Bibliografías temáticas / University of Calgary. Faculty of Engineering

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Literatura académica sobre el tema "University of Calgary. Faculty of Engineering"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 10 de febrero de 2022

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Artículos de revistas sobre el tema "University of Calgary. Faculty of Engineering"

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Roberts, Jodie I., Jennifer K. Beatty, Michael A. Peplowski, et al. "Proceedings from the 6th Annual University of Calgary Leaders in Medicine Research Symposium." Clinical & Investigative Medicine 38, no. 6 (2015): 318. http://dx.doi.org/10.25011/cim.v38i6.26196.

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On November 14, 2014, the Leaders in Medicine (LIM) program at the Cumming School of Medicine, University of Calgary hosted its 6th Annual Research Symposium. Dr. Danuta Skowronski, Epidemiology Lead for Influenza and Emerging Respiratory Pathogens at the British Columbia Centre for Disease Control (BCCDC), was the keynote speaker and presented a lecture entitled “Rapid response research during emerging public health crises: influenza and reflections from the five year anniversary of the 2009 pandemic”. The LIM symposium provides a forum for both LIM and non-LIM medical students to present their research work, either as an oral or poster presentation. There were a total of six oral presentations and 77 posters presented. 
 
 The oral presentations included:
 
 Swathi Damaraju, “The role of cell communication and 3D Cell-Matrix environment in a stem cell-based tissue engineering strategy for bone repair”;
 Menglin Yang, “The proteolytic activity of Nepenthes pitcher fluid as a therapeutic for the treatment of celiac disease”;
 Amelia Kellar, “Monitoring pediatric inflammatory bowel disease – a retrospective analysis of transabdominal ultrasound”;
 Monica M. Faria-Crowder, “The design and application of a molecular profiling strategy to identify polymicrobial acute sepsis infections”;
 Waleed Rahmani, “Hair follicle dermal stem cells regenerate the dermal sheath, repopulate the dermal papilla and modulate hair type”; and, 
 Laura Palmer, “A novel role for amyloid beta protein during hypoxia/ischemia”.
 
 The article on the University of Calgary Leaders in Medicine Program, “A Prescription that Addresses the Decline of Basic Science Education in Medical School,” in a previous issue of CIM (2014 37(5):E292) provides more details on the program. Briefly, the LIM Research Symposium has the following objectives: (1) to showcase the impressive variety of projects undertaken by students in the LIM Program as well as University of Calgary medical students; (2) to encourage medical student participation in research and special projects; and, (3) to inform students and faculty about the diversity of opportunities available for research and special projects during medical school and beyond. The following abstracts were submitted for publication.
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Coderre, Sylvain, Wayne Woloschuk, Janet Tworek, et al. "University of Calgary Faculty of Medicine." Academic Medicine 85 (September 2010): S615—S617. http://dx.doi.org/10.1097/acm.0b013e3181eaae7a.

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Westra, Haijo. "University of Calgary." Florilegium 20, no. 1 (2003): 56–58. http://dx.doi.org/10.3138/flor.20.014.

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Medieval Studies at the University of Calgary is a field spread out over several faculties, specifically Humanities, Social Sciences, Arts, and Communication and Culture. There is one multidisciplinary program that draws on courses offered by most of these faculties, a Minor in Medieval, Renaissance and Reformation Studies, with an anchor course in Humanities. Since students do not have to declare a Minor, enrolments are modest. There is no interdisciplinary M.A., but efforts are under way to fit such a program into a generic interdisciplinary M.A.. There are, however, significant opportunities for studying the medieval period and for writing an Honours, M.A. and (the odd) Ph.D. thesis within the traditional disciplines. Moreover, several graduates, especially from History and English, have pursued advanced degrees in Canada (Toronto), the U.S. (Notre Dame, Santa Barbara) and Britain (Oxford). Precisely because it is not a regular discipline, Medieval Studies has not been affected by systemic cutbacks. In addition to the specialists on hand, there have been recent appointments in this area in several departments, but that departmental presence and strength usually depends on just one person. Outside this structure, there is a flourishing Philology Research Group with an impressive range of activities. It was initiated by Ken Brown (French, Italian and Spanish Languages) four years ago and has been successful in attracting funding from the Faculty of Humanities, the university, and SSHRC. Its focus has been on textual editing, including text-encoding, palaeography, codicology and printing, with scholars from the U.S., Europe and Australia teaching workshops in their specialties. The Group has a community outreach program involving high school students, funded by the Delmas Foundation, and publishes its own series of occasional papers. Most recently, a beginning has been made in establishing a Medieval and Renaissance Cultural Studies Research Group with gender as its focus.
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Cameron, Ian A. "History of Medicine Days: Calgary 2004 W. A. WhitelawHistory of Medicine Days: Calgary 2004 W. A. Whitelaw Calgary: University of Calgary Faculty of Medicine, 2005." Canadian Bulletin of Medical History 22, no. 2 (2005): 418–19. http://dx.doi.org/10.3138/cbmh.22.2.418.

