This data set and accompanying files represents air monitoring data collected by the Environmental Protection Agency from 2009-08-17 to 2012-02-25 at the Warren Elementary School in Marietta, Ohio (39.393536, -81.554015). The variables of interest were the amount of manganese and lead in the air measured as PM10 particle size. The visualizations were created from monthly averages for the concentration of airborne manganese.
The data was collected using the TO-15 collection systems for air monitoring device. (reference - https://www3.epa.gov/air/sat/pdfs/VocTechdocwithappendix1209.pdf)
The files included are:
The raw data - Marietta_WarrenElementraySchool_Raw.csv .
Aggregated monthly averages of the raw data - Marietta_WarrenElementraySchool_Processed.csv.
How the raw data are processed into monthly averages - Marietta_WarrenElementraySchool_WorkingFile.xlsx.
How the video is generated- Marietta_WarrenElementraySchool.ppt.
Video - Marietta_WarrenElementraySchool.mp4 - generated from Marietta_WarrenElementraySchool.ppt.
This data set and accompanying files represents air monitoring data collected by the Environmental Protection Agency from 2009-08-17 to 2012-02-25 at the Ohio Valley Educational Service Center in Marietta, Ohio (39.443477 , -81.452199). The variables of interest were the amount of manganese and lead in the air measured as PM10 particle size. The visualizations were created from monthly averages for the concentration of airborne manganese
The data was collected using the TO-15 collection systems for air monitoring device. (reference - https://www3.epa.gov/air/sat/pdfs/VocTechdocwithappendix1209.pdf)
The files included are:
The raw data - Marietta_OhioValleyEducationalServiceCenter_Raw.csv .
Aggregated monthly averages of the raw data - Marietta_OhioValleyEducationalServiceCenter_Processed.csv.
How the raw data are processed into monthly averages - Marietta_OhioValleyEducationalServiceCenter_WorkingFile.xlsx.
How the video is generated- Marietta_OhioValleyEducationalServiceCenter.ppt.
Video - Marietta_OhioValleyEducationalServiceCenter - generated from Marietta_OhioValleyEducationalServiceCenter.ppt.
This data set and accompanying files represents air monitoring data collected by the Environmental Protection Agency from 2009-08-12 to 2012-01-28 at the East Liverpool East Elementary School, in East Liverpool, Ohio (40.635093 , -80.545558). The variables of interest were the amount of manganese and lead in the air measured as PM10 particle size. The visualizations were created from monthly averages for the concentration of airborne manganese.
The data was collected using the TO-15 collection systems for air monitoring device. (reference - https://www3.epa.gov/air/sat/pdfs/VocTechdocwithappendix1209.pdf)
The files included are:
The raw data - EastLiverpoolEastElementarySchool_Raw.csv .
Aggregated monthly averages of the raw data - EastLiverpoolEastElementarySchool_Processed.csv.
How the raw data are processed into monthly averages - Marietta_EastLiverpoolEastElementarySchool_WorkingFile.xlsx.
How the video is generated- EastLiverpoolEastElementarySchool.ppt.
Video - EastLiverpoolEastElementarySchool- generated from EastLiverpoolEastElementarySchool.ppt.
This data set and accompanying files represents air monitoring data collected by the Environmental Protection Agency from 2009-08-12 to 2012-01-28 at the East Liverpool Water Treatment Plant, in East Liverpool, Ohio (40.639501 , -80.523561). The variables of interest were the amount of manganese and lead in the air measured as PM10 particle size. The visualizations were created from monthly averages for the concentration of airborne manganese
The data was collected using the TO-15 collection systems for air monitoring device. (reference - https://www3.epa.gov/air/sat/pdfs/VocTechdocwithappendix1209.pdf)
The files included are:
The raw data - EastLiverpool_WaterTreatmentPlant_Raw.csv .
Aggregated monthly averages of the raw data - EastLiverpool_WaterTreatmentPlant_Processed.csv.
How the raw data are processed into monthly averages - Marietta_EastLiverpool_WaterTreatmentPlant_WorkingFile.xlsx.
How the video is generated- EastLiverpool_WaterTreatmentPlant.ppt.
Video - EastLiverpool_WaterTreatmentPlant- generated from EastLiverpool_WaterTreatmentPlant.ppt.
Poster presented at the 2019 Special Libraries Association (SLA) annual conference.
