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Добірка наукової літератури з теми "University of Alberta. Augustana Campus"

Автор: Grafiati
Опубліковано: 26 липня 2024
Оновлено: 28 липня 2024

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Статті в журналах з теми "University of Alberta. Augustana Campus"

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Dipple, Geoff, Brandon Alakas, and Ian D. Wilson. "Event Series: Augustana Campus of the University of Alberta, Camrose, Alberta." Sixteenth Century Journal 48, no. 4 (December 1, 2017): 1054. http://dx.doi.org/10.1086/scj4804059.

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2

Harde, Roxanne, and Neil Haave. "7. Wider Horizons: Fostering a Culture of Undergraduate Research." Collected Essays on Learning and Teaching 5 (June 19, 2012): 39. http://dx.doi.org/10.22329/celt.v5i0.3348.

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This essay synthesizes our roundtable discussion about how to develop a campus culture of undergraduate research. Our discussion began with descriptions of the University of Alberta, Augustana’s initiatives: Independent Studies courses, the Student Academic Conference, and summer research assistantships. Common concerns from roundtable participants included whether or not student access to undergraduate research should be limited by grade point average, how to implement undergraduate research from first to final year of student degree programs, how to fund undergraduate research, and finally how to approach undergraduate research across the academy.
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3

Meldrum, Liesel A., and Noreen D. Willows. "Food Insecurity in University Students Receiving Financial Aid." Canadian Journal of Dietetic Practice and Research 67, no. 1 (March 2006): 43–46. http://dx.doi.org/10.3148/67.1.2006.43.

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Purpose: To evaluate the adequacy of loans funding and the risk for food insecurity in students living away from home and receiving loans at the University of Alberta. Methods: A nutritious seven-day menu was developed. The menu was priced for skilled and unskilled shoppers at a grocery store near to campus and a discount-style grocery store further away. Results: The menu was more costly for males, unskilled shoppers and those students who shopped near to campus. The menu cost was as high as $296/month and often exceeded the $196 allocated by the Canada Student Loans Program for food each month. Conclusions: Based on the findings from this study, students reliant on financial assistance likely have insufficient money for a nutritionally adequate diet and are at risk for food insecurity. Shopping skills and budgeting, while important, would be insufficient to alleviate food insecurity for many students who require financial aid. Increased funding for food in student loans is necessary.
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4

Mattar, Sarah Jamal, Mohammad Reza Kavian Nezhad, Michael Versteege, Carlos F. Lange, and Brian A. Fleck. "Validation Process for Rooftop Wind Regime CFD Model in Complex Urban Environment Using an Experimental Measurement Campaign." Energies 14, no. 9 (April 27, 2021): 2497. http://dx.doi.org/10.3390/en14092497.

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This research presents a validation methodology for computational fluid dynamics (CFD) assessments of rooftop wind regime in urban environments. A case study is carried out at the Donadeo Innovation Centre for Engineering building at the University of Alberta campus. A numerical assessment of rooftop wind regime around buildings of the University of Alberta North campus has been performed by using 3D steady Reynolds-averaged Navier–Stokes equations, on a large-scale high-resolution grid using the ANSYS CFX code. Two methods of standard deviation (SDM) and average (AM) were introduced to compare the numerical results with the corresponding measurements. The standard deviation method showed slightly better agreements between the numerical results and measurements compared to the average method, by showing the average wind speed errors of 10.8% and 17.7%, and wind direction deviation of 8.4° and 12.3°, for incident winds from East and South, respectively. However, the average error between simulated and measured wind speeds of the North and West incidents were 51.2% and 24.6%, respectively. Considering the fact that the upstream geometry was not modeled in detail for the North and West directions, the validation methodology presented in this paper is deemed as acceptable, as good agreement between the numerical and experimental results of East and South incidents were achieved.
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Willows, Noreen D., and Vivian Au. "Nutritional Quality and Price Of University Food Bank Hampers." Canadian Journal of Dietetic Practice and Research 67, no. 2 (July 2006): 104–7. http://dx.doi.org/10.3148/67.2.2006.104.

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Purpose: Food insecurity appears to be a growing problem for post-secondary students, but little study has been made of the 51 campus-based food banks that exist. In 2003-04, the University of Alberta Campus Food Bank (CFB) distributed hampers intended to supply four days of food to 630 unique clients, of whom 207 (32.8%) were children. The nutritional adequacy of food hampers and cost saving to students were evaluated in the current study. Methods: Hampers prepared for one adult, and for one adult with one child, were nutritionally evaluated and scored for number of servings according to Canada’s Food Guide to Healthy Eating. Two types of hampers were evaluated: those containing only non-perishable items, and those containing non-perishable and perishable items. Hamper contents were priced to establish the cost saving to students. Results: The study revealed that a student with one child would receive up to $58.02 worth of food in a hamper that contained perishable items. All hampers met the recommended minimum servings for each food group, but were very low in fat and protein from animal sources. Conclusions: Because students can obtain hampers only twice each month, the CFB is not the solution to food insecurity on campus. Awareness of the issue of post-secondary student food insecurity needs to be raised.
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6

Plotkin, Howard. "The Iron Creek Meteorite: The Curious History of the Manitou Stone and the Claim for its Repatriation." Earth Sciences History 33, no. 1 (January 1, 2014): 150–75. http://dx.doi.org/10.17704/eshi.33.1.2457k54466405851.

