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Internalized Heterosexism through Intersectionality: An Interpretative Phenomenological Analysis
No full textWhile the impact of LGBQ+ individuals experiencing overt, interpersonal discrimination (i.e., heterosexism) is well-documented, the propensity for stigmatization, invisibilization, and violence to be internalized by LGBQ+ has only recently been examined as a factor contributing to poorer health outcomes. Internalized heterosexism (IH) was defined as the consumption and internalization of negative societal attitudes, assumptions, and beliefs towards homosexuality by LGBQ+ individuals and was linked to multiple forms of psychological distress. However, the methodological and clinical gaps in the research contributed to a clinical utility that was lacking for multiply marginalized LGBQ+ individuals. The purpose of this study aimed to understand the LGBQ+ experience of IH and the potential relevance of intersectionality as a mitigating factor in the experience, to address the need for intervention consistent with the systemic nature of IH, and to lay the foundation for intervention rooted in community strength and resiliency. Eight LGBQ+ participants with at least one other marginalized identity were interviewed to explore the following research questions: (a) how LGBQ+ individuals engage with internalized heterosexism, (b) how might intersectionality impact the experience of internalized heterosexism, and (c) what LGBQ+ individuals do to challenge or cope with internalized heterosexism. Using Interpretative Phenomenological Analysis, 4 superordinate and 19 sub-themes were identified. These findings articulated specific forms of heterosexist messaging including self-invisibilizing, self-alienation, shame, and compensatory strategies, the quality of IH derived from heterosexist iii messaging, the role of intersecting identities including its intersections with anti-LGBQ+ rhetoric and creation of barriers to LGBQ+ identity development, and avenues for coping, challenging, and unlearning IH. These findings reinforce the necessity to evaluate IH as a systemic phenomenon, the role of intersecting identities on the trajectory of LGBQ+ identity development, and the resilience cultivated within multiply marginalized LGBQ+ communities. Implications for clinical practice was discussed
Building English Language Awareness in Pre-service Content Teachers across Thailand through an AI-Assisted CLIL Approach
No full textMountaineering in the Rocky Mountain National Park
No full textMountaineering in the Rocky Mountain National Park: Including a Map of the Park Circa 1917 and Various Photos
Olmstead, Frederick; Porter, Elliot; Powell, John Wesley; Rearick, Dave; Roosevelt, Teddy; Salaun, Milton; Shoup, Oliver; Stettner, Joe; Stettner, Paul; Toll, Roger; Ullman, James Ramsey; Vasille, Agnes Wolcott; Walker, Kris; Wallace, George; Wharton, John; Wirth, Conrad; Zimmerman, Weerner; Rocky Mountain National Park; Steads ranch; Steads Hotel; Estes Park; Cave of the Winds; Trail Ridge Road; MacGregor Ranch; Grand Lake; Long\u27s Peak; Continental Divide; Boulderfield Hotel; High Trail Map; Wild Basin; Tahosa valley; Vale of Elkanah; Long\u27s Peak Hotel
Moving Beyond The TikTok Frame: Exploring Middle School Students\u27 Understanding of Dance Composition Through the Use of Choreographic Exercises
No full textThe purpose of this study was two-fold: (a) to measure student initial understanding of choreography against student final understanding of choreography and (b) to measure student dependency on social media for choreographic initiation. This study focused on the impact of choreographic exercises on participants’ abilities to create dance. This study also focused on the impact of using social media for inspiration on participants’ abilities to create dance. Participants were given a survey, choreographic exercises, reflections, an interview, and a rubric for a final performance project as metrics. These instruments measured participants’ responses in comparison to the beginning of the study to the end of the study. The data collected suggested mixed responses and, thus, no valid results. Limitations included but were not restricted to sample population, research design flaws, and researcher bias. Regardless of limitations, this study benefitted the researcher by informing evaluation of the current curriculum leading to the development of a more robust choreography-based curriculum for a public middle school dance program
Generative AI Conversation Toolkit for Administrative & Student Services Units
No full textGenerative AI (GenAI) is transforming how universities operate. By engaging early and thoughtfully, UNC’s administrative and student services units can shape AI adoption that strengthens accuracy, equity, and the human connection at the heart of our work. This toolkit helps campus leaders guide respectful, forward-looking conversations about GenAI’s role at UNC. Developed with support from ChatGPT (OpenAI) and finalized through human review and approval, this toolkit provides a facilitation guide and learning roadmap to help teams recognize where AI is appearing, how it can add value, and where human judgment must remain central
Court Case on the Adjucation of Right to the Use of Water for Irrigation and Other Purposes in Water Distrct No. 5, Water Division No. 1, in Colorado.
