Log in

Relevant bibliographies by topics / Cornell University. College of Law

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Cornell University. College of Law'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Cornell University. College of Law.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Cornell University. College of Law"

1

Storey-Johnson, Carol, and Peter M. Marzuk. "Weill Cornell Medical College of Cornell University." Academic Medicine 85 (September 2010): S412—S417. http://dx.doi.org/10.1097/acm.0b013e3181ea29b7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Kelliher, Sean B. "Joan and Sanford I. Weill Medical College of Cornell University." Academic Medicine 80, no. 12 (December 2005): 1120. http://dx.doi.org/10.1097/00001888-200512000-00011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Currie, Susan, Howard Raskin, Samuel Demas, Kristine Kreilick, and Charles McNamara. "Cornell University Libraries' Security Checklist." Library & Archival Security 7, no. 2 (February 4, 1986): 3–13. http://dx.doi.org/10.1300/j114v07n02_02.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Ehrenberg, Ronald G. "Adam Smith Goes to College: An Economist Becomes an Academic Administrator." Journal of Economic Perspectives 13, no. 1 (February 1, 1999): 99–116. http://dx.doi.org/10.1257/jep.13.1.99.

Full text

Abstract:

The author asks whether it is useful to view universities in a utility-maximizing framework and shows that university organizing virtually guarantees that the utility-maximizing model is the incorrect approach. He then discusses resource allocation issues at Cornell and reflects upon how concepts that are obvious to economists helped or hindered decision making at Cornell. The author hopes to convey not that economic concepts are irrelevant in operating a university, but rather that it takes a long time to explain to all the actors in the system why these concepts should matter and even longer to actually make them matter.

APA, Harvard, Vancouver, ISO, and other styles

5

Fields, Cheryl. "Editorial: Demystifying College and University Law." Change: The Magazine of Higher Learning 35, no. 3 (May 2003): 4–5. http://dx.doi.org/10.1080/00091380309604095.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Gómez Sobrino, Isabel. "Isabel GÓMEZ SOBRINO, «Jesse Graves, cuatro poemas inéditos»." Hermēneus. Revista de traducción e interpretación, no. 20 (December 13, 2018): 627–35. http://dx.doi.org/10.24197/her.20.2018.627-635.

Full text

Abstract:

Los cuatro poemas inéditos presentados a continuación pertenecen al poeta norteamericano Jesse Graves. Jesse Graves nació en Knoxville, Tennessee en 1973. Pasó su infancia en Sharps Chapel, lugar que cobrará gran importancia en el paisaje retratado en muchos de sus poemas. Recibió su doctorado en la Universidad de Tennessee y fue lector en la Universidad de Nueva Orleans durante un año. Actualmente imparte clases de literatura y creación literaria en East Tennessee State University donde hemos colaborado juntos en un recital bilingüe sobre su poesía en nuestro centro de enseñanza. Él mismo me ha proporcionado estos poemas que he traducido para su difusión internacional puesto que su voz está adquiriendo cada vez más renombre en los círculos intelectuales norteamericanos. La poesía de Jesse Graves ha sido reconocida a lo largo de su carrera con varios premios. En el 2014 recibió el Phillip H. Freund Award de escritura creativa de la Universidad de Cornell. En el 2015 la organización Fellowship of Southern Writers le concedió el James Still Award en su apartado denominado Writing about the Appalachian South (Escritura sobre el Sur de los Apalaches). Su primer libro de poemas, Tennessee Landscape with Blighted Pine (2011), ganó el premio Weatherford Award in Poetry otorgado por el Berea College y el reconocimiento como Libro del Año por la Asociación de Escritores de los Apalaches. Su segundo libro, Basin Ghosts (2014), también recibió el premio Weatherford Award in Poetry en el 2015. En la poesía de estos dos libros el paisaje es de gran importancia, ya sea el del sur de los EE. UU., así como otros lugares de la geografía norteamericana. El paisaje se presenta en diálogo con recuerdos del pasado pero sin obviar emociones más personales que rezuman en los poemas. En el proceso traducción se ha intentado mantener el tono de cada poema original. Esto se puede observar en la diferencia entre el tono un tanto trivial con el que comienza el poema «Deuda» y la intensidad de «Alepo» o la carga emocional en «Recuerdo de un niño a quien nunca conocí» y la universalidad poética de «Hombre maldiciendo la noche». Así bien, en las presentes traducciones, se ha mantenido la voz poética original del autor ajustándonos a la lengua en traducción, en este caso, el español. Todos los poemas aquí traducidos son inéditos. En la bibliografía se pueden consultar los datos de libros de poemas publicados por Jesse Graves.

