Saint Vincent College is a four-year, coeducational, Roman Catholic, Benedictine, liberal arts college located about 40 miles southeast of Pittsburgh in Latrobe, Pennsylvania, USA. It was founded in 1846 by Boniface Wimmer, a monk from Bavaria, Germany. It was the first Benedictine monastery in the United States. It is operated by the Benedictine monks of Saint Vincent Archabbey. Wikipedia.
News Article | May 10, 2017
LearnHowToBecome.org, a leading resource provider for higher education and career information, has determined its ranking of the best colleges in Pennsylvania for 2017. 50 four-year schools were included on the list, with University of Pennsylvania, Lehigh University, Carnegie Mellon University, Duquesne University and University of Scranton ranked as the top five. 25 two-year schools were also ranked, with Thaddeus Stevens College of Technology, Harrisburg Area Community College—Harrisburg, University of Pittsburgh—Titusville, Bucks County Community College and Manor College taking the top five spots on the list. A list of all winning schools is included below. “These Pennsylvania colleges and universities offer not only great degree programs but also excellent resources for preparing students for post-college careers,” said Wes Ricketts, senior vice president of LearnHowToBecome.org. “They have demonstrated superior overall value to students by providing an overall positive, high-quality educational experience.” To be included on the “Best Colleges in Pennsylvania” list, institutions must be regionally accredited, not-for-profit schools. Each college is also ranked on metrics like the variety of degree programs offered, the number of employment and academic resources offered, financial aid availability, graduation rates and annual alumni earnings 10 years after entering college. Complete details on each college, their individual scores and the data and methodology used to determine the LearnHowToBecome.org “Best Colleges in Pennsylvania” list, visit: Best Four-Year Colleges in Pennsylvania for 2017 include: Allegheny College Arcadia University Bryn Mawr College Bucknell University Carnegie Mellon University Cedar Crest College Chatham University DeSales University Dickinson College Drexel University Duquesne University Eastern University Elizabethtown College Franklin and Marshall College Gannon University Gettysburg College Gwynedd Mercy University Haverford College Holy Family University Immaculata University Juniata College King's College La Salle University Lafayette College Lebanon Valley College Lehigh University Marywood University Mercyhurst University Messiah College Misericordia University Moravian College Muhlenberg College Pennsylvania State University-Main Campus Rosemont College Saint Francis University Saint Joseph's University Saint Vincent College Susquehanna University Swarthmore College Temple University University of Pennsylvania University of Pittsburgh-Pittsburgh Campus University of Scranton University of the Sciences Ursinus College Villanova University Washington & Jefferson College Westminster College Widener University-Main Campus York College Pennsylvania Best Two-Year Colleges in Pennsylvania for 2017 include: Bucks County Community College Butler County Community College Commonwealth Technical Institute Community College of Allegheny County Community College of Beaver County Community College of Philadelphia Delaware County Community College Harcum College Harrisburg Area Community College - Harrisburg Johnson College Lackawanna College Lehigh Carbon Community College Luzerne County Community College Manor College Montgomery County Community College Northampton County Area Community College Pennsylvania Highlands Community College Pennsylvania Institute of Technology Pittsburgh Institute of Aeronautics Reading Area Community College Rosedale Technical Institute Thaddeus Stevens College of Technology University of Pittsburgh - Titusville Valley Forge Military College Westmoreland County Community College ### About Us: LearnHowtoBecome.org was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from LearnHowtoBecome.org has proudly been featured by more than 700 educational institutions.
Follansbee P.S.,Saint Vincent College
Journal of Engineering Materials and Technology, Transactions of the ASME | Year: 2012
Austenitic stainless steels-particularly the 304 and 316 families of alloys-exhibit similar trends in the dependence of yield stress on temperature. Analysis of temperature and strain-rate dependent yield stress literature data in alloys with varying nitrogen content and grain size has enabled the definition of two internal state variables characterizing defect populations. The analysis is based on an internal state variable constitutive law termed the mechanical threshold stress model. One of the state variables varies solely with nitrogen content and is characterized with a larger activation volume. The other state variable is characterized by a much smaller activation volume and may represent interaction of dislocations with solute and interstitial atoms. Analysis of the entire stress-strain curve requires addition of a third internal state variable characterizing the evolving stored dislocation density. Predictions of the model are compared to measurements in 304, 304L, 316, and 316L stainless steels deformed over a wide range of temperatures (up to one-half the melting temperature) and strain rates. Model predictions and experimental measurements deviate at temperatures above ∼600 K where dynamic strain aging has been observed. Application of the model is demonstrated in irradiated 316LN where the defect population induced by irradiation damage is analyzed. This defect population has similarities with the stored dislocation density. The proposed model offers a framework for modeling deformation in stable austenitic stainless steels (i.e., those not prone to a martensitic phase transformation). © 2012 American Society of Mechanical Engineers.
