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Автор: Grafiati
Опубліковано: 26 липня 2024
Оновлено: 27 липня 2024

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

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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2

Mills, Heidi, Tim O’Keefe, Chris Hass, and Scott Johnson. "Changing Hearts, Minds, and Actions through Collaborative Inquiry." Language Arts 92, no. 1 (September 1, 2014): 36–51. http://dx.doi.org/10.58680/la201426052.

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In this article, the authors demonstrate the ways elementary teachers, their university partner, and children co-construct knowledge within a culture of inquiry. Inquiry permeates teaching, learning, and ongoing professional development at the Center for Inquiry in Columbia, South Carolina. The teachers featured in this piece illuminate how their students became reading researchers, engaged parents in the research process, investigated eating habits and food waste in the school cafeteria, and participated in international citizen science projects. As young researchers, the kids grew new beliefs that led them to take new actions. They became more sophisticated and strategic readers, more conscientious eaters, more careful consumers, and better caretakers of the earth. The authors conclude with concrete strategies for engaging students in action research. They also offer recommendations for grounding ongoing professional development in teacher inquiry.
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3

Rocha, Ana Cristina Santos Matos. "Intercâmbio intelectual, formação de professores e programas escolares: Alda Lodi, expert." Ensino & Multidisciplinaridade 7, no. 2 (December 31, 2021): 53. http://dx.doi.org/10.18764/2447-5777v7n2.2021.12.

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Este artigo procura examinar a trajetória de Alda Lodi, enfocando o modo como sua atuação, no campo do ensino de matemática, consolidou seu papel de expert da educação em Minas Gerais. Formada na Escola Normal de Belo Horizonte, Lodi viajou aos Estados Unidos em 1927 como parte de uma missão pedagógica vinculada à reforma Francisco Campos. Sua viagem de estudos ao Teachers College funcionou como elemento de ascensão profissional, ao mesmo tempo em que fundamentou as discussões que ela desenvolveu com as professoras-alunas da Escola de Aperfeiçoamento de Belo Horizonte, onde foi professora de Metodologia da Aritmética. Neste artigo, procuramos explorar suas contribuições para o ensino de matemática a partir dos programas de Aritmética e Geometria do ensino primário – escritos por ela para a Secretaria de Educação de Minas Gerais entre os anos de 1941 e 1953. Com isso, procuramos contribuir para os estudos que investigam o papel que os experts desempenharam na sistematização de saberes a e para ensinar matemática no Brasil.Cultural exchange, teacher training and school programs: Alda Lodi, expertThis article aims to examine Alda Lodi’s career, focused on the way her work in the field of mathematics education helped to place her as an education expert in Minas Gerais. Alda Lodi graduated at the Belo Horizonte Normal School in 1915. In 1927, she travelled to the United States to study education as part of a pedagogical mission organized by Francisco Campos, who was reforming the education system of Minas Gerais state. Her time at the Teachers College, Columbia University was very important to her career. It also played a central role in the discussions developed by her at the Escola de Aperfeiçoamento de Belo Horizonte (Belo Horizonte Teacher Training School, in free translation), in the field of Methodology of Arithmetic. In this article we are going to explore her contributions to the teaching of mathematics using two Arithmetic and Geometry programs she wrote between the 1940’s and 1950’s for the Minas Gerais Department of Education. Thus, we aim to contribute to the studies that deal with the role played by experts in the systematization of the knowledge to teach and for teaching in the field of mathematics education in Brazil.Keywords: History of mathematics education; Alda Lodi; Experts; Teaching programs.
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4

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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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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6

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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7

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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8

Batteau, Allen. "Aggressive Technology in a Century of Industrial Disasters." Practicing Anthropology 23, no. 4 (September 1, 2001): 28–32. http://dx.doi.org/10.17730/praa.23.4.p46445vr754r2507.

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When the science of humanity turns its attention toward industrial civilization, it should consider not only the condition of industrial producers, which has been the staple of industrial anthropology in works such as those by June Nash (We Eat the Mines and the Mines Eat Us: Dependency and Exploitation in Bolivian Tin Mines. New York: Columbia University Press. 1979) and Aihwa Ong, (Spirits of Resistance and Capitalist Discipline: Factory Women in Malaysia. Albany. State University of New York Press. 1987) but also the distinctive characteristics of industrial societies. One of these is the tendency of industrial societies to democratize physical risk. Some of the unique characteristics of industrial technology, particularly its complexity and its aggressive deployment, have for the first time in history exposed broad reaches of humanity to man-made, large-scale risk. By examining the industrial disasters of the past century, both in their technological dimensions and their moral qualities, we can begin to construct an anthropology of industrial civilization.
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9

McCarthy, Christine. "Edmund Anscombe (1874-1948): early competition work." Architectural History Aotearoa 1 (December 5, 2004): 44–56. http://dx.doi.org/10.26686/aha.v1i0.7894.

