英文版-Indiana_University_Purdue_University_Fort_Wayne微生物学授课讲义 lecture 06
美国大学名称中英文对照表
美国大学名称中英文对照表需要的童鞋们自己拿走吧！可以用ctrl+F快速查询，按首字母排序。
转载自小马过河留学频道Adelphi University亚狄非大学American University美国大学Arizona State University 亚利桑那州立大学Andrews University 安德鲁斯大学Boston University 波士顿大学Biola University 比奥拉大学Baylor University 贝勒大学Ball State University 鲍尔州立大学Duke University 杜克大学Drexel University 德雷塞尔大学DePaul University 德宝大学Colorado State University 科罗拉多州立大学Colorado School of Mines 科罗拉多矿学院College of William and Mary 威廉与玛丽学院Cleveland State University 克利夫兰州立大学Clemson University 克莱姆森大学Clarkson University 克拉逊大学Clark University 克拉克大学Carnegie-Mellon University 卡内基美隆大学Brown University 布朗大学Brigham Young University 杨百翰大学Brandeis University 布兰迪斯大学Bowling Green State University 鲍灵格林大学Duquesne University 迪尤肯大学Emory University 艾摩雷大学Florida Atlantic University 佛罗里达大西洋大学Florida Institute of Technology 佛罗里达科技大学Florida International University 佛州国际大学Florida State University 佛罗里达州立大学George Mason University乔治梅森大学George Washington University 乔治华盛顿大学Georgetown University 乔治敦大学Georgia State University 佐治亚州立大学Howard University 霍华德大学Idaho State University 爱达荷州立大学Illinois State University 伊利诺州立大学Illionis Institute of Technology 伊利诺理工学院Indiana State University 印第安纳州立大学Indiana University of Pennsylvania 宾州印第安纳大学Indiana University，Bloomington 印第安纳布卢明顿大学Iowa State University of Science And Technology依阿华州立大学John F. Kennedy University 约翰.肯尼迪大学Kansas State University 堪萨斯州立大学Kent State University 肯特州立大学La Sierra University 拉西拉大学Loma Linda University 洛玛连达大学Lehigh University 利哈伊大学Louisiana State University, Baton Rouge 路易斯安那州立大学Louisiana Tech University 路易斯安那理工大学Loyola University of Chicago 莱奥那芝加哥大学Marquette University 马奎特大学Massachusetts Institute of Technology 麻省理工学院Miami University, Oxford 迈阿密大学Michigan State University 密执安州立大学Michigan Technological University 密执安理工大学Middle Tennessee State University 中田纳西州州立大学Mississippi State University 密西西比州立大学Montana State University 蒙大拿州立大学National Hispanic University 西班牙语裔国民大学Naval Postgraduate School 海军研究生院New College of California 加利福尼亚新学院New Jersey Institute of Technology 新泽西理工学院New Mexico State University 新墨西哥州立大学New school for Social Research 社会研究新学院New York University 纽约大学North Carlonia State University ay Raleigh北卡罗来纳州立大学North Dakota State University 北达科他州立大学Northeastern University 东北大学Northern Illinois University 北伊利诺伊大学Northwestern University 西北大学Nova Southeastern University 诺瓦东南大学Ohio State University 俄亥俄州立大学Ohio University 俄亥俄大学Oklahoma State University 俄克拉荷马州立大学Old Dominion University 奥多明尼昂大学Oregon State University 俄勒冈州立大学Pace University 佩斯大学Pacific Union College 太平洋联合大学Pennsylvania State University 宾州州立大学Pepperdine University 佩波戴恩大学Pepperdine Univrsity 佩普丁大学Pittsburg State University 匹兹堡州立大学Polytechnic University 理工大学Portland State University 波特兰州立大学princeton university 普林斯顿大学Purdue University 珀杜大学Rensselaer Polytechnic Institute伦斯莱尔科技学院Rice University莱斯大学Rutgers at New Brunswick拉杰斯大学SCHILLER INTERNATIONAL UNIVERSITY席勒国际大学Seton Hall University薛顿贺尔大学Southern Illinois University at Carbondale南伊利诺伊卡本代尔大学Southern Methodist University南卫理工会大学St.John’s University圣约翰大学st.Louis University圣路易斯大学Stanford University斯坦福大学Stevens Institute of Technology史蒂文斯科技学院SUNY at Albany纽约州立奥尔巴尼大学SUNY at Binghamton纽约州立宾汉姆顿大学SUNY at Stony Brook纽约州立石溪大学SUNY at Buffalo纽约州立水牛城大学Syracuse University雪城大学CHRISTCHURCH POLYTECHNIC基督城理工学院The johns Hopkins university约翰霍普金斯大学The University of Akron阿克伦大学The University of Texas at Arlington德州阿灵顿大学Thomas Aquinas College托马斯阿奎那斯学院Tufts University塔夫脱大学Tulane University杜伦大学Tulane University图兰大学United States International University美国国际大学Univ. Of North Carolina-Chapel Hill北卡罗来纳-教堂山大学Univerity of North Carolina at Greensboro北卡罗来纳格林斯伯勒大学University of Alabama at Birmingham阿拉巴马伯明翰大学University of Alaska阿拉斯加大学University of Arkansas阿肯色大学Tennessee State Univerity田纳西州立大学Texas A&M University德克萨斯州A＆M大学Texas Christian University德州基督教大学Texas Southern Univrsity南德州大学Texas Tech University德州理工大学Texas Woman’s University德州女子大学The Catholic University of America美国天主教大学University of California at Berkeley加州柏克莱大学University of California at Los Angeles加州洛衫矶大学University of California at Santa Cruz加州圣克鲁斯大学University of California, Davis加州戴维斯大学University of California, Riverside加州河畔大学University of California, San Diego加州圣迭戈大学University of California, Santa Barbara加州圣芭芭拉大学University of California-Irvine加州伊荣大学University of Central Florida中佛罗里达大学University of Chicago芝加哥大学University of Cincinnati辛辛那提大学University of Colorado at Boulder科罗拉多博尔德大学University of Connecticut at Storrs康涅狄格斯托斯大学University of Delaware特拉华大学University of Denver丹佛大学University of Florida佛罗里达大学University of Georgia佐治亚大学University of Hawaii at Manoa夏威夷马诺大学University of Huston休斯顿大学University of Idaho爱达荷大学University of Illinois，Urbana－Champaign伊利诺伊大学University of Iowa依阿华大学University of Kansas堪萨斯大学University of Kentucky肯塔基大学University of La Verne加州拉文大学University of Louisville路易斯维尔大学University of Maine at Orono缅因州奥罗诺大学University of Maryland马里兰大学University of Massachusetts at Amherst阿默斯特大学University of Massachusetts at Lowell卢维尔大学University of Memphis孟菲斯大学University of Minnesota，Twin Cities明尼苏达双城大学University of Mississippi密西西比大学University of Missouri, Columbia密苏里哥伦比亚大学University of Missouri/Kansas City密苏里堪萨斯大学University of Montana蒙大拿大学University of Nebraska at Lincoln内布拉斯加林肯大学University of Nevada, Reno内华达里诺大学University of New Hampshire新罕布什尔大学University of New Mexico at Main Campus新墨西哥大学University of New Orleans新奥尔良大学University of North Dakota北达科他大学University of North Texas北德州大学University of Northern Colorado北科罗拉多大学University of Notre Dame圣母大学University of Oklahoma俄克拉荷马大学University of Oregon俄勒冈大学University of Pennsylvania宾夕法尼亚大学University of Pittsburgh匹兹堡大学University of Rhode Island罗德岛大学University of San Diego圣迭戈大学University of San Franciso旧金山大学University of South Carolina at Columbia南卡罗来纳哥伦比亚大学University of Southern California南加利福尼亚大学University of South Dakota南达科他大学University of Southern Mississippi南密西西比大学University of Southwestern Louisiana西南路易斯安那大学University of Texas at Dallas德州达拉斯大学University of Texas-Austin德州大学奥斯汀分校University of the Pacific太平洋大学University of Toledo托莱多大学University of Tulsa塔尔萨大学University of Utah犹他大学University of Vermont佛蒙特大学University of Virginia弗吉尼亚大学University of Washington西雅图华盛顿大学University of Wisconsin，Milwaukee米尔沃基大学University of Wisconsin-Madison威斯康星大学麦迪逊分校University