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Chrisman, James J., Timothy Hynes, and Shelby Fraser. "Faculty entrepreneurship and economic development: The case of the University of Calgary." Journal of Business Venturing 10, no. 4 (1995): 267–81. http://dx.doi.org/10.1016/0883-9026(95)00015-z.

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Murray, Jock. "Proceedings of the 10th Annual History of Medicine Days, University of Calgary W. A. Whitelaw, ed.Proceedings of the 10th Annual History of Medicine Days, University of Calgary W. A. Whitelaw, ed. Calgary: Faculty of Medicine, University of Calgary, 2001, 338 p., n.p." Canadian Bulletin of Medical History 20, no. 1 (2003): 185–86. http://dx.doi.org/10.3138/cbmh.20.1.185.

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Cameron, Ian A. "History of Medicine Days, Calgary 2003 Dr. W. A. Whitelaw, ed.History of Medicine Days, Calgary 2003 Dr. W. A. Whitelaw, ed. Calgary, AB: Faculty of Medicine University of Calgary, 2003, xi + 360 p." Canadian Bulletin of Medical History 21, no. 2 (2004): 452. http://dx.doi.org/10.3138/cbmh.21.2.452.

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Bryant, H. E., P. A. Jennett, and M. Kishinevsky. "Gender, family status, and career patterns of graduates of the University of Calgary Faculty of Medicine." Academic Medicine 66, no. 8 (1991): 483–5. http://dx.doi.org/10.1097/00001888-199108000-00016.

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Jennett, P., C. Nijssen-Jordan, B. Wiggs, et al. "Telelearning in a partnership between a university faculty and a regional health authority: Benefits, challenges and strategies." Journal of Telemedicine and Telecare 6, no. 2_suppl (2000): 32–35. http://dx.doi.org/10.1258/1357633001935473.

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The University of Calgary's Faculty of Medicine and the Calgary Regional Health Authority understand that telehealth is an evolving field requiring both academic enquiry and operational readiness. Both parties are committed to quality educational programmes — the Faculty through its commitment to excellence and the Authority with its charge to maintain and enhance such programmes. There are shared applications, multi-learner user groups, shared strategies to overcome distances and shared infrastructure—technologies, communication pathways and resources. Having embarked on a joint telelearning venture, we have learned a number of lessons. Central to progress has been an appreciation and respect for unique mandates, a spirit of trust and flexibility, an agreement on a set of principles, ongoing communication between and participation from the users and, at times, redirection. Questions being answered include the following. How well is this collaborative model working? How functional is it at this time of health reform and restructuring? Can one meet complementary telelearning goals within a faculty–health authority relationship? These all have implications for future success.
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OGAWA, Matsuto, Hiroshi SUZUKI, and Takahide SAKAGAMI. "Faculty Development in Faculty of Engineering, Kobe University." Journal of JSEE 61, no. 3 (2013): 3_94–3_98. http://dx.doi.org/10.4307/jsee.61.3_94.

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Tesis sobre el tema "University of Calgary. Faculty of Engineering"

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Hixson, Cory Allen. "Exploring Engineering Faculty Members' Experiences with University Commercialization Utilizing Systems Thinking." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/72228.

