Relevant bibliographies by topics / University of Arizona. School of Mines

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

Academic literature on the topic 'University of Arizona. School of Mines'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "University of Arizona. School of Mines"

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Carroll, James L., and Jerry D. Harris. "School psychology at Arizona State University." School Psychology Quarterly 5, no. 1 (1990): 33–45. http://dx.doi.org/10.1037/h0090599.

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Morris, Richard J., John R. Bergan, Shitala P. Mishra, and John E. Obrzut. "School psychology at the University of Arizona." School Psychology Quarterly 6, no. 3 (1991): 223–34. http://dx.doi.org/10.1037/h0088815.

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Cross, Tracy L. "A Highly Successful School–University Partnership." Gifted Child Today 42, no. 2 (2019): 72–73. http://dx.doi.org/10.1177/1076217518825369.

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This column introduces a collaborative partnership between the Center for Gifted Education at William & Mary and the Paradise Valley School District in Phoenix, Arizona. It describes its history and the leadership of the project.
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Lombe, W. C. "Phosphate beneficiation experiments in the School of Mines, University of Zambia." Fertilizer Research 30, no. 2-3 (1991): 213–24. http://dx.doi.org/10.1007/bf01048656.

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Gewin, Virginia. "Billie Turner, Gilbert F. White chair in environment and society, School of Geographical Sciences, Arizona State University, Tempe, Arizona." Nature 452, no. 7188 (2008): 778. http://dx.doi.org/10.1038/nj7188-778a.

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Insoll, Timothy, and Kuldeep Bhan. "Carnelian mines in Gujarat." Antiquity 75, no. 289 (2001): 495–96. http://dx.doi.org/10.1017/s0003598x0008861x.

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In June–July 2000 a sample collection programme was completed in the extant carnelian mines of Jhagadia Taluka, Broach District, Gujarat, Western India (FIGURE 1). The predominant rationale behind the fieldwork is an Africanist one. Namely, to obtain modern comparative material which could be elementally analysed and compared with samples of carnelian beads from archaeological contexts in West and West-Central Africa. For besides local production of carnelian beads in West Africa, it seems that certain examples were also imported via trans-Saharan trade routes, probably from India (Insoll 2000). However, at present such an attribution remains purely hypothetical, based as it is upon the colour, workmanship, and shapes, resembling the carnelian bead production of Western India. Beads known to have been extensively exported in the medieval period, the focus here, and of course before (Theunissenet al. 2000). Thus it is hoped that the geochemical analysis of the carnelian samples from Gujarat will either prove or disprove a trade to West Africa. Following a successful pilot study at the NERC LA-ICP-MS facility at Kingston University, the full programme of analysis will now be completed in co-operation with Dr Dave Polya in the new LA-ICP-MS facility at the School of Earth Sciences, University of Manchester.
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Peterson, Patricia J., Alma M. Sandigo, Susan E. Stoddard, Kathleen Abou-Rjaily, and Judith Ulrich. "Changing Lives on the Border: Preparing Rural, Culturally Responsive Special Educators." Rural Special Education Quarterly 39, no. 2 (2019): 71–81. http://dx.doi.org/10.1177/8756870519879066.

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Arizona teacher education programs are largely concentrated in urban or suburban areas, with the majority of practicum experiences and student teaching placements located in the same metropolitan areas. However, in Arizona, 35% of K–12 students are served by the 135 school districts that qualify as “rural.” In the extreme southwest corner of Arizona bordering Mexico, 70% of these rural K–12 students are of Hispanic background with Spanish as their first language, and 26.7% of these Hispanic families are living below the poverty line. The “Grow Your Own” programs described here, developed through university–school district partnerships, are specifically designed to prepare culturally responsive educators to meet the needs and ultimately improve the lives of students with disabilities in southwestern Arizona rural border communities.
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Carpenter, Chris. "Lessons Learned in Developing Human Capital for the Oil and Gas Industry in Kazakhstan." Journal of Petroleum Technology 73, no. 08 (2021): 60–61. http://dx.doi.org/10.2118/0821-0060-jpt.

