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Relevant bibliographies by topics / British Columbia. University

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Academic literature on the topic 'British Columbia. University'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "British Columbia. University"

1

Denoncourt, Amélie, and Alice Bernier-Banville. "Université Laval \ University of British Columbia." Forestry Chronicle 90, no. 06 (2014): 815–16. http://dx.doi.org/10.5558/tfc2014-158.

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Fisher, Brian. "University of British Columbia." Interactions 9, no. 2 (2002): 33–36. http://dx.doi.org/10.1145/505103.505117.

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Klein, Michael C. "The University of British Columbia." Birth 40, no. 2 (2013): 143–45. http://dx.doi.org/10.1111/birt.12047.

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Oloo, James Alan. "Aboriginal University Student Success in British Columbia, Canada: Time for Action." Australian Journal of Indigenous Education 36, no. 1 (2007): 88–100. http://dx.doi.org/10.1017/s1326011100004452.

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AbstractEducational outcomes for Aboriginal students in British Columbia, and Canada in general, are a cause for considerable concern. High dropout rates, low participation, completion and success rates at educational institutions have challenged educators for decades. Solutions have included lowering admission requirements for Aboriginal candidates and establishing alternative programmes that improve attendance and remedy learning problems. However, most of these policies have not offered a lasting solution to challenges facing Aboriginal students. This study presents findings from interviews conducted with 20 Aboriginal undergraduate students, seven professors, and five non-academic staff at four universities in British Columbia, namely: Malaspina University College, University of Victoria, University of British Columbia, and Simon Fraser University. It presents their definitions of student success and how this could be improved. Four policy options are proposed. These are then tested against six criteria to determine the potential consequences of their implementation. Recommendations are made to British Columbia’s universities based on the multicriteria analysis.

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Kaufman, Angelika. "Collège Boréal / University of British Columbia." Forestry Chronicle 91, no. 02 (2015): 204–5. http://dx.doi.org/10.5558/tfc2015-034.

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Levin, John S. "Two British Columbia University Colleges and the Process of Economic Globalization." Canadian Journal of Higher Education 33, no. 1 (2003): 59–86. http://dx.doi.org/10.47678/cjhe.v33i1.183428.

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This qualitative investigation identifies a condition of frenetic change experienced by organizational members at two university col- leges in British Columbia, Canada, during the past decade. Prominent outcomes of the formal designation of five former community colleges as university colleges included curricular change and the evolution of a new institutional mission. The brief history of the university colleges of British Columbia parallels the process of economic globalization in the province of British Columbia, and the responses of managers and faculty at university colleges indicate that globalization influenced the formation and functioning of these institutions.

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TOWLE, ANGELA, and KENNETH BAIMBRIDGE. "University of British Columbia Faculty of Medicine." Academic Medicine 75, Supplement (2000): S418—S419. http://dx.doi.org/10.1097/00001888-200009001-00122.

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Robinson, J. Lewis. "Geography at the University of British Columbia." Yearbook of the Association of Pacific Coast Geographers 53, no. 1 (1991): 199–216. http://dx.doi.org/10.1353/pcg.1991.0009.

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Mair, Susan G. "Visualization at the University of British Columbia." ACM SIGGRAPH Computer Graphics 26, no. 3 (1992): 184–85. http://dx.doi.org/10.1145/142413.996914.

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Wong, Roger, Sarah Brears, Cheryl Holmes, et al. "University of British Columbia Faculty of Medicine." Academic Medicine 95, no. 9S (2020): S566—S569. http://dx.doi.org/10.1097/acm.0000000000003301.

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Dissertations / Theses on the topic "British Columbia. University"

1

Nnazor, Reginald. "Understanding the advent of information technology in teaching at the University, a case study of the University of British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34600.pdf.

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Farrokh, Kaveh. "Patterns of adjustment of international students to the University of British Columbia." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28043.