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Since the Bayh-Dole Act of 1980, commercialization (e.g., patenting discoveries, licensing technologies, and developing startups) has become increasingly prominent at universities across the nation. These activities can be beneficial for universities as mechanisms to increase research dollars, unrestricted funds, student success, institutional prestige, and public benefit, while developing an innovation and entrepreneurship culture. However, although faculty members are a key source of human capital within the university commercialization process, studies of faculty members' experiences with university commercialization are scarce. To better understand these experiences, I conducted a multiple case study exploring engineering faculty members' commercialization experiences at three land-grant universities, using Activity Theory as an analytical framework. Each case consists of in-depth, semistructured interviews with 5-6 engineering faculty members, 1-2 university administrators, and a technology transfer officer, as well as university commercialization documentation (e.g., university commercialization policy documents and web resources). I analyzed the data using provisional coding (activity system elements, supports, challenges, and affect), inductive coding, and within and cross-case analysis techniques. The study's findings include characteristics of the university commercialization activity system, supports for and challenges to faculty engagement, and provisional recommendations to enhance the university commercialization work system. Key findings include faculty members' desire to make an impact with their work, lack of training and expertise relative to commercialization, conflicting attitudes towards commercialization from colleagues and administrations, and tensions about the place of commercialization within the university's mission. This study highlights an important and underrepresented voice in university commercialization research - "the voice of the individual faculty member. By understanding how faculty members experience university commercialization, university leaders are able to make well-informed decisions regarding the university's mission, culture, work structure, resource allocation, and incentive systems related to this increasingly-prominent faculty activity. Moreover, faculty members and industry collaborators interested in university commercialization can use the study's results to make decisions regarding if and how to best proceed with university commercialization activities. Accordingly, this work not only contributes to faculty work system design, but it also contributes a unique systems research approach to the university commercialization literature.<br>Ph. D.
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Esbach, Johan. "How entrepreneurship influences the engineering faculty at a new university of technology." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1136.

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Thesis (MTech (Electrical Engineering))--Cape Peninsula University of Technology, 2007<br>This work examines the challenges facing the Department of Electrical Engineering at CPUT regarding the development of entrepreneurship in the South Africa. Industry and higher education in South Africa face a testing future of profound technological change, a shortage of engineers, as well as an engineering job market that continues to grow ever smaller. There is a pressing need for technology graduates to harbour skills to grow new high technology ventures. The recent report published by the Global Entrepreneurship Monitor showed our graduates having the potential to reverse the negative growth in the skills market by way of wealth creation and thus job creation. Therefore, academic institutions, such as CPUT, need to produce not only quality technology graduates, but also effective entrepreneurial graduates. This research examines ways in which the curriculum at the faculty could be expanded to include an engineering-biased entrepreneurship stream, presenting engineering graduates with opportunity to generate income from sources other than the job market. The perception of both first year and BTech (fourth year) students are tested regarding the need for entrepreneurial engineers in the SA economy, and the academic's role in supporting such a need. The perception of senior staff are also sought to provide a more rounded perspective on possible interventions. The results show both entry-level and exit-level students agree an additional stream, focusing on entrepreneurship would empower them to make informed decisions regarding their futures. The results could be used to shape the sustainable inclusion of entrepreneurial imperatives in an engineering context.
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Ozkan, Desen Sevi. "Transdisciplinarity on Paper: How do interdisciplinary faculty translate university initiatives into the classroom?" Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99106.

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University-level transdisciplinary initiatives have become prevalent as institutions reorient disciplines around complex problems that are relevant to society. Transdisciplinary research initiatives, like those of interdisciplinarity in the previous decade, are reinforced by federal funding agencies because of their potential to yield technological innovation, and in turn, economic growth. However, the sustained development of transdisciplinary or interdisciplinary curriculum design remains limited due to the multiple competing factors that govern the curriculum. This dissertation research focuses on the implementation of the transdisciplinary initiative as it pertains to interdisciplinary curriculum design. I use public institutional documents to trace the transdisciplinary institutional initiative as it is enacted at different university levels and interviews to understand the initiatives in practice, drawing from administrators, faculty, and staff experiences as they develop interdisciplinary courses. Many university-level initiatives that purport transdisciplinary and interdisciplinary education fall short in their implementation because of academic structures that directly or indirectly inhibit sustainable interdisciplinary curricula. Instead, administrative organizations like the Registrar's Office, Office of Integrated General Education, and Transdisciplinary Initiative Office develop networks and artifacts that connect faculty who have experience bypassing academic structures with faculty who seek out these forms of institutional support. These emergent practices are an adaptation to the university system rather than a proactive measure that facilitates the large-scale structural change claimed by university-level transdisciplinary initiatives. This study contributes to the understanding of potential long-term implications through the examination of interrelated university initiatives as they exist through metrics and incentives provided by the upper administration and experiences of faculty and staff in developing interdisciplinary courses.<br>Doctor of Philosophy<br>There is a trend in universities across the United States of implementing initiatives that incentivize departments to focus their research and teaching on complex problems that span different disciplines. These initiatives are attractive to potential university donors due to their perceived societal relevance and reinforced by external funding agencies because of their potential to yield technological innovation. These initiatives can be short-lived, however, as they seek to disrupt the traditional university structure. The purpose of this study is to examine how faculty and staff translate and negotiate the complex university structures and initiatives as they design interdisciplinary courses. I use public institutional documents to trace the transdisciplinary institutional initiative as it is enacted at different university levels and interviews to understand the initiatives in practice, drawing from administrators, faculty, and staff experiences as they develop interdisciplinary courses. The findings show that even for faculty and staff working to create interdisciplinary classes in alignment with these initiatives, they are faced with challenges as the initiatives are limited in their structural reorientation. Instead, mid-tier administrative organizations have developed networks and artifacts that connect those who have experience bypassing academic structures with those who express interest in following their lead. This study includes a discussion of broader socio-political and economic factors that contextualizes layers of faculty and staff experiences, administrator perspectives, and the university's public messaging through the historical legacies of academia, the economy, and society at large.
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Madhavan, Susan M. "The job satisfaction level of Chinese- and Indian-born engineering faculty at a research I university." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1913.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains viii, 225 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 213-216).
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Bellardo, Heather A. "PREFERENCE DRIVEN UNIVERSITY COURSE SCHEDULING SYSTEM." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/324.

