Introduction to Learning Management Systems

Penn State ◽

Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State University, Yale University, and Johns Hopkins University were offering these non-traditional learning options for their students. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technologydriven. However, it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically.

Introduction to Learning Management Systems

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch171 ◽

2011 ◽

pp. 1149-1155 ◽

Cited By ~ 2

Author(s):

Diane Chapman

Keyword(s):

New York ◽

Liberal Arts ◽

Educational Institutions ◽

Traditional Learning ◽

Yale University ◽

Cornell University ◽

Penn State ◽

The University ◽

Learning Options

Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State, Yale University, and Johns Hopkins University were offering these non-traditional learning options for their students. Many institutions then moved to instructional telecommunications as the technology matured. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technology driven. But it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically.

Learning Management Systems

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch182 ◽

2011 ◽

pp. 1223-1230

Author(s):

Diane Chapman

Keyword(s):

New York ◽

Liberal Arts ◽

Educational Institutions ◽

State University ◽

Yale University ◽

Cornell University ◽

Penn State ◽

Nontraditional Learning ◽

The University ◽

Learning Options

Formal university-based distance education has been around for over 100 years. For example, Cornell University established the Correspondence University in 1882, and Chautauqua College of Liberal Arts in New York was awarding degrees via correspondence courses in 1883 (Nasseh, 1997). Soon many other educational institutions, including the University of Chicago, Penn State University, Yale University, and John Hopkins University, were offering these nontraditional learning options for their students. Many institutions then moved to instructional telecommunications as the technology matured. With the entry of the personal computer into homes and workplaces in the 1980s, learning started to become more technology driven. But it was not until the 1990s, with the proliferation of the World Wide Web, that the concept of technology-enhanced education began to change drastically.

INHERITING THE WIND: A PERSONAL VIEW OF THE CURRENT CRISIS IN THEATRE HIGHER EDUCATION IN NEW YORK

Theatre Survey ◽

10.1017/s0040557411000093 ◽

2011 ◽

Vol 52 (1) ◽

pp. 117-123 ◽

Cited By ~ 2

Author(s):

Marvin Carlson

Keyword(s):

New York ◽

New York State ◽

Central Position ◽

State University ◽

Personal View ◽

Current Crisis ◽

American Theatre ◽

Cornell University ◽

The Public ◽

It is no secret, unhappily, that the study of theatre in the colleges and universities of this country is a discipline under siege, but the severity of the problems received strong confirmation in New York State this fall when two of the most distinguished and long-established (over a century in both cases) programs in the country were, with little warning, faced with draconian cuts or outright extinction. The fact that one, the state University of Albany, was the flagship school of the public system, and the other, Cornell University, was one of the state's most distinguished private institutions, suggests the scope and impact of these actions. At Albany, four other programs are being terminated along with theatre—Classics, Russian, Spanish, and French—while at Cornell the extent of the severe cuts imposed on the theatre program—almost a quarter of the total budget of the department (which also shelters dance and film)—are being suffered by no other program in the university. The prominence of these two schools in a state that has long claimed a central position in American theatre makes them particularly significant symbolically of a discipline in crisis, and this has impelled me to engage in serious and sometimes painful reflections on that discipline, the basis of the present essay.

New Methods for C-N Ring Construction

Organic Synthesis ◽

10.1093/oso/9780199764549.003.0055 ◽

2011 ◽

Author(s):

Douglass Taber

Keyword(s):

New York ◽

Gold Complex ◽

Cascade Process ◽

State University ◽

University Of Alberta ◽

Cornell University ◽

University Of New Mexico ◽

Memory Of Chirality ◽

Cu Catalyst ◽

Chaozhong Li of the Shanghai Institute of Organic Chemistry demonstrated (Organic Lett. 2008, 10, 4037) facile and selective Cu-catalyzed β-lactam formation, converting 1 to 2. Paul Helquist of the University of Notre Dame devised (Organic Lett. 2008, 10, 3903) an effective catalyst for intramolecular alkyne hydroamination, converting 3 into the imine 4. Six-membered ring construction worked well also. Jon T. Njardarson of Cornell University found (Organic Lett. 2008, 10, 5023) a Cu catalyst for the rearrangement of alkenyl aziridines such as 5 to the pyrroline 6. Philippe Karoyan of the UPMC, Paris developed (J. Org. Chem. 2008, 73, 6706) an interesting chiral auxiliary directed cascade process, converting the simple precursor 7 into the complex pyrrolidine 9. Sherry R. Chemler of the State University of New York, Buffalo devised (J. Am. Chem. Soc. 2008, 130, 17638) a chiral Cu catalyst for the cyclization of 10, to give 12 with substantial enantiocontrol. Wei Wang of the University of New Mexico demonstrated (Chem. Commun. 2008, 5636) the organocatalyzed condensation of 13 and 14 to give 16 with high enantio- and diastereocontrol. Two complementary routes to azepines/azepinones have appeared. F. Dean Toste of the University of California, Berkeley showed (J. Am. Chem. Soc. 2008, 130, 9244) that a gold complex catalyzed the condensation of 17 and 18 to give 19. Frederick G. West of the University of Alberta found (Organic Lett. 2008, 10, 3985) that lactams such as 20 could be ring-expanded by the addition of the propiolate anion 21. Takeo Kawabata of Kyoto University extended (Organic Lett . 2008, 10, 3883) “memory of chirality” studies to the cyclization of 23, demonstrating that 24 was formed in high ee. Paul V. Murphy of University College Dublin took advantage (Organic Lett . 2008, 10, 3777) of the well-known intramolecular addition of azides to alkenes, showing that the intermediate could be intercepted with nucleophiles such as thiophenol, to give the cyclized product 26 with high diastereocontrol.

