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Greece, Bulgaria and Albania1 General Introduct
Translating Socio-Cultural Anthropology into Education Educational Anthropology and Anthropology of education in SE European countries: Greece, Bulgaria and Albania1 Ioannis Manos, Gerorgia Sarikoudi University of Macedonia, Thessaloniki, Greece General Introduction Education System I. Greece The education system in Greece is under the central responsibility and supervision of the state administration, and more specifically, the Ministry of Education, Research and Religious Affairs (MERRA). It consists of three levels: primary, secondary (divided in lower and upper-secondary), and tertiary (higher) education. 1. Overview of the Greek education system According to the Greek constitution, the Greek state is bound to provide all Greek citizens with access to free education at all levels of the state education system. The Greek education system2 consists of three levels: primary, secondary (divided in lower and upper-secondary), and higher (tertiary) education. a) Primary Education3 Primary education includes the pre-primary (kindergarten/‘παιδικός σταθμός’/paidikos stathmos) and the primary schools (‘δημοτικό’/dimotiko). Pre-primary education is compulsory4 and 1 DISCLAIMER: The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 2 For a summary of the Greek education system, see, https://eacea.ec.europa.eu/national- policies/eurydice/content/greece_en 3 A non-compulsory early childhood education is provided to children from the age of 2 months to 4-years-old by municipal public institutions (Infant Centers, Infant/Child Centers and Child Centers) or private, pre-school education and care centers. -
CURRICULUM VITAE Joseph S. Takahashi Howard Hughes Medical
CURRICULUM VITAE Joseph S. Takahashi Howard Hughes Medical Institute Department of Neuroscience University of Texas Southwestern Medical Center 5323 Harry Hines Blvd., NA4.118 Dallas, Texas 75390-9111 (214) 648-1876, FAX (214) 648-1801 Email: [email protected] DATE OF BIRTH: December 16, 1951 NATIONALITY: U.S. Citizen by birth EDUCATION: 1981-1983 Pharmacology Research Associate Training Program, National Institute of General Medical Sciences, Laboratory of Clinical Sciences and Laboratory of Cell Biology, National Institutes of Health, Bethesda, MD 1979-1981 Ph.D., Institute of Neuroscience, Department of Biology, University of Oregon, Eugene, Oregon, Dr. Michael Menaker, Advisor. Summer 1977 Hopkins Marine Station, Stanford University, Pacific Grove, California 1975-1979 Department of Zoology, University of Texas, Austin, Texas 1970-1974 B.A. in Biology, Swarthmore College, Swarthmore, Pennsylvania PROFESSIONAL EXPERIENCE: 2013-present Principal Investigator, Satellite, International Institute for Integrative Sleep Medicine, World Premier International Research Center Initiative, University of Tsukuba, Japan 2009-present Professor and Chair, Department of Neuroscience, UT Southwestern Medical Center 2009-present Loyd B. Sands Distinguished Chair in Neuroscience, UT Southwestern 2009-present Investigator, Howard Hughes Medical Institute, UT Southwestern 2009-present Professor Emeritus of Neurobiology and Physiology, and Walter and Mary Elizabeth Glass Professor Emeritus in the Life Sciences, Northwestern University -
Project Selene: AIAA Lunar Base Camp
Project Selene: AIAA Lunar Base Camp AIAA Space Mission System 2019-2020 Virginia Tech Aerospace Engineering Faculty Advisor : Dr. Kevin Shinpaugh Team Members : Olivia Arthur, Bobby Aselford, Michel Becker, Patrick Crandall, Heidi Engebreth, Maedini Jayaprakash, Logan Lark, Nico Ortiz, Matthew Pieczynski, Brendan Ventura Member AIAA Number Member AIAA Number And Signature And Signature Faculty Advisor 25807 Dr. Kevin Shinpaugh Brendan Ventura 1109196 Matthew Pieczynski 936900 Team Lead/Operations Logan Lark 902106 Heidi Engebreth 1109232 Structures & Environment Patrick Crandall 1109193 Olivia Arthur 999589 Power & Thermal Maedini Jayaprakash 1085663 Robert Aselford 1109195 CCDH/Operations Michel Becker 1109194 Nico Ortiz 1109533 Attitude, Trajectory, Orbits and Launch Vehicles Contents 1 Symbols and Acronyms 8 2 Executive Summary 9 3 Preface and Introduction 13 3.1 Project Management . 