Relevant bibliographies by topics / University of New Haven

Contents

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

Academic literature on the topic 'University of New Haven'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "University of New Haven"

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Khandha, Ashutosh. "Yale University Library New Haven, Connecticut." Spine 35, no. 1 (2010): i. http://dx.doi.org/10.1097/01.brs.0000367454.03115.1e.

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Call, Corey. "Our Hero: Superman on Earth TomDe Haven. New Haven: Yale University Press, 2010." Journal of American Culture 34, no. 4 (2011): 415–16. http://dx.doi.org/10.1111/j.1542-734x.2011.00791_7.x.

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Dieckman, Eric A. "Graduate acoustics research at the University of New Haven." Journal of the Acoustical Society of America 145, no. 3 (2019): 1707. http://dx.doi.org/10.1121/1.5101257.

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Barner-Barry, Carol. "Biotechnology: The University-Industrial ComplexMartin Kenney New Haven: Yale University Press, 1985." Politics and the Life Sciences 6, no. 2 (1988): 250. http://dx.doi.org/10.1017/s0730938400003452.

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Gewin, Virginia. "Meg Urry, chair, physics department, Yale University, New Haven, Connecticut." Nature 446, no. 7133 (2007): 344. http://dx.doi.org/10.1038/nj7133-344a.

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Sax, Richard. "Geronimo Robert M.Utley. New Haven, CT: Yale University Press, 2012." Journal of American Culture 37, no. 3 (2014): 357–58. http://dx.doi.org/10.1111/jacc.12244.

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Møllegaard, Kirsten. "Comics Art PaulGravett. New Haven, CT: Yale University Press, 2013." Journal of American Culture 39, no. 2 (2016): 246. http://dx.doi.org/10.1111/jacc.12545.

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Buljević, Zrinka. "ANASTASSIOS ANTONARAS, FIRE AND SAND. ANCIENT GLASS IN THE PRINCETON UNIVERSITY ART MUSEUM, PRINCETON UNIVERSITY ART MUSEUM SERIES, DISTRIBUTED BY YALE UNIVERSITY PRESS. NEW HAVEN AND LONDON, 2012." Opuscula Archaeologica 39/40 (2018): 285–97. http://dx.doi.org/10.17234/oa.39.16.

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Michon, Cédric. "Diarmaid MacCullough, Thomas Cranmer,New Haven, Yale University Press, 1996,692 p." Revue d’histoire moderne et contemporaine 49-4bis, no. 5 (2002): 161a. http://dx.doi.org/10.3917/rhmc.495.0161.

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Gewin, Virginia. "Haifan Lin, director, stem-cell programme, Yale University, New Haven, Connecticut." Nature 443, no. 7110 (2006): 478. http://dx.doi.org/10.1038/nj7110-478a.

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Dissertations / Theses on the topic "University of New Haven"

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Mastroianni, Donna Ann. "A case study of the New Haven Residents' Training Program." Thesis, Boston University, 2002. https://hdl.handle.net/2144/32795.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The New Haven Residents' Training Program [NHRTP] was formed in 1988 as part of a collective bargaining agreement between Yale University and Local 34 Federation of Clerical and Technical Employees. The program operates as a collaborative of Yale, Local 34, and Gateway Community Technical College. This dissertation research began by posing the following research questions: (1) What are the cultural elements of the NHRTP, relative to the program's methods for surviving in and adapting to its external environment? (2) Of these cultural elements, which directly affect how the program is administered? (3) What are some specific examples of how these cultural elements influence the way the program is administered? The qualitative case study method was used to answer the major research questions, using Edgar Schein's theory of organizational culture as a research framework. Data was collected over a seven-month period through observations on-site at the NHRTP office; interviews of university, union, and college staff members involved in the administration of the program; and review of program and partnership documents. The shared basic assumptions of the group (one aspect of the group's culture) were identified when the data demonstrated sufficient continuity and repetition of response. But as data collection progressed it was accentuated that the program functions in a notably relaxed manner, in contrast to publicly-funded job training program standards, and the research question evolved to: Why does the program's external environment, Yale University, allow it to operate in the notably relaxed manner that it does? The response to this evolved research question is addressed in the context of two predominant characteristics identified during data collection: (1) the program's lack of data collection procedures, and (2) the interpersonal relationships between program staff and students and between program staff and Yale University human resources staff. An examination of the significance of the primary and secondary effects of these program characteristics shows that Yale University allows NHR TP to function as it does because it serves as evidence of a successful working relationship between Local 34 and the university.<br>2031-01-01
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Clark, R. Andrew. "American Choral Music in Late 19th Century New Haven: The Gounod and New Haven Oratorio Societies." Thesis, view full-text document, 2001. http://www.library.unt.edu/theses/open/20011/clark%5Fr%5Fandrew/index.htm.

