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Speech-Language Pathologists\u27 Understanding of Dyslexia and Collaborative Practice
Full text linkPurpose:
This study aimed to investigate Speech-Language Pathologists’ understanding of dyslexia, their involvement in interprofessional practice (IPP), and the potential correlation between their knowledge of dyslexia and the extent to which they engage in IPP. By examining SLPs’ perspectives on collaboration and their confidence in working with individuals with dyslexia, this study advocates enhanced interdisciplinary cooperation in developing comprehensive programs for dyslexia intervention.
Method:
An online survey (n = 87) assessed SLPs’ experiences with IPP and dyslexia. Descriptive and statistical analyses were performed on the data.
Results:
The IPP survey revealed that 72% of SLPs had prior training in working collaboratively with other professionals, and 52% felt that time constraints and scheduling were the most significant barriers to IPP. In the dyslexia survey, the SLPs answered with 98% accuracy the question “Dyslexia is a learning difficulty in the area of reading”; however, only 33% knew that dyslexia has a genetic origin. A slight positive correlation was found when compared using statistical correlation, indicating that the more SLPs collaborate, the more knowledge they possess regarding dyslexia. However, these differences were not statistically significant.
Conclusions:
SLPs struggle to collaborate because of time constraints, caseload sizes, and other barriers. However, they want to strive to find the resources and time to do so. The results of the dyslexia survey mirror those of other studies that have shown that the level of knowledge of dyslexia among SLPs is insufficient, and more training in this area is needed. The comparison of the two surveys indicates that, although the results were found to be insignificant, the results showed that the more collaboration there was, the more dyslexia knowledge there was. This finding supports the original hypothesis that SLPs will have a sufficient understanding of dyslexia if they collaborate
The Future of Research: AI Tools for Graduate Student Success
Full text linkWe are hearing a lot these days about artificial intelligence but how can generative AI help you with your research? Find out the ways in which the information landscape has changed, including the ethics of AI use, access to information, and an introduction to specific AI research assistants
Who was Skull #0025336? A Forensic Anthropological Analysis of Human Remains
Full text linkBiological anthropology identifies human remains to learn more about the individual or the ancient community from which they originate. Two subdisciplines of biological Anthropology that focus on osteology—the study of bones— are Forensic Anthropology and Biorchaeology. Forensic anthropology is the study of human remains associated with the legal process. They specifically analyze remains from post-1950. Biorchaeology also looks at human remains but in a historical and/or archaeological context. As osteologists analyze human remains, they typically try to create a biological profile. The biological profile includes classifications of ethnicity (ancestry), age, sex, and stature, as well as aspects of pathology and estimation of the cause of death. Each element of the biological profile employs various methods to identify information about the individual and bone abnormalities caused by life experiences.
For this research, I analyzed an individual housed in the University of Northern Colorado’s Anthropology department who had not previously been examined. The university legally obtained the individual\u27s skull as a teaching specimen from a medical supply company. The individual is identified as #0025336 by the company and labeled as number nine in the department. Upon receipt, no information was attached to the individual, necessitating further research. The main objective of this research is to further the educational value that this individual can present to students and future researchers. By applying the techniques associated with estimating the biological profile and additional methods such as X-ray fluorescence (XRF) and dental microwear analysis, more information about the individual can be uncovered to offer accurate data for educational purposes. In addition to traditional research, this study includes a fictive osteo-biography to help readers humanize the remains based on the evidence collected throughout the paper. The fictional story represents one way to interpret the evidence, and future researchers should be encouraged to explore alternative perspectives
The Traditional Performance Art of the Ewe People
No full textFrom a Western understanding dance and music are separate activities but from the Ewe perspective dance and music go together and one does not exist without the other. Dancing and drumming have been culturally significant in Ghana since pre-colonial times. From colonization to modern independence, art has been used as a popular medium of expression for weddings, birthdays, funerals and festivals by Ghanaians. During the winter break from 26 December 2023 to 13 January 2024 I travelled to Ghana, Africa with Colorado State University to study the technique of the harmonizing relationship between dancers and drummers in a traditional music setting. I conducted ethnographic documentation and analysis about the artistic culture around dance and music to add to the knowledge about African arts, specifically the Ewe community, in Western academia. My methodology includes semi structured, and multiple interviews with key informants who had experience with either dancing, drumming, or both. I did observation and participant observation to understand the cultural, historical, and social structures to bolster my data gathering. Regarding the harmonizing relationship between dancers and drummers, my investigation illustrates how the Ewe perception of music and dance are a linear process and not separate. With this paper, I will argue that art is a core ingredient for community. My research study will result in a research paper and oral presentations to pave the way for bringing people in the USA an anthropological understanding of Ghanaian music and dance and how that bridges community
Edouard Reményi and Johannes Brahms: A Lifelong Influence Reconsidered
No full textEdouard Reményi was one of the first important influences in Johannes Brahms’s life and compositional career. Yet, beyond a single biography, much of what is commonly believed about Reményi is based on information provided by the Brahms literature.
