Indiana, PA, United States

Indiana University of Pennsylvania
Indiana, PA, United States

Indiana University of Pennsylvania is a public university in Indiana County, Pennsylvania, USA. Along with West Chester University of Pennsylvania, it is one of the two largest universities in the Pennsylvania State System of Higher Education and thus the commonwealth's fourth or fifth largest public university. As of fall 2013, IUP had 12,471 undergraduates and 2,257 graduate students attending the university. The university is 55 miles northeast of Pittsburgh. It is governed by a local Council of Trustees and the Board of Governors of the Pennsylvania State System of Higher Education. IUP has branch campuses at Punxsutawney, Northpointe, and Monroeville. IUP is accredited by Middle States Association of Colleges and Universities, NCATE, and AACSB. A research-intensive institution, the university has been included in the 2013 list of "Best Northeastern" schools by The Princeton Review, and IUP's Eberly College of Business was included in the list of "Best Business Schools" in the northeast. Wikipedia.

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News Article | May 13, 2017

In the last half century, Court decisions, delinquency trends, technological advancements, ideological considerations and politicized policymaking have heavily influenced the direction of juvenile justice in the United States. It has evolved from a system seeking the best interests of wayward youth to one that punishes youthful offenders to one that employs evidence-based prevention and intervention strategies. Protection of the community, accountability of deviant youth and effective treatment are challenging goals that signify the mission of the juvenile justice system. In reviewing 50 years of salient developments, Reaffirming Juvenile Justice demonstrates a trajectory that reaffirms juvenile justice as a system concerned with the well-being of children and youth, and one capable of—but not yet accomplished in—compassionate and competent care and supervision of delinquents. ‘Fifty years after the landmark Gault decision revolutionized juvenile justice, Merlo and Benekos undertake a sweeping and comprehensive review of that system. Reaffirming Juvenile Justice powerfully documents legal decisions and key policy debates in the decades that followed. A must-read for those concerned about how the United States treats its most vulnerable youth.’ -Meda Chesney-Lind, Professor of Women's Studies, University of Hawaii at Manoa Designed to coincide with the 50th anniversary of the landmark case In re Gault which mandated specific due process protections for youth alleged to be delinquent, Reaffirming Juvenile Justice considers the evolving U.S. juvenile justice system while anticipating future challenges and trends. About the Authors: Alida V. Merlo is a Professor of Criminology and Criminal Justice at Indiana University of Pennsylvania Peter J. Benekos is Professor Emeritus of Criminology and Criminal Justice at Mercyhurst University in Erie, Pennsylvania. Visit the book page at: 9781138085794 | £39.99 and $53.95 in paperback | June 2017 To request a review copy, please visit: NOTES TO EDITORS For more information or to arrange an interview, please contact: Amy Vanderzee, Marketing Manager, Routledge Tel: +1 (212) 216 7831| Email: Amy(dot)Vanderzee(at)taylorandfrancis(dot)com Taylor & Francis Group partners with researchers, scholarly societies, universities and libraries worldwide to bring knowledge to life. As one of the world’s leading publishers of scholarly journals, books, ebooks and reference works our content spans all areas of Humanities, Social Sciences, Behavioural Sciences, Science, and Technology and Medicine. From our network of offices in Oxford, New York, Philadelphia, Boca Raton, Boston, Melbourne, Singapore, Beijing, Tokyo, Stockholm, New Delhi and Johannesburg, Taylor & Francis staff provide local expertise and support to our editors, societies and authors and tailored, efficient customer service to our library colleagues.

This paper reports on a new integrated vehicle health maintenance system (IVHMS) based on fault detection and feedback. A fuzzy multi-sensor data fusion Kalman model was used to help reduce IVHMS failure risk. The IVHMS was tested, and sensors with and without faults were identified. The results demonstrate that multi-sensor data fusion based on fault detection and fuzzy Kalman feedback is an effective method of reducing risk in an IVHMS. Use of the fuzzy Kalman filter approach reduced the time needed to perform complex matrix manipulations to control higher order systems in the IVHMS. Moreover, the approach was able to capture the nonlinearity of engine operations under the influence of various anomalies. © 2012 Elsevier Ltd. All rights reserved.

