Purdue University Calumet Research Articles

Maria O. Longas

Maria O. Longas, 76, died Jan. 7 in Hobart, Indiana. “Maria, a biochemist and native of Colombia, studied in New York and worked at the NYU Medical Center, Sloan Kettering Institute, Columbia University College of Physicians and Surgeons, and the Mount Sinai School of Medicine. She started her teaching career in 1987 at Purdue University Calumet (now Purdue University Northwest) in Hammond, Indiana. She was promoted to full professor in 1996 and retired in 2019. Her primary research interests were hyaluronic acid, aging effects of the skin, and Alzheimer’s disease. She was a long-time supporter of charities and the arts. She self-published a book of poems, Reminiscences, in 1997.”—Kay Rowberg and Hal Pinnick, colleagues Most recent title: Professor emerita of Chemistry, Purdue University Northwest Education: BA, chemistry, Hunter College, 1971; MA, chemistry, New York University, 1973; PhD, chemistry, New York University, 1978 To recognize your late loved one or colleague,

Out of the Box: Football . . . With Robots?

Applying the fundamental concepts of engineering learned during their studies at Purdue University Calumet and South Bend, three students team up to describe their participation in the annual Intercollegiate Robotic Football competition at Notre Dame. Ben Weiss created a competitive quarterback while Zach Nava and Chris Markovich's receiver joined the fray. Students who participate in competitions like this one are able to learn a broad range of skills in mechanical engineering, computer engineering, and electrical engineering.

Aide à la rédaction: recueil des fautes les plus fréquentes enfrançais écrit par Louise Tellier, Benoît Leblanc

Reviews 285 are not sure where to begin, delving into Mooney’s collection of 160 monologues taken from seventeen of Molière’s comedies is a surefire way to be quickly introduced to the playwright’s comedic style and to appreciate the wealth of his work. Mooney’s subtle translation captures the spirit of Molière and allows twenty-first-century students to understand his humor and irony. This book could be integrated at the high school level, as an introduction to French history and culture, or into acting courses. The five-page biography of Molière, from the early to the golden years, will be useful to students learning about seventeenth-century French society and politics in order to understand how the playwright mocked particular features of his contemporaries. With Mooney’s clever explanations, which introduce each play, readers will recognize Molière’s motivations and familiarize themselves with the characters, the plot, and his comic genius. Each monologue is preceded by a short description of the character, as well as the circumstances that led him or her to deliver the long oration. Mooney’s book features five monologues from Les précieuses ridicules, two from Le médecin volant, ten from L’école des maris, thirteen from L’école des femmes, seven from La critique de l’école des femmes, sixteen from Tartuffe, eighteen from Dom Juan, five from Le docteur amoureux, eight from Le médecin malgré lui, twenty from Le misanthrope, nine from L’avare, seven from Monsieur de Pourceaugnac, ten from Le bourgeois gentilhomme, seven from Les fourberies de Scapin, eleven from Les femmes savantes, and ten from Le malade imaginaire. All in all, Mooney’s book is an entertaining way to learn about classical theater and about the work of the most celebrated French playwright. While there is no substitute for reading an entire play in order to fully understand the characters, this collection of classic as well as less famous lines will be a valuable addition to any high school curriculum. It should be noted, however, that despite the quality of Mooney’s translation and the variety of passages and comic styles he presents, his book unfortunately does not feature the original French versions of the monologues written by Molière. Purdue University Calumet Florian Vauléon Tellier, Louise, et Benoît Leblanc. Aide à la rédaction: recueil des fautes les plus fréquentes en français écrit. Trois-Rivières: SMG, 2013. ISBN 978-2-89094-290-5. Pp. 170. $30 Can. Comprised of six sections (Approche méthodologique; Ouvrages de référence; Dictionnaire—Nos fautes et nos très grandes fautes; Exercices; Corrigé des exercices; Annexe—Consignes du sondage) plus a bibliography and index of words and expressions , this guide reflects the authors’ efforts at compiling, via a survey sent to professionals who edit and revise texts, the most frequent errors in written French. Tellier and Leblanc explain what happened when sorting through the survey feedback: “Ainsi, s’est dégagée une liste de problèmes de vocabulaire (anglicismes, archaïsmes, barbarismes, etc.), de grammaire et de ponctuation auxquels nous avons proposé des formes correctes assorties, au besoin, de notes explicatives” (1). As opposed to other French stylistic guides, information provided on common errors is not done in alphabetical order but in order of frequency of the errors, according to the survey conducted with the writing specialists. So that in the section“Dictionnaire,”the most common error—the confusion between “ballade (poème)” and “balade (promenade sans but précis)”(17)—is the first entry; while the contrast of “plus tôt [plus de bonne heure (s’oppose à plus tard)]”and“plutôt (de préférence)”(94) is the last one. It is also in this section that the authors give a concise explanation for each of the 500 identified errors and its correct usage. For example, #244: “Jules est *excessivement gentil/Jules est extrêmement gentil. L’adverbe excessivement s’emploie exclusivement avec des adjectifs à dénotation négative. Ex. René est excessivement hargneux quand il perd au billard”(59). Not to be overlooked are the eleven exercises.While the first three are the standard ones that...

