The Fluid Dynamics of Turbomachinery Program: Objectives, Organization and Results

1982 ◽  
Author(s):  
G. K. Serovy ◽  
T. H. Okiishi
Keyword(s):  
Fluid Dynamics ◽  
Lessons Learned ◽  
State University ◽  
Good Luck ◽  
Iowa State University ◽  
Original Intent ◽  
Educational Effort ◽  
Number Of Factors ◽  
The Many ◽  
High Level

Since 1968, an advanced educational program in the fluid dynamics of turbomachinery has been offered by the ASME Turbomachinery Institute at Iowa State University. Initiated by concerned individuals to help meet the need for high-level, continuing education in this field of specialization, the course appears to be accomplishing its original intent. The success of the program can be attributed to a number of factors including a good faculty, an eager and qualified group of participants, and scholarly surroundings. As might be expected, timely and thoughtful planning, good luck and competent support are also essential. Of the many lessons learned about this kind of educational effort, several seem important enough to report in this paper.

Psychological Support of Oncology Nurses: A Role for the Liaison Psychiatrist

1983 ◽  
Vol 28 (7) ◽  
pp. 532-535 ◽  
Author(s):  
Gary Taerk
Keyword(s):  
Oncology Nurses ◽  
Hospital Nurses ◽  
Head Nurse ◽  
Patients With Cancer ◽  
Ward Atmosphere ◽  
Number Of Factors ◽  
High Motivation ◽  
The Many ◽  
High Level ◽  
Relationship Of

This paper describes the working of an oncology nurses coping group which functioned under the guidance of a consultation-liaison psychiatrist at the Toronto General Hospital. Nurses were helped to deal more effectively with the many and varied stresses which they face in treating patients with cancer. As a result ward atmosphere, patient care and inter-staff communication improved. The success of the group was due to a number of factors that included the high motivation of the staff the high level of stress on the ward, the support of the head nurse and the consistent relationship of the consulting psychiatrist. A series of cases are presented to illustrate these points.

University Implementation of TEACHActive – An Automated Classroom Feedback System and Dashboard

2021 ◽  
Vol 65 (1) ◽  
pp. 375-379
Author(s):  
Jameel Kelley ◽  
Dana AlZoubi ◽  
Stephen B. Gilbert ◽  
Evrim Baran ◽  
Aliye Karabulut-Ilgu ◽  
...  
Keyword(s):  
Open Source Software ◽  
Implementation Process ◽  
Feedback System ◽  
Lessons Learned ◽  
State University ◽  
Iowa State University ◽  
Similar System ◽  
Faculty Recruitment ◽  
It Support ◽  
Automated Feedback

Computer vision has the potential to play a significant role in capacity building for classroom instructors via automated feedback. This paper describes the implementation of an automated sensing and feedback system, TEACHActive. The results of this paper can enable other campuses to replicate a similar system using open-source software and consumer-grade hardware. Some of the challenges discussed include faculty recruitment, IRB procedures, camera-based classroom footage privacy, hardware setup, software setup, and IT support. The design and implementation of the TEACHActive system is being carried out at Iowa State University and is being tested with faculty in classrooms pilots. Preliminary interviews with instructors show a desire to include more active learning methods in their classrooms and overall interest in a system that can perform automated feedback. The primary results of this paper include lessons learned from the institutional implementation process.

Yields and returns from strip intercropping on six Iowa farms

1999 ◽  
Vol 14 (2) ◽  
pp. 69-77 ◽  
Author(s):  
D.N. Exner ◽  
D.G. Davidson ◽  
M. Ghaffarzadeh ◽  
R.M. Cruse
Keyword(s):  
Cropping System ◽  
Biological Efficiency ◽  
Total Production ◽  
State University ◽  
Iowa State University ◽  
Record System ◽  
Use Of Resources ◽  
Net Profit ◽  
High Level ◽  
Strip Intercropping

AbstractStrip intercropping seeks to capture the biological efficiency of intercropping in traditional agricultural systems and is compatible with agricultural equipment used in the U.S. This efficiency stems from complementary use of resources by constituent crops and is a function of crop selection, strip width and orientation, weed control, and other factors. Strip intercropping requires a high level of management; further, some reports suggest the gains and losses more-or-less balance in actual production situations. These questions are best addressed by the performance of strip intercropping as implemented by farmers in production situations.Practical Farmers of Iowa (PFI) members have worked with Iowa State University agronomists to evaluate strip intercropping. For three years six farmers compared strip intercropping to field blocks of individual crops. The strip intercrop systems employed three crops: corn, soybeans, and small grains with a forage legume underseeding. The comparison systems, crops grown in sole-crop blocks, consisted of the same three crops on four farms (planting pattern comparison) or, on two farms, just corn and soybeans in rotation (systems comparison). Yields and field operations were recorded and entered in the Iowa State University Crop Enterprise Record System (CER) to derive gross profit, total production cost, and net profit for each crop component and for each cropping system on every farm. Strip intercropping net profit was generally greater than that in field blocks, and intercropping compared favorably with CER results obtained from corn-soybean rotations on other farms around Iowa. Land equivalent ratios (LER) were usually greater than 1.0, indicating satisfactory biological efficiency. Despite occasional problems, in this set of 18 site-years strip intercropping was associated with greater stability of net profit.

scholarly journals Campus-Wide Buy-In for an Age-Friendly University: One Goal and Many Paths

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 539-539
Author(s):  
Andrea Zakrajsek ◽  
Carrie Andreoletti
Keyword(s):  
Lessons Learned ◽  
Institutional Commitment ◽  
Michigan State University ◽  
State University ◽  
Arizona State University ◽  
Institutional Goals ◽  
Diversity And Inclusion ◽  
Age Diversity ◽  
The Many ◽  
The University

