Notre Dame College, also known as Notre Dame College of Ohio or simply NDC, is a Catholic, coeducational, liberal arts college in South Euclid, Ohio, United States. Established in 1922 as a women's college, it has been coeducational since January 2001. Notre Dame College offers 30 majors and individually designed majors and confers undergraduate and graduate degrees through five academic divisions. The college has a current total enrollment of 2,250 students. The 48-acre main academic and residential campus is located 10 miles east of Cleveland in South Euclid.Fielding athletic teams known as the Notre Dame Falcons, the college is a member of the National Collegiate Athletic Association at the Division II level. Notre Dame is a member of the Mountain East Conference , a Division II conference that began playing in the 2013–14 school year. Prior to joining the NCAA, the college competed in the NAIA as a member of the American Mideast Conference. The official school and athletic colors are royal blue and gold.While the majority of Notre Dame's students are from Ohio, the student body represents 38 states and 19 countries. The college offers a large number of extracurricular activities to its students, including athletics, honor societies, clubs and student organizations. Alumni and former students have gone on to prominent careers in government, business, science, medicine, education, sports, and entertainment. Wikipedia.
News Article | November 1, 2016
PsychologyDegree411.com, a leading career and education website focused on the field of psychology, has released its ranking of the 2016 Top Schools with Undergraduate Online Psychology Degree Programs. To be considered for inclusion, schools were screened for having an online undergraduate psychology program, not-for-profit status, and regional accreditation from one of the six regional accreditation agencies in the U.S. recognized by the U.S. Department of Education. The rankings were based on a broad set of data points measuring academic quality and the overall student experience. The ranking uses a unique methodology that takes into account multiple factors, including the average tuition cost per online credit hour, the percentage of students enrolled only in distance education courses, the overall graduation rate of enrolled students, and school rankings according to U.S. News & World Report in the regional, national, and online categories. Graduate program accreditation by the American Psychological Association (APA) and the percentage of tenured faculty at each school were also factors included in the ranking methodology. In addition, the online degrees from the regionally accredited schools on this list are the same degrees granted to traditional, on-campus students. “As technology advances and more students and schools embrace distance education, the number of online degree programs in psychology available in the U.S. has increased at a rapid pace,” said Rob Voce, founder of PsychologyDegree411.com. “We designed and released our rankings to help prospective students learn about online degree options and quickly find and compare programs based on markers of quality as well as value.” In total, 29 schools with online psychology programs met the screening criteria and ranked on this year’s list. As well as providing schools’ results on ranking factors, the 2016 Top Schools with Online Psychology Degree Programs ranking includes in-depth information on schools’ admissions statistics and requirements; tuition comparisons for in-state, out-of-state, and online students; and the services and support available to online students. Users can also view: -In-depth profiles of select online undergraduate psychology degree programs -Online faculty experience, including the percentage of faculty with terminal degrees -Foundational psychology courses for profiled programs -Financial aid statistics for undergraduates The top schools on this year’s list are: 1. University of Florida College of Liberal Arts and Sciences (Gainesville, FL) 2. Oregon State University School of Psychological Science (Corvallis, OR) 3. Fort Hays State University College of Arts and Sciences (Hays, KS) 4. Northeastern University College of Professional Studies (Boston, MA) 5. Pennsylvania State University World Campus and Penn State College of the Liberal Arts (State College, PA) 6. Colorado State University Division of Continuing Education (Fort Collins, CO) 7. University of Central Florida College of Sciences (Orlando, FL) 8. Eastern Oregon University Psychology Department (La Grande, OR) 9. Arizona State University New College of Interdisciplinary Arts and Sciences (Tempe, AZ) 10. Washington State University College of Arts and Sciences (Pullman, WA) 11. University of Massachusetts - Lowell Division of Online and Continuing Education (Lowell, MA) 12. Oregon Institute of Technology, Oregon Tech Online (Klamath Falls, OR) 13. University of North Dakota College of Arts and Sciences (Grand Forks, ND) 14. Old Dominion University College of Sciences (Norfolk, VA) 15. Southern New Hampshire University School of Arts and Sciences (Hooksett, NH) 16. Eastern Kentucky University College of Letters, Arts, and Social Sciences (Richmond, KY) 17. Fayetteville State University College of Arts and Sciences (Fayetteville, NC) 18. University of Maine - Presque Isle College of