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Canada's Iron Creek meteorite, a 320 lb (145 kg) Group IIIAB medium octahedrite iron, was long venerated by the First Nations in Alberta as their sacred Manitou Stone, but it was taken without authority from them by Methodist missionaries in 1866. That began the meteorite's long odyssey, as it was transferred first to the Methodist Mission in Victoria (now Pakan) Alberta; then to the Red River Mission in Winnipeg, Manitoba; then to the Wesleyan Methodist Church's Mission Rooms in Toronto, Ontario; then to Victoria College in Cobourg, Ontario; then to the campus of the University of Toronto in Toronto, Ontario; then to the Royal Ontario Museum in Toronto; and finally to the Provincial Museum of Alberta (now the Royal Alberta Museum) in Edmonton. In recent years, a First Nations movement to repatriate the meteorite to a place near its original find site has been initiated. As of now, the meteorite remains on display at the Royal Alberta Museum's Syncrude Gallery of Aboriginal Culture, where it is a prized showpiece. The present paper explores the curious history and cultural significance of this fabled meteorite, its long odyssey, the issues surrounding the claims for its repatriation, the Royal Alberta Museum's present policy, and a possible way forward.
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7

Zabolotna, Oksana, and Anna Pidhaietska. "Canadian University of Alberta Student Participation in Higher Education Institution Governance." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, no. 3 (2019): 103–7. http://dx.doi.org/10.33310/2518-7813-2019-66-3-103-107.

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The article explores the process of involving Alberta university students in higher education institution governance. The article emphasizes that students are able to manage their affairs independently, satisfy their diverse needs and protect their political rights and interests. It has been proven that Canadian university of Alberta students are actively involved in academic and administrative decision-making process that is significant for university functioning. This article reveals the formal decision making bodies of the University of Alberta, student organizations as a whole and especially two major student organizations – the Students` Union and the Graduate Student Association, which represent the undergraduate and graduate student on campus. The main formal decision making bodies of Alberta University are the Board of Governors and the General Faculties Council. Among other formal bodies of all levels there are the Senate, the Dean`s Council, Dean`s advisory committees, and some department committees. These decision making bodies include members of academic and support staff, administrators, representatives of the general public, undergraduate and graduate students, especially senior ones. The article recalls that two primary functions of each student organization are to protect student interests and to promote the welfare of students. It has been emphasized that student representatives sit on almost all governing bodies of Alberta University, taking part in university policy making and in administering university affairs, including student affairs. This article highlights student involvement in university governing bodies and student motivation for participating in university governance. Among most common student motivation factors are desire to serve other students, social reasons, influence of parents and friends, wish to improve university governance and to gain their own experience. Decision areas from which students are excluded have been noticed. It has been stressed that student roles in decision making on university committees depend on each individual student participant. Some students act as colleagues, some as watchdogs, some as leaders in discussions or debates, but large number of students are only information providers. Informal strategies used by students in order to influence university governance, include their media, a radio station, two student newspapers, caucuses, training programs which have played important roles in helping them to attain their objectives.
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Farahbakhsh, Jasmine, Geoff D. C. Ball, Anna P. Farmer, Katerina Maximova, Mahitab Hanbazaza, and Noreen D. Willows. "How do Student Clients of a University-based Food Bank Cope with Food Insecurity?" Canadian Journal of Dietetic Practice and Research 76, no. 4 (December 2015): 200–203. http://dx.doi.org/10.3148/cjdpr-2015-020.

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Purpose: To describe the food security status, food insecurity coping strategies, characteristics, and experiences of student clients of the Campus Food Bank (CFB) at the University of Alberta in Edmonton, Alberta, Canada. Methods: A convenience sample of 58 students completed a survey from April 2013 to April 2014. Food security status was determined using the “Adult Food Security Survey Module”. Results: Ninety percent of CFB student clients who participated in this study were food insecure, which included both moderately and severely food insecure groups. The most prevalent coping strategies for food insecurity included applying for a loan or bursary (86.2%), seeking employment or working more hours (84.5%), and purchasing food using a credit card (77.6%). Participants were a diverse mix of students, including graduate students (50.0%), international students (46.6%), and caregivers of children (24.1%). The most common primary sources of income were government student loans (29.3%) and research assistantships (20.7%). Most participants (82.8%) liked the food they received from the food bank. Conclusions: Food insecurity is highly prevalent among student clients of this university-based food bank. Students used a variety of coping strategies to increase their disposable income, highlighting the need for additional strategies to alleviate food insecurity among vulnerable students.
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9

Magnussen, Jacey, and Irene Shankar. "Where is it? Examining Post-Secondary Students' Accessibility to Policies and Resources on Sexual Violence." Canadian Journal of Higher Education 49, no. 2 (September 11, 2019): 90–108. http://dx.doi.org/10.7202/1063781ar.