of Wyoming怀俄明大学University ofTennessee, Knoxville诺斯维尔田纳西大学Univresity of Arizona亚利桑那大学Utah State University犹他州立大学Vanderbilt University范德比大学Virginia Tech弗吉尼亚科技大学Wake Forest University威克森林大学Washington State University华盛顿州立大学Washington University华盛顿大学Wayne State University韦恩州立大学West Virginia University西弗吉尼亚大学Western Michigan University西密执安大学Wichita State University维奇托州立大学Woodbury University伍德布里大学Worcester Polytechnic Institute伍斯特科技学院Wright State University莱特州立大学Yale University耶鲁大学Yeshiva University耶希华大学Georgia Institute of Technology乔治亚理工学院Harvard University哈佛大学Occidental College西方学院The Wharton Business School沃顿商学院VALLEY FORGE MILITARY ACADAMY AND COLLEGE美国翠谷军校UNIVERSITY OF MICHIGAN密歇根大学Art Institute of Atlanta亚特兰大(Atlanta)艺术学院Art Institute of Dallas达拉斯艺术学院Art Institute of Fort Lauderdale弗特劳德达尔艺术学院Art Institute of Houston休斯顿艺术学院Art Institute of Los Angeles洛杉矶艺术学院Art Institute of Colorado科罗拉多艺术学院Art Institute of Philadelphia费城（Philadelphia）艺术学院Art Institute of Phoenix凤凰艺术学院Art Institute of Pittsburgh匹兹堡（Pittsburgh）艺术学院Art Institute of Seattle西雅图艺术学院Art Institute of Portland波特兰艺术学院Art Institutes International at San Francisco旧金山国际艺术学院Art Institute of California加里福尼亚艺术学院California State University-Stanislaus加州州立大学-斯坦尼斯劳斯分校Embry-Riddle Aeronautical University艾姆伯里-利德尔航空学院Illinois Institute of Art Chicago伊利诺斯芝加哥艺术学院BUENA VISTA UNIVERSITY比尤纳维斯特大学AMERICAN UNIVERSITY美利坚大学BERRY COLLEGE贝里学院AGNES SCOTT COLLEGE阿格尼斯?斯科特学院BETHEL COLLEGE贝塞尔学院RICE UNIVERSITY赖斯大学BELLARMINE COLLEGE贝拉明学院BARD COLLEGE巴德学院ALLEGHENY COLLEGE阿勒格尼学院BENNINGTON COLLEGE本宁顿学院BOWDOIN COLLEGE鲍登学院COLLEGE OF THE ATLANTIC大西洋学院BALDWIN-WALLACE COLLEGE鲍德温—华莱士学院ALBION COLLEGE阿尔比恩学院ECKERD COLLEGE埃克德学院ST. JOHN'S UNIVERSITY圣琼斯大学ALBERTSON COLLEGE OF IDAHO爱达荷艾伯森学院ALBRIGHT COLLEGE奥尔布赖特学院FRANKLIN AND MARSHALL COLLEGE富兰克林与马歇尔学院AUGUSTANA COLLEGE奥古斯塔那学院BIRMINGHAM-SOUTHERN COLLEGE伯明翰-南方学院EARLHAM COLLEGE厄勒姆学院JOHNS HOPKINS UNIVERSITY约翰霍普金斯大学COLLEGE OF WILLIAMS AND MARY威廉姆玛丽亚大学UNIVERSITY OF SOUTH FLORIDA南佛罗里达大学LOUISIANA STATE UNIVERSITY-BATON ROUGE路易斯安那州立大学巴顿汝之分校OLD DOMINION UNIVERSITY多米尼恩大学BRADLEY UNIVERSITY布拉德利大学Dickson State University狄克森州立大学Stanford Graduate School of Business美国斯坦福商学院Southern New Hampshair University南新罕布什尔大学Johns Hopkins University约翰-霍普金斯大学童鞋们可以用ctrl+F快速查询，按首字母排序。
普渡大学
天道留学整理/普渡大学西拉法叶校区,Purdue University,West Lafayette学校概况普渡大学西拉法叶校区Purdue University,West Lafayette成立于1869年，位于美国印第安纳州。
该校是由John Purdue捐资，本着提供农业技术教育为主体的目的而兴建的，是普渡大学现有的6个校区中最大的一个。
普渡大学Purdue University是世界知名的综合性大学，在各项评比中名列前矛，特别以理工农见长，学校除了西拉法叶West Lafayette 主校区之外，另有Hammond、Fort Wayne、Westvill、 Indianapolis等校区。
更多相关问题天道在线专家可以为您免费解答您还可以联系在线QQ客服800004500普渡大学西拉法叶校区Purdue University,West Lafayette现有12个学院，其中工学院和文学院规模最大, 共开设200多种授予学位的专业、近6100种课程。
在校学生38208名，来自美国50个州和全世界129个国家，其中研究生有1622名，研究生课程和科研都归研究生院负责。
美国北方学院中心协会授权该校颁发博士学位。
而且普渡大学Purdue University在学费上比起一般私立学校便宜许多。
普渡大学西拉法叶校区Purdue University,West Lafayette十分着重在研究实验上，因此学校内的研究设备时时更新，在西拉法叶West Lafayette 主校区中有超过400间研究实验室，分属于不同的学院及科系下。
普渡大学Purdue University学校设备齐全，崭新的计算机设备、研究实验室，都是学生的最爱。
普渡大学西拉法叶校区学校设备有图书馆、计算机中心、研究实验室、计算机教室;运动设备有体育馆、篮球场、网球场、排球场、田径场、美式足球场。
普渡大学西拉法叶校区Purdue University,West Lafayette虽然位于印第安纳州Indiana，但因为地点十分接近芝加哥Chicago，因此在资源共享及信息上，不会比芝加哥Chicago差。
印第安纳大学,普渡大学印第安纳波利斯联合分校专业介绍
印第安纳大学,普渡大学印第安纳波利斯结合分校专业介绍一、院校介绍IUPUI位于印第安纳波利斯市中心的街区内，为推进研究和教学，实习，合作，社区参与等提供了独特的时机。
IUPUI 招收了来自50个州，华盛顿特区和145个国家的30，000多名学生。
参加我们，体验IUPUI如何提供重要的事项。
IUPUI 认为学生是学习的合作伙伴。
我们重视我们在印第安纳州首府所提供的时机，并致力于满足我们社区的需求。
我们的学生，教职员工参与社区提供教育方案，与效劳于印第安纳波利斯和印第安纳州中部的众多社区合作伙伴合作，为患者和客户提供专业护理和帮助，并参与几乎每个学科的实地研究。
IUPUI重视学生对学习的承诺；老师，最高标准的教学，奖学金和效劳；以及最高标准的效劳人员。
作为促进合作关系的领导者，IUPUI重视同事、合作、创造、创新和创业以及老实，正直和支持开放式调查和发现调查结果。
IUPUI还致力于个性化和专业化的学生，教职员工校园社区的开展；不断改良其方案和效劳；并为所有人建立一个强大，热情的校园社区。
IUPUI社区作为教育者和倡导者，为学生、老师、员工、校友和社区提供以学生为中心的效劳、咨询、设施、学习经历和方案。
在学生开展的理论框架的指导下，该大学为有意识的包容性，可访问的校园社区做出奉献，并激发教育、个人、社会和专业成就。
二、专业设置本科硕士博士会计会计解剖学精算科学会计- 税务护理学非洲研究急症护理执业护士生物化学与分子生物学美国手语/英语口译成人教育生物信息学人类学成人安康临床护理专科生物学建筑技术成人护士执业生物医学工程艺术教育高级理论精神科心理安康护理生物统计学艺术历史解剖化学艺术与人文人类学临床心理学生物学应用传播计算机与信息科学生物学中学教学应用统计牙科科学生物医学工程艺术教育牙科生物医学工程技术生物化学与分子生物学护理理论生物技术生物信息学经济学博士陶瓷生物学电气工程化学生物医学工程安康与康复科学化学中学教学生物技术安康信息学公民领导工商管理人机交互临床实验室科学陶瓷法律传播学化学数学计算机与信息科学临床心理学机械工程计算机与信息技术临床研究医学与分子遗传学计算机工程传播学医学生物物理学与生物分子成像计算机工程技术计算机与信息科学医学神经科学计算机图形学技术咨询与辅导教育医学建筑工程管理技术刑事司法微生物学与免疫学咨询与辅导教育刑事司法与公共平安护理学刑事司法牙科材料病理学细胞技术经济学教育领导药理学和毒理学牙科卫生电子与计算机工程慈善研究牙科卫生- 公共卫生根底教育物理治疗地球科学中学教学牙髓学物理经济学英语作为一种新语言生理学电气工程企业家成瘾心理生物学电气工程技术家庭护士从业者公共卫生根底与护理科学财务社会工作能工程法医和调查科学英语家具设计英语中学教学地理信息科学环境安康科学地质学环境科学安康信息学运动科学安康科学运动科学-医学预科高等教育和学惹事务运动科学- 职前治疗历史运动科学- 物理治疗前人机交互金融工业组织心理学健身研究新闻学法医和调查科学语言教育法国法律家具设计图书馆科学美术营销地理数学地质学数学教育德国机械工程卫生信息管理局媒体艺术与科学安康科学医学与分子遗传学卫生效劳管理医学与分子遗传学- 遗传咨询历史医学生物物理学与生物分子成像组织技术医学人力资管理博物馆研究信息音乐技术学跨学科研究音乐治疗室内设计技术非营利组织管理国际研究护理管理新闻学护理教育劳动研究营养与营养学文科- 个性化专业职业治疗管理手术牙科管理口腔颌面外科营销口腔正畸学绘画与绘图数学病理学中学教学儿科牙科机械工程小儿科护理机械工程技术牙周病媒体艺术与科学药理学和毒理学医学影像技术慈善研究赛车运开工程哲学音乐技术摄影和中间核医学技术体育护理物理组织领导与监视生理学绘画政策分析^p 慈善研究政治学哲学从业者摄影预防牙科体育- 老师教育版画物理法学物理中学教学口腔政策研究修复政治学学成瘾心理生物学法律前政治学公共卫生版画公共管理心理学公共关系公共关系护理选择科学硕士公共平安管理注册护士放射治疗雕塑射线照相中学教育注册护士护理〔科学学士学位〕社会工作宗教研究社会学呼吸治疗西班牙语雕塑特殊教育第二学位护理学〔理学士〕供给链管理社会科学中学教学技术社会工作视觉传播社会学西班牙语西班牙语中学教学体育管理供给链管理旅游，会议和活动管理视觉传达。
微生物学美国IndianaUniversityPurdueUniversity授课10
BIOL 533
17
Lecture 10
Virulence Factors of S. aureus
• Stage IV, continued
– Secretion of toxins
• Enterotoxins (A-E)—found in both S. aureus and S. epidermidis
BIOL 533
6
Lecture 10
Pathogenesis of S. aureus
• Stage I: encounter—humans are major
reservoir for S. aureus
– Colonize nose and are found in about 30% of individuals
• Acute inflammatory reaction
– Proportion of bacteria survive and are capable of lysing neutrophils that engulfed them » Outpouring of lysosomal enzymes that damage surrounding tissues
• Coagulase—makes fibrin clot (wbc penetrate
badly; only S. aureus)
• Hylauronidase—degrades connective tissues
(facilitates spread; 90% of S. aureus strains)
BIOL 533
2
Lecture 10
Staphylococci
purdue university
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Athletics
A founding member of the Big Ten Conference.
The men's and women's basketball teams have won more Big Ten Championships than any other conference school.
Purdue University
Introduction
A large, 4-year, public university. It offers certificate, associate, bachelor's, master's and doctoral degrees.
It was founded on May 6, 1869. A place where those who seek an
Cary and Tarkington are male-only, while Windsor is female-only.
The newest residence hall, First Street Towers, opened in July 2009.