APA, Harvard, Vancouver, ISO, and other styles

7

Brier, Ellen M. "The Controversy of the Underprepared Student at Vassar College and Cornell University, 1865–1890." Review of Higher Education 8, no. 4 (1985): 357–73. http://dx.doi.org/10.1353/rhe.1985.0014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Mullowney, William J., and Kathleen Curry Santora. "The Happy Practice of College and University Law." Change: The Magazine of Higher Learning 46, no. 3 (May 4, 2014): 14–17. http://dx.doi.org/10.1080/00091383.2014.905418.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Kaufman, S. "COCORP: Northern California‐Nevada area and Southern Appalachian area: Part III." GEOPHYSICS 51, no. 11 (November 1986): 2162–63. http://dx.doi.org/10.1190/1.1442069.

Full text

Abstract:

The Consortium for Continental Reflection Profiling (COCORP) announces the availability of data packages and digital tapes for two areas: N. Cal‐Nevada area consisting of line 8 Nevada and line 7 California covering 282 line‐km; and Southern Appalachian area, part III, consisting of Florida lines 1, 2, and 4 and Georgia lines 10, 11, 12, 13, 14, and 15 covering 578.4 line‐km. The costs are the costs of reproduction and shipping, only. The COCORP activity is part of the U.S. Geodynamics Program sponsored by the National Academy of Sciences and funded by the National Science Foundation. The executive group of the consortium consists of representatives from Cornell University, Dartmouth College, Princeton University, Rice University, and the University of Wisconsin. Cornell University is the operating institution.

APA, Harvard, Vancouver, ISO, and other styles

10

Kaufman, S. "COCORP: Northwest Cordillera and Southern Appalachian regions." GEOPHYSICS 52, no. 7 (July 1987): 1015. http://dx.doi.org/10.1190/1.1442354.

Full text

Abstract:

The Consortium for Continental Reflection Profiling (COCORP) announces the availability of seismic reflection data sheets, map sheets, and digital tapes for two regions: (1) the Northwest Cordillera area covering 532 line‐km consisting of Washington lines 1–5, 7, 8; Idaho lines 1, 2; and Montana lines 1, 2; and (2) the Southern Appalachian area covering 1073 line‐km consisting of Florida lines 1, 2, 4; and Georgia lines 10–21, 24. The COCORP operation is part of the U.S. Geodynamics Program sponsored by the National Academy of Sciences and funded by the National Science Foundation. The executive group of the consortium consists of representatives from Cornell University, Dartmouth College, Princeton University, Rice University, and the University of Wisconsin. Cornell University is the operating institution.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Cornell University. College of Law"

1

Arizona, University of. "1986-1988 College of Law Catalog." University of Arizona, 1986. http://hdl.handle.net/10150/288551.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

College, of Law University of Arizona, and John Kenneth Nichols. "The University of Arizona College of Law, 1915-1987." College of Law, University of Arizona (Tucson, AZ), 1987. http://hdl.handle.net/10150/611538.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Suryadevara, Krishna K. "Alcohol and drug use on an Historically Black College and University (HBCU) campus." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1991. http://digitalcommons.auctr.edu/dissertations/1733.