Abstract: In 2018, the University of Cincinnati Libraries’ Research & Data Services (RDS) unit unveiled a new Visualization Laboratory (Viz Lab) and expanded service model including data visualization/data analysis. The RDS unit has its roots in STEMM and currently includes informationists, librarians and technical consultants who engages with researchers across all disciplines. The Viz Lab and its associated services are the culmination of several years of planning and implementation. This poster will share lessons learned and good practices with our visualization space and service planning, including considerations for space design, service and training models, staffing and assessment. In addition, this poster will describe the early impact of our efforts, as seen through consultation logs, trainings and campus outreach, space usage and grants activity. We will also reveal some future directions for RDS, including plans to increase integration of the Viz Lab and data visualization/data analysis services into the university’s teaching and research missions.
Acknowledgments: Amy Koshoffer, for creation of the Research & Data Services consultation log dataset and database structure.
Meteorological data from an Onset tower including shielded air temperature, photosynthetically active radiation (PAR), relative humidity, wind speed and direction, and rainfall collected every 15 min.
The location is 50.9583N, -114.8809W, alt 2083m
The station is still operational and files will be updated after manual yearly downloads.
""Pulse Generator Pastry" is my first collaboration with my mother, the ceramic artist Betty Woodman. Betty created the shapes which contain the patterns in the video, based on the forms she uses in her work. I used those shapes as stencils into which both the positive and negative spaces were filled with textures, created using a piece of electronic test equipment called a pulse generator. The video was show in the storefont window at Salon 94 Gallery, during Betty’s show there in spring 2016. on Somehow the rapper ASAP Ferg ended up shooting part of his video for "Let It Bang" standing in front of the work.
In this research, Industrial Artificial Intelligence (IAI) is discussed as the most promising technology for enabling and realization of the next industrial revolution. The key enablers for this transformative technology along with their significant advantages are discussed. In addition, this research explains “Lighthouse Factories” as an emerging status applying to the top manufacturers that have implemented IAI in their manufacturing ecosystem and gained significant financial benefits. It is believed that this research will work as a guideline and roadmap for researchers and industries towards the real world implementation of IAI. // Please use this for citation: "Jay Lee, Jaskaran Singh, Moslem Azamfar. Industrial AI: Is It Manufacturing’s Guiding Light? Manufacturing leadership Journal. 2019:26–36. doi:10.7945/tt9s-gz25."
1835 printing of the 1834 copyrighted text. The text uses pictorial illustrations to aid in the instruction of parts of speech. The text covers orthography, etymology and syntax. The syntax sections has examples to be parsed. The Schultz Archive's copy is roughly the complete text.
1831 printing of the 1831 copyrighted text of the Third Edition, Enlarged and Improved. This text is an abstract of a larger book. The directions for teachers says the book may be used with "children from five to eight or twelve years of age." The author states, in the preface, that as grammar is founded in custom, its best to teach students grammar by induction, allowing them to form rules based on their own knowledge of language. The first section of introductory exercises focuses on the senses as a source of knowledge. The second section is inductive exercises for different classes of words, such as nouns, articles, adjectives, and verbs, as well as different cases, such as nominative, possessive, imperative, intransitive, etc. A series of questions is used for each to help a student understand each classification. The final section is Orthography and Orthoepy. Periodically, the text has a section of recapitulation, wherein it asks a series of review questions. The Schultz Archive's copy is roughly the complete text.
1842 printing of the 1841 copyrighted text. The author is credited with a Master of Arts and as Teach of the High School in Cambridge, Mass. The preface explains the text is mostly influenced by Murray's Grammar. It uses a clear and systematic order of parsing and explains its principles in simple language to make them understood by students. The Schultz Archive's copy includes preface, first and final chapters.
1835 printing of the 1834 copyrighted text. The introduction explains the author has taught for ten years and sought to write a text for his own use that comported to his own methods of teaching grammar. He states his text recognizes most of the principles adopted by Murray, but differs in the mode and style of illustrating them. His style of language has been adapted to the juvenile mind and he uses a philosophical mode of parsing and correcting false syntax and orthography to exercise the understanding of the pupil. The text uses numerous questions in each section as a method of exercising students' understanding. The Schultz Archive's copy is roughly the complete text.
1841 printing of the 1841 copyrighted text. The preface explains that too much emphasis has been given to teaching children facts and not enough to teaching morality. The stories in this collection are meant to teach children morals in simple enough language for them to understand. The collection contains 28 different stories with titles such as Carelessness, Anger, Candor, and the Fruits of Infidelity. Other stories have titles such as Snakes, More about Birds, and The Holiday. The text contains a few illustrations, but they are dark and details are difficult to make out. The Schultz Archive's copy is roughly the complete text.
