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Автор: Grafiati

Опубліковано: 26 липня 2024

Оновлено: 27 липня 2024

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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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5

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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11

Carpenter, Chris. "Lessons Learned in Developing Human Capital for the Oil and Gas Industry in Kazakhstan." Journal of Petroleum Technology 73, no. 08 (August 1, 2021): 60–61. http://dx.doi.org/10.2118/0821-0060-jpt.

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This article, written by JPT Technology Editor Chris Carpenter, contains highlights of paper SPE 201272, “Lessons Learned in Developing Human Capital for the Oil and Gas Industry in Kazakhstan,” by Zhassulan Dairov, SPE, KIMEP University and Satbayev University; Murat Syzdykov, SPE, Satbayev University; and Jennifer Miskimins, SPE, Colorado School of Mines, prepared for the 2020 SPE Annual Technical Conference and Exhibition, originally scheduled to be held in Denver, Colorado, 5–7 October. The paper has not been peer reviewed. The World Economic Forum’s (WEF) Human Capital initiative has been implemented at Satbayev University (SU), Almaty, Kazakhstan, during the last 2 years. Participating in this effort are Chevron, Eni, Shell, and the Colorado School of Mines (Mines). The complete paper assesses the effectiveness of project components, such as industry guest lectures, summer internships, and program improvement, and provides lessons learned for human-resource-development initiatives. Introduction In most cases, the industry/ university alliance is intermittent, short-term, and underdeveloped. The engagement of three stakeholders, such as government, industry, and the university, is the most-successful model of joint performance. This approach allows all participants to create competitive advantages in the achievement of common objectives. Moreover, the role of governmental agencies is critical alongside professional organizations in facilitating such cooperation.

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12

Stockwell, John W., and Ivan Vasconcelos. "Memorial." Leading Edge 42, no. 2 (February 2023): 140–41. http://dx.doi.org/10.1190/tle42020140.1.

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13

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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14

Insoll, Timothy, and Kuldeep Bhan. "Carnelian mines in Gujarat." Antiquity 75, no. 289 (September 2001): 495–96. http://dx.doi.org/10.1017/s0003598x0008861x.

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In June–July 2000 a sample collection programme was completed in the extant carnelian mines of Jhagadia Taluka, Broach District, Gujarat, Western India (FIGURE 1). The predominant rationale behind the fieldwork is an Africanist one. Namely, to obtain modern comparative material which could be elementally analysed and compared with samples of carnelian beads from archaeological contexts in West and West-Central Africa. For besides local production of carnelian beads in West Africa, it seems that certain examples were also imported via trans-Saharan trade routes, probably from India (Insoll 2000). However, at present such an attribution remains purely hypothetical, based as it is upon the colour, workmanship, and shapes, resembling the carnelian bead production of Western India. Beads known to have been extensively exported in the medieval period, the focus here, and of course before (Theunissenet al. 2000). Thus it is hoped that the geochemical analysis of the carnelian samples from Gujarat will either prove or disprove a trade to West Africa. Following a successful pilot study at the NERC LA-ICP-MS facility at Kingston University, the full programme of analysis will now be completed in co-operation with Dr Dave Polya in the new LA-ICP-MS facility at the School of Earth Sciences, University of Manchester.

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15

Beasley, Maurine H. "Pulitzer's School: Columbia University's School of Journalism, 1903–2003 By James Boylan. New York: Columbia University Press, 2003. 337 Pp." American Journalism 21, no. 2 (April 2004): 116–18. http://dx.doi.org/10.1080/08821127.2004.10677584.

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16

Schmitt, Felix. "Transparenz − Wohin mit den Kräften am Beispiel Columbia University Medical School." Stahlbau 85, S1 (April 2016): 87–99. http://dx.doi.org/10.1002/stab.201690182.

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17

Kulichenko, Alla. "MEDICAL SCHOOL OF COLUMBIA UNIVERSITY: INNOVATIVE ACTIVITY FROM ITS ESTABLISHMENT UNTIL THE LATE 19TH CENTURY." Педагогічні науки: теорія, історія, інноваційні технології 9(103), no. 9(103) (November 30, 2020): 434–43. http://dx.doi.org/10.24139/2312-5993/2020.09/434-443.