Fisher M.A.,Saint Vincent College
Journal of Chemical Education | Year: 2012
Sustainability poses a set of unique challenges for chemistry, challenges that need to be brought into the chemistry curriculum. Doing so will provide unique opportunities to connect learning chemistry to the broad goals of education as well as provide a more fully rounded professional education for chemistry majors. The steady growth in recent years of resources for supporting the incorporation of sustainability into chemistry education makes this goal much more realistic and achievable. © 2011 American Chemical Society and Division of Chemical Education, Inc.
Pillay R.,Saint Vincent College
Health Services Management Research | Year: 2010
A lack of management capacity has been identified as the key stumbling block to attaining the goals of health for all in South Africa. As part of the overall management development process, this research aims to identify the skills that are important for health services management and to evaluate managers' self-assessed proficiency in each of these skills. We also examined the impact of past training on perceived competency levels. A cross-sectional survey using a self-administered questionnaire was conducted among 404 hospital managers in the South African public and private sectors. Respondents were asked to rate the level of importance that each proposed competency had in their job and to indicate their proficiency in each skill. Both public and private sector managers rated competencies related to 'people management', 'self-management' and 'task-related skills' highest followed by 'strategic planning' and 'health delivery', respectively. The largest differences between mean importance rating and mean skill rating for public sector managers were for people management skills, task-related skills and self-management skills. The largest deficits for private sector managers were for people management skills, selfmanagement skills and health delivery skills. Informal management development programmes were found to be more valuable in improving management skills. These findings reflect the reality of the local health service environment and the need of health managers. It will be useful in the conceptualization, design and delivery of health management programmes aimed at enhancing current and future management and leadership capacity in the health sector in South Africa.
Follansbee P.S.,Saint Vincent College
Metallurgical and Materials Transactions A: Physical Metallurgy and Materials Science | Year: 2010
Published temperature and strain-rate-dependent yield stress data in seven nominally pure bcc metals are analyzed according to a two-obstacle model. A strong intrinsic lattice resistance such as a Peierls barrier and a weaker obstacle representing the collective effects of impurity constituents are combined in a single expression and fit to the individual data sets. Sensitivity of the model fits to selected model parameters is assessed. The activation volume for each obstacle is evaluated and examined to validate the underlying model assumptions. Application of the model demonstrates a consistent Peierls barrier in all seven metals and a reasonable carbon-content dependence in iron of the strength of the impurity obstacle. © 2010 The Minerals, Metals & Materials Society and ASM International.
Follansbee P.S.,Saint Vincent College
Metallurgical and Materials Transactions A: Physical Metallurgy and Materials Science | Year: 2016
Deformation in Inconel 718 in the presence of combined effects of the stress anomaly and dynamic strain aging is analyzed according to an internal state variable model formulation. The analysis relies on the availability of experimental data in regimes of behavior where both the stress anomaly and dynamic strain aging are absent. A model that introduces two internal state variables—one characterizing interactions of dislocations with solute atoms and one characterizing interaction of dislocations with precipitates—is shown to adequately describe the temperature and strain-rate dependence of the yield stress in several superalloy systems. Strain hardening is then added with a third internal state variable to enable description of the full stress–strain curve. These equations are extrapolated into regimes where the stress anomaly and dynamic strain aging are present to identify signatures of their effects and to compare to similar analyses in a variety of metal systems. Dynamic strain aging in Inconel 718 follows similar trends to those observed previously. The magnitude of the stress anomaly tracks measurements of stress vs test temperature in pure Ni3Al. Several trends in the strain-rate sensitivity of elevated temperature deformation in superalloys are identified based on limited availability of measurements over a wide range of strain rates or tests using strain-rate changes. © 2016 The Minerals, Metals & Materials Society and ASM International
Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 606.53K | Year: 2013
The overall goal of the program is to increase biology graduation rates in selected rural communities by providing scholarships and support to academically talented biology students with limited financial means. The project supports 18 total students, six students in each of three cohorts with funding for up to four years per student. From 2003-2007, freshmen biology majors from the selected rural communities graduated in lower rates in biology (39.1%) compared to freshman biology majors from all counties (45.5% graduation rate). These academically talented students are being retained and becoming graduates of the Saint Vincent biology program through two objectives: 1) increasing (or maintaining) their enthusiasm for the field of biology and 2) strengthening their biology foundation. The program is focussing on three general activities: engagement in the biological literature through Journal Clubs; research through Sophomore Laboratory Rotations; and leadership experiences including mentoring underclassmen, presenting at conferences, and participation in academic, social, and community service activities. The program is providing the skills and resources necessary for Scholars to properly attain employment or graduate school acceptance depending on the individual desires and abilities of the Scholar. Preliminary and final reports are being presented at Biology and STEM conferences and are being written for publication. A recruitment presentation is also being made. An S-STEM Scholars website includes an overview of the program, application materials, updates on the Scholars, and preliminary data to increase dissemination of the program and results.
