Relevant bibliographies by topics / Brigham Young University

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Brigham Young University'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Brigham Young University"

1

Belnap, R. Kirk. "THE BRIGHAM YOUNG UNIVERSITY EXPERIENCE." Computer Assisted Language Learning 6, no. 1 (1993): 13–19. http://dx.doi.org/10.1080/0958822930060103.

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Leishman, Timothy W., Kent L. Gee, Tracianne B. Neilsen, Scott D. Sommerfeldt, Jonathan D. Blotter, and William J. Strong. "Graduate acoustics at Brigham Young University." Journal of the Acoustical Society of America 136, no. 4 (2014): 2199. http://dx.doi.org/10.1121/1.4899972.

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Neilsen, Tracianne B., Scott D. Sommerfeldt, Timothy W. Leishman, et al. "Graduate acoustics at Brigham Young University." Journal of the Acoustical Society of America 145, no. 3 (2019): 1704. http://dx.doi.org/10.1121/1.5101246.

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Sommerfeldt, Scott D., Jonathan Blotter, Timothy W. Leishman, et al. "Graduate Acoustics at Brigham Young University." Journal of the Acoustical Society of America 141, no. 5 (2017): 3680. http://dx.doi.org/10.1121/1.4987996.

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Allen, Matthew S., Brian E. Anderson, Jonathan D. Blotter, et al. "Graduate acoustics at Brigham Young University." Journal of the Acoustical Society of America 152, no. 4 (2022): A122. http://dx.doi.org/10.1121/10.0015753.

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Graduate studies in acoustics at Brigham Young University prepare students for industry, research, and academia by complementing in-depth coursework with publishable research. Coursework provides a solid foundation in core acoustical principles and practices and measurement skills, including a strong foundation in experimental techniques and technical writing. Labs across the curriculum cover calibration, directivity, scattering, absorption, laser Doppler vibrometry, experimental methods for dynamic structures, lumped-element mechanical systems, equivalent circuit modeling, arrays, filters, room acoustics, active noise control, and near-field acoustical holography. Recent thesis and dissertation topics include active noise control, directivity, room acoustics, energy-based acoustics, time reversal, nondestructive evaluation, vibration and acoustics of aerospace vehicles, biomedical applications, flow-based acoustics, voice production, aeroacoustics, sound propagation modeling, nonlinear propagation, high-amplitude noise analyses, machine and deep learning applied to ambient noise level prediction, crowd noise interpretation, and underwater acoustic source localization, and ocean environment classification. Graduate students are expected to present research at professional meetings and publish in peer-reviewed acoustics journals. Additionally, graduate students often serve as peer mentors to undergraduate students on related projects and may participate in field experiments to gain additional experience.@BYUAcoustics
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Gee, Kent L., Micah Shepherd, Brian E. Anderson, Tracianne B. Neilsen, Matthew S. Allen, and Jonathan D. Blotter. "Graduate acoustics at Brigham Young University." Journal of the Acoustical Society of America 155, no. 3_Supplement (2024): A253. http://dx.doi.org/10.1121/10.0027403.

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Graduate studies in acoustics at BYU prepare students for industry, research, and academia by complementing in-depth coursework with publishable research. Coursework provides students with a foundation in acoustical principles, practices and measurement skills, including a experimental techniques and technical writing. Labs across the curriculum cover calibration, directivity, scattering, absorption, laser Doppler vibrometry, experimental methods for dynamic structures, lumped-element mechanical systems, equivalent circuit modeling, arrays, filters, room acoustics, active noise control, and near-field acoustical holography. Recent thesis and dissertation topics include active noise control, directivity, room acoustics, energy-based acoustics, time reversal, nondestructive evaluation, vibration and acoustics of aerospace vehicles, biomedical applications, flow-based acoustics, voice production, aeroacoustics, sound propagation modeling, nonlinear propagation, high-amplitude noise analyses, machine and deep learning applied to ambient noise level prediction, crowd noise interpretation, and underwater acoustic source localization, and ocean environment classification. Graduate students are expected to present research at professional meetings and publish in peer-reviewed acoustics journals. Graduate students often serve as peer mentors to undergraduate students on related projects and may participate in field experiments to gain additional experience. @BYUAcoustics
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Hansen, Kristine. "The Brigham Young University Advanced Writing Program." Language and Learning Across the Disciplines 3, no. 1 (1998): 77–80. http://dx.doi.org/10.37514/lld-j.1998.3.1.06.