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The article deals with the innovative activities at the Medical School of Columbia University from 1767 to the late 19th century. Moreover, the author points to the prerequisites for the establishment of the Medical School in New York. Firstly, in 1750 young and skilled doctors moved to New York and started to conduct private classes for those wishing to master medicine. Secondly, in 1760 according to the law, every doctor and surgeon had to obtain special permission – a license for practicing. As a result, in 1767, the Medical School of King’s College appeared. It should be noted that it changed its official name many times for many reasons. Finally, in the late 19th century it became the Medical School of Columbia University. There was intensive development of both individual and collective innovations in the 1840s – 1850s.

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18

Way, Douglas, and Jack Howard. "Seismic Rehabilitation of the Mackay School of Mines, Phase III, with Base Isolation." Earthquake Spectra 6, no. 2 (May 1990): 297–308. http://dx.doi.org/10.1193/1.1585571.

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The original Mackay School of Mines Building was constructed in 1908. It is one of the original buildings of the University of Nevada, and is situated at the north end of the main quadrangle within the campus. Prominent in its location at University of Nevada and in appearance, the building is designated as a national historic monument. During the years of 1926 and 1956, significant structural alterations were made to the original building. Phase III work at the original Mackay School of Mines Building involves adding a library at the basement, with the balance of the building being remodeled for similar-type functions. Constructed mainly of unreinforced masonry, the seismic rehabilitation of the structure warrants careful attention. During the schematic phase of the work, both conventional strengthening and Base Isolation were explored as potential techniques with which to mitigate damage from earthquakes. Cost estimate of both schemes were also developed. From a preservationist point of view, there were definite advantages in the isolation design. Since the isolation system could filter out most of the damaging forces associated with earthquakes, none of the unreinforced masonry walls required strengthening. As a result, many of the original architectural features of the original building can be salvaged, maintaining the original quality of the building and its identity. For these reasons the Base Isolation option was selected as the seismic retrofit scheme. This paper illustrates the Base Isolation design for the Mackay School of Mines, a historical structure constructed of unreinforced masonry. The isolation system consists of high-damping rubber bearings in combination with sliding elements.

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19

Marble, Scott, and Karen Fairbanks. "Toni Stabile Student Center, Columbia University Graduate School of Journalism - Marble Fairbanks." Architectural Design 79, no. 2 (March 2009): 106–9. http://dx.doi.org/10.1002/ad.863.

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20

Wechsler, Harold S. "How Getting into College Led Me to Study the History of Getting into College." History of Education Quarterly 49, no. 1 (February 2009): 1–38. http://dx.doi.org/10.1111/j.1748-5959.2009.01166.x.

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I decided to study the history of American higher education shortly after May 1, 1968. Early that morning, over a thousand New York City police officers had cleared the Columbia University campus of demonstrators and the occupants of five university buildings. Upwards of 800 were arrested; perhaps the same number of students, faculty, and police needed medical attention. The next afternoon, the leaders of Students for a Democratic Society (SDS) gathered on the balcony of the Columbia Law School building, looking at over a thousand demonstrators protesting the police action. The images of the police action initiated by the Columbia administration still haunt me. But so does the triumph of “manipulatory democracy” practiced by SDS members.

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21

MacLeod, Roy. "Of Men and Mining Education: The School of Mines at the University of Sydney." Earth Sciences History 19, no. 2 (January 1, 2000): 192–215. http://dx.doi.org/10.17704/eshi.19.2.r471574657lj2m7h.

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Colonial Australian science grew by a process of transplantation, adaptation, and innovation in response to local conditions. The discovery of gold in 1851, and the location of vast resources of other minerals, transformed the colonies, as it did the imperial economy. In this process, the role of mining engineering and mining education played a significant part. Its history, long neglected by historians, illuminates the ways in which the colonial universities sought to guide and direct this engine of change, conscious both of overseas precedent and local necessity. This paper considers the particular circumstances of New South Wales, and the role of the University of Sydney, in seizing the day—and producing a degree—that lasted nearly a century.

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22

Fisher, P., and D. Protti. "Health Informatics at the University of Victoria." Yearbook of Medical Informatics 05, no. 01 (August 1996): 135–39. http://dx.doi.org/10.1055/s-0038-1638056.

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AbstractThe University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 60 units of course work (normally 40 courses) and 4 CO-OP work terms over 4.3 years. The School admits approximately 30 students each year. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 50 years with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 4 full-time faculty, 2 professional staff, 2 clerical staff, 7 adjunct faculty and a variable number of sessional teaching staff. The majority of the faculty have health backgrounds, totalling 150 person-years of health care experience. As of November 1995, the School had 168 graduates 75% of whom are employed in British Columbia, 17% in other parts of Canada and 8% outside the country. Sixty-five percent of the graduates work in government departments including community health agencies; 10% work in hospitals, 20% work for management consulting firms, software houses, or computer hardware firms, and 5% are otherwise employed. Almost 100% of the graduates are gainfully employed in professional positions in which their health information science degree is valued. They work as systems analysts, system designers/developers, consultants, research assistants, health-care planners, information system-support staff/trainers and client-account representatives. Some are already in senior management positions.