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This study has been an attempt to investigate the process of cross-cultural adjustment of a group of 13 international students studying at the University of British Columbia. The "u-curve" theory of adjustment was tested. It was hypothesized that foreign students would have individual patterns of cross-cultural adjustment. General self-concept, academic self-concept, attitude towards Canadians and attitude towards Canadian culture were used as indices of cross-cultural adjustment. The self-concept dimensions were defined by Ishiyama's self-validation theory (1987,1988). The relationship between all indices were explored. The adjustment patterns of groups of international students (i.e; Male/Female) were also explored. The main method of data interpretation was visual analysis, using two dimensional graphs. C-statistic tests (Tryon, 1982) were used to test the statistical significance of the curves. Three dimensional graphs were also used for data interpretation. Interviews were conducted at the end of the study. It was concluded that the u-curve theory of cross-cultural adjustment was not supported across all. subjects. General and academic self-concepts were found to be highly related. Academic performance was found to have a strong influence upon academic self-concept. No causal relationship was discovered between attitudes about Canadians and Canadian culture. Finally, female western foreign students were found to have the most succussfull adjustment. This was followed in succession by non-western females, western males and finally, eastern males.<br>Education, Faculty of<br>Educational and Counselling Psychology, and Special Education (ECPS), Department of<br>Graduate

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Lee, Robert Eugene. "A statistical analysis of finding the best predictor of success in first year calculus at the University of British Columbia." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26430.

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In this thesis we focus on high school students who graduated from a B.C. high school in 1985 and then proceeded directly to the University of British Columbia (UBC) and registering in a first year calculus course in the 1985 fall term. From this data, we want to determine the best predictor of success (the high school assigned grade for Algebra 12, or the provincial grade for Algebra 12, or the average of the high school and the provincial grade for Algebra 12) in first year calculus at UBC. We first analyze the data using simple descriptive statistics and continuous methods such as regression and analysis of variance techniques. In subsequent chapters, the categorical approach is taken and we use scaling techniques as well as loglinear models. Finally, we summarize our analysis and give conclusions in the final chapter.<br>Science, Faculty of<br>Statistics, Department of<br>Graduate

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Stuart-Stubbs, Megan. "Survey of the graduates in adult education (1960-1988) at the University of British Columbia." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31141.

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Those who enter into graduate study bring with them a diverse array of needs and interests. Graduate programmes are called upon to meet these needs and in endeavoring to do so,institutions providing training must look at the increasing diversity of the field. One way to do this is to determine what graduates of professional training do as practicing adult educators. This study was designed to answer some of the questions regarding the impact of a degree for men and women in adult education on their career paths, job mobility, income levels, and so on. In this study, current patterns in career development of adult educators and trends in the field of adult education were profiled by surveying 1960 through 1988 graduates of the Adult Education Programme at the University of British Columbia. The study examined occupational placement of graduates and the factors determining their mobility. As well, the relationship between training and work activities was explored. Further, graduates described their learning needs which were examined in terms of their work activities. The nature and degree of their participation in continuing professional education were examined. In addition, the reasons for initial enrollment in the programme were investigated. One of the major facets of the study was to discover the differences, if any, between men and women in many areas of career development. The following general research questions were pursued: 1) What reasons do graduates give for their participation in the adult education programme? 2) Do men and women share a similar education and occupation profile? 3) In what way has self-assessed occupational prestige changed over time? 4) Do graduates of the five Adult Education Programmes (Diploma, M.Ed., M.Sc., M.A., and Ed.D.) perform different occupational functions in their present work? 5) What factors influence occupational mobility? and 6) Are there relationships between present occupational activities, self-perceived quality of training in specified occupational activities and self-reported need to continue learning in these activities? Respondents (approximately half of all graduates) were typically female (59.2%), age 39 on graduation. She had worked four and a half years in adult education prior to entry in the programme and was motivated to participate in the programme to increase her chances of professional advancement. She took less than three years to complete her degree and has held three jobs since graduation. She works full-time in a position where administration or management is the primary function and considers her opportunities for occupational mobility as average or high. She earns $46,000 per year (1988). In general, respondents cited reasons related to professional advancement as their motivation for participation in the programme. Women and men tended to be similar in their educational and occupational profile, which was unanticipated in examining previous research. However, a significant discrepancy was found in the annual income earned by women and men working in adult education positions. This discrepancy was not evident between men and women working outside of the field. Generally, self-assessed occupational prestige increased over time, though the biggest jump was seen in the period since graduation. Graduates of the five departmental programmes weighed similarly, though not identically, the amount of time spent in fourteen specified occupational activities. Very few occupational, educational, or demographic factors seemed to influence occupational mobility, except age at graduation. There seemed to be a weak relationship between occupational functions performed by graduates at the time of the survey, their assessment of the programme in preparing them to perform these functions, and the self-reported need to continue their education in these specified functions.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate