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Madsen, Brigham D., Gary James Bergera, and Ronald Priddis. "Brigham Young University: A House of Faith." Western Historical Quarterly 17, no. 3 (1986): 347. http://dx.doi.org/10.2307/968897.

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Anderson, Brian E., Tracianne B. Neilsen, Scott D. Sommerfeldt, Kent L. Gee, Jonathan D. Blotter, and Scott L. Thomson. "Graduate acoustics program at Brigham Young University." Journal of the Acoustical Society of America 148, no. 4 (2020): 2743. http://dx.doi.org/10.1121/1.5147621.

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Pratt, Linda Ray, C. William Heywood, and Robert M. O'Neil. "Academic Freedom and Tenure: Brigham Young University." Academe 83, no. 5 (1997): 52. http://dx.doi.org/10.2307/40251588.

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Dissertations / Theses on the topic "Brigham Young University"

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Robinson, Elizabeth Ann. "Professional Development Among Brigham Young University Faculty." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7400.

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This thesis is a qualitative research study examining views of faculty at Brigham Young University regarding professional development at the university level. Subjects who participated in the study were selected based on being full-time, part-time, adjunct, tenured, and non-tenured professors at Brigham Young University. Instructors who work solely with online students were not included. The contacts also did not include student teachers, support staff, non-teaching faculty or graduate students.The key findings from the qualitative research study report that faculty differentiate between two categories of professional development, one concerned with teaching and other aspects of working at a university, and the other is the development and continuing training in their original field or specialty. Additionally, the research shows that while time is the most commonly cited reason for not attending professional development, it is possible to potentially offer incentives to overcome that barrier to attendance. Professional development activities that are created in an informal manner and are more localized to smaller units within the university-a college, a department, even a subset of a department-seem to be more meaningful to faculty than traditional formally organized professional development by the university. The overall conclusion from this qualitative research study is that professional development activities should be more flexible and adaptive to the maturation of needs of the intended participants. The current initial professional development at Brigham Young University is viewed positively as being very helpful; however, the longer faculty stay at the university the more they seek out informal professional development focused on specific issues for which they are not finding assistance. The implication of this study is when universities focus on initial professional development for new faculty often professional development opportunities for mid-career faculty are not emphasized or arranged. Ways to address this gap may include specifically labeling activities like seminars as professional development and then increasing resources devoted to them or giving faculty an allowance per person per year and allowing them to choose how to invest that allowance-either in more training within the teaching profession or within their specific discipline.
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Scott, Jessica Mae. "Time Management Practices of Brigham Young University Students." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2483.

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The use of, and attitudes towards, time management among undergraduates at Brigham Young University (BYU) was examined. Data were collected using two online surveys and an electronic time log tool. The data from the surveys were analyzed using canonical correlations, multiple regressions, multivariate analysis of variance (MANOVA), factor analysis, and multivariate graphical methods. Pilot survey results showed freshmen who were concerned with time management and organization had lower GPAs than those who asserted they were spontaneous and successful without time management. The main survey produced contradictory evidence, showing positive correlations for both freshmen and sophomores between GPA and students who agreed with self-descriptors that showed strong resolve for planning and structure. Time log data showed students on academic probation do not spend as much time on academic based activities as students in the control group. These findings suggest a need for further research into both BYU students' attitudes towards time management and the time use differences between high academically achieving students and students on academic probation.
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Hyatt, Frederick Roger. "Spiritual and Character Development in Online Education at Brigham Young University." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8782.

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With the increasingly widespread adoption of online learning, education is at an important crossroads. Spirituality and character building were once an important part of formal education. In the more secular modern era, many institutions of higher learning have neglected the spiritual aspects of teaching and learning. There is increasing academic interest in the relationship between spirituality and education. At the same time, relatively little attention has been paid to how spiritual and character development can be facilitated in online courses. This study seeks to better understand the how to develop spirituality and character building more effectively in online education through three related studies. The first article explores published research related to spirituality and education. Definitions are derived for two different perspectives, a contemporary North American view, and the Brigham Young University view. A second article reports on a quantitative analysis of how spiritually strengthening and character building, both Aims of a BYU Education, were accomplished in 63 online courses taught recently at BYU from the perspective of approximately 1730 students. The third article, “Spiritual and Character Development in Online Education from the Instructors’ Perspective”, qualitatively investigates the actions of instructors to more effectively accomplish these two Aims in their online courses based on their self-reported responses to six open-ended questions. Students responded to 77 questions (using 7-point Likert Scales) related to these two Aims. Structural Equation Modeling showed four constructs as having significant influence on their spiritual and character development: genuine caring for students (by teachers), Gospel connections, instructor’s morality, and ethics in relation to the course. Twelve subfactors of social, cognitive and teacher presence, and student engagement indicated these four subfactors related to spiritual and character development. Instructors that are more intentional and explicit also utilize active learning techniques. These ask students to do more than just read about or talk about spirituality and character development. Rather, they involve students in active learning activities such as reflecting on ethics, creating personal value statements/constitutions, and setting and periodically reporting on related goals.
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Brown, David A. "A History of the Men's Intramural Program at Brigham Young University." Diss., CLICK HERE for online access, 1988. http://patriot.lib.byu.edu/u?/MTAF,15582.

