Indiana University-Purdue University Indianapolis (IUPUI) / ABSTRACT Dustin Graves ASSESSING THE ROLE OF GEOLOGIC SETTING ON THE HYDROLOGY AND GROUND WATER GEOCHEMISTRY OF FENS IN THE GLACIATED MIDWESTERN UNITED STATES A water quality investigation of several fens located in the temperate glaciated Midwestern United States, near the southern limit of fen occurrence, was conducted to assess the role of geologic setting on the hydrogeochemical signature of fens and to compare hydrogeochemistry of fens located in different geographic and geologic settings. The five studied fens, located in the Central Till Plain physiographic region of Indiana, receive ground water sourced from glacial tills with very similar petrologic composition. These wetlands are hydrogeomorphically classified as slope wetlands with dominant ground water input. More specifically, these sites are inter-till / intra-till type fens (Type Ia and Ib) or outwash terrace type fens (Type II). Shallow ground water was collected just prior to surface interception (source water), and again after discharging into each fen (fen water) and measured for a suite of cations (Ca2+, Mg2+, K+, Na+) and anions (HCO3- SO42-, NO3-, NO2-, PO43-, and Cl-). Fen water hydroperiods showed similar dynamics, despite some variation in the hydrologic input of these systems (source water). Central Indiana fens are recognized as Ca2+, Mg2+, and HCO3- dominated systems. Fen water showed substantial evolution from source water at each study site, evidently the result of carbonate and gypsum dissolution dynamics. However, when only fen water is analyzed, results suggest that ground water of the southern fens represents geochemical similarity, with the exception of anthropogenic influence. The greatest geochemical variation among central Indiana fens can be attributed to Na+ and Cl-, which has been linked to road salt contamination at two of the study sites. This hydrogeochemical study also reveals that fens (slope wetlands) within this particular geologic setting of central Indiana show strong geochemical similarities to fens located throughout the temperate Northern Hemisphere. However, statistical analyses provide evidence that the parameters of Ca2+, HCO3-, and SO42- account for the greatest variation among these wetland communities, suggesting that calcium carbonate and gypsum dissolution dynamics are primarily fen specific while other parameters remain relatively homogenous across a wide geographical range. Lenore P. Tedesco, Ph. D.

The purpose of this study was to determine the effect of diet, physical activity, and lifestyle characteristics on body weight of incoming freshmen at a Midwestern university. Research shows that many college students gain weight during their first year at college due to a change in dietary habits, lack of physical activity, and other lifestyle characteristics, such as drinking alcohol and smoking cigarettes.A systematic sample of incoming freshmen completed an online pre- and post-questionnaire regarding diet, physical activity, and lifestyle characteristics. In addition, students had their height and weight measurements taken to determine body mass index at the beginning and end of their first semester in college.Of the 69 incoming freshmen who participated in this study, 66.7% (n=46) gained an average of 2.6 ± 2.1 pounds and increased their BMI from 24.7 to 25.0 kg/m2 in one semester; 24.6% (n=17) lost an average of 1.5 ± 1.0 pounds. More than half of the students reported they usually tried to make healthy eating choices; however, 58% of the students reported having on average 2 meals per day and the majority did not meet the recommended number of servings for all five food groups. Less than 50% of the students exercised 3 or more days per week and less than one-third strength trained. The majority of incoming freshmen neither smoked nor consumed alcohol. Interestingly, there was an association of weight gain in college students who decreased the average number of meals they had each day or increased the average number of servings of fruits each week. / Department of Family and Consumer Sciences

The research study regarding learning strategies of nursing students incorporated a descriptive correlational action research design. This study examined the differences between associate and baccalaureate degree nursing students regarding each of the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management.Data were collected from 34 associate degree and 19 baccalaureate degree nursing students on a regional campus of a large Midwestern University in the United States. The demographic variables of age, gender, previous college degree, health care experience, other work experience, marital status, type of residence, location of residence, and grade point average were gathered. The demographic data of GPA and age were correlated with the learning strategies of metacognition, metamotivation, metamemory, critical thinking, and resource management as measured by the SKILLS (Self-Knowledge Inventory of Lifelong Learning Strategies) instrument modified with nursing contexts. Finally, an analysis of variance was used among the learning strategies and among the associate and baccalaureate degree student nurses' utilization of the learning strategies.Findings demonstrated that the associate degree students used metamotivation learning strategies more than the baccalaureate degree students did. Those pursuing an associate degree in nursing used the metacognition strategy more than they used either resource management or critical thinking. Finally, baccalaureate degree students used metacognition more than metamotivation, critical thinking, or resource management and memory more than they used the motivation learning strategy.Conclusions regarding less metamotivation of the baccalaureate students versus associate degree students' supported the literature equating intrinsic values with motivation. Another conclusion might be that associate degree students were pursuing a nursing degree to solve an acute problem in their life. The finding that metacognition was used more than the other strategies by the participants supports previous literature regarding the central role metacognition plays in education.Recommendations based on the findings included media campaigns and K- 12 programs addressing altruistic values. Other recommendations included methods that could be utilized by nursing instructors to promote each of the learning strategies. Recommendations for further research included the use of larger samples, longitudinal studies, and a comprehensive qualitative component. / Department of Educational Leadership

