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删除限定条件 Geo subject sim: Cincinnati, Ohio
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- Type:
- Dataset
- 摘抄:
- Data of monarchs subjected to righting response orientation trials under different artificial magnetic fields pre- and post-overwintering cold treatment.
- 作者:
- Shively-Moore, Samuel
- 提交者:
- Samuel Shively-Moore
- 上传日期:
- 03/25/2025
- 更改日期:
- 05/21/2025
- 证书:
- Attribution-NonCommercial 4.0 International
-
- Type:
- Dataset
- 摘抄:
- Methane emissions from natural gas streetlights. Measurements were made by Dr. Amy Townsend-Small and her students.
- 作者:
- Townsend-Small, Amy
- 提交者:
- Amy Townsend-Small
- 上传日期:
- 11/20/2024
- 更改日期:
- 11/20/2024
- 创建:
- 2024-11-20
- 证书:
- Public Domain Mark 1.0
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- Type:
- Dataset
- 摘抄:
- Locations of natural gas streetlights in Cincinnati, Ohio
- 作者:
- Townsend-Small, Amy
- 提交者:
- Amy Townsend-Small
- 上传日期:
- 11/20/2024
- 更改日期:
- 11/20/2024
- 创建:
- 2024-11-20
- 证书:
- Public Domain Mark 1.0
-
- Type:
- Document
- 摘抄:
- Forest settings can provide emotional and physical stimulation that can effectively calm the nervous system and regulate responses to the effects of trauma. By exposing a population to a nearby temperate forest, measures can be made regarding the overall reaction to being in the presence of a forest specific environment. It is expected that the response to the experiences of forest engagement and exposure will present positive and increase the overall well-being of participants.
- 作者:
- Adams, Margaret
- 提交者:
- Margaret Adams
- 上传日期:
- 04/04/2024
- 更改日期:
- 04/04/2024
- 创建:
- 04/4/2024
- 证书:
- All rights reserved
-
- Type:
- Student Work
- 摘抄:
- The purpose of this capstone was to organize and pursue the creation of a Dialogue in the Dark exhibition in Cincinnati. Dialogue in the Dark is an organization that, since 1988, has internationally utilized exhibits that allow visitors to be led through an hour long simulation of blindness as lead by a visually impaired guide through four pitch back simulated environments. The purpose of this exhibit is twofold. In an immediate sense it is meant to demonstrate to visitors that those who we often marginalize due to their disabilities are in fact quite capable, effectively serving as a platform to recognize, address, and overcome problems created by perceived "otherness". The larger lessons derive from experiencing a profoundly different reality than is normally accessible in terms of both the specific type of experience and the degree of contrast of realities it poses. Such jarring experiences open a brief window for dialogue. Drawing from actor-network theory, various principles and techniques from action research, and from fields such as organizational psychology, visual anthropology, and sociology, this capstone contains workable processes and objectives relevant to both the creation of a Cincinnati based Dialogue in the Dark and the framework for a Coalition for Community Action and Cooperation. These processes and objectives are to be constantly ongoing in development, and are only rudimentary in presentation style. Additionally, this project contains a reflection on both the process of bringing Dialogue in the Dark to Cincinnati thus far, a discussion of post-capstone plans for Dialogue in the Dark, and, in the spirit of demonstrating my BIS inspired work in general, a condensed introduction to my “Theory of Grand Irrationality” and my “Social Pulse Theory”, both of which are central starting points for the grad school experience I am both seeking and planning.
