New York Establishes a State University: A Case Study in the Processes of Policy Formation. By Oliver Cromwell CarmichaelJr., (Nashville: Vanderbilt University Press. 1955. Pp. xiii, 414. $5.75.)

1957 ◽  
Vol 51 (1) ◽  
pp. 237-238
Author(s):  
Phillips Bradley
Keyword(s):  
New York ◽  
Policy Formation ◽  
State University ◽  
Oliver Cromwell ◽  
Vanderbilt University

scholarly journals James Moses. Trends in Rare Books and Documents Special Collections Management. 2013 Edition. New York: Primary Research Group, 2013. 64p. $75 (ISBN 978-1-57440-226-1).

2014 ◽  
Vol 15 (1) ◽  
pp. 78-80
Author(s):  
Amy Chen
Keyword(s):  
New York ◽  
Public Library ◽  
Ohio State University ◽  
State University ◽  
Collections Management ◽  
Special Collections ◽  
Rare Books ◽  
The Ohio State University ◽  
The University

Trends in Rare Books and Documents Special Collections Management, 2013 edition by James Moses surveys seven special collection institutions on their current efforts to expand, secure, promote, and digitize their holdings. The contents of each profile are generated by transcribed interviews, which are summarized and presented as a case study chapter. Seven special collections are discussed, including the Boston Public Library; AbeBooks; the University of Illinois at Urbana-Champaign; Washington University of St. Louis; the Archives and Rare Books Library, University of Cincinnati; the Rare Books and Manuscript Library at The Ohio State University; and the Manuscript, Archives, and Rare . . .

Are We Experienced? Reflections on the SUNY Experiential Learning Mandate

2017 ◽  
Vol 41 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Jerry Isaak ◽  
Michael Devine ◽  
Curt Gervich ◽  
Richard Gottschall
Keyword(s):  
New York ◽  
Experiential Learning ◽  
The State ◽  
Educational Process ◽  
Academic Program ◽  
Learning Activities ◽  
State University ◽  
University System ◽  
Study Approach

Background: The State University of New York (SUNY), the nation’s largest comprehensive public university system, recently proposed making experiential learning activities available to all students enrolled in an academic program. Each campus was tasked with examining the feasibility of including experiential learning activities as a degree requirement. The Plattsburgh campus faculty senate voted to reject this requirement. Purpose: In light of the Plattsburgh rejection of the SUNY mandate, this study seeks to examine the practice and perspectives of four Plattsburgh faculty through the lens of a single experiential learning assignment. Methodology/Approach: A case study approach was used to illuminate common and/or distinctive pedagogies of instructors across four disciplines. Findings/Conclusions: Common themes include the elements of choice, embodiment, relationships, and risk. Critical to each case study was the willingness and ability of the instructor to engage in the educational process as a participant and expert learner. Implications: If the state, university system, or campus seeks to mandate experiential/applied learning, the mandate should be focused on the pedagogical components of experiential education not on the types of activities that count.

scholarly journals Understanding Fundamentalism

2003 ◽  
Vol 20 (1) ◽  
pp. 125-128
Author(s):  
Sophie Gilliat-Ray
Keyword(s):  
New York ◽  
Twentieth Century ◽  
Undergraduate Students ◽  
Rapid Change ◽  
State University ◽  
The People ◽  
Sacred Scripture ◽  
School Workplace ◽  
Good And Evil