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Galeotti, Marta. "Promuovere le attività di un'università statunitense in territorio italiano: la localizzazione del sito della University of New Haven dedicato al campus di Prato." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/15159/.

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Questa tesi è incentrata sulla localizzazione dall’inglese all’italiano della sezione dedicata al campus di Prato all’interno del sito web della University of New Haven. L’obiettivo di questo progetto è promuovere le attività del campus a livello locale e coinvolgere nelle stesse persone e organizzazioni del posto. Il primo capitolo fornisce una panoramica teorica sulla localizzazione e ne ripercorre la storia. Viene prestata particolare attenzione al modello GILT (Globalizzazione, Internazionalizzazione, Localizzazione, Traduzione) e alla localizzazione per il web. Il secondo capitolo si concentra sul web e sulla nozione di ipertesto. Dapprima si adotta il punto di vista degli utenti, analizzando le loro modalità di lettura online e il concetto di usabilità. In seguito si passa alla prospettiva dei redattori web, che devono possedere competenze specifiche per strutturare e scrivere contenuti web efficaci. Il terzo capitolo affronta il tema della comunicazione accademica istituzionale, caratterizzata dalla marketization, cioè l’uso della lingua con fini promozionali, e dalla humanization, ossia il fatto di associare un’istituzione ai nomi e ai volti di chi ne fa parte. Il quarto capitolo presenta un’analisi preparatoria alla localizzazione vera e propria. Dapprima vengono descritti l’istituzione e l’incarico traduttivo. In seguito si analizzano la struttura della sezione del sito da localizzare nonché i testi di partenza quanto a funzioni e tipologie testuali da una parte e tecniche di marketization e humanization dall’altra. Il quinto capitolo descrive le varie fasi del progetto: la selezione delle risorse linguistiche, la traduzione (con relativo commento) e, infine, la revisione, il controllo della qualità e la chiusura del progetto. La tesi termina con delle considerazioni conclusive che sottolineano le principali novità di questo lavoro e offrono suggerimenti per potenziali ricerche future.
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Huo, Yuhong. "GIS application for city parks in New Haven /." Click for abstract, 1998. http://library.ctstateu.edu/ccsu%5Ftheses/1493.html.

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Thesis (M.S.)--Central Connecticut State University, 1998.<br>Thesis advisor: Xiaoping Shen. " ... in partial fulfillment of the requirement for the degree of Master of Science in Geography." Includes bibliographical references (leaves 52-54).
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Prasad, Nandana. "The JayJay Orphanage in New Delhi, India, a haven and home." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ40433.pdf.

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Keeney, Mark D. "Discrimination in the urban housing market of New Haven, Connecticut : 1960-1990 /." View abstract, 2000. http://library.ccsu.edu/ccsu%5Ftheses/showit.php3?id=1619.

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Thesis (M.S.)--Central Connecticut State University, 2000.<br>Thesis advisor: Brian Somers. " ... in partial fulfillment of the requirements for the degree of Master of Science in Georgaphy." Includes bibliographical references (leaves 95-101).
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Shapiro, Lou William. "Calvinism for a new democracy the origins of the New Haven theology of Nathaniel William Taylor /." Theological Research Exchange Network (TREN) Access this title online, 1987. http://www.tren.com/search.cfm?p048-0020.