1887 printing of the 1886 copyrighted text. The author is credited as the author of Arithmetic for Young Children. Willard Scott is the editor of this American edition. The introduction explains that this book contains exercises for children too young to read or write. The exercises involve examining objects to develop attention, memory, judgment, and invention. The book provides instructions for teachers on how to conduct conversations with children about the objects in the lessons. The book has three parts: exercises on familiar objects, practical exercises for the senses and hand, exercises for the body for young children. The exercises include questions to ask children and activities for them to perform (with detailed directions). The book also includes a few illustrations to guide students in their exercises. The Schultz Archive's copy is roughly the complete text.
1888 printing of the 1887 copyrighted text. The author is credited as a member of the London School Board, and as a Ph.D. and as a Fellow of the Royal Society. A lecture on object teaching, covering its origins in the Pestalozzi school, its adoption, rejection, and re-adoption in English schools, and how to practice it in the classroom with specific lesson examples. Includes an appendix on a box of different tools and materials to be used with object teaching. The Schultz Archive seems to be the complete text of this issue of Teachers Manuals, No. 6.
1915 copyrighted text. Genung is credited as the author of Outlines of Rhetoric, etc. Hanson is credited as the author of Two Years' Course in English Composition. The preface boasts a motto of "a minimum of theory and a maximum of the kind of practice that brings good results." The book is organized into three parts: elementary work, on how to approach any subject; rhetorical effectiveness, on style, figures of speech, and sentence and paragraph structure; kinds of composition, on different kinds of correspondence, and the modes of narration, description, exposition, and with a considerable emphasis on argument. Models of good writing are meant to be approachable ideals, exercises are used throughout and based on the practices of known writers, and oral composition is given attention as a step in the composing process.The Schultz Archive's copy is incomplete: It contains up to page 40, and roughly 192 to 353, and appendix II, pages 360 - 365.
1890 printing of the 1886 copyrighted text. The author is credited as Professor of Rhetoric in Amherst College. The book's preface emphasizes the practical, being those elements that may be applied to the construction of literature and can be taught. It must be taught as mechanism and through its effects in the concrete. The introduction further explains that rhetoric is adaptation, a science and an art, and that the text will deal with it in two main topics: style, which deals with the expression of discourse, and invention, which deals with the thought. The style section of the book has chapters on diction, figures of speech, and composition. The invention section has chapters on mental aptitudes and habits, general processes in the ordering of material, reproduction of the thought of others, invention deal with observed objects (description), invention dealing with events (narration), invention dealing with generalizations (exposition), invention dealing with truths (argumentation), and invention dealing with practical issues (persuasion). The introduction credits the influence of Campbell. The rules are accompanied with illustrative examples from notable writers. The Schultz Archive's copy is roughly the complete text. A few pages cut off the edges of the text.
1894 printing of the 1893 copyrighted text. The author is credited as Professor of Rhetoric in Amherst College and as the author of two other texts on rhetoric. The preface explains that the book is meant to provide the necessary rhetorical theory and to accompany every step with critical and constructive written exercises in a progressive and systematic order. The theory is given as a list of rules, each accompanied by a paragraph of explanation and illustrative examples (the rules are positive expressions of principle rather than a series of don'ts). The exercises are novel according to the author and are based in groups of rules rather than individual ones, and they include compositions (on familiar topics) to be rewritten and sentences to be amended in a creative, problem-solving manner rather than corrective. The appendix has a digest of rules and a glossary of words and forms. The book is organized into two parts. Part One is Mastery of Materials and includes chapters on choice of words, phraseology, and special objects in style. Part Two is Organization of Materials and includes chapters on the sentence, the paragraph, and the whole composition. The Schultz Archive copy is roughly the complete text.
1857 printing of the 1856 copyrighted work. Conceived as an alternative to the Letter Writers which merely supply sample epistles to be copied or imitated. It wishes to provide instructions for young writers who wish to think for themselves. It credits the influence of Jardine's Principles of English Composition, Newman's Rhetoric, Fowler's English Grammar, Parker's Aids to English Composition and Letter Writing Simplified, Wilson's Treatise on Punctuation, and Mrs. Hale's Dictionary of Poetical Quotations and The Treasury of Knowledge. For a list of subjects, see the text's title. The Schultz Archive's copy is roughly the complete text.
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.
1895 printing of the 1893 copyrighted text. Fletcher is credited as Instructor of English at Harvard College and Carpenter is credited as Professor of Rhetoric and English Composition in Columbia College. A series of lectures delivered to the Freshman class at Harvard (by Fletcher) in the spring of 1893. It purports to be a study of the different kinds of composition and their treatment of a variety of subject matter. The kinds considered are letter-writing, translation, description, narration, criticism, exposition, argument, and persuasion. The main principle (called relativity) is that compositions should be judged by their effectiveness for the purpose at hand. The purpose is defined by the object in view, the individuality of the writer, and the capacity of the reader. The lectures are accompanied with examples and exercises for students. The Schultz Archive's copy is roughly the complete text.
