THE EVOLUTION OF MOBILE LEARNING AT THE UNIVERSITY OF ONTARIO INSTITUTE OF TECHNOLOGY: FROM CENTRALIZATION TO INDIVIDUAL MOBILITY

2016 ◽  
Author(s):  
Bill Muirhead
Keyword(s):  
Mobile Learning ◽  
Individual Mobility ◽  
Institute Of Technology ◽  
The University

INSULATION AGAINST ICE AT MEASURING WEIRS

1974 ◽  
Vol 5 (1) ◽  
pp. 32-49 ◽  
Author(s):  
JOHN TVEIT
Keyword(s):  
Hydraulic Engineering ◽  
Simple Method ◽  
Institute Of Technology ◽  
The University ◽  
Difficult Cases

This article deals with the problem of insulating measuring weirs to avoid ice disturbances. The development of a simple method for insulating a conventional V-weir is described. This method will serve its purpose in many cases. For more difficult cases a special type of a fully insulated weir is described. The experiments described were carried out by The Division of Hydraulic Engineering, The University of Trondheim, The Norwegian Institute of Technology, at the River and Harbour Laboratory of the University, and at the IHD representative basin Sagelva.

Voices After Disaster

2021 ◽  
Author(s):  
Roger Few ◽  
Mythili Madhavan ◽  
Narayanan N.C. ◽  
Kaniska Singh ◽  
Hazel Marsh ◽  
...  
Keyword(s):  
Indian Institute ◽  
Community Members ◽  
Policy And Practice ◽  
Group Discussions ◽  
East Anglia ◽  
Other Information ◽  
The Media ◽  
Institute Of Technology ◽  
The University ◽  
Disaster Narratives

This document is an output from the “Voices After Disaster: narratives and representation following the Kerala floods of August 2018” project supported by the University of East Anglia (UEA)’s GCRF QR funds. The project is carried out by researchers at UEA, the Indian Institute for Human Settlements (IIHS), the Indian Institute of Technology (IIT), Bombay, and Canalpy, Kerala. In this briefing, we provide an overview of some of the emerging narratives of recovery in Kerala and discuss their significance for post-disaster recovery policy and practice. A key part of the work was a review of reported recovery activities by government and NGOs, as well as accounts and reports of the disaster and subsequent activities in the media and other information sources. This was complemented by fieldwork on the ground in two districts, in which the teams conducted a total of 105 interviews and group discussions with a range of community members and other local stakeholders. We worked in Alleppey district, in the low-lying Kuttanad region, where extreme accumulation of floodwaters had been far in excess of the normal seasonal levels, and in Wayanad district, in the Western Ghats, where there had been a concentration of severe flash floods and landslides.

scholarly journals Digitalization Policy Influence: Implementation of Mobile Learning in the University Educational Process

Webology ◽  
2021 ◽  
Vol 18 (Special Issue 04) ◽  
pp. 687-699
Author(s):  
Sergey Evgenievich Shishov
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching Methods ◽  
Educational Process ◽  
Mobile Technologies ◽  
Learning Methods ◽  
Policy Influence ◽  
Main Components ◽  
The University ◽  
Training Organization

The digitalization of higher education has led to the emergence of new teaching methods, including mobile learning methods. The purpose of the study is to determine the prospects, advantages, and obstacles to the introduction of mobile learning in the university educational process in the context of the digitalization policy of education. The study presents the prospects for the introduction of mobile learning in the university educational process; identifies the main components of mobile learning, which ensure the effectiveness of the implementation of mobile technologies and types of mobile content that can be used in the university educational process; an analysis of each type has been carried out; the advantages and obstacles of the introduction of mobile learning are highlighted. In conclusion, mobile technologies allow introducing new forms of training organization, involving the interaction of learning subjects with each other not only during lessons but also outside them.

scholarly journals The 12 Apps of Christmas: an innovative and effective online student and educator support

2016 ◽  
Vol 9 (13) ◽  
Author(s):  
Frances Boylan
Keyword(s):  
Mobile Learning ◽  
Further Education ◽  
Online Course ◽  
Graduate Study ◽  
Third Place ◽  
Online Student ◽  
Dublin Institute ◽  
E Learning ◽  
Institute Of Technology

The 12 Apps of Christmas course is a free open online course that has run at the Dublin Institute of Technology, Dublin, Ireland in both 2014 and 2015. The 2014 iteration of this course was aimed specifically at instructors and went on to win the Mobile Learning Division of the International E-Learning Award (iELA), and come joint third-place at the eLearning Excellence Awards run as part of the 14th European Conference on eLearning. The 2015 iteration was aimed primarily at students of all ages undertaking further education, third level education, and/or post-graduate study, but also included additional supporting information for educators. This case study sets out our experiences of designing and delivering the 2015 iteration of this innovative and effective student and educator support.