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Jeffrey, Lisa A. "Predicting urban water distribution maintenance strategies : a case study of New Haven, Connecticut." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/15121.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Civil Engineering, 1985.<br>MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING.<br>Bibliography: leaf 95.<br>by Lisa A. Jeffrey.<br>M.S.
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Morisse-Corsetti, Daniel R. "At the doorstep of the model city : New Haven, urban renewal and the Oak Street Project /." Abstract and full text available, 2009. http://149.152.10.1/record=b3079683~S16.

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Thesis (M.A.) -- Central Connecticut State University, 2009.<br>Thesis advisor: Leah Glaser. "... in partial fulfillment of the requirements for the degree of Master of Arts in History." Includes bibliographical references (leaves 90-93). Also available via the World Wide Web.
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Zheng, Qi. "BARRIERS TO EYE CARE AMONG PATIENTS WITH DIABETES IN THE GREATER NEW HAVEN AREA." Yale University, 2010. http://ymtdl.med.yale.edu/theses/available/etd-03222010-151332/.

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This study aims to identify the perceived barriers to eye care and to evaluate concerns about vision and eye care among patients with diabetes in the greater New Haven area. A qualitative study applying one-on-one semi-structured interviews and non-participatory observations was conducted to identify the factors that deter diabetics from seeking eye care. Patients were recruited at the Yale Primary Care Center, Diabetes Center and Eye Center, who met the following criteria: 1) have been diagnosed with type 1 or type 2 diabetes and 2) have been referred to an eye center for dilated eye exam and/or treatment. All interviews and discussions were recorded and transcribed. The transcripts were then analyzed to detect recurrent themes. Data collection continued until no new themes emerged. This study showed that lack of awareness and lack of adequate referral to regular diabetic eye exam were viewed as the most common barriers. Many patients had limited awareness that diabetes could affect the eye or lead to blindness. Patients had little knowledge of diabetic retinopathy, or the significance of early screening and intervention. Primary care providers usually emphasized diet and blood sugar control to prevent future complications; diabetic eye care education was not often prioritized. Other barriers included cost, lack of insurance, immobility due to diabetic complications, reluctance to receive medical intervention, and distrust of the services. A strong family history of diabetes and blindness due to diabetes contributed to the awareness of diabetic retinopathy, and as a result motivated patients to seek regular eye care. Raising the awareness of diabetic retinopathy and the risk of vision loss, offering more diabetic eye care education, tracking the status of patients eye exam attendance, and providing adequate eye exam referral to a patient friendly eye clinic may encourage diabetics to attend regular eye exams.
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Books on the topic "University of New Haven"

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internationale, Union académique, ed. Corpus vasorum antiquorum: United States of America : Yale University Art Gallery, New Haven, Connecticut. von Zabern, 2011.

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The Theological Department in Yale College, 1822-1858. Garland Pub., 1987.

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1954-, Freedman Paula B., Frank Robin Jaffee, Bernstein Marianne, and Yale University Art Gallery, eds. A checklist of American sculpture at Yale University. Yale University Art Gallery, 1992.

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International Aegean Conference (9th 2002 Yale University). Metron: Measuring the Aegean bronze age : proceedings of the 9th International Aegean Conference ... New Haven, Yale University ... 2002. Université de Liège, Histoire de l'art et archéologie de la Grèce antique, 2003.

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Scholarly means to evangelical ends: The New Haven scholars and the transformation of higher learning in America, 1830-1890. Johns Hopkins University Press, 1986.

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Buckley, William F. God and man at Yale: The superstitions of "academic freedom". Regnery Books, 1986.

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Cogdell, James W., 1953- editor, Shahidi Freydoon editor, and Soudry David 1956 editor, eds. Automorphic forms and related geometry: Assessing the legecy of I.I. Piatetski-Shapiro : April 23-27, 2012, Yale University, New Haven, CT. American Mathematical Society, 2014.

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Stoller, Ezra. The Yale Art + Architecture Building. Princeton Architectural Press, 1999.

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APL Conference (2001 New Haven, Conn.). Proceedings of the APL 2001 Conference: An arrays odyssey : APL2001 : held at Yale University, 25-28 June, 2001, New Haven, Connecticut, USA. Edited by Siegel David E, Association for Computing Machinery, and SIGAPL. ACM Press, 2001.

