Sleep Restriction and Its Effects on Mood

Sleep plays a fundamental role in the human body being able to function effectively, in particular it plays an essential role in mood regulation. Previous research on sleep and mood has found that there is a correlation between receiving an inadequate amount of sleep and having a negative mood. However, the current field has mostly looked at the relationship between disordered sleep and mood disorders as opposed to everyday sleep patterns and daily mood. The present study aims to look at how sleep restrictions which occur naturally (not caused by sleep disorders such as insomnia) effect daily mood. To conduct this study a sleep questionnaire was created to measure the amount and quality of sleep participants receive, and the Positive and Negative Affect Schedule was used to determine mood state. The data was analyzed in three groups: poor sleep (\u3c 6.5 hours), adequate sleep (6.5-8 hours) and restful sleep (8 or more hours). A total of 60 participants completed the survey, however only 47 were included in the data analysis (11 excluded due to mood disorders, 2 excluded due to sleep disorders). The results revealed that sleep restriction does not have a significant effect on a person’s mood. Additionally, while not significant, the results suggested the quality of a person’s sleep may play a more impactful role in affecting mood than the amount of sleep

Imitation and Text Relationships in Tomás Luis de Victoria\u27s \u3ci\u3eMissa O magnum mysterium\u3c/i\u3e

Unusual musical relationships surrounding the compositions of Tomás Luis de Victoria have intrigued scholars for decades, but their purpose remains hidden. Robert Stevenson has suggested that textual connections can be found alongside these musically similar passages. I revisit this suggestion by analyzing an imitation mass by Victoria: Missa O magnum mysterium based on his motet O magnum mysterium. When trying to understand any intentional textual connections, it is necessary to consider the composer\u27s broad perspective. In the case of Missa O magnum mysterium, the logical starting points are Victoria\u27s life-long involvement with the Catholic Church and the feast for which the source motet was explicitly intended--the Feast of the Circumcision. Musical imitations between the Missa O magnum mysterium and its source motet are found throughout the mass. For example, the setting of the text descendit de caelis in the Credo closely resembles the musical material for Filius Patris from the Gloria, which itself is an imitation of motet passages set to jacentem in praesepio and Sacramentum. Viewed through the lens of Catholic theology, these and other musical relationships either point to the Feast of the Circumcision or highlight the text of the Mass Ordinary. A few inconclusive examples are insufficient to counteract the undeniable reality: Victoria considered textual connections when deciding which musical material to imitate in his Missa O magnum mysterium

The Effects of Retrieval Practice on Knowledge Acquisition and Durable Learning in Undergraduate Nursing Students

Recent reports of unpreparedness and failure to rescue incidents among new graduate nurses are concerning for nurse educators and health care. New graduates must retrieve and apply learned knowledge to make sound clinical decisions, emphasizing the need for durable learning and knowledge acquisition. Durable learning, which involves understanding and recalling learned information days, weeks, or months later is crucial for clinical judgment. Nurse educators should facilitate durable learning through effective, evidence-based learning techniques such as retrieval practice (RP), which has shown promise in health professions education but is underutilized in nursing education. This study explored the impact of RP on acquisition and durability of nursing specific knowledge. The purpose of this study was to determine if prelicensure undergraduate students using retrieval practice strategies in a nursing course would demonstrate improved knowledge acquisition and durable learning after an RP intervention. The research questions were: Q1 For senior-level, third semester prelicensure students in a Nursing with Diverse Populations course, is there a statistically significant difference in exam scores (knowledge acquisition) of students participating in a retrieval practice intervention compared to those who do not? Q2 For senior-level, third semester prelicensure students in a Nursing with Diverse Populations course who participate in a retrieval practice intervention, is there a statistically significant difference in exam scores at the end of the semester (durable learning) eight weeks following participation compared to those who do not? Q3 For senior-level, third semester prelicensure students in a Nursing with Diverse Populations course who participate in a retrieval practice intervention, what is the relationship between the types of retrieval practice strategies used for exam preparation and subsequent exam scores? Q4 For senior-level, third semester prelicensure students in a Nursing with Diverse Populations course who participate in a retrieval practice intervention, what is the relationship between frequency of retrieval practice strategies used for exam preparation and subsequent exam scores? A quasi-experimental pretest-posttest design was used. Differences in the course exam scores of intervention participants and non-participants measured knowledge acquisition and durable learning. The intervention included two sessions where participants practiced RP strategies with faculty facilitation and then used them for exam preparation. The theoretical framework was Miller’s (1956) cognitive information processing theory, which was further developed by Atkinson and Shiffrin (1968). Eighty-three undergraduate nursing students participated, self-selecting into the intervention group (n=40) or participation group (n=43). Exam scores were obtained before the intervention, after the intervention, five weeks later, and at semester-end. Intervention participants completed a survey on RP strategies used. No statistically significant differences were found between groups, within groups, or over time when data was analyzed using paired t-tests, repeated measures ANOVA, and linear mixed effects model. Despite this, RP strategies were widely adopted, highlighting their value to students. Survey results showed 100% of participants used at least one RP strategy. The most-used strategy was quizzing aloud with a partner (92%), followed by free recall (79%) and closed-book self-quizzing (74%). The least-used strategy was the read-test-read-test pattern (25%). This study contributed to nursing education research by documenting RP strategies used in an undergraduate nursing course. Results revealed nursing students readily employed RP strategies, suggesting their potential in nursing education