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This article, written by JPT Technology Editor Chris Carpenter, contains highlights of paper SPE 201272, “Lessons Learned in Developing Human Capital for the Oil and Gas Industry in Kazakhstan,” by Zhassulan Dairov, SPE, KIMEP University and Satbayev University; Murat Syzdykov, SPE, Satbayev University; and Jennifer Miskimins, SPE, Colorado School of Mines, prepared for the 2020 SPE Annual Technical Conference and Exhibition, originally scheduled to be held in Denver, Colorado, 5–7 October. The paper has not been peer reviewed. The World Economic Forum’s (WEF) Human Capital initiative has been implemented at Satbayev University (SU), Almaty, Kazakhstan, during the last 2 years. Participating in this effort are Chevron, Eni, Shell, and the Colorado School of Mines (Mines). The complete paper assesses the effectiveness of project components, such as industry guest lectures, summer internships, and program improvement, and provides lessons learned for human-resource-development initiatives. Introduction In most cases, the industry/ university alliance is intermittent, short-term, and underdeveloped. The engagement of three stakeholders, such as government, industry, and the university, is the most-successful model of joint performance. This approach allows all participants to create competitive advantages in the achievement of common objectives. Moreover, the role of governmental agencies is critical alongside professional organizations in facilitating such cooperation.
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MacLeod, Roy. "Of Men and Mining Education: The School of Mines at the University of Sydney." Earth Sciences History 19, no. 2 (2000): 192–215. http://dx.doi.org/10.17704/eshi.19.2.r471574657lj2m7h.

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Colonial Australian science grew by a process of transplantation, adaptation, and innovation in response to local conditions. The discovery of gold in 1851, and the location of vast resources of other minerals, transformed the colonies, as it did the imperial economy. In this process, the role of mining engineering and mining education played a significant part. Its history, long neglected by historians, illuminates the ways in which the colonial universities sought to guide and direct this engine of change, conscious both of overseas precedent and local necessity. This paper considers the particular circumstances of New South Wales, and the role of the University of Sydney, in seizing the day—and producing a degree—that lasted nearly a century.
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Lindstrom, Fred B., and Ronald A. Hardert. "Kimball Young on the Chicago School." Sociological Perspectives 31, no. 3 (1988): 298–314. http://dx.doi.org/10.2307/1389200.

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Editors' Introduction: Elsewhere in this journal is the article “Kimball Young on Founders of the Chicago School.” As with that article, the following material is taken from the 1968 seminar offered by Kimball Young at Arizona State University, a seminar attended by the editors. These lectures chronicle Young's contacts with George Herbert Mead of the University of Chicago's philosophy department, touch on his student contacts with the political scientist Harold Lasswell, and contain Young's comments upon a number of Chicago faculty and student sociologists he knew: Herbert Blumer, Ernest Watson Burgess, John Dollard, Ellsworth Faris, Philip M. Hauser, Everett Cherrington Hughes, Helen McGill Hughes, Morris Janowitz, William Fielding Ogburn, Robert E. Park, Edward Shils, David Riesman, Samuel A. Stouffer, W. I. Thomas, W. Lloyd Warner, and Louis Wirth.
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Dissertations / Theses on the topic "University of Arizona. School of Mines"

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LeSueur, Philip. "Assessing the University of Arizona Medical School Admission Committee Members’ Knowledge of Predictors of Rural Practice for Medical School Applicants." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/281773.

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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.<br>Objective: There is a disparity in physician to population ratios between rural and urban Arizona. The University of Arizona Medical School has a unique opportunity to increase the supply of physicians serving in rural Arizona through its admissions process. This study is a quality improvement project which examined whether or not the admission committee members at both the Tucson and Phoenix campuses are considering probability of future rural practice when making admission decisions and if they know the evidence based predictors for rural practice. Methods: The admission committee members from the University of Arizona Medical School were asked to fill out a questionnaire regarding their preferences for future rural practitioners and if they knew the two most accurate predictors for rural practice. Results: There were 22 respondents to the survey- 12 out of 13 from Phoenix and 10 out of 14 from Tucson. Fifty-nine percent (n=13) of the total respondents listed likelihood to practice in a rural community as positively affecting their admission decision, 27 percent (n=6) said it does not affect their decision at all, and 13 percent (n=3) said it affects their decision very positively. All 22 respondents correctly identified rural background as one of the two strongest predictors of rural practice while 11 correctly identified stated interest in family practice as the other. Conclusion: The University of Arizona Medical School admissions committees are well positioned to increase the supply of rural physicians in Arizona. Even still, some of the members of the committee could benefit from education regarding accurate predictors of rural practice.
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Arizona, University of. "1985-1987 Graduate Catalog." University of Arizona, 1985. http://hdl.handle.net/10150/288550.