Campus Building
Ranking
2014 U.S. News Graduate School Rankings, Purdue is ranked No. 8 in the U.S. for its engineering program.
美国印第安纳大学伯明顿主校区(Indiana University, Bloomington)介绍
1820 是 公立 小型城市 Semester -
$10,033 $31,483 $8,853 $848
31,093 1,450
男性本科生: 女性本科生: 研究生总人数: 全日制研究生: 在职研究生:
二、助学金统计数据
16,118 16,425 10,188 6,516 3,672
基本信息 助学金申请表提交截止日期: 学费担保计划: 预付学费计划: 学费分期付款计划: 州内学费: 州外学费:
五、专业介绍
专业 农业 植物与种植学
结业证 副学士 学士学 硕士学 博士学
书 学位 位
位
位
-
-
-
1
-
-
-
-
1
-
艺术 艺术史 艺术研究 艺术、娱乐与媒体管理 设计与应用艺术
34
- 392 247
55
-
-
32
13
6
-
-
86
-
-
-
-
50
24
-
-
-
30
-
-
美术学 音乐 表演艺术 视觉艺术
生物科学 动物生物学 @生物化学与分子生物学 生物信息学 生物学 生物科技 细胞生物学 生态、进化与种群物种学 遗传学 微生物学 分子生物学 神经科学和神经生物学 药理学与毒理学
-
39
20
2
-
- 146
1
-
-
- 242
10
10
-
- 154
25
13
-
-
12
-
4
-
- 296
4
8
-
10 215
印度留学大学排名
印度留学大学排名其中排名第一的是印度理工学院也是波兰最好的大学，排名第二的是印度巴纳拉斯大学，排名第三的是德里大学，排名第四的是旁遮普大学。
1 INDIAN INST TECHNOL 印度理工学院2 BANARAS HINDU UNIV 印度巴纳拉斯大学3 UNIV DELHI 德里大学4 PANJAB UNIV 旁遮普大学5 ANNA UNIV 印度安那大学6 JADAVPUR UNIV 加尔各答大学7 UNIV MADRAS 马德拉斯大学8 UNIV HYDERABAD 海得拉巴大学9 ST JOHNS MED COLL 圣约翰医学院10 MANGALORE UNIV 门格洛尔大学11 UNIV RAJASTHAN 拉贾斯坦大学12 IND TOXICOL RES CTR 印度理工学院的毒理学研究13 ALIGARH MUSLIM UNIV ALIGARH穆斯林大学14 POSTGRAD INST MED EDUC & RES 医学教育研究学院15 NATL INST TECHNOL 印度国立理工学院16 GURU NANAK DEV UNIV 古鲁那纳克开发大学17 KARNATAK UNIV 卡纳塔克大学18 SHIVAJI UNIV 史瓦吉大学19 COCHIN UNIV SCI & TECHNOL 科钦科学技术大学20 PUNJAB AGR UNIV 旁遮普农业大学21 UNIV BOMBAY 孟买大学22 MAHATMA GANDHI UNIV 印度圣雄甘地大学好处一：英联邦教育体系全球认可教育质量IT软件教育全球领先印度沿袭英国教育体系，国际认可度高。
印度在 IT、金融、管理教育等方面影响逐年向世界领先行列靠近，其毕业生供不应求。
尤其在国际人才市场上更是炙手可热。
在美国，超过18%的微软员工，16%的IBM员工，曾经在印度接受过教育。
好处二：100%纯英语学习环境印度是世界上第二大英语国家，英语也成为了印度的官方语言，各高校直接使用西方权威机构出版的教材，并且和欧美一流院校有直接的交流合作关系。
普渡大学西拉法叶分校与罗格斯大学哪个好
普渡大学西拉法叶分校与罗格斯大学哪个好？每个学校都有自己的优势专业，具体请咨询留学360专业顾问团队
普渡大学西拉法叶分校
普渡大学西拉法叶校区（Purdue University, West Lafayette）是一所历史悠久，享誉世界的研究性公立大学，有政府特准的土地、海洋和空间使用权，历来以优良的教学质量和适中的收费标准闻名世界。
该校于1869年由约翰·普渡捐资、印第安纳州划拨土地建造。
西拉法叶校区是主校区，也就是我们通常所指的普渡大学。
罗格斯大学
罗格斯大学（Rutgers University），简称RU或Rutgers，全名为新泽西州立罗格斯大学（Rutgers, The State University of New Jersey），前身是成立于1766年的皇后学院（Queen‘sCollege），是一所在世界上享有盛名的一流公立研究型大学，也是新泽西州规模最大的高等学府，其学术声誉在州内仅次于普林斯顿大学（Princeton University）。
美国各州名称中英文对照表
美国各州名称中英文对照表: 美国地图：亚拉巴马州Alabama阿拉斯加州Alaska亚利桑那州Arizona阿肯色州Arkansas加利福尼亚州California 加州科罗拉多州Colorado哥伦比亚特区Columbia康涅狄格州Connecticut特拉华州Delaware佛罗里达州Florida佐治亚州Georgia夏威夷州Hawaii爱达荷州Idaho伊利诺伊州Illinois印弟安纳州Indiana爱荷华州Iowa堪萨斯州Kansas肯塔基州Kentucky路易斯安那州Louisiana缅因州Maine马里兰州Maryland马萨诸塞州Massachusetts密歇根州Michigan明尼苏达州Minnesota密西西比州Mississippi密苏里州Missour蒙大拿州Montana内布拉斯加州Nebraska内华达州Nevada新罕布什尔州New Hampshire 新泽西州New Jersey新墨西哥州New Mexico纽约州New York北卡罗来纳州North Carolina 北达科他州North Dakota俄亥俄州Ohio俄克拉荷马州Oklahoma俄勒冈州Oregon宾西法尼亚州Pennsyivania罗得岛州Rhode Island南卡罗来纳州South Carolina南达科他州South Dakota田纳西州Tennessee得克萨斯州Texas犹他州Utah佛蒙特州Vermont弗吉尼亚州Virgina华盛顿州Washington西弗吉尼亚州West Virginia威斯康星州Wisconsin怀俄明州Wyoming美国阿拉巴马州大学(8)所奥本大学Auburn University伯明翰南方学院Birmingham-Southern College桑佛德大学Samford University阿拉巴马大学The University of Alabama阿拉巴马汉茨维尔大学The University of Alabama in Huntsville特洛依州立大学Troy State University 无北阿拉巴马大学University of North Alabama阿拉巴马农工大学Alabama Agricultural and Mechanical University美国阿拉斯加州大学(1)所阿拉斯加大学University of Alaska Anchorage 无美国亚利桑那州大学(4)所亚利桑那州立大学Arizona State University 无北亚利桑那大学Northern Arizona University凤凰艺术学院The Art Institute of Phoenix 无亚利桑那大学The University of Arizona美国阿肯色州大学(1)所阿肯色大学University of Arkansas美国加利福尼亚州大学(45)所阿兹塞太平洋大学Azusa Pacific University 无加利福尼亚浸会大学California Baptist University 无加州理工学院California Institute of Technology加利福尼亚州路德大学California Lutheran University 无加州州立大学海峡群岛分校California State University Channel Islands加州州立大学圣伯纳迪诺分校加州州立大学-奇科分校California State University-Chico加州州立大学—东湾分校California State University-East Bay加州州立大学-斯坦尼斯洛斯分校California State University-Stanislaus美国协和大学(康考迪亚大学欧文分校) Concordia University-Irvine 网页无法打开岱伯洛谷学院Diablo Valley College东洛杉矶大学East Los Angeles College 网页正在建设中，没有联系人金门大学Golden Gate University 无约翰-肯尼迪大学John F. Kennedy University 无洛玛连达大学Loma Linda University 无西北理工大学Northwestern Polytechnic University 无佩珀代因大学Pepperdine University旧金山国际艺术学院The Art Institutes International at San Francisco 洛杉矶艺术学院The Art Institute of California Los Angeles斯克里普斯研究所Scripps Research Institute 一批人获得诺贝尔奖斯坦福大学Stanford University 生物多加州大学伯克利分校University of California Berkeley 生物多加州大学戴维斯分校University of California Davis加州大学欧文分校University of California Irvine加州大学洛杉矶分校University of California Los Angeles加州大学河滨分校University of California Riverside加利福尼亚大学圣地亚哥分校University of California San Diego加州大学圣克鲁兹分校University of California Santa Cruz加州大学圣塔芭芭拉分校University of California Santa Barbara洪堡州立大学Humboldt State University拜欧拉大学Biola University 无旧金山州立大学San Francisco State University拉文大学University of La Verne 无圣迭戈大学University of San Diego 无旧金山大学University of San Francisco 无南加州大学University of Southern California太平洋大学University of the Pacific伍德伯里大学Woodbury University 无加州州立大学富尔顿分校California State University Fullerton加州州立大学洛杉矶分校California State University, Los Angeles 无加州州立大学北岭分校California State University Northridge加州州立大学圣马科斯分校California State University San Marcos佛德喜尔与德安萨学院Foothill and De Anza Colleges 无圣何塞州立大学San Jose State University索诺马州立大学Sonoma State University美国科罗拉多州大学(8)所科罗拉多矿业大学Colorado School of Mines科罗拉多理工大学Colorado Technical University科罗拉多艺术学院The Art Institute of Colorado科罗拉多大学波尔得分校University of Colorado Boulder丹佛大学University of Denver科罗拉多州立大学Colorado State University科罗拉多州立大学-普韦布洛分校Colorado State University-Pueblo北科罗拉多大学University of Northern Colorado 无美国康涅狄格州大学(5)所三一学院Trinity College康涅狄格大学University of Connecticut纽黑文大学University of New Haven 无耶鲁大学Yale University 找过桥港大学University of Bridgeport美国德拉华州大学(1)所德拉华大学University of Delaware美国华盛顿哥伦比亚特区大学(6)所美国大学American University 无嘎劳德特大学Gallaudet University乔治城大学Georgetown University 无霍华德大学Howard University美国天主教大学The Catholic University of America 无乔治华盛顿大学The George Washington University美国佛罗里达州大学(18)所艾克特学院Eckerd College艾姆伯里-利德尔航空学院Embry-Riddle Aeronautical University 无强生威尔士大学Johnson Wales University 无林恩大学Lynn University 网页无法打开佛罗里达州大西洋大学Florida Atlantic University佛罗里达科技大学Florida Institute of Technology南佛罗里达学院Florida Southern College 无佛罗里达州立大学Florida State University迈阿密达德学院Miami Dade College 无诺瓦东南大学Nova Southeastern University 有生物化学无联系席勒国际大学Schiller International University 无中佛罗里达大学University of Central Florida佛罗里达大学University of Florida迈阿密达德学院Miami Dade College 无诺瓦东南大学Nova Southeastern University席勒国际大学Schiller International University中佛罗里达大学University of Central Florida佛罗里达大学University of Florida迈阿密大学University of Miami 无艾弗瑞斯特大学Florida Metroplitan University 无南佛罗里达大学University of South Florida佛罗里达国际大学Florida International University维博国际大学Webber International University 无美国乔治亚州大学(7)所贝里学院Berry College克拉克-亚特兰大大学Clark Atlanta University 无佐治亚理工学院Georgia Institute of Technology乔治亚州立大学Georgia State University埃默里大学Emory University摩斯大学Mercer University乔治亚大学The University of Georgia美国夏威夷州大学(2)所夏威夷太平洋大学Hawaii Pacific University夏威夷马诺大学University of Hawaii at Manoa美国爱达荷州大学(5)所爱达荷艾伯特森学院Albertson College of Idaho比尤纳维斯特大学Buena Vista University路易斯-克拉克州立大学Lewis Clark State College 无爱达荷州立大学Idaho State University爱达荷大学University of Idaho美国伊利诺州大学(18)所奥古斯塔那学院Augustana College布拉德利大学Bradley University美国路易斯大学National Louis University北伊利诺伊大学Northern Illinois University 无南伊利诺伊卡本代尔大学Southern Illinois University Carbondale伊利诺斯芝加哥艺术学院The Illinois Institute of Art Chicago伊利诺伊大学厄本那—香槟分校University of Illinois Urbana Champaign伊利诺大学芝加哥校区University of Illinois at Chicago芝加哥洛约拉大学Loyola University Chicago伊利诺理工大学Illinois Institute of Technology伊利诺州立大学Illinois State University伊利诺伊卫斯理大学Illinois Wesleyan University德保尔大学DePaul University芝加哥州立大学Chicago State University芝加哥大学The University of Chicago西北大学Northwestern University北部中心学院North Central College东北伊利诺斯州大学Northeastern Illinois University美国印地安那州大学(10)所普渡大学西拉法叶校区Purdue University,West Lafayette巴特勒大学Butler University厄勒姆学院Earlham College印地安那大学伯明顿分校Indiana University,Bloomington印第安纳大学与普渡大学印第安纳波里斯联合分校Indiana University-Purdue University Indianapolis南印地安那大学University of Southern Indiana瓦尔帕莱索大学Valparaiso University圣母大学University of Notre Dame印第安那州立大学Indiana State University印地安纳大学南岸分校Indiana University South Bend美国爱荷华州大学(3)所北爱荷华大学University of Northern Iowa爱荷华州立大学Iowa State University爱荷华大学The University of Iowa美国堪萨斯州大学(6)所堪萨斯大学The University of Kansas堪萨斯州立大学Kansas State University堪萨斯卫斯理大学Kansas Wesleyan University贝尼迪克坦学院Benedictine College海斯堡州立大学Fort Hays State University卫奇塔州立大学Wichita State University美国肯塔基州大学(5)所贝拉明大学Bellarmine University西肯塔基大学Western Kentucky University莫瑞州立大学Murray State University路易斯维尔大学University of Louisville肯塔基大学University of Kentucky美国路易斯安那州大学(5)所路易斯安那州立大学Louisiana State University, Baton Rouge路易斯安那理工大学Louisiana Tech University杜兰大学Tulane University麦克尼斯州立大学McNeese State University 无新奥尔良大学University of New Orleans美国缅因州大学(3)所贝茨学院Bates College大西洋学院College of the Atlantic 无缅因大学The University of Maine at Orono美国马里兰州大学(2)所马里兰大学帕克分校University of Maryland College Park约翰霍普金斯大学Johns Hopkins University美国麻萨诸塞州大学(15)所麻省理工学院Massachusetts Institute of Technology哈佛大学Harvard University 找过迪恩学院Dean College Franklin, MA 02038 无波士顿学院Boston College波士顿大学BOSTON University布兰迪斯大学Brandeis University克拉克大学Clark University 无曼荷莲女子学院Mount Holyoke College 无蒙特爱达学院Mount Ida College 无美国东北大学Northeastern University马萨诸塞大学Amherst校区University of Massachusetts Amherst 网页正在建设中马萨诸塞大学卢维尔分校University of Massachusetts at Lowell塔夫斯大学Tufts University威廉姆斯学院Williams College伍斯特理工学院Worcester Polytechnic Institute美国密歇根州大学(15)所艾尔比奥学院Albion College阿尔马学院Alma College密西根大学-安娜堡分校University of Michigan Ann Arbor罗伦斯科技大学Lawrence Technological University 无安德鲁大学Andrews University中密歇根大学Central Michigan University韦恩州立大学Wayne State University密西根大学迪尔本分校University of Michigan-Dearborn密歇根州立大学Michigan State University密歇根理工大学Michigan Technological University奥克兰大学Oakland University塞基诺州立大学Saginaw Valley State University密歇根大学弗林特分校The University of Michigan Michigan Flint 底特律大学University of Detroit Mercy密西根大学迪尔伯恩分校University of Michigan Dearborn西密歇根大学Western Michigan University美国明尼苏达州大学(5)所伯米吉州立大学Bemidji State University贝塞尔学院Bethel University哈姆莱大学Hamline University马卡莱斯特学院Macalester College明尼苏达大学双子城分校University of Minnesota Twin Cities美国密西西比州大学(4)所密西西比学院Mississippi College 无法打开密西西比州立大学Mississippi State University密西西比大学University of Mississippi南密西西比大学University of Southern Mississippi美国密苏里州大学(9)所西北密苏里州立大学Northwest Missouri State University圣路易斯大学Saint Louis University中央密苏里州立大学Central Missouri State University 无密苏里大学哥伦比亚分校University of Missouri Columbia密苏里大学堪萨斯分校University of Missouri, Kansas City密苏里大学罗拉分校University of Missouri Rolla密苏里大学圣路易斯分校University of Missouri St. Louis杜鲁门州立大学Truman State University圣路易斯华盛顿大学Washington University in St Louis美国蒙大拿州大学(4)所大瀑布大学University of Great Falls 无蒙大拿大学The University of Montana蒙大拿州立大学比灵斯分校Montana State University Billings蒙大拿州立大学波兹曼分校Montana State University Bozeman 美国内布拉斯加州大学(3)所内布拉斯加大学奥马哈分校University of Nebraska at Omaha内布拉斯加州立大学科尼分校University of Nebraska Kearney内布拉斯加大学林肯分校University of Nebraska Lincoln上面是202所大学，下面180所！