Goal: Identify students interested in Family Medicine to help target limited resources for their support
Research Question: Could artificial intelligence help identify students interested in or suited for Family Medicine?
This collection represents the presentations given on April 1, 2019 as part of the 4th annual UC Data Day that took place in the Tangeman University Center at the University of Cincinnati.
The collection contains all the presentations as power points if available or pdfs. However, access for some may be restricted to users with a UC 6+2 only.
Videos of the all presentations can be found on the STRC youtube channel at -
https://www.youtube.com/watch?v=cOl-ITkX1VQ – morning events
https://www.youtube.com/watch?v=I3f9vYaZfwE – afternoon events
The schedule for the day was:
9:00 – 9:30 Opening Remarks - Great Hall TUC 465
9:30 – 10:30 Keynote: The NIH All of Us Research Program: Supporting Data-Powered Health for Researchers, Participants, and Communities Amanda Wilson
10:30 – 10:45 Break
10:45 – 12:15 Panel Session Health Equities/Disparities - Great Hall TUC 465
Dr. Sarah Pickle
12:15 – 1:30 Lunch Service Providers available for one-one discussion - Great Hall TUC 465
1:30 – 3:00 Panel Session Data Empowering Social Justice - Great Hall TUC 465
Concurrent Power Session – TUC 400 B/C
Interactive mapping of social vulnerability caused by climate change using R
3:00 – 3:15 Break
3:15 – 4:15 Keynote: Big Data For or Against Health Disparities Deborah Duran Great Hall TUC 465
4:15 – 4:30 Closing Remarks Great Hall TUC 465
More information can be found at the event website - http://libapps.libraries.uc.edu/blogs/dataday/
Using 400 videos this audio eBook explains the physics and physiology of sound, the history of audio recording, analog and digital hardware, microphones and signal processing, and how musical instruments produce sound.
Half a century ago, thoracic surgeon Paul W. Schafer, MD., believed that the centriole, which was barely visible in light microscopy, was different from all other organelles. He advanced electron micrographic studies that suggested the centrioles had inter-cellular order, i.e., that they might have communication or “force at a distance” interaction.
Images relating to a 4th century C.E. sarcophagus found at Çan, in northestern Turkey.
These images were created in 1999 by holding a flatbed scanner directly against the sarcophagus under the supervision of the conservators.
The sarcophagus was published as Sevinç, Körpe, et. al., "A New Painted Graedo-Persian Sarcophagus from Çan", Studia Troica 11 (2001), pp 383-420.
This collection holds the webinars and related files sponsored by the Research Data Access and Preservation Association for the following academic years. Website for RDAP - https://rdapassociation.org/
This webinar series is an informational series focused on making the most impact with research scholarship. Changes in funder requirements make data sharing a requirement for most types of research data. These five sessions focus on how to make data sharing a bonus to individual researchers and their overall publishing profile while benefiting the greater research community.
Orville Simpson was an amateur artist, city planner, and architect that developed a conceptual utopian city called “Victory City.” This archive spans six decades with materials created by Simpson that are comprised of: sketches, architectural plans, building models, letters, photographs, and manuscripts that offer detailed insight into Simpson's process of creating Victory City.
[insert link to website]
All inquiries regarding reproduction or use of any written documents or images should be directed to the Simpson Center for Urban Futures: firstname.lastname@example.org
During the fall semester of 2013, guest fellow Ignacio García May, from Spain, taught a Taft Research Seminar on the techniques of writing for the theater. The seminar was supported by Andrés Pérez-Simón, Assistant Professor of Spanish, who acted as convener, and Patricia O'Connor, Emerita Professor of Spanish, who was available in an advisory capacity.
During the first sessions of the seminar, Prof. García May provided the basic rules of playwriting:
* Playwriting’s specificity as opposed to any other form of writing. Dramatic text as a voluntarily unfinished and problematic text.
* Different kinds of dramatic structures, plots and subplots
* Real time vs. stage time; the triggering incident; dramatic progression.
* The world in a nutshell: unlimited-but-limited spaces of drama.
* Language of drama: dialogues, monologues, didascalia (stage direction).
* Defining characters: agon (in ancient Greek: conflict, combat, dispute) as foundation of relationship.
* Reality is not always believable: plausibility vs. truth.
* Mechanics of comedy.
* Mechanics of tragedy.
Then, under the guidance of professors Pérez-Simón and García May, the students developed their own original short plays using the information received. The finished plays were read and discussed in class. Although none of the students had previous experience in playwriting, all the resulting short plays were worthy, and some of them were first class and deserve to be published. It was considered a good idea to create a digital repository that could be maintained as a dynamic file of dramatic texts, where future writers (and even well-established playwrights in Spanish language) could publish their own plays. In addition to original creations, translations of plays done by UC students—undergraduate or graduate—could also be published in this archive. Finally, the repository contains the videos of two lectures delivered by prof. García May in October and November 2013, available for free download.
The creation of this repository was overseen by Arlene Johnson, Associate Senior Librarian and Digital Humanities Strategist, and Nathan Tallman, Assistant Librarian and Digital Content Strategist, in collaboration with prof. Pérez-Simón. This is a project of interdisciplinary nature and global scope, two pillars of the UC2019 Strategic Plan.
Web site devoted to documenting and describing the Greater Cincinnati region's Modernist architecture, with a focus on the collection at the Design, Architecture, Art, and Planning Library at the University of Cincinnati.
In the summer of 2015, UC English Emerita Professor Lucille M. Schultz donated to the University of Cincinnati’s Department of English and Comparative Literature her archive of 19th-century composition and rhetoric textbooks and handbooks, and several sets of student papers and letters from the same period. Professor Schultz collected these materials during her 26-year career as a scholar of rhetoric and composition at UC.