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Clark, Alvin L. From Mannerism to Classicism: Printmaking in France, 1600-1660 : November 6, 1987-January 9, 1988, Yale University Art Gallery, New Haven, Connecticut. The Gallery, 1987.

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Book chapters on the topic "University of New Haven"

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Orr, Dominic, Maren Luebcke, J. Philipp Schmidt, et al. "Outlook on a New University Landscape in 2030." In Higher Education Landscape 2030. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44897-4_4.

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Abstract Reflecting the change in perspective taken in this book, our survey put questions about institutional support, governance, quality assurance or financial issues aside. Moreover, digitization is not only a technical innovation but always a social one as well. This fundamental change of perspective leads to questions such as “What does the learner need?” that universities will have to face in the future. Within the survey, international experts were requested to assess the quantitative success of the different learning pathways, distributing current and future students among the four models. Unsurprisingly, the “new” learning paths were expected to become more important, although the actual prospective importance of these learning paths will depend on the supply and demand for academic studies, allowing decision-makers to rethink the educational designs based on the AHEAD modeling.
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Boas, Vanessa, and Olga A. Spaiser. "China’s new energy haven." In China's Energy Security. Routledge, 2016. http://dx.doi.org/10.4324/9781315690926-7.

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Levinson, Arik. "Pollution Haven Hypothesis." In The New Palgrave Dictionary of Economics. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/978-1-349-95121-5_2693-1.

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Levinson, Arik. "Pollution Haven Hypothesis." In The New Palgrave Dictionary of Economics. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_2693.

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Grosseck, Gabriela, Laura Maliţa, and Mădălin Bunoiu. "Higher Education Institutions Towards Digital Transformation—The WUT Case." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_35.

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Abstract New emerging digital technologies such as artificial intelligence, virtual reality, augmented reality, cloud computing, blockchain, robotization, the Internet of Things, big data, etc. have produced a powerful disruptive effect in almost all areas of our existence and have radically changed the way we live, work, learn or relax. Without consciously realizing it, everyone is adapting to the digital era. As nothing “escapes” the all-encompassing digital transformation, higher education follows track too. So, it is natural to ask ourselves: what are the higher education institutions doing to keep up with this rapidly evolving digital world? In this paper, we present the case of West University of Timişoara as an example of good practice in dealing with the effects of digital transformation on the university and its academic community (teachers, students, administrative staff). Our goal is to gain an understanding of what is being proposed through the institutional development strategy, and what is actually happening in our university from the digitalization perspective. Thus, we conduct an exploratory research using a quantitative approach that involves a survey applied to students enrolled in different study programs, at different levels. We focus on their opinion about how our university can prepare and transform in order to adopt an integrated digital approach, looking into topics like: technology-enabled services, digital enrollment of students, digitization of the administrative processes, implementation of digital procedures to offer recommendations or file complains, digital curricula, new modes of digital learning delivery, etc. Our findings reveal that West University of Timişoara must take significant steps towards the implementation of digital transformations, while, however, remaining watchful and cautious of the hidden implications of this process.
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Gunn, Andrew. "The European Universities Initiative: A Study of Alliance Formation in Higher Education." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_2.

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Abstract This chapter explores the origins, rationales and design of the European Universities Initiative (EUI), a new scheme to create a series of multilateral university alliances. The idea of creating a supranational university can be traced back to the beginnings of the European political project in the late 1940s, but despite various endeavours, this ambition remained unfulfilled. The chapter places the EUI within this long-running debate and focuses on the period following French President Macron’s 2017 Sorbonne speech which advocated a new network of universities. This provided the impetus to reignite the supranational university debate and subsequently resulted in the launch of the EUI pilot phase. The chapter explains why the EUI succeeded where previous attempts at a European university over the preceding 70 years had stalled. The analysis finds the EUI to be a novel form of alliance formation which can be viewed as a ‘network of networks’. Considering the design of the EUI, how the alliances have the potential to generate collaborative advantage for their members is considered, which also identifies some of the challenges that lie ahead for the scheme.
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Crăciun, Daniela, Kata Orosz, and Viorel Proteasa. "Does Erasmus Mobility Increase Employability? Using Register Data to Investigate the Labour Market Outcomes of University Graduates." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_8.