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Faced with a growing demand for adequate policies and programs that meaningfully address sexual violence on campus, the provinces of British Columbia, Ontario and Manitoba have introduced legislation requiring all post-secondary institutions to institute a sexual assault policy. The remaining provinces and territories do not have similar legislation. In absence of such legislation, using the case study of Alberta, we examined how equipped post-secondary institutions in this province are to assist students in need. Utilizing publicly available data we examined: 1) whether Alberta’s post-secondary institutions have a sexual violence policy which is readily and easily accessible to the student; and 2) the ease with which students can access university resources and support services for sexual violence. The results indicate that most institutions do not have an accessible policy and support services for students in need. We are hopeful that this study can inform those designing and advocating for sexual violence policies on campus to institute measures to clarify institutions’ sexual violence policies, increase accessibility to those policies, create policies where they are missing, and work on clarifying the availability of resources for students on and off campus.
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Magnussen, Jacey, and Irene Shankar. "Where is it? Examining Post-Secondary Students' Accessibility to Policies and Resources on Sexual Violence." Canadian Journal of Higher Education 49, no. 2 (August 23, 2019): 90–108. http://dx.doi.org/10.47678/cjhe.v49i2.188203.

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Анотація:
Faced with a growing demand for adequate policies and programs that meaningfully address sexual violence on campus, the provinces of British Columbia, Ontario and Manitoba have introduced legislation requiring all post-secondary institutions to institute a sexual assault policy. The remaining provincesand territories do not have similar legislation. In absence of such legislation, using the case study of Alberta, we examined how equipped post-secondary institutions in this province are to assist students in need. Utilizing publicly available data we examined: 1) whether Alberta’s post-secondary institutions have a sexual violence policy which is readily and easily accessible to the student; and 2) the ease with which students can access university resources and support services for sexual violence. The results indicate that most institutions do not have an accessible policy and support services for students in need. We are hopeful that this study can inform those designing and advocating for sexual violence policies on campus to institute measures to clarify institutions’ sexual violence policies, increase accessibility to those policies, create policies where they are missing, and work on clarifying the availability of resources for students on and off campus.
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Дисертації з теми "University of Alberta. Augustana Campus"

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Maher, Paul Claude. "A matter of degree : private higher education in British Columbia and Alberta." Thesis, 1998. http://hdl.handle.net/2429/8256.

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This study examines and compares two well-established private universities in their provincial environments: Trinity Western University (TWU) in British Columbia, and Augustana University College (AUC) in Alberta. Three questions were addressed. First, what were the conditions that enabled TWU and AUC to take root and flourish in their environments? Second, in what way and to what extent are TWU and AUC "private"? Third, how have TWU and AUC survived in their public environments on issues related to achieving degree-granting status, quality control, academic standards and public acceptance? The main finding to the first question is that both universities were established by the faith, perseverance and volunteer action of supporting memberships whose philosophy and beliefs were mainly incongruent with those of the public environment. Both universities were given recognition by politically conservative governments whose ideology extolled the virtues of private initiative. The main finding to the second question is that both universities were not "private" to nearly the same degree. While both universities are recognized for their academic quality by the postsecondary environment, TWU exhibits characteristics that are more distinctive and incongruent with the public environment in its faith-affirming beliefs, governance, financing, missions, academic frameworks, faculty, students and ethical standards. AUC, on the other hand, is far more "public-like" in these aspects, and is formally accountable to and part of the postsecondary education system of Alberta. The conclusion to the third finding is that TWU has depended on maintaining its distinctiveness and financial autonomy whilst maintaining recognition and acceptance by its environment in order to remain viable. AUC, by contrast, has depended on relinquishing much of its distinctiveness and autonomy in order to receive provincial support and recognition. These two cases illustrate that the idea of "private" as opposed to "public" universities should be viewed as a matter of degree rather than in absolute opposite terms.
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Книги з теми "University of Alberta. Augustana Campus"

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Goebel, Nancy. It changed the way I do research - period: Augustana talks information literacy. [Camrose, Alberta]: University of Alberta, Augustana Campus, 2006.

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Частини книг з теми "University of Alberta. Augustana Campus"

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Cammarata, Laurent, Martine Cavanagh, and Yvette D’entremont. "Restructuring the Teacher Education Program at the Campus Saint-Jean of the University of Alberta." In Leadership for Change in Teacher Education, 25–30. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-932-6_5.

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Hyland, Chris, and Paul Stortz. "Student Life on the University of Alberta Campus during the First World War." In The Frontier of Patriotism, 415–32. University of Calgary Press, 2016. http://dx.doi.org/10.1515/9781552388365-036.

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Тези доповідей конференцій з теми "University of Alberta. Augustana Campus"

1

Cornejo, G., M. B. Fogaing, B. A. Fleck, and C. F. Lange. "Upstream building effects on urban wind energy: a study of the University of Alberta North Campus." In Canadian Society for Mechanical Engineering International Congress 2023. Sherbrooke, Canada: Université de Sherbrooke. Faculté de génie, 2023. http://dx.doi.org/10.17118/11143/20881.

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