1834 printing of the 1834 copyrighted text. The author is credited as Mrs. John Farrar and is the author of Congo In Search of His Master and The Children's Robinson Crusoe. The text seeks to address the difficulty children have in writing letters (epistles) and to offer an alternative to another popular text, Complete Letter-Writer, which the author finds filled with absurdities and faults. The text offers general directions, simple criticism, and good examples in the form of a narrative about a young letter writer of fourteen. The work covers many topics, such as punctuation, paragraphs, folding letters, sample topics, and invitations. The Schultz Archive's copy is roughly the complete text.
Revised edition, 1904 copyrighted text. The author is credited as Principal of the George G. Meade Grammar School. Preface begins by acknowledging that textbooks don't succeed in teaching grammar, providing students with examples of false syntax is unproductive, students learn language outside the classroom, so in the classroom they should be given correct forms of use. The work has 280 exercises using pictorial illustrations; questions; prompting statements, paragraphs to be summarized or paraphrased; words to be described, defined, rearranged, or used in sentences; fill in the blanks; and other prompts for writing and phrase combining. The book credits school periodicals as sources for its exercises, such as Canadian School Journal, the New England Journal of Education, and the School Journal Intelligence. A handbook that emphasizes a wide assortment of exercises for grammar practice.
1842 printing of the 1842 copyrighted text. The author is credited with a Master of Arts degree and as Professor of Belles Lettres in the High School of Philadelphia. Seeks to address the insufficiency in teaching grammar through parsing alone. It maintains the common forms of classification, but treats orthography more fully than usual, shortens the section on construction, expands the rules of arrangement, and uses oral and written exercises. Derivation has been moved to the appendix. Although it maintains much of Lowth and Murray, the work credits the heavy influence of M'Culloch. The work includes pictorial illustrations, especially in the sections of writing exercises. The Schultz Archive's copy is roughly the complete text.
The printing is indeterminable from the copy. The text was copyrighted in 1828. The author is credited as the Principal of the Mayhew Grammar School in Boston.
The text simplifies the principles of grammar for younger pupils and asks them apply those principals in series of progressive exercises in parsing. Organized by the four divisions: orthography, etymology, syntax, and prosody. It also includes a series of exercises in false grammar at the end. The Schultz Archive copy is roughly the complete text, but the original was apparently water damaged, such that throughout the text the bottom corners are dark and may be difficult or impossible to read.
1845 printing (and second edition) of the 1844 copyrighted text. The author, Reverend Frazee, is credited as the Late Principal of Elizabeth Female Academy, Washington, Mississippi. The work is organized into orthography, etymology, syntax, and prosody. Etymology and syntax are arranged to be progressive and practical, the arrangement being founded on nature and therefore philosophical; definitions and rules are more accurate and precise; the mode of instruction is inductive, teaches the idea, illustrates it plainly, exercises the student upon it, and then requires the student to commit it to memory. The work credits the influence (in philosophical grammar) of Harris's Hermes, Monboddo, Cobbett's Grams. Lewis' An. Outlines, Tooke's Purley, De Sacy, Brewster, Crombie's Syntax, Webster's Grams. Latham's Grams. In practical grammar: Ben Jonson, Lowth, Andrew, Buchanan, Lennie, Stucliffe, Richard Hiley, Alexander, Comley, Chandler, Cardell, Cooper, Alger, Pond, Fowle, Frost, Green, Hull, Ingersol, Nutting, Parkhurst, Picket, Brace, Goodenow, Park and Fox, Pierce, Wright, Hazen, Cornell, Pue. The Schultz Archive's copy is roughly the complete text. 192 pages.
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.
1866 printing of the 1866 copyrighted text. Fewsmith is credited with a Master of Arts and as Principal of an English and Classical School. Singer is credited as Principal of Zane Street Grammar School. The preface states there is an elementary introduction to this work being prepared. The work seeks to offer just the right amount of explanation to aid students in the understanding of its principles. It is for the classroom and personal study, following the usual division of the four parts of grammar: orthography, etymology, syntax, and prosody. Includes examples, models, and exercises (in parsing, false syntax, analysis). Credits the influence of Goold Brown. A grammar handbook structured around simple definitions. The Schultz Archive copy includes only up to page 40 (including the preface and ToC) of a text that is at least 228 pages.
