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Image from Lindenwood University wind ensemble, 2024-2025
No full texthttps://digitalcommons.lindenwood.edu/windensemble2024-2025/1006/thumbnail.jp
Image from Lindenwood University wind ensemble, 2024-2025
No full texthttps://digitalcommons.lindenwood.edu/windensemble2024-2025/1016/thumbnail.jp
Lindenwood University Choir images (2024-2025).
No full texthttps://digitalcommons.lindenwood.edu/choir2024-2025/1004/thumbnail.jp
Lindenwood University Choir images (2024-2025).
No full texthttps://digitalcommons.lindenwood.edu/choir2024-2025/1013/thumbnail.jp
The Intersection of Spirituality, Commerce, and Art in the Work of William Keith
Get PDFThis thesis examines the nineteenth-century Tonalist artist William Keith, focusing on how he successfully integrated commerce, art, and spirituality to achieve financial success, artistic innovation, and spiritual depth. While scholars often emphasize the symbolism and religiosity in his work, they tend to overlook his financial accomplishments. This study explores Keith\u27s background, religious influences, and artistic development within the cultural, economic, and social context of nineteenth-century America. As a Tonalist, Keith produced popular works for the art market; as a Swedenborgian, his art reflected the spiritual principles of that faith. Unlike his East Coast counterparts, Keith’s California-based landscapes captured the dramatic beauty of the western landscape. His relationship with fellow Tonalist George Inness—often viewed as a mentor—is reexamined here as more collaborative. While Inness embodied Swedenborgian ideas of Correspondence, Keith emphasized the divinity of nature in a broader, more expansive context. This thesis argues that Keith skillfully balanced financial success with artistic innovation. A comparative analysis of Keith’s The Glory of the Heavens (1891) and Inness’s Tenafly, Autumn (1891) highlights their shared religious symbolism, artistic distinctions, and significance within the commercial art market
Giftedness in a Post-Secondary Environment: Academic, Social, and Affective Results and Recommendations
Get PDFThe field of gifted education has been present in America since the early 20th century (Jolly, 2009). After scholars developed a list of gifted characteristics in the 1950s, the concept of giftedness became far more controversial (Terman & Oden, 1959). Over the last 75 years, gifted education in America has gone from a shining star to complete ambiguity, owing partially to politics and partially to decentralized process (Ford, 2013; Gallagher, 2015; Hodges et al., 2018). This study included an examination of the gifted experience from the secondary to post-secondary environments. The researcher examined various qualitative and quantitative secondary data, including conferences and grades data from School A (267 gifted students), as well as post-secondary survey data from College A, to further long-standing scholarship from gifted education into the post-secondary environment, determine areas of growth for collegiate institutions, and form mutually beneficial recommendations for institutions and the gifted populations attending them. The data yielded mixed results. The secondary data indicated students sought understanding mentors and rigorous content in classes, but did not illustrate many overarching academic, social, or affective concerns. Due to insufficient results from the post-secondary level, however, the researcher was not able to draw definitive conclusions; overall findings from the study demonstrated that the methods, tools, and educational philosophies used may lead to useful recommendations toward supporting and providing opportunities for gifted populations during their transition from secondary to post-secondary academic careers regarding: administrative systems development at the collegiate level, professional development for educators, and social/affective guidance at institutions
Artificial Intelligence and Transformative Curricula Practices in Africa for Educational Development
Get PDFIndustrial revolutions in the world have orchestrated numerous innovations, and the impact on educational landscape in different countries do not leave the society to remain static. However, with the emergence of Artificial Intelligence (AI) in the fourth era of industrial revolution, the structural shift and the effect it might significantly cause in transformative educational and curricula practices deserve attention. This paper therefore, explored “artificial intelligence and transformative curricula practices in Africa for educational development” In the paper, a review of the transformative era of the Four Industrial Revolutions (4IR) within which artificial intelligence emerges has been explored, Also, an overview of transformative education,, transformative learning theory, vis-à-vis the relevance of AI in curricula practices in African context were also x-rayed. On the matters arising, as AI continues to break barriers in education domain, the evolving gains and pains were highlighted. The proactive measures for optimum integration of AI in curriculum process are thereafter put forward with the pivotal roles of stakeholders. In sum, the paper submits that African countries should not be impervious to what artificial intelligence has to offer education sector, rather, individuals, governments, private and corporate bodies should endeavour to address the challenges brought by evolution so that we might benefit significantly from the values embedded ;n artificial intelligence for African Educational development
Relationship Between Nutrition Knowledge and Body Composition Changes Across a Season in Collegiate Women’s Soccer
Get PDFPURPOSE: To determine the relationship between athlete preseason nutrition knowledge and changes in body composition over a competition season. METHODS: Twenty NCAA Division I women’s soccer athletes (20 ± 2 y, 167.8 ± 6.5 cm, 64.4 ± 7.2 kg) participated. Before fall training, athletes completed the Abridged Nutrition for Sport Knowledge Questionnaire (A-NSKQ) to assess nutrition knowledge. Body composition was assessed via dual-energy X-ray absorptiometry (DEXA) pre-season and one week post-season. Spearman\u27s rank correlations examined relationships between A-NSKQ scores and DEXAderived measures (α = 0.05). RESULTS: Total A-NSKQ score showed a significant positive correlation with change in % body fat (ρ = 0.514, p = 0.017) and general nutrition knowledge (ρ = 0.546, p = 0.011). Total A NSKQ score (ρ = -0.448, p = 0.042) and sports nutrition knowledge (ρ = 0.468, p = 0.032) were negatively correlated with change in fat-free mass, while general nutrition knowledge was not significantly associated (ρ = 0.351, p = 0.119). CONCLUSIONS: This study reveals higher nutrition knowledge was associated with less favorable body composition changes. Possibly reflecting insufficient university resources or mismatches between perceived and actual dietary intake. Future research should explore the impact of resource access, dietary adherence, and knowledge application
