Human-like agents with posture planning capability

Jung, Moon Ryul University Pennsylvania 1992 국내박사

Phonological Variation and Change in Brazilian Portuguess : The Case of the Liquids

De Oliveira, Marco Antonio University Pennsylvania 1983 국내박사

Organization of compensatory postural coordination

Ko, Young Gyw The pennsylvania university 2000 국내박사

The land-grant mission 2.0: Distributed regional engagement

Franklin, Nancy Elizabeth University of Pennsylvania 2008 해외박사(DDOD)

Dramatic shifts in the economy associated with the rise of globalism call into question the traditional ways in which land-grant institutions have defined their roles in contributing to economic and social well-being. Since the assets most needed for global economic viability - a base of innovation, talented people, and ubiquitous connectivity - are core strengths of universities, it is fair to ask how these institutions can more holistically engage with economically distressed regions to build critical innovation economy competencies. Evidence suggests that although linking 21st century regional economic competitiveness to university contributions is a concept gaining momentum in policy circles, few models exist, particularly in regions not proximate to university campuses. This qualitative study took a three-tier approach to exploring models of "distributed" land-grant regional engagement and associated implications for state policy development. It began by identifying six land-grant institutions partnering with non-local regions: Michigan State University, Purdue University, the University of Georgia, the University of Minnesota, the University of Missouri, and Virginia Tech. From these six institutional models, two cases of distributed regional engagement were selected and studied: University of Georgia - Moultrie/Colquitt (southwest Georgia), and Virginia Tech - Southside (south central Virginia). Finally, state policy perspectives on university-led economic development in Georgia and Virginia were examined. A conceptual model was developed to portray the relationships between the conditions that create the potential for engagement, the catalytic factors in regions and universities that spark a partnering relationship, and the policy elements that constitute the framework for engagement. It demonstrates the opportunity to accelerate the velocity of investment, adoption, and partnership between universities and regions. Key findings suggest that university commitment to holistic engagement is dependent on partnerships that provide substantial institutional benefits. A critical ingredient of successful university-regional partnerships is a core group of regional leaders who embrace the potential to partner with a university and who keep their regions focused on the partnership. Shaping state policy to incentivize university-regional partnerships should consider how to align regional and university goals, the scale of funding needed, appropriate short- and long-term measures of success, and the involvement of public and private leaders in governance structures.

Diversity and academic excellence: The pathway to national preeminence

Fitzpatrick, Ralph University of Pennsylvania 2003 해외박사(DDOD)

Many institutions of higher education have struggled with issues of improved access for minorities while positioning themselves to achieve academic excellence in the 21<super>st</super> century. The University of Louisville is one of those institutions. Realizing these twin goals: equity and research excellence is an extraordinarily difficult challenge. My case study explored the University of Louisville's drive to become a premier metropolitan research university while it simultaneously addresses issues of equity. The study explored four primary questions. Beginning in 1950, what major events set into action a series of desegregation policies and practices in the state of Kentucky? What set of events led to the University of Louisville determining to become a major metropolitan research university? What progress has been made in African American advancement in higher education generally in Kentucky and specifically at the University of Louisville over the past 50 years? What are the major stakeholders views on whether and to what extent diversity, quality and excellence coexist or can coexist at the University of Louisville?. In my literature review I identified several major themes that were integral to African American advancement in higher education. My review focused primarily on higher education's experience with providing avenues of educational access for African Americans, dating from the establishment of the Morrill Act of 1890 to the separate, but equal, integration and civil rights legislation periods, to the present day practices and challenges of the 21<super>st</super> century. Qualitative methodology was chosen as the best approach to guide this study because it allowed the author to ask “how” and “why” questions in personal, approximately one hour in-length interviews. I interviewed twenty-nine individuals representing political and educational policy framers, university administrators and faculty, trustee and state coordinating board members, students and community representatives. I also analyzed a number of documents including trustees summaries, oral histories, Office of Civil Rights reports, State Council on Higher Education reports, University of Louisville's strategic plan documents, Commonwealth's higher education strategic planning documents, and University of Louisville's institutional effectiveness and assessment documents. This study was designed to aid the university community in understanding its historic past and the present day challenge of improving access for minorities while it pursues national preeminence. The lessons learned from this study may help other institutions with similar goals.