1837 printing of the 1837 copyrighted text. Title page asserts this edition was abridged from a work preparing for publication. No information about the author is given. The preface explores many of what it argues are the faults with the rules of Murray's grammar, from which most contemporary grammar textbooks are derived. In its place, the author is working on a system of grammar termed the Architective, Constructive, or Structural System. It attempts to explain all the relations of words in the forms of speech, and its classifications are based on those relations. The preface says the work draws on, rebuts, or is in response to the works of Lowth, Cheever Felch, Rees, Cardell, Emerson and others.The Schultz Archive excerpt only includes preface and first few examples on nouns/verbs.
This collection contains air quality data collected from five air monitoring sites in Eastern Ohio located in two cities - Marietta, Ohio and East Liverpool, Ohio.
Ideation flexibility is the ability to shift between a designer’s preferred and non-preferred ways of generating solutions as required by the presented task. There are many tools that exist to support ideation; however, there is a lack of research defining how to facilitate ideation flexibility and how to support designers in this process through use of such tools. In this paper, we report on the development of a new tool, the "Incremental to Radical Heuristics" (I2Rh), which may provide inspiring prompts for ideation, ranging from more incremental to more radical examples. We tested the use of this I2Rh with a small set of industrial design and architecture students and aim to report on ways in which designers with varying cognitive styles perceive and apply these heuristics and further the impact of the heuristics on the students’ problem solving processes and ideation outcomes. Preliminary results demonstrate that more innovative students found the adaptive applications of the heuristics to trigger more novel solutions, whereas the more adaptive students found that the innovative applications to be more inspiring.
Ideation is critical as it allows designers to form many diverse ideas to choose from and eventually test and validate them (Sheppard, Macatangay et al. 2009). However, in many cases, designers find it difficult to come up with many diverse ideas as a result of fixation they experience on particular ideas (Crilly 2015). Being a flexible designer means being able to move from one solution to another, in order to produce the most promising solutions for the given context. In this movement, idea generation methods play a critical role as facilitators of this movement while pushing designers to think differently (Silk, Daly et al. 2014). The focus of the proposed work is ideation flexibility (Yilmaz, Daly et al. 2014), defined as the ability to ideate in both incremental and radical ways – or, more precisely, to ideate along a continuum of thinking between the two, depending on the needs of the problem. Building on the theoretical foundation of Kirton’s adaption-innovation theory (Kirton 1976), we defined the ideation success as a designer’s ability to move between his/her preferred and nonpreferred ways of generating ideas as required in the design brief. To specifically target ideation flexibility, we took an empirically-driven and validated ideation tool, Design Heuristics (Yilmaz, Seifert et al. 2016), and modified it based on the Kirton’s adaptiveinnovative theory. This revised set, called the "Incremental to Radical Heuristics" (I2Rh), illustrates heuristics’ application both incrementally and radically to the same example design problem. I2Rh is intended to help designers execute an ideation strategy based on prompts, examples, and directions to incorporate more incremental or more radical changes to their naturally preferred ways of generating ideas, through facilitating flexible thinking. Our goal in this paper was to investigate how designers with different cognitive styles perceive and apply these revised heuristics and their impact on the students’ ideation outcomes.
There has been a lot of discussion and application of social media marketing in libraries. Not surprisingly, many libraries manage multiple social media accounts on top of traditional marketing strategies. However, not many libraries have developed a strategic digital marketing strategy that synthesizes areas such as video marketing, email marketing, search engine optimization (SEO), mobile marketing, and even outreach through traditional marketing channels. These additional digital marketing channels are equally as important as social media, yet play different roles in attracting, retaining, and engaging users. As users spend an increasing amount of time online searching, it is essential for them to identify the right library resources in a search engine, find the right event in their email and social media, and develop a sense of loyalty through valuable content generated in videos and blogs. Planning for channel overlap as well as users that a campaign may have missed is an essential part of this strategy. This paper is intended to provide an overview of the multi-channel digital marketing landscape and its application in libraries. Recommended actions are provided as well.
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
If your organization is interested in establishing and developing a joint international program in
China, it is inevitable to face both manageable risks and unpredictable changes. There are
mainly three types of challenges.
● Political impact on travel and visa application: the 2017 re-election in China and
leadership change in the United States affect how efficient for both sides to visit each
other and stay for work.
● Technology restriction on teaching and communication: While the fast internet speed
and open internet are taken for granted in the US, technological difficulties in China can
be a barrier for effective teaching and communication.
● Censorship: In China, censorship is always a challenge, especially in the current state.
Be proactive to work effectively within the constraints.