- 作者:
- Turner, Grant
- 提交者:
- Grant Turner
- 上传日期:
- 06/18/2020
- 更改日期:
- 10/07/2020
- 创建:
- 2014
- 证书:
- All rights reserved
-
- Type:
- Dataset
- 摘抄:
- Dataset Summary: This dataset studies the main challenges that students in these institutions faced during the transition from face-to-face (f2f) to remote mode of instruction and the resources that they used to minimize these adversities. In order learn about their experiences during this transition, I surveyed at the end of the Spring Semester students enrolled in two Political Science (POL) classes. The results showed that majority of students struggled with stress caused by moving away from campus and self-quarantine leading to deteriorating mental and physical health. Concerns about student health along with distraction at home were identified as top adversities for student well-being. Survey results also showed that educational resources can have varying impact on student learning in introductory and upper-level courses. For example, lecture notes, power point presentations and online videos can be better resources for remote instruction in an introductory class, while class meetings via video conferencing platforms can be the preferred resource of instruction in upper-level courses. Below is the questionnaire used for this study: Survey Questionnaire: Transition to Remote Instruction During COVID-19 Crisis: Qualtrics Link for POL1080: https://artsciuc.co1.qualtrics.com/jfe/form/SV_bd7cF1OF6eNeYBv Qualtrics Link for POL2074: https://artsciuc.co1.qualtrics.com/jfe/form/SV_3xegnXy4LFSC2t7 1. As you know, the University of Cincinnati has transitioned from face-to-face to remote instruction for Spring Semester since March 14, 2020 due to COVID-19. Once it was decided to switch to remote instruction, how did you expect that this decision would impact your performance in this class? I thought it would improve my performance I thought it would impair my performance I did not think that it would impact my performance I don’t know 2. Based on your experience with remote instruction, how do you think the new form of instruction impacted your performance in this class? I did better in this class after we switched to remote teaching I did worse in this class after we switched to remote teaching The switch to remote teaching had no impact on my performance I don’t know. 3. Do you agree or disagree with the following statement: “I felt that the instructor in this class provided timely instructions and information about the switch from face-to-face to remote form of content delivery in the class”? Completely agree Partially agree Partially disagree Completely disagree Not sure/ don’t know. 4. Do you agree or disagree with the following statement: “I felt that the instructor in this class cared about my performance in the class once we switched from face-to-face to remote form of content delivery in the class”? Completely agree Partially agree Partially disagree Completely disagree Not sure/ don’t know. 5. Which of the following course resources (if available) helped you ease the transition from face-to-face to remote instruction (check all that apply)? Online instructional videos created or made available by the instructor Instructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype) Meetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours Instructor’s lecture notes and presentation materials (e.g. Power Point Slides) Online quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others). Online forums made available for this course Assigned course readings Book publisher’s online resources (websites, book ancillaries, etc.) Supplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.) Supplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.) Group activities with peers enrolled in the class (e.g. study sessions via conference platforms) Others (please list) _________. 6. Which one of the following course resources was most helpful to you in the transition from face-to-face to online mode of content delivery (select only one)? Online instructional videos created or made available by the instructor Instructor-led class meetings via a web-conferencing platform (e.g. Webex, Zoom, MS Teams, Skype) Meetings with the instructor via a web-conferencing platform (e.g. Webex, Zoom, MS teams, Skype) during their office hours Instructor’s lecture notes and presentation materials (e.g. Power Point Slides) Online quizzes or interactive questions administered via web platforms (e.g. Canvas, Blackboard, Echo 360 or others). Online/ web discussion forums made available for this course Assigned course readings Textbook publisher’s online resources (websites, book ancillaries, etc.) Supplemental assistance from teaching assistants (e.g. office hours, online sessions, etc.) Supplemental peer-led review sessions (e.g. Learning Assistant Sessions, Supplemental Instruction Sessions, etc.) Group activities with peers enrolled in the class (e.g. study sessions via web-conferencing platforms) Others (please list) _________. 7. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select all relevant options)? I had to move away from campus in the middle of the semester My physical or mental health deteriorated after we switched to remote instruction I missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI) I did not have stable and reliable Internet connection at home I had a lot of distraction at home I lost my job/ income due to the COVID-19 epidemic I had to take an additional job to support myself and/ or my family Self-quarantine and/ or social distancing caused me a lot of stress The news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress Other (please list) ___________. 