Book Review: Queer Media Images: LGBT Perspectives, edited by Jane Campbell and Theresa Carilli

Media Images: LGBT Perspectives. Jane Campbell and Theresa Carilli, eds. Lanham, MD: Lexington Books, 2013. 210 pp. $60 hbk.Editors Jane Campbell and Theresa Carilli dedicate their collection of essays about images, performances, and political and social issues the brave and dangerous act of being, and/or loving someone, queer. desire to celebrate particular identities and sexual orientations-and the media texts that represent them-infuses the fifteen essays with a distinct and heartfelt sense of purpose.Queer Media Images: LGBT Perspectives is the fourth published collaboration between Campbell and Carilli. Campbell, professor of English, and Theresa Carilli, professor of communication, teach at Purdue University-Calumet and published a special issue of Global Media Journal about women and the media (2006) and anthologies entitled Women and the Media: Diverse Perspectives (2005) and Challenging of Women in the Media: Reinventing Women's Lives (2012).Divided into four parts, Media features an all-too-brief three-page introduction and omits what could be a beneficial conclusion. In their introduction, Campbell and Carilli suggest that the lesbian, gay, bisexual, and transgender (LGBT) community continues to struggle for acceptance and authentic media representation. Optimistically, they write:We believe that the LGBT community is in the formative process of constructing a media identity-one that breaks away from being either a tragic oddity or a predator. This identity will shape future media depictions of the LGBT community, eventually ensuring visibility and authenticity.The introduction-most of which lists the essays and explains their function in a specific section of the book-could provide contextual, historical, and statistical information, both about members of the LGBT community and the role of media, especially television, in transmitting their stories. introduction might also include details about how the essays were solicited and assembled and what the editors might suggest for future anthologies or monographs that will explore media representations of lesbian, gay, bisexual, and transgender people and their concerns.Authors of the essays are doctoral students, independent scholars, lecturers, assistant professors, associate professors, full professors, and research fellows from across the United States. Recommending the book is its range, as illustrated by the subject matter of the essays themselves:Part I: Queer Images includes essays about everything from the controversy surrounding SpongeBob to the widely distributed book and documentary Celluloid to popular television texts, including Glee, L Word, Will & Grace, and as Folk. Titles are Focus on the SpongeBob: Representational Politics of James Dobson (Jason Zingsheim); The Complex Relationship between (and within) the Oppressed and the Empowered: Contradiction and LGBT Portrayals on L Word (Jennifer A. Guthrie, Adrianne Kunkel, and K. Nicole Hladky); Perfection: Family as Perspective by Incongruity on Will & Grace and as Folk (Rachel E. Silverman); Revisiting Vito Russo's Celluloid Closet (Jane Campbell and Theresa Carilli); and To Glee or Not to Glee: Exploring the Empowering Voice of the Glee Movement (Lori Montalbano). …

A comprehensive systematic review on lateral/horizontal violence in the profession of nursing