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Arizona, University of. "1991-1993 Graduate Catalog." University of Arizona, 1991. http://hdl.handle.net/10150/296909.

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Sekhadia, Nima Ashok. "Outreach and the Medical School: A Case Study of Institutional Logics of the University of Arizona College of Medicine." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144957.

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Harris, Katherine Grace, and Katherine Grace Harris. "Pendant 7 mois: a documentary on the University of Arizona students opinions during the 2017-2018 academic school year." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/626798.

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The 1962 film by Chris Marker and Peter Lhomme Le Joli Mai explores the mindsets of Parisiens during a critical part in France’s colonial history. It identifies different demographics of the French capital and explores what it means to live in Paris in May 1962, and what it means to be free. This film influenced my decision to create a documentary on the University of Arizona campus that took a small sample of the 43,000 students who attended during this year and asked them similar questions as Marker and Lhomme. The film looks at generational differences, political affiliations, and the idea of freedom and life after college. It’s easy for an individual’s voice to get lost in the sea of students at a large university such as the University of Arizona and this film gives a voice to these students. The interviews presented in this documentary were gathered of the period of seven months between September 2016 and March 2017.The documentary looks at the stigmas behind being a millennial and works to combat these stigmas while addressing the mindsets of each individual student during this year of their life and of their higher education. Le Joli Mai is a French New Wave film and as such exemplifies the time period in which it was made. Pendant 7 mois is a piece that represents the time period by which it was made and will remain as a representation of the University of Arizona students during the 2016-2017 academic year.
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"Writing, Programs, and Administration at Arizona State University: The First Hundred Years." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.8982.

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abstract: Composition historians have increasingly recognized that local histories help test long-held theories about the development of composition in higher education. As Gretchen Flesher Moon argues, local histories complicate our notions of students, teachers, institutions, and influences and add depth and nuance to the dominant narrative of composition history. Following the call for local histories in rhetoric and composition, this study is a local history of composition at Arizona State University (ASU) from 1885-1985. This study focuses on the institutional influences that shaped writing instruction as the school changed from a normal school to teachers` college, state college, and research university during its first century in existence. Building from archival research and oral histories, this dissertation argues that four national movements in higher education--the normal school movement, the standardization and accreditation movement, the "university-status movement," and the research and tenure movement--played a formative role in the development of writing instruction at Arizona State University. This dissertation, therefore, examines the effects of these movements as they filtered into the writing curriculum at ASU. I argue that faculty and administrators` responses to these movements directly influenced the place of writing instruction in the curriculum, which consequently shaped who took writing courses and who taught them, as well as how, what, and when writing was taught. This dissertation further argues that considering ASU`s history in relation to the movements noted above has implications for composition historians attempting to understand broader developments in composition history during the nineteenth and twentieth centuries. Notwithstanding ASU`s unique circumstances, these movements had profound effects at institutions across the country, shaping missions, student populations, and institutional expectations. Although ASU`s local history is filled with idiosyncrasies and peculiarities that highlight the school`s distinctiveness, ASU is representative of hundreds of institutions across the country that were influenced by national education movements which are often invisible in the dominant narrative of composition history. As such, this history upholds the goal of local histories by complicating our notions of students, teachers, institutions, and influences and adding depth and nuance to our understanding of how composition developed in institutions of American higher education.<br>Dissertation/Thesis<br>Ph.D. English 2011
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Aeuckens, Annely. "The people's university : a study of the relationship between the South Australian School of Mines and Industry/South Australian Institute of Technology and the University of Adelaide (with reference to the relationship between the School/Institute and the South Australian Department of Education) 1987-1977." 1989. http://web4.library.adelaide.edu.au/theses/09ARM/09arma255.pdf.