The purpose of this study was to analyze the comprehensive continuing education programs and services for women at the following Midwestern Universities: the University of Michigan, the University of Minnesota, Oakland University, and the University of Wisconsin. The analysis sought to answer pertinent questions concerning (1) establishment of the programs, (2) objectives, (3) evolution of the programs, (4) academic offerings, (5) services provided, (6) clients served, (7) organization of the programs, (8) administration of the programs, (9) staff for the programs, (10) financial support, (11) facilities, and (12) future outlook for the programs. The study identified strengths of the programs in the areas of curriculum, research, staffing, administration, and services. Problems which have been encountered in the programs were identified and categorized in the areas of financial, administrative, and academic problems. It was also the purpose of the study to determine the persons and events most influential in fostering and hampering the continuing education of women in the programs. Further, it was the purpose of the study to propose a recommended plan for a continuing education program for women at the college level from the findings of the study and the professional literature. The first step in conducting the study was a thorough review of the literature. Descriptive research methods were utilized. On-campus visitations were made and program directors were interviewed. A questionnaire was formulated to provide data relative to strengths of the programs and problems which have been encountered. Based upon the findings of the study, the following conclusions were reached: 1. Conditions essential to the success of a counseling and guidance program for women include warm support from faculty and administration; confidence on the part of students; flexibility in the educational program; and high quality persons who are able to win faculty, administration, and student support. 2. One of the most important steps that can be taken by colleges and universities to support continuing education for women is to be committed to the concept. 3. One of the least expensive steps a college or university can take is to examine its own procedures, including degree requirements, class schedules, tuition and fee structures, course prerequisites, and the like, with the needs of the part-time student in mind. 4. All possible educational devices should be utilized to reach beyond the institution. 5. A course in the undergraduate curriculum pointing out to women the problems of re-entering a career after dropping out would be of value. 6. Colleges and universities should help gain society's acceptance of the part-time employment and education of women with family responsibilities whose skills are needed by our Country. 7. More information is needed through research about the career choices and patterns of women's lives who continue their education. 8. Institutions which have special programs for the continuing education of women should be evaluated, along with their patterns and participants, and the information should be made available. 9. Faculty members should be encouraged to keep careful records of majors and their subsequent activities. 10. Graduate and professional schools should move to accommodate the part-time woman student in their programs. 11. Colleges and universities should create additional high-quality home study materials for women during the homemaking years. 12. New channels and devices need to be developed to disseminate information about the need for the continuing education of women and about programs of continuing education. 13. Urban, area, state or regional centers should be established to coordinate the facilities of colleges and universities, museums, and educational television stations for use in continuing education programs. 14. There should be a review in the present regulation in the acceptance and transfer of credits from one institution to another. 15. The possibilities for independent study, reading, and research should be increased, along with opportunities for students to qualify for credits by examination. 16. Requirements should be liberalized for advance standing in programs of study by methods other than credit through examination.

This study examines what characteristics of schools and advisers have the most effect on fostering free student press practices as reported by advisers. Advisers' perceptions were measured based on three scales: one that measured student practices, one that measured administrative practices and one that measured adviser practices. Data suggested that existence of student free expression laws and open forum policies, number of years of teaching and advising, licensure and certification to teach journalism, and membership in professional journalism organizations are among the characteristics that have the greatest effect on fostering freer scholastic press practices. Recommendations were made to scholastic media organizations to use this data to help prioritize the initiatives to best free press practices in school newspapers. / Department of Journalism

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed October 15, 2009). PDF text: vii, 292 p. ; 880 Kb. UMI publication number: AAT 3355633. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (M.A.)--Indiana University, 1964. / Vita. "List of informants": leaves 72-75. eContent provider-neutral record in process. Description based on print version record. Bibliographies: leaves 65-71.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

No description available.

This thesis focuses on 12 Glacial Kame sandal-sole shell gorgets in the Fort Recovery (OH) State Museum. The Glacial Kame culture was comprised of Late Archaic people who inhabited northwestern Ohio, neighboring states, and southern Ontario from 3000 to 500 B.C. Research centered on four questions:  How were sandal-sole shell gorgets made?  What was the purpose of sandal-sole shell gorgets?  What was the distribution pattern within the Midwest of sandal-sole shell gorgets?  How can we best interpret and portray the story of sandal-sole shell gorgets to the public? The primary methods used include a comprehensive literature review, detailed metrical and morphological analyses of regional sandal-sole gorget collections, discussion with others researching Glacial Kame culture, personal museum visits, and local research to determine context of the museum’s collection. Research from this thesis contributes to the Glacial Kame literature that is currently available. / Department of Anthropology