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Stewart, Lee Jean. "The experience of women at the University of British Columbia, 1906-1956." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26611.

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This study of the coeducational experience of women at the University of British Columbia from 1916 to 1956 is threefold. It examines how the institution adapted to the female presence, the ways women assimilated or accommodated themselves to their environment, and the relationship of the changing climate of social expectations of women to the purposes of women's education and their experience at university. The study is placed in both a thematic and a regional context. The thematic framework is suggested by the historiography concerned with women's admission to universities in the nineteenth century. This literature establishes the role of the "uncompromising" and "separatist" feminists, partisan politics, public opinion, social definitions of femininity, and institutional structures in determining the form and content of women's education. The social, economic and political factors that account for the development of higher education in the province define the regional context. This study finds that separatist feminists exerted a significant influence in defining women's education in the early part of the twentieth century. However, social, political and economic considerations guided the establishing of Nursing and Home Economics Departments at UBC. Institutional modifications such as the appointment of a Dean of Women and the building of women's residences, similarly depended on practical economic solutions to appease feminist agitation. Irrespective of the equality that is implied by coeducation, social expectations of women continued to act as obstacles to women's participation in higher education and ensured their secondary status. Female students devised strategies to ease the contradictory expectations of the academic and the social community. They chose nonconformity to gender expectations, conformity to standards of femininity, the precarious balance of double conformity to academic and feminine standards, and separatist feminism to redress the inequity of women's secondary status within higher education.<br>Arts, Faculty of<br>History, Department of<br>Graduate

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Scott, Joan Katharine. "The institutionalization of high school teacher education at the University of British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0024/NQ34623.pdf.

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Cochran, Michele Sharon Kells. "The facilitation and hindrance of scholarly activity as reported by The University of British Columbia education faculty members." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26040.

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This study was concerned with developing and exploring a reasonably, comprehensive scheme of categories which describes, from the perspective of The University of British Columbia education faculty members, what facilitates and hinders their scholarly activity. The Critical Incident Technique was used to elicit 547 incidents from forty-one faculty members. These incidents were categorized in three separate ways: according to who facilitated and hindered (the reported responsible agent or agency), to what facilitated and hindered (the reported action of the agent or agency), and to the phase of scholarly activity that was reported facilitated or hindered. Six agent or agency, twenty-three action, and six phase categories were identified. An examination of the action categories themselves revealed that they could be grouped under the superordinate categories: direct, enable, and motivate. An examination of the frequency of reported incidents in categories permitted the identification of relationships among agent or agency, phase, and action categories. Several types of evidence provided support for the reliability and validity of the category schemes. From an examination of the findings as a whole, six conclusions were drawn. First, not all action categoriesare relevant for every person, project or phase. Second, not all agent or agency categories are involved to a noticeable extent with every action category. Third, the action categories are interrelated. Fourth, the action categories are bipolar in the sense that each actually does contain or may plausibly be said to contain both facilitating and hindering events. Fifth, the action categories happen or could happen as part of everyday university life. Sixth, there is evidence to suggest that the action categories are useful. Future studies might: 1) undertake further studies which will more fully explore and validate the action categories; 2) determine to what extent the action category scheme applies to other faculties of education and other faculties; 3) use alternative methods to confirm relationships among action, agent or agency and phase categories; 4) examine how the action category scheme is affected by diverse types of change; and 5) determine how an administrator can best accomplish the task of motivating, enabling, and directing scholarly activity.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate

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Suderman, Michelle Ellen Szabo. "Engagement for all? A study of international undergraduates at the University of British Columbia." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52693.