Arts and Sciences (Presque Isle, ME) 19. McKendree University College of Arts and Sciences (Lebanon, IL) 20. University of Minnesota - Duluth College of Education and Human Service Professions (Duluth, MN) 21. University of Memphis College of Arts and Sciences (Memphis, TN) 22. University of Houston College of Liberal Arts and Social Sciences (Houston, TX) 23. Brescia University Division of Social and Behavioral Sciences (Owensboro, KY) 24. DePaul University College of Science and Health (Chicago, IL) 25. Wilmington University College of Social and Behavioral Sciences (New Castle, DE) 26. Central Washington University College of the Sciences (Ellensburg, WA) 27. University of Maryland University College Undergraduate School (College Park, MD) 28. Notre Dame College Division of Science and Mathematics (South Euclid, OH) 29. Indiana University East School of Humanities and Social Sciences (Richmond, IN) *See the full rankings and program details here: http://www.psychologydegree411.com/degrees/online/ About PsychologyDegree411.com: PsychologyDegree411.com is an informative resource on beginning or advancing a career in the field of psychology. PsychologyDegree411 provides information about education options in psychology from the associate’s to the doctoral level, including tools to help research online, campus, and hybrid school options, as well as career resources associated with each degree level.
News Article | February 17, 2017
The Community for Accredited Online Schools, a leading resource provider for higher education information, has ranked the best two- and four-year colleges with online programs in the state of Ohio for 2017. Among four-year schools a total of 41 made the list, with University of Akron, University of Toledo, University of Cincinnati, Ohio University and Ashland University coming in as the top five schools. The state’s top 18 two-year schools were also honored, with Sinclair College, Cincinnati State Technical and Community College, Belmont College, Edison State Community College and Columbus State Community College taking the top five spots. Schools were ranked based on over a dozen different data points. “Student enrollment in schools within the University System of Ohio has grown 8 percent over the past decade,” said Doug Jones, CEO and founder of AccreditedSchoolsOnline.org. “As more students pursue post-secondary degrees, the schools on our list are providing more flexible, high-quality learning opportunities outside the traditional classroom.” To be included on the Best Online Schools list, colleges must meet specific base requirements, including being institutionally accredited and public or private not-for-profit institutions. Each college is scored based on additional criteria that includes its employment and counseling resources, student/teacher ratios, graduation rates and financial aid availability. For more details on where each school falls in the rankings and the data and methodology used to determine the lists, visit: Ohio’s Best Online Four-Year Schools for 2017 include the following: Ashland University Baldwin Wallace University Bowling Green State University-Main Campus Case Western Reserve University Cedarville University Cleveland State University Defiance College Franciscan University of Steubenville Franklin University God’s Bible School and College Hiram College Kent State University at Kent Kent State University at Salem Kettering College Malone University Miami University-Oxford Mount Carmel College of Nursing Mount Saint Joseph University Mount Vernon Nazarene University Muskingum University Notre Dame College Ohio Christian University Ohio University-Main Campus Otterbein University Shawnee State University The University of Findlay Tiffin University Union Institute & University University of Akron Main Campus University of Cincinnati-Main Campus University of Dayton University of Mount Union University of Northwestern Ohio University of Rio Grande University of Toledo Urbana University Ursuline College Walsh University Wright State University-Lake Campus Wright State University-Main Campus Youngstown State University Ohio’s Best Online Two-Year Schools for 2017 include the following: Belmont College Bowling Green State University-Firelands Central Ohio Technical College Cincinnati State Technical and Community College Clark State Community College Columbus State Community College Cuyahoga Community College Edison State Community College Hocking College Lakeland Community College Lorain County Community College Marion Technical College North Central State College Northwest State Community College Rhodes State College Sinclair College Stark State College University of Akron Wayne College ### About Us: AccreditedSchoolsOnline.org was founded in 2011 to provide students and parents with quality data and information about pursuing an affordable, quality education that has been certified by an accrediting agency. Our community resource materials and tools span topics such as college accreditation, financial aid, opportunities available to veterans, people with disabilities, as well as online learning resources. We feature higher education institutions that have developed online learning programs that include highly trained faculty, new technology and resources, and online support services to help students achieve educational success.
