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The Active Self: Healing the perceptions of lifetime physical activity
Full text linkPhysical activity is not always perceived in a positive light or feel accessible to all. There are many barriers for individuals to being physically active, but this does not have to be the case. Whether it be the assumed time commitment, energy individuals think it takes or not knowing where to start, these barriers can keep people from a physically active lifestyle. This research breaks down some of the barriers to change people’s perceptions of lifetime physical activity
The History of Gender-Biased Clinical Testing and its Effects on Pharmaceutical Drug Efficacy
Full text linkConcerns about potential risks that clinical research could impose to women of childbearing potential have long dictated pharmaceutical clinical trials. In the United States, women were not allowed to participate in clinical trials for decades, which has had major implications on the pharmaceutical industry today. Due to this oversight, men and women are commonly prescribed drugs at the same dosage despite many sex-specific differences in how male/female bodies respond to drugs during exposure. It is now known that female bodies metabolize drugs much slower than male bodies, which means that women who are prescribed drugs at the same rate as men have much higher rates of exposure. This results in increased side effects and impacted efficacy in female bodies
Letters Between Lovers: A Wartime Woe A Romantic Seven Scene Dance
Full text linkLetters Between Lovers: A Wartime Woe is a ballet that tells the tragic tale of Genevieve and Raymond. Once childhood best friends, their bond grew into a romance that is quickly ripped apart when Raymond is drafted into World War II. Genevieve must fight for her love of Raymond, as well as within the war itself to get him back. This ballet instrumentation features a brass quintet, strings, piano, and various percussion
Lived Musical Experiences of Autistic Adults
Full text linkThis research set out to explore the relationship between autistic individuals and music. Current research on autism and music education focuses primarily on the accounts of teachers, parents, and other stakeholders, and does not center autistic voices. The following research questions guided this study: (1) What can we learn from autistic adults, specifically those still involved in music, about their lifelong experiences in music and music education? (2) What insight can we gain from these experiences to create more inclusive environments for autistic individuals? To answer these questions, autistic adults who self-identified as still involved in music completed a short questionnaire. Of interested respondents, participants were recruited who represented a wide range of current music involvement and demographics. Interviews were conducted, and main themes emerged in the K-12 setting and beyond. These themes identified include ableism within academia, autistic traits manifesting in and often becoming barriers to music participation, counteracting stereotypes of autism, hyperfocus and hyperfixation, and having a special connection with music. Participants also provided advice to music educators on how to better support autistic students in the classroom. Recommendations based on their experiences and advice are provided
Let’s Work Together: Survey Results from Faculty who Underutilize Academic Libraries and Librarians
No full textThe Climate-Immigration Crisis: Recognizing Climate Refugees
Full text linkChristine Gibb and James Ford explain concepts such as migration flows and ‘climate migrants’ as consequences of global climate change, which is a consequence of globalization (Gibb et al., 1-9; Yayboke, 2021; White House, 2021). In their recent study, they examine the intersections of climate change, migration, and international law to advocate for the recognition of “climate migrants” within the United Nations Framework Convention on Climate Change (UNFCCC) and suggest a new framework for establishing the institutional groundwork for such recognition (Gibb et al., 8-9). Gibb and Ford propose that establishing such legal recognition could create a framework to protect climate-displaced individuals who currently lack adequate protections under international law. The absence of legal recognition not only jeopardizes the security of these migrants but also sets troubling precedents for those who may face displacement in the future (Gibb 2-3 ; Institute for Economics & Peace, 2-4; The Internationalist, 2022; BIermann et al., 405). This paper builds on Gibb and Ford’s arguments, asserting that the UNFCCC should legally recognize climate migrants to ensure they are afforded resources and protections comparable to those already allocated to refugees under international law ( Gibb et al., 9; The Internationalist, 2022; The UN Refugee Agency). Countering the United Nations High Commission for Refugees\u27 (UNHCR) 2019 stance denying formal refugee status to climate migrants, this paper analyzes existing strategies and proposes a legal framework to safeguard the human rights of climate-displaced individuals, underscoring that these populations are real, vulnerable, and in critical need of international protections (White House, 2021; Ionesco, 2019). By examining the evolution of international climate change corpus and environmental law, I argue that climate migrants should be recognized more broadly as climate-displaced people. This recognition acknowledges the forced nature of their displacement and positions them within the scope of existing refugee conditions that necessitate protection ( European Parliament, 12). Consequently, they can be safeguarded through the development of an expansion of the definition of refugee status tailored to their specific circumstances as climate refugees
Perception of School Social Bonding (PSSB) Instrument: Structural and Concurrent Validity
No full textSchool bonding refers to the connections that students have with their schools and with various aspects of their academic environments, with an emphasis on close affective relationships and investment in doing well at school. The Perception of School Social Bonding (PSSB) instrument is a 10-item, self-report instrument with 3 subscales measuring different aspects of student school bonding: attachment; involvement; and belief. The instrument is grounded in Hirschi’s theory of social control and was evaluated for structural and concurrent validity in a sample of 3,507 students from mixed ethnicity, gender, and age groups. The 3-factor structure of the scale was supported; differences across gender and ethnic groups were identified; and some subscale scores related inversely to chronic school absenteeism. The brevity and sensitivity of the PSSB may make it particularly useful as a universal screening measure in multi-tiered systems of support models
Multimodal Communication Support for Word Recognition and Literacy in Children With Language Delays
Full text linkAs the definition of being literate transforms from being able to read and write to being able to decipher a variety of mediums (e.g., music, text emojis, and more!), it is necessary that curriculum is adapted to reflect these changes. This paper discusses 11 preschoolers aged 4 to 6 years with language delays and their ability to recognize one-syllable words. Two different interventions assessed word recognition. One intervention paired gestures with five words. The second intervention had participants create self-interpreted drawings for each of the remaining five words. To determine whether or not gestures and drawing were effective literacy strategies, participants’ word recognition scores pre and post intervention were analyzed. Assessments featured a visual field of three printed words and analyzed participants’ printed word recognition by asking them to point to the orally presented word. The correct responses connected to gestures versus drawing were compared. This study was inspired by the Stage to Page program, a collaboration between Ballet Vero Beach, The Learning Alliance, and the School District of Indian River County that worked to connect the art of dance and literacy in elementary-aged students (The Learning Alliance, 2021, 0:00). The program aimed to combat illiteracy and reach the community’s goal of 90% of students reading at grade-level by the end of third grade. Curriculum combined dance and literacy, ended in a culminating post-performance workshop, and identified that integrating the arts is a unique way to provide students access to text and support other areas of learning, such as literacy and reading