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Language Assessment in Pediatric Speech-Language Pathology
Full text linkStandardized language assessments of children are commonly used to diagnose language disorders, yet these tools are often normed on a narrow demographic of monolingual, middleclass, white children. This narrow normative data has led to misdiagnosis of children who fall outside of the norm created. Studies highlight how cultural, linguistic, and normative test biases disproportionately affect children who speak non-mainstream dialects, are multilingual, have disabilities, or are from lower socioeconomic backgrounds. The findings of this literature review calls attention to a disconnect between research, policy, and clinical practice, indicating that SLPs rely on standardized assessment tools out of accessibility or in compliance with guidelines, despite their known limitations. This literature review advocates for an integration of informal assessment tools and further research and production of culturally responsive, inclusive assessments to ensure equitable access diagnosis and intervention for all children
Police Interactions on Adverse Mental Health Outcomes Within Black Communities
Full text linkThis study examines the relationship between police interactions and psychological distress among Black adults, contributing to existing research on systemic racism and mental health disparities. Utilizing secondary data analysis, the 2023 California Health Interview Survey (CHIS), this study focuses on the analysis of a nationally representative, address-based sample of non-institutionalized Black adults residing in California, with a sample size of 1,009. The study examines associations between the number of police stops over a three-year period and psychological distress by gender. Findings indicate that a higher frequency of police stops is significantly associated with increased psychological distress. However, no statistically significant gender differences were observed. These results underscore the mental health implications of police encounters for minorities and may inform public health initiatives, mental health services, and law enforcement policies aimed at addressing the impact of systemic racism in Black communities
2025 Runner-up Award Winner, Destiny Jones, at the Mary Ann Bolton Undergraduate Research Award Ceremony [Photo 1]
No full textAlt Text: 2025 Runner Up Award Winner, Destiny Jones, speaking at the Mary Ann Bolton Award Ceremony.https://scholarworks.uni.edu/bolton_photos/1033/thumbnail.jp
Peer Educator Recognition & Awards Banquet, April 30, 2025 [program]
Full text linkThe program for the 2024 Peer Educator Recognition & Awards Banquet held on April 30, 2025
Survivors of Childhood Sexual Abuse: The Impact of Social Support, Cultural Background, and Early Interventions
Full text linkChildhood sexual abuse (CSA) is a critical public health issue that leaves enduring psychological, emotional, and social impacts on survivors. This paper examines the interrelated roles of social support, cultural background, and early interventions in promoting long-term resilience and recovery, with a particular focus on male and culturally diverse survivors. Grounded in Trauma and Resiliency Theory, this literature review highlights key protective factors—including emotional, informational, and instrumental support—while exploring how cultural norms, religious beliefs, and systemic stigma shape survivors’ coping strategies and access to care. The paper also evaluates the effectiveness of early interventions such as trauma-focused cognitive behavioral therapy, expressive therapies, and social-emotional learning in improving emotional regulation and social functioning. Notable gaps in the literature include the underrepresentation of male and non-binary survivors, limited cross-cultural data, and a lack of longitudinal studies assessing intervention outcomes. The paper concludes with targeted policy and practice recommendations aimed at expanding access to culturally competent, trauma-informed care and fostering systemic change to support lifelong healing among CSA survivors
Enraizados no Amor e na Solidariedade: Acampamentos Estudantis por uma Universidade Popular
Full text linkNo semestre acadêmico do outono de 2023, universidades em todo o país testemunharam uma onda de acampamentos estudantis pedindo o cancelamento de verbas universitárias a Israel e suas operações militares (Reeve, 2023). Esses acampamentos incitaram prisões de estudantes, professores e membros da comunidade acadêmica; brigas violentas entre manifestantes e contramanifestantes mascarados; e cancelamentos de formaturas universitárias para a geração da COVID-19 que também não conseguiu vivenciar a formatura do ensino médio. No entanto, esses acampamentos também criaram aulas no campus, oportunidades para alunos e administradores aprenderem uns com os outros e para a construção de comunidades no campus que se estenderam além da sala de aula e dos clubes sancionados pela escola. Esses protestos convidaram estudantes, professores, ex-alunos e membros da comunidade a se reunirem, aprenderem uns com os outros e a criarem raízes profundas no solo de uma universidade pela qual se importavam de tal modo que estavam dispostos a serem presos na luta em prol da humanidade e do cancelamento de verbas financiadoras de guerras. Este artigo compartilha a lente autoetnográfica de uma pesquisadora do campus (Butler-Kisber, 2010) e, especificamente, a experiência de um seminário que usou o Teatro Jornal (Boal, 2006) para ajudar os alunos a (re)escreverem a versão de suas vivências
2024-25 UNI Swimming & Diving Top Ten All-Time Results
Full text linkContents:
--- 50 Freestyle--- 100 Freestyle--- 200 Freestyle--- 500 Freestyle--- 1000 Freestyle--- 1650 Freestyle--- 100 Butterfly--- 200 Butterfly--- 100 Backstroke--- 200 Backstroke--- 100 Breaststroke--- 200 Breaststroke--- 200 Individual Medley--- 400 Individual Medley--- 1-Meter Diving--- 3-Meter Divinghttps://scholarworks.uni.edu/amg/1463/thumbnail.jp
Gamification and Geography Education: A Survey and Typology of Games
Full text linkGamification in education transforms traditional, non-gaming contexts (i.e., classrooms) by incorporating challenges and scenarios with their own rules, stories, and stakes. In geography education, teachers have sought ways to gamify the classroom, develop students’ spatial reasoning, and develop place-based capabilities for critical thinking and problem-solving, making complex geographical and environmental concepts more relatable and accessible to the students. Regardless of the documented achievements with gamification, such as more engagement, deeper understanding, and increased motivation, there remains a lack of a comprehensive typology of games used within geography education. This paper aims to develop a typology of games used in education generally and, more specifically, in geography education. In doing so, attention was given to the context and settings where games are most effective, as well as assessing the educational outcomes associated with each type. Against this backdrop, four gaming dimensions were identified in education, more broadly: (1) game design elements, (2) target audience and educational levels, (3) implementation, context and strategy, and (4) educational development, evaluation and assessment goals. For geography education, four categories stood out in the literature: (1) location-based games, (2) storytelling games, (3) simulation games, and (4) virtual-augmented reality (VR/AR) games. These typologies demonstrated unique strengths in promoting collaborative learning, engagement, and a better understanding of geographical concepts. This paper considers the challenges teachers face in the implementation of gamification, such as teacher readiness to apply it, digital inequity, and the risk of overreliance on extrinsic rewards. Addressing these challenges requires initiating consistent professional development of teachers, advancement of curriculum-aligned game designs, and provision of equitable access to technological resources. By providing a categorized framework that indicates challenges and best practices, this review provides a foundation for an inclusive and efficient use of games and gamification in geography education, contributing to the broader field of educational technology