Full text

Abstract:

This thesis examines the extent and patterned use of alcohol and other drugs on the campus of the University of Arkansas at Pine Bluff (one of the Historically Black Colleges and Universities in the United States) during the fall of 1990. The sample consisted of 245 upper (N=73) and lower (N=167) level students; 126 males and 119 females. The study has two major objectives: (1) The construction of a profile of the sample along three dimensions (demographic characteristics, use of alcohol and other drugs, and awareness of alcohol and other drugs); and, (2) Testing of the following hypotheses: (1) College students use alcohol more frequently for social reasons than for relieving tension or depression; (2) Males use alcohol more frequently than females; (3) Males consume alcohol in larger quantities than females in any one usage situation; (4) Students with a stronger sense of well-being (as measured on the Generalized Content Scale and Index of Self-Esteem) use drugs and alcohol less frequently than those with a weaker sense of well-being; (5) Alcohol and drug users have more positive attitudes toward alcohol and drugs than do non-users; (6) Students whose parents use drugs and alcohol, use alcohol and drug more frequently than do students whose parents do not use drugs; and. (7) Students who are products of two-parent families use alcohol and drugs less frequently than those who are products of a one-parent family. Hypotheses 1.2, and 3 were confirmed and 6 was partially confirmed. The most significant finding was that the use of alcohol and drugs constituted no major campus problem. A very small proportion used alcohol regularly or heavily and a minuscule number used other drugs. Furthermore, all students used alcohol and drugs for social rather than psychological reasons.

APA, Harvard, Vancouver, ISO, and other styles

4

Hollenbaugh, Michael Steven. "Black Letter Law and The For-Profit College." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1447329970.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

College, of Law University of Arizona. "Law Catalog, 1986-1988." College of Law, University of Arizona (Tucson, AZ), 1986. http://hdl.handle.net/10150/611537.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

College, of Law University of Arizona. "Law Catalog, 1989-1991." College of Law, University of Arizona (Tucson, AZ), 1989. http://hdl.handle.net/10150/612016.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

College, of Law University of Arizona. "Law Catalog, 1997-2000." College of Law, University of Arizona (Tucson, AZ), 1997. http://hdl.handle.net/10150/612017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

College, of Law University of Arizona. "Law Catalog, 1999-2002." College of Law, University of Arizona (Tucson, AZ), 1999. http://hdl.handle.net/10150/612018.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

College, of Law University of Arizona. "Law Catalog, 2000-2002." College of Law, University of Arizona (Tucson, AZ), 2000. http://hdl.handle.net/10150/612021.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

College, of Law University of Arizona. "Law Catalog, 2001-2003." College of Law, University of Arizona (Tucson, AZ), 2001. http://hdl.handle.net/10150/612022.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Cornell University. College of Law"

1

Alexander, Kern. American college and university law. New York: Routledge, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Cleland, Jennifer. Sage Hall: Experiments in coeducation and preservation at Cornell University. Ithaca, NY: PhG publishing, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

International Equine Neurology Conference (1997 Ithaca, N.Y.). International Equine Neurology Conference: College of Veterinary Medicine, Cornell University, July 11-13, 1997. [Ithaca, N.Y: College of Veterinary Medicine, Cornell University, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

International Equine Neurology Conference (1997 Ithaca, N.Y.). International Equine Neurology Conference: College of Veterinary Medicine, Cornell University, July 11-13, 1997. [Ithaca, N.Y: College of Veterinary Medicine, Cornell University, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Turk, Kenneth L. Animal husbandry at Cornell University: A history and record of development from 1868 to 1963. Ithaca, N.Y: College of Agriculture and Life Sciences at Cornell University, 1988.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Doyle, Barry, and John O'Regan. UCD Sutherland School of Law, University College Dublin. Oysterhaven, Kinsale, Co. Cork, Ireland: Gandon Editions, 2013.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

The Law School of University College Dublin: A history. Dublin, Ireland: Four Courts Press, 2014.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Stanton, B. F. Agricultural economics at Cornell: A history, 1900-1990. Ithaca, N.Y: Cornell University, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Han-yu, Shen, ed. Predicting the future: An illustrated history and guide to the techniques. New York: H.N. Abrams, 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

World, Equine Airways Symposium (3rd 2005 Ithaca N. Y. ). World Equine Airways Symposium: July 20-22, 2005 : at the College of Veterinary Medicine, Cornell University, Ithaca, New York, USA. [Ithaca, N.Y.]: Cornell University, 2005.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Cornell University. College of Law"

1

Reding, Colleen. "American University Washington College of Law." In Grad's Guide to Graduate Admissions Essays, 43–45. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Reding, Colleen. "University of Florida Levin College of Law." In Grad's Guide to Graduate Admissions Essays, 15–18. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235361-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Johnson, Matthew. "Gratz v. Bollinger." In Undermining Racial Justice, 215–42. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501748585.003.0009.