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23

Downey, Jennifer I. "Editorial: Contributions to Psychoanalysis and Psychodynamic Psychiatry by Richard C. Friedman (1941-2020)." Psychodynamic Psychiatry 48, no. 3 (September 2020): 223–33. http://dx.doi.org/10.1521/pdps.2020.48.3.223.

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As Interim Editor of Psychodynamic Psychiatry, I have the honor to comment on Richard C. Friedman's extraordinary career. At the time of his death in late March of this year, Richard C. Friedman (RCF) had been Editor of the Journal of the American Academy of Psychodynamic Psychiatry and Psychoanalysis for eight years. During that time, the journal was renamed Psychodynamic Psychiatry and became the first English-language journal in the world about psychodynamic psychiatry. At the time of his death, Dr. Friedman was Clinical Professor of Psychiatry at Weill-Cornell School of Medicine and Lecturer in Psychiatry at the Columbia University College of Physicians & Surgeons. He was also on the faculty of the Columbia Center for Psychoanalytic Training and Research and Research Professor at the Derner School of Adelphi University.

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24

Lindblom, Ken. "From the Editor." English Journal 102, no. 6 (July 1, 2013): 13–15. http://dx.doi.org/10.58680/ej201324030.

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Ken Lindblom has taught English and writing at Columbia High School (East Greenbush, New York), Syracuse University, and Illinois State University, and he is now associate professor of English and director of English teacher education at Stony Brook University (SUNY). He has been editor of English Journal since 2008, and this is the last of the 30 issues he’s edited.

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25

Rubin, Lewis J., Robyn Barst, and Nazzareno Galiè. "Inside the New Era in Treatment: Three Experts Analyze the Growing Spectrum of Therapy and Future Strategies." Advances in Pulmonary Hypertension 1, no. 1 (January 1, 2002): bmi—7. http://dx.doi.org/10.21693/1933-088x-1.1.1.

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Three physicians addressed key concerns in the treatment of pulmonary hypertension in a discussion that ranged from special considerations in tailoring therapy to the role of new agents dramatically changing the algorithm for managing this disease. The roundtable discussion was moderated by Lewis J. Rubin, MD, Professor of Medicine, University of California, San Diego, School of Medicine, and included Robyn Barst, MD, Professor of Pediatrics, Columbia University College of Physicians and Surgeons, New York, New York, and Nazzareno Galiè MD, Professor at the Postgraduate School of Cardiology, University of Bologna, Italy.

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26

Farber, Harrison W., Mark Gladwin, Evelyn M. Horn, and Myung H. Park. "Sickle Cell Disease and Pulmonary Hypertension: Addressing the Mixed Pathology and Special Considerations in Diagnosis and Treatment." Advances in Pulmonary Hypertension 6, no. 1 (January 1, 2007): 39–44. http://dx.doi.org/10.21693/1933-088x-6.1.39.

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This discussion was moderated by Evelyn M. Horn, MD, Associate Professor of Clinical Medicine and Director, Pulmonary Vascular Disease, Center for Advanced Cardiac Care, Columbia University Medical Center, New York, New York. Panel members included Harrison W. Farber, MD, Director, Pulmonary Hypertension Center, Boston Medical Center, Boston University School of Medicine; Mark Gladwin, MD, Chief, Vascular Medicine Branch, National Heart, Lung, and Blood Institute, Critical Care Medicine Department, Clinical Center, National Institutes of Health, Bethesda, MD; Myung H. Park, MD, Director, Pulmonary Vascular Disease Program, University of Maryland School of Medicine.

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27

&NA;, &NA;. "Gnatz Named Department Chairman at the University of Missouri-Columbia School of Medicine." American Journal of Physical Medicine & Rehabilitation 74, no. 3 (May 1995): 255. http://dx.doi.org/10.1097/00002060-199505000-00024.

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28

Jesu Raj, Joe, Devendra Pathak та Pramesh Kapoor. "Erratum to: “Syntheses and characterisation of chloro(η3-allyl) dicarbonylmolybdenum(II) complexes of chiral and achiral ditertiaryphosphines”". Open Chemistry 10, № 2 (1 квітня 2012): 413. http://dx.doi.org/10.2478/s11532-011-0149-9.