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Starr, Tina Grahovac. "The German Proficiency Exam at Brigham Young University : a validation study /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2449.pdf.

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Wiechmann, Joy. "Longitudinal Course of Body Dissatisfaction in Undergraduate Females at Brigham Young University." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2053.pdf.

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Hanson, Coral Marie. "An Evaluation of a Student Response System Used at Brigham Young University." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2127.pdf.

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Burdis, Jacob R. "Designing a Russian language Learning Course for Brigham Young University Independent Study." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3282.

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In 2010, Brigham Young University Independent Study (BYU IS) sponsored a development project for the creation of a second-year high school Russian language learning course. The objectives of the course were to implement the five standards for foreign language learning as constituted by the American Council on the Teaching of Foreign Languages: communication, cultures, connections, comparisons, and communities. The design project is an attempt to implement these principles in an independent distance learning course, with particular emphasis on encouraging meaningful communicative learning in authentic, real-world tasks and contexts. The product of the design is a course deliverable completely online through BrainHoney, a course management system utilized by BYU IS for its courses. The product consists of eleven homogeneous lessons, each with instructional content preparing learners to communicate in a specified context that reflect real-world situations. This paper discusses the obstacles of designing a distance education language learning course, especially facilitating communication in real contexts and the design objective and products geared towards overcoming these obstacles.
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Wyatt, Arwen Tanis. "An Evaluative Study of the Returned Missionary Class at Brigham Young University." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3957.

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This thesis reports on an evaluative study of the first 300-level Spanish class at Brigham Young University. The information gathered describes the history of the class and changes in curriculum and goals over the years. It also describes students who have taken the class: native Spanish speakers, heritage speakers, returned missionaries, students from lower-levels, students with a background in another Romance language, and presents information as to how well the class has met the needs of each group of students, as well as suggestions to better meet student needs. Results indicate that there is a general satisfaction with the first 300-level Spanish class across the different categories of Spanish students in this class. Data also indicate that additional review of the class may be beneficial in order to 1) increase horizontal articulation, 2) better meet General Education requirements, 3) increase the student preparedness from Spanish 206 to 321, and 4) improve instructor training.
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Winters, Erin Blue. "Longitudinal Course of Eating Disorder Risk Among Undergraduate Females at Brigham Young University." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1099.pdf.

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Books on the topic "Brigham Young University"

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Schermeister, Phil. Brigham Young University. Harmony House, 1988.

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Stanger, Jenny. Brigham Young University Cougars cookbook. Gibbs Smith, 2010.

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Stanger, Jenny. Brigham Young University Cougars cookbook. Gibbs Smith, 2010.

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Stanger, Jenny Ahlstrom. Brigham Young University Cougars cookbook. Gibbs Smith, 2010.

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Stanger, Jenny. Brigham Young University Cougars cookbook. Gibbs Smith, 2010.

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1971-, Woodruff Ginger S., ed. Brigham Young University housing through the years. BAB Pub., 1994.

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United States. Dept. of the Air Force., ed. Air Force ROTC at Brigham Young University. Dept. of the Air Force, 1990.

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Ronald, Priddis, ed. Brigham Young University: A house of faith. Signature Books, 1985.

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Welch, John W., and Norton Don E. Educating Zion. BYU Studies, 1996.

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Reynolds, Jeff. BYU football 2000 media guide. Edited by Brigham Young University. The University, 2000.

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Book chapters on the topic "Brigham Young University"

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Thomas, David A. "Brigham Young University Law Library." In Campus Strategies for Librarians and Electronic Information. Elsevier, 1990. http://dx.doi.org/10.1016/b978-1-55558-036-0.50011-3.