Full text

Abstract:

This chapter studies Gratz v. Bollinger, which challenged the racially attentive undergraduate admissions practices of the College of Literature, Science, and the Arts in the University of Michigan (UM). Grutter v. Bollinger, which challenged the Law School's admissions practices, was filed soon thereafter. These cases put UM on a crash course with the Supreme Court. The chapter then highlights UM's defense of affirmative action, showing how the university's co-optation of racial justice aligned with the rightward shift of the Supreme Court since the 1980s. UM leaders' preference for diversity over the social justice rationale, their discomfort with enrollment targets, their efforts to make affirmative action serve business interests, and their selective incorporation of social science that promoted the benefits of interracial contact all made UM's chances of swaying at least one conservative justice more likely.

APA, Harvard, Vancouver, ISO, and other styles

4

vanden Heuvel, William. "Growing Up in the Age of Roosevelt." In Hope and History, 3–13. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501738173.003.0002.

Full text

Abstract:

This chapter tells the story of Ambassador vanden Heuvel's boyhood and family life in Rochester, New York. The son of immigrants, he grew up in the boarding house run by his Belgian mother, Alberta. His Dutch father, Joost, was a labourer in a local factory. He describes the vibrant life of his close family and immigrant neighbourhood in the years before World War II. A precocious personality, he showed a passion for politics at a young age, handing out fliers for FDR and meeting Eleanor Roosevelt. He excelled in school, graduating high school at 15 and gaining a place at Deep Springs College in California. From there he enrolled at Cornell University and Cornell Law School, where he was editor of the Law Review. Upon graduation, he joined the law firm of General William J. "Wild Bill" Donovan and enlisted in the Air Force as the Korean War was in full force.

APA, Harvard, Vancouver, ISO, and other styles

5

Dorn, Charles. "“A Wedding Ceremony Between Industry and the University”." In For the Common Good. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9780801452345.003.0010.

Full text

Abstract:

This chapter discusses the rising ethos of affluence in higher education, which had profound implications for colleges and universities. Whereas earlier in the century, commercialism had led a growing number of Americans to value higher education as a means by which to achieve professional success, many people now concluded that a university degree was a ticket to the good life. In addition to demonstrating the effects of a social ethos of affluence on students' approaches to higher education, the history of the University of South Florida illustrates how colleges and universities similarly prioritized acquiring wealth during the second half of the twentieth century. Although established as a low-cost institution dedicated to undergraduate instruction, the University of South Florida eventually sought to become an affluent “multiversity” by pursuing lucrative research contracts, establishing technology transfer and patent and licensing offices, and raising revenue by increasing the cost of undergraduate education, all in an effort to generate financial resources and elevate institutional prestige.

APA, Harvard, Vancouver, ISO, and other styles

6

Posecznick, Alex. "How to Sell Hope and Mobility." In Selling Hope and College. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501707582.003.0003.

Full text

Abstract:

This chapter describes Ravenwood's position in the higher education market and the kinds of persuasive arguments that members of the community deploy to recruit new students every year. Corporatization in the university has brought the logic and language of markets to these processes, which align with the Jeffersonian paradigm of education and create a somewhat rigid interpretation of institutional mission and risk. Diversification of student enrollment is a safety net from fiscal risk but also reflects the potential watering down of institutional brand. Administrators are thus constantly balancing contradictory tensions in their attempts to secure fiscal security without sacrificing the mission or brand of the institution. Individual counselors also tackle similar propositions within the context of their own careers.