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Books on the topic "University of Arizona. School of Mines"

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Haury, Emil W. Point of Pines, Arizona: A history of the University of Arizona Archaeological Field School. University of Arizona Press, 1989.

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1975-, Sims Robert, and Ueltschi Daniel 1969-, eds. Entropy and the quantum: Arizona School of Analysis with Applications, March 16-20, 2009, University of Arizona. American Mathematical Society, 2010.

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1975-, Sims Robert, and Ueltschi Daniel 1969-, eds. Entropy and the quantum II: Arizona School of Analysis with Applications, March 15-19, 2010, University of Arizona. American Mathematical Society, 2011.

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Linda, Valdez, ed. A doctor's legacy: A memoir of Merlin K. DuVal, founding dean of Arizona's first medical school. Legacy Pub., 2009.

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Workshop on Analytical Methods (1992 University of Zambia). Workshop on Analytical Methods: University of Zambia, School of Mines, 26-29 May 1992. TUDelft, Faculty of Mining and Petroleum Engineering, 1992.

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McCormick, James P. Rah for the engineers!: A century of change. College of Engineering and Mines, University of Arizona, 1986.

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Noyes, Leslie M. Rock poker to pay dirt: The history of Alaska's School of Mines and its successors. University of Alaska Foundation, 2001.

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Michelle, Whittlesey Stephanie, ed. Thirty years into yesterday: A history of archaeology at Grasshopper Pueblo. University of Arizona Press, 2005.

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Reid, J. Jefferson. Prehistory, personality, and place: Emil W. Haury and the Mogollon controversy. University of Arizona Press, 2010.

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Michelle, Whittlesey Stephanie, ed. Prehistory, personality, and place: Emil W. Haury and the Mogollon controversy. University of Arizona Press, 2010.

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Book chapters on the topic "University of Arizona. School of Mines"

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Ellison, Karin D., Challie Facemire, and Joseph R. Herkert. "Designing an EAC Program for the School of Life Sciences at Arizona State University: Early Initiatives and Lessons from the Literature." In Ethics Across the Curriculum—Pedagogical Perspectives. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78939-2_21.

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Hoerig, Karl A., John R. Welch, T. J. Ferguson, and Gabriella Soto. "Expanding Toolkits for Heritage Perpetuation." In Geospatial Research. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9845-1.ch088.

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From 2010 to 2013, the White Mountain Apache Tribe and the University of Arizona, with funding from the National Science Foundation, hosted the Western Apache Ethnography and Geographic Information Science Research Experience for Undergraduates. Designed to foster practical skills and scholarly capacities for future resource managers and anthropologists, this field school introduced Apache and non-native undergraduate students to ethnographic field research and GIS tools. Building upon the extensive arrays of geographical, cultural, and historical data that are available for Western Apache territory, field school students engaged in community-based participatory research with Western Apache elders and tribal natural and heritage resource personnel to contribute to the Western Apache tribes' efforts to document their cultural histories, traditional ecological knowledge, local understanding of geography, and issues of historic and contemporary resource management. This essay reviews the program and traces how student alumni have incorporated skills and perspectives gained into their subsequent academic and professional work.
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Sánchez, Domingo Alfonso Martín, and Ana García Laso. "Experiences in Social Innovation." In Social Entrepreneurship. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8182-6.ch028.

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Convergence is an opportunity to determine the possibility to train students in social skills, assuming that our universities provide valuable training in specific technical and professional skills. This study presents the strategy followed in the Mines and Energy Engineering School of the Polytechnic University of Madrid (UPM from its name in Spanish) to enhance social learning through a program based on the assembly of training practices on Mentoring, Service Learning and social consciousness (Ethics and values in engineering). In this article we discuss about social motivation through social collaboration with qualified entities in the Spanish social landscape such as Tomillo Foundation, Congregation Mary Immaculate as well as looking to a future collaboration with the Ana Bella Foundation.
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Collins, Richard B., Dale A. Oesterle, and Lawrence Friedman. "State Institutions." In The Colorado State Constitution. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190907723.003.0008.

