criticism, the historical method, the analytic method, and creative synthesis. Its significance lies in its potential to contribute to the promotion of the African identity through ideologically independent teachers for ultimate implementation of school curricula in Africa. Abstrak Dominasi pendidikan keguruan model Barat di universitas-universitas Afrika telah menjadi perhatian yang besar. Beberapa penelitian mengungkapkan bahwa model-model pengembangan kurikulum pendidikan keguruan sepenuhnya merupakan impor atau duplikasi dari model beberapa model dominan persiapan calon guru, terutama Teachers College, Columbia dan universitas Wisconsin, Madison. Dengan demikian, kurikulum yang dijalankan seolah-olah tidak kontekstual Afrika. Akibatnya, muncul tuntutan lahirnya model asli Afrika yang potensial menghasilkan guru-guru berbasis Afrika untuk Afrika dan diasporanya. Kajian ini menggunakan pengetahuan pribumi sebagai basis teoretik untuk mengembangkan kurikulum pendidikan keguruan berbasis universitas yang menempatkan nuansa dan konteks Afrika sebagai fokus utama. Kajian ini menggunakan beragam metode, antara lain kritik kurikulum, telaah sejarah, metode analitik, dan sintesis kreatif. Signifikansi kajian ini terlatak pada potensinya berkontribusi bagi promosi identitas Afrika melalui guru-guru yang secara ideologis independent untuk mengimplementasikan kurikulum sekolah-sekolah di Afrika secara optimal.
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6

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

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7

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

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8

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

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

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

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Дисертації з теми "Columbia University. School of Chemistry"

1

Scott, Joan Katharine. "The institutionalization of high school teacher education at the University of British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0024/NQ34623.pdf.

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2

MacIsaac, Daniel Lawrence. "The design and implementation of microcomputer-based laboratory instrumentation in the British Columbia high school chemistry curriculum." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30905.

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This thesis is concerned with the design, development and implementation of Microcomputer-Based Laboratory experiments appropriate for Chemistry 11 and 12 in British Columbia. Computer apparatus, software and instructional materials were designed and constructed with feeedback and assistance from students and teachers. These materials were then used in the classroom laboratory to collect and prepare real-time graphs of pH, spectrophotometric and temperature data for modified versions of laboratories 2a, 16b, 19b, and 20h taken from the Canadianized Heath Chemistry laboratory program. Results of student academic performance are presented, along with samples of the interactions used during iterative materials design. The appropriateness of MBL incorporation is discussed at length, and suggested courses of action presented to B.C. Chemistry educators interested in acquiring MBL technology.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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3

Amini, Negar. "Exploring identity-as-narrative in the school narratives of Iranian university students in British Columbia, Canada." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63663.

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Based upon semi-structured interviews with 11 university students from Iran between 18 to 24 years of age at universities in Greater Vancouver, British Columbia, this research addressed a gap in the literature by documenting the narratives of participants’ school experiences in Iran and Canada. In addition, this research explored the construction of identities as the narratives we tell other people and confirmed by what others tell about us (Sfard & Prusak, 2005). Two main research questions guided this study: What narratives do participants tell of their school experiences? What narratives do participants tell of their actual and designated identities? The data was analyzed and interpreted following Braun and Clarke’s (2006) thematic analysis and informed by sociocultural theory (Wertsch, 1985). Five themes were identified: Ritual practices in establishing the school context and constructing identities; English language as a cultural tool in mediating identities; social relationships in shaping identities; and actual and designated identities. This study contributes to the literature by examining the educational experiences of Iranian immigrants to Canada. Implications for schools, along with limitations and suggestions for future research, are addressed in the conclusion.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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4

Lacy, Sarah Louise Trotman. "The status of safety in the public high school chemistry laboratories in Mississippi /." Full text available from ProQuest UM Digital Dissertations, 2006. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1276398801&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1193664845&clientId=22256.

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Washburn, Shannon G. "Factors influencing college choice for matriculants and non-matriculants into a College of Agriculture /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052228.

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Gardiner, Robert B. "The relationship between teacher qualifications and chemistry achievement in the context of other student and teacher/school variables : application of hierarchical linear modelling /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ42384.pdf.