APA, Harvard, Vancouver, ISO, and other styles

7

Posecznick, Alex. "Conclusion." In Selling Hope and College. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501707582.003.0007.

Full text

Abstract:

This concluding chapter sketches a fuller picture of life in institutions such as Ravenwood—disciplined by market and merit. Despite faculty stereotypes, administrators were not universally malicious, incompetent, apathetic, or obsessed only with dollars. Administrators can be a convenient symbol of the corporatization of higher education in the last forty years, and certainly, university administration has been radically transformed over the course of the twentieth century. The chapter also discusses how the confluence of metrics position Ravenwood College and the value of its credential in a particular place in the hierarchy and what the consequences are for how it operates. The ways that administrators interacted with numbers, deployed persuasive scripts, moved individuals through the admission funnel, and handled Ravenwood's financial precarity were partly a logical way to handle their position in the meritocracy.

APA, Harvard, Vancouver, ISO, and other styles

8

Smolla, Rodney A. "The Idea of the University." In Confessions of a Free Speech Lawyer, 213–19. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501749650.003.0024.

Full text

Abstract:

This chapter discloses how the University of Virginia (UVA), with the rest of Charlottesville, braced for the Unite the Right onslaught. It looks into the collection of essays edited by professors Louis P. Nelson and Claudrena N. Harold on the events in Charlottesville in 2017. It also explains Nelson and Harold's observation of UVA prior to the summer of 2017, noting that UVA as an institution generally positioned itself as separate from the city. The chapter explores the layers of complexity and intensity that were unique to UVA, starting from its founding by Thomas Jefferson, who owned slaves, to its complicity in the eugenics movement and resurgence of racism in the 1920s. It also notes how the conflicts of America's culture war and constitutional unconsciousness have played out with special intensity on public and private university and college campuses.

APA, Harvard, Vancouver, ISO, and other styles

9

"Mortgages Mika Oldham (Jesus College, University of Cambridge)." In Land Law, 188–229. Willan, 2013. http://dx.doi.org/10.4324/9781843924609-12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

"Co-ownership and trusts Louise Tee (Lucy Cavendish College, University of Cambridge)." In Land Law, 151–87. Willan, 2013. http://dx.doi.org/10.4324/9781843924609-11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Cornell University. College of Law"

1

Chun’an, Wu, Dong Yile, and Yang Mengyuan. "Research on the Construction and Practice of Learning Early Warning System for College Students Taking the College of Tourism, Huaqiao University as an Example." In Proceedings of the 4th International Conference on Economics, Management, Law and Education (EMLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emle-18.2018.210.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Wang, Chong, Xichun Wang, Yupeng Liu, and Xiaoxia Ou. "The Importance of Dialectical Materialism in University Counselors' Work-Helping College Students to Establish the Correct Dialectical qNew Three Viewq." In 2017 2nd International Conference on Politics, Economics and Law (ICPEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icpel-17.2017.24.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Ryall, Áine. "Designing and delivering experiential learning opportunities: Environmental law in action." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.08.

Full text

Abstract:

This paper reports on the experience gained with an undergraduate Law module – LW3372 Environmental Law: Contemporary Issues in Governance, Regulation and Enforcement – in the academic year 2018/19. This module incorporates specific features designed to enable students to engage with environmental law ‘in action’ through experiential learning opportunities set in the context of a research-based approach to teaching and learning. In 2018/19, the module was restructured to map it on to the Connected Curriculum framework adopted by University College Cork (University College Cork, 2018). This involved, in particular, a stronger focus on the research component which forms part of the assessment for the module and more explicit linkages to law ‘in action’, specifically: how to engage Law to solve contemporary societal challenges. The module also sought to draw out and engage with implementation of the Sustainable Development Goals (SDGs) with a particular focus on Goal 13 Climate Action and Goal 16 Peace, Justice and Strong Institutions (UN General Assembly, 2015). The research objective underpinning this project was to explore and report on the experience of implementing selected elements of University College Cork’s Connected Curriculum framework in an undergraduate module. The project on which this paper is based drew on the detailed framework for curriculum design and renewal developed by Dilly Fung at University College London (UCL) (Fung, 2017). The core principle underpinning UCL’s Connected Curriculum initiative is that students learn through research and active enquiry. One particularly important dimension of the model developed by Fung involves connecting students with research and researchers. Early exposure to frontier research, together with the opportunity to connect directly with researchers and practitioners who are working to solve societal challenges, equips students with invaluable insights into their field of study. It also serves to demonstrate to students the fundamental role of research in society. Connecting effectively with research facilitates a further dimension of the Connected Curriculum framework – ‘outwardfacing student assessments’. In other words, the assessment element of a module or programme, as the case may be, is conceptualised and designed to be the ‘output’ of a student’s own research and enquiry. Depending on the particular model of assessment deployed, this ‘output’ may have an impact on local and wider audiences (e.g. policy briefs, research reports, blogs, podcasts, student-run events etc.). This outward-facing focus, and the emphasis on student-generated outputs, is a key element of delivering impactful experiential learning opportunities in the field of environmental law.