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This chapter explores Article VIII of the Colorado Constitution, on state institutions. Section 1 requires that the general assembly establish and support educational, reformatory, and penal institutions, and empowers it to establish other institutions for the “public good.” The general assembly has liberally used this power to create community colleges, universities, and state colleges. Sections 2 and 3 establish Denver as the state capital unless changed at a general election by a two-thirds vote of the people. Original Section 5 created, as institutions of the new state, the University at Boulder, the Agricultural College at Fort Collins, the School of Mines at Golden, and the school for the deaf at Colorado Springs, and gave them substantial autonomy. A 1970 amendment broadened coverage to all higher education institutions and gave the General Assembly control over them so long as its intent is clearly expressed.
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Childers, Daniel L. "The Socializing of an Ecosystem Ecologist: Interdisciplinarity from a Career Spent in the Long-Term Ecological Research Network." In Long-Term Ecological Research. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780199380213.003.0024.

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The broad interdisciplinarity of my science and my worldview are direct products of my career spent in the Long-Term Ecological Research (LTER) program. I attribute the holistic systems approaches that I use in my teaching and mentoring to my career spent in the LTER program. I am able to converse with a broad array of collaborators and practitioners because of my career spent in the LTER program. My career is rich with interdisciplinary collaborations and partnerships thanks to the LTER program. My life is rich with friends that I have met throughout my career spent in the LTER program. There are probably few mid-career scientists who have spent virtually all of their careers associated with the LTER network. As one of these few, I view this as a tremendous asset. My experiences in the LTER program began in 1983 with the North Inlet Program (NIN), where my master’s research, advised by the late Hank McKellar, involved modeling salt marsh ecosystem dynamics. After completing my PhD at Louisiana State University (LSU) in 1989, I returned to the NIN for a 3-year postdoctoral fellowship with Fred Sklar at the Baruch Marine Laboratory. I worked with Fred on another of his National Science Foundation (NSF) grants, but there was considerable overlap between that research and the work being done at NIN. When the NSF released a solicitation for new coastal LTER sites in 1998, I was an assistant professor at Florida International University (FIU) in Miami. We gathered a core group of Everglades colleagues and answered this solicitation with a proposal to study coastal ecosystem dynamics in the Florida Everglades. Our proposal was successful, and by early 2000 the new Florida Coastal Everglades LTER program (FCE) was off and running. I directed FCE from its inception until I left FIU in 2008 for Arizona State University (ASU). On arriving at ASU in 2008, I immediately became involved with the Central Arizona–Phoenix (CAP) LTER program. I was excited about my move to ASU and the new School of Sustainability because I felt as if it were a rare mid-career opportunity to change the trajectory of, and perhaps even the impact of, my career.
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Palmer, Bruce R., Dana Abdeen, Walid Khalfaoui, et al. "Successes in the Development of an Arabian Gulf Materials Program." In Materials Science and Engineering. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1798-6.ch009.

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A materials research program was established to identify new corrosion resistant stainless steel alloys for the oil and gas industry. One important goal of this work was developing professionals to address the critical materials issues in the Arabian Gulf Region. This chapter reports the results of these efforts. Development of research professionals involved a multifaceted approach. One key element involved laboratory work to develop the critical research tools required in this area. The effort also included development of important course content for both undergraduate and graduate-level materials education. The research in this program stems from a collaboration between Texas A&amp;M University at Qatar and the Colorado School of Mines. Collaboration provided many of the important tools required for this new Middle Eastern education initiative. The present chapter describes the challenges that were addressed in order to develop crucial new materials research and education capabilities in this major petroleum producing region.
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Palmer, Bruce R., Dana Abdeen, Walid Khalfaoui, et al. "Successes in the Development of an Arabian Gulf Materials Program." In Handbook of Research on Recent Developments in Materials Science and Corrosion Engineering Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8183-5.ch016.