美国内华达州大学(2)所内华达大学拉斯维加斯校区University of Nevada Las Vegas内华达大学里诺校区University of Nevada Reno美国新罕布什尔州大学(3)所新罕布什尔大学University of New Hampshire新罕布什尔南方大学Southern New Hampshire University 无达特茅斯学院Dartmouth College美国新泽西州大学(9)所巴德学院Bard College佛里森学院Felician College罗格斯大学纽华克分校Rutgers University Newark 无罗格斯大学新伯朗士威校区Rutgers University New Brunswick斯蒂文斯理工学院Stevens Institute of Technology新泽西理工学院New Jersey Institute of Technology普林斯顿大学Princeton University蒙特克莱尔州立大学Montclair State University肯恩大学Kean University美国新墨西哥州大学(2)所新墨西哥州立大学New Mexico State University新墨西哥大学University of New Mexico美国纽约州大学(37)所艾德菲大学Adelphi University科尔盖特大学Colgate University霍夫斯特拉大学Hofstra University爱纳大学Iona College曼哈顿大学Manhattan College新学院大学New School University纽约理工学院New York Institute of Technology安默斯特学院Amherst College佩斯大学Pace University纽约州立大学奥尔巴尼分校State University of New York at Albany纽约州立大学新帕尔兹分校State University of New York at New Paltz圣约翰大学St.John's University纽约州立大学杰纳苏分校State University of New York at Geneseo罗切斯特大学University of Rochester纽约州立大学水牛城分校University at Buffalo State University of New York纽约州立大学波茨坦分校The State University of New York Potsdam叶史瓦大学Yeshiva University伦斯勒理工学院Rensselaer Polytechnic Institute罗彻斯特理工学院Rochester Institute of Technology哥伦比亚大学纽约哥伦比亚学院Columbia University in the City of New York Columbia College 纽约州立大学时装技术学院State University of New York Fashion Institute of Technology纽约大学New York University纽约州立大学宾汉姆顿大学Binghamton University SUNY纽约州立大学弗雷多尼尔分校State University of New York-Fredonia纽约州立大学奥斯威戈分校State University of New York-Oswego纽约州立大学普拉茨堡分校State University of New York-Plattsburgh美国纽约州立大学环境科学与林业科学学院SUNY College of Environmental Science and Forestry纽约州立大学石溪分校Stony Brook University SUNY 查过雪城大学Syracuse University克拉克森大学Clarkson University菲尔莱狄更斯大学Fairleigh Dickinson University福特汉姆大学Fordham University曼哈顿维尔学院Manhattanville College哥伦比亚大学Columbia University,The School of General Studies纽约康考迪亚学院Concordia College New York康奈尔大学Cornell University艾尔佛雷德大学Alfred University美国北卡罗来纳州大学(7)所贝尔蒙特大学Belmont Abbey College杜克大学Duke University北卡罗来纳州立大学North Carolina State University,Raleigh维克森林大学Wake Forest University北卡罗来纳大学教堂山分校The University of North Carolina at Chapel Hill东卡罗来纳州立大学East Carolina University北卡罗来纳州立大学格林波若分校The University of North Carolina at Greensboro美国北达科他州大学(2)所狄克森州立大学Dickinson State University北达科他州立大学North Dakota State University美国俄亥俄州大学(18)所克利夫兰州立大学Cleveland State University约翰卡罗尔大学John Carroll University北俄亥俄大学Ohio Northern University俄亥俄大学Ohio University芬德雷大学The University of Findlay俄亥俄州立大学哥伦布分校The Ohio State University,Columbus阿克伦大学The University of Akron托莱多大学The University of Toledo辛辛那提大学University of Cincinnati迈阿密大学牛津分校Miami University,Oxford肯特州立大学Kent State University阿什兰大学Ashland University博林格林州立大学Bowling Green State University凯斯西储大学Case Western Reserve University鲍德温-华莱士学院Baldwin Wallace College戴顿大学University of Dayton莱特州立大学Wright State University扬斯敦州立大学Youngstown State University美国俄克拉荷马州大学(7)所东北州立大学Northeastern State University俄克拉荷马州立大学Oklahoma State University-Main Campus 圣格里高利大学St. Gregory's University中央俄克拉荷马州立大学University of Central Okalahoma塔尔萨大学University of Tulsa俄克拉荷马市大学Oklahoma City University俄克拉荷马大学The University of Oklahoma美国俄勒冈州大学(5)所路易克拉克大学Lewis and Clark College俄勒冈州立大学Oregon State University波特兰艺术学院The Art Institute of Portland西俄勒岗州大学Western Oregon University俄勒冈大学University of Oregon美国宾夕法尼亚州大学(19)所奥尔布赖特学院Albright College阿勒格尼学院Allegheny College迪尤肯大学Duquesne University富兰克林与马歇尔学院Franklin And Marshall College薛顿贺尔大学Seton Hall University费城艺术学院The Art Institute of Philadelphia匹兹堡艺术学院The Art Institute of Pittsburgh宾夕法尼亚大学University of Pennsylvania匹兹堡大学University of Pittsburgh艺术大学The University of the Arts威得恩大学Widener University天普大学Temple University宾州州立大学-University Park Campus Penn State University Park 宾州西盆斯贝格大学Shippensburg University of Pennsylvania 宾州克莱瑞恩大学Clarion University of Pennsylvania卡内基梅隆大学Carnegie Mellon University利哈伊大学Lehigh University玛丽伍德大学Marywood University德雷塞尔大学Drexel University美国罗得岛州大学(1)所布朗大学Brown University美国南卡罗来纳州大学(2)所克莱姆森大学Clemson University南卡罗来纳大学哥伦比亚分校University of South Carolina Columbia美国南达科他州大学(1)所南达科他大学University of South Dakota美国田纳西州大学(6)所玛丽维尔学院Maryville College中田纳西州立大学Middle Tennessee State University中田纳西州立大学Middle Tennessee State University孟菲斯大学University of Memphis田纳西州立大学马汀分校The University of Tennessee at Martin田纳西大学The University of Tennessee美国德克萨斯州大学(23)所艾柏林基督大学Abilene Christian University哈定-西蒙斯大学Hardin -Simmons University南德州大学Texas Southern University德州理工大学Texas Tech Univrsity德州女子大学Texas Woman's University达拉斯艺术学院The Art Institute of Dallas休斯顿艺术学院The Art Institute of Houston德州大学阿灵顿分校The University of Texas at Arlington德克萨斯大学奥斯汀分校The University of Texas at Austin德州A&M大学Texas A&M University德克萨斯基督教大学Texas Christian University圣玛丽大学St. Mary's University奥斯汀州立大学Stephen F. Austin State University南卫理公会大学Southern Methodist University萨姆休斯顿州立大学Sam Houston State University莱斯大学Rice University达拉斯浸会大学Dallas Baptist University贝勒大学Baylor University西德州农工大学West Texas A&M University圣道大学University of the Incarnate Word德州农工大学柯柏斯克里斯提学院Texas A&M University Corpus Christi 休斯顿大学University of Houston北德克萨斯州大学University of North Texas美国犹他州大学(5)所韦伯州立大学Weber State University杨百翰大学Brigham Young University Provo诺门大学Neumont University犹他大学The University of Utah犹他州立大学Utah State University美国佛蒙特州大学(3)所本宁顿学院Bennington College圣迈克斯学院St. michael's College佛蒙特大学The University of Vermont美国弗吉尼亚州大学(7)所威廉玛丽学院College of William and Mary利伯缇大学Liberty University奥多明尼昂大学Old Dominion University弗吉尼亚理工大学Virginia Polytechnic Institute and State University 弗吉尼亚大学University of Virginia乔治梅森大学George Mason University弗吉尼亚州立邦联大学Virginia Commonwealth University美国华盛顿州大学(10)所贝特茨技术学院Bates Technical College贝尔维社区大学Bellevue Community College奧林匹克学院Olympic College西雅图大学Seattle University西雅图艺术学院The Art Institute of Seattle华盛顿大学University of Washington华盛顿州立大学Washington State University中央华盛顿大学Central Washington University太平洋路德大学Pacific Lutheran University西雅图中央社区学院Seattle Central Community College美国西弗吉尼亚州大学(2)所西弗吉尼亚大学West Virginia University威林耶稣大学Wheeling Jesuit University美国威斯康星州大学(9)所卡罗大学Carroll College密尔瓦基工学院Milwaukee School of Engineering威斯康辛大学史帝文分校University of Wisconsin Stevens Point威斯康辛大学密尔沃基分校University of Wisconsin Milwaukee威斯康辛大学普莱维尔分校University of Wisconsin Platteville威斯康星大学麦迪逊分校University of Wisconsin Madison威斯康辛大学雷河分校University of Wisconsin-River Falls圣·诺伯特大学St. Norbert College马凯特大学Marquette University。
Indiana University School of Library and Information Science-Indianapolis S502 Collection D
Indiana University School of Library and Information Science-IndianapolisS502 Collection Development and ManagementFall 2007/Dr. Susan Mannan Friday 1:30 p.m.-4:10 p.mAugust 24-December 14, 2007OBJECTIVES: Collection Development and Management examines the principles and techniques that guide the development, management, and evaluation of library collections and the selection of materials in various types of libraries. The course provides students with experience in the major phases involved in starting and developing collections of book and non-book materials: the formulation of collection development plans, the selection of materials in accordance with an institution’s plan, and the evaluation of library collections. It enables students to recognize and respond to challenges and opportunities of special interest to collection developers: intellectual freedom, new information formats, copyright, and resource sharing.ASSIGNMENTS: Students will prepare a variety of assignments to introduce them to the process of collection development and the practice of material selection. These include drafting a collection development plan for a defined subject area in a particular type of institution and reviewing a book in that subject area. In addition to assigned and recommended readings, students will compile brief, annotated bibliographies of articles on each of the three major course topics: collection development plans;selection/censorship; collection evaluation/resource sharing.CLIPPINGS: To become more aware of the current information environment, students are to consider what they read in the popular media, what they hear on the radio, and what they see in films, on television, and on the Internet, from the viewpoint of a collection developer. Students will share relevant findings with the class.EXAM: Students will take a mid-term open-book essay examination Students should refer to their readings, assignments, project, and class discussion in writing their answers. To help prepare, students should take careful notes during class. A have full period will be given over to this exam in a computer lab. (Students may opt to hand write the exam or prepare it on a word processing program.EXPECTATIONS: Students are expected to read the assigned readings before class and to participate in class discussion. Students are to keep abreast of events and issues related to collection development, scan the professional literature, share pertinent information, and complete assignments on time and in the form specified. Students are to inform the instructor before the deadline if unable to complete an assignment. Students are to use Oncourse email and to submit assignments as specified using the Oncourse Drop Box and Group Spaces.ACADEMIC HONESTY: Students are to submit original work, respect intellectual property rights, and give proper attribution. For the IUPUI Code of Student Rights,Responsibilities and Conduct, including the definition of Academic Misconduct, see the IUPUI Campus Bulletin 2004-2006, pp. 36-38.GRADING: Grades for the course will be determined as follows: 40%--class assignments (query, bibliographies, book review); 20%-mid-term exam; 40%--collection development plan. Credit may be lost for failure to follow instructions, proofread, or meet deadlines. Incompletes will be given in accordance with school policy (see SLIS at IUPUI Bulletin 2004-2006, p. 8). Beyond compliance with the basic requirements of each assignment, performance will be judged by such factors as the complexity of the topic or item chosen, depth of detail, imagination, initiative, originality, relevance, and presentation. The SLIS Grade Computation Policy (Bulletin 2004-2006, pp. 7-8) is attached.ACCOMMODATIONS: Students needing accommodations because of disability must register with Adaptive Educational Services and complete the appropriate form before accommodations will be given. The AES office is located in Cavanaugh Hall 001E, 425 University Blvd., Indianapolis, IN 46202-5140 and may be reached by phone 317/274-3241 or 317/278-2050 TTD/TTY; by fax 317/274-2051; or by email aes@. For more information go to /Who/Adaptive Students should inform the instructor by email of any special other special needs related to the class. ATTENDANCE : Students are expected to attend class and should contact the instructor before class if unable to attend (smannan@; 317/921-4916 at work; 317/228-0324 at home). The instructor will be available by appointment.IU School of Library and Information Science-Indianapolis Fall 07/MannanL502 Collection Development and Management Friday 1:30 – 4:10 p.m.Course CalendarDATE TOPIC READINGSINJOHNSONASSIGNMENT DUE PLAN DRAFT DUEAug. 