8. Which of the following, do you think, impacted negatively your performance in this class during the transition from face-to-face to remote instruction (please select only one options)? I had to move away from campus in the middle of the semester My physical or mental health deteriorated after we switched to remote instruction I missed face-to-face interaction with the instructor, the TAs and the undergrad assistant (SI) I did not have stable and reliable Internet connection at home I had a lot of distraction at home I lost my job/ income due to the COVID-19 epidemic I had to take an additional job to support myself and/ or my family Self-quarantine and/ or social distancing caused me a lot of stress The news about the COVID-19 epidemic and concerns about my health and the health of my loved ones caused me a lot of stress Other (please list): 9. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what aspects of this transition had greatest values for you? Open ended question: 10. Based on your experience with this course’s transition from face-to-face to remote instruction for Spring Semester 2020, what changes would you recommend to ease this transition in the future? Open ended question: 11. What is your gender? Male Female Other/ prefer not to disclose 12. What is your major? Political Science International Affairs Interdisciplinary/ Cyber Strategy and Policy Interdisciplinary/ Law and Society Another major (please specify) 13. What is your class level? First year (freshman) Second year (sophomore) Third year (junior) Fourth year (senior) 14. What is your race or ethnicity? White Black or African American Asian American Indian or Alaska Native Native Hawaiian or Pacific Islander International student Other 15. What do you think your grade will be for this course? A or A- B+, B or B- C+, C or C- D+, D or D- F Nor sure/ don't know
- 作者:
- Ivanov, Ivan
- 提交者:
- Ivan Ivanov
- 上传日期:
- 05/14/2020
- 更改日期:
- 05/14/2020
- 创建:
- 2020-05-13
- 证书:
- All rights reserved
-
- Type:
- Dataset
- 摘抄:
- The aims of this study is to evaluate the impact of interactive student response software (SRS technology) in large introductory classes in Political Science taught at the University of Cincinnati. Getting the students engaged in these classes has been one of the main priorities of the College of Arts and Sciences. This study draws on data from Introduction to International Relations offerings from Fall 2012 to Spring 2018, some of which have used interactive software while others have not used any software. Additionally, some offerings have had an assigned supplemental instructor (IS) while others have not had SI. The overall aim is to evaluate whether these instructional innovations have helped improved student performance in this class. The main hypothesis tested during the study is that availability of SRS technology tends to improve student performance during exams. The secondary hypothesis is that the availability of more advanced (second-generation) student response technology (such as Echo 360) tends to improve students performance in class in comparison to earlier (first-generation) SRS devices (known as “clickers”). Background and significance The positive impact of SRS engagement technology on student performance the across different disciplines been well documented in the literature (Marlow et al 2009; Kam and Sommer 2006; Prezler et al 2007 and others). Most of the literature focuses on first generation student response system, also known as clickers (Elliott 2003; Riebens 2007; Crossgove and Curan 2008, Shapiro 2009). Some of the studies focus on the use of this technology without a control group (Beavers 2010; DeBourgh 2008; Kennedy and Cutts 2005; Sprague and Dahl 2010) while others discuss how personal response software impact student performance throughout the whole semester (Evans, 2012). This study differs from existing ones in several ways. First, by collecting data over 5-year period, not only can we compare groups of students using SRS systems with those who don’t but also we can compare offerings using first-generation SRS technology (e.g. the “clickers”) and those using second-generation SRS software (such as Echo 360) that contains more advanced interactive features. Second, the study allows comparison of the SRS impact on different course components and requirements. Third, it evaluates the impact of the student response system in combination with other techniques used in a large classroom such as supplemental instruction or SI. This new setting offers valuable insights about the impact of different types of SRS technology and other interactive techniques designed to engage students in large classrooms. Approach and Source of records Records for student performance collected throughout the whole semester for each student. Demographic information for the students enrolled in class collected from the course rosters and from the University of Cincinnati’s student information system Catalyst ( https://catalyst.uc.edu/). All records are electronic. Those that are not available on Catalyst but are generated as a part of the student performance are currently stored in excel format by the instructor and researcher in an external USB drive which is only accessible to the instructor and PI (same person). No other person has access to the data. The research does not involve the collection of data or other results from individuals that will be submitted to, or held for inspection by, the FDA. No part of the research involves any data that will be provided (in any form) to a pharmaceutical, medical device or biotech company.