Indiana Centre for Evidence Based Nursing Practice, School of Nursing, Purdue University Calumet, Hammond, IN, USA

From Ericksonian Roots to Postmodern Futures. Part II: Shaping the Future

JEFF CHANG Athabasca University and The Family Psychology Centre, Calgary, Alberta, Canada GENE COMBS University of Chicago/NorthShore University HealthSystem, Family Medicine Residency Program, Glenview, Illinois YVONNE DOLAN The Institute for Solution-Focused Therapy, Hammond, Indiana JILL FREEDMAN Evanston Family Therapy Center, Evanston, Illinois TRACY MITCHELL The Family Psychology Centre, Calgary, Alberta, Canada TERRY S. TREPPER Department of Behavioral Sciences, Purdue University Calumet, Hammond, Indiana

Assessment of a University‐Based Distance Education Mentoring Program from a Quality Management Perspective

This study describes assessment results from the Distance Education Mentoring Program (DEMP) at Purdue University Calumet, Indiana, USA. The program, sponsored by the university's Vice Chancellor for Academic Affairs, was made available to all teaching faculty who wished to become protégés and develop their skills at teaching online courses. The DEMP is a university initiative designed to enhance the development of high‐quality online courses by mentoring faculty in instructional design principles. Faculty member protégés who completed the mentoring program were surveyed using an anonymous questionnaire. Data were obtained from 34 faculty respondents who completed the program during the last three years. Using regression analysis, we found that the Pyramid Model explained 83% of the variance in perceptions of teaching improvement attributable to the DEMP. The program's process orientation, continuous improvement approach, and focus on customer satisfaction explained protégés' perceived improvement in teaching. In addition, protégés believed their peer faculty mentors provided more psychosocial support than career development. Implications for implementation of a mentoring program in a university setting are discussed.

Reinventing the Role of the Clinical Nurse Specialist as Practitioner-Teacher to Transform Nursing Education

Author Affiliations: School of Nursing, Purdue University Calumet, Hammond, Indiana. No funding was received for this editorial. Correspondence: Peggy Gerard, PhD, RN, 15605 Brookshore Dr, Plainfield, IL 60544 ([email protected]).

Best Intentions or False Promises: Multilateral Interventions in Darfur, Afghanistan, and Southern Lebanon

Richard Rupp is associate professor and acting head of the Department of History and Political Science at Purdue University Calumet. He is the author of NATO after 9/11: An Alliance in Continuing Decline.

Using the Interpretive Narrative Research Method in Interdisciplinary Research Projects

Researchers from different disciplines bring to a project their different perspectives of the research problem. Differences in education, experiences, and understanding create a research project that has more depth and breadth than one designed by researchers from a single discipline. The purpose of this article is to describe how faculty from two disciplines, nursing and education, used the interpretive narrative method, a qualitative research method, in a pilot project to examine issues related to the recruitment and retention of Hispanic nurses. The researchers chose the interpretive narrative method for the flexibility it offers interdisciplinary research, its power in eliciting comprehensive narratives from participants, and the possibilities it offers for analysis.

Training and Retaining Student Employees

Like most academic libraries, Purdue University Calumet depends heavily on student workers for its daily operations. After the investment of time and effort involved in training student workers, it is important to retain them from one year to the next. This case study examines training procedures that are designed to cultivate a sense of mutual respect between library staff and student workers, with the goal of keeping those whose skills and work experience prove valuable. A training program developed with retention as a goal yields benefits to the student and the library. It can also be a recruitment tool for the profession.

Connecting Communities of Practice Through Professional Development School Activities