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Abstract The chapter sets out to answer a question that has long been on the mind of policy-makers, university leaders, scholars and students: does international student credit mobility have a positive impact on graduate employability? Traditionally, this question has been answered using survey data where internationally mobile students self-report their employment situation at a certain point after graduation. According to these studies, international student mobility positively affects the labour market outcomes of students. For instance, the European Commission reports that: (1) students who completed an Erasmus mobility program are half as likely to face long-term unemployment; (2) the unemployment rate of Erasmus students is 23% lower five years after graduation (European Commission 2014). While these studies provide important insights about the benefits associated with the cross-border credit mobility of students, the results can be plagued by self-selection bias in reporting post-mobility employment outcomes. In order to avoid the problems associated with survey data, in this chapter we offer an analysis based on register data from university records and employment records, using as a case study the West University of Timisoara, a leading comprehensive university in Romania. Using register data offers the possibility to study population-level data and compare the employment outcomes of mobile and non-mobile students. The chapter analyses the impact of credit mobility on insertion in the labour market, income levels and occupational prestige. While the research question that the chapter is trying to answer is important, the main message of the chapter is broader: ministries and higher education institutions should release data for research purposes. Register data is readily available and helps researchers make efficient use of resources. In turn, this can encourage evidence-based policymaking.
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Erdoğan, Armağan, and M. Murat Erdoğan. "Syrian University Students in Turkish Higher Education: Immediate Vulnerabilities, Future Challenges for the European Higher Education Area." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_16.

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Abstract Since 2011, millions of Syrian people have had to leave their country and seek shelter in neighbouring countries and in Europe. Forced migration or displacement creates multiple vulnerabilities while trying to settle in a new environment. Socioeconomic, cultural and psychological vulnerabilities hinder them from participating actively in society. Higher education is one of the main ways that refugees and displaced people cling to hope for a better life. Their access to and participation in higher education has been a challenging route for many reasons both for themselves and also for the higher education systems and universities in their host countries. Turkey has a unique place in regard to Syrian refugees. It hosts the largest refugee population in the world with 3.6 million Syrians and 500,000 asylum seekers from other countries, such as Iraq, Iran, Afghanistan and Pakistan. Turkey has a young population with the 5–17 age group comprising 21% of the population, but the Syrian population is much younger as its rate is 30%. Turkey is also the country with the largest student population in the European Higher Education Area. The incomparable magnitude of the situation, among others, plays a crucial role in developing new integration policies. In spite of the ongoing difficulties and challenges, the past nine years proved a success story in protection, social cohesion and integration of these newcomers. Turkey has been suffering from some challenges, such as a supply and demand imbalance in higher education. Demographic factors, shortcomings of the higher education system and the unemployment rate among university graduates have been some long-term challenges for Turkish higher education. Moreover, a common misconception in public opinion, that Syrian refugees are admitted to Turkish universities without fulfilling the requirements, adds new challenges for future policies. Both the sheer number of migrants and also the emergency of the situation during this migration flow necessitated some action to be taken in the area of higher education. In a country like Turkey, where there is high competition between students to pass the nationwide university selection exam each year, encouraging Syrian students to access higher education seems to be an area for discussion. This paper is based on the fieldwork of research conducted in the context of the Hopes-MADAD project entitled “Elite Dialogue II- Dialogue with Syrian Refugees in Turkey through Syrian Academics and Students” in 2019. The main research subject is which types of vulnerabilities Syrian university students face, and how they can integrate into society in Turkey. New approaches and definitions are needed to touch the actual needs of the refugees to be actively involved into society. Nevertheless, research on the higher education practices of vulnerable groups in general, and of Syrian students in particular, is largely missing.
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"YALE UNIVERSITY, NEW HAVEN, CONN. MANUSCRIPT DIVISION." In La revolución más allá del Bravo. El Colegio de México, 1991. http://dx.doi.org/10.2307/j.ctv3dnqq7.16.

