Legends Between the Lakes

My work explores the ways in which the viewer might use technology to interact with the exhibit around them. The exhibition space consists of 5 travel posters united by a common theme and intended to pique the viewer\u27s interest. Through the use of an accompanying mobile website, the audience may further interact and delve deeper into the meaning behind the posters. By utilizing technology in this supplementary manner I intend to add greater depth to the objects that exist in the physical world. The subject matter of the exhibition is the forgotten remains and stories of the people who once inhabited the Land Between the Lakes. These stylistic depictions of abandoned structures and dilapidated buildings are intended to cultivate viewer intrigue. As the viewer is drawn in, the mobile interface will provide background information and supplementary interactions and photos. There is a distinct irony between the depiction of a world forgotten and the immortalization of that world through art and technology. In a more abstract manner, the focus of my work is the simplification of the way a viewer digests information. I want to create a flow of information that is strictly organized by a hierarchy of relevance, making it easy to comprehend even if the finer details are not seen immediately. Stylistic inspiration for my work is drawn largely from Herb Lubalin, Dan MacAdam and Kevin Mercier. Lubalin is a significant source of my typographic inspiration and hierarchical reference. MacAdam’s prints have been a great resource as I worked out how to display the architectural elements in the compositional space. The UX work Mercier produces, helped me to construct a UI that is easily navigable; furthermore he inspired the subtle use of transitions as the user courses through the supplementary material. I have taken inspiration from these artists and their work to try to incorporate my work in the physical and digital realm.https://digitalcommons.murraystate.edu/art498/1062/thumbnail.jp

PRACTICES AND POLICIES USED IN MANAGEMENT OF CUBA AND AUSTRALIA’S CORAL REEFS CAN WE SAVE THEM?

Climate change is rapidly and significantly impacting the planet and the ocean in harmful ways. (Environment U.N., 2017). (NOAA, 2019). (NASA, 2024). (Nature Conservancy, n.d.). The Earth’s average surface temperature in 2024 was the warmest on record, according to an analysis led by NASA scientists. (2024). Coral reefs are experiencing negative climate impacts more quickly and more severely than the ocean in total. Our research addresses global coral threats like ocean warming, acidification, and extreme storms, plus local threats like overfishing, marine migration, invasive species, pollution, and excess nutrients. We have shown how coral reef threats, management practices, and resilience in Cuba and Australia impact the health and restoration of coral reefs. We focused this Capstone project on these elements of reef management: threats, practices, and resilience. Coral reefs provide value to our society as a home and food source for 25% of marine life. (Loiacono, 2024). Coral reefs support industry in terms of fishing, tourism, and recreation. Water sports are enhanced by the mystery, bounty, and beauty of coral reefs. (Loiacono, 2024). Currently, 30 - 50% of coral reefs have been destroyed globally. Climate change and local threats greatly weaken coral reefs leading to damage, disease, and death. (Environment U.N., 2017). (NOAA, 2019). (NASA, 2024). (Nature Conservancy, n.d.). Reef management practices provide options to preserve, recover, and save these amazing coral reef ecosystems. Local management priorities for Cuba and Australia include Marine Protected Areas (MPAs), multi-purpose objective setting, bioscience solutions, and ecological role management. These significant actions can provide value to other coral areas. Climate action is a topic for further research

Interview with LaFaun Ruth Wilkins Colglazier

An interview with LaFaun Wilkins Colglazier about her life experiences from 1891-1935. Audio is on tape MS016_17-1_75-061https://scholars.fhsu.edu/koh/1521/thumbnail.jp

Margin Shore

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PRACTICES AND POLICIES USED IN MANAGEMENT OF CUBA AND AUSTRALIA’S CORAL REEFS CAN WE SAVE THEM?

Climate change is rapidly and significantly impacting the planet and the ocean in harmful ways. (Environment U.N., 2017). (NOAA, 2019). (NASA, 2024). (Nature Conservancy, n.d.). The Earth’s average surface temperature in 2024 was the warmest on record, according to an analysis led by NASA scientists. (2024). Coral reefs are experiencing negative climate impacts more quickly and more severely than the ocean in total. Our research addresses global coral threats like ocean warming, acidification, and extreme storms, plus local threats like overfishing, marine migration, invasive species, pollution, and excess nutrients. We have shown how coral reef threats, management practices, and resilience in Cuba and Australia impact the health and restoration of coral reefs. We focused this Capstone project on these elements of reef management: threats, practices, and resilience. Coral reefs provide value to our society as a home and food source for 25% of marine life. (Loiacono, 2024). Coral reefs support industry in terms of fishing, tourism, and recreation. Water sports are enhanced by the mystery, bounty, and beauty of coral reefs. (Loiacono, 2024). Currently, 30 - 50% of coral reefs have been destroyed globally. Climate change and local threats greatly weaken coral reefs leading to damage, disease, and death. (Environment U.N., 2017). (NOAA, 2019). (NASA, 2024). (Nature Conservancy, n.d.). Reef management practices provide options to preserve, recover, and save these amazing coral reef ecosystems. Local management priorities for Cuba and Australia include Marine Protected Areas (MPAs), multi-purpose objective setting, bioscience solutions, and ecological role management. These significant actions can provide value to other coral areas. Climate action is a topic for further research

Transitioning to a New Principal From the Teachers\u27 Perspective: An Interpretive Case Study

The transition to a new principal in any school setting is an important time for both students and teachers because principals play a large part in shaping school culture. No research to date was found that focused on the teacher experience when a new principal is hired. This interpretive case study sought to understand the teacher experience during a principal transition and the teachers’ perceptions of the role that the principal played in the transition. The study site was Lincoln Elementary, a public elementary school located in Minnesota of the United States. Interviews were conducted from November 2014 to January 2015, with 12 participants, including specialists, English learner teachers, classroom teachers, a former dean of students, and a principal who formerly taught at Lincoln. Teachers revealed their experience during a recent principal transition, which was reported to be positive. Four major themes emerged regarding what teachers experienced: an improved school work environment, a graphic vision for the school’s future, more systems to support students and learning, and more building-based professional development. While this study may not be applicable to other principal transitions, it added to the body of knowledge by filling a gap regarding the teacher experience during one principal transition. It highlighted the need for principals to examine the impact of their actions on teachers, likewise for managers regarding their employees. This study provided a rare view into what teachers experienced

Transitioning to a New Principal From the Teachers\u27 Perspective: An Interpretive Case Study

The transition to a new principal in any school setting is an important time for both students and teachers because principals play a large part in shaping school culture. No research to date was found that focused on the teacher experience when a new principal is hired. This interpretive case study sought to understand the teacher experience during a principal transition and the teachers’ perceptions of the role that the principal played in the transition. The study site was Lincoln Elementary, a public elementary school located in Minnesota of the United States. Interviews were conducted from November 2014 to January 2015, with 12 participants, including specialists, English learner teachers, classroom teachers, a former dean of students, and a principal who formerly taught at Lincoln. Teachers revealed their experience during a recent principal transition, which was reported to be positive. Four major themes emerged regarding what teachers experienced: an improved school work environment, a graphic vision for the school’s future, more systems to support students and learning, and more building-based professional development. While this study may not be applicable to other principal transitions, it added to the body of knowledge by filling a gap regarding the teacher experience during one principal transition. It highlighted the need for principals to examine the impact of their actions on teachers, likewise for managers regarding their employees. This study provided a rare view into what teachers experienced