11678 research outputs found
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US Dept of Interior (NPS) Hovenweep National Monument Square Tower Group: Hovenweep Memorandum
Get PDFMemo including Names of 26 South-Western monument
US Dept of Interior (NPS) Hovenweep National Monument Square Tower Group: Hovenweep Memorandum
Get PDFHovenweep forestry master plan development outlin
US Dept of Interior (NPS) Hovenweep National Monument Square Tower Group: Hovenweep Memorandum
Get PDFMemo Regarding possible oil and gas leases on monument ground
Presidential Proclamation enlarging Hovenweep National Monument area
Get PDFPresidential proclamation allocating more land to Hovenweep Monumen
US Dept of Interior (NPS) Hovenweep National Monument Square Tower Group: Hovenweep Memorandum
Get PDFMemo regarding verbiage used at the beginning of 2 page leaflet for Hovenwee
A Compendium of Three Musical Works Inspired by the African American Experience: Recordings, Commentary, and Pedagogical Observations
Get PDFThis dissertation focuses on three of my musical compositions inspired by Wade in the Water, Billie Holiday, and Margaret Walker respectively: Evolution (for solo violin, 2016), Strange Fruit (arranged for string quartet, 2020), and Born Free (for voice, violin, and piano, 2022). From the perspective of a classical composer-violinist, I created musical portraits that reflect America\u27s pre-civil rights oppression, the celebration of the Harlem Renaissance, and the landscape of political, social, and economic experiences. This dissertation can also serve as a tool for various individuals: fellow violinists seeking modern techniques that bridge classical music to popular music, composers in search of original compositions responding to our current times, and storytellers seeking an understanding of how music can be composed using literature as a structure. Following an introductory section, three chapters are presented and dedicated to the compositions and their connections to facets of our nation’s history. This compendium also includes recordings of my three works and an in-depth analysis of specific passages from a pedagogical approach. I hope scholars, educators, and performers are left with a spark of inspiration to create and perform works that reflect their heritage
Exploring Suicide Loss Survivorship and Postvention Support During the Coronavirus 2019 Pandemic
Get PDFSuicide is both a severe and pervasive issue in our society (Centers for Disease Control and Prevention [CDC], 2023b). For every suicide, the loved ones of the deceased who are left behind face a long, arduous journey of grieving. Suicide loss survivors who emerged throughout the COVID-19 pandemic arguably encountered more unique challenges during this global crisis than in times past. However, research regarding suicide loss survivorship experiences during the pandemic remains largely overlooked. Therefore, this novel qualitative phenomenological study aimed to capture the lived experiences of those who became suicide loss survivors during the COVID-19 pandemic, in addition to what postvention support that they both sought and received. This study consisted of nine suicide loss survivors whose experiences were explored through semi-structured interviews. The subsequent interview data were analyzed using a descriptive phenomenological framework (Giorgi, 2009). This study’s findings illuminated the following six themes: (a) the emotional turbulence of suicide loss survivorship during a pandemic, (b) coping individually with suicide loss during a pandemic, (c) social support systems as sources of strength and resilience, (d) therapy as a conduit for healing, (e) barriers to grieving together with loved ones, and (f) the forging of newfound relationships and the deepening of existent bonds. The findings of this study highlight implications for future research directions regarding suicide loss survivorship, pandemic-related or otherwise. Additionally included are clinical implications for mental health providers who likely will end up working with clients whose loved ones died by suicide during the pandemic
An Analysis of Vision-Based Subtests’ Impact on Subtest Scores of the Wechsler Intelligence Scale for Children on Students with Cortical/Cerebral Visual Impairment
Get PDFCantillon, Emily. An analysis of vision-based subtests’ impact on subtest scores of the Wechsler Intelligence Scale for Children on students with cortical/cerebral visual impairment. Published Doctor of Philosophy dissertation, University of Northern Colorado, 2024. It has been widely recognized that a visual impairment can limit an individual’s ability to learn through visual observations. This decreased limited visual access which could impact how the skills to access and recognize the world around them develop. However, when the visual impairment was brain-based, such as in Cortical/Cerebral Visual Impairment (CVI), was that impact the same? For students with CVI, the top pediatric visual impairment in developed countries, the brain’s processing and recognition of what the eyes took in was affected (Kran et al., 2019; Merabet et al., 2017; Ong et al., 2023). Cortical/Cerebral Visual Impairment could not be quantified through visual acuity or visual fields like an ocular visual impairment. For individuals diagnosed with CVI, the manifestations were a spectrum that transcended 16 visual behaviors. How these visual behaviors manifested for an individual with CVI affected their visual attention and visual recognition, resulting in struggles to access print materials or images across environments. However, when these students were educationally evaluated through standardized cognitive assessments, there was no way to filter out the impact of CVI on their cognitive abilities (Lund et al., 2014). Like many other cognitive assessments, the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V) relied on individuals\u27 visual recognition of the presented visual stimuli (Wechsler, 2014a). The WISC-V used scaled subtests and index scores, with visual-based and timed subtests woven throughout. The visual-based subtests were not uniform in their visual presentation. The visual information students were asked to engage with had varying visual demands and complexity levels. All of the timed subtests were visual-based subtests as well. If those visual-based subtests were removed and scored separately, would this present a different cognitive profile of the student? This study used comparative statistical analyses to understand the mean scale scores of the WISC-V evaluations of students diagnosed with CVI, peers with ocular conditions, and controls from the WISC-V normative sample. This study used four targeted research questions focused on visual access, visual media, complexity levels and timed demands to investigate the impact CVI may have on the scores of the visual-based and timed subtests as a whole and the varying levels of visual demands. It was found that, within the CVI group, visual- and picture-based subtests were statistically significant. Additionally, when comparing CVI participants to peers with ocular visual impairments, visual-based, picture-based, and timed and untimed subtests were statistically significant. These findings echoed recent CVI research findings, while bringing additional questions regarding the impact of timed subtests and symbol based subtests
Master Plan Development Outline for Yucca House from 1952
Get PDFMaster Plan Development Outline for Yucca House from 195
Master Plan Development Outline from 1952: page 4
Get PDFThe 4th page of a development plan for Yucca House National Monument from 195