Rodger J.A.,Indiana University of Pennsylvania
Expert Systems with Applications | Year: 2014

This paper addresses the problem of predicting demand for natural gas for the purpose of realizing energy cost savings. Daily monitoring of a rooftop unit wireless sensor system provided feedback for a decision support system that supplied the demand for the required number of million cubic feet of natural gas used to control heating, ventilation, and air conditioning systems. The system was modeled with artificial neural networks (ANNs). Data on the consumption of the system were collected for 111 days beginning September 21, 2012. The input/output data were used to train the ANN. The ANN approximated the data very well, showing that it can be used to predict demand for natural gas. A fuzzy nearest neighbor neural network statistical model consisting of four components was used. The predictive models were implemented by comparing regression, fuzzy logic, nearest neighbor, and neural networks. In addition, to optimize natural gas demand, we used the fuzzy regression nearest neighbor ANN model cost function to investigate the variables of price, operating expenses, cost to drill new wells, cost to turn gas on, oil price and royalties. © 2013 Elsevier Ltd. All rights reserved.

Indiana University of Pennsylvania | Date: 2014-04-10

Examples of the present invention include apparatus and methods for monitoring aging of an item. A solid-state structure is located within, adjacent to, or otherwise proximate the item, the solid-state structure including nanostructures. The electrical resistance and/or magnetization of the solid-state structure is determined to determine the degree of aging of the item. In representative examples, the solid-state structure includes nanostructures of a metal, such as a ferromagnetic metal, within a non-magnetic matrix, such as a semimetal, semiconductor, or insulator.

Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 182.02K | Year: 2015

The science, technology, engineering and mathematics (STEM) workforce is crucial to the U.S. health and economy, yet retention rates in STEM fields are poor, and the Geoscience community in particular is faced with a looming workforce shortage. Moreover, the Geoscience community continues to lack the diversity of the population at large. The STEM Student Experiences Aboard Ships (STEMSEAS) project is a 1-year proof-of-concept initiative aimed at addressing three priorities: (1) increasing the number and diversity of students pursuing degrees and careers in geosciences; (2) preparing students for all possible career trajectories in the geosciences; and, (3) contributing to the evidence base for effective student engagement, learning and retention in STEM.

The STEMSEAS project is achieving these goals by taking advantage of unused berthing capacity available through the federally funded research vessel network, the University National Oceanographic Laboratory System (UNOLS), as ships transit between U.S. ports in preparation for their next scientific expedition. These short (~5-7 days) transits offer a mobile classroom setting where undergraduate non-STEM, undecided-STEM, and geoscience majors can be exposed to geoscience professional practice and career exploration. By partnering with UNOLS and campus champions at universities, including minority-serving institutions (MSIs) and historically black colleges and universities (HBCUs), the project is sending diverse cohorts of students to sea with a small team of geoscience faculty and mentors. Three cohorts (~10 undergraduate students each) are being recruited for this pilot study to document both the logistical feasibility and potential impact of the STEMSEAS model. While at sea, the students engage in a variety of hands-on activities that incorporate geoscience content, lab exercises, data collection/analysis, career exploration, and discussion/reflection. Upon completion of the transits, each participant is required to complete a post-transit project, which they present back at their home institution, write a short article about their experiences, and participate in post-transit teleconferences with other cohort members.

Application materials and evaluation surveys are providing data to assess the impact of the STEMSEAS project on student knowledge of and attitudes toward the geosciences and geoscience careers. The STEMSEAS project is designed to add to the evidence base regarding what kinds of experiences and interventions help to increase retention and persistence in geoscience-related majors, and what strategies are most effective at increasing the number and diversity of students entering the geoscience workforce pipeline. By creating innovative learning experiences on board charismatic research vessels, STEMSEAS is gathering data on the effectiveness of novel approaches for engaging students who may never have considered the geosciences as a field of study or career, students who are interested in the geosciences but are unsure of what direction to go, and STEM-interested students who may not have considered the specifics of the geosciences. Through these immersive experiences, STEMSEAS is exploring the effectiveness of short-term but intense learning activities.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 605.93K | Year: 2013

The Scholarships Creating Opportunities for Applying Mathematics (S-COAM) project at Indiana University of Pennsylvania establishes supportive connections between Masters students and undergraduates through various cohort activities, while increasing numbers of students pursuing mathematics degrees, improving retention, and enhancing recruitment from regional community colleges. Scholarships support ten students seeking the Masters of Science degree in Applied Mathematics, and 18 undergraduates seeking a major in a mathematical area or minor in mathematics with another science-related major; at least 49 students are supported over three years. Effectiveness is assessed by student surveys and an outside evaluator.

The highlights of S-COAM include the formation of a supportive cohort of students focused on applied mathematics, mentoring and leadership opportunities for participating Masters students and undergraduates, expectations of students doing research or internships and attendance of STEM-related presentations by visiting scholars.

