This talk was the first panelist in the Data Empowering Social Justice Session for the 4th Annual UC Data Day Conference hosted by UC Libraries.
Theresa M. Culley, Professor and Head of Biological Sciences, University of Cincinnati
Talk Title: Lessons From Publishing: Do Researchers in Developing Countries Receive Credit for Their Work?
My laboratory is working to better understand if scientists in developing countries, where the majority of plant biodiversity occurs, are receiving proper scientific recognition for their research in the form of authorship in the peer-reviewed literature. We are also interested in promoting shared, accessible data that may be used in future studies to make novel advancements in the biological field. Our research thus far indicates that many scientists in developing countries are not being included in the published literature as authors
Abstract. Several basic relative invariants for homogeneous linear differential
equations were discovered during the years shortly after 1878. Also, a basic
relative invariant was found by Paul Appell in 1889 for a type of nonlinear
differential equation. There was little progress during the years 1892--1988 as
researchers who worked with homogeneous linear differential equations were
unknowingly handicapped by the standard practice of introducing binomial
coefficients in the writing of their equations. They thereby failed to develop
adequate formulas for the coefficients of equations resulting from a change of
the independent variable. Consequently, for relative invariants as the most
important kind of invariant, progress was stymied.
The notation was simplified in 1989, adequate transformation formulas
were developed, and explicit expressions were deduced in 2002 for all of the
basic relative invariants of homogeneous linear differential equations. In 2007,
explicit formulas were obtained for all of the basic relative invariants of a
type of ordinary differential equation involving two parameters m and n that
represent positive integers. When n = 1 and m >= 3, the formulas specialize to
provide all of the basic relative invariants for homogeneous linear differential
equations of order m; and, when m = n = 2, they yield all three of the basic
relative invariants for the equations of Paul Appell.
A general method developed in 2014 combines two relative invariants of
weights p and q for the same type of equation to explicitly obtain a relative
invariant of weight p+q +r, for any r >= 0. With that, the principal problems
about relative invariants have now been solved.
This monograph provides clear perspective about the reformulation begun
after 1988 and recently completed. Chapters 15 and 18 show how the major
difficulties confronting earlier researchers have been overcome.
Cincinnati has one of the lowest home ownership rates in the country for cities of comparable size. Several other cities with low rates of home ownership in 1970 have managed to increase their rates two to four percent over the past 25 years, but the home ownership rate in Cincinnati has been stable over that period at 38 percent.
The best explanation for Cincinnati’s low home ownership rate is that the topography of the city encouraged dense development involving multiple-unit structures up until World War II. When the highway programs of the post-war period opened up the suburbs to development, the city was already built-out and could not compete for new single-unit construction that the federal government was subsidizing on a massive scale.
In the last 50 years, the Hamilton County suburbs have gained 140,000 owners while the number of owners in the city has decreased by 1,000. As a result, the home ownership rate in the Cincinnati metropolitan area is greater than the national rate for areas of comparable size (63 percent versus 61 percent) while the rate in the city is far less than the national rate.
The City of Cincinnati faces a number of challenges in any effort to increase its home ownership rate. Government programs in other cities typically produce dozens of units a year, not the hundreds of units that Cincinnati needs to produce. In order to achieve even a modest increase in home ownership, the city will have to alter market forces in the direction of increased supply of housing suitable for owner-occupancy and increased demand for home ownership.
In order to increase its rate of home ownership to 41 percent by the year 2010, the City of Cincinnati needs to adopt a four-part strategy:
Increase the Supply of Units
The market cannot produce new units on its own. The city needs to assemble and prepare sites in order to reduce the additional costs associated with building in the city as opposed to the suburbs. City Hall must continue to eliminate barriers to development and provide new services to builders. Cincinnati will not be able to increase the number of middle-class owners without creating new neighborhood areas with the appropriate mix of amenities. At the lower end of the owner-market, the city needs to move aggressively to convert abandoned structures into units people will want to buy and rehabilitate.
Help Renters Become Owners
While converting renters to owners is an essential component of an overall strategy, the City of Cincinnati must recognize that not everyone can be an owner and target its resources appropriately. The city does not have unlimited funds to change the cost equation of owning a home and will, therefore, have to learn from other cities how to work with lending institutions to increase the flow of dollars under Community Reinvestment Act initiatives. Other cities have had some limited success with programs to convert people renting duplex and condo units into owners. The city needs to increase the availability, extent and quality of education and counseling programs.