A tale of Bohemians: A Comparative Analysis of Leoncavallo’s and Puccini’s Treatments of La Bohème

Giacomo 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

Unschoolers in Higher Education: A Narrative Case Study of Unschoolers’ Sense of Belonging at University

Approximately 20% of families engaged in homeschooling have selected unschooling as their educational approach, with estimates suggesting this number may be even higher (Vesneski et al., 2022). Unschooling emphasizes the establishment of an environment where children can autonomously direct their learning by exploring their interests, unencumbered by traditional educational milestones or specific schedules (Arnall, 2018; Riley, 2020; Riley & Gray, 2015). Despite increasing public acceptance and recognition, research on the outcomes for unschoolers—particularly those pursuing higher education—is limited (Riley, 2020). The purpose of this study was to explore the importance of supporting unschoolers after they have matriculated, specifically fostering sense of belonging, to shed light on an under-researched student population and to inform practices that create more inclusive learning environments. Using Allen et al.’s (2021) belonging model as a theoretical framework, the study was guided by two research questions: Q1 What experiences do unschoolers perceive as contributing to or detracting from their sense of belonging in higher education? Q2 What common resources do unschooled students seek to increase their sense of belonging? This qualitative study included four unschooled university students and employed a combination of narrative inquiry and descriptive case study methodologies to assess the participants’ experiences. Participants engaged in two semi-structured, in-depth interviews and provided material data. The findings demonstrated a need for the establishment of structured rolemodeling relationships, the provision of opportunities for unschoolers to undertake studentleader positions, and the necessity for enhanced education among campus administrators regarding unschooling practices

Autonomous Versus Collaborative Online Professional Development: Discovering the Differences in Teacher Learning and Perceptions

Online, asynchronous professional development (PD) offers flexibility for learners, yet what is the most effective way to provide online PD? While current research suggests online platforms can be effective for learning, there is a lack of studies examining differences between fully autonomous, asynchronous modules and those that are asynchronous but still collaborative. This mixed-method study examined the learning differences and perceptions between two cohorts of special education teachers as they went through an eight-unit online course on dyslexia. One cohort received an autonomous platform without interaction among the students or instructor. The other cohort received the same content, but online group discussions and interactions supplemented the platform. Findings show that both groups\u27 knowledge grew significantly regarding their level of dyslexia knowledge. Surprisingly, the autonomous cohort’s knowledge growth equaled or grew more than the collaborative group on various data sets. Both had large or medium effect sizes, indicating practical significance. Qualitative data revealed teachers’ perceptions of what and how they learned, as well as their desires for online learning. Results from this study demonstrate various professional development delivery methods that school professional development teams and researchers can use. Allowing for variety in professional development learning opportunities allows individuals to reflect on their learning preferences and determine which delivery method will fit their individual needs. It will ultimately allow more educators to feel they are being given the freedom to have a say in how they meet professional development goals