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Edmund Anscombe is reputed to have begun his architectural career in Dunedin with the success of the University of Otago School of Mines competition, after spending five years in America (1902-1906) studying architecture. His early career is characterised by consistent success in architectural competitions over a short period of time. He won competitions for the University of Otago School of Mines (1908), the Young Men's Christian Association Building (1909), the Hanover Street Baptist Church (1910), and the Dunedin Girls' High School (1909) - where he won first and second place. This competition work chronologically culminates in an unsuccessful entry in the 1911 competition for a new New Zealand Parliament, which was won by John Campbell and Claude Paton.
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10

Lombe, W. C. "Phosphate beneficiation experiments in the School of Mines, University of Zambia." Fertilizer Research 30, no. 2-3 (December 1991): 213–24. http://dx.doi.org/10.1007/bf01048656.

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Дисертації з теми "Columbia University. School of Mines"

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

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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3

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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4

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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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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7

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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8

Aeuckens, Annely. "The people's university : a study of the relationship between the South Australian School of Mines and Industry/South Australian Institute of Technology and the University of Adelaide (with reference to the relationship between the School/Institute and the South Australian Department of Education) 1987-1977." 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arma255.pdf.

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9

Kruk, Joanna. "Environmentally sensitive design: School of Journalism UBC, Vancouver." Thesis, 1998. http://hdl.handle.net/2429/8143.

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By examining the Minimalist ethos, joint and junctures and light, it is my intention to propose that Minimalist architecture easily and naturally accommodates the environmental ethos of reducing, reusing, recycling and recovering. More over, Minimalism, which draws widespread admiration as all good architecture does, allows us to graft inspiration and inherent environmental queues onto the ever-expanding yet distinct branch of green architecture. Producing a possible hybrid that initiates a new type of architectural discourse, one that moves beyond contemporary convention into the future reality of conservation. I present to you the UBC School of Journalism. Although, this building presently exists, I chose to design and develop the School of Journalism on the basis of green architecture, which means designing with nature in an environmentally responsible way.
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MacMath, Sheryl. "Perceptions of undergraduate education students from within an elementary teacher education programme." 2005. http://hdl.handle.net/1828/807.

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Книги з теми "Columbia University. School of Mines"

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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

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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7

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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8

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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9

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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10

Continuing Legal Education Society of British Columbia. and University of British Columbia. Faculty of Law., eds. Law school: The story of legal education in British Columbia. Vancouver: University of British Columbia, Faculty of Law, 1995.

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

1

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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2

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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3

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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4

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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Warsh, Cheryl Krasnick. "Balgonie to Balgonie." In Frances Oldham Kelsey, the FDA, and the Battle against Thalidomide, 7–18. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197632543.003.0002.

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Abstract Frankie Oldham grew up on Vancouver Island, British Columbia, an outpost of ex-British imperial officers like her father Frank, who, with her Scottish mother, Kitty Stuart, ran a gentleperson’s farm. Oldham led a tomboy’s lifestyle with an early love of animals and was educated in local private schools run by other ex-pats, while learning genteel skills like golf, tennis, elocution, and dance. She boarded at St. George’s and St. Margaret’s boarding schools for girls in Victoria, British Columbia, the provincial capital twenty miles away, to complete high school. When Oldham displayed an aptitude for science and a desire to attend university after graduating from the three-year program at fifteen, Kitty arranged an additional senior matriculation year to prepare Oldham for university. In 1930, biology was not part of the curriculum for girls’ education.
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"FROM SCHOOL OF MINES TO UNIVERSITY." In WITS: The Early Years, 39–68. Wits University Press, 2022. http://dx.doi.org/10.18772/12022088080.8.

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"Columbia University School of Nursing (Participant Letter)." In NICHE™: Nurses Improving Care for Healthsystems Elders. New York, NY: Springer Publishing Company, 2019. http://dx.doi.org/10.1891/9780826170828.ap10.

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Thurman, Paul W. "Not just for business: sustainability curricula at Columbia University." In The Innovative Business School, 103–5. Routledge, 2020. http://dx.doi.org/10.4324/9780429318771-16.

