Allan Longroy has been working with wood for more than 50 years. The retired IPFW chemistry professor builds beautiful boxes using various domestic and exotic woods. His work was on display at the Fort Wayne Arts Festival at Jefferson Pointe. Read the Article
The article “The Application of Multidimensional Poverty Maps to High-Income Countries: A Project Proposal for Allen County, Indiana, USA,” by Augusto De Venanzi, professor of sociology, and Donna Holland, director of social research and associate professor of sociology, was recently published in Venezuelan Journal of Social Indicators.
From the abstract:
In high-income countries poverty maps are typically applied to represent concentrations of poor populations according to a single demographic variable, such as race. Notwithstanding, in low to mid-income countries these maps are used to maximum effect gradations of adverse living conditions understood as unmet basic needs. Our aim in this paper is to offer a model for the study of multidimensional poverty in high-income countries -Allen County, Indiana – that is able to capture the ways in which problems of need in housing, education, health, employment, nutrition, and environmental safety combine to produce households with joint disadvantages. We believe that multidimensional poverty maps constitute a superior way to grasp the needs of populations than single variable maps or poverty line methods. Data gathering will proceed by mailing a questionnaire to a sample of 3500 households in Allen County. Data will be processed through the application of cluster analysis and GIS mapping techniques. The presentation of these detailed estimates in the form of maps is a powerful communication tool that is readily understandable by a wide audience; further, mapping creates an important opportunity for different actors to join in the public debate on poverty.
The article “The Big Event: Using This Day of Service to Teach Management Students About Corporate Social Responsibility” by Kimberly W. O’Connor, assistant professor of organization leadership and supervision, appeared in Management Teaching Review.
From the abstract:
The Big Event is a nationally recognized, student-run day of service where students, faculty, and staff give back to their university’s surrounding community by performing volunteer work. The Big Event can also be used as a resource to teach and reinforce corporate social responsibility (CSR) theories to management students. Students participating in the Big Event see firsthand application of the many CSR concepts they learn in the classroom.
By utilizing the Big Event as a service project, students also gain a better appreciation of the real-world issues and problems that modern organizations often encounter. The service project can be used in a business law or ethics course, in an introductory management course, or in an organizational behavior course, among others. The Big Event is therefore an excellent resource for management educators to use when teaching CSR theories, and it is a wonderful way for students, faculty, and staff to give back to the community.
The article “Understanding the Specialized Needs of Burmese Refugees in U.S. Colleges and Universities” by M. Gail Hickey, professor of education, and Sheena Choi, associate professor of management, appeared in The New English Teacher.
From the abstract:
The recent rapid influx of refugee students into U.S. schools has been a learning experience for all concerned. Not only do U.S. refugees come with memories of trauma, they also have specialized educational needs that differ from international students’ or voluntary migrants’ needs.
Recent refugees have come to the United States with very different socio-historical backgrounds from the majority of U.S. university students. Refugee students have very different stories of integration and incorporation in America than either immigrants or international students. Differentiated experiences demand differentiated treatment.
The scholarship on U.S. refugees in college is scarce. The authors seek to add to the available scholarship by advancing understanding of Burmese refugee students’ specialized educational needs through personal narratives. The authors also hope to improve educational provisions for refugee students through attention to their multiple responsibilities and socio-psychological needs. Finally, the authors recommend effective pedagogical strategies for use with refugee students.
The article “The ASBH code of ethics and the limits of professional healthcare ethics consultations” by Abe Schwab, associate professor of philosophy, was published in the Journal of Medical Ethics.
From the abstract:
From the beginning, a code of ethics for bioethicists has been conceived of as part of a movement to professionalise the field. In advocating for such a code, Baker repeatedly identifies ‘having a code of ethics’ with ‘professionalization’. The American Society of Bioethics and Humanities (ASBH) echoes this view in their code of ethics for healthcare ethics consultants (HCECs) and the subsequent publication in the American Journal of Bioethics.
Taking for granted that a code of ethics could be a valuable asset for HCECs, this essay has two aims. First, there are good reasons to doubt that the label ‘profession’ has significant meaning for HCECs. Attempts to accurately conceive of a profession fall into two broad camps: substantive and formal. Substantive conceptions should be rejected. Specifically, substantive conceptions beg the question about what it means to be a profession, which produces devastating problems for practical application. Formal conceptions of profession (eg, Davis’ conception) avoid begging the question, but do so at the cost of identifying the responsibilities of a profession.
Using the term ‘professional responsibilities’, then, requires additional explication and classifying HCECs as professionals requires the identification of their role-specific responsibilities.
Second, this essay will critique the ASBH code of ethics for HCECs as a first articulation of these responsibilities. As written, this code of ethics has limited value for HCECs because most of the responsibilities identified in this code do not identify HCEC-specific responsibilities. In closing, some important strategies to improve upon this initial attempt to define the responsibilities of HCECs are identified.
The article “CPTu-based enhanced UniCone method for pile capacity” by Fawad Niazi, assistant professor of civil engineering, was published in the September 30, 2016, issue of Engineering Geology.
From the abstract:
The UniCone direct piezocone method by Eslami and Fellenius (1997) for evaluating the axial capacity of pile foundations is reviewed and improved means of evaluating the soil resistance factors are recommended. This method uses all three piezocone penetration test (CPTu) readings in a soil behavioral type (SBT) classification chart and provides estimations of axial pile capacity for a wide variety of pile types installed in different assortments of geomaterials. In this paper, the earlier method is improved using a dataset of 153 pile load tests and CPTu soundings from 52 worldwide sites. An alternative soil classification system using the CPT material index Ic is used to provide improved correlations of higher reliability via continuous functions for estimating the side and base capacity components of driven and jacked piles, and drilled shafts. An analysis is also included to test the performance of the newly proposed design formulations. Finally, a simplified flowchart is presented for convenient application of the enhanced expressions.
Dimples Smith, senior human resources consultant, co-authored the article “Neutral Conflice Resolution: One university’s approach to helping employees address and resolve interpersonal conflict at the ground floor,” which appeared in the June magazine of the College and University Professional Association for Human Resources (CUPA-HR).
The article explores the university’s neutral conflict resolution (NCR) program. The program is designed to help employees resolve work-related disputes, differences and
concerns at the lowest and least invasive level. The program is designed use a structured setting with a trained mediator to resolve issues such as personality conflicts, long-standing disagreements, unprofessional conduct and such.
Smith co-authored the article with Daniel Griffith from Indiana University-Purdue University Indianapolis.