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MARINO, FABIO. "ROMA-NEW YORK andata e ritorno. Il programma di scambio fra la Facoltà di Architettura dell'Università di Roma La Sapienza e la School of Architecture della Columbia University di New York negli anni trenta." Doctoral thesis, Politecnico di Torino, 2019. http://hdl.handle.net/11583/2731326.

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8

Scott, Joan Katherine. "The institutionalization of high school teacher education at the University of British Columbia." Thesis, 1998. http://hdl.handle.net/2429/9600.

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This thesis explores the early twentieth century beginnings of the Faculty of Education at the University of British Columbia, when that university first accepted responsibility for the education of secondary teachers. The university's participation came in successive stages, beginning with summer school sessions, moving to a shared training responsibility for high school teachers with the Normal School, and eventually to total responsibility for the training of high school teachers. In addition to documenting the steps by which high school teacher training became established as a program of university studies, this study analyzes the academic, social and political forces that combined to create a perceived need for, and then to legitimize, the creation of a new university department. The University of British Columbia's acceptance of responsibility for this training was a culmination of a complex social interaction of three groups (including the state, the teachers, and university administrators and faculty) all of whose values were shaped by the newly dominant ideology of professionalism. Accordingly, fundamental assumptions about "appropriate" training for teachers were embedded in a social milieu where professionalization, bureaucratization, and gender issues were compelling forces. The perceived centrality of professionals in a increasingly technocratic society led to pressure being exerted from a number of quarters in British Columbia for the institutionalization of high school teacher training in an appropriately scientific arena - the university. This study focuses on the theoretical principles underlying the dialectic of ideological determinism and human agency, as well as the historical evidence of the way that one such ideology (professionalism) shaped the transition of social policy (high school teacher training). The study concludes by utilizing contemporary theoretical perspectives to discuss the premises which inform not only the ideology of professionalism but also any metanarrative which purports to identify the true way for training teachers and by expressing hope that, as the type of knowledge associated with social power shifts, those who establish any new framework for teacher education will not repeat the mistakes of the past.
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Fitzgerald, Maureen Fay. "Educating lawyers : how law graduates perceive first year law school educational practices." Thesis, 2005. http://hdl.handle.net/2429/18544.

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The purpose of this study was to better understand the educational practices used in first year law school and the impact of these practices on students. Prior research showed that students are negatively impacted during first year and that educational practices are somewhat to blame. This study is consistent with this literature and provides new and important information about the extent to which teaching methods; content and curriculum; assessment and grading; learning theory and aims of law school all contribute to the experiences of law students. The research method in this study consisted of in-depth interviews of 19 University of British Columbia law school graduates who had completed law school a few months earlier. Graduates were questioned about their perceptions of both the first year law school educational practices and their impacts, specifically in relation to the five core courses taught in first year law school. This study revealed that students found first year law school problematic in many ways. This research supports the literature that suggests the case method and the lecture method used in first year are not entirely effective or efficient for student learning. The case method seems to makes learning more difficult and slower than it needs to be. As suggested in the literature the lecture method was useful in providing information to students and this information helped students focus their studies. However, these typically didactic lectures did not appear to engage students or encourage deeper learning. The question and answer technique used in some lectures intimidated students and appeared to interfere with their learning.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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10

Nicol, Jerome Sowle. "Planning for the planning school: making the case for enhanced applied learning opportunities at the University of British Columbia’s School of Community and Regional Planning." Thesis, 1996. http://hdl.handle.net/2429/4558.

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The nature and role of higher education is changing. The relationship between the University, the student, and greater society is shifting. Internal (e.g., concerns about accessibility and inclusion) and external (e.g., funding and market demands) forces are converging in a way that demands a reconceptulization of higher education and the learning process. This thesis tries to identify and integrate varying facets that contribute to the changing landscape of university education, specifically focusing on the increased interest in applied learning opportunities at the post-secondary level, and the ways in which different professional and academic programs are incorporating such opportunities into their programs. These findings are interpreted in the context of graduate planning education at the University of British Columbia's School of Community and Regional Planning (SCARP). This qualitative study is grounded in an analytical reflection informed by my own experiences as a graduate planning student, by a review of academic, professional, government, and public press literature, and by interviews with various academics, administrators, and practitioners. The thesis presents an overview of literature from the field of planning education, and an introduction to the literature of higher education. This is followed by an examination of graduate planning schools in Canada and analogous professional/academic programs in British Columbia, which provide ample evidence and support for the emerging practice of incorporating indifferent types of applied learning opportunities (e.g., co-op program, internship, and practicum). A summary of trends, models of innovation, best practice ideals, and recommendations for graduate planning education at SCARP conclude the thesis. Most importantly, the recommendation is made for the school to continue and improve its trial internship program as well as persist in exploring ways of providing applied learning opportunities to students. Programs in higher education must continue to link theory and practice in ways that best serve students in today's changing society.
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Книги з теми "Columbia University. School of Chemistry"