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"2. Childhood, High School, MIT, and Columbia University." In Plate Tectonics and Great Earthquakes, 21–35. New York Chichester, West Sussex: Columbia University Press, 2019. http://dx.doi.org/10.7312/syke18688-003.

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"Smith’s Work at the School of Business, Columbia University." In J. Russell Smith, 92–110. University of Pennsylvania Press, Inc., 2016. http://dx.doi.org/10.2307/j.ctv512qsp.8.

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Тези доповідей конференцій з теми "Columbia University. School of Mines"

1

Tyagi, Pawan. "Easily Adoptable Interactive Teaching Practices and Students Progress Monitoring Strategies." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39118.

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An active class room teaching practice can become highly rewarding for students. An instructor practicing active learning approaches may get significantly higher success in inculcating course materials deeply as compared to a lecture based teaching. However, transitioning from prevailing lecture based instruction to an active learning approach can be hampered by the reservations and prejudices of an engineering educator; a tenure track faculty may find it even more challenging to leave the traditional lecture based teaching approach and adopt an active teaching approach. This paper will describe the active teaching techniques that I, a tenure track faculty, has been practicing to teach mechanical engineering courses; the main discussion will focus on the Fuel Cell Science and Technology course. I have devised my current deep learning and teaching strategies through a yearlong Myrtilla Miner Faculty Fellowship cohort under Dr. Ken Bain and a number of workshops on the group based active teaching and peer interaction based teaching. This paper describes the strategies for developing a teaching and assessment plan for the courses I teach by emphasizing on (i) designing significant learning outcomes before starting a class, (ii) the long term retention of key concepts of a course by fostering student centered deep learning course activities, and (iii) far transfer of the skills students gain from a course. The first topic of this paper is about various strategies to understand students’ motivations and inhibitions that may govern their learning curve in a course. The second topic of this paper discusses the crucial aspect of designing a promising syllabus to give students a bigger purpose for learning the course material; a promising syllabus attempt to connect students’ long held curiosities and career ambitions with the course to be offered. The third topic delves into the strategies to engage students in self-preparation to assimilate the key concepts to be discussed in a class. This paper will also highlight the approach to design conceptual quizzes to guide student preparation before they come to the class and then use the same conceptual quizzes to conduct peer discussion and define the flow of a class; this strategy is derived from Dr. Eric Mazur’s work on peer interaction based teaching. The fourth topic is about the utility of one pager feedback form to be filled by the students after every class. This paper will discuss structure and effectiveness of the feedback form in improving student attention and participation in the class discussions. I have offered two workshops on effective teaching at the University of the District of Columbia to promote active student learning in a wide range of courses. I plan to conduct workshops for the middle and high school teachers to share the effective teaching skills.
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2

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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3

Millrath, Karsten, Frank J. Roethel, and David M. Kargbo. "Waste-to-Energy Residues: The Search for Beneficial Uses." In 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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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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5

Syzdykov, Murat, Zhassulan Dairov, and Jennifer Miskimins. "Improving the Local Research Capacity through the Industry-Academia Collaboration in Kazakhstan." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205977-ms.

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Abstract Kazakhstan has set a lofty goal of becoming one of the world's top 30 developed countries by 2050. This can be accomplished by growing up well-versed, competent, and forward-thinking human capital. We previously discussed curriculum, courses, internships, and student development as part of the World Economic Forum (WEF) pilot project supported by Chevron, Eni, and Shell (Sponsors) to strengthen oil and gas human capital in Kazakhstan (SPE-195903 and SPE-201272). During regular visits, the WEF sponsors and Colorado School of Mines (Mines) could assess the Satbayev University (SU) PE department and underlined the importance of faculty growth. Academic workshops on topics such as course and syllabus design, student assessment, and ABET accreditation standards have been held both offline and online. Meanwhile, to advance the PE program, faculty research capacity must be globally competitive. To begin, the Kazakhstani government distributed visiting scholarship awards on behalf of the supporting World Bank in 2018. Shell Kazakhstan took the initiative and co-funded two PhD candidates so they could perform their research experiments at Pennsylvania State University (PennState). In addition, Mines has gone above and beyond the WEF scope by offering two fully-funded PhD scholarships to exceptional SU faculty. Through the newly constituted Industry-Advisory Board (IAB), the WEF Sponsors emphasized strong contact with the industry, which assisted in identifying a few research topics. These discussions resulted in formulation of four research proposals that were submitted to the Ministry of Education and Science Grants in 2020 and are being co-funded by Sponsors. This collaboration has yielded the approval of two projects by the State. Finally, under the auspices of the IAB meetings, the PE department has been offered opportunity to collaborate with the national KazMunayGas on the company-related project. While academic cooperation is well-known, research and its outcomes are even more critical in today's fast-changing environment. Universities must quickly adapt to industry best practices while remaining committed to their global mission of contributing to national growth and human potential. This paper discusses effective approaches for industry-academia collaboration.
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Matchision, Lauren. "Sustaining Educational Equity: Architecture Development Programs as Transformative Models to Increase Inclusivity." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.13.