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Memmott, H. Kirk, K. Paul Jordan, and John R. Taylor. "On-Line Serials at Brigham Young University." In The Management of Serials Automation. Routledge, 2019. http://dx.doi.org/10.4324/9780367816346-7.

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Givens, Terryl L. "Crossing Jordan Brigham Young University at Last." In Stretching the Heavens. University of North Carolina Press, 2021. http://dx.doi.org/10.5149/northcarolina/9781469664330.003.0008.

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After removing himself from an editorial role in Dialogue, England secured employment in the English department at BYU. His major critic emerged as the influential Boyd K. Packer, even as England worked to cultivate relationships with several apostles. Progressives founded the “new Mormon history” while many voices were blacklisted. England created the Association of Mormon Letters, a precursor to Mormon Studies.
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Lo, Patrick, Hermina G. B. Anghelescu, and Bradley Allard. "Dr Timothy Davis, Asian Studies Librarian, Harold B. Lee Library, Brigham Young University." In Inside Major East Asian Library Collections in North America, Volume 2. Emerald Publishing Limited, 2022. http://dx.doi.org/10.1108/978-1-80455-139-420221016.

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"Brigham Young University, Harold B. Lee Library, Special Collections, Vault 091 R263 1343." In The Feast of Corpus Christi. Penn State University Press, 2015. http://dx.doi.org/10.1515/9780271032849-013.

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Haglund, Kristine L. "Eugene England." In Eugene England. University of Illinois Press, 2021. http://dx.doi.org/10.5622/illinois/9780252043932.003.0001.

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A biographical sketch introduces the people and events that shaped England’s work and thought. England spent his young boyhood on a farm in Downey, Idaho. His capacity for friendship and the sheer number of people who felt close to him suggest the deep charisma that underlay his thought. His undergraduate years at the University of Utah and his relationship with Lowell Bennion mark the beginnings of his public thinking about Mormonism. He earned a PhD in English at Stanford, while trying to reconcile his conservative religious and liberal political convictions. He was particularly troubled by the LDS church’s racist policy of withholding priesthood from Black men. Most of England’s career was spent teaching at Brigham Young University, where he was popular with students, but clashed with university administrators and LDS church officials. England’s work exemplifies an important engagement of Mormon theology with liberal Christian thought.
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Givens, Terryl L. "A Mormon Among the Lutherans." In Stretching the Heavens. University of North Carolina Press, 2021. http://dx.doi.org/10.5149/northcarolina/9781469664330.003.0006.

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England left Stanford to accept a position at the Lutheran college St Olaf as an administrator. Proudly professing his LDS faith, he encountered conflict with colleagues. At the same time, England was called to preside over a Mormon congregation as branch president, which shaped his future preoccupation with pastoral care. England transferred to a teaching position at St Olaf, but failing to receive tenure, applied to Brigham Young University. He failed there, too, but found partial employment at the Church Historical Department and teaching institute again.
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Harper, Steven C. "The Objective Reality of the First Vision Is Questioned." In First Vision. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199329472.003.0021.

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In the early twentieth century, intellectuals became interested in Joseph Smith’s first vision for the first time. A few scholars offered naturalistic explanations. Academic interest in Joseph Smith’s visions added an alternative unbelieving interpretation to overt hostility or total disregard. It also added a new risk to that believers in the historical appearance of divine, embodied beings could find more dangerous than persecution. Pluralism and pragmatism, as defined by William James, could undermine the exceptionalism saints found in Smith’s vision. For these and other reasons, faculty and students at fledgling Brigham Young University wrestled with the historicity of Joseph Smith’s first vision. Harvard PhD and later Mormon apostle John A. Widtsoe experienced this upheaval and arrived at an orthodox belief.
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"Ezra Taft Benson Meets Nikita Khrushchev, 1959." In Thunder from the Right, edited by Gary James Bergera. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042256.003.0003.

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In 1966 Ezra Taft Benson, high-ranking official of the LDS church and former U.S. secretary of agriculture, delivered a speech on the campus of LDS-owned Brigham Young University in which he summarized his encounter with Soviet leader Nikita Khrushchev in September 1959. Benson told BYU students that Khrushchev had bragged to him, in part, “[W]e’ll keep feeding you small doses of socialism until you'll finally wake up and find you already have Communism. We'll so weaken your economy until you'll fall like overripe fruit into our hands.” This essay examines the accuracy of Benson's recital of Khrushchev’s alleged comments and concludes that Benson misstated the incident and attributed statements to Khrushchev he did not make. It also speculates why Benson misrepresented, or misremembered, the facts of the encounter.
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Eatough, Delbert J. "Boss, The Brigham Young University Organic Sampling System: Determination of Particulate Carbonaceous Material Using Diffusion Denuder Sampling Technology." In Gas and Particle Phase Measurements of Atmospheric Organic Compounds. CRC Press, 2020. http://dx.doi.org/10.1201/9781003078340-10.