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A materials research program was established to identify new corrosion resistant stainless steel alloys for the oil and gas industry. One important goal of this work was developing professionals to address the critical materials issues in the Arabian Gulf Region. This chapter reports the results of these efforts. Development of research professionals involved a multifaceted approach. One key element involved laboratory work to develop the critical research tools required in this area. The effort also included development of important course content for both undergraduate and graduate-level materials education. The research in this program stems from a collaboration between Texas A&amp;M University at Qatar and the Colorado School of Mines. Collaboration provided many of the important tools required for this new Middle Eastern education initiative. The present chapter describes the challenges that were addressed in order to develop crucial new materials research and education capabilities in this major petroleum producing region.
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Peiss, Kathy. "Prologue." In Information Hunters. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190944612.003.0001.

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This book grew out of a chance discovery of an online memorial to an uncle I never knew. Reuben Peiss had been a librarian at Harvard when World War II began, and like many in academia, he was recruited into the Office of Strategic Services, the nation’s first intelligence agency. As a field agent based in Lisbon and Bern, he developed a network of book dealers and private individuals to acquire timely publications for intelligence analysis. When the Allies pushed into Germany, he worked with documents-gathering teams to uncover records of war crimes, caches of Nazi propaganda, and book collections buried in caves and mines. After the war, he headed an overseas mission of the Library of Congress to acquire works published in wartime Germany and occupied countries for American research libraries. When he returned, he worked in the State Department and taught at the library school of the University of California, Berkeley. Plagued with chronic illness, he lived a short life, dying in 1952 at age forty....
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Black, Donald. "THE ELEMENTARY FORMS OF CONFLICT MANAGEMENT**Reprinted with permission (and minor revision) from pages 43–69 in New Directions in the Study of Justice, Law, and Social Control, prepared by the School of Justice Studies, Arizona State University. New York: Plenum Press, 1990.This essay was originally presented in the Distinguished Scholar Lecture Series, School of Justice Studies, Arizona State University, Tempe, February 9, 1987. I thank the following people for commenting on an earlier draft: M. P. Baumgartner, Albert Bergesen, Albert K. Cohen, Mark Cooney, Kathleen Ferraro, John Griffiths, John Hepburn, John Herrmann, Allan V. Horwitz, Pat Lauderdale, Calvin Morrill, Michael Musheno, Annamarie Oliverio, Roberta Senechal, and James Tucker." In The Social Structure of Right and Wrong. Elsevier, 1993. http://dx.doi.org/10.1016/b978-0-12-102800-8.50010-7.

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Axtell, Robert. "Endogenous Firm Dynamics and Labor Flows via Heterogeneous Agents ✶ ✶Support from the John D. and Catherine T. MacArthur Foundation, the National Science Foundation (0738606), the Small Business Administration (SBAHQ-05-Q-0018), and the Mercatus Center at George Mason is gratefully acknowledged. I have no relevant or material financial interests that relate to the research described in this paper or the associated model. Earlier versions of this work were presented at research institutions (Aix-en-Provence, Arizona State, Brookings, Carnegie Mellon, Emory, Esalen, Essex, George Mason, Georgia, Georgia Tech, James Madison, Leicester, Leiden, Limerick, Nanyang Technological University, New School for Social Research, Office of Financial Research, Oxford, Queen Mary and Westfield, Sant' Anna (Pisa), Santa Fe Institute, Turino) and conferences (Eastern Economic Association, INFORMS, Society for Computational Economics, Southern Economic Association) where comments from attendees yielded significant improvements. For helpful feedback on the manuscript I am grateful to Zoltan Acs, Luis Amaral, Brian Arthur, David Audretsch, Bob Axelrod, Bob Ayres, Eric Beinhocker, Margaret Blair, Pete Boettke, David Canning, Kathleen Carley, John Chisholm, Alex Coad, Herbert Dawid, Art DeVany, Bill Dickens, Kathy Eisenhardt, Joshua Epstein, Doyne Farmer, Rich Florida, Duncan Foley, Xavier Gabaix, Chris Georges, Herb Gintis, Joe Harrington, John Holland, Stu Kauffman, Steve Kimbrough, Paul Kleindorfer, Blake LeBaron, Axel Leijonhufvud, Bob Litan, Francesco Luna, Jim March, Michael Maouboussin, Greg McRae, Benoit Morel, Scott Moss, Paul Omerod, J. Barkley Rosser Jr., Martin Shubik, Gene Stanley, Dan Teitelbaum, Leigh Tesfatsion, Sid Winter and several people who are no longer with us: Per Bak, Michael Cohen, Ben Harrison, Steve Klepper, Sam Kotz, and Benoit Mandelbrot. The late Herb Simon inspired and encouraged the work. Anna Nelson and Omar Guerrero each advanced the work through their Ph.D. dissertations. Thanks are due Miles Parker and Gabriel Balan for implementing the model in Java, first in Ascape and then in Mason. Errors are my own." In Handbook of Computational Economics. Elsevier, 2018. http://dx.doi.org/10.1016/bs.hescom.2018.05.001.