24 COURSE OVERVIEW &CONTEXT Ch. 1, p. 1-10 Ch. 2Aug. 31 MISSION STATEMENTS/USER NEEDS Ch. 3Ch. 6Query: Report libraryto be queried by emailto instructorSept. 7 COLLECTIONDEVELOPMENTPLANNING Ch. 3 Query Results Report Report type of library andsubject area to be basis ofcollection developmentplan by email to instructorSept. 14 NO CLASSSept. 21 SELECTION &ACQUISITION Ch. 2, p. 10-14Ch. 3, p. 84-97Ch. 4, 101-119Bibliography:CollectionDevelopment Plans andPlanningSept. 28 SELECTION &ACQUISITION, CON’T. Report Book Reviewbook title by emailDraft description of yourinstitution/library, itsmission and usersOct. 5 CENSORSHIP Ch. 4, p. 120-129 Bibliography: Selection/CensorshipOct. 12 MID-TERM EXAMOct. 19 COPYRIGHT BASICSOct. 26 FORMATS Ch. 7 Draft: Intellectualfreedom policies andprocedures, challenge form Nov. 2 FORMATS, CON’T Book ReviewNov. 9 DESELECTION Ch.5 p.138-146 Bibliography:CollectionEvaluation/ResourcesharingNov. 16 EVALUATION Ch. 9 Draft: Subject description,collecting policies, tools,proceduresNov. 23 NO CLASSNov. 30 Draft: Weeding, collectionevaluation/ resource shar-ing policies & procedures Dec. 7 RESOURCE SHARING Ch. 8Dec. 14 ISSUES & TRENDS Ch. 1, p. 16-27 Final version: Plan, all partsCLASS ASSIGNMENTSFOLLOW DIRECTIONS, SUGGESTED FORMATS, PAGE AND WORD LIMITS. DOCUMENTS SHOULD BE SUBMITTED IN WORD OR RFT FORMAT IN 12 PT. FONT. PROOFREAD YOUR WORK. DEPOSIT WRITTEN ASSIGNMENTS IN THE ONCOURSE DROP BOX AND GROUP SPACES AS SPECIFIED. File name should be as follows: Your surmane-assignment name (i.e. Mannan - Query)BRING A PAPER COPY OF EACH TO CLASS.QUERY Pick a library of a type in which you are interested. In a large institution, focus your inquiry on a particular part of the collection. If you have any questions or problems with your selection, contact the instructor. Contact the library, in person, by phone, or on the web, to inquire about its collection development policy. In particular, try to determine whether the institution has a collection development plan, how it was formulated and what it includes. If possible, secure a copy of its collection development plan. Write no more than one single-spaced page summarizing your findings and what you learned from your query. Include some evaluation/opinion about what you found, notjust an outline or recitation of what is in the plan.Aug. 31 Identify library/bookstore to be queried; email choice toinstructor and graduate assistantSept. 7 Post written summary in Drop Box [Name your file-Surname-Query.]; bring paper version toclass and be prepared to discuss findings BIBLIOGRAPHIES In addition to the recommended readings, scan the professional literature for articles relating to the major topics of the course. Select and read three items on each and prepare annotated bibliographies on: Collection Development Plans/ Planning; Selection/Censorship; Collection Evaluation/Resource Sharing. You may select items related to the type of library and/or subject area of your collection development plan. Take care to select at least one article over 10 pages long for each of the three topics below. Your grade will be affected if you select all 1 and 2 pages articles. Give a full bibliographic entry for each item following using APA style.A brief guideline to APA style is posted in the Resources section of OnCourse. Each annotation should be at least 75 words and written in complete sentences. Limit each three-item bibliography to one single-spaced page (all three on one page). Post bibliographies in Oncourse Group Spaces for class access and Drop Box for instructor access. [Name your file Surname-Bibliography Topic, e.g. Surname-Planning]Development Policies/Plans/PlanningSept.21 CollectionOct. 12 Selection/CensorshipNov. 9 Collection Evaluation/Resource SharingBOOK REVIEW Select a work published before 1985 in the subject area you have chosen for your collection development plan. Before making a final selection, see Part II below and be sure to select a book for which you can locate two reviews.Part I: Write a 600-word review summarizing the book’s contents, identifying its strengths and weaknesses, and evaluating its usefulness for its intended audience.Part II: Using the Book Review Digest, locate and read two reviews published when the book came out. [Note that Book Review Digest Plus online starts coverage in 1983.] Using the reviews, address these questions: On the basis of those reviews would you have acquired the volume at the time of publication? Explain why. Has it appeared on any standard lists in its field? Is it still in print? Have other books on the same subject been published since? Would you want it in your collection now? Explain why or why not. Include full citations for the book reviewed and reviews consulted. Limit this discussion to one single-spaced page.Sept. 28 Report title to instructor by emailNov. 2 Book ReviewCOLLECTION DEVELOPMENT PLAN Pick a type of library for which you are to formulate a collection development plan. Select a subject area (not genre or format) that will be the focus of your plan. You may limit the size of your project by choosing a small or specialized library (a school library serving grades K to 6; an association library centered on one major topic), or by choosing a single subject area within a larger library (materials on the French Revolution in a undergraduate college library).I prefer that your policy not to be for a specific library (i.e. Henry E. Huntington Library), but rather for a specific type of library with a particular focus that is inspired by a real library (i.e. a privately endowed research library with an interest in western Americana). However, if you find it more helpful to use an actual library, you may talk with me about that. In either case, whether the library and its location are real or ficticious, it should be based on a real community and should be located in a real state. At least your community description should be based on somewhere real. Your plan, to be formulated over the semester, should include these elements:•Rationale/Purpose of the Collection Development Plan• A description of the institution/library (age, size, funding source, governance[i.e.elected or appointed library board], organizational structure [eg to whom doeslibrarian report?]), clientele, and geographical location. Draft a missionstatement for your library (short, active, major roles).• A brief general description of the library’s overall collection and staff size.• A statement of your library’s intellectual freedom policies and procedures for handling challenges to material in the collection. Design a challenge form.• A statement of the institution’s collection development policies for the area of your subject specialty. This should include the staff member (by position)responsible for collecting in the subject area, the current strength of holdings, the level of desired collecting activity, selection criteria for this subject, the policies for retrospective acquisitions, non-book formats, journals, and gifts, and some general statement about funding (the amount or percentage of the materialsbudget devoted to this subject). Include a list of resources (major bibliographies, lists, websites, reviewing sources, and organizations) in this subject area with brief descriptive information.• A description of how materials will be deselected, how the collection in your subject area will be evaluated, and how your library will share materials on this topic with other institutions in your locality or in the same subject area.•Include a bibliography of sources you used to develop your plan.On each date, post the plan section in the Oncourse Drop Box and bring apaper version to class .Students are encouraged to contact the professor with particular questionsabout their plans.Sept. 7 Email instructor the type of library and subject areaSept. 28 Description of institution/library, draft of mission statementOct. 26 Intellectual freedom policies, challenge formNov. 16 Subject description, Collecting policies, tools in yoursubject areaNov. 30 Statement of your institution’s plan for collection weeding,evaluation and resource sharingDec. 14 Final version of complete collection development planYou will receive specific feedback on the draft of each part of your plan.THE COLLECTION DEVELOPMENT POLICY WILL COUNT FOR40% OF YOUR GRADE.YOUR OTHER ASSIGNMENTS WILL COUNT FOR ANOTHER 40%.YOUR MID-TERM EXAM WILL COUNT FOR 20%.READINGS AND RESOURCES(Asterisked items in bold face type are priority readings.) BACKGROUND TEXTJohnson, Peggy. (2004). Fundamentals of collection development and management. Chicago: American Library Association.Available online through netLibrary. Go to the IUPUI University Library homepage to Quick Reference Resources to Electronic Books to netLibrary.Instructor will use the following title for lecture material. Reading by students is not required. Book is also available on netLibrary………Evans, G. Edward. 2000. Developing library and information center collections. 4th ed. Littleton, CO: Libraries Unlimited.Titles in the reading lists below are NOT to be used for bibliography assignments. Bolded titles are priority readings.READINGS BY TOPIC AREAAll web sites accessed January 2006 unless otherwise noted.CONTEXT Johnson, Ch. 1 (p. 1-10) & Ch. 2*Abram, S. & Luther, J. (2004, May 1). Born with the chip. Library Journal 129 (8) 34-7. Retrieved August 13, 2006 from, Wilson Web database.