This analysis of professional development school projects across multiple sites began as a discussion in the Teacher Education Research Study Group (TERSG) at the 1996 annual meeting of the National Reading Conference. Teacher educators interested in literacy shared their collaborative projects and examined their professional development school (PDS) activities at four universities. Participants were interested in challenging the traditions of conventional teacher preparation programs, specifically the contexts in which programs that pushed against orthodoxy were formed, the governance structures by which they operated, and the benefits and challenges of the collaboration between two disparate cultures. Although projects demonstrated idiosyncratic responses to varying contextual conditions, the results of our separate efforts were surprisingly similar. We believe that the ongoing challenge of reforming teacher education will benefit from an analysis of our experiences. The professional development school (PDS) concept is intended to connect theory and practice in education so they reciprocally inform each other. Teachers in collaborating schools help preservice teachers learn the profession. Preservice teachers, in turn, bring new ideas, viewpoints, and practices into classrooms. Through the PDS process, school and classroom practices and teacher preparation can change and evolve. PDSs have been established to move toward a concept of preservice training with simultaneous renewal of schooling and the education of educators through the bumping together of university and school cultures (Goodlad, 1993). Osguthorpe, Harris, Harris, and Black, (1995) chart the struggle for a common or shared perspective when prospective partners engage in collaboration. The collaborations we describe focus on two overarching goals: strengthening the preparation of teachers and renewing K-12 education. We agree with Osguthorpe et al. (1995) when they argue that only when partners are committed to these goals and working together as equals can true collaboration occur. For the goals of the PDS for student interns and school reform to be met, there must be a concerted effort on the part of the participants to make changes in both schools and the universities. Project Descriptions The four projects we describe are PDS projects of various sizes, in differing locales, with assorted funding and governance structures, and at several stages of longevity. The goals of each project, however, are quite similar. Purdue University Calumet Purdue University Calumet (PUC) is a large commuter campus in northwestern Indiana, adjacent to the Illinois border (Bergeron, 1997). The student population is nontraditional and reflects the cultural diversity of the urban Midwest. PUC's School of Education enrolls approximately 450 undergraduate students each semester. This population includes older adults, often first-generation college students bringing varied experiences to the classroom. The PDS partnerships were initially developed to meet the dual demands of increased enrollment in the elementary education program and growing concerns for offering multiple field experiences prior to student teaching. Presently, preservice teachers have extensive field experiences related to five methods courses, including reading and language arts, that are mandatory prior to student teaching. The university was challenged to acquire appropriate numbers of classrooms for these multiple placements and to find sites that would ensure quality experiences for the preservice teachers in diverse settings appropriately reflecting the demographics of the campus's multiracial, multicultural communities. The PDS partnerships were informally initiated in fall 1994 with five interested school-based administrators; the partnerships presently include eight school districts and a total of 21 elementary schools. Each district and school determines its own level of involvement with the partnerships. …

The emergence of semantics in four linguistic traditions: Hebrew, Sanskrit, Greek, Arabic By Wout Van Bekkum, Jan Houben, Ineke Sluiter, and Kees Versteegh (review)