No full textCourt Case on the Adjudication of Right to the Use of Water for Irrigation and Other Purposes in Water District No. 5, Water Division No. 1, in Colorado.
Loveland Lake, Loveland Reservoir; Northern Colorado Water Conservatory District; Ditch Company; Boulder; Hortha Reservoir; Huppe Ditch; Greeley; Greely Boulder Pipe Line; Colorado; Colorado Water District No. 4; Rist reservoir; Larimer County; George Rist Ditch; Dry Creek; Big Thompason River; Hummel Reservoir; William Gard; Hoke Supply Ditch; Gard Lateral Ditch; Gord Lateral Ditch; Chaperan Reservoir; Home Supply Ditch; DeFrance Reservoir; Handy Ditch; Oklahoma Lake; Big Cut Lateral and Reservoir Company; Windsor; Loveland Irrigation Company Canal; Big Hollow Reservoir; Martha Gard; Big Hollow Gulch; Big Hollow Ravine; Coleman Reservoir; Handyt Ditch; Benson Reservoir; Loudenn Canal; Ryan Gulch Reservoir; Emma Koenig; CHarles Koenig; Harry Koenig; Koenig Reservoir; Buckhorn Reservoir; Lawn Reservoir; Arkins Supply Company; Arkins Reservoir; Carter Lake Reservoir; Arkins Supply Canal; Horsetooth Supply Canal; Brinwood Ditches; Osborn Irrigation System; Sawmill Ditch; Dan Griffith; Estes Park; KInkad Ditch; Ruth Maitland; Walter Maitland; Flora Maitland; Frank Hershmajn; David Dunkin; Rosalee David; Charles David; Estella David; Horace Keakle; Jordan David Sylvia Dunkin; Beaver Creek Ditch; Williare Ditch; Forrest Benson; Myra Lewis; Stead Pipeline; Sarah Gilbert; AJ Luther; George Dauth; JR Jones; Allen Dakan; Eloise Wadsworth; Prescott Arizone; Brinwood Pipe Line; McPherson Pipe Line; Hondius Beaver Pipe Line; Sprague Pipe Line; Griffith Wells; Dan Griffith; Tritch Pipe Lines; Bertha Tritch; Hollowell Park Pipe Lines; Louise Boyd; Louise Barber Boyd; Owls Pipe Lines; Black Canyon Creek; Fall River; Rocky Mountain Boys camp; Rocky Mountain Boys Camp Pipe Line; Cliff Association Pipe Line; John Stone; John Timothy Stone; Tuxedo Park Pipe Line; Cascade Pipe Line; Green Pipe Line; CL Green; Sunny Slope Pipe Line; Glacier Creek Pipe Line; Glacier Creek; Franlk Cheley; Cheley Pipe Line; Davie Pipeline; Eugene Davie; Woods Pipe Line; CH Woods; Bear Lake Pipe Line; Nymph Lake; Glacier Creek; Trails End Well; Trails end Well Pipe Line; Frank Cheley; Hondius Cascade Pipe Line; Idylwild Pipe Line; Sprague Ditch; Horseshoe Pipeline; Hidden valley Creek; Endovalley Fish Pond; Rocky Mountain National Parl; Chiquita Creek; Fall River Entrance Pipe Line; Sanborn Water Company; Sanborn Water Company Pipe :Lines; Claude Coffin; William Buck; Claude Coffin
Differences in Loading Rate in Shod and Unshod Treadmill Walking
No full textThe purpose of this study was to compare the loading rates of shod and unshod conditions in treadmill walking. It was hypothesized that walking barefoot would demonstrate higher loading rates than walking with shoes. It was also hypothesized that walking barefoot on a treadmill would result in greater stride-to-stride variability than walking with shoes. Sixteen healthy adult females volunteered and provided their consent to participate in this study. Participants were given time to accommodate to the instrumented treadmill both while wearing shoes and without. Two 10-minute trials were collected with a rest period between. Data were analyzed using Vicon Nexus and MatLab and loading rates were extracted for more than 50 strides for each trial. Wearing shoes yielded 33% lower loading rate than walking barefoot. Walking barefoot displayed significantly more variance between strides than walking with shoes. Both hypotheses were supported. When shod, the cushioning of the shoe significantly reduced the loading rate experienced by the lower extremity contacting the ground. When unshod, the increased stride-to-stride variability may be due to the novelty of walking on a split-belt treadmill and the discomfort of the contact foot passing over the rollers