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American student engagement literature has identified a set of student behaviours and institutional practices shown to lead to student satisfaction, academic success, and retention to graduation among post-secondary students. However, the relevance of these behaviours and the standardized instrument used to measure them may have limited applicability for non-U.S. students. Building on existing quantitative analysis, through focus groups, this study considered how international and Canadian undergraduate students perceived the National Survey of Student Engagement (NSSE) and select behaviours identified in the student engagement literature. This study found that international students misinterpreted key terms such as faculty members and had subtle but important differences in their perceptions of student behaviours and institutional practices compared to the perceptions of Canadian students.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate

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McLaren, Jack. "Adult students in university : long-term persistence to degree-completion." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31101.

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Long-term persistence to degree completion by adult university students represents a different focus from most adult education participation research and higher education dropout research. Much of the research on adults in university has treated these adults as a new (non-traditional) group, despite evidence that many had been enrolled as traditional-age students. Samples limited to first-year students, part-time students, and students in special programs provide only a limited perspective on the whole population of adults in university. It was hypothesized that adults who had been in university as traditional-age students and returned later (Re-entry studenty) would be more persistent to degree completion than adults who had enrolled for the first time at age twenty-five or older (Adult Entry students). While the hypothesis was not clearly supported, differences between the two groups were discovered. Six hypotheses were generated from the literature on adult participation and on higher education dropouts. These were tested using bivariate analysis. The multivariate techniques of multiple regression and discriminant analysis were employed to examine differences between Re-entry students and Adult Entry students in persistence to degree completion. The most important variable affecting Re-entry-students' persistence was Grade Point Average; the most potent variable with Adult Entry students was work-related problems. With both groups, persistence was affected by satisfaction. Early-career mobility had an ambiguous effect; downward mobility in early career was associated with persistence by Adult Entry students; upward mobility correlated with persistence by Re-entry students. A new typology of adult student in higher education is suggested. First-time students—new students who have never previously been enrolled—are a high-risk group (prone to dropout), but those who persist initially may become more persistent than Re-entry students.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate

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Lamberts, Bridget Evelyn. "Implant treatment outcomes at the University of British Columbia graduate periodontics clinic : a retrospective analysis." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/18029.

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Objectives: Dental implants have predictable outcomes and high survival rates. However, a small subset of patients experience implant failure. A retrospective review of charts at UBC was conducted to determine how patient-, disease-, site-, surgeon- and implant design-centered risk factors affect the survival of implants. Methods: A review of implants placed between 1989-2006 was completed. Inclusion criteria required a one-year post-placement diagnostic radiograph. Implant failure was defined as the loss or removal of an implant at any time. Bivariate analyses were used to identify variables associated with implant failure. Risk factors with p-values < 0.05 or that were deemed clinically relevant by previous studies were included in stepwise linear multiple regression and logistic regression analyses. Results: Based on the inclusion criteria, 107 patients and 300 implants were included in the study. Follow-up ranged from 1.00 to 19.79 years (mean 4.08 + 2.95 years). At follow-up, 92.3% of implants survived and 84.1% of patients did not experience failure, In the failing implant group, 13.1% of patients had one failed implant and 2.8% of patients had two failed implants. The survival rate of replacement implants was 85.71%. Most factors studied had no statistically significant impact on survival. Only simultaneous sinus augmentation and removable prostheses were significantly associated with failure and guided bone regeneration was significantly associated with survival. In the regression analyses, the predictors showing the largest effect on thread exposure were: implant model, jaw (in favor of mandibular implants), and surface (in favor of rough surfaces). The odds ratio for implant failure was 16.87 for osteotome sinus elevation and 0.288 for decreasing implant width. Conclusions: The survival rate for implants placed at UBC is similar to those reported in the literature. Most variables considered risk factors did not have a statistically significant effect on implant failure. Given the high survival rates of implants, a small sample size does not allow for trends in the data to reach statistical significance, even if a true difference exists.