13 3.2 Problem Definition . 14 3.2.1 Background and Motivation . 14 3.2.2 RFP and Description . 14 3.2.3 Project Scope . 15 3.2.4 Disciplines . 15 3.2.5 Societal Sectors . 15 3.2.6 Assumptions . 16 3.2.7 Relevant Capital and Resources . 16 4 Value System Design 17 4.1 Introduction . 17 4.2 Analytical Hierarchical Process . 17 4.2.1 Longevity . 18 4.2.2 Expandability . 19 4.2.3 Scientific Return . 19 4.2.4 Risk . 20 4.2.5 Cost . 21 5 Initial Concept of Operations 21 5.1 Orbital Analysis . 22 5.2 Launch Vehicles . 22 6 Habitat Location 25 6.1 Introduction . 25 6.2 Region Selection . 25 6.3 Locations of Interest . 26 6.4 Eliminated Locations . 26 6.5 Remaining Locations . 27 6.6 Chosen Location . -
Exploiting the Bilingual's Psycho-Social
International Journal of Arts & Sciences, CD-ROM. ISSN: 1944-6934 :: 09(02):551–564 (2016) EXPLOITING THE BILINGUAL’S PSYCHO-SOCIAL CHARACTERISTICS TO ENHANCE VOCABULARY ACQUISITION Enoka Makulloluwa Brock University, Canada This paper is a literature review exploring to what extent translation from the second language (L2) to first language (L1) and the construction of mnemonics based on culturally relevant imagery facilitate the encoding and retrieval of new vocabulary words in English as a Second Language (ESL) undergraduates. The study is mainly informed by the Bilingual Dual Coding Theory (BDCT), which assumes that cognitive activity of a bilingual is mediated by the two verbal systems in his/her language repertoire and the image system representing his/her knowledge of the world. Based on the literature, I propose that the use of L1 and culturally relelvant imagery together provide a potential vocabulary learning strategy to ESL learners as they acknowledge the learners psycho-social characterisitcs into consideration. Keywords: L1, Imagery mnemonics, BDCT, Vocabualry. Introduction Research suggests that there exist an achievement gap in terms of academic performance between English as a Second Language (ESL) learners with Limited English Proficiency (LEP) and their native English- speaking counterparts (Bibian, 2006; Hakuta, Butler, & Witt, 2000; Stahl & Nagy, 2006; Gu, 2013). This is due to their inadequate skills in the medium of classroom instruction. In particular, one of the literacy skills that causes learners insurmountable difficulties is vocabulary. It is identified as one of the main explanations for the achievement gap between ESL learners with LEP and their native English-speaking peers (August & Shanahan, 2006; Giridharan, 2012; Ramachandran & Rahim, 2004). -
From Amphipolis to Mosul, New Approaches to Cultural Heritage Preservation in the Eastern Mediterranean
THE FUTURE OF THE PAST: From Amphipolis to Mosul, New Approaches to Cultural Heritage Preservation in the Eastern Mediterranean Editors Konstantinos Chalikias, Maggie Beeler, Ariel Pearce, and Steve Renette http://futureofthepast.wix.com/culturalheritage HERITAGE, CONSERVATION & ARCHAEOLOGY ARCHAEOLOGICAL INSTITUTE OF AMERICA Contents 1. The Future of the Past: From Amphipolis to Mosul, New Approaches to Cultural Heritage Preservation in the Eastern Mediterranean .......................................................................................................................................................................................... 3 Konstantinos Chalikias, National and Kapodistrian University of Athens, Maggie Beeler, Bryn Mawr College, Ariel Pearce, Temple University, and Steve Renette, University of Pennsylvania 2. Go, Do Good! Responsibility and the Future of Cultural Heritage in the Eastern Mediterranean in the 21st Century ........... 5 Morag M. Kersel, DePaul University 3. Contested Antiquities, Contested Histories: The City of David as an Example ........................................................................... 11 Rannfrid I. Thelle, Wichita State University 4. Cultural Racketeering in Egypt—Predicting Patterns in Illicit Activity: Quantitative Tools of the 21st-Century Archaeologist .......................................................................................................................................................................................... 21 Katie A. Paul, The Antiquities Coalition -
ANTY 513.01: Seminar in Bioarchaeology and Skeletal Biology