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The desire to increase inclusivity in the field of architecture is concurrent with a perceptible growing trend in the United States in which many institutions of higher education have begun to take a closer look at student enrollment in the realization that various degree programs, including architecture, have historically lacked representation from people of color. Emerging architecture pipeline programs are poised to erode the demographic status quo by creating opportuniti es to engage historically underrepresented students while they are still in high school. Many of the explicit and implicit competencies these programs impart are valuable additions toward increasing the likelihood of more underrepresented students successfully applying to study architecture at the university level. These programs are only a small part of a growing number of efforts intended to address long-standing inequiti es in architecture education. This paper aims to assess such programs in light of Sharon Sutton’s imperative to achieve and sustain educational equity set forth in her recent book, When Ivory Towers Were Black: A Story About Race in America’s Cities and Universities. This paper first briefly identifies numerous diversity, equity, and inclusion initiatives currently taking hold in the discipline and profession of architecture. Next, it carefully examines Sutton’s account of the Columbia University School of Architecture’s attempt to transform the demographic status quo. Lastly, it considers the lessons learned from the experiment and applies them to emerging pipeline programs, referred to here as Architecture Development Programs, ultimately seeking to explore successful methods to attract, educate, and support historically under represented young people in the classroom and the profession.
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Pascual, Laura, John Abresch, and Anna Seiffert. "Communicating Collections: Strategies for Informing Library Stakeholders of Collections, Budget, & Management Decisions." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317142.

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A challenging aspect of the collection management process is effectively communicating with stakeholders about library resources. Communication can range from obtaining patron feedback integral in collection planning to effective messaging elaborating on collection budgets and cancellation decisions. It has also become increasingly necessary to explain the various acquisition models that affect the landscape of library content and use of electronic resources. In this paper, the University of South Florida will present the results of a survey of the approaches used in academic library websites to communicate collection policies along with related considerations, statistics and data, justifications, and factors affecting selection practices. Information about the important elements used to construct a dialog with faculty and administration in order to demonstrate the costs and value of library resources to those in the academic community is included. A case study demonstrating the practical implementation of these communication principles at the Arthur Lakes Library at the Colorado School of Mines will be discussed. The study will show how the Library was able to break free from a cycle of collection stagnation, which was perpetuated by a lack of effective communication. The result was that the Library was able to tell a story with data in order to communicate a message, as well as strengthen their partnerships with faculty regarding collection management.
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8

Lucena, Juan, Jason Delborne, Katie Johnson, Jon Leydens, Junko Munakata-Marr, and Jen Schneider. "Integration of Climate Change in the Analysis and Design of Engineered Systems: Barriers and Opportunities for Engineering Education." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64975.

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The goal of this paper is to begin mapping perspectives of engineering faculty on barriers and opportunities related to the integration of climate change in the analysis and design of engineered systems (CC&ES). Although both sustainability and renewable energy have been receiving increasing attention in engineering education for quite some time, climate change, especially as it relates to engineered systems, has yet to become a widely accepted topic of teaching and research. From recent literature on engineering education and from interviews with engineering faculty, a picture emerges of whether and how climate change is an important dimension in the analysis and design of engineered systems. From those sources, we begin to see what it might take to incorporate the relationship between climate change and engineered systems in engineering education, what the barriers and opportunities to this incorporation might be, and what strategies might be available to institutionalize this incorporation in engineering education. Support for this paper comes from a larger research project on “Climate Change, Engineered Systems, and Society” which has the goal to develop conceptual and educational frameworks and networks of change agents to promote effective formal and informal education for engineering students, policymakers and the public at large. The project partners include the National Academy of Engineering (NAE), Arizona State University, Boston Museum of Science, Colorado School of Mines (CSM), and the University of Virginia. Within this larger team, the CSM team is planning to develop a testbed for the incorporation of CC&ES in engineering education. Hence, our first step is to find related curricular innovations in the engineering education literature and perspectives from engineering faculty on barriers and opportunities to the integration of CC&ES in engineering education.
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Tyagi, Pawan. "Student Presentation Based Teaching (SPET) Approach for Classes With Higher Enrollment." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88463.

