Urban Energy

Artist Statement The urban environment of New York City is the source of inspiration for my prints and paintings. I am fascinated with the range of architecture and the intensity of sights and sounds. It is exhilarating for me to be in this setting that is ever changing and I want to share this excitement with the viewer. In my work, I layer photo transfers, stencils with acrylic paints, and printing inks to convey a sense of urban energy. I use a range of bright and bold colors that reflect my vivid memories of this environment. I also want to balance geometric and orderly structure with the chaos of crowded streets. The layering technique, mixed media approach, and scope of colors allow me to arrange and rearrange elements of the environment to express the excitement of the city landscape

A Jungle, a Dream, a Wallowing thing

I view my creative process as jumping head first into material, laboriously wringing it dry, and wetting it again until it transforms into its own. I use felt, silicone, family heirlooms, and embroidery, which contend between each other materially and connote feminine and fantastical landscapes and characters. I drench the felt in pastel colors and excrete silicone filled paint through cocoons of lace, to call forth associations of beauty and the grotesque. I am very interested in the tension held between two and three dimensional space, and how teetering on this line allows me to question reality, expectations of language, and tactility. Inspired by the pattern Toile de Jouy, my work uses the symbolic ideas of this Rococo French pattern to create art that investigates childhood, the grotesque, and domesticated nature. It is my assertion that through the use of metaphorical, fantastical landscapes and paintings, my work can allow viewers to transcend their expectations on the language of beauty and the power of the sculpture

Prospectus, October 18, 2000

https://spark.parkland.edu/prospectus_2000/1027/thumbnail.jp

Psychosocial work environment stressors for school staff during the COVID-19 pandemic: Barriers and facilitators for supporting wellbeing

INTRODUCTION: After periods of remote and/or hybrid learning as a result of the COVID-19 global pandemic, the return to in-person learning has been beneficial for both students and teachers, but it has not been without challenges. This study was designed to assess the impact of the return to in-person learning on the school experience, and efforts made to ease the transition in furthering a positive in-person learning environment. MATERIALS AND METHODS: We conducted a series of listening sessions with 4 stakeholder groups: students ( RESULTS: Three main themes emerged around school staff experiences: (1) increased levels of stress and anxiety manifested in key ways, including students\u27 challenges with personal behavior management contributing to increased aggression and staff shortages; (2) school staff described key contributors to stress and anxiety, including feeling excluded from decision making and challenges with clear and consistent communication; and (3) school staff described key facilitators that supported their management of anxiety and stress, including adaptability, heightened attention and resources to wellbeing, and leveraging interpersonal relationships. DISCUSSION: School staff and students faced significant stress and anxiety during the 2021-2022 school year. Further exploration and identification of approaches to mitigate key contributors to increased stress and anxiety for school staff, along with increased opportunities for implementing key facilitators that were identified as important in managing and navigating the increased stress and anxiety offer valuable opportunities for helping to create a supportive work environment for school staff in the future

Prospectus, October 25, 2000

https://spark.parkland.edu/prospectus_2000/1028/thumbnail.jp

Prospectus, December 6, 2000

https://spark.parkland.edu/prospectus_2000/1033/thumbnail.jp

GALA Dissemination Report 2, Deliverable 9.6

Westera, W., Berta, R., Moreno-Ger, P., Bellotti, F., Nadolski, R., Moore, P., Boyle, L., Beligan, D., & Baalsrud Hauge, J. (2012). GALA Dissemination Report 2, Deliverable D9.6 of the GALA Network of Excellence on Serious Gaming. Heerlen, The Netherlands: Open Universiteit.This report summarises the activities and outcomes of WP09 during the second year of the GALA project.GALA-projec

The University of Iowa Biomass Energy Sustainability Index: A decision-making tool for the University of Iowa Biomass Partnership Project

Work continued on a plan to increase the renewable, sustainable fuel sources available to power operations at the University of Iowa in Iowa City. A team of researchers from multiple institutions collaborated to create a tool that would allow the UI to evaluate its alternative energy options more effectively

Social stories in mainstream schools for children with autism spectrum disorder : a feasibility randomised controlled trial

OBJECTIVES: To assess the feasibility of recruitment, retention, outcome measures and intervention training/delivery among teachers, parents and children. To calculate a sample size estimation for full trial. DESIGN: A single-centre, unblinded, cluster feasibility randomised controlled trial examining Social Stories delivered within a school environment compared with an attentional control. SETTING: 37 primary schools in York, UK. PARTICIPANTS: 50 participants were recruited and a cluster randomisation approach by school was examined. Participants were randomised into the treatment group (n=23) or a waiting list control group (n=27). OUTCOME MEASURES: Acceptability and feasibility of the trial, intervention and of measurements required to assess outcomes in a definitive trial. RESULTS: An assessment of the questionnaire completion rates indicated teachers would be most appropriate to complete the primary outcome measure. 2 outcome measures: the Social Responsiveness Scale (SRS)-2 and a goal-based measure showed both the highest levels of completion rates (above 80%) at the primary follow-up point (6 weeks postintervention) and captured relevant social and behaviour outcomes. Power calculations were based on these 2 outcome measures leading to a total proposed sample size of 180 participant groups. CONCLUSIONS: Results suggest that a future trial would be feasible to conduct and could inform the policy and practice of using Social Stories in mainstream schools. TRIAL REGISTRATION NUMBER: ISRCTN96286707; Results