Wepasnick K.A.,Johns Hopkins University |
Smith B.A.,Johns Hopkins University |
Schrote K.E.,Notre Dame College |
Wilson H.K.,University of Maryland Baltimore County |
And 2 more authors.
Carbon | Year: 2011
Six commonly used wet chemical oxidants (HNO3, KMnO4, H2SO4/HNO3, (NH4)2S 2O8, H2O2, and O3) were evaluated in terms of their effects on the surface chemistry and structure of MWCNTs using a combination of analytical techniques. X-ray photoelectron spectroscopy (XPS) and energy dispersive spectroscopy (EDX) were used to characterize the extent of surface oxidation, while chemical derivatization techniques used in conjunction with XPS allowed the concentration of carboxyl, carbonyl, and hydroxyl groups at the surface to be quantified for each MWCNT sample. Our results indicate that the distribution of oxygen-containing functional groups was insensitive to the reaction conditions (e.g., w/w% of oxidant), but was sensitive to the identity of the oxidant. MWCNTs treated with (NH4)2S2O8, H2O 2, and O3 yielded higher concentrations of carbonyl and hydroxyl functional groups, while more aggressive oxidants (e.g., HNO 3, KMnO4) formed higher fractional concentrations of carboxyl groups. IR spectroscopy was unable to identify oxygen-containing functional groups present on MWCNTs, while Raman spectra highlighted the frequently ambiguous nature of this technique for measuring CNT structural integrity. TEM was able to provide detailed structural information on oxidized MWCNT, including the extent of sidewall damage for different oxidative treatments. © 2010 Elsevier Ltd. All rights reserved.
Sofuoglu M.,Yale University |
Mouratidis M.,Notre Dame College |
Mooney M.,University of Minnesota
Psychoneuroendocrinology | Year: 2011
Background: Progesterone, a steroid hormone, has been implicated in many CNS functions including reward, cognition, and neuroprotection. The goal of this study was to examine the dose-dependent effects of progesterone on cognitive performance, smoking urges, and smoking behavior in smokers. Methods: Thirty female and thirty-four male smokers participated in a double-blind, placebo-controlled study. Female smokers were in the early follicular phase of their menstrual cycle during study participation. Smokers were randomly assigned to either 200 or 400. mg/day of progesterone or placebo, given in two separate doses, during clinic visit. The first 3 days of the treatment period, smokers abstained from smoking, which was verified with breath CO levels. Smokers attended an experimental session on day 4 where the number of cigarettes smoked were recorded starting 2. h after the medication treatment. Results: Progesterone treatment, 200. mg/day, significantly improved cognitive performance in the Stroop and the Digit Symbol Substitution Test. Progesterone at 400. mg/day was associated with reduced urges for smoking but did not change ad lib smoking behavior. Conclusions: These findings suggest a potential therapeutic value of progesterone for smoking cessation. © 2010 Elsevier Ltd.
Briscoe W.P.,Notre Dame College |
Woodgate R.L.,University of Manitoba
Qualitative Health Research | Year: 2010
Long-term mechanical ventilation (LTMV) is used to support growing numbers of children and adults who develop chronic respiratory failure. The purpose of this hermeneutic phenomenological study was to explore the subjective meaning of the experience of transition from spontaneous breathing to reliance on LTMV. In-depth, audiorecorded interviews of 11 ventilated individuals living in a western Canadian province were transcribed and analyzed. The transition journey was revealed to be a time of psychological, physical, and spiritual challenge. "Sustaining self " was revealed as the essence of ventilator users transition experience. Findings underscore the complex nature of transition to technological reliance, illuminating the need for increased health professional knowledge and understanding of the symptom experience and management options for individuals living with chronic respiratory failure. Strategies to support individuals sense of self as they journey to a life reliant on LTMV are required.