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H.H. Kellogg International Symposium, Quantitative Description of Metal Extraction Processes (1991 Harriman, N.Y.). H.H. Kellogg international symposium, quantitative description of metal extraction processes: Proceedings of a symposium sponsored by The Minerals, Metals & Materials Society and Henry Krumb School of Mines, Columbia University, held at Harriman, New York, September 4-6, 1991. Warrendale, Pa: TMS, 1991.

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2

Ltd, SANAA. Columbia Graduate School of Business. Japan?]: SANAA, 2009.

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3

interviewee, Wigley Mark, ed. Columbia University: GSAPP Report 2014. [New York, N.Y.]: Graduate School of Architecture, Planning, and Preservation, 2014.

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4

Columbia University. Graduate School of Business. Impact: The Feldberg era 1989-2004. New York, N.Y.]: Columbia Business School, 2004.

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5

A, Feldman Ronald, and Kamerman Sheila B, eds. The Columbia University School of Social Work: A centennial celebration. New York: Columbia University Press, 2001.

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6

Columbia University. Department of Chemistry, ed. Catalyst: The Prentice Hall custom laboratory program for chemistry : Columbia University, Organic chemistry lab manual. Boston: Pearson Learning Solutions, 2010.

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7

Library, Columbia University Law. Catalog of the Roman law collection of the Columbia Law School Library. Boston: G.K. Hall, 1989.

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8

Fratcher, William Franklin. The law barn: A brief history of the School of Law, University of Missouri-Columbia. 2nd ed. Columbia, Mo: The School, 1988.

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9

Richard, Smith. History of the School of Forestry, Fisheries, and Wildlife. [Columbia, Mo.]: University of Missouri-Columbia, College of Agriculture, 1988.

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10

Provost, Columbia University. Report of the Provost on the School of Library Service at Columbia. New York, N.Y: Columbia University, 1990.

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Частини книг з теми "Columbia University. School of Chemistry"

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Parchmann, Ilka, Karolina Broman, Maike Busker, and Julian Rudnik. "Context-Based Teaching and Learning on School and University Level." In Chemistry Education, 259–78. Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA, 2015. http://dx.doi.org/10.1002/9783527679300.ch10.

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2

Ginsburg, Jane C., and Laura Moscati. "The Agreement Between Columbia Law School of New York and the Faculty of Law of Sapienza University of Rome." In Inter-University Cooperation, 45–46. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17608-6_11.

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3

Ginsburg, Jane C., and Laura Moscati. "Erratum to: The Agreement Between Columbia Law School of New York and the Faculty of Law of Sapienza University of Rome." In Inter-University Cooperation, E1. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17608-6_18.

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4

Simon, S., A. Mallaburn, and L. Seton. "Chapter 10. Enhancing School Students’ Engagement in Chemistry Through a University-led Enrichment Programme." In Engaging Learners with Chemistry, 192–224. Cambridge: Royal Society of Chemistry, 2020. http://dx.doi.org/10.1039/9781788016087-00192.

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D’Angelo, Kathyrn, Gail Krivel-Zacks, and Catherine Johnson. "Finding Good Governance: Collaboration Between the University of British Columbia and the Richmond School District." In Problem-Based Learning in Teacher Education, 73–83. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02003-7_6.

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Vickers, Elaine B., and Rebecca Caldwell. "Liberal Arts Reading Strategies for the High School and University Chemistry Classroom." In ACS Symposium Series, 153–65. Washington, DC: American Chemical Society, 2017. http://dx.doi.org/10.1021/bk-2017-1266.ch009.

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Fenwick, Alan, Wendie Norris, and Becky McCall. "Building partnerships - high stakes for high rewards." In A tale of a man, a worm and a snail: the schistosomiasis control initiative, 182–98. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781786392558.0015.

