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Dancing with the Notes: An Analytical Study of Ad Wammes’ Selected Works for Solo Organ
Get PDFThesis (DM) – Indiana University, Music, 202
How Interest Groups Shape U.S. Policy on United Nations Funding: A Case Study on Successes, Failures, and Congressional Influence
Get PDFThis case study has the purpose in addressing the influence that interest groups (IGs) have in how U.S. policy is shaped in the matters of funding the United Nations (UN). Areas being analyzed shall include a background of history on US funding to the UN, why it’s a politically contentious issue in the U.S., and IGs advocacy for or against Congressional Funding. This shall incorporate lobbying efforts, strategies, and further determine the influence and effectiveness of such efforts both on domestic and foreign policy, to determine patterns for success and failure. The case study shall conclude with a summary on the findings and potential future influence of IGs in the US Government’s actions on UN funding
Artificial Nesting Structures to Support Native Pollinators at Indiana University Southeast (IUS) Campus
Get PDFToward a Holistic Study of Mosques in the US: A Critical Integrative Literature Review and Framework
No full textUS mosques have gained considerable scholarly attention, focusing on the contested grounds on which they stand. Although literature on US mosques has been published in different fields, there is no work assessing the current state of research. Given that the number of Muslims is exponentially increasing in the US and the number of mosques increased by 31 percent between 2010 and 2020, synthesizing existing publications may lead to a renewed perspective on ways to study these complex institutions. This study sets forth a systematic critical integrative review of literature published on US mosques in peer-reviewed journals. The study presents overarching trends in publications related to mosques before December of 2022, identifies seven main themes in existing literature, proposes an integrative framework for studying mosques by highlighting global, regional, local, and internal factors that impact mosques’ development, and identifies unanswered questions in the body of literature
Is Hollywood Trending towards Gender Parity in Movie Creation and Presentation?
No full textThis study focused on the behind-the-scenes composition of the moviemaking process using the 150 top-grossing animated films from 1991-2023. Hollywood has relied on male hegemony to maintain a status quo on-screen and off-screen. However, male and female insiders of the industry have decried this practice in recent history. This study focused on the behind-the-scenes composition of the moviemaking process, as well as the outcomes that appear on-screen. Lastly, this study analyzed how gross income was affected. In addition to analyzing movies year-by-year, the analysis was conducted decade-by-decade to determine trends since year-by-year analysis might not produce noticeable differences
Analyzing Referendum Success in Hoosier Communities
No full textIn 2019, the Washington Community Schools Corporation in Daviess County, Indiana, proposed a capital improvement referendum that failed by 61.3% percent of votes. This study analyzes social media and local news framing of the referendum. Based upon a literature review of public opinion and voting behavior frameworks, we identify strategies that could increase public support for future referendums. The project, conducted in collaboration with the IU Center for Rural Engagement’s Sustaining Hoosier Communities Initiative, aims to provide relevant recommendations to improve community engagement and enhance the effectiveness of messaging in future referendum campaigns
USING POPULAR CULTURE TEXTS AND A CRITICAL LITERACY BASED APPROACH TO EXAMINE AND RE-PRESENT GENDER IN A MOROCCAN UNIVERSITY EFL CLASSROOM
No full textThesis (Ed.D.) - Indiana University, Department of Curriculum and Instruction/School of Education, 2025English as a foreign language (EFL) students in Morocco come from an educational system in which they have had few opportunities to engage with critical thinking or critical literacy (Abdallaoui Maan, 2012; Amrous & Nejmaoui, 2016; Bouziane, 2017; Chouari, 2016; Chouari & Nachit, 2016; Elmouhtarim, 2018; Fareh, 2010; Lazrak & Yechouti, 2017; Nejmaoui, 2018). Furthermore, patriarchy is produced and reproduced through language in Morocco despite the existence of laws to promote gender equality (Sadiqi, 2003), which lends urgency to the need to empower students to understand and critically analyze how language and discourses work. Seeking to address these concerns, this qualitative practitioner-inquiry study investigated the implementation of critical literacy approach in a university EFL class at a private university in Morocco and explored how students engaged with and interrogated dominant discourses related to gender by analyzing popular culture texts and creating response texts. Data was collected in the forms of video recordings of classroom discussions, popular culture texts chosen by students, field notes, student artifacts and response texts, and student final exams. Thematic analysis (Braun & Clarke, 2006, 2012) demonstrated that this approach allowed students to engage in: 1) analyzing text, including understanding genre and purpose; 2) connecting texts to their culture and understanding how texts form discourses; and 3) developing a voice to interrogate social problems and discuss change. In their response texts, students challenged traditional gender roles and advocated for marriage based on mutual compatibility and attraction. This study provides an example of a critical literacy approach used in an EFL course in a context in which gender inequalities exist and are often taken for granted by both females and males. It focuses on how students and teacher engaged in critical literacy practices which led to a deeper understanding of how many popular culture texts re-produce gender inequality