The presenter is intended to share some experience and best practice based on a successful
joint institute between University of Cincinnati and Chongqing University. As the first coop based
program in China, the program continues to be a leading model in international engineering
education.
Scholarship and best practices about the global partnership in higher education: campus internationalization, global learning, strategic partnership, intercultural communication, etc.
As an increasing number of universities expand programs globally, libraries are seen as an essential partner for this endeavor. Some library units are fully or semi-fully integrated into these academic programs. The University of Cincinnati (Ohio, USA) and Chongqing University (Chongqing, China) introduced the first co-operative engineering education program in China in 2013. Since this time, the University of Cincinnati library has been striving to connect American faculty and Chinese students in three main areas:
1.utilizing library websites and social media for reference, instruction, and outreach;
2.playing a peer role for traveling faculty with course materials, elearning, and basic technical support;
3.developing a sustainable relationship with matching librarians in Chongqing for collection development and beyond.
This presentation is intended to share experience and practices with librarians in similar positions, as well as administrators looking to develop a similar position.
The Global Library Services Discussion Group welcomes all interested colleagues to join us in a discussion about serving our library users in a global setting. This will be an opportunity for audience members to discuss challenges and opportunities they are facing, and give their perspectives on what the most important developments are in this field. From online instruction and reference services strategies, to access and inclusion challenges in serving our users across many time zones, all topics are welcome for discussion. Members of the Global Library Services DG will be on hand to lend their own perspectives in this very important discussion.
As the opportunities afforded by globalization expand, colleges and universities are committed to providing students with academic opportunities on a global scale. This has led academic libraries to focus efforts on meeting the needs of students and faculty at global campuses and study abroad sites. In this panel, we’ll be discussing the similarities and differences between our global library services programs and the opportunities and challenges we’ve faced, with practical advice on working with partners on-campus and overseas. This will be an interactive session where the audience will work towards formulating and refining global initiatives based on institutional needs.
As the opportunities and challenges raised by globalization become more a part of people’s everyday lives, colleges and universities are committed to providing their students with academic opportunities on a global scale. This has led academic libraries to focus their efforts on meeting the needs of their students and faculty at global campuses and study abroad sites. Also under the same trend, the number of global services/education librarians is on the rise with unique responsibilities and experiences. In this panel, we’ll be discussing:
the similarities and differences between the global library services programs at our respective sites;
the opportunities and challenges we’ve faced, including how to work with partners on main campus as well as overseas;
discuss how global library services may be evolving in the future.
Abstract: Can a library support an overseas program with a full-time librarian position? Can this position provide distant services successfully through e-learning techniques, social media and other methods? The answer is yes. As many American universities enroll students through a shared or global campus, librarians can play a vital role as the primary information and library services provider. The University of Cincinnati (UC) and Chongqing University, China (CQU) established the first shared engineering programs in China with mandatory co-operative education, the Joint Co-op Institute (JCI), in 2013. Students primarily receive on-campus instruction in China from JCI instructors; however, no UC librarian is onsite to provide dedicated support. In response, UC Libraries developed the new Global Services Librarian position as the lead presence for support of the Libraries’ growing global engagement and partnerships, especially with the JCI. This Librarian provides a full range of services, mostly at a distance, including instruction, outreach, and faculty support. This presentation will describe the development of the Global Services Librarian position, its roles in supporting the JCI, lessons learned in the first year of this position, and how this role could be adapted for other library environments.
A tactile display apparatus renders information to a user, and comprises multiple braille cells attached adjacent to each other along a predefined path, a set of pins housed within the braille cells, and a set of pin holders inserted on the braille cells. The braille cells are moved periodically at a predefined speed via a driving assembly. The pins are selectively actuated by actuators, where the linear motion of the braille cells allow the user to contact the pins to read the information represented by the arrangement of the pins. The pin holders are moved along a defined path to contact the pins, and each pin holder comprises a rigid body and multiple elastic rings attached along the rigid body. The number of elastic rings is equal to the number of pins to allow the pin holder to selectively hold or release a pin.
It is shown in present study that Rainflow method is unable to accurately estimate fatigue life ofcomponents under random loading, almost always. The inconsistencies between results of Rainflowmethod and hysteresis curve are also discussed. Alike the Peak counting method, it is shown that Shadowmethod doesn’t consider the possibility of deformation within individual cycles. Hence, Moshrefifar andAzamfar method is proposed as a novel technique having accurate results in different analytical condi-tions which are in good consistence with results obtained from hysteresis curves. Authors finally proposean algorithm as well as a C language program for this method.
