scholarly journals Challenges of Onsite Visits for Multidisciplinary Education in Graduate School: Case Study of the Taoyaka Leading Program at Hiroshima University

E-journal GEO ◽  
2016 ◽  
Vol 11 (2) ◽  
pp. 502-515
Author(s):  
ISHIKAWA Nao ◽  
OKAHASHI Hidenori ◽  
CHEN Lin
Keyword(s):  
Graduate School ◽  
Multidisciplinary Education

Case study and event analysis for mitigation of unpredictable volcanic hazard

Impact ◽  
2020 ◽  
Vol 2020 (3) ◽  
pp. 26-28
Author(s):  
Tsukasa Ohba
Keyword(s):  
At Risk ◽  
Graduate School ◽  
Volcanic Hazard ◽  
Hazard Mitigation ◽  
Scientific Discipline ◽  
Mitigation Measures ◽  
Event Analysis ◽  
Traditional Methods ◽  
Risk Communities

Volcanology is an extremely important scientific discipline. Shedding light on how and why volcanoes erupt, how eruptions can be predicted and their impact on humans and the environment is crucial to public safety, economies and businesses. Understanding volcanoes means eruptions can be anticipated and at-risk communities can be forewarned, enabling them to implement mitigation measures. Professor Tsukasa Ohba is a scientist based at the Graduate School of International Resource Studies, Akita University, Japan, and specialises in volcanology and petrology. Ohba and his team are focusing on volcanic phenomena including: phreatic eruptions (a steam-driven eruption driven by the heat from magma interacting with water); lahar (volcanic mudflow); and monogenetic basalt eruptions (which consist of a group of small monogenetic volcanoes, each of which erupts only once). The researchers are working to understand the mechanisms of these phenomena using Petrology. Petrology is one of the traditional methods in volcanology but has not been applied to disastrous eruptions before. The teams research will contribute to volcanic hazard mitigation.

scholarly journals Undergraduate Science Research: A Comparison of Influences and Experiences between Premed and Non–Premed Students

2011 ◽  
Vol 10 (2) ◽  
pp. 199-208 ◽  
Author(s):  
Lara Brongo Pacifici ◽  
Norman Thomson
Keyword(s):  
Medical School ◽  
Graduate School ◽  
Undergraduate Research ◽  
Science Research ◽  
School Research ◽  
The Difference ◽  
Undergraduate Science ◽  
Rule Out

Most students participating in science undergraduate research (UR) plan to attend either medical school or graduate school. This study examines possible differences between premed and non–premed students in their influences to do research and expectations of research. Questionnaire responses from 55 premed students and 80 non–premed students were analyzed. No differences existed in the expectations of research between the two groups, but attitudes toward science and intrinsic motivation to learn more about science were significantly higher for non–premed students. Follow-up interviews with 11 of the students, including a case study with one premed student, provided explanation for the observed differences. Premed students, while not motivated to learn more about science, were motivated to help people, which is why most of them are pursuing medicine. They viewed research as a way to help them become doctors and to rule out the possibility of research as a career. Non–premed students participated in research to learn more about a specific science topic and gain experience that may be helpful in graduate school research. The difference in the reasons students want to do UR may be used to tailor UR experiences for students planning to go to graduate school or medical school.

scholarly journals The Flipped Classroom: A Twist On Teaching

2016 ◽  
Vol 9 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Stacy M. P. Schmidt ◽  
David L. Ralph
Keyword(s):  
Elementary School ◽  
Graduate School ◽  
Teaching Strategies ◽  
Flipped Classroom ◽  
Traditional Classroom ◽  
Advantages And Disadvantages ◽  
Preparation Work ◽  
At Home

The traditional classroom has utilized the “I Do”, “We Do”, “You Do” as a strategy for teaching for years.  The flipped classroom truly flips that strategy.  The teacher uses “You Do”, “We Do”, “I Do” instead.  Homework, inquiry, and investigation happen in the classroom.  At home students participate in preparation work including watching videos, PowerPoint’s, and completing readings.  After completing the preparation work, students arrive in class ready to start solving problems, analyzing text, or investigating solutions.  The flipped classroom is fairly new in the teaching field as a strategy for teaching.  It has been used by teachers from elementary school to graduate school.  As with most strategies, the flipped classroom has a variety of ways to implement in the classroom.  This article is a case study of the flipped classroom.  It reviews and provides research on the implementation of the flipped classroom.  In addition, the article provides a variety of implementation methods and tools to be utilized in a flipped classroom.  As with all teaching strategies there are advantages and disadvantages to the flipped classroom which are explained as well.

scholarly journals Global Design and Building Practice: A Case Study of Hearst Headquarters, New York, NY

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Thomas Schroepfer
Keyword(s):  
New York ◽  
Graduate School ◽  
Harvard University ◽  
Building Projects ◽  
Quantitative Analyses ◽  
Project Data ◽  
Building Practice ◽  
Global Project ◽  
Innovative Concept

This paper describes aspects of “Global Design and Building Practice”, a research started at the Harvard University Graduate School of Design in 2002. The objective of this investigation is to provide design and building professionals and researchers with a better understanding of the impacts of globalization on practice. In this research, the impacts of globalization on practice are examined both in breadth and depth. Processes involve qualitative analyses of interviews with design and building professionals and researchers, quantitative analyses of project data, and in-depth case studies of recent and current “global building projects”, i.e. projects for which spatial extensity of actors extends beyond the local. This paper presents a diversified analytic framework of four distinct global project types. It analyzes the principles behind the transformation of practice and demonstrates the correlations between different global project types and the impacts on practice based on “project DNA”, an innovative concept that acknowledges that it is not only the characteristics of each configuring actor that matters in a global project, but rather the configuration as a whole and the position of each actor within it that determines the its characteristics and impacts on practice. Both global project type and project DNA are illustrated with the summary of an in-depth case study of Hearst Headquarters, a recently completed global project in New York, NY.

Prácticas académicas de estudiantes y profesores de posgrado en el contexto de la era Internet: Estudio de caso / Academic practices of students and professors from graduate school in the context of the Internet age: case study

2016 ◽  
Vol 4 (8) ◽  
pp. 87
Author(s):  
Serafín Ángel Torres Velandia
Keyword(s):  
Graduate School ◽  
The Internet ◽  
Internet Age ◽  
El Sistema ◽  
Academic Practices ◽  
Estudio De Caso

En la sociedad de principios del siglo XXI es indispensable reflexionar sobre  la función que cumple el  sistema educativo, en su nivel de posgrado, desde la perspectiva pedagógica de las prácticas académicas de profesores y de estudiantes, mediadas por las Tecnologías de la Información y de la Comunicación (TIC). La investigación, como parte de una indagación interinstitucional más amplia, tuvo como objetivo aportar elementos para el diseño y desarrollo de un modelo educativo del posgrado mexicano, apropiado a una economía basada en el conocimiento y en la innovación, que tienda a un crecimiento  inteligente, sostenible e integrador, con fuerte soporte en las redes telemáticas, en particular Internet, a nivel nacional e internacional. Uno de los logros del estudio fue ubicar la complejidad de los modelos innovadores del posgrado dentro de tres dimensiones interrelacionadas: la docencia, la tutoría de la investigación y tesis así como la gestión académica vinculada con factores individuales, organizacionales e institucionales.

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