*Mossman, K. (2006, July). Serving the niche. Library Journal 103 (12) p. 38-40. Retrieved August 13, 2006 from, Wilson Web database.*Mullins, J. L., Allen, R. R., & Hufford, J. R. (2007, April). Top ten assumptions for the future of academic libraries and librarians: A report from the ACRL research committee. C&RL News 68. Retrieved April 18, 2007 from/ala/acrl/acrlpubs/crlnews/backissues2007/april07/tenassumptio ns.htm*Neiburger, E. (2007, May). Gamers…in the library? American Libraries38 (5), 58-60.*Perceptions of libraries and information resources: A report to the OCLC membership. (2005).Retrieved August 13, 2006 from/reports/2005perceptions.htm (Look at the introduction and conclusion.)*The state of America’s libraries: A report from the American Library Association. (2006). Retrieved August 13, 2006 from/ala/pressreleases2006/march2006/stateoflibraries.htm (Look at the executive summary.)MISSION STATEMENTSAssociation of College and Research Libraries. College Libraries Section. Mission Statements for College Libraries. 1999 2nd ed. Chicago: American Library Association, 1999 (CLIP Note #28) Z675.U5 M556 1999. IUPUI Reserve L528 Wallace, L. K. (2004). Libraries, mission & marketing: Writing mission statements that work. Chicago: ALA. Available online in NetLibraryCOLLECTION DEVELOPMENT PLANS AND PLANNINGJohnson, Ch. 3Guide for written collection policy statements. (1996). 2nd ed. Chicago: American Library Association. (Collection Management and Development Guides, No.7) Z687 .A518 1996 IUPUI Reserve L528, also online in NetLibraryHutchinson. (2002). Collection development: Bordering on dysfunction. Teacher Librarian 29 (June): 54-55. (Library Literature on Wilson Web)Intner, S. S. (2002). Ten steps to great collections. Technicalities 22(July/August): 1, 5-7, 24. (Wilson Web)* Merle, J. (1990). Get it in writing: A collection development plan for the Skokie Public Library. Library Journal 115 (1 September): 166-168. (Academic Search Elite)Kertesz, C. (2001). The unwanted gift: When saying “no thanks” isn’t enough. American Libraries 32 (March): 34-37. (Wilson Web)Lowe, K. R. (2001). Resource alignment: Providing curriculum support in the school library media center. Knowledge Quest 30 (November/December): 27-32. (Wilson Web)O’Shaughnessy, B. (2005, July 17). Libraries set new course to navigate high-tech age: Shelving tradition in favor of DVD’s, coffee? Indianapolis Star through Newbank on IUPUI University Library/Library Databases & Electronic Journals* Snow, R. (1996). Wasted words: The written collection development policy and the academic library. Journal of Academic Librarianship 22 (May): 191-194. (Academic Search Elite; Wilson Web)Symth, E. B. A practical approach to writing a collection development policy. /ala/acrl/acrlpubs/rbm/backissuesrbmlvo/smyth.pdfVan Zijl, C.. (1998). The why, what and how of collection development policies. South African Journal of Library and Information Science 66 (September): 99-106. (Wilson Web)Useful web sites:*ALA/Reference and User Services Association (RUSA): Writing Collection Development Policies: Useful Web Sites at/ala/rusa/rusaourassoc/rusasections/codes/codessection/codescomm/co lldevpolicies/writingpolicies/writingpols.htmOn the RUSA web site, read Dartmouth College and IFLA under College & University Libraries section; Arizona State Library and Georgia Public Library pages under Public Libraries sectionSELECTION & ACQUISITIONSJohnson, Ch. 2, p. 10-14, Ch. 3, p. 84-97, Ch. 4 p. 101-119Alabaster, C. (2002). Developing an outstanding core collection: A guide for libraries. Chicago: ALA. also online in NetLibrary*Asheim, Lester. (1953, September). Not censorship but selection. Wilson Library Bulletin 28 63-67 (ERROL); 1983. Not censorship but selection: A reappraisal. (November). Wilson Library Bulletin 58: 180-84. (ERROL)Bob, Murray L. (1982, 15 September). The case for quality book selection, Library Journal 107: 1707-1710. (Academic Search Elite)Doyle, T. (2002). Selection versus censorship in libraries. Collection Management 27, no. 1: 15-25. (Wilson Web)Intner, S. S. (2004, May/June). Censorship versus selection, one more time. Technicalities 24: 1, 7-10. (Wilson Web)Jacobsen, T. L. (15 March). Spending spree. Library Journal 131 30-33. Academic Search Elite.Pearl, N. and C. Buthod. Upgrading the McLibrary. (15 October). Library Journal 117 37-41. (Academic Search Elite); Quinn, Brian. (2000,May). McDonaldization of academic libraries? College & Research Libraries 61: 248-261. (Wilson Web)*Rawlinson, N. (1981, 15 November). “Give ‘em what they want!” Library Journal 106: 2188-2195 (Academic Search Elite)Sullivan, K. (2004, 15 June). Beyond cookie-cutter selection. Library Journal 129: 44-46. (Academic Search Elite)Wren-Estes, B. (2004, Summer). Online selection tools two years later. Colorado Libraries 30 (2) p. 36-38. Wilson Web.WEBSITES// /booklist/index.html/SELECTED JOURNALSAgainst the Grain; American Libraries; Book Links; Booklist; Choice; Collection Building; Collection Management; Library Collections, Acquisitions, and Technical Services; Library Journal; Publishers Weekly; School Library Journal; Serials Review; Technical Services Quarterly; TechnicalitiesFORMATS Johnson, Ch. 7Davis, T. (997,Winter). The evolution of selection activities for electronic resources Library Trends 45: 391-40 (Academic Search Elite; Wilson Web) Foster, J. (2000, June). Collection development, from text to technology. Computers in Libraries 20: 34-38. (Academic Search Elite)Latham, J.M. (2002, 15 April). To link, or not to link. Library Journal 127: 20-22. (Academic Search Elite; Wilson Web)*Metz, P. 2000. Principles of selection for electronic resources. Library Trends 48 (sprint): 711-29. (Academic Search Elite; Library Literature on Wilson Web)Strong, R. (1999). A collection development policy incorporating electronic formats. Journal of Interlibrary Loan, Document Delivery and Information Supply 9, no. 4: 53-64 (Wilson Web).Vogel, K. D. (1996). Integrating electronic resources into collection development policies. Collection Management 21, no. 2: 65-76. (Wilson Web)Walters, W. H. (2004 , October). Criteria for replacing print journals with online journal resources: The importance of sustainable access. Library Resources & Technical Services 48: 300-304. (Academic Search Elite)Wilson, A. P. 2004. Library web sites: Creating online collections and services. Chicago: American Library Association. Z674.75.W67 W55 2004 IUPUI Reserve L528 CENSORSHIPJohnson: Ch. 4, p. 120-129ALA Office for Intellectual Freedom. 2002. Intellectual freedom manual. 6th ed. Chicago: American Library Association. Z711.4 .I57 2002 IUPUI Reserve L522 Available on netLibrary. For Workbook for Selection Policy Writing go to/Content/NavigationMenu/Our_Association/Offices/Intellectual_Freed om3/Statements_and_Policies/Statements_and_Policies.htmAuld, H. (2003, February). Filters work: Get over it. American Libraries: 34 38-42. (Academic Searach Elite or Library Literature)Hopkins, D. M. (1993, January). Put it in writing. School Library Journal:26-31. (Academic Search Elite)Jones, B. M. (1999). Libraries, access, and intellectual freedom: Developing policies for public and academic libraries. Chicago: American Library Association. (Z711.4 .J66 1999 On reserve)Kastner, A. and R. Allen. (2002,December):. Feasting on forbidden fruit: How to talk to teens about censorship.Teacher Librarian30:18-21. (Academic Search Elite) Random House. (2004). The First Amendment first aid kit: What to do if someone challenges a book./teens/firstamendment/strategies.htmlReichman, H. 2001. Censorship and selection: Issues and answers for schools. 3rd ed. Chicago: American Library Association. Z675.S3 .R42 2001 IUPUI ReserveL522Jones, L. A. (1996, October) Better libraries through censorship. School Library Journal: 42 54 (Academic Search Elite)COPYRIGHTWeb Sites: (Spend your time here.)Crews, K. D. (2000). Copyright essentials for librarians and educators. Chicago: American Library Association. KF2995 .C74 2000 IUPUI Reserve L528Russell, C. (2004). Complete copyright guide: An everyday guide for librarians. Chicago: American Library Association. KF2994.C57 2004 IUPUI Reserve DESELECTIONJohnson, Ch. 5 p. 138-146Banks, J. (2002). Weeding book collections in the age of the Internet. Collection Building 21, no. 3: 113-119. (Wilson Web)Segal, J.P. (1980). Evaluating and weeding collections in small and medium-sized public libraries: The CREW method. Chicago: American Library Association.(Z703.6S44 1980 IUPUI Reserve)Truck, L. (2002). Plain English collection budgets: A collection plan for public libraries. The Bottom Line 15, no. 4: 167-173. (Emerald through Library Lit on Wilson Web)*Weed of the month. /weed/EVALUATIONJohnson, Ch. 9Carrigan, D. P. (1996, July). Collection development-evaluation. Journal of Academic Librarianship 22: 273-278 (Academic Search Elite; Wilson Web);Dobson, C., J. Kushkowski, and K. Gerhard. (1996, July). Collection evaluation for interdisciplinary fields: A comprehensive approach. Journal of Academic Librarianship 22: 279-284. (Academic Search Elite)* Harbour, D. (2002, March/April). Collection mapping. Book Report 20: 6-10. (Academic Search Elite; Wilson Web)Intner, S. S. (2003). Making your collection work for you: Collection evaluation myths and realities. Library Collections, Acquisitions and Technical Services 27 (autumn): 339-350. (Wilson Web)Samson, S., S. Derry, and H. Eggleston. (2004, November). Networked resources, assessment, and collection development. Journal of Academic Librarianship 30: 476-481. (Library Literature on Wilson Web)RESOURCE SHARINGJohnson, Ch. 8*Amdursky, S. J. (2003 June). ILL: Sacred cow or vital service. Library Journal 128: 76-80. (Academic Search Elite)Association for Library Collections and Technical Services. (1994). Guide to cooperative collection development. Chicago: American Library Association. (Collection Management and Development Guides, No. 6) Z687.2.U6 A84 1994 IUPUI Reserve L528*Beaubien, A. K. (2007). ARL white paper on interlibrary loan. Washington, D.C.: Association of Research Libraries.