Ola O.T.,Notre Dame College |
Doern F.E.,Notre Dame College
Materials and Design | Year: 2014
A study of microstructural and geometrical characteristics of cold metal transfer (CMT) clads in nickel-base INCONEL 718 superalloy was carried out. The CMT process was demonstrated to be suitable for low-dilution cladding of INCONEL 718 superalloy, with the ability to produce defect-free clads, and has a great potential to be used as a repair method for the alloy. Microstructural study revealed that the clads were free from porosity and cracking, and complete bonding of the clads with the substrate was achieved in all weldments. Results from statistical analysis by using 3-level full factorial design showed the relationship between the selected welding parameters and the geometrical characteristics of the clads. Regression models were developed for predicting weld characteristics. Analysis of variance (ANOVA) was used to test the adequacy of the regression models, which showed that the models are useful for optimizing the welding parameters. Also, the wire feed speed appeared to be linearly related with heat input based on the parameters used during the synergic CMT welding, which consequently influenced the shape and size of the weld beads and the extent of dilution of the weld metal with the substrate when other parameters were kept constant. Additionally, the ease of adding successive weld passes for material build-up depends significantly on the contact angle between the weld bead and the substrate. The result showed that the closer the contact angle is to 90°, the more difficult it is to add successive passes to existing clads. A contact angle greater than 115° appears to be more convenient for adding successive passes. The outcome of this work showed that the relatively new CMT process, with the choice of suitable welding parameters, is useful for repair build-up of affected areas of worn-out and service-damaged components of gas turbines and other high-temperature equipment that are manufactured from nickel-base superalloys. © 2014.
Agency: NSF | Branch: Standard Grant | Program: | Phase: EarthCube | Award Amount: 50.72K | Year: 2016
The proposed work addresses a challenge central to the EarthCube programs success: How to employ state of the art technology for geoscience data discovery, access, and integration. The project brings together significant geosciences holdings in the ocean, earth and polar sciences to demonstrate how innovative technologies can be robustly applied to these facilities to enhance the capabilities for scientists to discover and interpret relevant geoscience data and knowledge. The end product, GEOLink, will lower barriers to cross-repository data discovery and access, while respecting and preserving repository autonomy and heterogeneity. They will demonstrate the approach through a portal that allows searching and browsing of integrated content from multiple repositories.
A key challenge for EarthCube is to enable data discovery, access, and integration in a sustainable way. Existing data repositories and networks must be linked, while retaining their independent missions and services to existing disciplinary communities. Cultural, conceptual, and infrastructural heterogeneities must be respected in order to maintain different perspectives and differing priorities and thus foster inclusivity in the EarthCube endeavor. In particular, individual choices made by providers of data or repositories will need to be respected in an inclusive manner, and approaches to integration must reflect this. At the same time, however, the diversity and heterogeneity of geoscience data presents a significant barrier to its discovery. In this project, the researchers involved will develop a demonstration called GEOLink based on: 1) digital publication of geoscience data and knowledge as Linked Open Data; combined with 2) semantic integration using design patterns and vocabularies shared among federated repositories; and 3) an underlying cyberinfrastructure extendable in both depth and breadth, that can become a central building block for EarthCube data harmonization. The cyberinfrastructure underlying the approach is extendable, sustainable, and affordable - leveraging state of the art developments in Linked Open Data and formal semantics, grounded through shared Ontology Design Patterns. GEOLink-enabled repositories will support discovery of related resources, including Rolling Deck to Repository (R2R), the Biological and Chemical Oceanographic Data Management Office (BCO-DMO), Integrated Earth Data Applications (IEDA), the Long-Term Ecological Research Network (LTER), DataONE, and the International Ocean Discovery Program (IODP), as well content from other EarthCube Building Block projects and collaborators.
Agency: NSF | Branch: Continuing grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 452.05K | Year: 2011
The College of Notre Dame of Marylands Pathways to Excellence Scholars program provides ten scholarships of up to $10,000 annually over a four-year period. Recipients are academically talented undergraduates with demonstrated financial need pursuing a Bachelor degree in mathematics, physics, computer information systems, or engineering. The program builds on successes learned from previously funded CSEMS programs.
Selected students are recruited from a pool of current and prospective students at the College of Notre Dame of Marylands Womens College. The College has been cited as providing a female friendly environment for the study of physics. The College extends this female friendly environment to other disciplines using a tri-part mentoring system involving a faculty member in the students discipline, a peer mentor from the program itself, and an external mentor from among a group of alumnae women professionals.
Scholarship recipients are trained to deliver effective oral and poster presentations and present scholarly work both in and outside the College. Each student in the program constructs a career development plan with her faculty mentor and sets measurable annual goals. In addition, scholarship students participate in experiential learning opportunities in their fields of study.
