Matching Items (27)
Filtering by
- Member of: Metis Center for Infrastructure and Sustainable Engineering
- Member of: Pannabecker, Virginia
- Member of: Collegiate Recovery Program Resources
ContributorsGueci, Nika (Author)
Created2013-12-11
Description
A needs assessment based on students in recovery to build a Collegiate Recovery Program.
ContributorsGueci, Nika (Author)
Created2016-05-01
Description
Qualitative research on student employees of a Collegiate Recovery Program.
ContributorsGueci, Nika (Author)
Created2017-04-01
Description
PPT lecture and notes for Recovery 101 training.
ContributorsGueci, Nika (Author)
Created2016-08-01
Description
To address the dearth of knowledge about person-based and trip-level exposure, we developed the Icarus model. Icarus uses mesoscale traffic model—activity-based model—to analyze the heat exposure of regions of interest at an individual level. The goal with Icarus was to design accurate, granular models of population and temperature behavior for a target region, which could be transformed into a heat exposure model by means of simulation and spatial-temporal joining. By combining and implementing the most robust software and data available, Icarus was able to capture person-based exposure with unparalleled detail. Here we describe the model methodology. We use the metropolitan region of Phoenix, Arizona, USA to carry out a case study using Icarus.
ContributorsLi, Rui (Author) / Brownlee, Ben (Author) / Chester, Mikhail Vin (Author) / Hondula, David M. (Author) / Middel, Ariane (Author) / Michne, Austin (Author) / Watkins, Lance (Author)
Description
Objectives: Highlight top open access and open educational resources in health sciences and provide examples of their use in supporting higher education curriculum needs to respond to online, distance, flipped classroom, and hybrid learning structures, and to ensure familiarity with lifelong continuing education and research resources for evidence-based practice in allied health fields.
Methods: "a student's education is only as valuable as the information that a student has access to" Matt Cooper (president of the National Association of Graduate and Professional Students, 2012). Evidence-based practice is no longer a new concept in health professions or education, but its integration into allied health higher education curricula and its inclusion by health professionals in everyday, lifelong practice still presents challenges. One challenge is affordable access to research study findings and data, and to resources that index such information. A librarian from a public, research-1 university will draw from experiences and practices at her institution, and from a review of such at similar institutions. She will present methods to promote: use of open access and open educational resources, greater participation in these movements, and curriculum-related applications.
Results: This flipped presentation will include an overview of top overall and health sciences-related open access and open educational resources: how to find them and suggestions for evaluation criteria. It will also include options to promote and use Creative Commons search and licensing for discovering and sharing materials licensed for others to use, reuse, and adapt. Methods for promoting open access and open educational resources in higher educational and other settings will follow, with a final overview of newly expanding options for do-it-yourself and open science initiatives including opportunities for involvement in health research and innovation.
Conclusions: Join us, and bring your laptop, tablet, or mobile device! This presentation will be a "flipped presentation," with a brief (ten-to-fifteen minutes) voice-over PowerPoint presentation sent out ahead of time. The in-person session will offer a hands-on approach with opportunities to delve into using one or more major sources of open access or open educational resources to discover resources to recommend for supporting curricula, professional development, or training. You will also have a chance to collaborate with colleagues and explore ideas for promotional events and materials to build awareness of open access and open education initiatives. Leave with first-hand knowledge of new resources and an action plan for an event to promote these important initiatives within your community.
Methods: "a student's education is only as valuable as the information that a student has access to" Matt Cooper (president of the National Association of Graduate and Professional Students, 2012). Evidence-based practice is no longer a new concept in health professions or education, but its integration into allied health higher education curricula and its inclusion by health professionals in everyday, lifelong practice still presents challenges. One challenge is affordable access to research study findings and data, and to resources that index such information. A librarian from a public, research-1 university will draw from experiences and practices at her institution, and from a review of such at similar institutions. She will present methods to promote: use of open access and open educational resources, greater participation in these movements, and curriculum-related applications.
Results: This flipped presentation will include an overview of top overall and health sciences-related open access and open educational resources: how to find them and suggestions for evaluation criteria. It will also include options to promote and use Creative Commons search and licensing for discovering and sharing materials licensed for others to use, reuse, and adapt. Methods for promoting open access and open educational resources in higher educational and other settings will follow, with a final overview of newly expanding options for do-it-yourself and open science initiatives including opportunities for involvement in health research and innovation.
Conclusions: Join us, and bring your laptop, tablet, or mobile device! This presentation will be a "flipped presentation," with a brief (ten-to-fifteen minutes) voice-over PowerPoint presentation sent out ahead of time. The in-person session will offer a hands-on approach with opportunities to delve into using one or more major sources of open access or open educational resources to discover resources to recommend for supporting curricula, professional development, or training. You will also have a chance to collaborate with colleagues and explore ideas for promotional events and materials to build awareness of open access and open education initiatives. Leave with first-hand knowledge of new resources and an action plan for an event to promote these important initiatives within your community.
ContributorsPannabecker, Virginia (Author)
Created2014-03-15
Description
Objectives: To develop an experiential understanding of what services and resources are most valuable to faculty throughout research and publishing processes. To use this understanding in combination with information in the literature to develop and provide services that anticipate researcher needs at each step of the process.