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University course planning and scheduling is the process of determining what courses to offer, how many sections are needed, determining the best term to offer each section, assigning a faculty member to instruct each section, and scheduling each section to a timeslot to avoid conflicts. The result of this task has an impact on every student and faculty member in the department. The process is typically broken down into three major phases: course offering planning, faculty assignment to planned course sections, and course scheduling into timeslots. This thesis looks at each of these phases for the Industrial and Manufacturing department and brings them together into a decision support and scheduling system. A decision support tool is created to facilitate planning of course offerings. Operations research is applied to assign sections to faculty members using a faculty preference driven integer linear programming model in order to minimize dissatisfaction in the department. Next, the faculty-section pairs are scheduled into university timeslots using a complex integer linear programming model. This scheduling model takes into consideration the faculty member time availability and preferences and general student time slot preferences as it minimizes dissatisfaction while avoiding conflicts among labs, faculty members and courses offered for each class level.
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VanDervort, Robert Wade. "Geometrically nonlinear analysis of rectangular orthotropic plates using Groebner bases a thesis presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=14&did=1786737261&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1250603763&clientId=28564.

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Mayat, Nafisa. "The attitudes of academics to accomodating physically disabled students into the undergraduate civil engineering programme in the Faculty of Engineering and Science, University of KwaZulu-Natal." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/7478.

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Includes bibliographical references (leaves 54-61).<br>Disabled students face a number of challenges in accessing equitable education within higher education institutions. The University of Kwa-Zulu Natal, as stated in the Policy on Students and Staff with Disabilities, is committed to making tertiary education accessible and inclusive for all students. However, it has been observed that physically disabled students are under-represented in the science and engineering fields, as there is a misconception that disabled students cannot fulfil all the criteria required to complete these programs. Therefore, the aim of this study was to explore the attitudes of academics to the possibility of admitting physically disabled students with the Undergraduate Civil Engineering Programme at the University of Kwa-Zulu Natal. A qualitative approach was adopted where data was collected by carrying out in-depth interviews with five permanent full - time academics within the Civil Engineering Programme. The participants included 2 professors, 2 senior lecturers and one lecturer who have been teaching courses in Civil Engineering at the University of KwaZulu-Natal for periods between 3 and 20 years. The results of the study revealed that the academics interviewed all displayed a positive attitude in accommodating physically disabled students within their program. However, some challenges were identified, which included site / field work in the curriculum. All the participants indicated that these challenges can be met and are willing to provide the support that may be required by physically disabled students. Recommendations were made, that it implemented, will result in changes being made not only to the physical environment, but also as to how curricula can be planned and delivered.
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Boynton, Matthew A. "Impact of water resources risk analysis on engineering education in rural counties a thesis presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online, 2009. http://proquest.umi.com/pqdweb?index=27&did=1908036111&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1264712930&clientId=28564.

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Klepko, John. "Acoustical optimization of control room 'A' at the McGill University Recording Studios." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22439.