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Conference papers on the topic "University of Arizona. School of Mines"

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Lucena, Juan, Jason Delborne, Katie Johnson, Jon Leydens, Junko Munakata-Marr, and Jen Schneider. "Integration of Climate Change in the Analysis and Design of Engineered Systems: Barriers and Opportunities for Engineering Education." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64975.

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The goal of this paper is to begin mapping perspectives of engineering faculty on barriers and opportunities related to the integration of climate change in the analysis and design of engineered systems (CC&amp;ES). Although both sustainability and renewable energy have been receiving increasing attention in engineering education for quite some time, climate change, especially as it relates to engineered systems, has yet to become a widely accepted topic of teaching and research. From recent literature on engineering education and from interviews with engineering faculty, a picture emerges of whether and how climate change is an important dimension in the analysis and design of engineered systems. From those sources, we begin to see what it might take to incorporate the relationship between climate change and engineered systems in engineering education, what the barriers and opportunities to this incorporation might be, and what strategies might be available to institutionalize this incorporation in engineering education. Support for this paper comes from a larger research project on “Climate Change, Engineered Systems, and Society” which has the goal to develop conceptual and educational frameworks and networks of change agents to promote effective formal and informal education for engineering students, policymakers and the public at large. The project partners include the National Academy of Engineering (NAE), Arizona State University, Boston Museum of Science, Colorado School of Mines (CSM), and the University of Virginia. Within this larger team, the CSM team is planning to develop a testbed for the incorporation of CC&amp;ES in engineering education. Hence, our first step is to find related curricular innovations in the engineering education literature and perspectives from engineering faculty on barriers and opportunities to the integration of CC&amp;ES in engineering education.
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Atkins, Rachel M., Karl W. Wegmann, Chester Brewer, and David McConnell. "GEOJOURNEY: IMPROVING UNDERGRADUATE PATHWAYS INTO THE GEOSCIENCES THROUGH AN OUTDOOR EXPERIENTIAL HIGH SCHOOL-TO-UNIVERSITY BRIDGE COURSE." In GSA Annual Meeting in Phoenix, Arizona, USA - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019am-337509.

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"Schedule and abstract book for the Ninth Annual Undergraduate Research Conference at the Interface of Biology and Mathematics." In Annual Undergraduate Research Conference at the Interface of Biology and Mathematics. National Institute for Mathematical and Biological Synthesis (NIMBioS), 2017. http://dx.doi.org/10.7290/aurcibm09.

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Collection of abstracts from the ninth Annual Undergraduate Research Conference at the Interface of Biology and Mathematics. Plenary speaker: Kiona Ogle, The School of Informatics, Computing, and Cyber Systems, Northern Arizona University. Featured speaker: Katherine J. Evans, Group Leader, Computational Earth Sciences, Oak Ridge National Laboratory.
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Syzdykov, Murat, Zhassulan Dairov, and Jennifer Miskimins. "Improving the Local Research Capacity through the Industry-Academia Collaboration in Kazakhstan." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205977-ms.