By reexamining the accounts of Reményi in the Brahms literature, and comparing them with Mary Kelley and George Upton’s biography of Reményi and Robert Eshbach’s excellent research, the timeline of Reményi’s life and work can be clarified. Analysis of a set of three pieces for violin and piano demonstrates Reményi’s work as a composer and illustrates the style of Hungarian music that Brahms may have been exposed to during their time together—the type of music that would inform Brahms’s compositions in the future. Finally, examining the rumors of plagiarism surrounding Brahms’s first book of Hungarian Dances shows clear disparity in treatment between Reményi’s claims and those of other composers. Supporting evidence for Reményi’s statements has largely been ignored, but notably includes a letter from Brahms and a manuscript from the collection of Franz Liszt, dated 1853, that contains the melodies for the dances in question.
This leads to important questions regarding the prejudices present in the early Brahms biographies that more recent scholars have been unwilling to address. Reményi’s statements identifying Nos. 3 and 7 of the Hungarian Dances as derivative of his own work can no longer be dismissed. In addition, his compositions reflect a deep understanding of the style hongrois, and can help inform future scholarship in this area
Extralegal Factors Influencing Judicial Perceptions of Defendants with Mental Illness
Full text linkThe United States has one of the highest prison populations in the world. This means millions of individuals are either incarcerated or under other forms of supervision by the criminal justice system at any one given time. All those millions of individuals had to move through the U.S. criminal courts and thus engage with multiple forms of courtroom participants along the way. Of those millions coming through the system, many have either been diagnosed with a mental illness, or have self-reported having a mental illness. This makes the personal beliefs, stigmas, and biases of the previously mentioned courtroom participants regarding mental illness of significant importance for defendants to be treated fair and just. This secondary analysis thesis aims to determine if there is a correlation between courtroom participants having family members diagnosed with mental illness, and their opinions on mental health professionals’ helpfulness and reliability in the courtroom. This thesis also examines whether there is an association between respondents having family members diagnosed with mental illness, and whether they believe mental illness is even a mitigating factor. This analysis is conducted using previously collected secondary data gathered by voluntary surveys sent out to judges, public defenders, and prosecutors in the state of Colorado as part of a larger research study
Beyond Tests and Papers: Alternative Classroom Assessment Strategies
No full textDiscover innovative assessment strategies that go beyond traditional tests and papers to more authentically measure student learning. This session will explore alternative approaches such as project-based assessments, portfolios, reflective writing, and peer evaluation to enhance engagement and deeper learning
Exploration of Disorienting Dilemmas New Registered Nurses Experience in Clinical Situations
Full text linkThe transition new graduate registered nurses (RNs) experience is difficult. New graduates feel pressure related to job expectations and high workload responsibilities. As nurses begin working in clinical practice, some experience a disorienting dilemma—a disconnect between what was learned in school and what is experienced in clinical practice. According to Mezirow (1981), this is the first step in a transformative experience. Yet, there is a gap in knowledge regarding disorienting dilemmas new RNs with less than two years of experience encounter.