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AbstractThe original version of the article was published in Cent. Eur. J. Chem. 10(1) (2012), pp 165–171. Unfortunately, the original version of this article contains mistakes in the affiliation section. Dr Devendra D. Pathak’s affiliation is Department of Applied Chemistry, Indian School of Mines, Dhanbad 826 004, India. Dr Pramesh N. Kapoor’s affiliation is Department of Chemistry, University of Delhi, Delhi 110 007, India.

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29

Meliyanti, Meliyanti, and Sani Aryanto. "INDONESIAN GOVERNMENT POLICY: LEARNING LITERACY AT TEACHER COLLEGE COLUMBIA UNIVERSITY." Journal of Professional Elementary Education 2, no. 2 (September 30, 2023): 259–72. http://dx.doi.org/10.46306/jpee.v2i2.55.

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The purpose of this research is to present a comprehensive overview of the Microcredential program TCRWP in an effort to improve teacher literacy competence in Indonesia. The research method used descriptive qualitative with 53 teachers as subjects from PAUD (Pendidikan Anak Usia Dini/Preschool) and SD (Sekolah Dasar/Elementary School) levels from 14 provinces in Indonesia. The results of the study show the government's success in increasing teachers’ literacy competence through implementation of the TCRWP microcredential program with an indicator of test scores > 80. The rationalization for the success of this program consists of (1) An increase in teachers' understanding of the continuum literacy principle conceptually as a representative polarization of literacy learning in the context of Indonesian education; (2) Capacity building in choosing and developing decodable books and their levels; (3) An increase in ability to formulate reading workshop strategy as an innovative strategy in developing more contextual literacy learning.

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30

Protti, D. J. "Health Information Science at the University of Victoria: The First Ten Years." Methods of Information in Medicine 33, no. 03 (1994): 268–72. http://dx.doi.org/10.1055/s-0038-1635025.

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Abstract:The University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 40 courses and 4 CO-OP work terms over 4.3 years. The School admits 30 students each September of which 60% are normally female. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 42 with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 5 full-time faculty, 3 professional staff and 4 part-time faculty. The majority of the faculty have health backgrounds, totalling 135 person-years of practising health care experience. As of November 1992, the School had 113 graduates; 75% are employed in British Columbia, 18% are in other parts of Canada and 7% outside the country. Forty-five percent of the graduates work in government departments including community health agencies; 29% work in hospitals; 26% work in management consulting firms, software houses, or computer hardware firms. They work as systems/project analysts, systems consultants, research assistants, planning analysts, system-support staff, trainers/developers and client account representatives. Some are already in senior management positions.

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Wilkins, Mira. "Chandler: A Retrospect." Enterprise and Society 9, no. 03 (September 2008): 411–14. http://dx.doi.org/10.1017/s1467222700007205.

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I met Al Chandler in late 1962 (or early 1963), when he visited the Graduate School of Business, Columbia University, as a guest of Associate Dean Clarence Walton. Chandler gave a seminar, based on his new book Strategy and Structure. I was then at Columbia Business School, completing my (and Frank Ernest Hill's) archive-based history of Ford Motor Company's international operations, which was my first book. As my next project, I was seeking to write an overall history of US business abroad. I wanted to figure out whether patterns I had found in my research on Ford abroad were typical (or atypical) of US corporations, in general, as the latter expanded worldwide.

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32

Friedmann, John. "Austrians-in-the-World. Conversations and Debates About Planning And Development." European Spatial Research and Policy 21, no. 1 (June 6, 2014): 11–22. http://dx.doi.org/10.2478/esrp-2014-0002.

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John Friedmann has taught at MIT, the Pontifical Catholic University of Chile, UCLA, the University of Melbourne, the National University of Taiwan, and is currently an Honorary Professor in the School of Community and Regional Planning at the University of British Columbia in Vancouver, Canada. Throughout his life, he has been an advisor to governments in Brazil, Venezuela, Chile, Mozambique, and China where he was appointed Honorary Foreign Advisor to the China Academy of Planning and Urban Design.

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Barst, Robin J., Jeffrey R. Fineman, Michael A. Gatzoulis, and Richard A. Krasuski. "Pulmonary Arterial Hypertension in Adults with Congenital Heart Disease." Advances in Pulmonary Hypertension 6, no. 3 (August 1, 2007): 142–48. http://dx.doi.org/10.21693/1933-088x-6.3.142.