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"8. TRADITION MEETS THE CONTEMPORARY: Yale University Architecture, New Haven." In Architecture Walks. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813549163-009.

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Conference papers on the topic "University of New Haven"

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Göttlichová, Marcela. "UNIVERSITY OF THE THIRD AGE - UNIVERSITY STUDIES DON'T HAVE TO BE ONLY FOR THE YOUNG." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end066.

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Oltra-Badenes, Raul, Vicente Guerola-Navarro, and Hermenegildo Gil-Gomez. "ANALYSIS OF THE KNOWLEDGE THAT STUDENTS OF A UNIVERSITY SUBJECT HAVE REGARDING THE SDGS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0624.

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Zengeya, Theressa Madzingesu, Gregory Alexander, and Desiree Pearl Larey. "CONSIDERATIONS OF TALENT MANAGEMENT IN RETENTION OF ACADEMICS IN THE NATIONAL UNIVERSITY OF LESOTHO." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end127.

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The aim of the study was to examine the contribution of talent management practices at the National University of Lesotho in the retention of talented academics. The university has immense competition within the local, regional and international labour market. It isthreatened by high mobility and low retention of highly qualified staff, which has affected the quality of learning, especially postgraduate programmes. The study employed Bourdieu’s social theory and Adam’s theory of equity as a theoretical lens to understand talent management practices to retain talented academics. Bourdieu’s theory was used to offer insight on the various forms of capital, and how the capitals could be instrumental in the design and implementation of talent management practices in order to increase retention of talent in universities. In this study ‘talent’ is used to refer to holders of doctorates, associate professors and professors or researchers of new information and theories and inventors of new technology with great potential to make a significant impact on the university’s productivity. A literature review was undertaken to examine how the social theory of Bourdieu, particularly the conversion of different kinds of capital (symbolic capital) are used by the university to recognise the value of talented academics in order to retain these academics. Following a qualitative methodology and purposive sampling, data was generated through semi-structured interviews and document analysis to advance a critical and interpretive understanding of the perspectives of talent management from both management and talented academics in the university. Thematic analysis was used to synthesise the data. The data from fourteen (14) participants composed of management and academics revealed that, though the university is implementing talent management practices, it does not have an official and structured talent management program, which is imperative in retaining academics. This study concludes by advocating the design and implementation of a formal, contextual and structured talent management framework, in consultation with all key stakeholders, in order to increase retention of talent academics in the National University of Lesotho.
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Chiner, Esther, Marcos Gómez-Puerta, Victoria E. García-Vera, and M. Cristina Cardona-Moltó. "UNIVERSITY STUDENTS’ STRUGGLES WITH ONLINE LEARNING DURING THE COVID-19 PANDEMIC LOCKDOWN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end057.

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As a result of the COVID-19 pandemic that affected most countries during the year 2020, the society had to adapt rapidly to new forms of working in which the Internet has been an essential tool. And so did the higher institutions around the world, which had to move from a face-to-face classroom environment to an online one. The change from traditional learning to online learning was so unexpected that neither the instructors nor the students may have been prepared for it and could have important consequences on students’ learning and academic achievement. The purpose of this study was to explore how university students had to struggle with online learning during the COVID-19 pandemic lockdown attending to three aspects: (a) availability and use of electronic devices, (b) personal factors, and (c) teaching factors. A non-experimental study based on a survey design was conducted, in which a convenience sample of 496 undergraduate and graduate students from two different universities located in south eastern Spain participated. The majority of the participants (66.3%) had very little or no experience in online learning and 55% considered that their academic performance was being worse than in face-to-face classes. Findings showed that most of the students had the electronic devices required for online learning (e.g. laptops, earphones, webcams, smartphones), although they mainly used laptops and earphones. They did not have other devices at home such as desktop computers, printers and scanners. The personal factors that most affected their academic performance were family problems and/or responsibilities (46.6%), psychological or emotional problems (41.6%), an inappropriate study environment (41.2%), and a bad Internet connection (31.4%). With regard to teaching factors, students complained of excessive assignments (82.6%), lack of lesson explanations (78.6%), loss of concentration during synchronous classes (64.3%), having to learn through the computer screen (58.9%), and feeling of being abandoned (57.4%), among others. In sum, university students’ struggles with online learning were more related to teaching factors than to personal and material factors. Therefore, higher education institutions and faculty should be prepared to respond to student’s needs in different teaching scenarios, and more specifically in online environments, by adapting not only their teaching styles and resources but also the way they interact with students.
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Takacs, Rita, and Zoltán Horváth. "WHAT KIND OF PERSONALITY TRAITS COMPUTER SCIENCE STUDENTS HAVE AND HOW CAN WE IMPROVE THEM TO INCREASE THEIR SUCCESS AT UNIVERSITY?" In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0986.

