Pollution Solution

This paper shows the immensity of air pollution contaminating the Earth and discusses some of the repercussions experienced by humans. While coal plants are seen as a major contributor to air pollution, automobiles are just as harmful to the environment. In addition to some specific statistics regarding these harmful pollutants, this paper offers a possible researched solution that, if put into action, could drastically reduce the Earth\u27s air pollution problem. Thrive: Social Innovation Learning Community, Prof. Jim Davis, Prof. JoyEllen Freeman, Prof. Lydia Laucella, and Prof. Pablo Valenzuel

Examining Curriculum Requirements of Undergraduate Teacher Preparation Programs to Gauge Educator Knowledge of Trauma-Informed Education Frameworks

Statistics show that many pre-K–12 students in the United States are exposed to adverse childhood experiences (ACEs) or potentially traumatic events (PTEs), and a growing body of literature points to these childhood experiences harming children’s academic functioning and future educational attainment. A review of the literature on trauma-informed education (i.e., curriculum and programs designed to mitigate the negative effects of trauma) highlights many teachers’ lack of confidence in combatting issues within student populations affected by adversity and trauma; the research also indicated that teachers with knowledge of trauma/adversity and its implications are crucial to effectively educating at-risk children and adolescents. The current study examines teacher education curricula at 119 postsecondary institutions accredited by both the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) and the Council for the Accreditation of Educator Preparation (CAEP) to identify existing course requirements that fit each of four dimensions of many trauma-informed education programs: Adversity and Resilience, Human/Child Development, Child/Educational Psychology, and Human/Cultural Diversity. Primary and secondary education majors were examined separately for inclusion of these dimensions and compared. Results show that only one of the 119 universities’ primary education programs required courses in Adversity and Resilience; none were required among the secondary education programs. At least one course in Human/Child Development was required by 52% of primary education programs and 46% of secondary education programs; Child/Educational Psychology by 55% and 51%, respectively; and Human/Cultural Diversity by 57% and 50%, respectively. This examination forms part of an ongoing evaluation of teacher education standards and educator preparedness to implement trauma-informed education interventions. Results suggest a need for additional training and professional development for educators, especially given the prevalence of child traumatic stress and the growing number of policies and initiatives promoting trauma-sensitive schools

LEVERAGING CULTURAL ASSETS OF CULTURALLY AND LINGUISTICALLY DIVERSE INDIVIDUALS IN MUSIC THERAPY: A QUALITATIVE PHENOMENOLOGICAL STUDY

The purpose of this thesis was to explore how music therapists can engage in cultural humility and leverage cultural assets of those who are culturally and linguistically diverse (CLD). The primary research question involved in this study was: “In what ways can music therapists leverage cultural assets of CLD individuals in practice?” Sub-questions were: “What awareness, knowledge, and skills do music therapists need to grow in culturally sensitive practice?” “How can music therapists whose first language is English effectively serve linguistically diverse individuals?” “What steps might music therapists take to effectively serve culturally diverse individuals?” and “How might cultural and linguistic diversity influence the therapeutic relationship?” I investigated these questions using a qualitative phenomenological study. Specifically, I conducted semi-structured interviews with a purposive sample of eight experts including music therapists, specialists in Universal Design for Learning (UDL), and specialists in diversity, equity, and inclusion. I analyzed and interpreted the findings from these interviews using a combined inductive and deductive qualitative data analysis approach. Throughout this study, I used the frameworks of UDL and the Multicultural and Social Justice Counseling Competencies to inform research and interview questions, analysis, and interpretation of results. Findings of this study provide foundation and practical guidance for music therapists regarding inclusive, equitable, and culturally sensitive clinical practices with CLD individuals

Father Figures in The Tenant of Wildfell Hall: Bronte\u27s Perspective on Victorian Era Masculinity

Anne Bronte presents two different depictions of fatherhood in The Tenant of Wildfell Hall that correspond to different expressions of masculinity. Anne Bronte comments on masculinity in the Victorian Era by presenting these different examples in the characters of Mr. Markham and Mr. Huntingdon as they interact with Arthur, Helen’s son. Both men display masculine traits as viewed by Victorian Era thought, but these traits vary between manly virtue (dignity and honesty) and manly vice (drinking and swearing). Furthermore, Bronte depicts patterns of abusive masculinity in the character Mr. Huntingdon in his interactions with Arthur as his biological father while also depicting nurturing behavior in Mr. Markham, despite such behavior being regarded as typically feminine. Mr. Markham shares no blood ties with Arthur, but his care for Helen includes his care for her son. Bronte illustrates how Mr. Markham’s relationship with Arthur is much more wholesome and beneficial to the boy than Mr. Huntingdon’s relationship with Arthur, insinuating that healthy fatherhood requires more than just typically masculine traits or biological relations. From all this, I glean that Bronte is commenting on Victorian Era family ideals alongside the ideals of masculinity. In the dynamics she creates between father figures and Arthur, Bronte shows how easy it is for the family structure, so idealized by her contemporary society, to be abused when male authority has free reign. But she also illustrates how it is possible to have a slightly less conventional family structure that, while looking quite different than most lauded family arrangements of the Victorian Era, actually works as well as (if not better than) the typical domestic ideal

GlimmerGlass Volume 76 Number 01 (2016)

Official Student Newspaper Issue is 12 pages long

GlimmerGlass Volume 75 Number 09 (2016)

Official Student Newspaper Issue is 12 pages long

GlimmerGlass Volume 75 Number 03 (2015)

Official Student Newspaper Issue is 16 pages long

GlimmerGlass Volume 75 Number 12 (2016)

Official Student Newspaper Issue is 16 pages long