University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Spring 1-2016 ANTY 513.01: Seminar in Bioarchaeology and Skeletal Biology Corey Ragsdale University of Montana, Missoula Follow this and additional works at: https://scholarworks.umt.edu/syllabi Let us know how access to this document benefits ou.y Recommended Citation Ragsdale, Corey, "ANTY 513.01: Seminar in Bioarchaeology and Skeletal Biology" (2016). Syllabi. 4657. https://scholarworks.umt.edu/syllabi/4657 This Syllabus is brought to you for free and open access by the Course Syllabi at ScholarWorks at University of Montana. It has been accepted for inclusion in Syllabi by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Anthropology 513 Bioarchaeology Seminar Instructor: Dr. Corey Ragsdale Office: Social Science 217 Email: [email protected] Office hours: TR 2:00 to 3:30 Course Description Bioarchaeology allows us to ‘people’ the past. To do this, bioarchaeologists follow two general rules of thumb. First, they contextualize human remains in physical space, cultural milieu, and pre-historic time. That is, skeletonized and mummified bodies are never examined without also considering their associated archaeological materials. Second, bioarchaeologists regard ancient bodies as bio-cultural phenomena. Human biology is impacted directly by culture, and vice versa. With these two ideas in hand, we will explore bioarchaeology’s history, development, major topical concerns, and debates. We will also engage critically with categories and assumptions about race, sex/gender, age, ethnicity, disease and disability, violence, and body parts. To conclude the semester, we will reflect upon bioarchaeology’s relevance in contemporary politics. -
Bioarchaeology (Anthropological Archaeology) - Mario ŠLAUS
PHYSICAL (BIOLOGICAL) ANTHROPOLOGY - Bioarchaeology (Anthropological Archaeology) - Mario ŠLAUS BIOARCHAEOLOGY (ANTHROPOLOGICAL ARCHAEOLOGY) Mario ŠLAUS Department of Archaeology, Croatian Academy of Sciences and Arts, Zagreb, Croatia. Keywords: Bioarchaeology, archaeological, forensic, antemortem, post-mortem, perimortem, traumas, Cribra orbitalia, Harris lines, Tuberculosis, Leprosy, Treponematosis, Trauma analysis, Accidental trauma, Intentional trauma, Osteological, Degenerative disease, Habitual activities, Osteoarthritis, Schmorl’s nodes, Tooth wear Contents 1. Introduction 1.1. Definition of Bioarchaeology 1.2. History of Bioarchaeology 2. Analysis of Skeletal Remains 2.1. Excavation and Recovery 2.2. Human / Non-Human Remains 2.3. Archaeological / Forensic Remains 2.4. Differentiating between Antemortem/Postmortem/Perimortem Traumas 2.5. Determination of Sex 2.6. Determination of Age at Death 2.6.1. Age Determination in Subadults 2.6.2. Age Determination in Adults. 3. Skeletal and dental markers of stress 3.1. Linear Enamel Hypoplasia 3.2. Cribra Orbitalia 3.3. Harris Lines 4. Analyses of dental remains 4.1. Caries 4.2. Alveolar Bone Disease and Antemortem Tooth Loss 5. Infectious disease 5.1. Non–specific Infectious Diseases 5.2. Specific Infectious Disease 5.2.1. Tuberculosis 5.2.2. Leprosy 5.2.3. TreponematosisUNESCO – EOLSS 6. Trauma analysis 6.1. Accidental SAMPLETrauma CHAPTERS 6.2. Intentional Trauma 7. Osteological and dental evidence of degenerative disease and habitual activities 7.1. Osteoarthritis 7.2. Schmorl’s Nodes 7.3. Tooth Wear Caused by Habitual Activities 8. Conclusion Glossary Bibliography Biographical Sketch ©Encyclopedia of Life Support Systems (EOLSS) PHYSICAL (BIOLOGICAL) ANTHROPOLOGY - Bioarchaeology (Anthropological Archaeology) - Mario ŠLAUS 1. Introduction 1.1. Definition of Bioarchaeology Bioarchaeology is the study of human biological remains within their cultural (archaeological) context. -
Sundance Institute Expands Support to Writers and Creators of Series for TV and Online Platforms