S-COAM expands career options of women, minorities, first-generation, economically disadvantaged, rural, and others by providing support to pursue advanced mathematics coursework and providing workforce-ready graduates trained on industry standard software. S-COAM builds university and student connections in the region through internship and job placement with local businesses as well recruitment visits to and research presentations at local educational institutions.

Agency: NSF | Branch: Continuing grant | Program: | Phase: FED CYBER SERV: SCHLAR FOR SER | Award Amount: 1.26M | Year: 2012

The Cyber Catch Scholarship (CCS) program offered by Indiana University of Pennsylvania (IUP) Center of Academic Excellence In Information Assurance Education is a CyberCorps®: Scholarship for Service (SFS) program which is supporting four cohorts of undergraduate students in Information Assurance (IA). The program awards scholarships to undergraduate IUP students that are either undecided with interest in cybersecurity or Computer Science majors with IA concentration, and students transferring from area community colleges into IUPs IA concentration.

The goals of this project include: (a) Providing a strong mentoring system that includes faculty advising, peer mentoring, scholarship opportunities, and community building activities. (b) Preparing scholars for IA employment by engaging them in an enriched research plan and an internship program. (c) Building on existing programs/resources at IUP. (d) Providing financial/travel support for student mentored projects to be presented at local and national conferences. (e) Providing students with opportunities to interact with IA experts from industry and academia through the established IUP IA day and other conferences.

The CCS aims to improve educational opportunities for students, increase retention of students to degree achievement, improve student support programs at IUP and increase the numbers of IA-educated, skilled employees in technical areas of national need. This initiative provides for the identification and recruitment of area community college students who are interested in pursuing an IA concentration at IUP, as well as campus students who have interest in the field.

Continual development of an infrastructure that will support and encourage an increase in the number of students entering the IA program, now and in the future, is a focus of the project. This infrastructure will strengthen already established linkages through which the pool of student talent at community colleges gains access to continued study at a four-year, liberal arts institutions like IUP.

Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 663.84K | Year: 2016

Ninety percent of employers identify teamwork and communications skills of new STEM hires as equally or more important than the technical skills science majors bring to their first job. Few STEM majors have room in their technically heavy course load to introduce these skills. To fill this gap, this project creates and assesses a new academic model that spans across a students four-year education, introducing the concepts in general education courses and allowing for an enriched application, practice and evaluation of these skills in their science courses. Psychology, social science and communication courses introduce the theory, practice and self-assessment of skills required for good teamwork. Students enhance and reflect on their skills through team-based interdisciplinary research projects, both in science courses required for their majors and through independent research. The project further explores how this model can be transferred to other institutions through collaboration with external universities, national workshops and publication in peer-reviewed journals. With the integration of this new academic model, STEM students are more competitive and better prepared for the interdisciplinary collaborations in high demand in the workforce of the future.

The project builds a university-wide model that provides comprehensive training, practice and evaluation of lifelong interprofessional skills to address this gap in the STEM workforce. To meet this need, the project team transforms STEM education by creating a new four-year university-wide curricular model, including an Effective Teamwork and Communications minor, allowing students to learn, apply, and reflect on their interprofessional skills. These critical skills, and the theories behind them, are taught and assessed throughout students education, in multiple courses, both in and out of their majors. The model avoids adding coursework by utilizing liberal studies courses, taught by appropriate faculty experts, which explicitly link the discipline specific theories of interprofessional skills to their use in a students scientific discipline. Through interdisciplinary research problems, embedded in in-major courses, STEM students engage in genuine teamwork, learning how to continually assess their individual contributions and the quality of team interactions, preparing them to transfer these skills to the STEM workforce.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ARCHAEOLOGY | Award Amount: 184.08K | Year: 2014

This project will integrate data from multiple sources to permit researchers to examine how various factors such as environmental change and human behavior impacted food resources over a period spanning almost 7,000 years. The research is important and relevant today for several reasons. Faunal data in the form of recovered animal, bird and fish remains provide a valuable tool for understanding human - environment interactions but different data sets can be extremely difficult to integrate because of the varying ways in which they are collected and the varying factors which affect recovery of bone. This project will develop techniques which are generalizable and which can be applied to both prehistoric and recent data. The long term perspective adopted here and which archaeology allows, opens the door to understanding processes which may play out slowly and are not discernable over shorter time intervals.