Attract New Households to the City
The city has to market its neighborhoods, and in some cases, smaller areas within neighborhoods. This will require market research, training programs for Realtors, investments in street furniture, increased services, publications extolling city neighborhoods, and programs comparable to the Living in Cleveland program. The city needs to start working cooperatively with the Cincinnati Public Schools. Specific market niches in which the city can hope to compete very successfully include the empty nesters, the gay and lesbian community, first time buyers, and people interested in downtown living.
Maintain the Existing Pool of Owners
About 75 percent of the time a home owner in Cincinnati sells and buys another home in the Cincinnati area, the home purchased will be in the suburbs. The city must create opportunities for the home seller to move up without moving out of the city.
In addition to the above strategies, which involve the central city market, the City of Cincinnati needs to actively promote strategies that will help slow the rate of suburbanization and that will create low income housing opportunities in the suburbs. If suburbanization continues at the current rate, and if the city continues to be the governmental unit with de facto responsibility for low income housing, there is every reason to wonder if there is anything that the city can do to increase its rate of home ownership.
A short play about a group of upper class Hispanic women living in the United States. The dynamics of their relationship gets tested when one of them, Joanna, comes to their children's soccer game with a new maid. Allegiances shift when Joanna receives the news of her husband's promotion, and their real feelings about each other are exposed.
“Manrat” is more than just a rat; he is an elusive and amorous spirit residing in the smelly underbelly of man’s city. Fluff N' Stuff and Cheddars are his wisecracking nest-mates who speculate about the motives of Manrat's recently developed depression. All the while, they search the south side sewer for dinner: that is until they run into Talia, licensed psychologist. The two rodent cronies agree to help her back to the world above… if she can first cure Manrat of his sorrowful affliction. Fluff N' Stuff and Cheddars, Manrat's supposed friends are counting on it, but Talia's life is also at play. Can Talia and Manrat find salvation together, or will all four be condemned to wade in the stink of their daily problems? And what about Cheddars and Fluff N' Stuff? Will they be able to scurry out of their own hang-ups and help a friend in his hour of need? Fear. Passion. Giant mutant rats. “Manrat” delivers all in a filthy, unforgiving comedy.
An English Translation and Annotation of Selected Writings of Joseph Déjacque by Janine C. Hartman, Professor of History, The University of Cincinnati with Introduction and Annotation by Mark A. Lause, Professor of History, The University of Cincinnati.
[New York City] The European, November 15, 1856-May 2, 1858, editor Hugh Forbes. Forbes, an English Garibaldian organized the emigres of 1848-49 in New York City with local radicals into a coalition of Universal Democratic Republicans. It became part of the International Association of the 1850s, and the foundation for the American sections of the International Workingmen's Association after the Civil War. Impressed by Forbes' war record coupled to his militant hostility to slavery, eastern abolitionists involved with John Brown recruited Forbes to be his military advisor. Convinced that the plan for Harpers Ferry was suicidal and unnecessary, Forbes left the operation. By 1860, he was back in Italy with Garibaldi, and, in his absence, became an easy figure to blame for the project's defeat.
[New York] Bulletin de l'Union républicaine de langue française, November 15, 1869-September 9, 1871. The emigres of 1848-49 formed the core of support for the Bulletin, which became involved with the International Workingmen's Association. The gap towards the end of 1870 reflected the dislocations of the Franco-Prussian War and the French declaration of a republic, after which hundreds of French radicals in New York returned to France, at least for the duration of the war. The publication reappeared in 1872 as Le Socialiste.
From its founding, the University of Cincinnati was strongly connected to its birth city. Stradling’s comprehensive history, the first written in over fifty years, examines UC's complex history tied to Cincinnati and looks to the future as the university continues as a pioneer in higher education
Classroom Environment: More Than Concepts And Content.
Found in In-class/Missing from Online:
- Interactive experience
- Exposure to professionals as role models
- Synergy of active converse on content/controversy
- Group activities (not addressed here).
How capture these for online courses?