FOR IMMEDIATE RELEASE Media Contact: March 19, 2014 Casey De La Rosa 310.360.1981 [email protected] Sundance Institute Expands Support to Writers and Creators of Series for TV and Online Platforms First ‘Sundance Institute Episodic Story Lab’ to Be Held in Fall 2014 at the Sundance Resort, with Norman and Lyn Lear as Founding Supporters Los Angeles, CA — Sundance Institute today announced a significant expansion of its renowned labs for independent artists to include dedicated support for writers and creators of series for television and online platforms. The first Sundance Institute Episodic Story Lab will be held in Fall 2014 at the Sundance Resort in Sundance, Utah. Building on the Institute’s 30-year legacy of developing new work from storytellers with distinctive and risk-taking stories, this new initiative addresses the need for more opportunities for learning and mentorship of singular and diverse voices in scripted TV and online series. In collaboration with accomplished mentors, writers at the six-day, immersive Episodic Story Lab will work on developing stories and characters that play out over multiple episodes and will also have the opportunity to better understand the landscape for production and distribution of serialized stories. Both drama and comedy writing will be supported at the Lab, which has been organized under the leadership of Michelle Satter, Founding Director of the Institute’s Feature Film Program. The Lab is made possible by generous support and guidance from television producer Norman Lear and his wife, Institute Trustee Lyn Lear. The Institute cites the growth of great writing and bold content in recent years as inspiration for the Lab. -
AM6516 Neuromechanics of Human Movement - Syllabus
AM6516 Neuromechanics of Human Movement - Syllabus Objectives: To introduce the neural system responsible for generation of human movements. To introduce neural control of movements (principles and theories) Briefly introduce topics of motor disorders and rehabilitation approaches. Course contents: Features of movement production system: Muscles, Neurons, Neuronal pathways, Sensory receptors, Reflexes and its kinds, Spinal control mechanisms Major brain structures responsible for movement generation: Motor Cortex (including a discussion of premotor and supplementary motor areas), Basal Ganglia, Cerebellum, Descending and ascending pathways Control theory approaches to motor control: Force control, generalized motor programs, muscle activation control, Merton's servo hypothesis, optimal control (including Posture based movement control) Physical approaches to motor control: Mass-Spring models, Threshold control, Equilibrium point hypothesis, Referent configurations Coordination of human movement: Approaches to studying coordination: Optimization, Dynamical systems approach, Synergies, Action-Perception interactions and coupling. Exemplary behaviors: Prehension, postural control, locomotion, Kinesthesia. Changing and Evolving behaviors: Changes to movement control due to fatigue and aging. Motor disorders (introduction only): Spinal cord injury and Spasticity, Cortical disorders (Examples: Stroke, Cerebral Palsy), Disorders of Basal Ganglia (Examples: Parkinson's disease, Huntington's disease), Cerebellar disorders (Ataxia, Tremor, Timing -
Neuromechanics of the Foot, Footwear and Orthotics Stephen Perry, Phd
Neuromechanics of the Foot, Footwear and Orthotics Stephen Perry, PhD Department of Kinesiology and Physical Education, Wilfrid Laurier University Department of Physical Therapy, Rehabilitation Science Institute, University of Toronto Toronto Rehabilitation Institute © Stephen D. Perry, PhD Areas of Research Foot Disorders Footwear, Orthotic Characteristics Plantar Surface Sensation Muscle Activation Balance Control Mobility © Stephen D. Perry, PhD Sensory Role Mechanical Role Central Nervous System Impingement Impingement of pathways of pathways inaccurate information decline in muscle strength Sensory Musculoskeletal damage to System receptors System deformities change in strategies available pain Inappropriate detection fatigue of pressure levels impedes transfer of forces shearing forces and reduction in sensitivity Balancing Reactions masking or potential for additional change in mechanical insulating signals postural disturbances properties (e.g. weight, shape) © Stephen D. Perry, PhD Take Home Message Structural and material alterations, such as footwear and orthotic characteristics, fit, integrity and interface (cushioning, sock‐insole, impingements) can affect both sensory and mechanical foot functions. There is also a need to identify and treat mechanical foot misalignments early with all of this taken into consideration. This research is in its early stages. © Stephen D. Perry, PhD References 1. Antonio, P.J. and S.D. Perry, 2019. Commercial pressure offloading insoles: dynamic stability and plantar pressure effects while negotiating stairs. Footwear Science. In Press. 