Methods: Facilitating open access publishing, best practices in literature reviews, scholarly research writing, clinical research data management, preservation, and accessibility: all of these are areas that librarians are working to support in many institutions. In this paper, two librarians from two research-1 universities provide a brief review of relevant literature. They follow with lessons learned and best practices identified during experiences as part of graduate student or faculty learning and working groups. These include: participation in a clinical research evaluation course; being a coauthor during writing, submitting, and revising of a scholarly peer-reviewed article, and negotiating copyright terms with an academic publisher; and participating in a faculty writing group for mutual motivation and constructive commentary on in-process writing projects.
Results: In this observational and participative study, the authors found that by taking advantage of opportunities to join groups in their research communities, they expanded their own skill sets while also expanding their contextual understanding of researcher support needs, including faculty, instructors, researchers, and graduate students. Through physical and online participation in learning, training, and working spaces along with their constituent communities, the authors built strong connections and mutual understanding. By being present (online or in-person) when questions occurred, they increased opportunities to provide in-context support for literature review searching techniques; citation management tools; copyright, journal selection, and publishing questions; and data management planning.
Conclusions: Each profession, discipline, and employment has its learning communities, informal or time-specific subgroups that come about as needed or for required trainings. Learning communities are where those in a given discipline or employment explore tasks in a collaborative setting and learn together, developing new skills and mastery through practice with peer and expert feedback. Such communities might take the form of a course on clinical research, an informal writing group, a seminar series, or even a cross-department event-planning group. By joining such groups, librarians can build on common experiences to form stronger relationships with their communities, gaining two critical benefits: (1) opportunities to provide research and information expertise in context and (2) greater recognition as part of the community and of what librarians do and their areas of expertise.
Methods: Facilitating open access publishing, best practices in literature reviews, scholarly research writing, clinical research data management, preservation, and accessibility: all of these are areas that librarians are working to support in many institutions. In this paper, two librarians from two research-1 universities provide a brief review of relevant literature. They follow with lessons learned and best practices identified during experiences as part of graduate student or faculty learning and working groups. These include: participation in a clinical research evaluation course; being a coauthor during writing, submitting, and revising of a scholarly peer-reviewed article, and negotiating copyright terms with an academic publisher; and participating in a faculty writing group for mutual motivation and constructive commentary on in-process writing projects.
Results: In this observational and participative study, the authors found that by taking advantage of opportunities to join groups in their research communities, they expanded their own skill sets while also expanding their contextual understanding of researcher support needs, including faculty, instructors, researchers, and graduate students. Through physical and online participation in learning, training, and working spaces along with their constituent communities, the authors built strong connections and mutual understanding. By being present (online or in-person) when questions occurred, they increased opportunities to provide in-context support for literature review searching techniques; citation management tools; copyright, journal selection, and publishing questions; and data management planning.
Conclusions: Each profession, discipline, and employment has its learning communities, informal or time-specific subgroups that come about as needed or for required trainings. Learning communities are where those in a given discipline or employment explore tasks in a collaborative setting and learn together, developing new skills and mastery through practice with peer and expert feedback. Such communities might take the form of a course on clinical research, an informal writing group, a seminar series, or even a cross-department event-planning group. By joining such groups, librarians can build on common experiences to form stronger relationships with their communities, gaining two critical benefits: (1) opportunities to provide research and information expertise in context and (2) greater recognition as part of the community and of what librarians do and their areas of expertise.
ContributorsPannabecker, Virginia (Author) / Lee, Young-Joo (Author)
Created2014-05-19
Description
Arizona State University's Spring 2022 Urban Infrastructure Anatomy course assessed infrastructure challenges for advanced logistics planning in Belmont, Arizona. The Belmont initiative has sought to examine how planning for future advanced logistics technologies and operations should serve as drivers for novel urban planning. The project teams focused on energy systems, transportation systems, agriculture, biomimicry, and heat mitigation.
ContributorsBhandari, Viraj (Contributor) / Mirtich, Laura Christine (Contributor) / Smith, Keegan (Contributor) / AlMarzouqi, Shaymaa (Contributor) / Avaula, Munieswar Reddy (Contributor) / Britton, Britnie (Contributor) / Changela, Meet Haresh (Contributor) / Subramanian, Praveen Raj Kumar (Contributor) / Tatiparthi, Jaya Dinesh Reddy (Contributor) / Pramod, Luke (Contributor) / Guglielmi, Giovanni (Contributor) / Myers, Andrew (Contributor) / Bonham, Emma Eileen (Contributor) / Majety, Naga Venkata Krishna Anjani Kumar (Contributor) / Sripathi, Siva Sai Praneeth (Contributor) / Schoneberger, Channing (Contributor) / Chester, Mikhail Vin (Contributor)
Created2022-06-01
Description
A methodology is presented for synthetic water distribution networks that advances previous methods by Ahmad et al. 2022 (SyNF v1.0). The methodology describes the development changes for v1.1 of the model. This includes major updates to the handling of global variables, parameterization of water treatment plants (WTP) and tanks, and the inclusion of flexibility in handling different demand estimates. The model advancements were designed around true data for San Juan and Mayaguez (Puerto Rico), but are generalizable to other regions.
ContributorsSearles, Ian (Contributor) / Jain, Rajan (Contributor) / Chester, Mikhail Vin (Contributor)
Created2024-07-24