Elastomeric Adhesion and Adhesives

1960 ◽  
Vol 33 (5) ◽  
pp. 1323-1374 ◽  
Author(s):  
C. L. Weidner ◽  
G. J. Crocker
Keyword(s):  
Adhesive Bonding ◽  
Metal Bonding ◽  
Reinforced Plastics ◽  
Synthetic Resins ◽  
Comprehensive Text ◽  
Institute Of Technology ◽  
Brass Plating ◽  
The University ◽  
Printing Ink ◽  
Case Institute

Abstract An increasing number of papers in the field of adhesion have been appearing in Rubber Chemistry & Technology. In the period 1941–1950 twenty-two papers appeared in this Journal covering various aspects of adhesion, whereas in the year 1959 alone eleven papers appear. The Rubber Division Library at the University of Akron has compiled bibliographies as follows: Bibliography # 10, “Use of Synthetic Resins in Natural and Synthetic Rubbers”, covering the period 1930–1952; Bibliography # 18, “Rubber to Metal Bonding”, in two parts, one covering the period 1937–1954 and a supplement covering 1955–1958; and Bibliography #20, “Reclaim Rubber Cements”, covering the period 1927–1954. In addition, special bibliographies were prepared covering the period 1949–1958 on the subjects “Rubber to Wood Adhesives”, “Rubber to Fabric Adhesives”, “Bonding of Polyurethanes”, “Metal to Metal Adhesives”, and “Chemistry of Rubber Adhesives”. The most comprehensive text in the field is “Adhesion and Adhesives” edited by N. A. DeBruyne and R. Houwink. More limited in scope are “Adhesive Bonding of Metals” by Epstein, “Adhesives for Wood” by Knight, “Adhesive Bonding of Reinforced Plastics” by Perry. Also “Rubber to Metal Bonding” by Buchan, which stresses the brass plating technic. Skeist has recently edited a “Handbook of Adhesives”. The Encyclopedia of Chemical Technology contains articles on “Adhesives” in Volume I and the First Supplement Volume. Various symposia have been sources of worthwhile papers on adhesion. The Division of Paint, Plastics, and Printing Ink Chemistry, ACS, published such papers in their preprint booklets, volume XV, No. 1 (1955) and volume XX, No. 1 (1960). Papers given at this division's “Recent Advances in Adhesives” symposium in 1957 are also published. Publication of papers at two symposia held in 1952 (Society of The Chemical Industry, London; Case Institute of Technology, Cleveland) form a valuable collection. Papers from The Second International Congress of Surface Activity in London in 1957 are also published. Papers from a Symposium on Adhesion held by the Society of Rheology in 1959 are published in volume IV of the Society's Transactions. General review articles on adhesion with extensive bibliographies were published as follows : Rinker-Kline “Survey of Adhesives and Adhesion; Kline-Reinhart “Fundamentals of Adhesion”; Brantley-Charnell “Investigation of the Nature of Forces of Adhesion”; Reinhart-Callomon “Survey of Adhesion and Adhesives” and Rutzler “Types of Bonds Involved in Adhesion”. The Reinhart-Callomon survey is quite extensive in its bibliography.

William Barton Rogers and the Southern Sieve: Revisiting Science, Slavery, and Higher Learning in the Old South

2005 ◽  
Vol 45 (1) ◽  
pp. 18-37 ◽  
Author(s):  
A. J. Angulo
Keyword(s):  
Nineteenth Century ◽  
Higher Learning ◽  
Massachusetts Institute Of Technology ◽  
University Of Virginia ◽  
Educational Thought ◽  
Nineteenth Century America ◽  
Technological Institutes ◽  
Institute Of Technology ◽  
The University ◽  
Century Science

William Barton Rogers, conceptual founder of the Massachusetts Institute of Technology, pursued two interrelated careers in nineteenth-century America: one centered on his activities in science and the other on his higher educational reform efforts. His scientific peers knew him as a geologist and natural philosopher, director of the first geological survey of Virginia, author of over one hundred publications in science, and promoter of professionalization. His colleagues in higher education, meanwhile, thought of him as the reform-minded professor at the College of William and Mary and the University of Virginia, who later left the South and established one of America's first technological institutes. Comparatively little has been written about either of these areas of Rogers's life and career. We know much more about the scientific and educational thought of such figures as Louis Agassiz at Harvard, Benjamin Silliman at Yale, Joseph Henry at Princeton, and Alexander Dallas Bache at the helm of the Coast Survey. The literature on Rogers, by comparison, has offered little insight into his life and even less about his relationship to broader developments in nineteenth-century science and higher learning.

Using Mammon for Righteousness

2017 ◽  
Author(s):  
Joan Marie Johnson
Keyword(s):  
University Of California ◽  
Massachusetts Institute ◽  
Massachusetts Institute Of Technology ◽  
Access To Education ◽  
Intellectual Achievement ◽  
Institute Of Technology ◽  
The University

Chapter 5 explores what happened when women approached existing coeducational schools offering restricted gifts to benefit women. These donations either forced a school to open its doors to women or increased the number of women admitted by providing scholarships for women or erecting a women’s building or a women’s dormitory. Like the college founders, these donors believed that women were capable of the same intellectual achievement as men but found that many of America’s best universities resisted coeducation. The women in this chapter, including Mary Garrett, and Phoebe Hearst and the gifts they gave show how money could be wielded to force changes that would benefit women, in the form of access to education and professions formerly restricted to men. Moreover, coeducation at these schools, including Johns Hopkins, Massachusetts Institute of Technology, and the University of California, Berkeley, was especially significant. If women were welcomed at these important institutions, they could demonstrate their intellectual and professional capabilities and equality with men.

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