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Ayad, Hiba Anis, Muna Abdulrahman Al-Obadi, Lana Ala' Al-Kilani, Haneen Tawfiq Hussein, Raiha Arshad, and Murat Kucukvar. "Developing an Interactive Data Visualization Platform to Present the Adaption of Electrical Vehicles in Washington, California and New York." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0072.

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This paper is an overview of using data visualization tools to provide a better insight into a large amount of data and represent the data in a visualized form. The used data is related to electric vehicles (EV) usage in three different states in the USA, which are California, New York, and Washington. The data was collected from reliable resources to assure the reliability and accuracy of the results, then compiled as a Microsoft Excel workbook, which was then used as a data recourse in Microsoft Power BI. By visualizing the data we will end up with rich visuals which will clarify the data for the end-user. After analyzing the data, a clear vision created and recommendations have been suggested.
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Nthejane, Lebogang. "REFLECTIVE OBSERVATIONS ON THE DESIGN AND STUDIO ART PROGRAMME AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end047.

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The Central University of Technology (CUT) in South Africa compels that all programmes without a Mathematics module to offer Numeracy to first-year students. Initially, the Department of Mathematical and Physical Sciences at CUT was requested to facilitate this module from 2014 within the first semester. However, Numeracy was offered in a general manner without considering the applicability to the Design and Studio Art programme. The aim of this study was to revise the current curriculum and modify it to be applicable to the Design and Studio Art programme. Thus, the objectives of this study were firstly, to identify the gap in the current curriculum, which related to mathematical concepts within the Numeracy module which seemed to be not applicable to this programme. Secondly, to identify the mathematical concepts within the Numeracy module that could possibly be applicable to this Programme and modify them, accordingly. These concepts were identified as geometry, ratios and proportions, scale drawings, grid system, units and conversions. The final objective of this study related to the teaching of these concepts into the programme. The purpose of this paper report on the reflective observations on the revision and modification of the curriculum, more specifically on the application of these concepts in the Drawing module of the Design and Studio Art programme. A qualitative research approach was employed through reflective observations by the lecturer in the drawing lesson of 38 students who were enrolled on this programme. An analysis was further done on students’ abilities to apply mathematical concepts in their drawing project and what they have learnt in the Numeracy module. Findings revealed students’ abilities to apply mathematical concepts with ease- this after the lecturer explained the relations amongst these concepts to drawing. It appeared as though this intervention benefited mostly the students who were struggling with drawing. A key recommendation is that the application of the stated mathematical concepts be practiced in other modules within the Design and Studio Art programme at CUT.
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Ogegbo, Ayodele, and Oyebimpe Adegoke. "STUDENTS EXPERIENCES ON THE USE OF GOOGLE CLASSROOM: CASE STUDY OF A UNIVERSITY IN RWANDA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end060.