(/bm~doc/ARL_white_paper_ILL_june07.pdf )Carlson, S. (2003, October 10). Libraries’ consortium conundrum. Chronicle of Higher Education, , A30. (EBSCO’s Academic Search Elite)*Indiana Resource Sharing Task Force. (2007, January). Waggin the long tail: Sharing more of less. Recommendations for enhancing resource sharing in Indiana. Academic Libraries of Indiana/INCOLSA(/Programs/ResourceSharing/IndianaResourceSharingTaskForce WhitePaperJan2007.pdf)Peters, T. A. (2003, March). Consortia and their discontents. Journal of Academic Librarianship:29 111-114. (Academic Search Elite)Sloan, B. (2002). Evolution takes a leap. Library Journal (1976) Net Connect (Sprint):2-3. (Library Literature on Wilson Web)Sloan, B. (1998, March). Testing common assumptions about resource sharing. Information Technology & Libraries 17: 18-29. (Wilson Web)ISSUES/TRENDSJohnson, Ch. 1, p. 16-27Branin, J., F. Groen, and S. Thorin. (2000, January). The changing nature of collection management in research libraries. Library Resources & Technical Services 44: 23-32. (EBSCO’s Academic Search Elite)Johnson, R. K. (2007, February). Special Issue: In Google’s broad wake: Taking responsibility for shaping the global digital library. ARL: A Bimonthly Report on Research Library Issues and Actions from ARI, CNI, and SPARC. Issue 250./bm~doc/arlbr250digprinciples.pdfPhillips, L. L., and S. R. Williams. (2004, October). Collection development embraces the digital age: A review of the literature 1997-2003. Library Resources & Technical Services 48: 273-299. (Library Literature on Wilson Web)Schmidt, K. (2004). Past perfect, future tense: A survey of issues in collection development. Library Collections, Acquisitions, & Technical Services 28: 369-372. (In library Z689 .L515 2004)*all websites accessed January ,2006 unless otherwise notedGrade ComputationFrom School of Library and Information Science at IUPUIBulletin 2004-2006 pp. 7-8Instructors in the School of Library and Information Science use a grading system that includes plus and minus grades as well as straight letters. Numerical equivalents for these grades are as follows: A+ or A = 4.0; A- = 3.7; B+ = 3.3; B = 3.0; B- = 2.7; C+ = 2.3; C = 2.0; C- = 1.7; D+ = 1.3; D = 1.0; D- = 0.7; F = 0.0.Letter grades have been defined as follows by student and faculty members of the Curriculum Steering Committee and have been approved by the faculty as an aid in evaluation of academic performance and to assist students by giving them an understanding of the grading standards of the School of Library and Information Science.A (4.0) Outstanding achievement. Student performance demonstrates full command ofthe course materials and evinces a high level of originality and/or creativity thatfar surpasses course expectations. The grade of A+ is not granted in SLIS,except in very exceptional cases.A- (3.7) Excellent achievement. Student performance demonstrates thorough knowledgeof course materials and exceeds course expectations by completing allrequirements in a superior manner.B+ (3.3) Very good work. Student performance demonstrates above-averagecomprehension of the course materials and exceeds course expectations on alltasks as defined in the course syllabus.B (3.0) Good work. Student performance meets designated course expectations,demonstrates understanding of the course materials, and performs at anacceptable level.B- (2.7) Marginal work. Student performance demonstrates incomplete understanding of course materials.C+ (2.3) Unsatisfactory work and inadequate understanding of courseC (2.0) materials.C- (1.7) Unacceptable work; course work at this level will not count towardD (1.0) the MLS degree; for the course to count toward the degree, theD- (0.7) student must repeat the course with a passing grade.F (0.0) Failing. Student may continue in program only with permission of the dean.Grades are assigned by individual instructors based on a combination of studentperformance measures developed for each course. Student achievement of course objectives is usually assessed through the use of multiple performance measures. For example, a combination of several of the following assessment methods is common: examinations, class participation, written assignments and exercises, research papers, or term projects. Other methods, depending on course content and objectives, may include in-class small group exercises, oral presentations, field-based projects and field experiences, role-playing, or case study presentations.No course on which a student receives a grade of lower than C (2.0) will be counted toward requirements for any SLIS degree. Any required course on which a grade lower than a C is received must be repeated; an elective course on which an unacceptable grade is earned need not be repeated, but it may be repeated or another course must be taken in its place. Repeating an unacceptable course or taking another in its place does not remove the credit points for that course from a student’s grade point average. All grades achieved in SLIS courses will be counted in the SLIS and IU GPA. Since a minimum GPA of 3.0 (B) is required for graduation, any grade below B must be balanced by another sufficiently above B to keep the GPA at the 3.0 level.。
加州大学欧文分校与印第安纳普渡大学印第安纳波利斯分校哪个好
加州大学欧文分校与印第安纳普渡大学印第安纳波利斯分校哪个好？咨询立思辰留学360。
加州大学欧文分校加利福尼亚大学欧文分校（University of California, Irvine，简称UCI），又译加州大学欧文分校，创建于1965年，属于加州大学系统（University of California）综合实力最为强劲的分校之一，是一所在世界范围最知名且极赋声誉的世界顶尖研究型大学。
加州大学欧文分校位于南加州，洛杉矶东南约50英里的橘郡（Orange County）欧文市（Irvine）。
完美的地理位置，极佳的学习生活环境，以及被誉为南加州硅谷的橘郡的大量高科技企业的支持，使该校成为加州大学系统中成长最快的分校。
UCI在最优秀的100所建校历史不足50年的学校中排名全美第一，世界第七，其既有大型科研学校的教学实力，也有小型院校的友好氛围，拥有诸多优秀的研究生专业包括法律、商学、工程学、人文学科、经济学、医药学、护理学、化学、生命科学、物理学、数学、计算机科学。
加州大学欧文分校虽然建校时间短，但在2016年USNEWS排名中与加州大学圣地亚哥分校并列第39位。
而在2016年USNEWS公立大学排名中与加州大学圣地亚哥分校并列于第9位。
印第安纳普渡大学印第安纳波利斯分校印第安纳大学与普渡大学印第安纳波里斯联合分校（Indiana University-Purdue University Indianapolis，简称IUPUI）建于1969年，坐落于美国中部印第安纳州的首府印第安纳波利斯（Indianapolis），是一所集印第安纳大学（IU）和普渡大学（PU）两所名校的优势于一体的一流综合性大学。
IUPUI设有20个校区和225个学位，10,000多门课程，为印地安那州内学位数量最多、范围最广的大学。
校园占地约为510英亩，校园美丽、宽阔，并且林立着许多现代化的设施。
学校的特色学科包括汽车运动工程师、博爱学研究、生物化学工程师、司法科学。
印第安纳大学之普度大学印第安纳波利斯分校简介
印第安纳大学/普度大学印第安纳波利斯分校Indiana University - Purdue University at Indianapolis强强联手的优质大学、提供美国最丰富的专业一、大学简介建于1969年的印第安纳大学/普度大学印第安纳波利斯分校是一所私立综合性大学，坐落在印第安纳州的首府印第安纳波利斯，是商业、政府、文化、教育的中心地带。
该学校由两所大学（普度大学和印第安纳大学）联合组成，拥有学生29933人，可以提供近200个学位课程，包括商科、工程学、法律、医学、科学、旅游学等。
二、专业设置本科：会计、商务管理、经济学、金融与银行、企业创业学、酒店管理、旅游管理、国际商务、统计学、市场营销、生物化学、生物、化学、海洋生物学、环境科学、土木工程、电子工程、机械工程、建筑工程、计算机科学、信息技术、法律、教育学、历史、数学、心理学、护理、药理学、哲学、政治科学、电影、摄影艺术、戏剧、文学创作、艺术、美术、新闻学、广告传媒、数字媒体、国际关系、医学技术、放射线学、社会学、英语文学、西班牙语言学、法语语言文学、女性研究等。
硕士：会计、生物、解剖学、动画学、生物化学、化学、计算机科学、早期儿童教育、教育管理学、内部装修、语言艺术、机械工程、情报学、多媒体、护理学、精神病学、精神病护理学、国家政策与行政管理、城市学等。
三、学校服务及设施学校拥有完善的学生公寓，为来自世界各地包括美国本土学生提供良好的住宿环境。
同时，学生在各个领域组织了近200个社团，极大地丰富了校园文化生活。
四、入学要求◆学士学位申请者必须高中毕业生，TOEFL不少于500，或雅思5.0以上◆硕士申请者必须有学士学位，TOEFL550，雅思6.5以上，按专业要求需要考取GRE或GMAT成绩◆资金担保：本科：25000美元，研究生：21000美元。
五、费用学费：学士：19244美元/年硕士：15528美元/年住宿费：5580美元六、奖学金：国际学生均可申请奖学金七、开学时间：每年两学期制，1月、9月。
全面解读普渡大学
中国人对普渡大学并不陌生,它是中国“两弹元勋”邓稼先的美国母校。当年，年轻的邓稼先选择到印第安纳州普渡大学物理学学习，除了因为该校理工科水平高以外，该校收费低廉也是一个重要因素。2００１年10月，清华大学以年薪１0万美元聘请美国工程院院士、普渡大学工业工程系塞尔文迪教授担任清华工业工程系第一任系主任,开外国一流学者任清华系主任的先河。抗日英雄孙立人将军也曾毕业于普渡大学土木工程系,获得学士学位。
200９年1月15日,将受损的美联航飞机迫降在纽约附近的冰河上,挽救了155人生命的英雄飞行员ChｅｓlｅyＢ．SulleｎbergerＩIＩ就是普渡大学的硕士毕业生。
普渡大学所在的西拉法叶横跨Ｗaｂａsh河，是个纯朴安静的大学城。距全美第三大城芝加哥约1０0英里，车程二小时;距该州首府、全美第十二大城印第安纳波利斯约６5英里,车程约一小时；美国铁路Aｍtrak每天都有列车经过此地前往芝加哥或是印第安纳波利斯。
GａvrieｌSalvendｙ,普渡大学工业工程学系教授,美国工程院院士，长期从事人因工程学和工教学的研究并取得卓越的成就。所主编的工业工程手册在国际上被公认为该领域的权威著作。20０１年10月,清华大学聘GavrｉｅlＳalvendy担任清华大学工业工程系第一任系主任,开外国学者任清华系主任的先河。
全面解读普渡大学
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普渡大学
关键词:大学 公立综合性
院校简介
普渡大学(英语：Pｕrdｕe Uniｖeｒsiｔｙ,或译普度大学、珀杜大学），是位于美国中西部印第安纳州西拉法叶(WesｔLａfaｙeｔtｅ)的州立大学。于１869年由约翰·普渡（JｏhｎPuｒdue）捐资，印第安纳州划拨土地建造,现有6个校区(通常人们所说普渡大学即指西拉法叶校区）、3０00名教师和39,22８名学生。普渡大学是世界知名的综合性大学，在各项评比中名列前茅，特别以理工农见长;普渡大学的教师和学生中诞生了多位诺贝尔物理学、化学和经济学奖得主。享有“美国航空航天之母”、“旅游界的哈佛”以及“工科大学之翘楚”等称誉。20０６年《美国新闻与世界报道》全美大学排行榜上，普渡大学工学院由曾经的第2名衰落至第6名。近年来商学院MBA在UＳnews上已前进至第2１位。
英文介绍兰州大学的作文
文章标题：Exploring the AcademicTreasures of Lanzhou UniversityNestled in the majestic embrace of the Yellow River, Lanzhou University stands as a beacon of knowledge and wisdom in the heart of northwestern China. Since its establishment in 1909, this venerable institution has nurtured generations of scholars and leaders, shaping the intellectual landscape of the region and beyond.The university's campus, a blend of traditional elegance and modern infrastructure, provides an ideal environment for academic pursuit. The lush greenery and serene landscapes offer a peaceful backdrop for students to delve into their studies, while the state-of-the-art facilities ensure that they are equipped with the latest tools and resources.The academic programs at Lanzhou University are diverse and comprehensive, covering a wide range of disciplines. From the humanities and social sciences to the natural sciences and engineering, the university offers a robust curriculum that caters to the interests and aspirations of its diverse student body. The faculty, a mix of experiencedscholars and emerging researchers, are committed to providing a rigorous and enriching educational experience. One of the hallmarks of Lanzhou University is its commitment to research and innovation. The university boasts a number of research centers and laboratories that are at the forefront of their respective fields. These facilities provide a platform for faculty and students to engage in cutting-edge research, contributing significantly to the advancement of knowledge and technology.Moreover, Lanzhou University is renowned for its strong international ties. The university has established partnerships with numerous institutions across the globe, facilitating exchange programs, joint research initiatives, and cultural exchanges. This international outlook not only broadens the horizons of its students but also enhances the university's reputation and standing in the global academic community.Beyond academics, Lanzhou University also places a strong emphasis on the personal and professional development of its students. The university offers a range of extracurricular activities, clubs, and organizationsthat cater to the interests and talents of its students. These activities provide an opportunity for students to develop leadership skills, build networks, and engage in meaningful community service.In conclusion, Lanzhou University is a preeminent institution of higher learning that offers an exceptional educational experience. Its commitment to academic excellence, research innovation, and international engagement positions it as a leader in the field of higher education. For students seeking a rigorous and enriching academic journey, Lanzhou University stands as a worthy destination.**探索兰州大学的学术宝藏**兰州大学，坐落于黄河之滨，是西北地区乃至全国范围内的一所知识与智慧之光。