Review Essay : Italians and Urban America Ronald H. Bayor, Neighbors in Conflict: The Irish, Germans, Jews, and Italians of New York City, 1929-1941. Baltimore, MD, The Johns Hopkins University Press, 1978. Pp. xiv, 232, tables, index. $14.00. John W. Briggs, An Italian Passage: Immigrants to Three American Cities, 1890-1930. New Haven, CT, Yale University Press, 1978. Pp. xxii, 348, illustrations, tables, index. $20.00. Deanna Paoli Gumina, The Italians of San Francisco, 1850-1930 (Gli Italiani di San Francisco, 1850-1930). New York: Center for Migration Studies, 1978. Pp. xiii, 230, illustrations, index. $7.95. Humbert S. Nelli, The Business of Crime: Italians and Syndicate Crime in the United States. New York: Oxford University Press, 1976. Pp. xiii, 314, illustrations, index. $12.50. Virginia Yans-McLaughlin, Family and Community: Italian Immigrants in Buffalo, 1880-1930. Ithaca, NY: Cornell University Press, 1977. Pp. 286 tables, index, $12.50

Journal of Urban History ◽

10.1177/009614428000600305 ◽

1980 ◽

Vol 6 (3) ◽

pp. 357-365 ◽

Cited By ~ 1

Author(s):

George E. Pozzetta

Keyword(s):

New York ◽

San Francisco ◽

The United States ◽

New Haven ◽

Yale University ◽

Cornell University ◽

Oxford University ◽

Urban America ◽

American Cities

Trudi C. Miller

Political Science and Politics ◽

10.1017/s1049096508241284 ◽

2008 ◽

Vol 41 (04) ◽

pp. 888

Author(s):

William R. Keech

Keyword(s):

New York ◽

North Carolina ◽

Political Science ◽

National Science Foundation ◽

Economic Science ◽

State University ◽

Cornell University ◽

Chapel Hill ◽

National Science ◽

Trudi C. Miller died on September 30, 2003, after a brief illness. After earning a BA in English from Cornell University and a Ph.D. in political science from the University of North Carolina at Chapel Hill, she spent most of her career at the National Science Foundation. After a brief stay at the State University of New York at Buffalo, she moved to NSF, where she rose to be the program director for the Decision, Risk and Management Division of Social and Economic Science.

Introduction

Poetics Today ◽

10.1215/03335372-8752573 ◽

2021 ◽

Vol 42 (1) ◽

pp. 1-8

Author(s):

Adam R. Rosenthal

Keyword(s):

New York ◽

Social Research ◽

Publishing House ◽

Law School ◽

Editorial Team ◽

Yale University ◽

New York University ◽

New School ◽

Beginning in 2008, with the French publication of volume 1 of The Beast and the Sovereign, Éditions Galilée, the University of Chicago Press, and an international editorial team initiated the process of editing, publishing, and translating, in reverse chronological order, the complete seminars of Jacques Derrida. These seminars, given variously at the Sorbonne, the École normale supérieure, the École des hautes études en sciences sociales, Johns Hopkins University, Yale University, the University of California, Irvine, the New School for Social Research, the Cardozo Law School, and New York University, encompass material presented as early as 1959 and as late as 2003.With Derrida’s death in 2004, the seminar publications —projected to continue well into the 2050s — became the principal source of all Derrida’s future, posthumous publications, now under the direction of Katie Chenoweth, director of the Bibliothèque Derrida series at the French publishing house Éditions du Seuil. This special issue of Poetics Today addresses two questions that are raised by this enterprise: First, how does the publication, mediatization, and mass dissemination of Derrida’s teaching transform his corpus? Second, how does this corpus already speak to, anticipate, and preprogram the virtualization, translation, and transmission of the space of “the seminar”？

Robert Morgan

Writing Appalachia ◽

10.5810/kentucky/9780813178790.003.0047 ◽

2020 ◽

pp. 315-319

Keyword(s):

New York ◽

North Carolina ◽

Short Story ◽

Sixth Grade ◽

State University ◽

North Carolina State University ◽

Cornell University ◽

Teaching Position ◽

Northern Edge ◽

Born in Hendersonville, North Carolina, Robert Morgan grew up on his family’s farm and wrote his first short story in the sixth grade at the prompting of a teacher. During college, after a professor said reading one of Morgan’s stories moved him to tears, Morgan transferred from North Carolina State University, where he was studying mathematics and engineering, to the University of North Carolina at Chapel Hill, majoring in English. He began encouraging young writers himself when he accepted a teaching position at Cornell University in 1971. Since then, Morgan has made his academic home at Cornell in Ithaca, New York, on the northern edge of Appalachia, but his creative home is the southern mountains of his boyhood and young adult years....