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This discussion was moderated by Robyn J. Barst, MD, Professor of Pediatrics, Divisions of Pediatric Cardiology at Columbia University College of Physicians and Surgeons and Cornell Medical Center, and Director of New York Presbyterian Pulmonary Hypertension Center at Columbia University Medical Center, New York, New York. Panel members included Jeffrey R. Fineman, MD, Pediatric Critical Care Specialist and Associate Investigator of the Cardiovascular Research Institute, University of California, San Francisco; John Granton, MD, Assistant Professor of Medicine, University of Toronto, Pulmonary Arterial Hypertension Programme, University Health Network, Toronto, Ontario; Michael A. Gatzoulis, MD, PhD, Professor of Cardiology, Congenital Heart Disease, and Consultant Cardiologist and Director of the Adult Congenital Heart Centre at the Royal Brompton Hospital and the National Heart and Lung Institute, Imperial College School of Medicine, London, UK; and Richard A. Krasuski, MD, Director of Adult Congenital Heart Disease Services, Department of Cardiovascular Medicine, Cleveland Clinic, Cleveland, Ohio.

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34

Of College & Research Libraries, Association. "And the winners are . . .: The official results of the 2019 ACRL elections." College & Research Libraries News 80, no. 6 (June 4, 2019): 334. http://dx.doi.org/10.5860/crln.80.6.334.

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Karen Munro, associate dean of libraries, learning and research services, at Simon Fraser University in Burnaby, British Columbia, on the traditional, current, and unceded territories of the Squamish, Tsleil-Waututh, Musqueam, and Kwikwetlem Nations, is the 82nd president of ACRL.Jon E. Cawthorne, dean of the Wayne State University Library System and the School of Information Sciences, has been elected vice-president/president-elect of ACRL.

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35

Crump, Eric. "Technotreachery: Play in Filtrates School." About Campus: Enriching the Student Learning Experience 1, no. 1 (March 1996): 20–23. http://dx.doi.org/10.1002/abc.6190010105.

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Eric Crump is the learning technologies coordinator for the University of Missouri-Columbia Learning Center. He is working on a number of projects, all exploring ways to use computer networks to create new learning environments and to complement conventional learning environments. His pet projects at the moment are the Online Writery, an online community of student writers; Rhetnet, an experimental scholarly cyberjournal on rhetoric and writing, and the MU Institute for Instructional Technology, a mechanism for effecting technological and pedagogical change on campus. If you would like to contact Eric to inquire about the nuts and bolts of on-line learning or about his views on learning and the academy, you can send e-mail to him at wleric@showme.missouri.edu .

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36

Sinclair, K. E., and S. J. Marshall. "Engaging Students in Atmospheric Science: A University-High School Collaboration in British Columbia, Canada." Journal of Geoscience Education 57, no. 2 (March 2009): 128–36. http://dx.doi.org/10.5408/1.3544245.

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37

Schmidt, Glen, Dawn Hemingway, and Gerard Bellefeuille. "Building Healthy Northern Communities Through Strengthening Capacity." Journal of Comparative Social Work 7, no. 1 (April 2, 2012): 36–50. http://dx.doi.org/10.31265/jcsw.v7i1.79.

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This study examines and evaluates the effects of one-time funding on capacity building of health and social welfare organizations in a remote and northern section of British Columbia Canada. The Province of British Columbia awarded a two million dollar grant (Canadian) to the University of Northern British Columbia (UNBC). Organizations applied for funds through a competitive process that was managed by the School of Social Work at UNBC. Twenty-five different community organizations and agencies received funding for a period of eighteen months. The organizations and agencies delivered a range of services and activities located in remote First Nations communities as well as the natural resource-based single industry towns of northern BC.

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38

Isabella, Jude. "Review: Future Directions in Science Journalism, University of British Columbia School of Journalism, Vancouver, British Columbia, Canada, November 9-10, 2007." Science Communication 29, no. 4 (March 27, 2008): 537–38. http://dx.doi.org/10.1177/1075547008316304.

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39

Barst, Robyn J., Marc Humbert, Ivan M. Robbins, Lewis J. Rubin, and Robyn J. Park. "Roundtable Discussion of the Impact of the 4th World Symposium on Pulmonary Hypertension." Advances in Pulmonary Hypertension 8, no. 2 (April 1, 2009): 89–94. http://dx.doi.org/10.21693/1933-088x-8.2.89.