Cyber-Physical Production Systems (CPPSs) are complex manufacturing systems which aim to integrate and synchronize machine world and manufacturing facility to the cyber computational space. However, having intensive interconnectivity and a computational platform is crucial for real-world implementation of CPPSs. In this paper, the potential impacts of blockchain technology in development and realization of real-world CPPSs are discussed. A unified three-level blockchain architecture is proposed as a guideline for researchers and industries to clearly identify the potentials of blockchain and adapt, develop, and incorporate this technology with their manufacturing developments towards Industry 4.0.
No printing date given. Copyrighted 1888. The author is credited as Principal of the George S. Meade Grammar School Philadelphia. The book purports to train young students to use their own simply vocabulary to compose properly-expressed sentences, as well as oral and written stories and descriptions, while also gradually expanding their vocabularies. Questions accompany detailed pictorial illustrations or short textual examples, some of which are abridged versions of Aesop's fables, to encourage thought and prompt elaboration or storytelling. There are 82 lessons in all. The Schultz Archive is roughly the complete text.
No printing date given. Copyrighted 1871. The author is credited for authoring a number of other books on various subjects. Although the preface argues thought is the seed of composition, the writer must also first conquer/study spelling, grammar, punctuation, style, and clearness of expression before writing an acceptable composition. The two most important points in preparation are the proper formation of ideas and their correct arrangement. The book provides a long list of themes/topics for a composition, with each being broken into several sections for elaboration and discussion. Some themes/topics are given introductions and conclusions. Others contain probing questions, sample quotations for evidence, or claims for further exploration. A few are more complete, brief compositions for study and imitation. Topics/themes include politeness, umbrellas, letter on business, and the cowardice of crime. The Schultz Archive's copy is roughly the complete text, but many pages are blurred close to spine, making them either difficult or impossible to read in their entirety.
1857 printing of the 1857 copyrighted text. The author is credited as a Doctor of Laws in English (LL. D.). Despite the 1857 copyright notice, this work is identical to the 1835 edition also in the Schultz Archive: Lessons on Common Things: Their Origin, Nature, and Uses for Schools and Families. Illustrated with Fifty-Two Engravings on Wood.
Frost is credited as the editor. This is an American edition of the English book Lessons on Objects, published by teachers of the Pestalozzian school. In this edition hard and Latinized words have been replaced with common ones. Objects are broken down into parts and qualities. Certain lessons are written as dialogues between children and the teacher. The investigation of the objects at the center of these lessons increases in complexity as the lessons progress. Later lessons are written in full paragraphs or as a series of questions. Some of the objects or scenes are illustrated by the wood cut engravings. The book is sectioned into five series, the last two are further separated into subsections such as "on the senses" or "on the metals." The Schultz Archive's copy is roughly the complete text. Some of the pages are dark and may be difficult to read.
1835 printing (third edition) of the 1835 copyrighted text. Frost is credited as the editor. This is an American edition of the English book Lessons on Objects, published by teachers of the Pestalozzian school. In this edition hard and Latinized words have been replaced with common ones. Objects are broken down into parts and qualities. Certain lessons are written as dialogues between children and the teacher. The investigation of the objects at the center of these lessons increases in complexity as the lessons progress. Later lessons are written in full paragraphs or as a series of questions. Some of the objects or scenes are illustrated by the wood cut engravings. The book is sectioned into five series, the last two are further separated into subsections such as "on the senses" or "on the metals." The Schultz Archive's copy is roughly the complete text. Some of the pages are dark and may be difficult to read.
1828 printing, the second edition, copyrighted 1827. Short book focusing on exercises etymological and syntactical parsing that grow in difficulty over each chapter. The work attempts to make the study of English grammar easier through classification of the forms of English construction. It is to be used after students have committed the rules of grammar to memory. There are forty lessons in all. Some use quotations by distinguished authors. The Schultz Archive's copy is roughly the complete text.
1839 printing, the second edition - stereotyped, copyrighted 1839. The author has a Master of Arts degree and is credited at Professor of Belles Lettres in the High School of Philadelphia. Conceived as an alternative to texts which teach composition through an emphasis on words and phrases and neglect things, which form the substratum of thought. The text is a course of composition exercises on pictures and real objects. The first edition of 3,000 copies sold out, prompting a second edition which included additions of pictures and a section on dialogue writing. The work has three sections: Introductory Course of Easy Exercises, Structure of Sentences, and Figurative Language. The first section covers description of objects and scenes, subjects for description and narration, and narration of real and imaginary incidents. The second section covers parts of speech and exercises in composition focusing on qualities of style such as clearness, precision, strength, unity, and harmony. The book features many heavily detailed pictorial illustrations. The Schultz Archive copy is roughly the complete text.