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Abstract This book chapter focuses on GNNTDC support for the cause of integrated disease control. GNNTDC is made up of eight well-established and based at the Sabin Vaccine Institute in Washington, DC. Communication members are George Washington University, Earth Institute at Columbia University, Liverpool School of Tropical Medicine, Helen Keller International, the International Trachoma Initiative, Schistosomiasis Child Survival and Development Working Group and Control Initiative. Collectively, they have already put in place a plan to implement integrated drug management programs across sub-Saharan Africa.
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Zuin, Vânia Gomes, and Caroindes Julia Corrêa Gomes. "Sustainability and Green Chemistry Education: Innovative and Contextualized Experiences from the Undergraduate Chemistry Courses at the Federal University of São Carlos, Brazil." In Chemistry Education for a Sustainable SocietyVolume 1: High School, Outreach, & Global Perspectives, 97–110. Washington, DC: American Chemical Society, 2020. http://dx.doi.org/10.1021/bk-2020-1344.ch008.

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Orgill, MaryKay, and Patricia M. Friedrichsen. "Teaching High School Chemistry as a University Science Educator: One Small Investment with a Significant Return." In ASTE Series in Science Education, 197–212. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6763-8_14.

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Morales-Doyle, Daniel, Alejandra Frausto Aceves, Karen Canales Salas, Mindy J. Chappell, Tomasz G. Rajski, Adilene Aguilera, Giani Clay, and Delani Lopez. "Reflections on Teaching and Learning Chemistry Through Youth Participatory Science." In Palgrave Studies in Education and the Environment, 229–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79622-8_14.

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AbstractThis chapter captures a panel discussion from the 2019 conference of Science Educators for Equity, Diversity, and Social Justice (SEEDS, http://seedsweb.org) in Norfolk, Virginia. The panel included two high school students, three high school chemistry teachers, a community organizer, an administrator for a large urban school district, and a university-based science educator. These panelists, the authors of this chapter, had been collaborating on an initiative to support youth participatory science (YPS) projects in high school chemistry classes. We share this lightly edited transcript of our conversation as a way to communicate perspectives about the opportunities and challenges of YPS from viewpoints across these constituency groups. Our conversation is organized around three questions for reflection: (1) What are some of the challenges and possibilities when it comes to engaging with YPS in science classes? (2) How has engaging in YPS exposed both insights and oversights of scientific ways of knowing? (3) In YPS, what are the relationships between learning science and engaging in political and community issues?
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Тези доповідей конференцій з теми "Columbia University. School of Chemistry"

1

Eremina, I. V., and V. V. Eremin. "Evolution of school Chemistry Textbooks in Modern Russia." In Methodical Yearbook of the faculty of chemistry Lomonosov Moscow State University. Moscow University Press, 2023. http://dx.doi.org/10.55959/011510-2023-19-146-153.

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2

Ryzhova, O. N. "Entrance exams and the level of preparation of high school graduates." In Methodical Yearbook of the faculty of chemistry Lomonosov Moscow State University. Moscow University Press, 2023. http://dx.doi.org/10.55959/011510-2023-19-89-97.

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3

Zhurin, A. A. "Running in a circle: the history of reforming school chemical education in 1990-2020." In Methodical Yearbook of the faculty of chemistry Lomonosov Moscow State University. Moscow University Press, 2023. http://dx.doi.org/10.55959/011510-2023-19-98-133.

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4

Sagitova, Alsu Vakifovna, and Nadezhda Aleksandrovna Suleymanova. "INNOVATIVE APPROACHES TO PROJECT ACTIVITIES IN THE STUDY OF CHEMISTRY AT SCHOOL AND UNIVERSITY." In МЕЖДУНАРОДНЫЙ ПЕДАГОГИЧЕСКИЙ ФОРУМ "СТРАТЕГИЧЕСКИЕ ОРИЕНТИРЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-242.

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Dunham, Bruce. "Exploring Simulation-Based Inference in a High School Course." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t14a3.

