Volume 8, Number 8 - May 1928

Volume 8, Number 8 - May 1928. 55 pages including covers and advertisements. Contents J. V. Egan, The Founder of International Law Sheridan, James J., Manumission Penta, J. J. Della, Tunney, Dempsey, and Einstein Sheridan, James J., Beyond the Clouds Sheridan, James J., The Irish Dramatic Movement Hanley, John C., The Art of Fainting Sheridan, James J., In Memoriam Sullivan, W. F., The Origin and Early Development of Baseball O\u27Connell, John H. F., Editorial Hearn, Philip B., Residuum Murphy, John W., Exchange McDonald, James E., Chronicle McDonald, James E., Alumni Notes Dromgoole, Walter T., Athletic

Volume 8, Number 9 - June 1928

Volume 8, Number 9 - June 1928. 56 pages including covers and advertisements. Sheridan, James J., Shakespearean Types Hampshire, Norman, Corpus Christi Gloriosum Hanley, John C., The Life of the Party Sheridan, James J., Castles on Olympus Csanyi, Paul F., Josephine Proposes, Napoleon Disposes O\u27Connell, John H. F., Leaves Sheridan, James J., To His Cupbearer Downing, W. J., Crashing the Golden Gate Murphy, Richard, Summer Reading O\u27Connell, John H. F., Editorial Hearn, Philip B., Residuum Murphy, John W., Exchange McDonald, James E., Chronicle McDonald, James E., Alumni Notes Dromgoole, Walter T., Athletic

I-O Psychology in Aotearoa, New Zealand: A world away?

Industrial-organizational psychology has had a fairly long history in this country, dating back to around the 1920s (Jamieson & Paterson, 1993). To a large extent the field developed initially within universities, although the focus of I-O psychologists’ activities in this country has always been very applied. Inclusion of I-O psychology in university curricula originally started at the University of Canterbury (in the south island) and then Massey University (in the north island); now two other universities (University of Auckland and University of Waikato, both in the north island) also provide training programs in the field. There are about a dozen academics in psychology departments who would consider themselves to be I-O psychologists, and a small handful in management or HRM departments. Clearly the number of academics specializing in this field is very small. Although this poses challenges for the development of I-O psychology in Aotearoa New Zealand, at the same time it helps communication among us

Review of Multiliteracy Centers: Writing Center Work, New Media, and Multimodal Rhetoric, Edited by David M. Sheridan and James A. Inman

While writing center directors will certainly want to read Multiliteracy Centers: Writing Center Work, New Media, and Multimodal Rhetoric, a new collection edited by David M. Sheridan and James Inman, this book is equally important for writing program administrators, WAC (writing the curriculum) directors, and other academic professionals charged with composition pedagogy.University Writing Cente

Book Review: Loving God: Krsna and Christ, A Christian Commentary on the Narada Sutras

A review of Loving God: Krsna and Christ, A Christian Commentary on the Narada Sutras by Daniel P. Sheridan

Homological mirror symmetry for the quintic 3-fold

We prove homological mirror symmetry for the quintic Calabi-Yau 3-fold. The proof follows that for the quartic surface by Seidel (arXiv:math/0310414) closely, and uses a result of Sheridan (arXiv:1012.3238). In contrast to Sheridan's approach (arXiv:1111.0632), our proof gives the compatibility of homological mirror symmetry for the projective space and its Calabi-Yau hypersurface.Comment: 29 pages, 6 figures. v2: revised following the suggestions of the referee

Do Justice: The Social Teaching of the Canadian Catholic Bishops (1945-1986)

Reviewed Book: Sheridan, Edward F. Do Justice: The Social Teaching of the Canadian Catholic Bishops (1945-1986). Montreal: Editions Paulines, 1987

The Power of Creative Space in Engineering Education

In order to graduate globally capable engineers who are not only technically savvy, but socially competent and business smart, Sheridan’s School of Engineering has found both a process and a ‘place’ to meet these goals and align with their vision to create curricula that inspire innovation and creativity. The process: the CDIO methodology that helps graduate “ready to work” engineers. The place: Sheridan’s Centre for Advanced Manufacturing and Design Technologies (CAMDT). In the fall of 2013 Sheridan unveiled its new visual identity with a tag line that challenges people to get creative. It\u27s a bold and courageous statement that reflects Sheridan\u27s belief that creativity is, among other things, an essential life skill. Our focus on creativity, which can best be described as \u27creativity with purpose\u27 or \u27practical creativity,\u27 extends across all programs. It\u27s about challenging students to re-imagine ideas, experiment, collaborate, take risks and build a resourceful, resilient and flexible mind. How realistic and authentic is this Creative Campus philosophy at Sheridan? How did this notion of creativity make its way into our mission, values and strategic goals? For the CDIO methodology to translate into outcomes, students need the creative space to get the real world practice that makes CDIO such a powerful learning strategy. Operating like a research and development arm for small and medium sized enterprises, CAMDT unites engineering students, faculty and community partners to solve real world challenges and produce solutions that benefit the local economy. At Sheridan, CAMDT is not just a physical space, it’s a creative space where the collaboration between engineering students, educators, industry and community partners not only benefits enterprise partners, but helps Sheridan shape engineering education. In travelling down the road to university recognition, Sheridan has engaged its academic community to describe the characteristics that best represent the Sheridan University of the future. It is through this process that the plan for the Creative Campus emerged. The paper reviews Sheridan’s Creative Campus Strategy and draws parallels to the four high-level expectations in the CDIO syllabus

A requirements framework for novice web developers

This paper introduces a requirements framework intended to guide novice web developers. The work is based on two earlier studies which found that the requirements phase is not well served in web development methods and that there is no agreed set of requirements from practitioners as to what they would like to see in a web development method. The requirements framework outlined here is developed by novice practitioners and later evaluated by them as flexible, simple and easy to use