BOOK NOTICES Introduction to quantitative analysis of linguistic survey data: An atlas by the numbers. By William A. Kretzschmar , Jr. and Edgar W. Schneider. (Empirical linguistics series, 1.) Thousand Oaks, CA: Sage, 1996. Pp. xii, 212. $49.95. This volume is the first in a series devoted to the study of empirical data. The series is intended to promote work from such areas of study as discourse analysis, sociolinguistics, dialectology, and corpus studies. This book focuses on the analysis ofdialectological data of the type collected for linguistic atlas projects, with particular application to the data from the Linguistic atlas of the middle and south Atlantic states (LAMSAS). The authors devote much of their book to describing the design process for the LAMSAS computerized database, and, thus, it reads as a kind of narrative history of this ambitious project. Along the way, some broader issues raised by the project are addressed , though the focus generally remains on explaining the decisions made by the database designers. The first chapter provides some background information about the database and the original LAMSAS project including a refreshingly balanced discussion comparing the methods and objectives of traditional dialectology with those of Labovian sociolinguistics. The current database project is viewed as bridging the gap between these fields as it makes possible quantitative analysis of linguistic atlas data. Some of the assumptions of such analysis are addressed in the discussion of fundamental statistical principles that closes the chapter. Ch. 2 considers the appropriateness of applying statistical testing to the LAMSAS data. Certain aspects of the data collection procedures (e.g. how informants were selected, how responses were recorded) impose limits on which statistical techniques can be employed and how the results are to be interpreted. Still, the authors make the case that the data meet the conditions for statistical analysis. Chs. 3 and 4 discuss how the raw field records are computerized and how statistical procedures can be applied to the database. This account provides readers with a sense of the types of retrievable information though the discussion is somewhat overwhelming in its technical detail. The database is put to the test in the final chapter, which offers a demonstration analysis of two lexical files. This presentation examines the regional and social distributions of the linguistic forms and serves to illustrate how these tools expand the possibilities for analyzing linguistic atlas data. However, the discussion also serves to remind readers of certain limitations related to this dataset (e.g. the rural bias). One wonders, for example, about the value of being able to detect statistically significant differences in the distribution of assorted terms for 'cow pen' (particularly when the data represent the speech situation from over 50 years ago). If there are broader lessons to be drawn from such analyses, the authors do not take adequate steps to indicate them. The authors are to be applauded for offering such a careful and detailed account of their experiences. The account will be most valuable to those who make use of the LAMSAS data and to those involved in designing similar databases. The narrow focus of the book as a kind ofcase study ofdatabase development may not appeal to other readers, even to those otherwise interested in linguistic variation. [Matthew J. Gordon, Purdue University Calumet.] The emergence of semantics in four linguistic traditions: Hebrew, Sanskrit, Greek, Arabic. By Wout Van Bekkum, Jan Houben, Ineke Sluiter, and Kees Versteegh. Amsterdam: John Benjamins , 1997. Pp. ix, 322. This book is the result of an innovative enterprise: Four Dutch historians of linguistics and experts in various languages and linguistic traditions from four different universities in Holland cooperated on this joint venture and compared four major linguistic traditions . As they explain in the preface, the common denominator of the Greek, Hebrew, Sanskrit, and Arabic traditions is religious texts and their preservation (v). This volume discusses the development of both linguistics in general and semantics in particular in each of these traditions. Van Bekkum's "The Hebrew tradition' (3-47) notes that semantics and exegesis always went together in the biblical, rabbinic, and medieval periods. Two grammarians stand out in his presentation: (1) the Egyptian Saadiah Gaon (882-924), who used the Arabic term taTwrl...

Purdue University Calumet

Purdue University Calumet

Developing the criteria to evaluate previous work experience for credit

LEARNING OUTCOME: To examine criteria used in a dietetic technology program to determine credit for previous work experience.In a region with limited health care resources, Purdue University Calumet is increasingly challenged to provide quality supervised practice experiences for dietetic technology students. Since many students who enroll in the program are currently working in health care or the related food service industry, the program wanted to give credit for previous work experiences. The difficulty, however, was determining how to effectively evaluate these experiences in relationship to dietetic performance requirements, clock hours and course credit. A policy to ensure that all students are treated equally, a criteria checklist, performance requirements and dietetic practice areas forms, with functions and frequency, were developed and will be shared. The use of this system has alleviated repetitious experiences for many students and increased availability of quality supervised practice experiences for all students enrolled in the program.

Media modules: A hands-on approach to media for education students

Modules One, Two, and Three have been a required part of the seminars for the past eight years at Purdue University Calumet. It has been the experience of this university, that the students feel more comfortable in seminar with the small group setting. Since the EML/IRC is open 67 hours a week including evenings and Saturday, the students find they are better able to schedule their time to complete Modules One, Two, and Three in an independent manner. Faculty feel the seminars and modules are successful because instructors take on more of a leadership role in the seminar and leave the expertise of media to the Educational Media Lab/Instructional Resource Center. Specified topics are covered in each seminar class to ensure the students are exposed to topics and problems relevant to their future teaching experiences. Revisions are made on the Module booklets to ensure the students are aware of new equipment and technology. It is through these seminars and module experiences that the students can begin to grow and prepare for their teaching profession.

The two year curriculum in Computer Programming at Purdue University Calumet campus

It is the intent of this paper to describe an implementation of a curriculum compatable with the ACM “Curriculum Recommendations and Guide-lines for the Community and Junior College Career Program in Computer Programming” (also known as the “Little Report”). In order to facilitate comparisons among curricula, this paper follows the “format” developed by members of the ACM C 3 S-CAJC working group.