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A discussion among attendees of the 4th World Symposium on Pulmonary Hypertension took place to share “an insider's look” into the current and future research and treatment implications in pulmonary hypertension. Myung H. Park, MD, guest editor of this issue of Advances in Pulmonary Hypertension, Assistant Professor of Medicine and Director, Pulmonary Vascular Diseases Program, Division of Cardiology, University of Maryland School of Medicine, Baltimore, moderated the discussion. Participants included Robyn Barst, MD, Professor Emerita, Columbia University, New York; Marc Humbert, MD, PhD, Universite Paris-Sud, French Referal Center for Pulmonary Hypertension, Hopital Antoine-Beclere, Assistance Publique Hopitaux de Paris, Clamart, France; Ivan Robbins, MD, Associate Professor of Medicine, Vanderbilt University School of Medicine, Nashville, Tennessee; and Lewis J. Rubin, MD, Clinical Professor, Department of Medicine, University of California, San Diego.

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40

Adams, Vicki. "Critical thinking or common sense?" Veterinary Record 179, no. 7 (August 11, 2016): i—ii. http://dx.doi.org/10.1136/vr.i4364.

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Vicki Adams grew up in Vancouver, Canada, and graduated with a degree in animal science from the University of British Columbia before being accepted into vet school in Saskatchewan. Her animal science background has given her the population perspective that is so important in epidemiology and she now runs her own consulting company, Vet Epi

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41

CISG Advisory Council. "CISG Advisory Council Opinion No. 22." Nordic Journal of Commercial Law, no. 1 (November 6, 2022): 63. http://dx.doi.org/10.54337/ojs.njcl.1.7521.

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The CISG-AC started as a private initiative supported by the Institute of International Commercial Law at Pace University School of Law and the Centre for Commercial Law Studies, Queen Mary, University of London. The International Sales Convention Advisory Council (CISG-AC) is in place to support understanding of the United Nations Convention on Contracts for the International Sale of Goods (CISG) and the promotion and assistance in the uniform interpretation of the CISG. At its formative meeting in Paris in June 2001, prof. Peter Schlechtriem of Freiburg University, Germany, was elected chair of the CISG-AC for a three-year term. Dr. Loukas a. Mistelis of the Centre for Commercial Law Studies, Queen Mary, University of London, was elected secretary. The founding members of the CISG-AC were prof. Emeritus Eric E. Bergsten, Pace University School of Law, prof. Michael Joachim Bonell, University of Rome la Sapienza, prof. E. Allan Farnsworth, Columbia University School of Law, prof. Alejandro M. Garro, Columbia University School of Law, prof. Sir Roy M. Goode, Oxford, prof. Sergei n. Lebedev, Maritime Arbitration Commission of the Chamber of Commerce and Industry of the Russian Federation, prof. Jan Ramberg, University of Stockholm, Faculty of Law, prof. Peter Schlechtriem, Freiburg University, prof. Hiroo Sono, Faculty of Law, Hokkaido University, prof. Claude Witz, Universität des Saarlandes and Strasbourg University. Members of the council are elected by the council. At subsequent meetings, the CISG-AC elected as additional members prof. Pilar Perales Viscasillas, Universidad Carlos III, Madrid; prof. Ingeborg Schwenzer, University of Basel; prof. John Y. Gotanda, Villanova University; Prof. Michael G. Bridge, London School of Economics; prof. Han Shiyuan, Tsinghua University and Prof. Yeşim Atamer, Istanbul Bilgi University, Turkey, prof. Ulrich G. Schroeter, University of Mannheim, Germany, prof. Lauro Gama, Pontifical Catholic University, Justice Johnny Herre, Justice of the Supreme Court of Sweden, prof. Harry M. Flechtner, University of Pittsburgh, prof. Sieg Eiselen, Department of Private Law of the University of South Africa, and prof. Edgardo Muñoz López, Universidad Panamericana, Guadalajara, México. Prof. Jan Ramberg served for a three-year term as the second chair of the CISG-AC. At its 11th meeting in Wuhan, People's Republic of China, prof. Eric E. Bergsten of Pace University School of Law was elected chair of the CISG-AC and prof. Sieg Eiselen of the Department of Private Law of the University of South Africa was elected secretary. At its 14th meeting in Belgrade, Serbia, prof. Ingeborg Schwenzer of the University of Basel was elected chair and at its 24th meeting in Antigua, Guatemala, prof. Michael G. Bridge of the London School of Economics was elected chair of the CISG-AC. At its 26th meeting in Asunción, Paraguay, ass. Prof. Milena Djordjević, University of Belgrade, Serbia, was elected secretary, and she was reelected short after the 30th meeting in Rio de Janeiro. Prof. Pilar Perales Viscasillas of the University Carlos III of Madrid was elected chair of the CISG-AC after the 30th meeting in Rio de Janeiro.

