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1927 Discovery of Human Skull and Animal Bone Fragments Found Within Park Boundary
Get PDFVarious letters regarding the discovery of a human skull found along with what was found to be bison and mountain sheep bone fragments. Supt. Roger Toll had the remains sent of for testing and submitted a series of questions to the U.S. Bureau of Biological Survey. The reply and additional information is included.
Roger W. Toll; Leo Laythe; J. D. Figgins; Rocky Mountain National Park; Colorado Museum of Natural History; U. S. Bureau of Biological Survey;
Housed in National Archives at Denver; Record Group 79, Records of the National Park Service; Rocky Mountain National Park, General Correspondence 1918-1954; Box 2, Folder: 700 Flora & Faun
University Students with Attention-Deficit/Hyperactivity Disorder: Sex Differences in Identification and Diagnosis
Get PDFUniversity students with attention-deficit/hyperactivity disorder (ADHD) face several risk factors and challenges compared to peers without ADHD that can impede their academic success and graduation. It is important to identify and diagnose ADHD prior to entering postsecondary settings to provide students with the best academic trajectory. This is particularly true as the number of students enrolled at universities with ADHD increases. Historically, ADHD has been considered a disorder with a childhood onset. However, past research primarily focused on males. More recent studies suggest females have a different ADHD etiological presentation than males, and that onset is more likely to occur in adolescence. Despite the implications of ADHD on student academic functioning, limited studies have specifically looked at sex differences in ADHD among university students. The purpose of this study was to examine the relationship between student sex and time of diagnosis, ADHD symptom presentation type, and comorbid internalizing mood disorders (i.e., anxiety, depression) in university students who registered to receive disability services. The following research questions guided this study: Q1 Are female students with ADHD less likely than male students to have a pre-existing ADHD diagnosis when they register for disability services? Q2 Does student sex predict ADHD symptom presentation (i.e., inattentive, hyperactive-impulsive, combined)? Q3 Are female students with ADHD more likely than male students to have a diagnosed comorbid internalizing mood disorder (i.e., anxiety or depression)?
If the investigation followed current literature trends, it was hypothesized: H01 Ho: There is no association between student sex and time of diagnosis. Ha: There is an association between student sex and time of diagnosis. H02 Ho: β1 = 0 Ha: β1 ≠ 0 H03 Ho: There is no association between student sex and an anxiety diagnosis. Ha: There is an association between student sex and an anxiety diagnosis. H04 Ho: There is no association between student sex and a depression diagnosis. Ha: There is an association between student sex and a depression diagnosis. H05 Ho: There is no association between student sex and the presence of a depression or anxiety diagnosis. Ha: There is an association between student sex and the presence of a depression or anxiety diagnosis.
The analysis used a large student registration data set (n = 6,825) from a top U.S. Midwestern university disability services center collected between 2002-2018. Non-parametric analysis using chi square tests of independence and multinomial logistic regression indicated student sex was not significantly related to time of diagnosis or symptom presentation. There was a significant relationship between student sex and the presence of a diagnosed comorbid internalizing mood disorder of anxiety or depression
Lennie Tristano’s Pedagogical Model in Jazz Education: A Critical Analysis of Pertinent Components From the 1950s for Current Classroom Implementation
Get PDFLennie Tristano\u27s pedagogical model, established in the mid-20th century, transformed jazz education by focusing on ear training through singing with solos and melodic development based on a systematic, individualized approach to teaching and learning. This dissertation explores Tristano\u27s model through the lens of educational psychology and cognitive science. While it does not profoundly explore either field, it highlights aspects relevant to Tristano\u27s pedagogical strategies. The study addresses the following research questions: (1) What are the specific components of Tristano\u27s model, and how did they reshape the jazz educational landscape of the 1950s? (2) How can these components be adapted to modern jazz classrooms amidst the institutionalization of jazz? (3) What psychological and motivational strategies did Tristano use to inspire his students to persist in creating art that influenced future generations? (4) How do these components align with recent educational psychology and cognitive science findings? (5) To what extent can modern technologies enhance creativity and individuality in jazz education while aligning with Tristano\u27s principles?