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Books on the topic "British Columbia. University"

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Duguid, Stephen. University prison education in British Columbia. Simon Fraser University, 1987.

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George, Woodcock. The University of British Columbia: A souvenir. Oxford University Press, 1986.

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Statistics Canada. Analytical Studies Branch., ed. Income prospects of British Columbia University graduates. Analytical Studies Branch, Statistics Canada, 2001.

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Symposium on Parks in British Columbia (1984 University of British Columbia). Parks in British Columbia, Symposium on Parks in British Columbia, February 17-19, 1984, University of British Columbia, Vancouver, B.C. Edited by Dooling Peter J and University of British Columbia. Park, Recreation & Tourism Resources Program. Park, Recreation & Tourism Resources Program, Dept. of Forest Resources Management, Faculty of Forestry, University of British Columbia, 1985.

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Crema, Leonora. Towards 2000 and beyond: A progress report and self study. University of British Columbia Library, 1994.

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President, University of British Columbia. President's report on the library. Community Relations Office, UBC, 1987.

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Bruneau, William A. A matter of identities: The UBC Faculty Association, 1920-1990. Faculty Association of the University of British Columbia, 1990.

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Seminar on Stochastic Processes. (10th 1990 University of British Columbia). Seminar on Stochastic Processes, 10th, 1990, University of British Columbia. Birkhauser, 1991.

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University of British Columbia. Library. Special Collections and University Archives Division. Guide to the holdings of the University of British Columbia Archives. University of British Columbia Library, 1994.

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Hawthorn, Audrey. A labour of love: The making of the Museum of Anthropology, UBC, the first three decades, 1947-1976. UBC Museum of Anthropology, 1993.

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Book chapters on the topic "British Columbia. University"

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Botta, Bruno. "Canadian Experience with University of British Columbia." In Inter-University Cooperation. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17608-6_2.

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Mitchell, A. "Research in the Field of Electroslag Remelting at the University of British Columbia." In Electroslag Technology. Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4612-3018-2_34.

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Cayuela, Alberto, John B. Robinson, Ann Campbell, Nicholas Coops, and Alison Munro. "Integration of Operational and Academic Efforts in Sustainability at the University of British Columbia." In Sustainability Assessment Tools in Higher Education Institutions. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02375-5_13.

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D’Angelo, Kathyrn, Gail Krivel-Zacks, and Catherine Johnson. "Finding Good Governance: Collaboration Between the University of British Columbia and the Richmond School District." In Problem-Based Learning in Teacher Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02003-7_6.

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Millar, Robert G., and Brett C. Eaton. "Bank Vegetation, Bank Strength, and Application of the University of British Columbia Regime Model to Stream Restoration." In Stream Restoration in Dynamic Fluvial Systems. American Geophysical Union, 2013. http://dx.doi.org/10.1029/2010gm000989.

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Ceulemans, Kim, Carol Scarff Seatter, Ingrid Molderez, Luc Van Liedekerke, and Rodrigo Lozano. "Unfolding the Complexities of the Sustainability Reporting Process in Higher Education: A Case Study in The University of British Columbia." In World Sustainability Series. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26759-9_61.

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Wilkening, Ken. "The University of Northern British Columbia’s Green Fund: Crafting a Tool for Sustainability Transformation." In Management and Industrial Engineering. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23705-3_13.

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"University of British Columbia (UBC)." In The Grants Register 2020. Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-349-95943-3_877.