Abstract Recognizing a growing aging population around the world as well as the many benefits of engaging learners at any age in higher education institutions (Kressley & Huebschmann, 2002; Morrow-Howell, et al., 2019; Silverstein, Choi, & Bulot, 2001), the Age-Friendly University (AFU) international initiative offers a medium to support diversity and inclusion efforts based upon age. Dublin City University (DCU), along with Arizona State University (ASU) and Strathclyde University, developed 10 Age-Friendly University (AFU) principles which offer a guide for institutional commitment to age-diversity that can be realized through institutional goals, aims, and initiatives (DCU, n.d., Talmage, Mark, Slowely, & Knopf, 2016). Because of the non-prescriptive nature of these principles, universities endorsing them have opportunities to forge varied paths in the unified goal of age-friendliness. Presenters will share lessons learned from development of the AgeAlive collaborative hub to advance age-friendly research and community-based projects at Michigan State University, the value of cross-campus partnerships at the University of Hartford, the critical support provided by the Adult Learner Programs and Services office at Northern Kentucky University, and the intentional alignment of AFU efforts with administrative priorities at Eastern Michigan University, and journey from focusing on programs to embedding age-friendly practices throughout the institution at Arizona’s State University. Through the diverse paths these presenters used to obtain support for the AFU principles at their respective universities, participants who are just beginning their AFU journeys will learn actionable strategies for increasing age-friendliness at their own institutions.

scholarly journals La Necesidad For More Latina Superintendents! : An Autoethnographic Account of a Latina Navigating to the Superintendency (Dale, Dale, Dale! A.k.a., The Mexican Piñata song)

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Editorial Board
Keyword(s):  
Glass Ceiling ◽  
Educational Administration ◽  
Teaching Profession ◽  
Lessons Learned ◽  
Cultural Bias ◽  
Administrative Positions ◽  
Career Support ◽  
District Administrators ◽  
The Many ◽  
High Level

   Women in educational leadership positions have to break a glass ceiling to get to the top despite their dominance in the teaching profession and as California educators. Latinas (Latinx women)1 however face far greater challenges, not only does sexism present challenges but so does racism (see Campbell-Jones & Avelar-Lasalle, 2000). The tenacity, strategies and fortitude are more akin to breaking a piñata, much more challenging and with a greater risk than a glass ceiling. Educational attainment, career support, gender and cultural bias all factor into some of the many challenges Latinas face as they aspire to higher levels of educational administration positions. The challenge for Latinas can be greater than for others, however, the journey and lasting effects are worth it, just as the treats that flow from a well-broken piñata, the rewards of holding the position of Superintendent are significant for those that aspire to and accomplish the goal, and are celebrated by those who assist and participate in their efforts.  This autoethnographic study focuses on the Superintendency from a Latina perspective. The study presents specific insights and lessons learned that can assist Latinas and people of color who are high-level2 and district administrators or those who aspire to the superintendency. There are 1,037 school districts in California (CalEdFacts, 2019), thus the information and lessons learned from my experience may also characterize the superintendency and/or high-level administrative positions. The importance of my experience rests in the fact that while the total number of Latinx administrators comprises approximately only 23% of site and district administrators in California as compared to the majority who are White and comprise approximately 59% (CDE/DataQuest, 2019), equity scholars would find this problematic given that the overwhelming majority of students in PK-12 schools are Latinx. 

Outreach Opportunities Using the Instructional SEM at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 412-413
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
State University ◽  
Digital Cameras ◽  
Audio Signals ◽  
Iowa State University ◽  
Cornell University ◽  
Sem Image ◽  
Local Schools ◽  
Materials Science And Engineering ◽  
Video And Audio

The development of a scanning electron microscope (SEM) suitable for instructional purposes has created a large number of outreach opportunities for the Materials Science and Engineering (MSE) Department at Iowa State University. Several collaborative efforts are presently underway with local schools and the Department of Curriculum and Instruction (C&I) at ISU to bring SEM technology into the classroom in a near live-time, interactive manner. The SEM laboratory is shown in Figure 1.Interactions between the laboratory and the classroom use inexpensive digital cameras and shareware called CU-SeeMe, Figure 2. Developed by Cornell University and available over the internet, CUSeeMe provides inexpensive video conferencing capabilities. The software allows video and audio signals from Quikcam™ cameras to be sent and received between computers. A reflector site has been established in the MSE department that allows eight different computers to be interconnected simultaneously. This arrangement allows us to demonstrate SEM principles in the classroom. An Apple Macintosh has been configured to allow the SEM image to be seen using CU-SeeMe.

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

To the memory of the geobotanist. Leonid E. Rodin (to the 100th anniversary of his birthday)

2007 ◽  
pp. 106-107
Author(s):  
B. K. Gannibal
Keyword(s):  
End Of Life ◽  
100Th Anniversary ◽  
State University ◽  
Botanical Institute ◽  
Komarov Botanical Institute ◽  
The Future ◽  
Long Time ◽  
High Level

Leonid Efimovich Rodin (1907-1990) was a graduate of Leningrad state University. To him, the future is known geobotanica, happened to a course in Botanical geography is still at the N. A. Bush. His teachers were also A. P. Shennikov and A. A. Korchagin, who subsequently headed related Department of geobotany and Botanical geography of Leningrad state University. This was the first school scientist. And since the beginning of the 30s of XX century and until the end of life L. E. was an employee of the Department of geobotany of the Komarov Botanical Institute (RAS), where long time worked together with E. M. Lavrenko, V. B. Sochava, B. A. Tikhomirov, V. D. Alexandrova and many other high-level professionals, first continuing to learn and gain experience, then defining the direction of development of geobotany in the Institute and the country as a whole.

Sign in / Sign up

Export Citation Format

Share Document