A qualitative study, employing historical analysis, case studies, and interviews with jazz educators and practitioners, sheds light on the practical application of Tristano\u27s approach. Eight participants, including former students of Tristano and educators directly influenced by the Tristano school of thought, added nuance to existing pedagogical approaches and provided v insights into the evolving landscape of jazz education. Findings reveal that Tristano\u27s approach continues to be influential in modern settings. However, implementing the entirety of his model may be challenging in the current institutionalized landscape of jazz education. Nevertheless, complex components such as singing with solos and extensive harmonic and rhythmic studies can still be applicable with modifications. Additionally, stakeholders in jazz education can benefit from recent educational psychology and cognitive science findings, which are essential in illuminating our understanding of how learning works to effectively utilize Tristano\u27s approach to cultivating creativity and individuality in the modern classroom. This dissertation enriches the ongoing discussion surrounding jazz pedagogy by shedding light on the underlying processes that underpin Tristano\u27s model. The aim is to highlight the opportunity to combine traditional teaching methods with modern research to improve jazz education and help students develop into self-reliant, flexible, and creative musicians. Additionally, a broader educational significance is that a better grasp of cognitive processes can result in more effective teaching approaches across various disciplines
Implementing interdisciplinary sustainability education with the food-energy-water (FEW) nexus
Get PDFGrowth in the green jobs sector has increased demand for college graduates who are prepared to enter the workforce with interdisciplinary sustainability skills. Simultaneously, scholarly calls for interdisciplinary collaboration in the service of addressing the societal challenges of enhancing resilience and sustainability have also increased in recent years. However, developing, executing, and assessing interdisciplinary content and skills at the post-secondary level has been challenging. The objective of this paper is to offer the Food-Energy-Water (FEW) Nexus as a powerful way to achieve sustainability competencies and matriculate graduates who will be equipped to facilitate the transformation of the global society by meeting the targets set by the United Nations Sustainable Development Goals. The paper presents 10 curricular design examples that span multiple levels, including modules, courses, and programs. These modules enable clear evaluation and assessment of key sustainability competencies, helping to prepare graduates with well-defined skillsets who are equipped to address current and future workforce needs
Take Action to Implement Your Professional Learning
No full textAmie Cieminski, associate professor and CETL advisory board member, wants to encourage all UNC faculty and staff to review the CETL learning opportunities and consider joining a learning community or attending a webinar. Then, she wants to challenge you to implement the new learning. Do you need some quick ideas to move from plans to action? In this previously published blog for The Teaching Professor, she highlights several ideas for moving to action: take a risk, get started, start small, learn in community, facilitate learning for others, or find a learning partner. These ideas come from her experiences with CETL opportunities and structures. If the CETL dates, times, or topics are not quite right for your situation, create a self-directed action plan to improve your practice for the benefit of yourself and your students
The Work [Executive Summary]
No full text“The Work” workbook was developed in response to observations of campus climate, knowledge of time as a limited commodity, and to support already effective DEI training at the University of Northern Colorado
North Gallery Wall
No full textPhotograph showing a wide view of one of the gallery walls.https://digscholarship.unco.edu/degradation/1025/thumbnail.jp
A Delphi Study Exploring Scope and Sequence of Trauma Education in Counselor Education Master Level Council of Accreditation of Counseling Related Education Programs
Get PDFThe growing awareness of trauma and its impacts on the social, emotional, and overall wellness of individuals, couples, and families underscores the need for counselor educators to prepare counselors to address trauma symptoms effectively. To bridge this gap, counselor education programs can benefit from expert guidance on the content scope and course sequencing of trauma education in master’s programs.
This research aimed to articulate trauma education scope and sequencing by gathering expert recommendations on best practices for trauma knowledge, awareness, and skill development through clinical experiences in counselor education programs. The grand research question explored expert opinions and beliefs about critical elements of trauma education, including educator experiences, academic content, and learning scope and sequence, in council of accreditation of counseling related education programs (CACREP) accredited master’s programs.
Using the Delphi method, a qualitative approach with quantitative aspects for consensus building, 14 voluntary experts were recruited via purposeful and snowball sampling. Thematic analysis of Survey #1 informed the creation of Survey #2 items, which utilized Likert scales and iv rankings to prioritize and reduce variability in responses. Descriptive and interquartile range analyses assessed consensus on the 24 Survey #2 items, with eight participants completing the second phase.
This study resulted in recommended criteria for counselor educators teaching trauma courses, eight learning objectives, six primary content areas, and suggested pre-requisite coursework for sequencing a trauma course. Consensus was achieved during the second Delphi round, contributing to a framework for integrating trauma education into counselor training programs effectively
The Inheritance and Breakthrough of Twentieth-Century Harpsichord Music: Stylistic Analysis and Performance Guide of Selected Works
Get PDFThe twentieth century saw a notable revival of early music, with the harpsichord, one of the key instruments in this movement, gradually gaining attention as a vehicle for new compositions. However, most research still focuses primarily on early music, leaving the phenomenon and specific works of modern harpsichord music underexplored, despite the substantial body of compositions it has inspired.
This dissertation traces the development of harpsichord music across four historical periods, while also examining the stylistic and technical shifts in compositions from the eighteenth to the twentieth centuries. By analyzing Bohuslav Martinů’s Deux Pièces pour Clavecin, H. 244, and Vincent Persichetti’s third harpsichord sonata, the author explores how twentieth-century composers approached the instrument, blending historical elements with modern approaches.
Through this comparison, the study uncovers how composers reimagined the harpsichord in contemporary settings, balancing tradition with innovation. The goal is to deepen the understanding of the harpsichord’s evolving role and provide performers and composers with insights they may need to engage more effectively with this distinctive instrument in modern contexts
Communication Sciences and Disorders Glossary
No full textThis glossary was developed to support students preparing for careers as communication disorders clinicians. As future experts in their field, these students will need to use accurate terminology and explain it clearly to patients. The glossary provides opportunities for students to learn and practice professional language as they progress in their studies and future practice. Instructors can use this resource to introduce terminology before students encounter it in class and can expand the glossary by adding new terms over time