2. Antonio, P.J., Investigating balance, plantar pressure, and foot sensitivity of individuals with diabetes during stair gait, Rehabilitation Science Institute. 2019, University of Toronto. 3. Antonio, P. J., and S. D. Perry. 2014. "Quantifying stair gait stability in young and older adults, with modifications to insole hardness." Gait Posture 40 (3):429‐34. -
Primitivo B Felias
PRIMITIVO B. FELIAS III Address:348-D Chico St.,Cembo Makati City Mobile number: 09215341851 [email protected] Objective: A position in the art/design department where my skills can be utilize in accomplishing tasks and solving problems. To be in a company that will help me grow as a person and an employee, to provide quality service and share my skills and knowledge to colleagues, and learn from them as well, for the betterment of the team and the company. Skills Computer Literate (Adobe Illustrator, Adobe Photoshop, Adobe Premiere, Adobe After Effects, Adobe Audition, Adobe Flash, MS Powerpoint, Blender 3D software, Garage Band, Bryce 3D software, MakeHuman 3D, 3D Studio Max, Microsoft Movie Maker, Realflow 3D, Sculptris 3D, Mixcraft 5) Digital Video Editing, 3D Modeling and Basic Animation, Sound Editing, Digital and Manual Photography, Graphics Design and Illustration, Motion Graphics Design/Compositing, Flash-Base Web Design, GUI Design, Photo Manipulation, Basic Action Scripting, Flash Animation, Theater Actor, Singer, Dancer and can work with minimal supervision. Online Portfolio http://primefelias.daportfolio.com/ Online DemoReel http://www.youtube.com/watch?v=GBh5w-UGld8 Educational Background College: University of the Philippines Bachelor of Fine Arts major in Visual Communications Year Graduated: 2008 Secondary: Araullo High School Year Graduated:2004 Elementary: Nasipit Central Elementary School, Agusan del Norte Year Graduated: 2000 Work-Related Experiences DATE COMPANY POSITION May 23, 2011-present Holy Cow! Animation AFX Compositor/Digital Artist March 30, 2011- July 2011 Buko Graphics Studios Freelance 3D Concept Artist March 21, 2011 – May 11, 2011 BigFish International Inc. (Motion)Graphic Artist Unit 1804 Jollibee Plaza, Emerald Ave., Ortigas Sept. -
Master Thesis
Master’s Thesis 2018 30 ECTS Department of International Environment and Development Studies Katharina Glaab Dividing Heaven: Investigating the Influence of the U.S. Ban on Cooperation with China on the Development of Global Outer Space Governance Robert Ronci International Relations LANDSAM The Department of International Environment and Development Studies, Noragric, is the international gateway for the Norwegian University of Life Sciences (NMBU). Established in 1986, Noragric’s contribution to international development lies in the interface between research, education (Bachelor, Master and PhD programmes) and assignments. The Noragric Master’s theses are the final theses submitted by students in order to fulfil the requirements under the Noragric Master’s programmes ‘International Environmental Studies’, ‘International Development Studies’ and ‘International Relations’. The findings in this thesis do not necessarily reflect the views of Noragric. Extracts from this publication may only be reproduced after prior consultation with the author and on condition that the source is indicated. For rights of reproduction or translation contact Noragric. © Robert Ronci, May 2018 [email protected] Noragric Department of International Environment and Development Studies The Faculty of Landscape and Society P.O. Box 5003 N-1432 Ås Norway Tel.: +47 67 23 00 00 Internet: https://www.nmbu.no/fakultet/landsam/institutt/noragric i ii Declaration I, Robert Jay Ronci, declare that this thesis is a result of my research investigations and findings. Sources of information other than my own have been acknowledged and a reference list has been appended. This work has not been previously submitted to any other university for award of any type of academic degree.