From the opening pages of the preface until the last sentence of the conclusion,this book is well-written, authoritative, and insightful. The authordraws upon some 40 years of rich experience as an anthropologist in theMiddle East and further afield to offer a clear analytical account of fundamentalismin the three monotheistic traditions of Christianity, Judaism, andIslam. His book also draws upon a decade of teaching and debate aboutfundamentalism with undergraduate students at the State University of New York at Binghamton, and the clarity of his writing reflects an appreciationof the needs and interests of students.Antoun defines the phenomenon of fundamentalism as “an orientation tothe world, a particular worldview and ethos, and as a movement of protestand outrage against the rapid change that has overtaken the people of anincreasingly global civilization at the end of the twentieth century.” He arguesthat it has defining characteristics wherever it is found: scripturalism (beliefin the literal inerrancy of sacred scripture); the search for purity in an impureworld; traditioning (making the ancient immediately relevant to the contemporarysituation); totalism (taking religion beyond the worship center tohome, school, workplace, bank, and elsewhere); activism (challenging establishments,both political and religious, sometimes by violent protest); struggleof good and evil; and selective modernization and controlled acculturation.These themes are explored in depth over the course of five chapters,with a sixth chapter based on a case study that presents a recording of conversationsbetween the author and a “fundamentalist” in Jordan in 1986 ...

Ca, Cu and Pb solubilization and biomineralization by microorganisms: case study from Kamchatka, Russia

2021 ◽  
Author(s):  
Irina Chernyshova ◽  
Oleg Vereshchagin ◽  
Zelenskaya Marina ◽  
Himelbrant Dmitry ◽  
Vlasov Dmitry ◽  
...  
Keyword(s):  
New York ◽  
Volcanic Rocks ◽  
State University ◽  
Russian Science ◽  
Acta Cryst ◽  
Calcium Oxalates ◽  
Lamellar Crystals ◽  
High Lead

<p>The role of microorganisms (lichens, micromycetes and bacteria) in the formation of biominerals is widely known (Purvis, 2008; Vlasov et al., 2020). In the fall of 2019, we organized an expedition to the area of Tolbachik volcano (cones 1, 2, 3 and Mount 1004), Kamchatka, Russia, and collected 120 samples of volcanic rocks with biofilms. The volcanic cones of Tolbachik concentrate a wide variety of elements and are a type-locality of more than 300 minerals (Vergasova and Filatov, 2012; Siidra et al., 2017; Pekov et al., 2018). Lichen species are widespread in the volcanic fields of Kamchatka, Russia (Kukwa et al., 2014).  The goal of this work was to search for and study biominerals associated with lichens.</p><p>As a result of our research, calcium oxalates (whewellite and weddellite) and copper oxalates (moolooite) associated with lichens were found. Whewellite was found in the lichens <em>Psylolechia leprosa</em> and<em> Sarcogyne hypophaea</em>. Whewellite and weddellite were found together in the lichen <em>Rinodina gennarii</em>. Pyroxene (diopside) and plagioclase (anorthite) sourced calcium for the oxalates formation. Whewellite accumulates in apothecia in the form of whitish masses, consisting of lamellar crystals of 5-6 microns in size and their stacked intergrowths. Weddellite forms bipyramidal crystals of 2-10 microns in size. Moolooite was found in lichens <em>Acarospora squamulosa</em> and <em>Lecanora polytropa</em> (together with whewellite). The source of copper is tenorite, atacamite and copper-rich silicates (products of basalt processing by fumaroles). Moolooite forms lamellar crystals and intergrowths up to 5-6 microns in size. An interesting feature of oxalate formations in the <em>Lecanora polytropa</em> lichen is a high lead content, which has never been previously recorded in natural oxalates. Linarite and pyromorphite are most likely the source of lead. Chemical analysis showed that "nests" of calcium oxalates can contain up to 6 wt% PbO, while "nests" of copper oxalate - no more than 1 wt% PbO. The results obtained indicate the possibility selective sorption of lead and suggest the possibility of replacing calcium with lead in the oxalates. The studies of the location forms of lead in biofilms are in progress. The exact form of lead has not yet been established. Linarite and pyromorphite are most likely the source of lead. <em>This research was supported by Russian Science Foundation grant (19-17-00141) and performed at the resource centers of St. Petersburg State University (MM, XRD, Geomodel).</em></p><p>Fedotov S.A. (ed.). Great fissure Tolbachik eruption (1975-1976, Kamchatka) // Moscow: Nauka. 1984. 637 p.</p><p>Kukwa M. et al. // The Lichenologist. 2014. 46. 1. P. 129–131.</p><p>Pekov I.V. et al. // Acta Cryst. 2018. B74. P. 502–518.</p><p>Purvis O.W. et al. // Mineralogical Magazine. 2008. 72. 2. P. 607–616.</p><p>Siidra O.I. et al. // European Journal of Mineralogy. 2017. 29. 3. P. 499–510.</p><p>Vergasova L.P. and Filatov S.K. // Volcanology and Seismology. 2012. 5. P. 3–12.</p><p>Vlasov D.Yu. et al. In: Aspergillus niger: pathogenicity, cultivation and uses, Nova Science Publishers, New York. 2020. P. 2-121.</p>