APA, Harvard, Vancouver, ISO, and other styles

4

Zhang, Zhanguo, Lixia Sun, and Jinghua Li. "Research and Practice on the School-Government-Enterprise Cooperative Education Mode of “Trinity, Quartet Linkage” —Taking Mechanical Engineering College of Beihua University as the Example." In Proceedings of the 2018 3rd International Conference on Politics, Economics and Law (ICPEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icpel-18.2018.24.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Mei, Guigui, and Fan Yang. "Analysis on the Current Situation of Employment Market for Private College Graduates and Reflection on Suggestions —A Case Study of Wuhan Technology and Business University." In Proceedings of the 2018 3rd International Conference on Politics, Economics and Law (ICPEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icpel-18.2018.88.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Zhu, Yufang. "Research and Practice on Reforming Higher Mathematics Teaching in Independent Colleges — Based on the South China Business College of Guangdong University of Foreign Studies." In Proceedings of the 1st International Symposium on Innovation and Education, Law and Social Sciences (IELSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ielss-19.2019.41.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Kobayashi, T., M. Kato, H. Sori, Y. Sasai, M. Sato, T. Inada, K. Harada, and T. Okada. "Sustainable Progression of Technology Education for Atomic Energy Engineering in Tsuyama National College of Technology." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-16567.

Full text

Abstract:

This study describes the achievements of a program that provides technology education about low-level radiation to develop practical core engineers. An education program starting at an early age and continuous and consistent educational agendas through seven years of college has been constructed in collaboration with regional organizations. Subjects relating to atomic energy or nuclear engineering were regrouped as “Subjects Related to Atomic Power Education” for most grades in each department. These subjects were included in the syllabus and the student guide book to emphasize a continuous and consistent policy throughout the seven-year period of college study, comprising the five-year system and the additional two-year advanced course. Furthermore, the content of lectures, experiments, and internships was enriched and realigned in collaboration with the Japan Atomic Energy Agency (JAEA), Okayama University, and Chugoku Electric Power Co., Inc. Additional educational materials were developed from inspection visits by teaching staff to atomic energy facilities were also used in the classes. Two student experiment textbooks were developed to promote two of the subjects related to atomic energy: “Cloud Chamber Experiment” and “A Test of γ-ray Inverse Square Law.” In addition to the expansion and rearrangement of atomic power education, research on atomic power conducted for graduation thesis projects was undertaken to enhance educational and research activities. Some examples are as follows: “Study on the Relation between γ Dose Rate and Rainfall in Northern Okayama Area,” “Remote Sensing of Radiation Dose Rate by Customizing an Autonomous Robot,” and “Nuclear Reaction Analysis for Composition Measurement of BN Thin Films.” It should be noted that an atomic-energy-related education working group has been in place officially to continue the above activities in the college since 2011. In consequence, although government subsidy has been decreasing, both human and material resources have been enhanced, and many students with a satisfactory understanding of atomic energy are being developed. This program was partially funded by the Ministry of Education, Culture, Sports, Science and Technology in Japan.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!