1839 printing, copyrighted 1839. The author has a Master of Arts degree and is credited at Professor of Belles Lettres in the High School of Philadelphia. Conceived as an alternative to texts which teach composition through an emphasis on words and phrases and neglect things, which form the substratum of thought. The text is a course of composition exercises on pictures and real objects. The work has three sections: Introductory Course of Easy Exercises, Structure of Sentences, and Figurative Language. The first section covers description of objects and scenes, subjects for description and narration, and narration of real and imaginary incidents. The second section covers parts of speech and exercises in composition focusing on qualities of style such as clearness, precision, strength, unity, and harmony. The book features many heavily detailed pictorial illustrations. The Schultz Archive copy is roughly the complete text.
1904 printing of the 1904 and 1899 copyrighted text.The author is credited as President of the University of Illinois. The text covers the history of organized systems of education in the United States. It begins by discussing the role of English and Dutch settlers on the educational culture and values of the people of the United States and it precedes to look at the different levels of organization based on levels of government and administration from school districts to townships to counties to states and the national level. It includes private education and colleges and universities. It uses statistics from the United States bureau of education. The Schultz Archive's copy is roughly the complete text.
No printing year given. 1897 copyrighted text. The author is a Ph.D. and credited as President of Swarthmore College. Based on two leading ideas: progressive exercises in composition and an inductive approach to grammar. The work is divided into sentences exercises and composition exercises. The exercises are based on occupations, nature, history, and great literature. Pictorial illustrations are used to stimulate the imagination. Book I of the text is for third and fourth graders. Book II is for fifth and sixth graders. The author credits the influence of Baron, Junghann, and Schindler. The Schultz Archive's copy is roughly the complete text of Book I.
1846 fifth edition/printing of the 1843 copyrighted text. The author is credited as the author of District School Speaker. The text endeavors to find a more natural way of teaching grammar than to rely on the methods used for Latin and Greek. The text's first part is a plan for oral instruction. The second part covers the Eight Parts of Speech. The third part covers twelve rules of syntax, and contains lessons for parsing and the correction of false grammar. The Schultz Archive's copy only includes the preface.
1864 printing of the 1864 copyrighted text. The preface states the methods of the text are the result of eight years of classroom experience and testing. The text is written as a teaching guide with advice on lessons and providing feedback to encourage composition in younger students. The text's method is to introduce composition through the presentation of various forms of writing rather than simplified rhetorical principles. These forms include letters (epistles), diary writing, news items, advertisements, and extempore writing. The Schultz Archive's copy is roughly the complete text.
1867 printing of the 1867 copyrighted work: a reconstruction of Elements of the Art of Rhetoric (1850). The author is credited as the author of books on logic, grammar, composition, and rhetorical praxis. The preface states Elements of the Art of Rhetoric was distinct for elevating invention to the first rank in rhetorical instruction, reduction of the principles of rhetoric to a more exact system, and the treatment of rhetoric as an art rather than a science. This text made changes to make stronger relations between rhetoric and logic and aesthetics, fuller develop the processes of explanation, and the more exact classification of style. A treatise and textbook on rhetoric, it is divided into two parts: invention and style. Invention is further divided into explanation, confirmation, excitation, and persuasion. Style is divided into absolute properties, subjective properties, and objective properties. Discourse is discussed as oratory, epistolary composition, poetry, representative discourse, judicial, deliberative and sacred. Exercises are used throughout. The Schultz Archive copy is roughly the complete text.
1850 printing of the 1850 copyrighted text. This text professes to elevate invention to the first rank in rhetorical instruction. It credits Whately as the only other recent author not to excluded invention, but states that he does so more narrowly than this work shall do. Secondly, it attempts to reduce of the principles of rhetoric to a more exact system,. The art of rhetoric is philosophically distinguishable from logic, grammar, aesthetics, poetry, and elocution, and it is not limited, as it is in Whately, to argumentation. Day argues that explanation and persuasion are large parts of rhetoric and distinguishable from argumentation. and the treatment of rhetoric as an art rather than a science. Thirdly, an emphasis on the practice of rhetoric as an art, and not merely a science, has resulted in the prescription of numerous exercises, and the inclusion of an appendix of themes for composition. The preface credits the influence of German writers Schott, Hoffmann, Richter, Eschenburg, Theremin, and Becker. The text it is divided into two parts: invention and style. Invention is further divided into explanation, confirmation, excitation, and persuasion. Style is divided into absolute properties, subjective properties, and objective properties. The Schultz Archive copy is roughly the complete text.