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Although inferential concepts are typically introduced in courses at high school, the approaches taught are usually the methodologies in introductory classes at university level. There is much research to support that learners have difficulty with classical frequentist inference and that a better understanding of inferential concepts can be obtained via an introduction using simulation-based methods. A new course available to high schools in British Columbia, Canada, incorporates several novel aspects, a key feature being the reliance on “intuitive,” simulation-based inference. We describe the pedagogical approaches adopted in this course and how students appeared to have learned from their experiences.
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Monclús, Maria, Victoria Codera, and Judith Báguena-Polo. "PEER ASSESSMENT IN CHEMISTRY EDUCATION: A CASE STUDY FROM IQS SCHOOL OF ENGINEERING (URL UNIVERSITY)." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1780.

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Ryzhova, Oxana N., Elizaveta A. Belevtsova, and Nikolay E. Kuz’menko. "CHEMISTRY AND MATHEMATICS: MATHEMATICAL CONTENT OF CHEMICAL TASKS." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.115.

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The level of mathematical preparedness of secondary-school graduates influences not only the possibility of entering natural science faculties of university, but also the success of subsequent education. At present, when enrolling in Russian universities, the mathematical preparation of the entrant is assessed based on the result of the Unified State Exam. This research proposed to use the mathematical content of competitive chemistry tasks for indirect assessment of the degree of the university applicant's preparedness. Keywords: chemistry education, Unified State Exam, Chemistry Olympiad, entrance examination.
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Sönmez, Murat. "Shall We Continue Keeping High School Courses in Mechanical Engineering Curriculum?" In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20103.

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Since the entrance of the graduates of technical high schools to engineering programs is hindered, in application, the graduates of general or science high schools only are accepted to engineering education. For these students, four years are not sufficient to teach the basic and the related application courses of the profession. Looking at the existing curriculum of mechanical engineering, it can be seen that in the 1st Year, the physics and chemistry courses repeat the content of the ones given in high school education. The current approach considers the students as they come to university with inadequate and incomplete knowledge and therefore not ready to follow the engineering science courses. This approach underestimates and denies the high school education contrary to the main objective of its curriculum. The main objective of high schools (secondary schools) is expressed in the Laws and Regulations with such a statement: “General high schools do not prepare students for a specific profession but rather for higher education”. Today, the existing curriculum of Mechanical Engineering is to be renewed by some new science and application courses to satisfy the demands of labor market. However, the total course credit limit prevents such a renewal. In the face of this dilemma, the answer to this question becomes important: Should the university really repeat high school physics and chemistry? In science high schools and in science branch of general high schools the science and mathematics courses have the major importance. The students are well educated on physics, chemistry, biology and mathematics. They are provided with the necessary science and mathematics background that is required in engineering education. Although only the well-educated graduates of science and general high schools are admitted to engineering programs and the students are already ready to follow the engineering science courses thanks to their high school background, unfortunately in some universities (in Turkey in all) science courses part of engineering curricula is filled by physics and chemistry courses with the same content of the ones taught in high school.
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Rūdolfa, Arta, Linda Daniela, David Scaradozzi, Laura Screpanti, and Arianna Pugliese. "Research Strategy for the Evaluation of Students’ Success in the Project “Innovative Educational Robotics Strategies for Primary School Experiences”." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.83.

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Educational robotics has been used for a relatively long time to promote the development of students’ computational thinking, but in most cases, such activities are offered as extracurricular activities to students who are interested in robotics and programming or in specific study programmes in higher education. Despite the fact that Seymour Papert developed the programming language LOGO to change the way children learn to use technology as early as 1980, this concept is still not widely used in compulsory education. It should be kept in mind that the inclusion of robotics in the learning process can not only contribute to the development of competencies such as programming and the integration of different components, sensors and actuators but also support the learning of mathematics, physics and chemistry in an innovative way. To support the development of innovative solutions for teaching educational robotics to primary school students, the ERASMUS+ project “Innovative Educational Robotics Strategies for Primary School Experiences” (No. 2019-1-IT02-KA201-063073) was launched, aiming to develop a variety of teaching materials for both students and teachers, to create educational robots for two levels of complexity, and to include these activities in the compulsory schooling process for primary school students. In the initial stage, students acquire basic knowledge of robotics, and at the second level of difficulty, the focus is on marine robots. In order to evaluate the results achieved by all these activities, a design-based research model has been developed that uses several complementary research methods, and this paper describes this model, showing how it organizes data acquisition and uses them to improve materials to offer scientifically proven activities.
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Birney, Lauren Beth, and George Diamantakos. "Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5252.

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Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)
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