Researchers involved in this project will explore how people living in the forested regions of interior Eastern North American variously used fish, freshwater mussels and waterfowl between approximately 10,000-3,000 years ago during a period known to archaeologists as the Archaic Period. After 7,000 years ago, hunter-gatherers living in some interior Eastern locales intensively utilized these kinds of aquatic animals, while in other places these resources were never heavily utilized. This projects unprecedented integration of faunal data sets, generated by significant archaeological projects over the last half century, will allow analyses at multiple scales and provide insight into the causes of the increased use of aquatic animals in the diets of Archaic hunter-gatherers, as well as contribute to current theoretical debates in archaeology. It also will make significant data on past animal populations and their exploitation by humans available to scientists interested in environmental change, biodiversity and other fields as well as to other archaeologists. Through the involvement of graduate and undergraduate students, the creation of a publicly accessible teaching module for undergraduate students as well as public lectures, a magazine article, and an online exhibit about the project at the Illinois State Museum, this project will engage the broader audience, acquainting them with the nature and significance of these zooarchaeological data and what they reveal about the North American past.

Temporal and spatial variability during the Archaic traditionally has been attributed to environmental diversity and to climatic and other environmental change. Recent challenges argue that this traditional, ecological perspective is outdated, has arrested theoretical development, and has prevented archaeologists from considering the role of cultural or ethnic identities, sociopolitical interactions, and ritual practices in Archaic hunter-gatherer lifeways and in related structuring of archaeological remains. These challenges can be addressed using the datasets collected by this project. At least nineteen extant faunal databases and nearly 280,000 specimens will be preserved in tDAR (the Digital Archaeological Record; ), an international repository for digital data, images, and documents that provides open access and includes integrative tools for analysis. The record of animal utilization can be studied in detail at local, sub-regional, and regional scales providing perspective on the correlation between environmental, demographic, and cultural variables across time and space. Through the creation of an Eastern Faunal Working Group (EAFWG) of zooarchaeologists who have analyzed key Archaic Period faunal datasets, we will involve knowledgeable specialists in data preservation and integration, explore the comparability of these datasets, and foster methodological and theoretical collaboration. Not only will this project overcome the limitation of current syntheses by using each researchers original dataset, it also will transform disparate variables into shared classificatory schema without changing the original databases. Thus, this approach will model efficient data integration at multiple scales for other zooarchaeologists, archaeologists and other researchers.

Agency: NSF | Branch: Continuing grant | Program: | Phase: SEDIMENTARY GEO & PALEOBIOLOGY | Award Amount: 119.75K | Year: 2013

Biostratigraphic and paleogeographic utility of Cambrian-Ordovician
trilobite faunas in Alaska


John Taylor, Indiana University of Pennsylvania

Paleogeographic maps of North America, which depict our continent as it appeared at certain times in Earth history, are utilized by geologists exploring for fossil fuels and other critical societal resources, climate specialists seeking greater insight to conditions that prevailed on our planet in deep time, and geoscientists investigating the behavior of tectonic plates and derivative processes that shape the surface of our planet. But the data for constructing such maps for the Cambrian and Ordovician Periods, a time of greenhouse climate, are exceedingly sparse for the northern half of the continent, and the Arctic regions in general. This project will improve that situation through detailed study of Cambrian-Ordovician trilobite (extinct marine arthropod) faunas)from the Arctic Alaska Terrane (AAT) of northern Alaska, and the Yukon Stable Block (YSB) of eastern Alaska. It will utilize large fossil collections archived by geologists of the U.S. and Canadian Geological Surveys over the past century, supplemented by new material collected in several key areas in Alaska. The goal for the AAT is to test, by comparing newly discovered faunas from its North Slope Subterrane (NST) with trilobites previously reported from the Seward Terrane (ST) in western Alaska, the hypothesis that the thick limestone succession in the NST was deposited somewhere in northeastern (modern coordinates) North America, whereas the ST originated in or near Siberia. In the YSB, thorough documentation of rocks and fossils in the Jones Ridge Limestone will refine correlation with rocks of the same age in other regions. For many of the horizons targeted for study, the data from Jones Ridge will be the first information acquired from the entire northern half of the continent. The refined time control through this thick (ca. 450m) stack of limestone preserved near the northwestern corner of North America will serve to test the claim of continent wide (and perhaps global) extent for numerous events documented across broad areas in the U.S. and southern Canada, on the opposite side of the continent. These include (among others), 1) a number of significant rises and falls in sea level and 2) episodes of platform-wide suppression of microbial reef development in the aftermath stage boundary extinctions in the late Cambrian.

The scientific results of the proposed project will benefit society by advancing knowledge of the Arctic region, an area rich in vital resources but still a frontier with respect to our understanding of even basic aspects of its tectonic history. Extensive involvement of undergraduate Geology majors and Earth and Space Science Education majors as junior collaborators in the project will produce a cadre of professional geoscientists with exceptional insight and secondary school teachers able to teach science with the enthusiasm and knowledge of someone who has actually done science.

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