Assisting communities through university partnerships: A study of the program in nonprofits, universities, communities, and schools

Grossman, David Howard University of Pennsylvania 2004 해외박사(DDOD)

Universities' work with their surrounding communities has increased substantially during the last several years. The types of involvement have been varied, including traditional community service programs, technical assistance for schools and community organizations, and healthcare initiatives, among others. The nature of the partnerships has broadened the definition of a university's role, and in so doing has elevated the dialogue about and importance of higher education's function in society. As such, the growth in the number and range of these collaborative activities has given rise to the need for research to evaluate the design, implementation, and outcomes of current and future initiatives. This study adds to the literature through a review of several aspects of one such multifaceted initiative at the University of Pennsylvania, the Program in Nonprofits, Universities, Communities, and Schools (PNUCS). The primary research questions concern how effectively the program addressed the needs of community organizations involved in the initiative through activities including teaching, research, and technical assistance. Using largely qualitative methods employing questionnaires, interviews, and meeting and program observation, among other data, the study examines strategies used to identify community assets and needs, establish programmatic goals, and address needs of community organizations and their leadership. The study also seeks to identify and understand changes the PNUCS initiative may have stimulated in the community organizations and in the university. The findings from this study suggest that some tangible gains relative to the program's goals were realized by both community and university stakeholders in the PNUCS initiative. Still, real challenges existed for both the program's implementation and ultimate impacts. Some suggestions for policy and practice include (1) establishing, with university and community stakeholders, a clear set of programmatic parameters from the outset of the initiative; (2) developing and sustaining ongoing relationships with community partners before, during and after the initiative's lifespan, and; (3) weaving ongoing assessment and evaluation into the fabric of the initiative, allowing for mid-course programmatic corrections based on evidence.

Beyond the gates: An exploration of socioeconomically disadvantaged students navigating the University of Pennsylvania

Grcich, Kenneth D University of Pennsylvania 2008 해외박사(DDOD)

The focus on the inclusion of the socioeconomically disadvantaged at the University of Pennsylvania (Penn) and other elite institutions is directly related to access: enrollment, representation, and retention. As Penn and other elite institutions commit to seeking greater economic diversity, attention must be paid to the challenges faced and the support necessary for students with a low socioeconomic status (low SES). The purpose of this study is to explore how low SES students navigate the University of Pennsylvania. I examined the perceived benefits of attending an elite institution; the challenges of being socioeconomically disadvantaged in an elite culture; and the means and methods these students use to navigate the institution and the collegiate experience. The protocol of the qualitative research study consists of strategic open-ended inquiries asked to each of the nineteen participants in individual interviews. The dissertation analysis framework was conducted using Pierre Bourdieu's theory of cultural capital and its understanding to elucidate the structure and functioning of the social world. The participants in the study did not matriculate to an elite institution to gain social or cultural capital. Moreover, the participants reported having minimal interaction with their affluent peers. Through their limited interactions and observations, they were able to participate in an affluent collegiate environment among those from a high socioeconomic background, often resulting in the rejection of the affluent students' habitus. Habitus is a complex concept, but in its most simple usage could be understood as a set of acquired patterns of thought, behavior, beliefs, taste, and disposition (aesthetic, ethical, and political). The research contributes to the limited study of low SES students attending elite institutions and presents recommendations for the University of Pennsylvania to sfrive for greater social equity.

University autonomy in the Colombian public universities

Beltran, Yolima Ivonne The Pennsylvania State University 2003 해외박사(DDOD)

In 1991 university autonomy was introduced in the Colombian higher education as a constitutional principle, which affected higher education. The changes were mandated with the 1992 Law # 30, whose implementation has caused tensions between the concepts of university autonomy based on self-regulation verses the control and vigilance from the government, and the notion of free trade of private universities and the economic dependence of public universities, an enormous growth of the Colombian higher educational system; a lack of efficient quality control mechanisms, and the politicization of the election process of university authorities. Some of these effects may be attributed to confusion in the interpretations of the autonomy concept, which generated the interest for the study. It was done under Neave's and Van Vught's (1994) conceptualization and Berdahl's (1990) conceptualization to analyze the relationship between the government and the higher education institutions regarding autonomy; and Levy's (1980) areas of autonomy to identify the repercussions of exercising autonomy at organizational level. The methodological approach involved a historical analysis focusing on the history of Colombian higher education with the purpose of revealing the evolution of educational policies, and the origins of university autonomy; and a multiple case study of two public universities located in the Andean region. The case studies involved members of superior councils of the two institutions, as well as a dean, professor, rector, ex-rector, student, and an administrative employee of each university. The results revealed that throughout history, the concept of university autonomy in the country has been a rhetorical issue, since it has been so far from the notions of democracy, participation, and intra-university power distribution, which characterized the claims of the <italic>Movimiento de Córdoba</italic>. The concept has been linked to the political parties in power and the policies of international funding agencies who impose their agenda on Colombia, which in turn has impacted the organizational level of the universities. During the last decade the government has oscillated between two opposite extremes for mechanisms of coordination without success, being the market and the rigorous control over public universities. As a consequence, the public universities have limited academic, administrative, and, financial autonomy.