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The loudspeaker system and the room interface are the two main components in any listening environment. Research will be conducted focusing on the room component using Control Room 'A' of the McGill University Recording Studio in an attempt to optimize the monitoring situation. The sound field of the room will be broken down and analyzed in both time and frequency domains. The problem areas of the room will be identified and the surfaces altered by means of absorption, reflection and diffusion.
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Azizi, Hemayatullah. "Using pattern language for a single family house: teaching a beginning architecture design studio at Kabul University, Faculty of Engineering, Department of Architecture." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8858.

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Master of Science<br>Department of Architecture<br>Donald J. Watts<br>This thesis assesses concepts of architectural education both globally and regionally but ultimately presents a pedagogy aimed at the special needs of Afghan architectural education that will serve the needs of Afghan society. It is the author’s hope that this thesis may aptly establish the first steps for a renewed architectural education at Kabul University, Kabul, Afghanistan. The essence of this thesis presents a carefully reasoned and detailed educational strategy for teaching beginning architectural design. The new curriculum in the Department of Architecture at Kabul University requires new syllabi to achieve higher academic standards. The new design course syllabus should address the existing problems of Afghan society. This thesis begins by understanding the context and the current problems confronting the Kabul University Department of Architecture. It is by understanding these problems that I can begin to identify a solution. Understanding the Kabul Municipality rules and regulations, familiarity with beginning design terminology, a carefully stated and sequenced course description promoting gradual student improvement, understanding interrelationships between the interior spaces, environmental sustainable design, and finally introducing a new generation of conscientious architects to Afghan society are some of the main objectives for designing this course. Identifying the best strategy for teaching this course was a primary research question. Christopher Alexander’s great work, A Pattern Language inspired me to select it as the best methodology for my research. My early research focused upon the creation of a new syllabus for the first semester of architectural design at Kabul University. This new syllabus was launched during the first semester of 2009 in Kabul where I taught the new course alongside a junior Afghan faculty member. Establishing the new course materials for the first semester set the stage for my primary focus of this thesis. That is the creation of the second semester architectural design course using pattern language as my pedagogical framework. This pedagogy is fundamental for establishing architectural studies focused upon meaningful new academic criteria. The ultimate aim of my thesis is to lay the foundation stone for the reincarnation of Afghan architectural identity.
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Libros sobre el tema "University of Calgary. Faculty of Engineering"

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Glockner, P. G. A place of ingenuity: The University of Calgary, the Faculty of Engineering. Faculty of Engineering, University of Calgary, 1994.

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Faculty of nursing on the move: Nursing at the University of Calgary, 1969-2004. University of Calgary Press, 2005.

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Yamaguchi Daigaku. Kōgakubu. Sōritsu Gojisshūnen Kinen Jigyōkai. Kinenshi Bukai. Yamaguchi Daigaku Kōgakubu gojūnen: Faculty of Engineering, Yamaguchi University. Tōyō Tosho Shuppan, 1990.

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Canadian Conference on Computer and Software Engineering Education (2004 Calgary, Alta.). Proceedings of the 2004 Canadian Conference on Computer and Software Engineering Education (C3SEE 2004): March 29-30, 2004 University of Calgary, Calgary, Alberta Canada. University of Calgary, 2004.

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(1996), High-Rise Buildings (Workshop). High-rise buildings 1996: Workshop [at] Delft University of Technology, Faculty of Architecture, Faculty of Civil Engineering. Delft University of Technology, Faculty of Architecture, 1996.

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Basiron, Sakdiah Binti. Land information system for the Civil Engineering Faculty, University of Technology, Malaysia. PEL, 1991.

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Mabini, Marilyn C. The University of Santo Tomas, Faculty of Engineering: The first 100 years. University of Santo Tomas Pub. House, 2012.

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Canadian Conference on Computer and Software Engineering Education. Proceedings of the 2004 Canadian Conference on Computer and Software Engineering Education: March 29-30, 2004 University of Calgary, Calgary, Alberta Canada. University of Calgary, 2005.

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Rasmussen, Carolyn. Increasing momentum: Engineering at the University of Melbourne 1861-2004. University of Melbourne, 2004.

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Holajda, Anna. Faculty of Mechanical Engineering Technical University of Łódź: History, organization, teaching and research. Technical University of Łódź, 1989.