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"University of British Columbia (UBC)." In The Grants Register 2021. Palgrave Macmillan UK, 2020. http://dx.doi.org/10.1057/978-1-349-95988-4_907.

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"The University of British Columbia." In The Grants Register 2018. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1007/978-1-349-94186-5_1144.

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Conference papers on the topic "British Columbia. University"

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Chao, William, Daniel Ha, Kevin Ho, et al. "University of British Columbia & Simon Fraser University - The Bricolage." In 2007 IEEE Symposium on Visual Analytics Science and Technology. IEEE, 2007. http://dx.doi.org/10.1109/vast.2007.4389020.

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Chao, William, Daniel Ha, Kevin Ho, et al. "University of British Columbia & Simon Fraser University - The Bricolage." In 2007 IEEE Symposium on Visual Analytics Science and Technology. IEEE, 2007. http://dx.doi.org/10.1109/vast.2007.4470207.

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Evans, R. L. "Gas Turbine Research at the University of British Columbia." In ASME 1989 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1989. http://dx.doi.org/10.1115/89-gt-18.

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This paper describes two gas turbine related research projects in the department of Mechanical Engineering at the University of British Columbia. Of the two projects described, one involves fundamental turbomachinery research while the second is a more applied project concerned with gas turbine based cogeneration systems in process industries. In the fundamental research area, both an experimental and computational study of unsteady boundary layer development on turbomachinery blading is described. The applied research program involves an engineering and economic assessment of a gas turbine based cogeneration system for sawmills. The system is designed to use wood-waste generated during the saw-milling process as a source of heat for an indirectly fired gas turbine. Studies to date indicate that such a system could result in many sawmills becoming completely energy self-sufficient.

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Martell, J., D. G. Michelson, S. G. Mair, and D. Zollmann. "Deployment of Canada's largest campus wireless network at the University of British Columbia." In International Conference on Information Technology: Research and Education, 2003. Proceedings. ITRE2003. IEEE, 2003. http://dx.doi.org/10.1109/itre.2003.1270638.

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Banthia, Nemkumar, and Sidney Mindess. "Bringing Science to an Art: A Decade of Shotcrete Research at the University of British Columbia." In 10th International Conference on Shotcrete for Underground Support. American Society of Civil Engineers, 2006. http://dx.doi.org/10.1061/40885(215)4.

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Karimian, Hamid, Dharma Wijewickreme, and Doug Honegger. "Buried Pipelines Subjected to Transverse Ground Movement: Comparison Between Full-Scale Testing and Numerical Modeling." In 25th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2006. http://dx.doi.org/10.1115/omae2006-92125.

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A research program has been undertaken to study the behaviour of buried steel pipelines subject to lateral horizontal ground movements, and to provide appropriate data to calibrate and validate numerical model(s). A large sand chamber (2.5 m W × 3.8 m L × 2.5 m H) available at the University of British Columbia was employed to conduct full-scale lateral pullout tests on steel pipelines, with different diameters and buried in sand simulating different overburden ratios. Numerical analyses were performed using finite-difference-method-based software with the soil response simulated using Mohr-Coulomb and hyperbolic elastic constitutive models. The input parameters for the initial computer modeling were based only on element testing results. The numerical predictions, using the two soil constitutive models, are compared with the results of lateral pullout tests. The numerical model, after validation with full-scale test results can be used to predict soil loads on pipe for different overburden ratios, pipe sizes and soil properties.

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Amarasinghe, Ruslan S., Dharma Wijewickreme, and Hisham T. Eid. "Some Observations on Soil-Pipe Interface Shear Strength in Direct Shear Under Low Effective Normal Stresses and Large Displacements." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64100.