Ethnomusicologically Augmented French Diction Course
No full textModern diction pedagogy in university vocal performance education largely depends on a combination of International Phonetic Alphabet transcription study and the application of those systems to Western-Classical vocal repertoire. However, recent research in related fields suggests we may be able to expand our diction teaching methods to better meet the needs of our students. Using a combination of second-language pedagogic principles, folksong structure, self-efficacy concepts, modeling structures, and ethnomusicological perspectives on classroom culture, I have drafted a French diction course that should improve not only students’ performance within university vocal music education, but also students’ confidence in their ability to handle French- language repertoire in their professional lives
Digital Affordability and Open Educational Resources Goody Bag
No full textThe Digital AOER Goody Bag is a curated collection of open and affordable educational resources designed to support instructors in creating accessible, equitable, and engaging learning experiences. This interactive toolkit highlights freely available teaching materials, tools, and guides that empower educators to integrate Open Educational Resources (OER) into their courses with ease. Organized around themes of affordability, accessibility, and innovation, the Goody Bag offers practical strategies for adopting and adapting OER, reducing textbook costs, and promoting open pedagogy. Whether you’re new to OER or looking to expand your open teaching toolkit, this resource aims to spark creativity and collaboration in the movement toward open access education
From Foster Care to College Graduation: A Qualitative Study of the Experiences Of College Graduates Who Aged Out of Foster Care
No full textStudents who have spent time in the foster care system encounter a myriad of barriers and challenges to academic success. Among these challenges is attending post-secondary school and completing a college degree. High school academic performance, knowledge of the college application process, and lack of financial support are some factors that act as barriers to post-secondary attendance. Lack of support and difficulty navigating the college experience can negatively impact the ability to complete college. Even in instances of desire and academic ability to attend college, many of these students never attend, or do not complete and obtain a degree. Between 2% and 6% of foster children manage to apply, attend, and complete college (Geiger & Beltran, 2017; National Foster Youth Institute, 2022). Little research has been done to focus on those individuals who succeed academically, and to identify the protective and resiliency factors.
The purpose of this qualitative phenomenological research is to explore the college experiences of former foster children who emancipated from foster care and completed a college degree. The primary data sources for this study were the collected in-depth semi-structured interviews of five women who were emancipated from the foster care system and completed a college degree. Documentation during the research process involved field journaling, field notes, and the collection of demographic survey information. Data were interpreted using the Moustakas (1994) guidelines for conducting and analyzing phenomenological research.
The results provided six main themes (essences): financial concerns, lack of knowledge of foster student needs, supportive relationships, early academic acknowledgment, self-determination and motivation, and social barriers. The objective of this study was to gain information that will inform human service professionals, educators, and others who work with children in foster care with a better understanding of their needs and what is beneficial to their success