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Conference papers on the topic "Brigham Young University"

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Gee, Kent L., Scott D. Sommerfeldt, and Tracianne B. Neilsen. "The current state of acoustics education at Brigham Young University." In 160th Meeting Acoustical Society of America. Acoustical Society of America, 2012. http://dx.doi.org/10.1121/1.4770081.

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Bo, Tan. "Thoughts on the Study of Dance Education at Brigham Young University." In 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemc-17.2017.97.

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Smith, Kieren H., Tracianne B. Neilsen, and Jeremy Grimshaw. "Full-day noise exposure for student musicians at Brigham Young University." In 173rd Meeting of Acoustical Society of America and 8th Forum Acusticum. Acoustical Society of America, 2017. http://dx.doi.org/10.1121/2.0000568.

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Krein, Jonathan L., Landon J. Pratt, Alan B. Swenson, Alexander C. MacLean, Charles D. Knutson, and Dennis L. Eggett. "Design Patterns in Software Maintenance: An Experiment Replication at Brigham Young University." In 2011 Second International Workshop on Replication in Empirical Software Engineering Research (RESER). IEEE, 2011. http://dx.doi.org/10.1109/reser.2011.10.

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Smith, Kieren, Jeremy Grimshaw, and Tracianne Neilsen. "Characterization of ensemble rehearsal rooms and musician experiences at Brigham Young University." In 171st Meeting of the Acoustical Society of America. Acoustical Society of America, 2016. http://dx.doi.org/10.1121/2.0000292.

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Harker, Blaine M., Tracianne B. Neilsen, Kent L. Gee, Jennifer K. Whiting, Mark L. Berardi, and Matthew F. Calton. "@BYUAcoustics and @SoundstoAstound: Using social media to enhance research and outreach at Brigham Young University." In 168th Meeting of the Acoustical Society of America. Acoustical Society of America, 2015. http://dx.doi.org/10.1121/2.0000082.

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Shahvali, Moji, Ondrej Mitas, Peter Ward, and Marcel Bastiaansen. "The impact of novel people, places, and activities, in tourism." In 7 Experiences Summit 2023 of the Experience Research Society. Tuwhera Open Access, 2024. http://dx.doi.org/10.24135/7es.19.

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As part of an undergraduate research design class, we measured tourism experiences of 617 tourists, during a day, and their potential impact, in a quantitative, cross-sectional manner. In May 2023, a total of 30 tourism and experience design students teamed up from Breda University of Applied Sciences, Netherlands, and Brigham Young University students, United States, and approached tourists at 45 various tourist hot spots in the Rotterdam and the Amsterdam area.
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Wong, Gary K. W., and Leslie D. Fife. "Needs assessment for campus-wide network services at Brigham Young University Hawaii using IEEE 802.16 wireless network infrastructure." In the 34th annual ACM SIGUCCS conference. ACM Press, 2006. http://dx.doi.org/10.1145/1181216.1181307.

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Wu, Yulin. "A Case Study of Student-Teacher Interaction in Chinese Classrooms at Brigham Young University, USA based on FIAS." In 2021 3rd International Conference on Internet Technology and Educational Informization (ITEI). IEEE, 2021. http://dx.doi.org/10.1109/itei55021.2021.00051.

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Bassett, C. P., C. G. Jensen, J. E. Bosley, W. E. Red, and M. S. Evans. "Direct Machining: A New Paradigm for Machining Data Transfer." In ASME 2000 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/detc2000/dfm-14298.

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Abstract Although modern machine tools and controllers have evolved with the computer over the years, many machining practices derive from those developed for the original punched-tape controllers. A new method called Direct Machining And Control (DMAC) is being developed at Brigham Young University that allows the machine controller to directly interpret the CAD/CAM models without the need for any intermediary text files such as M&G code. In this paper, Direct Machining with its requirements and implications is explored. CAD extraction methods and progress are shown. Our software architecture and data transfer methods are explained. With what we have developed, we can build a proof-of-concept system that will hopefully attract the attention and partnership of both CAD and machine controller vendors for further integration.
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