378 research outputs found
Rowell and Ivy
No full textActress and author Victoria Rowell spoke to students, staff and faculty on her memoir, *The Women Who Raised Me.* Here, Rowell interviews with MSU Libraries and University Relations\u27 Marlon Ivy
Rowell and Ivy
No full textActress and author Victoria Rowell spoke to students, staff and faculty on her memoir, *The Women Who Raised Me.* Here, Rowell interviews with MSU Libraries and University Relations\u27 Marlon Ivy
Ivy City Community Development Project
No full textSince January 2005, the Ivy City Community Development Project, led by sponsoring organization Empower DC, has worked to create an organization for the Ivy City community in Washington, DC, led by residents and stakeholders, to empower the community to control economic assets, to prevent the sale of their greatest public asset (Crummell School) and ensure its redevelopment, and to organize and develop capacity in the community to proactively address rapid gentrification.
Grassroots organization Empower DC has led community organizing efforts and developed community capacity through conducting needs assessment and necessary trainings. In May 2005 residents and stakeholders brought together by Empower DC named the Historic Ivy City/Crummell School Revitalization Coalition (Ivy City Coalition for short), wrote its mission statement and established working committees to protect residents from the threat of displacement due to rising housing costs.
Through the Ivy City Coalition, residents and stakeholders have greatly increased their civic participation and have exercised enormous influence on the course of decision making impacting the Ivy City community. In response to city-sponsored revitalization proposals, residents authored the Ivy City Plan for Home Again and established the Home Again/Ivy City Task Force which meets on a regular basis with the city to design the planned development of 60+ new housing units, which residents are pushing to be offered to very low-moderate income families with current residents receiving priority.
The Ivy City Community Development Project will be evaluated based on:
1) The sustained involvement and leadership of residents and stakeholders
2) The successful completion of a revitalization plan for Ivy City
3) The successful negotiation of partnerships with District government, community developers and financial institutions to actualize the revitalization, and
4) Instituting measures of sustainability for the Ivy City Coalition. (Author abstract)Norouzi, P. (2006). Ivy City Community Development Project. Retrieved from http://academicarchive.snhu.eduMaster of Science (M.S.)School of Community Economic Developmen
Ivy City Community Development Project
No full textSince January 2005, the Ivy City Community Development Project, led by sponsoring organization Empower DC, has worked to create an organization for the Ivy City community in Washington, DC, led by residents and stakeholders, to empower the community to control economic assets, to prevent the sale of their greatest public asset (Crummell School) and ensure its redevelopment, and to organize and develop capacity in the community to proactively address rapid gentrification.
Grassroots organization Empower DC has led community organizing efforts and developed community capacity through conducting needs assessment and necessary trainings. In May 2005 residents and stakeholders brought together by Empower DC named the Historic Ivy City/Crummell School Revitalization Coalition (Ivy City Coalition for short), wrote its mission statement and established working committees to protect residents from the threat of displacement due to rising housing costs.
Through the Ivy City Coalition, residents and stakeholders have greatly increased their civic participation and have exercised enormous influence on the course of decision making impacting the Ivy City community. In response to city-sponsored revitalization proposals, residents authored the Ivy City Plan for Home Again and established the Home Again/Ivy City Task Force which meets on a regular basis with the city to design the planned development of 60+ new housing units, which residents are pushing to be offered to very low-moderate income families with current residents receiving priority.