Psychological Services Center at the State University of New York at Albany: A case study.

1984 ◽  
Vol 15 (3) ◽  
pp. 333-342
Author(s):  
John H. Wapner ◽  
Edward B. Blanchard ◽  
Donald H. Blocher
Keyword(s):  
New York ◽  
The State ◽  
Psychological Services ◽  
State University

Syllabi as Cybergenre

2005 ◽  
Vol 34 (2) ◽  
pp. 223-240 ◽  
Author(s):  
Paula San Millan Maurino
Keyword(s):  
New York ◽  
Communication Technologies ◽  
Genre Theory ◽  
Full Time ◽  
State University ◽  
Online Classes ◽  
Political Issues ◽  
Study Results ◽  
Cultural Power

Modern communication technologies continue to spawn new and transformed genres, but in the digital realm, distinctions between form, content, and medium are blurred. Confounding this issue is the fact that genres are usually specific to a particular discourse community of users with learned social and cultural expectations. In the domain of higher education, genres such as lesson plans, reading lists, and tests revolve around the creation of a course syllabus, itself a genre. As a preliminary analysis, a case study of selected syllabi from State University of New York at Farmingdale was conducted. Print syllabi for traditional classes, digital syllabi for traditional classes, and digital syllabi for online classes at the State University of New York at Farmingdale were examined using the genre theory of <content, form functionality> and a 5W1H (who, what, when, where, why, and how) communications framework. The research questions posed were: What are the similarities and differences between print syllabi genres for traditional classes, digital syllabi genres for traditional classes, and digital syllabi genres for online classes? What are some of the factors that account for the degree of uniformity in syllabi genre? Study results indicate that syllabi genres do evolve into replicated variant cybergenres with enhanced functionality, but that this does not always happen. There can be barriers to this evolution. One of those barriers is software. Other barriers may include social, cultural, power, and political issues. It also showed that closer knit communities such as full-time faculty produced more consistent, uniform syllabi genres than isolated adjuncts.

Academic-Industry Collaboration

2015 ◽  
pp. 289-302
Author(s):  
S. Bagchi-Sen ◽  
Changho Lee ◽  
Jessie Poon
Keyword(s):  
New York ◽  
Collaborative Networks ◽  
State University ◽  
Joint Research ◽  
Industry Collaboration ◽  
Infrastructural Support ◽  
Research Contract ◽  
The University ◽  
University Industry

The collaborative networks between university, industry, and government are key sources of innovation, entrepreneurship, and regional economic development. Specifically, studies have focused on how to transfer university expertise to commercially applicable innovation through academic and industry networking. This chapter provides new insight into university and industry collaboration practices from a case study of the Buffalo Niagara Medical Campus (BNMC) and the University at Buffalo-State University of New York in the U.S. The sample of scientists surveyed shows that collaboration is actively pursued by scientists at the consortium. The collaborative networks of scientists, access to federal funding, and infrastructural support through institutional coordination locally contribute to innovative translational research. Joint research, contract research, and consulting agreement are major forms of university-industry collaborative practices. In addition, the collaboration with industry correlates with scientists' academic productivity as well as entrepreneurial outcomes.

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