Changes in attitudes of high school girls towards dance subsequent to public performance opportunities

The aesthetic awareness of dance can be experienced by most people. Dancing is both interesting and stimulating to those who can share its common interest. Dance provides them with a chance to tone muscles and acquire better body control while keeping physically fit. It allows those individuals to release tensions, frustrations, and anxieties and yet to experience creativity and enjoyment. Elizabeth Haynes and Margery Turner, among others, have discussed dance as a self-expressional art form. Now students’ attitudes are affected by the opportunity to perform is related in part to the manner in which teachers are able to motivate students during daily class activities. It is suggested that factors such as coordination, kinesthetic awareness, aesthetic response, teacher-student relationships and dance performances are elements which cause different students to react in different ways in the classroom. In the interviews cited in the Introduction, the following questions were posed relative to gaining the best results from teaching dane: (1) What are students’ attitudes toward dance?; (2) What areas of dance will the students enjoy most in class?; (3) Are students interested in performing publicly?; (4) Does a student’s classroom performances increase when given a chance to perform before an audience outside of class?; (5) Does a student’s dance background have any bearing on her classroom performance

Neurofeedback Within the Scope of Occupational Therapy With Clients with Substance Use Disorder: A Scoping Review

Substance use disorder (SUD) is a problematic pattern of use of a substance or substances, leading to impairments to health, social function, and control of a substance. This negatively affects everyday activities of daily living, and occupation performance that causes a disruption to physical, mental, and social health. Now, Neurofeedback is a noninvasive biotherapy that uses audio or video feedback to reinforce healthy brain function. This type of intervention usually works by having a patient listen to music and putting electrodes on a patient’s head that pick up negative or positive brain activity or waves. And if the negative activity is identified there were be a skip in the music. Over time, the negative feedback received by the brain will train the brain to subconsciously make healthy connections. Neurofeedback literature address different types of aspects that impact individual\u27s life. This includes cognition attention in memory, learning, anxiety, depression, sleep quality, and many more psychological aspects With that being said OTs help people construct and destruct New or pre-existing habits and roles that would lead them throughout recovery. And Neurofeedback could be a beneficial intervention or conjunction intervention. However, there is no systematic understanding of how neuro-feedback therapy can be used in the substance-use population within the scope of the OT practice. This leads me to the problem which is the use of neural feedback, therapy in clients with substance use disorder has not been systematically reviewed to identify its use within the scope of OT practice, leaving it difficult for OT practitioners to integrate neurofeedback into OT for clients with substance use disorders. So the purpose of my capstone project was to conduct a scoping review of the literature to identify how Neurofeedback is utilized with clients with substance use disorder that is within the scope of OT practice.https://soar.usa.edu/otdcapstonessummer2023/1049/thumbnail.jp

Aesthetics of Anxiety

My research gives an in-depth explanation of what anxiety is, and a general idea of what it is like to deal with the condition. This research includes an illustrated clothing line consisting of fifteen looks that visually summarize the information about anxiety. Each element of these looks was based on research about anxiety, design techniques, and color theory. Of the fifteen looks, one was physically constructed and 2 were prepped for construction. The purpose of this research is to help people without the condition get a better general understanding of it, as well as help people with the condition feel more empowered, confident and understood

Integrated Marketing and Nontraditional Student Enrollment Decision Making

Purpose. The purpose of this study was to examine the relationship between university advertising and marketing procedures and techniques and the personal characteristics and motivations of nontraditional students who decide to enroll in bachelor’s degree programs. The overarching goal was to explore the experiences and decision-making processes of these students in an effort to address the lack of data guiding college and university marketing behavior toward this unique population. This project examined the decision making of college-bound individuals through the lens of electronic marketing, traditional marketing, and word-of-mouth marketing methods. Methodology. An exploratory quantitative research design was used. A survey was designed using a combination of previously validated instruments and questions developed by the researcher to measure the influence of marketing on nontraditional undergraduate students’ enrollment decisions. The sample consisted of nontraditional students who had recently enrolled in a degree/accelerated degree program in one of four colleges/universities in Southern California and had not yet completed a full semester/quarter of coursework. Findings. A significant difference was found in the amount of marking exposure among nontraditional students by medium. The analysis indicated a significant difference in the influence of marketing across racial and gender groups that also varied by medium. Females were significantly more influenced by the universities’ websites, for example. Males were significantly more influenced by word-of-mouth marketing from family members, and females were more likely to seek out friends than family for information. Also, those belonging to the “other” ethnic subgroup were significantly more influenced by online ads than their African American, Hispanic, or Caucasian counterparts. Conclusions. Several significant factors were identified that influence the decision-making process of nontraditional students who are preparing to enroll in an institution of higher education. Exposure to relevant marketing materials varies across a number of variables, and the influence of word-of-mouth marketing may be more important to this population when compared to traditional undergraduates. Recommendations. Further research is needed to inform the marketing methodologies in which institutions of higher education engage when reaching out to nontraditional students. This population’s motivations for enrolling are unique and, when combined with personal sociodemographic variables, represent an important challenge for university marketing professionals

Restoring Lost Heritage

One of the best streets to explore in Omaha is N. 24th Street. Many buildings showcase larger than life, vibrant murals that express the creative nature and spirit of this part of historic North Omaha. The murals represent a healing element for the community; many murals cover structures that are in various states of disrepair. Community gardens have risen to fill voids left by traumatic development practices, such as the implementation of the north freeway. Despite having lost a large part of its heritage, including hundreds of homes and businesses that were destroyed to make way for the north freeway, N. 24th is a thriving community of artists, entrepreneurs, activists, leaders, and some of the friendliest people I\u27ve met. This has led me to wonder how I can use my skills to help restore this community. This thesis explores how architecture and design can give a historically disinvested community the agency to restore its economic and cultural heritage

Changes in attitudes of high school girls towards dance subsequent to public performance opportunities

The aesthetic awareness of dance can be experienced by most people. Dancing is both interesting and stimulating to those who can share its common interest. Dance provides them with a chance to tone muscles and acquire better body control while keeping physically fit. It allows those individuals to release tensions, frustrations, and anxieties and yet to experience creativity and enjoyment. Elizabeth Haynes and Margery Turner, among others, have discussed dance as a self-expressional art form. Now students’ attitudes are affected by the opportunity to perform is related in part to the manner in which teachers are able to motivate students during daily class activities. It is suggested that factors such as coordination, kinesthetic awareness, aesthetic response, teacher-student relationships and dance performances are elements which cause different students to react in different ways in the classroom. In the interviews cited in the Introduction, the following questions were posed relative to gaining the best results from teaching dane: (1) What are students’ attitudes toward dance?; (2) What areas of dance will the students enjoy most in class?; (3) Are students interested in performing publicly?; (4) Does a student’s classroom performances increase when given a chance to perform before an audience outside of class?; (5) Does a student’s dance background have any bearing on her classroom performance