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Abstract Kazakhstan has set a lofty goal of becoming one of the world's top 30 developed countries by 2050. This can be accomplished by growing up well-versed, competent, and forward-thinking human capital. We previously discussed curriculum, courses, internships, and student development as part of the World Economic Forum (WEF) pilot project supported by Chevron, Eni, and Shell (Sponsors) to strengthen oil and gas human capital in Kazakhstan (SPE-195903 and SPE-201272). During regular visits, the WEF sponsors and Colorado School of Mines (Mines) could assess the Satbayev University (SU) PE department and underlined the importance of faculty growth. Academic workshops on topics such as course and syllabus design, student assessment, and ABET accreditation standards have been held both offline and online. Meanwhile, to advance the PE program, faculty research capacity must be globally competitive. To begin, the Kazakhstani government distributed visiting scholarship awards on behalf of the supporting World Bank in 2018. Shell Kazakhstan took the initiative and co-funded two PhD candidates so they could perform their research experiments at Pennsylvania State University (PennState). In addition, Mines has gone above and beyond the WEF scope by offering two fully-funded PhD scholarships to exceptional SU faculty. Through the newly constituted Industry-Advisory Board (IAB), the WEF Sponsors emphasized strong contact with the industry, which assisted in identifying a few research topics. These discussions resulted in formulation of four research proposals that were submitted to the Ministry of Education and Science Grants in 2020 and are being co-funded by Sponsors. This collaboration has yielded the approval of two projects by the State. Finally, under the auspices of the IAB meetings, the PE department has been offered opportunity to collaborate with the national KazMunayGas on the company-related project. While academic cooperation is well-known, research and its outcomes are even more critical in today's fast-changing environment. Universities must quickly adapt to industry best practices while remaining committed to their global mission of contributing to national growth and human potential. This paper discusses effective approaches for industry-academia collaboration.
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Pascual, Laura, John Abresch, and Anna Seiffert. "Communicating Collections: Strategies for Informing Library Stakeholders of Collections, Budget, & Management Decisions." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317142.

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A challenging aspect of the collection management process is effectively communicating with stakeholders about library resources. Communication can range from obtaining patron feedback integral in collection planning to effective messaging elaborating on collection budgets and cancellation decisions. It has also become increasingly necessary to explain the various acquisition models that affect the landscape of library content and use of electronic resources. In this paper, the University of South Florida will present the results of a survey of the approaches used in academic library websites to communicate collection policies along with related considerations, statistics and data, justifications, and factors affecting selection practices. Information about the important elements used to construct a dialog with faculty and administration in order to demonstrate the costs and value of library resources to those in the academic community is included. A case study demonstrating the practical implementation of these communication principles at the Arthur Lakes Library at the Colorado School of Mines will be discussed. The study will show how the Library was able to break free from a cycle of collection stagnation, which was perpetuated by a lack of effective communication. The result was that the Library was able to tell a story with data in order to communicate a message, as well as strengthen their partnerships with faculty regarding collection management.
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Mirzamoghadam, Alexander V., and Jacob C. Harding. "The Teaching Value of Defining Iterative Design Projects in Serving Capstone Engineering Undergraduate Education." In ASME Turbo Expo 2013: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/gt2013-95217.

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In the past several years, the traditional fourth year “hands-on” requirement for engineering programs in the US is being satisfied by what is now called Capstone Senior Design Project (herein referred to as CSDP). The engineering CSDP program director sends a call to the local industries within the State for solicitation of project proposals that will be worked on by the interdisciplinary engineering student team. Each industrial participant will have to contribute a preset budget defined by the program to the engineering school for each submitted proposal that has been selected by the student team. Honeywell has been an avid participant in the University of Arizona CSDP program for the past several years. Rather than define a simple CSDP that can be fully completed in the first attempt, the author has sought the value of teaching iterative design to the student team by defining a multi-year CSDP scope, in that after the first year, each successive team learns from the past design and implements its own improvement to the design it inherits. This paper gives an overview of Honeywell’s CSDP titled “Measuring Heat Transfer in Annular Flow Between Co-Rotating or Counter-Rotating Cylinders”. Now in its fourth iteration, each wave of student team has been able to understand the complexity of the design, the challenge of testing for structural integrity, the controllability of implementing a balanced system of heat gain and loss to reach steady state operation, the evolution of starting with slip ring temperature measurements and ending at wireless telemetry, DOE testing to rank influencing variables, and heat transfer correlation of the data relating Nusselt versus Reynolds number. Beginning with the first year CSDP team, this paper covers the design approach selected by that team, its results, and the lessons learned as a result of failure in meeting the full requirements, which is then taken on by the next group of students the following year.
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