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42

Fischer-Lichte, Erika. "Introduction: From Comparative Arts to Interart Studies." Paragrana 25, no. 2 (December 1, 2016): 12–26. http://dx.doi.org/10.1515/para-2016-0026.

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AbstractThe essays assembled in this volume were initially presented at the concluding conference of the International Doctoral School “InterArt Studies” held at the Freie Universität Berlin from June 25-27, 2015. The school bore the label “international” not just because its students hailed from five different continents. Rather, it was called that because it was born out of the collaboration with the Copenhagen Doctoral School in Cultural Studies, Literature and the Arts, later joined by the Doctoral School of Goldsmiths College, London, and the Graduate School of Arts and Sciences at Columbia University, New York. During these nine years (2006-2015) of research, it was generously funded by the German Research Council.

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Klinenberg, Eric. "How Many Americas? the Culture Wars in u.s. Politics." Contexts 4, no. 3 (August 2005): 16–20. http://dx.doi.org/10.1525/ctx.2005.4.3.16.

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In February, Contexts kicked off a series of public discussions with a forum including University of Pennsylvania sociologist Elijah Anderson, author of Code of the Street; Thomas Frank, author of What's the Matter with Kansas?; and Nation columnist and Columbia Law School professor Patricia Williams. NYU sociology professor Eric Klinenberg moderated the discussion before a capacity crowd at New York University. The conversation touched upon issues of class, race, market culture, free speech, and party politics. Here are excerpts from the event.

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44

Hoerder, Dirk. "Migration History as a Transcultural History of Societies." Journal of Migration History 1, no. 2 (October 29, 2015): 121–35. http://dx.doi.org/10.1163/23519924-00102005.

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As ‘ethnic’ history — the nation-to-ethnic-ghetto version of migrant strategies — came to include the process of migration and the socialization, the ‘roots’ of the field were still traced to the Chicago School and Oscar Handlin. European scholarship in the initial stages centred on emigration to North America and followed us approaches. I discuss, to the 1950s, European and Canadian epistemologies of the field and briefly refer to research in other parts of the world. The essays discuss neglected, theoretically and conceptually complex origins of migration studies and history in the us: (1) the Chicago Women’s School of Sociology of Hull House reformers and women economists from the 1880s and the cluster of interdisciplinary scholars at Columbia University (Franz Boas et al.); (2) scholars at the University of Minnesota who included the migrants’ societies of origin; as well as (3) scholars in California (Bogardus, social distance scale) and (4) British Columbia who recovered data collected in the 1920s and read them in modern multicultural perspectives. Against these many threads the emphasis by Chicago scholars, E. Park in particular, and O. Handlin on disorganization and ‘marginal men’ are assessed.

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Parent, Amy. "Visioning as an Integral Element to Understanding Indigenous Learners’ Transition to University." Canadian Journal of Higher Education 47, no. 1 (April 27, 2017): 153–70. http://dx.doi.org/10.47678/cjhe.v47i1.186168.

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This article focuses on high school to university transitions for Indigenous youth at universities in British Columbia, Canada. The study is premised on an Indigenous research design, which utilizes the concept of visioning and a storywork methodology (Archibald, 2008). The results challenge existing institutional and psychological approaches to transitions in revealing that they are deeply impacted by a variety of lived experiences and that a visioning process is vital to Indigenous youths’ participation in university. The paper concludes with implications for practitioners working in educational and Aboriginal community-based settings.

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46

Jones, Emilie, Veronika Larsen, and Stefan Dollinger. "Silencing Voices: Indigenous day schools and the education section of the 1958 Hawthorn report for British Columbia." British Journal of Canadian Studies 36, no. 1 (March 11, 2024): 3–27. http://dx.doi.org/10.3828/bjcs.2024.2.

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In 1954, the Department of Citizenship and Immigration commissioned anthropologist Harry Hawthorn to investigate problems faced by Indigenous people in British Columbia. This article focuses on Hawthorn’s report, The Indians of British Columbia (1958) and compares its recommendations with the original source questionnaire responses found at the University of British Columbia’s Archives and Special Collections. The responses examined, collected near the peak of day school enrollment in British Columbia, offer new insights directly from educators about their perspectives on the problems faced by Indigenous children attending day schools, and more broadly Indigenous communities as a whole. Key changes apparent in the questionnaire responses and 1958 report showcase the absence of Indigenous voices in any of the questionnaires and a lack of interest from educators in the communities, though such interest is claimed in the report. Both the questionnaires and Hawthorn’s resulting report recommend a consistent antithetical juxtaposition of Indigenous versus western, the discouragement of family ties, and the limitation of formal education to school-aged children. Such findings work to balance Hawthorn’s status as an advocate of Indigenous rights with the damaging realities indicated through and supported by his report. Through this analysis, we aim to further understandings of the impact of day schools on communities in British Columbia, and to view kinship within a reality of resilience and survival.