The purpose of this study was to explore disorienting dilemmas new graduate registered nurses (NGRNs) experience in the clinical setting to help nurse educators decrease the preparation-practice gap. The following research questions guided this study:
Q1 What are examples of disorienting dilemmas new registered nurses experience?
Q2 How do new registered nurses interpret and respond to disorienting dilemmas?
Q3 How were new registered nurses prepared to manage disorienting dilemmas in their education and training?
A grounded theory study was conducted to explore disorienting dilemmas NGRNs experienced in the clinical setting to help nurse educators decrease the preparation-practice gap. Focus was placed on the participant’s description and feelings during the dilemma. Additionally, resources the NGRNs used to resolve the dilemma, reflections after the dilemma, and discovery of the impact of the dilemma had upon the new RN were all explored.
Constructivist grounded theory that acknowledged the prior knowledge and experience of the researcher was used for this study. Eighteen NGRNs from the United States with greater than six months and less than two years of experience were interviewed. During initial and focused coding, five main concepts were identified: communication, experience, confidence, advocacy, and individual. A theoretical model was developed and revealed a path new RNs walked with experiences along the way.
Findings indicated that disorienting dilemmas were red stop light experiences for each of these new RNs. The experience caused them to stop, assess the situation, and then decide how to proceed. When NGRNs perceived they were able to successfully navigate the disorienting dilemma and resolve the situation, they were able to see it as a growth process. However, some were unable to resolve the disorienting dilemma fully and chose a different path after their experience. The new path for those in this research did not involve leaving the nursing profession, but it did cause changes including leaving a clinical practice area as well as changing shifts. The disorienting dilemma was a catalyst for change. Nurse educators could guide nursing students to handle dilemmas as new RNs by giving additional feedback and teaching regarding communication and advocacy. New RNs need to be prepared to handle these difficult situations and nurse educators play a key role in this preparation
How Certificates and Credentials Enhance Learning and Career Readiness
Full text linkDiscover how certificates and credentials can enhance student learning, validate skills, and improve career readiness. This session will explore the benefits of microcredentials, industry-recognized certifications, and academic certificates, along with strategies for integrating them into educational programs to support student success
A tale of Bohemians: A Comparative Analysis of Leoncavallo’s and Puccini’s Treatments of La Bohème
Full text linkGiacomo Puccini’s opera, La Bohème, stands as an undisputed masterpiece of operatic literature. The opera was inspired by Henri Muger ’s 1851 novel Scènes de la vie de Bohème and premiered at the Teatro Regio in Turin in 1896. Puccini’s rival, Ruggero Leoncavallo, wrote his own version of La Bohème, inspired by the same source. Leoncavallo’s version premiered one year later in 1897 at La Fenice in Venice. Although virtually unknown now, Leoncavallo’s setting was received more with more favor than Puccini’s version at its premier. This research will explore the two operas to understand why one faded into obscurity, while the other gained a place in the operatic canon.
After providing historical background of the bohemian movement and its intersection with Italian verismo, the librettos of the two versions are compared, with reference to the novel by Muger. The unique compositional techniques of the two composers are then examined through musical analysis of the arias and duets of the primary female characters, Mimì and Musetta. This highlights key moments that define their characterizations and dramatic functions in both versions. Specific pieces to be examined are “Quando m’en vo,” “Si, mi chiamano Mimì,” and “O soave fanciulla” from Puccini’s La Bohème and “Musette svaria sulla bocca viva,” “Da quell suon soavemente,” and “O Musette, o Gioconda e sorridente” from Leoncavallo’s La Bohème. The inclusion of the duets offers insight into how Puccini and Leoncavallo construct moments of intimacy, tension, and resolution between their central couples, shaping the dramatic arc of their respective operas