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Experimental work is undertaken at the University of British Columbia (UBC) to study the soil-pipe interface shear strength at levels of shear displacements and effective normal stresses typically encountered in offshore soil-pipe interaction problems. A macro-scale interface direct shear apparatus having a test specimen footprint of 1.72 m × 1.75 m was designed and built for this purpose. The apparatus is capable of testing various soil-pipe interfaces under effective normal stresses in the range of 3 kPa to 6 kPa. A maximum shear displacement of 1.2 m is achievable at rates ranging from 0.1 μm/s to 1 mm/s. Sensors mounted at the interface enable the accurate determination of the effective normal stress at the interface when fully saturated fine-grained soils are tested. This paper presents some observations arising from a series of interface direct shear tests involving fine-grained soils of different plasticity against bare and epoxy coated steel surfaces.

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Gilley, Brett H., and Chris Gradin. "LAYERS OF LEARNING: A COLLABORATION BETWEEN EARTH OCEAN AND ATMOSPHERIC SCIENCES AND THE ACADEMIC ENGLISH PROGRAM IN THE VANTAGE ONE PROGRAM AT THE UNIVERSITY OF BRITISH COLUMBIA." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-308055.

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Ostafichuk, Peter M., H. F. Machiel Van der Loos, and James Sibley. "Using Team-Based Learning to Improve Learning and the Student Experience in a Mechanical Design Course." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39270.

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Abstract:

In 2008, a design course on mechanical components (MECH 325) at the University of British Columbia was converted from a conventional lecture-based format to a team-based learning (TBL) format. The MECH 325 course is content-rich and covers the characteristics, uses, selection, and sizing of common mechanical components (including gears, flexible drives, bearings, and so on). With the shift in course format to TBL, student performance on exams as well as responses to teaching evaluations and course surveys all indicate an improvement in the students’ perception of the course and student learning. Specifically, performance on multiple choice exam questions from different years (remaining similar in both style and difficulty) increased by 17%. Likewise, on official University teaching evaluations over a five-year period, students rated the TBL version of the course as having a reduced workload, seeming less advanced, seeming more relevant, and being more interesting. On informal course surveys, 76% of students on average indicated they felt the various elements of TBL were effective towards the course aims. Finally, from instructor observations, the shift to TBL has resulted in increased student engagement and collaboration, and an increased emphasis on higher-level learning, such as application, synthesis, and judgment.

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Çalisal, S. M., D. B. Danisman, Ö. Gören, K. Gould, P. Maurice, and V. Klaptocz. "Reduction of Wave Resistance of Displacement Vessels by Waterline Parabolization." In SNAME Maritime Convention. SNAME, 2009. http://dx.doi.org/10.5957/smc-2009-053.

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Waterline parabolization is a method to reduce the wave resistance of a displacement type hull with a parallel mid-body by adding amidships bulbs to the hull. Tow tank tests of the optimized bulbs at ITU confirmed that significant reductions in total resistance were obtained. This paper describes the use of a nonlinear optimization technique developed at the University of British Columbia (UBC) and tank testing at Istanbul Technical University (ITU) to find the optimum shape and location of midship bulbs as well as midship bulbs and a bow bulb together. Tow-tank tests at UBC and ITU have shown that mid-ship bulbs can provide significant reductions in total resistance. The study validated the use of the technique both constraining the displacement and when only constraining the draft (retrofit). The optimization algorithm considers only wave resistance which is calculated with a Dawson's method type program; TRAWSON. In this study a RO/RO ferry hull is used as the baseline hull form. The tank tests revealed that the bulb location and geometry identified as the optimum, at Froude number Fn = 0.33, by the optimization program achieved a reduction in total resistance of 15 percent at constant displacement and retrofit applications.

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Reports on the topic "British Columbia. University"

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Empey, Heather. Faculty knowledge and perceptions of open access publishing at UNBC. Self, 2016. http://dx.doi.org/10.24124/2016/59114.

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This report is meant to summarize the results of a survey of UNBC faculty undertaken in 2016. Researchers from three institutions (Nipissing University, Royal Roads University and the University of Northern British Columbia) collaborated on this study and results were collected for all institutions.

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