Intellectual Merit: Within the last several years, there has been a movement to increase student engagement and become more student-centered in the classroom to increase student retention in Biology and other STEM fields (Seymour and Hewitt, 2000; Vision and Change, 2009; A New Biology, 2009). The activities the Saint Vincent S-STEM Scholars participate in are increasing critical thinking, reasoning skills, communication and collaboration, and are exposing the students to external research and biological careers, and leadership opportunities.
Broader Impacts: This successful program allows continual engagement of academically talented students from rural communities. In addition, the overall graduation rate with students from these areas has been low so the success of this program is encouraging expansion to other majors to increase graduation rates. There are many college students from similar rural counties throughout the United States that will benefit from the extra engagement the Saint Vincent program is demonstrating leads to student success in biology.
Saint Vincent College | Date: 2015-09-10
Clothing, namely, sweatshirts, T-shirts, sweatpants, baseball caps, bibs not of paper, tossel caps, dress shirts, polo shirts, flip flops, jackets, gloves.
News Article | February 15, 2017
Coaching the Nike Swim Camp is Josh Gurekovich, Saint Vincent College's head swimming coach. Gurokevich states, "I am very excited to partner with Nike Swim Camps to offer one of the best swim camps for competitive swimmers this summer June 25-29. This camp is not a 'learn to swim' program; it is designed for competitive swimmers ages 10-18 looking to improve their strokes, starts and turns." Located a short drive east from the Pittsburgh Metro Area, competitive swimmers from Pittsburgh and beyond spend 4 nights and 5 days on the beautiful private grounds of the College and work on their stroke technique in the Frank and Elizabeth Resnik Pool, a 25 yard x 6 lane training facility and home to the SVC Bearcat men’s and women’s swimming teams. This competitive swim camp in PA, will offer one session of overnight with an Extended day camp option 9:00am-9:00pm. Upon arrival at camp, campers are placed in groups with other swimmers having similar abilities and goals. Camp staff will do their best to accommodate campers needs, taking into consideration experience and desire to improve. Camp is limited to 48 campers so it is encouraged to register soon at http://www.ussportscamps.com/swim/nike/ or call 1-800-645-3226 About US Sports Camps US Sports Camps (USSC), headquartered in San Rafael, California, is America's largest sports camp network and the licensed operator of Nike Sports Camps. The company has offered camps since 1975 with the same mission that defines it today: to shape a lifelong enjoyment of athletics through high quality sports education and skill enhancement.
News Article | February 21, 2017
The Nike Running Camps offer the full running camp experience in which campers are placed in small compatible groups based on fitness, event and ability while training. Nike Track & Field Camps offer the full track camp experience and are designed to help youth athletes reach their highest potential in their chosen event. The Nike Cross Country Camps offer the perfect mix of learning, training and recreation. Runners are placed in running groups based on fitness, speed and distance when running on the nearby trails and courses. The Nike Running Camps’ mission is to provide athletes with the tools necessary to improve and enjoy the sport of running for the rest of their lives. “We couldn’t be more thrilled about running camps in these new locations this summer,” states Jan O’Connor, Executive Vice President at US Sports Camps. “Our goal is for campers to receive an unforgettable experience and feel like a part of a family. With each camp’s outstanding coaching staff, I am sure our goal will be accomplished.” The new 2017 Nike Running Camp locations are: Nike Cross Country Camps at The College at Brockport, NY Nike Cross Country Camp at Bowling Green State University, OH Chris Solinsky Distance Camp, Amherst Junction, WI Nike Running Camp Whistler BC Nike Cross Country Camp at Saint Vincent College, Latrobe, PA Nike Track & Field Camps SUNY Cortland, NY Nike Track & Field Camps at The College at Brockport, NY For more information on Nike Running Camps and US Sports Camps, please visit the company's website at http://www.ussportscamps.com/running or call 1-800-NIKE-CAMP (645-3226). Nike Running Camps is a division of US Sports Camps (USSC), headquartered in San Rafael, California, is America’s largest sports camp network and the licensed operator of Nike Sports Camps. Over 85,000 athletes attended a US Sports Camps program in 2016. The company has offered summer camps since 1975 with the same mission that defines it today: to shape a lifelong enjoyment of athletics through high quality sports education and skill enhancement.