This "New and Improved Edition" was published in 1894 and copyrighted in 1892. The author is credited as Professor of Language and Literature in the Brooklyn Polytechnic Institute and as the author of several other books. The text claims it is responding to teachers' need for work for pupils to do in illustration of what they have learned. The first section on invention covers sentence structure, forming paragraphs, analysis of subjects, and preparation of frameworks. The second section on qualities of style discusses perspicuity, imagery, energy, wit, pathos, and elegance. The third section on productions breaks up prose into oral (conversation, debates, sermons, etc.) and written (biographies, histories, fiction, letters, etc.). It also discusses poetry by focusing on mission, style, form, and kinds (satiric, epic, dramatic, etc.). Exercises include specific directions for altering or analyzing examples. Excerpts from the work of well known authors are used throughout. The Schultz Archive's copy is roughly the complete text.
Several semesters of introductory calculus courses Cincinnati Uptown Campus have implemented a flipped class model focused on student collaboration and leadership that appears successful in terms of student performance, professional skills, and attitudes.
Performance data from initial semesters suggest considerably improved student performance relative to non-flipped section. Survey and course evaluation data shows very positive student reception. Students come out of their shells, collaborate together, develop a positive relationship with mathematics, and actively take charge of their own learning.
In this presentation, we will discuss the foundation of the collaboration, the initial steps, initiatives, and activities, and the future plans of COMM-IT. Initiatives and activities include the creation of the Digital Engagement Certificate, cross promotion of certificates and minors at the IT-Expo, a team taught UCForward course, addition of an IT introductory course into the Applied Communication Certificate and learning communities for Communication majors. With an interdisciplinary focus, faculty and staff worked together to create a summer joint recruitment effort of future Bearcats. Faculty have collaborated with each other in grant applications (both internal and external), research presentations, teaching workshops, and promotion of conferences, events, and workshops including WordCamp and IT-Expo. Future plans for COMM-IT include the development of a joint graduate certificate, providing networking opportunities for students across disciplines, and sharing expertise and skills with each other through teaching, research, and service.
Our project gives university students hands on experience developing job descriptions, ads, job applications and interview guides, gives them the opportunity to review actual job applications and resumes, allows them to conduct actual job interviews and provide feedback to the participating high school student.
This set of PDF documents represent a series of forms used by the Post Bronze Age team at Troy during the years 1989-1996. This set contains only the forms used for post-excavation analysis of the small finds.
1842 printing of 1842 copyrighted text. The second part is for grammar schools, while the first part is for preparatory schools (and includes illustrative engravings).The text rejects the old system of grammar of Murray. It claims to be a proper conservative grammar written for those English speakers who will not study other languages, addressed to the understanding and not the memory. It covers classes of English words (with tables of examples), rules for sentence construction, analysis and parsing, rules of syntax, and includes review questions Includes practical exercises to illustrate every principle and is arranged to explain the differences between its system and the old system. Credits the influence of Wallis, Harris, Horne Tooke, Gilchrist, and Crombie. The Schultz Archive's copy is roughly the entire text of the second part.
This second edition is dated 1829. The author is credited on the cover as a teacher. This texts uses a system of mnemonics to teach children the useful science of grammar. It has mothers and young instructresses in mind, who are untrained and therefore unlikely to teach it without a simple method. Chapters have a section to be read, a recapitulation lesson section to be memorized, and a practice section founded on scripture to provide moral instruction. The work also has wood-cut illustrations. The Schultz Archive's copy of this text is incomplete. It is missing numerous pages, but it does have a sample of pages from throughout the text. Attached is the text of a similar work of similar inspiration (it acknowledges sharing the same wood-cut illustrations), published in 1832 in New York: The Infant School Grammar Consisting of Elementary Lessons in the Analytical Method; illustrated by Sensible Objects and Actions.
This first New York edition was printed in 1867 and copyrighted in 1866. Based on lectures given by the author at the Teachers' Institutes at the invitation of the Secretary of the Board of Education of Massachusetts in 1845 and 1846. The contents include many education topics from arithmetic to geography to music to discipline. The Schultz Archive's copy includes only three chapters: the uses and abuses of memory, English grammar, and composition. The author's lecture of grammar seems to draw mostly on the work of Murrary, Crombie, Wallis, and Priestley. The composition chapter is brief and mostly covers the teaching of punctuation.