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Capítulos de libros sobre el tema "University of Calgary. Faculty of Engineering"

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Szuchy, Péter. "Research of Acoustic Metamaterials at the University of Szeged, Faculty of Engineering." In Springer Proceedings in Physics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54136-1_49.

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Ramos-Hernanz, Jose Antonio, Inmaculada Tazo-Herran, Ekaitz Zulueta, et al. "Dual University Training at the Faculty of Engineering Vitoria-Gasteiz (UPV-EHU)." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57799-5_37.

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Lu, Jie. "Obituary in the Newsletter of Faculty of Engineering and Information Technology, University of Technology, Sydney." In A Tribute to Prof. Dr. Da Ruan. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-30307-4_9.

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Gładysz, Bartłomiej, and Aldona Kluczek. "Sustainability Competences and Pedagogical Approaches at the Warsaw University of Technology (Faculty of Production Engineering)." In Developing Sustainability Competences Through Pedagogical Approaches. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64965-4_15.

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Minguez, Rikardo, Erlantz Lizundia, Maider Iturrondobeitia, Ortzi Akizu-Gardoki, and Estibaliz Saez-de-Camara. "Education in Circular Economy: Focusing on Life Cycle Thinking at the University of the Basque Country." In Lecture Notes in Mechanical Engineering. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70566-4_57.

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AbstractSince 2002, the University of the Basque Country (UPV/EHU) has supported several teaching experiences related to the so-called Life Cycle Thinking or Ecodesign in collaboration with local Institutions. The kick off was the Ecodesign Learning Center aiming to promote environmental education at the Faculty of Engineering in Bilbao. In this framework, the last effort has been the implementation of a Master’s Degree entitled Circular Economy: Business Application. This course has been successfully implemented in the 2019–2020 academic year and has been specifically designed to provide training in circular economy for people with backgrounds as varied as product manufacturing engineering, environmental engineering or economics. These studies are aimed to become a European reference in its goal of promoting circular economy, life cycle thinking, ecodesign and sustainable development. This paper analyzes the learning issues and characteristics of this Master's degree placing a special emphasis on its novel competencies and learning outcomes for our society. It can be concluded that the Master's degree is a pioneering teaching experience, being the forefront of Circular Economy Education in Southwestern Europe.
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Stadnicka, Dorota. "Lean Education in the Faculty of Mechanical Engineering and Aeronautics of Rzeszow University of Technology, Poland." In Lean Education: An Overview of Current Issues. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45830-4_9.

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Šoše, Amna, Tatjana Konjić, and Nedis Dautbašić. "Energy Efficiency Evaluation of an Academic Building – Case Study: Faculty of Electrical Engineering, University of Sarajevo." In Advanced Technologies, Systems, and Applications III. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02574-8_16.

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Burton, Eric. "Engineering Socialism: The Faculty of Engineering at the University of Dar es Salaam (Tanzania) in the 1970s and 1980s." In Education and Development in Colonial and Postcolonial Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-27801-4_8.

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Mariūnas, Mečislovas. "Lithuania's Industry Role in the Curricula of Engineering Education in Mechanics Faculty at Vilnius Gediminas Technical University (VGTU)." In Solid State Phenomena. Trans Tech Publications Ltd., 2006. http://dx.doi.org/10.4028/3-908451-21-3.621.

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Awuzie, Bankole. "Sustainability Competences and Pedagogical Approaches at the Central University of Technology (Faculty of Engineering, Built Environment, and Information Technology)." In Developing Sustainability Competences Through Pedagogical Approaches. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64965-4_14.

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Actas de conferencias sobre el tema "University of Calgary. Faculty of Engineering"

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Omarbekova, Assel S., Zhanat S. Saukhanova, Alma B. Zakirova, Bayan K. Abduraimova, and Magripa S. Saukhanova. "KPI estimation for the university faculty." In ICEMIS'19: The 5th International Conference on Engineering & MIS 2019. ACM, 2019. http://dx.doi.org/10.1145/3330431.3330468.

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Sharkey, R. "University core skills: an engineering faculty led initiative." In Third Conference on Engineering Education - Access, Retention and Standards. IEE, 2003. http://dx.doi.org/10.1049/ic:20030209.

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"Welcome Speech Dean of Engineering Faculty University of Mataram." In 2018 2nd International Conference on Applied Electromagnetic Technology (AEMT). IEEE, 2018. http://dx.doi.org/10.1109/aemt.2018.8572321.