比鲁尼的印度志英文版
比鲁尼的印度志英文版Title: The English Version of Bīrūnī"s "Kitāb Tarīkh al-Hind"Introduction:"The Book of History of India," written by the renowned scholar Al-Bīrūnī in the 11th century, offers a fascinating glimpse into the social, cultural, and political landscape of the Indian subcontinent during the medieval period.This document aims to provide an English rendition of the key aspects of Bīrūnī"s work, allowing contemporary readers to explore the rich tapestry of India as observed through the eyes of a learned observer.I.Overview of Al-Bīrūnī and His WorkAbū Rayhān Muammad ibn Amad al-Bīrūnī, a Persian scholar, is celebrated for his extensive contributions to various fields, including astronomy, mathematics, and anthropology.His "Kitāb Tarīkh al-Hind," written after his travels in the Indian subcontinent, stands as a significant historical account that provides valuable insights into the region"s history and culture.II.Geography and People of IndiaAl-Bīrūnī"s work begins with a detailed description of the geography of India, highlighting the major rivers, mountains, and regions.He also delves into the ethnography of the people, discussingthe various castes, tribes, and their occupations.The English version will provide an engaging narrative, painting a vivid picture of the diverse population and their way of life.III.Religious and Cultural PracticesA significant portion of Bīrūnī"s book is dedicated to the religious and cultural practices of the Indians.He provides an objective account of Hinduism, Buddhism, and other local faiths, offering valuable insights into the rituals, deities, and philosophical concepts of these religions.The English rendition will encapsulate these details, enabling readers to gain a deeper understanding of the spiritual tapestry of medieval India.IV.Administration and Political LandscapeAl-Bīrūnī"s observations extend to the political landscape of the time, discussing the administrative structures and the various dynasties ruling over different parts of India.This section will explore the governance, legal systems, and the interplay of power between rulers and subjects, offering a nuanced perspective on the political dynamics of the era.V.Science, Art, and LiteratureBīrūnī was a great admirer of Indian science, art, and literature.He devotes a significant portion of his book to these aspects, highlighting the advancements made by Indian scholars in mathematics, astronomy,medicine, and other fields.The English version will cover these achievements, showcasing the rich intellectual and cultural heritage of medieval India.VI.ConclusionThe English rendition of Bīrūnī"s "Kitāb Tarīkh al-Hind" concludes by emphasizing the importance of this historical work in understanding the complex and multifaceted nature of the Indian subcontinent during the medieval period.By capturing the essence of Bīrūnī"s observations, this document aims to provide a valuable resource for scholars, students, and enthusiasts interested in the history and culture of India.ote: The content provided here is a general outline of the intended document.The actual English rendition of Bīrūnī"s "Kitāb Tarīkh al-Hind" would require meticulous translation and scholarly research to ensure accuracy and fidelity to the original text.。
介绍西藏民族大学英语作文
介绍西藏民族大学英语作文Introduction to Tibet University for Nationalities。
Tibet University for Nationalities (TUN) is a comprehensive university located in Lhasa, the capital of Tibet Autonomous Region. It was founded in 1951 and is the only university in China that focuses on the study ofethnic minorities in Tibet and other regions.TUN covers an area of 1,000,000 square meters and has a beautiful campus with modern facilities. The university has 16 colleges and offers 51 undergraduate programs, 26master's programs, and 7 doctoral programs.Academic Programs。
TUN offers a wide range of academic programs, including Tibetan language and literature, ethnic languages, history, philosophy, economics, law, education, science, engineering, and medicine. The university has established a number ofresearch centers and institutes, such as the Tibetan Studies Institute, the Institute of Ethnic Languages and Cultures, and the Institute of Plateau Ecology.Faculty。
印第安纳大学印第安纳波利斯分校的费用攻略
印第安纳大学印第安纳波利斯分校的费用攻略建于1969年的印第安纳大学与普渡大学印第安纳波里斯联合分校Indiana University-Purdue University Indianapolis 简称为IUPUI，为美国四年制的州立大学之一，位于美国中部印第安纳州Indiana的首府印第安纳波里 Indianapolis，印第安纳大学与普渡大学印第安纳波里斯联合分校Indiana University-Purdue University Indianapolis 简称IUPUI，原为印第安纳大学 Indiana University及波里普渡大学Purdue University Indianapolis合并为一的学府，也是印第安纳大学Indiana University系统体制下的学府之一，校园占地约为510英亩，校园美丽、宽阔，并且林立着与多现代化的设施。
印第安纳大学与普渡大学印第安纳波里斯联合分校位于市中心区，生活相当便利，无论是购物、用餐，在交通上更是不用过于担忧。
在市中心也有多种交通工具可供搭乘，例如市区巴士、出租车，或者可以骑自行车也可以。
在印第安纳大学与普渡大学印第安纳波里斯联合分校 Indiana University-Purdue University Indianapolis 简称IUPUI 就读的学生们，在课业之余，可以利用地利之便，就近到邻近的城市游玩，如：芝加哥、圣路易、克利夫兰、辛辛那提、底特律等大城市游览。
印第安纳大学与普渡大学印第安纳波里斯联合分校 Indiana University-Purdue University Indianapolis 简称IUPUI 提供了许多的专业科系让学生选读，共有超过200种的学科。
印第安纳大学与普渡大学印第安纳波里斯联合分校 Indiana University-Purdue University Indianapolis 简称IUPUI 这里拥有全美最大的专业护理学院，第二大的医学院校，另外还拥有其它如牙医、健康、复健、商业、工程、观光、法律等专业科系。
全面解读普渡大学
普渡大学关键词：大学公立综合性院校简介普渡大学（英语：Purdue University，或译普度大学、珀杜大学），是位于美国中西部印第安纳州西拉法叶（West Lafayette）的州立大学。
于1869年由约翰·普渡（John Purdue）捐资，印第安纳州划拨土地建造，现有6个校区（通常人们所说普渡大学即指西拉法叶校区）、3000名教师和39,228名学生。
普渡大学是世界知名的综合性大学，在各项评比中名列前茅，专门以理工农见长；普渡大学的教师和学生中诞生了多位诺贝尔物理学、化学和经济学奖得主。
享有“美国航空航天之母”、“旅行界的哈佛”和“工科大学之翘楚”等称赞。
2006年《美国新闻与世界报导》全美大学排行榜上，普渡大学工学院由曾经的第2名衰落至第6名。
最近几年来商学院MBA 在USnews上已前进至第21位。
普渡大学培育了美国大学最多的22名宇航员，包括第一名登上月亮的阿姆斯特朗和最后一名离开月亮的宇航员。
中国人对普渡大学并非陌生，它是中国“两弹元勋”邓稼先的美国母校。
昔时，年轻的邓稼先选择到印第安纳州普渡大学物理学学习，除因为该校理工科水平高之外，该校收费低廉也是一个重要因素。
2001年10月，清华大学以年薪10万美元聘请美国工程院院士、普渡大学工业工程系塞尔文迪教授担任清华工业工程系第一任系主任，开外国一流学者任清华系主任的先河。
抗日英雄孙立人将军也曾毕业于普渡大学土木工程系，取得学士学位。
2020年1月15日，将受损的美联航飞机迫降在纽约周围的冰河上，拯救了155人一辈子命的英雄飞行员Chesley B. Sullenberger III确实是普渡大学的硕士毕业生。
普渡大学所在的西拉法叶横跨Wabash河，是个质朴安静的大学城。
距全美第三大城芝加哥约100英里，车程二小时；距该州首府、全美第十二大城印第安纳波利斯约65英里，车程约一小时；美国铁路Amtrak天天都有列车通过此地前去芝加哥或是印第安纳波利斯。
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Phagocytosis and the Interactions of Various Phagocytes
BIOL 533 Lecture 6
BIOL 533
1
Lecture 6
Leukocyte Chemotaxins
• Types of chemotaxins
BIOL 533
17
Lecture 6
பைடு நூலகம்
Mechanism of Phagocyte Killing
• Neutrophil granule types
– Specific (secondary granule)
• Contains
– – – – – Cytochrome Lysozyme Lactoferin (iron-binding protein) Vitamin B12 binding protein Collagenase
BIOL 533
18
Lecture 6
Mechanism of Phagocyte Killing
• The neutrophil membrane
– Contains receptors for chemotaxin and opsonins – After binding chemotaxins, receptors are internalized and replaced with new ones
• General aspects
– Substances that enhance ability of phagocytes to ingest microbes
• Defend against presence of capsules and other microbial mechanisms that interfere with phagocytosis
– Made by bacteria and nucleated blood cells
• Leucotrienes—lipid products of cell membrane metabolism
BIOL 533 2 Lecture 6
Leukocyte Chemotaxins
• Function of chemotaxins
• Production of granules during this time
– Azurophil – Produce specific granules later
BIOL 533
7
Lecture 6
Phagocytes—Types of Cells
• Neutrophils—cell origin, continued
• Flora generates large amounts of chemotaxins that recruit most of body’s available leukocytes
BIOL 533
10
Lecture 6
Phagocytes—Types of Cells
– As a result, submucosa of gut is in a constant state of inflammation
• Monocytes and macrophage
– Compared to neutrophils
• Arrive at damaged tissue later in infection
– Days after neutrophils have been active in fighting intruders
BIOL 533 9 Lecture 6
Phagocytes—Types of Cells
• Neutrophils are most active in gut
– Gut has enormous microbial population lying just one cell layer away from aseptic tissue
• Monocytes continue cell differentiation after leaving bone marrow • Monocytes and macrophage involved in both constititive and inducible mechanisms
– Interact with T cells and play important role in cellmediated immunity
• White blood cell receptors for C3b • At least 3—CR1, CR2, CR3 (complement receptor) • Children deficient in CR3 very vulnerable to bacterial infections
BIOL 533
13
Lecture 6
Phagocytes—Types of Cells
• Tissue (resident) macrophage
– Exist throughout body – Different names and functions in different tissues
– Upon maturation (in numbers of 1010 per day), they move into peripheral blood and circulate for about 6.5 hours
– Next move into capillary bed and marginate
– C5a attracts neutrophils and monocytes – Made by bacteria
• Peptide clipped off N-terminus (beginning with Nformylmethionine) during peptide maturation after protein synthesis
– Phagocytize invading microbes – Contribute greatly to inflammatory response
• Releases
– IL-1—enhances sticking of neutrophil to capillary endothelia – TNF—activates newly arrived neutrophils
BIOL 533
15
Lecture 6
Mechanism of Phagocyte Killing
• Neutrophils
– General steps
• Attach to microbes • Ingest microbes • Kill microbes
– Granules—considered as enlarged lysosomes containing hydrolytic enzymes
BIOL 533
16
Lecture 6
Mechanism of Phagocyte Killing
• Neutrophil granule types
– Azurophil (primary granule)
• Contains
– – – – – Lysozyme Elastase A chymotryptic-like protease Myeloperoxidase Several antibacterial cationic proteins
BIOL 533
19
Lecture 6
Mechanism of Phagocyte Killing
• Effectiveness of chemotaxis: very effective
– Neutrophils are very motile
• Move by rearranging cytoplasmic microfilaments and microtubules
• Eventually settle in tissues and become resident macrophage
BIOL 533
12
Lecture 6
Phagocytes—Types of Cells
• Monocytes and macrophage
– Share progenitor cell type, but kinetics of maturation & appearance are very different
• Kupffer cells—liver • Alveolar macrophage—lungs • Osteoclasts—bone • Microglia—brain
BIOL 533 14 Lecture 6
Phagocytes—Types of Cells
• Monocyte and macrophage functions
– Enhance and direct motility of phagocytic cells
– To a limited extent, oxidative metabolism of phagocytic cells
BIOL 533
3
Lecture 6
Opsonization and Opsonins
– Actin and myosin in microfilaments are affected by protein gelsolin – Portions that face upstream in chemotactic gradient form structure called lamellipodium » Cytoplasm is densely packed with microfilaments – Portions face downstream form knob-like uropod