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Recently student presentation based effective teaching (SPET) approach was designed for elective courses or senior level courses with less than ten students. SPET approach is mainly designed for research active, busy faculty who are interested in active student teaching but have very less time to prepare for the class activities. SPET is based on the student making 10–20 minutes presentation in the class to address the conceptual questions that are assigned 1–2 weeks before the presentation day. However, SPET approach becomes impractical for large class size due to the reason that during one class period all the students can not present. To make sure that all the students are well prepared through their self-study about the conceptual questions an instructor has to design different assignments for the student presenters and non-presenters. Such makeshift arrangement makes SPET cumbersome to practice for large class size. To address the limitations of SPET approach we recently developed a new strategy to establish SPET relevancy for the large class size. The modified SPET focused on group presentations. A group of 3–4 students were assigned conceptual questions and topics to cover in the group presentation before the day of class discussion. However, the number of questions assigned per group were intentionally kept high so that each student group divide the presentation preparation load. However, each group member was expected to understand the whole presentation. To test student mastery, some content and application related questions were asked by the instructor. This modified SPET approach has opened new student active learning through collaboration. The instructor can directly provide the feedback during the in-class presentation. This presentation will highlight the results of students’ feedback and data about student learning from the modified SPET approach. To date modified SPET has been tested on 26 senior level mechanical engineering students and 24 high school students attending freshman-level Introduction to Engineering course at University of the District of Columbia.
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Звіти організацій з теми "Columbia University. School of Mines"

1

Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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2

Herring, Theodore, Justin Tweet, and Vincent Santucci. Wind Cave National Park: Paleontological resource inventory (public version). National Park Service, June 2023. http://dx.doi.org/10.36967/2299620.

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Wind Cave National Park (WICA), the first cave in the world to become a national park, is famous for the park’s namesake feature. Wind Cave, named for the noticeable wind-flow patterns observed as air moves in and out of the natural cave entrance, is currently the third longest cave system in the United States and seventh longest in the world. Wind Cave formed when groundwater dissolved buried layers of the fossiliferous Madison Limestone, which were deposited during the Mississippian subperiod approximately 359 to 347 million years ago. In addition to the Madison Limestone, several other formations are exposed within the park, dating from the early Proterozoic to the Holocene. The presence of fossils within the park has been known since at least the late 19th century when early settlers explored the cave to turn the geologic feature into a tourist attraction. However, most of the geologic work conducted during the park’s history has focused on the exploration and development of the cave itself, rather than its fossils. Paleontology became a bigger focus in the late 20th century when the park partnered with the South Dakota School of Mines and Technology to recover and research fossils found within the cave and on the park’s surface. Other partnerships include those with the Mammoth Site of Hot Springs and Northern Arizona University, through which researchers have studied Quaternary cave deposits found across the park. In ascending order (oldest to youngest), the geologic formations at WICA include undifferentiated lower Proterozoic rocks (Precambrian), Harney Peak Granite (Precambrian), Deadwood Formation (Cambrian–Ordovician), Englewood Limestone (Devonian–Mississippian), Madison Limestone (Mississippian), Minnelusa Formation (Pennsylvanian–Permian), Opeche Shale (Permian), Minnekahta Limestone (Permian), Spearfish Formation (Permian–Triassic), Sundance Formation (Middle–Upper Jurassic), Unkpapa Sandstone (Upper Jurassic), Lakota Formation (Lower Cretaceous), Fall River Formation (Lower Cretaceous), White River Group (Eocene–Oligocene), and Quaternary alluvium, conglomerate, and gravel deposits. The units that are confirmed to be fossiliferous within the park are the Deadwood Formation, Englewood Limestone, Madison Limestone, and Minnelusa Formation, which contain a variety of marine fossils from a shallow sea deposition environment; the Sundance Formation, which has much younger marine fossils; the Lakota Formation, which has yielded petrified wood; and the White River Group and Quaternary deposits, which contain vertebrate and invertebrate fossils deposited in and near freshwater streams, lakes, and ponds. Many of the fossils of WICA are visible from or near public trails and roads, which puts them at risk of poaching or damage, and there is evidence that fossil poaching occurred at several of the Klukas sites soon after they were discovered. Furthermore, there are several fossil sites on the tour routes within Wind Cave, which are of value to interpretation and the park experience. WICA has implemented cyclic fossil surveys in the past to monitor site conditions, and it is recommended that this paleontological resource monitoring be continued in the future.
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