- 作者:
- Ivanov, Ivan
- 提交者:
- Ivan Ivanov
- 上传日期:
- 07/24/2019
- 更改日期:
- 07/24/2019
- 创建:
- November 30, 2018
- 证书:
- All rights reserved
-
- Type:
- Document
- 摘抄:
- 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
- 作者:
- Stradling, David
- 提交者:
- Mark Konecny
- 上传日期:
- 07/27/2018
- 更改日期:
- 05/23/2019
- 创建:
- 2018-07-27
- 证书:
- Attribution 4.0 International
-
- Type:
- Student Work
- 摘抄:
- Human iPSCs (TkDA cell-line) were differentiated on laminin coated plates into endoderm by treatment of Activin and BMP, then treated with FGF4 and CHIR to further differentiate into posterior foregut. The cells were embedded into Matrigel droplets and cultured in Advanced DMEM. Droplet media was collected for ELISA to measure Albumin concentrations. The droplets were collected for histology and RNA isolation to test for AFP, ALB, and HBG1 genes. These methods resulted in the creation of a novel culture system containing both hepatic and hematopoietic lineage cells to model developing fetal liver.
- 作者:
- Lewis, Kyle; Jallaq, Sahar, and Takebe, Takanori
- 提交者:
- Sahar Jallaq
- 上传日期:
- 05/10/2018
- 更改日期:
- 05/23/2019
- 创建:
- 2018-04
- 证书:
- All rights reserved
-
- Type:
- Article
- 摘抄:
- The previous study for which this one serves as an update concluded that there was good news for those who wished to live in racially integrated communities in Hamilton County. The news remains good. At the 2010 census, fifty-four suburban Hamilton County communities and Cincinnati neighborhoods, over one-third of the total, containing 45% of the total population of the county, were at least modestly racially integrated (Table 9).2 This continues trends that began as early as 1970 when seven communities achieved integration that persisted for at least forty years. At the 1980 census, twelve achieved racial integration that lasted for at least thirty years. And at the 1990 census, ten became integrated with that persisting for at least the next twenty years. Together, twenty-nine communities have remained racially integrated for at least twenty years. At the same time, the dissimilarity index (DI), a standard measure of residential integration, showed improved black/white integration for both the city of Cincinnati and Hamilton County as a whole (Table 1). Cincinnati’s DI dropped from 91.2 in 1950, its highest point, to 64.8 in 2010. Hamilton County’s DI dropped from 82.8 in 1980, the earliest for which we have data, to 71.3 in 2010. This means that increasing numbers of whites and blacks are living on the same blocks in a number of communities here. The desirability of these integrated neighborhoods has apparently remained steady over time. Although both the city and the county have lost population, the integrated neighborhoods have proportionally lost no greater population than the rest. Moreover, in the last decade, conventional wisdom to the contrary, several of the long-term integrated communities experienced increases in the white percentage of their population. When we looked at socio-economic conditions throughout the county as measured by seven indicators drawn from the census, we found a range of values for the integrated communities. Some are clearly in quite good shape and improving and some show signs of decay. On a scale that aggregates five of these indicators, integrated communities on the average fell between the values for the city of Cincinnati as a whole and for suburban Hamilton County. This is particularly good news as the declining economy has certainly hurt the African Americans population more than the rest of the population. Because of this, the integrated communities might be expected to show a greater decline than the rest of the county, and while some of them have been hurt, on the average, they seem to be holding their own in comparison to the rest of the county. Finally, the city of Cincinnati, which has long seen an increase in black population and a decrease in white population, in the 2000s saw a significant slow-down in the decline of white population and an actual decrease in black population. This suggests that the black/white ratio may stabilize in the city in the near future.
- 作者:
- Casey-Leininger, Charles
- 提交者:
- Charles Casey-Leininger
- 上传日期:
- 10/07/2014
- 更改日期:
- 08/10/2016
- 创建:
- 2011-10
- 证书:
- All rights reserved