Thesis (M.A.)--Indiana University, 2009. / Title from screen (viewed on November 13, 2009). Department of History, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Melissa Bingmann, Robert G. Barrows, Jeffrey S. Wilson. Includes vita. Includes bibliographical references (leaves 94-100).

Indiana University-Purdue University Indianapolis (IUPUI) / The thesis made a comparative study of two university foundations, namely Indiana University Foundation, the United States, and Peking University Education Foundation, China, from a historical approach. Many theories influenced the author’s thinking about the issues, such as nonprofit organizations, elite philanthropy, and civil society. The paper seeks to: (1) make an overview of the development of the two foundations; (2) analyze and compare their differences in nature, structure, and fundraising practices, etc.; (3) examine the underlying reasons which may involve social, political, economic and legal factors; and (4) explore the future development of university foundations in China. In an era of accelerated globalization, the boom of diaspora giving and growth of nonprofits set the stage for the development of philanthropy in China. While continuing to draw from the extensive experiences of its American counterparts, the Peking University Education Foundation needs to reflect on its own actual situation and explore a road tailored to Chinese-style university foundations.

No description available.

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], vii, 65 p. : ill. Includes bibliographical references.

Indiana University-Purdue University Indianapolis (IUPUI) / In 1911 Dr. Robert W. Long gave a gift of real estate to the state of Indiana and stipulated that the sale of the property would fund a teaching hospital for the Indiana School of Medicine. The state senator who sponsored the hospital bill suggested placing the proposed hospital within the boundaries of Military Park, the city’s oldest park. Indiana University trustees agreed, which led to Indianapolis Mayor Samuel Lewis Shank’s angry denunciation of the proposition as “one of the greatest outrages” proposed in recent years in Indianapolis. Three interested camps formed over the location of what became known as Long Hospital: the Indiana University trustees, who approved of placing the hospital in the park because of its proximity to downtown Indianapolis; lineage societies and veterans, who touted the park’s historical significance as a nationalistic message to all residents; and the state and city governments and local civic organizations, who promoted the health benefits of public parks and playgrounds. Through open debate, particularly in Indianapolis’ newspapers, each position supported Progressive era reform attitudes towards the use of civic space in terms of its relationships to public health, social morality, and nationalistic values.

Indiana University-Purdue University Indianapolis (IUPUI) / This document offers scholarly researchers, students and general readers a reliable, genealogically-based descriptive bibliography of all U.S. and British publications of Ray Bradbury's Fahrenheit 451 (1953). The driving force behind this thesis is the desire to preserve, catalog, describe and archive a work of literature that has stood the test of time and continues to be an influential milestone of American culture well into the twenty-first century.

No description available.

Indiana University-Purdue University Indianapolis (IUPUI) / Although interprofessional education (IPE) opportunities can help prepare students for future practice and patient-centered care, many health professions students in the country are not educated in an environment with opportunities to learn with, from, or about students from other health professions. With upcoming curricular changes at the Indiana University School of Medicine (IUSM) and the Indiana University School of Nursing (IUSN), IPE remains at the forefront of these changes in both schools. To date, few studies have explored student, faculty, and administrators’ conceptualizations of IPE prior to formal implementation. Additionally, previous studies have not compared IPE conceptualizations across these groups. This multiple-case study explores and compares how groups of stakeholders from the IUSM (Indianapolis) and the IUSN (Indianapolis) conceptualize IPE. Data collection included the examination of discipline-specific public documents and one-on-one interviews (N=25) with pre-licensure students, clinical faculty, and administrators from each school. Coding and extraction of themes transpired through within-case and cross-case analysis and data supported the following findings: the ‘business of medicine’ may prevent IPE from becoming a priority in education; stakeholders’ conceptualizations of IPE are shaped through powerful experiences in education and practice; students desire more IPE opportunities at the institution; stakeholders at the IUSN have a long-standing investment in IPE; and the institution requires a ‘culture shift’ in order to sustain IPE efforts. The findings suggest that IPE belongs in all education sectors and IPE efforts deserve reward and reimbursement. The findings also insinuate that leadership, roles, and team training education belong in IPE and IPE culture requires all individuals’ (e.g., student, faculty, administrators, patients) commitment. Importantly, the institution must continue IPE development, research, and dissemination. These findings can help shape curricula as time progresses, increase the likelihood of developing a successful new curriculum, and prompt ongoing reflection about IPE. This information can influence how institutions approach IPE and may lead to a more successful and informed IPE curriculum in the first years of implementation. And, hopefully what is learned through IPE will be translated into healthcare practice environments.

Indiana University-Purdue University Indianapolis (IUPUI) / The positive identification of human remains that are decomposed, burnt, or otherwise disfigured can prove especially challenging in forensic anthropology, resulting in the need for specialized methods of analysis. Due to the unique morphological characteristics of the frontal sinus, a positive identification can be made in cases of unknown human remains, even when remains are highly cremated or decomposed. This study retrospectively reviews 3D CBCT images of a total of 43 Caucasian patients between the ages of 20-38 from the Indiana University School of Dentistry to quantify frontal sinus differences between adult males and females and investigate the usefulness of frontal sinus morphology for forensic identification. Digit codes with six sections and eleven-digit numbers were created to classify each individual sinus. It was shown that 3D CBCT images of the frontal sinus could be used to make a positive forensic identification. Metric measurements displayed a high degree of variability between sinuses and no two digit codes were identical. However, it was also shown that there were almost no quantifiable and significant sexually dimorphic differences between male and female frontal sinuses. This study confirms that sex determination should not be a primary goal of frontal sinus analysis and highlights the importance of creating a standard method of frontal sinus evaluation based on metric measurements.

Indiana University-Purdue University Indianapolis (IUPUI) / Anatomy A215: Basic Human Anatomy (Anat A215) is an undergraduate human anatomy course at Indiana University Bloomington (IUB) that serves as a requirement for many degree programs at IUB. The difficulty of the course, coupled with pressure to achieve grades for admittance into specific programs, has resulted in high remediation rates. In an attempt to help students to improve their study habits and metacognitive skills Medical Sciences M100: Improving Learning Skills in Anatomy (MSCI M100) was developed. MSCI M100 is an undergraduate course at IUB which is taught concurrently with Anat A215, with the hopes of promoting academic success in Anat A215. This multifaceted study was designed to analyze the factors associated with students who remediate Anat A215, to predict at-risk students in future semesters, and assess the effectiveness of MSCI M100. The first facet involved analysis of Anat A215 students’ demographic information and class performance data from the spring semester of 2004 through the spring semester of 2010. Results of data analysis can be used by IUB instructors and academic advisors to identify students at risk for remediating, as well as provide other undergraduate anatomy instructors across the U.S. with potential risk factors associated with remediation. The second facet of this research involved analyzing MSCI M100 course assignments to determine if there are improvements in student study habits and metacognitive skills. This investigation involved quantitative analysis of study logs and a learning attitudes survey, as well as a thorough inductive analysis of students’ weekly journal entries. Lastly, Anat A215 exam scores and final course grades for students who completed MSCI M100 and students who did not complete MSCI M100 were compared. Results from these analyses show promising improvements in students’ metacognition and study habits, but further research will better demonstrate the efficacy of MSCI M100.