Professor Schultz made high-quality photocopies of the included materials from 15 libraries and archives around the country, primarily from collections at the Library of Congress and at Harvard University’s Monroe C. Gutman Library. She published a number of articles based on the collection and two scholarly monographs--The Young Composers: Composition’s Beginnings in Nineteenth-Century Schools (1999), the first full-length history of school-based writing instruction, and the co-written, with Jean Ferguson Carr and Stephen L. Carr, Archives of Instruction: Nineteenth-Century Rhetorics, Readers, and Composition Books in the United States. The latter was awarded the MLA’s 2005 Mina P. Shaughnessy Prize, "presented for an outstanding scholarly book in the fields of language, culture, literacy, and literature that has a strong application to the teaching of English." Schultz, who spent nearly ten years locating the materials included in the archive, believes her collection includes all extant 19th-century school-based composition books that are publicly available. The archive, however, does not contain every edition of every book.
The Schultz archive provides a thorough vision of composition practices in 19th-century U.S. schools. With 257 entries representing the period from 1785 to 1916, the collection includes, among other artifacts, picture books for early primary school students, 103 grammar handbooks, and advanced rhetoric textbooks for college students. The materials highlight practices we would today identify as prewriting, freewriting, object-oriented pedagogy, student-centered activities, and multimodal composing. Including lessons, student examples, and images, the texts provide glimpses into 19th-century lives, material cultures, and pedagogical practices. The archive also helps readers understand the socially conservative nature of textbooks: great attention is paid to Christopher Columbus, for example; "demon rum" is seen as an evil, resulting in poverty; and slavery gets no mention. In thus putting a lens on the past, the archive invites reader to reexamine the present.
In addition, the Schultz archive provides a complex backdrop to the origins of rhetoric and composition and to the formation of literacy instruction in the U.S. For example, included texts offer a variety of references to the cultural implications of composition instruction. These cultural components are represented through discussions of cultural assimilation, cultural separation/distinction, religion and the acquisition of "high" culture. In one salient example, George Thompson, in Letters to Sabbath-School Children on Africa (1855), writes about composition instruction as taught by American missionaries to children in Africa. Much of this text addresses the superiority of the English language and the necessity of teaching children to use it properly. Thompson’s text effectively demonstrates cultural assimilation practices as they relate to nonnative English speakers. The practice of cultural assimilation through language also emerges in David Blair’s The Universal Preceptor: Being a General Grammar of Arts, Sciences, and Useful Knowledge (1826), which argues for the exclusion of borrowed words and idiomatic expressions in an effort to purify the English language.
As this snapshot of the archive suggests, the included materials provide a foundation for fruitful research that could examine contemporaneous documents, laws and historical events that have contributed to the assimilation of native and immigrant cultures in the U.S. during the 19th-century (and beyond). The texts invite comparison to contemporary rhetorics related to English-only laws and educational practices, as well as the continued suppression of nondominant languages and cultures within U.S. literacy education. And this is only the beginning. Scholars may also be interested in the archive to study student writing, teacher response methods, classroom conditions and materials, and many other subjects that pertain to literacy instruction during the 19th-century.
Since receiving this comprehensive collection in 2015, graduate students in rhetoric and composition at UC have begun using it as a resource for research projects. By digitizing the collection, our goal is to welcome more users to access the collection. With assistance from the Taft Research Center and the UC library archivists, the resulting online database is available to scholars across the country and around the world, making possible wide public access to a collection of materials otherwise unavailable in a single archive.
Those interested in browsing the print copies of the Schultz archive, currently housed in 110 McMicken Hall, please contact Professor Russel Durst at email@example.com to set up an appointment. To access a complementary 19th-century collection of schoolbooks, visit the Nietz Old Textbook Collection housed at the University of Pittsburgh. ( http://digital.library.pitt.edu/nietz/)
Through narrative inquiry, preservice art educators in the School of Art at the College of Design, Art, Architecture, and Planning at the University of Cincinnati, use their own biographic narrative as data to understand the nature of their educational experience and to project a better approach to that educational experience in their futures. Through narrative inquiry, they regressively reflect on their own social positions and synthesize that with their analysis of current experiences in the art education field. These future art teachers present their process of narrative inquiry that has evolved into a viable curricular approach they hope to implement in their future classrooms or schools. By reflecting on their position, privilege (or lack of privilege), and biases and synthesizing that with their current experience in the art education field, they questioned situations and events that led to further research.
Technical aspects of how to build different components of Victory City and its purpose/function.
***Inquiries regarding reproduction or use of any written documents or images should be directed to the Simpson Center for Urban Futures: firstname.lastname@example.org
Images of marine organisms, invertebrate and vertebrate animals, and plants, and environments, gathered in my research in the tropical Western Atlantic and tropical Pacific oceans. These are mostly underwater photographs taken as 35 mm images by me and several colleagues. Images are grouped by geographic locality, then taxonomic group. Data are provided on taxonomic identification, exact location, date, photographer, water depth, publications, and relevant information. The image displayed is a jpeg, and in addition, there is a tif file of approximately 20 MB which can be provided upon request. Contact me at email@example.com. Currently available images are of comatulid crinoids from 8 localities in the Tropical Western Atlantic and 8 in the Indo-West Pacific. Since there are 421 images the contents list will take a short time to appear.
Scholarship and best practices about global library services:
- library service to global users
- library partnerships
- library's contribution to the campus internationalization
- hosting visiting scholars
This program is meant to batch process ELISA standard curve data to generate Levey-Jennings control charts and report values that fall outisde of 2 and 3 standard deviations of the mean. The Instruction Manual contains a detailed guide on usage.