Four strangers are stranded in an old farmhouse by a winter storm. Gilley lives on the farm. Shadows move of their own volition on the farm, and Gilley talks to echoes and sees the dead reflected in mirrors. Gilley's husband, Frank, disappeared over forty years ago. Jason is a college student who seeks Gilley out for an interview. He agrees to help Gilley find Frank. Jesse is a young boy who finds his way to the house after an accident. August is a private investigator whom Jason calls for help in finding Frank. August does not have a shadow nor a reflection of his own, and he can't remember how he lost them. Each wants something that only the others can provide, but each wants to keep their own secrets.

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1982. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH / Includes bibliographical references. / by Susan J. MacCracken. / M.C.P.

The Alternative Education movement in American public education emerged in the 1970s as an outgrowth of the social criticism and political activism of the 1960s. Alternative Schools represented the pragmatic adoption of the least objectionable proposals which were popularized by radical school reform advocates. What began as a movement of alternatives to conventional schooling became a movement of widening options within public school systems.This study is an anaylsis of the historical roots and evolution of Alternative Education. A broad perspective is structured first by a theoretical discussion of public schooling and social reform which includes a historiographical interpretation of New Left revisionism. Next a description of selected parts of the radical movement of the 1960s is related to the political and intellectual context of school reform. This part of the study focuses on the social and intellectual origins of young radicals and the structure and ideology of SDS (Students for a Democratic Society) as illustrations.A discussion of the rhetoric of radical school reform is the next part of the evolutionary framework structured in this study. The central themes of selected spokesmen of the radical critique of public schooling, including Paul Goodman and John Holt, are briefly examined. Then the relationship between the rhetoric of radical school reform and the development of private free schools is described in the context of the political activism and intellectual radicalism of the 1960s. The progression is completed with a broad assessment of the Alternative Education movement which examines its origins in the 1960s, its popularization in the 1970s, and its evolution from radical reform to political pragmatism.Finally, a case study of an Alternative school-within-a-school, Learning Unlimited at North Central High School in Indianapolis, Indiana, illustrates the conclusions of this study and demonstrates the theoretical problems. The description of Learning Unlimited is based on observations, interviews with participants, documents, and involvement in program evaluation. The emphasis is on the role of Learning Unlimited as a model-program designed to demonstrate and encourage educational innovation.York

This professional report examines the key contextual and organizational factors affecting community development corporations (CDCs) in the development of affordable housing. Using the findings of a systematic case study carried out by William Rohe and Rachel Bratt, I offer a detailed discussion of these factors in the context of a number of case studies, including an extensive discussion of the life cycle of Eastside Community Investments (ECI), a CDC that served the Near Eastside Neighborhood in Indianapolis, Indiana. Following this discussion, I explore a number of policy implications of this case study for the community development sector. The effective production of affordable housing involves a number of key players, including CDCs themselves, their intermediaries, the government, and the community; the active participation and commitment of all of these organizations is crucial to the long-term sustained success of the entire industry. / text

The architectural firm of Pierre and Wright was one of the most important partnerships in Indianapolis during the second quarter of the twentieth century and the firm left a lasting impact on Indianapolis's built environment and physical development. Edward Dienhart Pierre (May 22, 1890-March 27, 1971) and George Caleb Wright (April 25, 1889-February 27, 1973) merged their talents in August 1925. This partnership resulted in a series of substantial commissions which allowed Pierre and Wright to take leadership roles in the Indianapolis construction community. The design contributions of Pierre and Wright to Indiana, particularly to Indianapolis, are significant because of the wide variety of architectural styles in which they worked, the high quality of construction, and the number of structures which remain. The partnership ended in 1944 and both men continued their architectural careers in Indianapolis. Pierre and Wright worked throughout their lives to enhance their profession and their community. The most obvious evidence of their professional work is the many buildings they designed, but more important is the impact Pierre and Wright had on the design and construction professions in Indiana and the country. Examples of their influence include their work for standardized building codes, development of professional ethics and forums for professional networking, and advocacy of comprehensive urban or metropolitan planning. / Department of Architecture

This study determined the benefits and risks mentors experience from participating in mentoring relationships.The first research question concluded that mentors experience many benefits from participating in a mentor/protege relationship. These benefits include being part of the protege's successes, mentor recognition, meeting organizational goals, interaction with protege, networking,assessment of the protege's talent, accelerated orientation process, and providing job continuity.Mentors indicated their prestige within the organization increased mainly amongst their superordinates (30%) and least amongst their peers (50%) as a result of participating in a mentor/protege relationship. Additionally, mentors indicated that there were significant gains in influencing the actions (85%), thinking (80%), productivity (60%), and work quality(50%) of proteges. These gains were cited by mentors as both direct benefits to themselves and indirect benefits to the organization in getting the mission accomplished, developing potentialleaders, and influencing others to strive for excellence.Seventy percent (70%) of the mentors did not feel a sense of favors owed to them by their proteges as a result of participating in a mentor/protege relationship. They indicated this was not the intent of a mentor/protege relationship. If suspected, they would address the issue andpossibly terminate the relationship if necessary.Mentors did not experience significant gains in power (75%) or respect (45%) for spotting talent and engineering the protege's advancement for the good of the organization.The second research question concluded that mentors experienced many risks from participating in a mentor/protege relationship. These risks included: wasting limited resources, destroying friendships, harm to the organization and mentor reputation if the protege is promoted into a leadership position and fails, and the perception of favoritism amongst subordinates.Mentors indicated they experienced losses in prestige from amongst superordinates (10%) and subordinates (10%) as well as loss a steady loss in influencing the actions and thinking of the protege as the relationship progressed.Mentors indicated there was a loss in the protege's work quality (60%) and work productivity (25%) during the mentor/protege relationship.Fifteen percent of the mentors experienced a sense of favors owed to them by their proteges. However this sense of favors owed decreased towards the end of the relationship. / Department of Educational Leadership

The television viewing habits of ten Indianapolis-based households were researched and analyzed as to the effects of television on the middleclass American family. This study illustrates how television reinforces Americans' abilities to make choices and exhibit control over technology. With television use as its main focus, this study examines choice in American culture, remote control use, gender-based comparisons, and television's role in the American home-individualism and community. / Department of Anthropology

Thesis (M. Div.)--Emmanuel School of Religion, 2005. / Vita. Includes bibliographical references (leaves 78-84).

Thesis (M.A.)--Indiana University, 2009. / Title from screen (viewed on August 28, 2009). Department of World Languages and Cultures, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Marta Antón, Marta García García, Rosa Tezanos-Pinto. Includes vita. Includes bibliographical references (leaves 77-79).

Thesis (M.A.)--Indiana University, 2008. / Title from screen (viewed on June 1, 2009). Department of History, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Annie Gilbert Coleman, Robert G. Barrows, Jason M. Kelly. Includes bibliographical references (leaves 152-165).