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Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university students' Google classroom experiences in Rwanda after participating in an online STEM education course. Data were collected using questionnaires sent to students via a Google form link. The collected data were analyzed using frequency and descriptive analysis. The study has generally confirmed that students have a positive cognitive, affective, and behavioural attitude towards Google classroom use. The study also revealed immediate feedback, accessibility, user-friendliness, collaboration, effective and efficient communication as positive experiences recognized by students using Google classroom in their online STEM education course. Nevertheless, students faced problems such as poor internet connection, lack of technology to access the classroom, insufficient time to submit tasks, lecturers inadequate and untimely response to students’ questions, isolated learning, poor knowledge about the user interface, inadequate skills on how to use the classroom. To further encourage the use of google classroom particularly as a learning management system in Rwandan universities and other universities across Africa, findings from this study recommends that education institutions provide students and lecturers with adequate training and platform on how to use the google classroom interface, improve ICT infrastructures, lecturers’ use of video chat or asynchronous mode to provide adequate and timely feedback to students within stipulated virtual office hours, ensure quality course content.
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Juhary, Jowati, and Ahmad Fahimi Amir. "Flipped Classroom at the Defence University." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8093.

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Flipped classroom is not a new concept in education. Students are expected to be well-prepared before coming to face-to-face sessions since they have to read/watch/listen to the lectures through the learning management system (LMS) or an e-learning portal before coming to the classes. What traditionally was practised is that students were given lectures during face-to-face sessions. Now, the lectures are online, and only activities to enhance students’ understanding will take place during face-to-face sessions. The concept is now being implemented successfully in some higher learning institutions in Malaysia, including Universiti Sains Malaysia, Penang; Universiti Malaysia Sabah, Sabah; and Universiti Kebangsaan Malaysia, Selangor. In fact, the emphasis is given by the Ministry of Higher Education, Malaysia for all higher learning institutions to incorporate the use of technology in teaching and learning. Given this, the National Defence University of Malaysia (NDUM) must also be prepared to rise to this challenge. This research becomes the main study on the use of flipped classroom at the NDUM
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Valero Tévar, Miguel Ángel, and Nuria Huete Alcocer. "New university experiences: intergenerational archaeological excavations as a participatory learning method." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8153.

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The present paper outlines a new training process carried out during the summer of 2017 by the research team at the site of the Roman villa of Noheda. The project is based on the practical implementation of an archaeological excavation experience and the study of related materials by an intergenerational team. The activity was carried out by students of various Spanish and foreign universities together with senior citizens who had previously been thoroughly trained in archaeological methodology. Not all of the senior citizens had university degrees, but they did have extensive life experience allowing them to bring a high degree of commitment to the project. All the students were able to implement the archaeological knowledge acquired in the preceding months through theoretical lessons covering a wide range of subjects. They worked through participative procedures in intergenerational teams, thereby fostering the exchange of knowledge and new learning methods. The results were very positive, from both an academic and a scientific perspective, as well as in terms of the participants’ personal gratification.
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Reports on the topic "University of New Haven"

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E.M. Harpenau. CONFIRMATORY SURVEY OF THE DEFENSE LOGISTICS AGENCY, DEFENSE NATIONAL STOCKPILE CENTER NEW HAVEN DEPOT, NEW HAVEN, INDIANA. Office of Scientific and Technical Information (OSTI), 2010. http://dx.doi.org/10.2172/1003837.

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Bryan Pasqualucci, Bryan Pasqualucci. Rapid Detection of Tuberculosis -SCSU-New Haven iGEM. Experiment, 2016. http://dx.doi.org/10.18258/7393.

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Gottlieb, Allan. NYU (New York University) Ultracomputer. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada217167.

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Peach, James. New Mexico State University Arrowhead Center PROSPER Project. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1110799.

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Brueck, S. R. Optoelectronic Materials Center, A Collaborative Program Including University of New Mexico, Stanford University and California Institute of Technology. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada265575.

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Lynch, Kevin, and James Popp. Final Technical Report: Mu2e at the City University of New York. Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1366988.

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Puglisi, John D. Academic Interface at the New University of Florida Water Reclamation Facility. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada252292.

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Caves, Carlton M. Report for Grant N00014-93-1-0116 (University of New Mexico). Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada274285.

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Lennie, Peter. Facilities and Equipment for Genomics/Comparative Functional Genomics at New York University. Office of Scientific and Technical Information (OSTI), 2006. http://dx.doi.org/10.2172/898062.

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Caves, Carlton M. Annual Report for Contract N00014-93-1-0116 (New Mexico University, Albuquerque). Defense Technical Information Center, 1994. http://dx.doi.org/10.21236/ada289596.

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