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Slive, Daniel J. "Richard Landon. A Long Way from the Armstrong Beer Parlour: A Life in Rare Books. New Castle, Delaware and Toronto, Ontario: Oak Knoll Books and Thomas Fisher Rare Book Library, 2014. 440p. One illustration. ISBN: 978-1-58456-330-3 (Oak Knoll Press) / 978-0-7727-6113-2 (Thomas Fisher Rare Book Library). $49.95." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 17, no. 1 (March 1, 2016): 86–88. http://dx.doi.org/10.5860/rbm.17.1.464.

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Throughout the course of his lengthy and remarkable career, Richard Landon successfully developed and promoted the extensive and renowned collections at the University of Toronto Libraries. After receiving his undergraduate and library school degrees from the University of British Columbia, Landon was hired in 1967 as a cataloguer in the libraries‘ Department of Rare Books and Special Collections. In the academic year 1971–1972 he pursued an advanced degree in bibliography and textual criticism at the University of Leeds, returning to Toronto to serve as Assistant Head and Acting Head prior to his appointment as Head of the department in . . .

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Special Commemorative Issue. "Contributors." Conversations: The Journal of Cavellian Studies, no. 7 (November 13, 2020): 268–76. http://dx.doi.org/10.18192/cjcs.vi7.4921.

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Steven G. Affeldt (Le Moyne College)Isabel Andrade (Yachay Wasi)Stephanie Brown (Williams College)Alice Crary (University of Oxford/The New School)Byron Davies (National Autonomous University of Mexico)Thomas Dumm (Amherst College)Richard Eldridge (Swarthmore College)Yves Erard (University of Lausanne)Eli Friedlander (Tel Aviv University)Alonso Gamarra (McGill University)Paul Grimstad (Columbia University)Arata Hamawaki (Auburn University)Louisa Kania (Williams College)Nelly Lin-Schweitzer (Williams College)Richard Moran (Harvard University)Sianne Ngai (Stanford University)Bernie Rhie (Williams College)Lawrence Rhu (University of South Carolina)Eric Ritter (Vanderbilt University)William Rothman (University of Miami)Naoko Saito (Kyoto University)Don Selby (College of Staten Island, The City University of New York)P. Adams Sitney (Princeton University)Abraham D. Stone (University of California, Santa Cruz)Nicholas F. Stang (University of Toronto)Lindsay Waters (Harvard University Press)Kay Young (University of California, Santa Barbara)

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Dhingra, Swati. "Economic Development, Technological Change, and Growth: Reforms and Economic Transformation in India." Journal of Economic Literature 51, no. 4 (December 1, 2013): 1203–5. http://dx.doi.org/10.1257/jel.51.4.1183.r11.

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Swati Dhingra of London School of Economics and Political Science reviews, “Reforms and Economic Transformation in India” edited by Jagdish Bhagwati and Arvind Panagariya. The Econlit abstract of this book begins: “Nine papers explore economic policy reforms in India and consider why their impact has not been as significant as it has been in other reform-oriented economies. Papers discuss labor regulations and firm size distribution in Indian manufacturing; complementarity between formal and informal manufacturing in India—the role of policies and institutions; services growth in India—a look inside the black box; organized retailing in India—issues and outlook; selling the family silver to pay the grocer's bill?—the case of privatization in India; variety in, variety out—imported input and product scope expansion in India; reforms and the competitive environment; the postreform narrowing of inequality across castes—evidence from the states; and entrepreneurship in services and the socially disadvantaged in India. Bhagwati is University Professor of Economics and Law at Columbia University. Panagariya is Professor of Economics and Jagdish Bhagwati Professor of Indian Political Economy at Columbia University.”

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Bennett, Ruth, and Susana Frisch. "The MPH Program in Long Term Care Administration at the Columbia University School of Public Health." Physical & Occupational Therapy In Geriatrics 8, no. 1 (February 27, 1990): 57–63. http://dx.doi.org/10.1300/j148v08n01_13.

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