The Ivy City Community Development Project will be evaluated based on:
1) The sustained involvement and leadership of residents and stakeholders
2) The successful completion of a revitalization plan for Ivy City
3) The successful negotiation of partnerships with District government, community developers and financial institutions to actualize the revitalization, and
4) Instituting measures of sustainability for the Ivy City Coalition. (Author abstract)Holdsclaw, J. IV. (2006). Ivy City Community Development Project. Retrieved from http://academicarchive.snhu.eduMaster of Science (M.S.)School of Community Economic Developmen
Latvian man with Ivy Head Wreath, Daisies and Traditional Vase
No full textMan sitting in room with Ivy head wreath with wooden vase with traditional Latvian patterns carved on side and fiiled with white daisies.1.0 Imanta, 1.1.2 Yearly Celebrations of Imanta, 13.1.4 Wood carvings, 16.1.3 Yearly Imanta Gatherings, 16.1.5 Ligo Nigh
Ivy: A qualitative interface to reduce sedentary behavior in the office context
No full textpeer reviewedThis paper describes Ivy, an office chair that represents sitting time of an office worker through growing ivy strands. The longer one sits, the more strands will grow onto the chair. By means of a qualitative interface called Ivy, we illustrate a design approach that is currently underrepresented in sedentary behavior interventions. With this approach, we counter the current trend of digitalization and quantification of health interventions. Instead of graphs and numbers, Ivy uses data physicalization as a qualitative interface that represents sitting. We describe the design, the process, and future research steps of Ivy as a critical perspective on sedentary behavior interventions. We aim to spark discussion amongst designers and researchers in the field of Human-Computer Interaction to use qualitative interfaces as a promising approach to deepen the user's relationship with the targeted behavior and enrich the ability to construct meaning from the feedback. © 2020 Owner/Author
Ivy: Reading a critical design for sedentary behavior in the office context
No full textpeer reviewedIn this paper, we present and discuss Ivy, a critical artifact offering a novel design perspective on interventions that aim to reduce sedentary behavior in office workers. Ivy is an interactive office chair that represents the amount of sitting time through growing ivy strands. Using the matrix of common argument types by Bardzell et al., we propose a structured "reading" of Ivy, as an example supporting reasoned and accessible conversations about criticality in design. Our reading of Ivy emphasized that its criticality emerges mainly from data physicalization as a new form of interactivity intended to trigger reflectiveness. The insights of this design study contribute towards a critical perspective on designing interventions to reduce sedentary time and spark discussion amongst designers and researchers in the field of Human-Computer Interaction. © 2020 Owner/Author
Seated group of people with some Latvian traditional clothing, and others wearing woven traditonal wreaths of Oak, Linden and Ivy leaves as well as wild flowers
No full textA group of men and women seated with some dressed in traditional Latvian costume and others wearing the traditional headwreaths with Oak, Linden and Ivy leaves along with wildflowers1.0 Imanta, 13.1.2 Traditional Costume, 16.1.6 Latvian cultural fesitvals and celebration
Fluorescent In-Situ Hybridization is the Hand Mirror of Cytogenetics: A Rare Case of Near Tetraploidy in Pediatric Acute Lymphoblastic Leukemia
No full textIdentification of specific chromosomal changes has important prognostic and biological implications in childhood Acute Lymphoblastic Leukemia (ALL). ALL cases with 90 chromosomes are rare. Here, we report a case of near-tetraploidy in a 4 year old boy diagnosed with B-cell ALL, where the ploidy was identified by Fluorescent In- Situ Hybridization (FISH) and confirmed by Conventional Cytogenetics. Our aim was to enumerate multiple signals observed by FISH, and to confirm the same by cytogenetics. FISH on cytogenetically fixed air-dried slides was performed by using BCR/ABL and MLL probe .Two hundred cells were scored. BMA was cultured and G-banded metaphases were analyzed in accordance with ISCN 2013. The results of the FISH test showed more than two signals and cytogenetics revealed clones of near-tetraploidy with mn 90, karyotype: 90-92, 4nXXY,-Y,-10,-10,-13, +14, +17, along with normal clones. The tetraploidy condition compared to hyperdiploid ALL has a poorer prognosis and the rarity of these cases makes accounting on treatment decisions a supposition. Presently, the patient is on standard treatment for ALL (UK ALL regime A). The numerical abnormality detected by FISH was confirmed by cytogenetics, which facilitated in reporting the results of this case earlier than the defined turnaround time. Therefore author opines that FISH reports should also contain observed additional information along with positive or negative status of the requested test
Climbing the ivy: Examining the experiences of academically successful Native American Indian undergraduate students at two Ivy League universities
No full textA two-year qualitative study employing ethnographic methods, this dissertation explores the experiences of seven Native American Indian (NAI) students at two Ivy League universities. NAIs graduate from four-year institutions of higher education at the lowest rate of any ethnic group due to four factors: lack of finances, role models, academic preparation, and existing cultural incongruities. At Ivy League universities, however, NAI students are graduating at almost the same rate as their white peers. Why is this true, when the four factors cited above are in place in more intensive ways than other universities across the country? The thesis asks the larger question: How are NAI students making sense of their experiences at these institutions? More specifically, it addresses the question: What are the cultural, emotional, psychological, and financial costs and benefits of being an academically successful NAI student at an Ivy League university? This study explores the daily minutiae of student existence at the two institutions called Sherwood and Prospect. Each of the students represented found ways to be both academically and culturally successful. Students formed adaptive strategies in academic and social spheres to maintain their sense of self in environments that were, to most of the participants, hostile and unwelcoming. Additionally, the findings in this study highlight the range and variation in adaptive strategies and student experiences. Although Indigenous students are all labeled under the same heading by institutions, their experiences, personalities, needs, and cultural orientations are quite different. This finding illustrates a need to more closely examine the manner in which Indigenous students are treated by institutions of higher education in terms of their academic and social experiences. Throughout this thesis, my voice, as researcher, author, and NAI is present. My experiences as an undergraduate student shape each chapter and guide my analysis in conjunction with the students in this study. Ultimately, eight voices are present in this thesis; each has its own story to tell
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