Literature as a Tool for the Introduction of Mental Health to Children

In childhood, literature is a quintessential learning tool, so it is imperative it is used in the introduction of mental health. Around the ages of seven to nine children begin to become aware of their own needs and comprehend others\u27 perspectives (Short et al., 2017, p. 13). At this time non-fiction books can be used to present information when it is organized, accessible, and informative (Short et al., 2017, p. 13). This can be effectively paired with fiction which can help contextualize abstract ideas, and develop self-monitoring skills (Gunawardena, 2023; Short et al., 2017). Mental health, which encompasses thoughts, feelings, and social interactions impact on the wellness of our mind, can be introduced this way (U.S. Department of Health and Human Services, 2024). Mental health is of life-long importance to children and mental illnesses can begin to appear in childhood (U.S. Department of Health and Human Services, 2024). Among these, anxiety, with a primary symptom of excessive worry, and depression, with a primary symptom of excessive sadness or irritability, are the two most common in children (U.S. Department of Health and Human Services, 2024). Rcognizing one’s own mental health and the ability to take care of are important to children, and education on the issue could help prevent misinformation and the development of stigma (Bale et al., 2020; Beckman et al., 2023). Barriers to mental health care, like lack of information, and not knowing how to access services can also be removed with education (Radez et al., 2021)

2024 Celebration of Faculty Scholars Condensed Program

The Office of the Provost, the Office of Research and Sponsored Programs, and University Libraries are proud to host the fourth annual Celebration of Faculty Scholars. This year, we recognize the achievements of 272 faculty, who have contributed over 1,000 publications, presentations, and creative works, and secured more than $6,000,000 in grant funding in 2024

Fin De Siècle Russian Topos and Rimsky-Korsakov\u27s The Golden Cockerel

Russian composers, including Glinka and The Mighty Five, helped establish a fin de siècle Russian nationalistic style in art music through the implementation of idiomatic folk music gestures and other commonly employed musical elements. Scholars, including Richard Taruskin, Barry Bilderback, and Pieter Van Den Toorn, have identified many of these elements, however, they have not provided clear codification of a Russian topic. Likewise, the music of Nikolay Rimsky-Korsakov has been largely ignored when compared to that of his contemporaries, though most research indicates he was heralded as a nationalistic composer. The purpose of this research was to create an initial working lexicon of the Russian style through a synthesis of the musical elements identified in the extant scholarship with those derived from an analysis of Rimsky-Korsakov’s The Golden Cockerel. Among the most important of these lexiconic elements are pentatonic and octatonic scales (particularly when connected to a rotation of thirds), the Russian submediant, interpretations or mutations of folk music, and orientalism. While these gestures on their own are not specifically Russian, when used in conjunction with each other, they generate a strongly nationalistic topos. The Golden Cockerel, a musical and theatrical satire of Alexander Pushkin’s 1834 fairytale, is particularly suited to an exploration of this topos. Its use of folkloric theme mutations and allusions to traditional rhythmic patterns, orientalism, the Russian sub-mediant, and pentatonic and octatonic-flavored melodies demonstrates Rimsky-Korsakov’s adherence to this nationalist style. Analysis of the work also reveals its colorful intersections between fantasy and the human world to be an ironic social commentary. Most importantly, this initial lexicon provides a tool for future scholarship that will refine the definition of the topic through comparisons of other works by Rimsky Korsakov and his contemporaries and potentially provide insights into Stravinsky’s unique brand of nationalism

Efficacy of a Novel Role-Playing Based In-Class Simulation on Enhancing Clinical Judgment Skills in Senior Baccalaureate Nursing Students

Clinical judgment is a critical skill for nurses, directly impacting patient outcomes and quality of care. However, studies have shown that newly graduated nurses often lacked sufficient clinical judgment abilities to meet the demands of increasingly complex patient populations. This quasi-experimental study aimed to evaluate the efficacy of a novel role-playing based in-class simulation designed to enhance clinical judgment skills among senior baccalaureate nursing students. The study employed a single-group pre-assessment and post-assessment design using Lasater’s Clinical Judgment Rubric (LCJR) as the primary measurement tool. Using a convenience sample, 37 senior nursing students who enrolled in a Term 4 clinical prevention and population health course at a midwestern state university participated in a faculty-led, multi-round, low-fidelity simulation involving an evolving patient scenario. Students role-played various healthcare disciplines, working collaboratively to assess, interpret, respond, and evaluate the changes in the patient’s status. Data were collected through self-assessments using the LCJR before and immediately after the simulation experience. Paired t-test was used to analyze changes in clinical judgment scores. This study aimed to provide evidence for an innovative teaching method that could be implemented in classroom settings to enhance clinical judgment skills, potentially improving the preparedness of new graduate nurses for the complexities of modern healthcare delivery