Chandler N.A.,Notre Dame College
International Journal of Rock Mechanics and Mining Sciences | Year: 2013
Laboratory tests on crystalline rock exhibit characteristics of yielding and post-yield dilation that are represented by an elastic-plastic constitutive model. The long-term rock strength was defined by the stress at volume strain reversal. At stresses higher than the long-term strength, damage in the rock increased unabated and failure of the specimen ultimately resulted. Plots of triaxial test data on granite, represented as shear strain versus volume strain, exhibited attributes of elastic-plastic behaviour. The onset of permanent inelastic dilation at the volume strain reversal represented the rock's yield stress, while the slope of the post-yield portion of this plot provided the plastic strain increment. The plastic strain increment was directly related to a material property often referred to as the dilation angle. Laboratory testing indicated that the dilation angle was independent of time and stress history and was only dependent on confining stress. Data from a few laboratory tests were sufficient to provide all the input parameters required for an elastic-plastic constitutive model using off-the-shelf analysis software. The extent of rock damage around simulated excavations was quantified and contoured using an elastic-plastic constitutive relationship with properties derived from shear strain versus volume strain plots. © 2012 Elsevier Ltd.
News Article | November 7, 2016
MENTOR, OH, November 07, 2016-- Ernest Brass has been included in Marquis Who's Who. As in all Marquis Who's Who biographical volumes, individuals profiled are selected on the basis of current reference value. Factors such as position, noteworthy accomplishments, visibility, and prominence in a field are all taken into account during the selection process.For the past three years, Mr. Brass has been named a Five Star Professional by Cleveland Magazine, and recently, he was recognized as a top financial planner in the city. Serving as the president of Money Concepts at EHB Financial Services since 1992 and received his 25 year award. Mr. Brass has certainly accomplished a great deal in the field of financial planning. Currently he serves as a faculty member at Notre Dame College and Cuyahoga Community College. Previously he served as the marketing and sales director for Kuehne + Nagel Inc., and an assistant professor and director of the Small Business Institute at Capital University and Lake Erie College. He has also written articles that have been included in professional journals. Mr. Brass' most notable professional accomplishments include developing classes detailing both the history of the Federal Reserve System and the history of immigration in Cleveland, Ohio.Since 1990, Mr. Brass had been featured in Financial Planning, and he will appear in Cleveland Magazine in 2017. Furthermore, he has been listed in Bloomberg Businessweek, Forbes, and Fortune in 2015 with a five-star professional rating. His efforts have earned him inclusion in Who's Who in America as well. Other awards earned include the Local Small Business Administration Award and the Retention & Expansion Employment Award. To prepare for his career as a financial planner, Mr. Brass earned a Master of Arts in economics from Case Western Reserve University in 1978. He also possesses a Master of Arts in management and holds an ABD status with the University of Bradford in England.Aside from his work as a financial planner and educator, Mr. Brass has made numerous contributions to his community. He has served as the vice president of the Ohio Foreign Commerce Association. He is currently a trustee of The Economic and Social Research Institute and Lake County Development Council, past president of the Institute of Management Accountants, Cleveland East Chapter, and board member of the Lake County Ohio Visitors Bureau's Arts & Culture Committee. In the past, Mr. Brass was a member of the National Advisory Council of Small Business Administration and the Cleveland Small Business Administration Advisory Council. Furthermore, he is dedicated to learning about new developments in his industry. He accomplishes this through his alignment with the Ohio Association of Economists and Political Scientists and the Small Business Institute Directors' Association.About Marquis Who's Who :Since 1899, when A. N. Marquis printed the First Edition of Who's Who in America , Marquis Who's Who has chronicled the lives of the most accomplished individuals and innovators from every significant field of endeavor, including politics, business, medicine, law, education, art, religion and entertainment. Today, Who's Who in America remains an essential biographical source for thousands of researchers, journalists, librarians and executive search firms around the world. Marquis now publishes many Who's Who titles, including Who's Who in America , Who's Who in the World , Who's Who in American Law , Who's Who in Medicine and Healthcare , Who's Who in Science and Engineering , and Who's Who in Asia . Marquis publications may be visited at the official Marquis Who's Who website at www.marquiswhoswho.com