Leadership enhances the institutional impacts of Division I intercollegiate athletics: A case study of Syracuse University (New York)

Marcoccia, Louis Gary University of Pennsylvania 2003 해외박사(DDOD)

The focus of this study is how an intercollegiate athletics program, when it is guided by the right kind of leadership can draw positive attention to a university, positively connect its university to its constituencies, and positively support its university's pursuits of its various institutional interests. The study answers three significant questions: What leadership is needed for an intercollegiate athletics program to be reconcilable with the values of its university? What are the tangible and intangible impacts of an intercollegiate athletics program on its university and its university's constituencies, and how does leadership further them? What criteria are required for the leadership and support provided by a university to its intercollegiate athletics program to be adequate to influence and generate desired expectations and impacts? The study is significant for Syracuse University because it helps the University and its constituencies to better understand the impacts the intercollegiate athletics program has on the University. The study is significant for higher education because the impacts of intercollegiate athletics are positive if leadership creates and maintains an intercollegiate athletics program that operates in ways consistent with the values of its university. The study communicates that positive values and tangible and intangible benefits can accrue to a university if its leadership creates and maintains its intercollegiate athletics program functioning in ways consistent and reconcilable with the university's values, mission, vision, and objectives. I interviewed leaders of constituencies at Syracuse University who are connected with intercollegiate athletics. They were selected based on their leadership positions with their constituency groups, their specialized knowledge of and experience with intercollegiate athletics, or both. I selected nineteen leaders with different views of the intercollegiate athletics program at Syracuse University. I triangulated my data by looking at Syracuse University documents, including those generated for NCAA, government, Athletic Policy Board, University Senate, Athletic Department, Athletic Compliance Office, and Audit and Management Advisory Services Department purposes. Those documents were reviewed to obtain information pertaining to the intercollegiate athletics program.

The University of Pennsylvania's response to the changing needs of students for psychological services: An analysis of decision making, institutional liability, and resource allocation

Ives, Stephanie Bishop University of Pennsylvania 2005 해외박사(DDOD)

The needs and demands of students entering higher education are changing. With respect to mental health issues, in the past decade, the culture of the United States has undergone a metamorphosis in many ways. In particular to higher education, the impact of societal changes on how mental health is viewed, how Americans confront mental illness, and our acceptance of counseling, diagnoses, and the use and proliferation of psychotropic medications has created a society with an increased familiarity of mental health and produced new demands and expectations for how colleges and universities care for the emotional health of our enrolled young adults. This research addresses how the increase in students, familiar with therapy and in need of (or demanding) more comprehensive and long-term counseling services, affects the provision of psychological treatment at the University of Pennsylvania. Specifically, this investigation focuses on the institutional impact of a changing student body. The research questions explored in this study are: Has the University of Pennsylvania experienced a true change in mental health needs of recent student populations, and, if this proves to be the case, what is impact of these needs on the institution in terms of strategic planning, resource allocation, and potential legal liabilities. The research questions are investigated and analyzed through counseling service data, stakeholder interviews, and document examination. Using both quantitative and qualitative data, and process and outcome data, the study concludes that although there has been a significant increase in the severity of psychological problems among students seeking help at the counseling center, the University as a whole has not engaged in a deliberative strategic planning process to respond to the changes in student demand for mental health services. Although the University Life division has taken leadership on this issue, the data indicate that the faculty is not engaged in addressing this issue proactively. The study shows that rigorous data are needed to catalyze a more inclusive strategic planning and budget planning process.