SB39-16/17: Resolution Amending GPSC Bylaws

SB39-16/17: Resolution Amending GPSC Bylaws. This resolution was passed 23Y-1N-1A during the November 30, 2016 meeting of the Associated Students of the University of Montana (ASUM)

SB88-16/17: Resolution Amending ASUM Child Care Personnel Policy

SB88-16/17: Resolution Amending ASUM Child Care Personnel Policy. This resolution passed 12Y-5N-5A at the May 3, 2017 meeting of the Associated Students of the University of Montana Senate (ASUM)

How do teachers influence children's emotional development?

Children vary in their capacities to interpret other's emotional states and to understand, express and control their own emotional responses. Due to their role as significant adults in children's lives, teachers can be argued to play a critical role in the development of these capacities. A range of findings which support this premise, in educational and psychological literature, suggest that a child's emotional development can be affected by his or her experiences of teachers, both in the classroom and within the whole school environment. Several studies have documented cross-sectional and longitudinal associations between categories of teacher-pupil relationships and child outcomes moreover, in recent years, numerous manualised and non-manualised school programmes posit teachers as active agents in preventative interventions which promote emotional development and emotional regulation. A selection of these is critically reviewed.;Keywords: Child relationship, Teacher, Pupil relationship, Emotional Development, Emotional Intelligence, Emotional Regulation

An Analysis of Significant Cyber Incidents and the Impact on the Past, Present, and Future

This report discusses data collected on significant cybersecurity incidents from the early 2000s to present. The first part of the report addresses previously discussed information, data, and literature (e.g. case studies), pertinent to cybersecurity incidents. The findings from this study are framed by scholarly sources and information from the Federal Bureau of Investigation, a number of notable universities, and literature online, of which all support information discussed within this report. The second part of the report discusses data compiled upon analyzing significant cyber incidents and events from the Center for Strategic and International Affairs (CSIS). Finally, the last portion of the report considers possible solutions to this ever-growing issue

SB69-16/17: Resolution for Referendum Expanding FTE Graduate Student and Missoula College Student Representation on ASUM Senate

SB69-16/17: Resolution for Referendum Expanding FTE Graduate Student and Missoula College Student Representation on ASUM Senate. This resolution failed at the March 15, 2017 meeting of the Associated Students of the University of Montana (ASUM)

Birds in Uganda Forests

Volume: I

Changes in the diet and body size of a small herbivorous mammal (hispid cotton rat, \u3ci\u3eSigmodon hispidus\u3c/i\u3e) following the late Pleistocene megafauna extinction

The catastrophic loss of large-bodied mammals during the terminal Pleistocene likely led to cascading effects within communities. While the extinction of the top consumers probably expanded the resources available to survivors of all body sizes, little work has focused on the responses of the smallest mammals. Here, we use a detailed fossil record from the southwestern United States to examine the response of the hispid cotton rat Sigmodon hispidus to biodiversity loss and climatic change over the late Quaternary. In particular, we focus on changes in diet and body size. We characterize diet through carbon (δ13C) and nitrogen (δ15N) isotope analysis of bone collagen in fossil jaws and body size through measurement of fossil teeth; the abundance of material allows us to examine population level responses at millennial scale for the past 16 ka. Sigmodon was not present at the cave during the full glacial, first appearing at ~16 ka after ice sheets were in retreat. It remained relatively rare until ~12 ka when warming tempera­tures allowed it to expand its species range northward. We find variation in both diet and body size of Sigmodon hispidus over time: the average body size of the population varied by ~20% (90–110 g) and mean δ13C and δ15N values ranged between −13.5 to −16.5‰ and 5.5 to 7.4‰ respectively. A state–space model suggested changes in mass were influenced by diet, maximum temperature and community structure, while the modest changes in diet were most influenced by community structure. Sigmodon maintained a fairly similar dietary niche over time despite contemporaneous changes in climate and herbivore community composition that followed the megafauna extinc­tion. Broadly, our results suggest that small mammals may be as sensitive to shifts in local biotic interactions within their ecosystem as they are to changes in climate and large-scale biodiversity loss

Starting World Languages in Elementary Schools

This study addresses the position in which elementary school teachers find themselves when they recognize the benefits of bilingualism but are limited in being able to provide second language (L2) instruction. It seeks to answer the following questions: How many elementary school teachers in Montana have added a L2 component to their instruction? How likely are those teachers to turn to the Internet for materials and resources in order to add a L2 component to their instruction? What do elementary school teachers expect from those online materials? What L2 materials are available online and how can they be used? What should online L2 materials/resources be like based on the principles and best practices in the field of L2 teaching as established by the American Council on the Teaching of Foreign Languages (ACTFL)? In this study, I review the research on additive bilingualism in elementary school children and find that learning a second language has inherent cognitive, academic, and affective benefits. Also, I review how language can be taught effectively through various perspectives to language and language learning. I conducted a survey of public Kindergarten, 1st grade, and 2nd grade teachers in Montana and found that almost half of them were already trying to include a L2 component in their teaching. A very limited number of these teachers had a trained second language educator at their school, and because of this, many turn to online resources to help them. Almost all the participants were receptive to the idea of a free, online resource that would teach one or more world languages in an engaging, relevant way. Therefore, I analyzed online second language resources available for teachers who do not already speak the language and found that all of them lacked the discursive feature that characterizes classroom dynamics. The resources, both for free and for a price, had a lack of focus on instructing students how to ask the questions themselves. I finish this paper by addressing this need. I propose a new resource that seeks to address the shortcomings of the resources reviewed. The proposal for the proposed resource takes into consideration the feedback received from the teachers during the survey and is directly tailored to the Montana Elementary K-2 context