TEACHERS’ REPORTED IMPLEMENTATION OF EFFECTIVE BEHAVIORAL STRATEGIES FOR STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER
No full textThesis (Ph.D.) - Indiana University, School of Education, 2025Teachers play a crucial role in positively influencing the behavior of students with ADHD by implementing recommended behavioral strategies. However, there is limited research on the factors that impact general education teachers' implementation of the recommended behavioral strategies. Guided by an adapted theory of planned behavior, this study examined factors that could predict teachers' implementation of behavioral strategies. I collected and quantitatively analyzed online survey data. The results revealed that general education teachers in my sample employed both effective and ineffective behavioral strategies. The findings suggest that some of the theory's assumptions were supported. The results indicate that teachers’ appraisals of effectiveness of behavioral strategies predicted implementation of behavioral strategies, regardless of whether research evidence supported their effectiveness. This suggests that teachers’ misconceptions about the effectiveness of strategies may lead them to implement strategies with little evidence of effectiveness. Confidence in applying the behavioral strategies and perceiving facilitators could enhance teachers' implementation of behavioral strategies, particularly those with stronger evidence of effectiveness, as it emerged as a significant predictor of implementation across several strategies (e.g., stimulant medication and offering immediate tangible rewards for engaging in positive behavior). Overall, there were differences in the factors that predicted “how often” a strategy was implemented compared to “how well” they were implemented
Optimizing Financial Wellness Websites in Higher Education: Best Practices and Insights
No full textThis presentation by the Higher Education Financial Wellness Alliance (HEFWA) Research Committee explores the landscape of financial wellness websites across U.S. higher education institutions. Drawing from a comprehensive analysis of 4,399 Title IV institutions, the study identifies which schools maintain dedicated financial wellness or literacy webpages and evaluates the content, structure, and accessibility of these resources. Findings reveal that only 21.4% of institutions host such webpages, with significant disparities across institution types. Public four-year institutions lead in adoption, while private for-profit schools lag behind. The research highlights inconsistencies in webpage placement, naming conventions, and the depth of services offered—ranging from one-way informational resources to fully staffed programs with multimedia tools and chatbots. The study also examines the prevalence of educational software like CashCourse and iGrad, and emphasizes the importance of mobile-friendly design, updated content, and strategic webpage embedding. HEFWA concludes with actionable recommendations to enhance student engagement and financial literacy outcomes, advocating for clearer definitions, accessible formats, and integrated support systems. This work serves as a guide for institutions aiming to optimize their digital financial wellness presence and better support student financial capability.This presentation by the Higher Education Financial Wellness Alliance (HEFWA) Research Committee explores the landscape of financial wellness websites across U.S. higher education institutions. Drawing from a comprehensive analysis of 4,399 Title IV institutions, the study identifies which schools maintain dedicated financial wellness or literacy webpages and evaluates the content, structure, and accessibility of these resources. Findings reveal that only 21.4% of institutions host such webpages, with significant disparities across institution types. Public four-year institutions lead in adoption, while private for-profit schools lag behind. The research highlights inconsistencies in webpage placement, naming conventions, and the depth of services offered—ranging from one-way informational resources to fully staffed programs with multimedia tools and chatbots. The study also examines the prevalence of educational software like CashCourse and iGrad, and emphasizes the importance of mobile-friendly design, updated content, and strategic webpage embedding. HEFWA concludes with actionable recommendations to enhance student engagement and financial literacy outcomes, advocating for clearer definitions, accessible formats, and integrated support systems. This work serves as a guide for institutions aiming to optimize their digital financial wellness presence and better support student financial capability.Higher Education Financial Wellness Alliance (HEFWA