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Sharko, Genci, Anni Dasho Sharko, and Kadri Manaj. "Web Application for Students and Lecturer of Electrical Engineering Faculty." In University for Business and Technology International Conference. University for Business and Technology, 2015. http://dx.doi.org/10.33107/ubt-ic.2015.92.

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Lorenzetti, Liza, Rita Dhungel, Diane Lorenzetti, Tatiana Oschepkova, and Lemlem Haile. "A Transformative Approach to Social Work Education." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5422.

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The paper presents an overview of “The Journey Guides Program” - a mentorship and experiencial learning framework developed by the Faculty of Social Work, University of Calgary in Canada. This program was implemented in an Advanced Graduate Seminar, a preparatory course for graduate Social Work students prior to entering their field placements. This article begins by discussing critical pedagogy, the theoretical framework that undepinned the “The Journey Guides Program”, followed by a description of the eight-step process we adopted to implement this program. The authors conclude by discussing the benefits of the Journey Guides program, and plans for ongoing development and transferability of this model. Keywords: Journey guides, transformative learning; mentorship; social work
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Brian, Yeremia, Quido Kainde, and Trudi Komansilan. "Geographic Information System Development Engineering Faculty of Manado State University." In The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and Application on Green Technology. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009012103980402.

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Brian, Yeremia, Quido Kainde, and Trudi Komansilan. "Geographic Information System Development Engineering Faculty of Manado State University." In The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and Application on Green Technology. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009012104090413.

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"Department of Electronics & Electrical Communications Engineering: Faculty of Engineering - Cairo University." In 2012 29th National Radio Science Conference (NRSC). IEEE, 2012. http://dx.doi.org/10.1109/nrsc.2012.6208486.

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Zahraee, Mohammad A. "A Continuous Improvement/Management-by-Objectives Approach to Evaluating University Faculty." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-42343.

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This paper discusses the design, analysis and implementation of a faculty evaluation system to be used in both departments of Electrical Engineering Technology and Manufacturing Engineering Technologies and Supervision at Purdue University Calumet. The System, based on a faculty member’s continuous improvement plan, builds on the Management-by-Objectives approach, which reflects the Human Resource practice of performance plans and evaluations in corporate America. This new system, being outcome based, asks faculty to set goals and objectives with some degree of flexibility and is in line with the accreditation requirement changes of Accreditation Board for Engineering and Technology (ABET).
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"Foreword from Dean of Faculty of Engineering Diponegoro University, Semarang-Indonesia." In 2016 3rd International Conference on Information Technology, Computer, and Electrical Engineering (ICITACEE). IEEE, 2016. http://dx.doi.org/10.1109/icitacee.2016.7892392.

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Informes sobre el tema "University of Calgary. Faculty of Engineering"

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Lindquist, Christine, and Tasseli McKay. Sexual Harassment Experiences and Consequences for Women Faculty in Science, Engineering, and Medicine. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0018.1806.

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In a qualitative study of 40 women faculty in sciences, engineering, and medicine (http://sites.nationalacademies.org/SexualHarrassment.htm), respondents at all career levels and fields reported a range of sexual harassment experiences, including gender-based harassment (e.g., gendered insults, lewd comments), unwanted sexual advances, stalking, and sexual assault by a colleague. Sexual harassment experiences often diminished study participants' scientific productivity as energy was diverted into efforts to process emotional responses, manage the perpetrator, report the harassment, or work to prevent recurrences. Many women who experienced sexual harassment adjusted their work habits and withdrew physically or interpersonally from their departments, colleagues, and fields. Study participants who disclosed harassment to a supervisor or department leader often reported that the reactions they received made them feel dismissed and minimized. Sympathetic responses were often met with dismissiveness, minimization, or sympathy, but active or formal support was rarely provided, and women were typically discouraged from pursuing further action. Formal reporting using university procedures was often avoided. University-level reporting sometimes damaged women's relationships with department colleagues. Women who disclosed their experiences often faced long-term, negative impacts on their careers. Study participants identified opportunities to address sexual harassment by (1) harnessing the power of university leaders, department leaders, and peer bystanders to affect the academic climate; (2) instituting stronger and better-enforced institutional policies on sexual harassment with clear and appropriate consequences for perpetrators; and (3) advancing the cross-institutional work of scientific and professional societies to change the culture in their fields.
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