Sack, Lucy Interview Transcript

ROCKvoices Oral History Project

Transcript of the interview of Lucy Sack conducted on November 5, 2008.

2008

Sack, Lucy Interview Video Clip

ROCKvoices Oral History Project

Video clip from the interview of Lucy Sack conducted on November 5, 2008.

2008

Say So Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Say So Publicity Photograph

1991

Scared Weird Little Guys Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Scared Weird Little Guys Publicity Photograph

1995

Schmieler, Claire Interview Audio

ROCKvoices Oral History Project

Audio recording of the interview of Claire Schmieler conducted on July 14, 2008.

2008

Schmieler, Claire Interview Transcript

ROCKvoices Oral History Project

Transcript of the interview of Claire Schmieler conducted on July 14, 2008.

2008

Schmieler, Claire Interview Video Clip

ROCKvoices Oral History Project

Video clip from the interview of Claire Schmieler conducted on July 14, 2008.

2008

School psychologists' perspectives

a qualitative analysis of disability labeling and implications

Smyre, Danielle

Factors beyond legal regulations, ethical practice, and training influence the identification process conducted by school psychologists when labeling a child with a disability. Research has not sought to go to the source and directly question the process of identific...
Show moreFactors beyond legal regulations, ethical practice, and training influence the identification process conducted by school psychologists when labeling a child with a disability. Research has not sought to go to the source and directly question the process of identification from the perspective of school psychologists. This niche in the field of school psychology practice plays a larger role within special education, beckoning for an increased understanding of the cognitive dissonance and resolution processes experienced by school psychologists when labeling a child. Using a qualitative inquiry within a grounded theory, phenomenological framework, ten school psychologists from Berks County, Pennsylvania were interviewed. Interview transcript analysis was completed using manual, blending thematic coding, including inductive and deductive approaches. The research reveals insight into school psychologists’ thoughts, feelings, and perspectives of assigning a disability label to a child; salient factors influencing school psychologist disability labeling; and the cognitive dissonance and resolution processes experienced by school psychologists when assigning disability labels. Results indicate the presence of a vast array of thoughts and feelings experienced by school psychologists during the process of disability labeling. Salient factors during school psychologist decision-making to inform disability labeling, beyond federal and state identification criteria, are examined. Extending the present field of research, cognitive dissonance during decision-making and disability labeling was identified, with reflections upon the broader implications across special education considered. In totality, school psychologists feel the very real pressure to navigate the myriad of internal experiences and external factors to help students through disability identification and labeling.
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2023

Selected Hilarity Publicity Photograph

Xtremes Publicity Photograph Collection

Digitized copy of the Selected Hilarity Publicity Photograph

1994

Selman, Marc Interview Audio

Slippery Rock University in the Sixties Oral History Collection

Audio recording of the interview of Marc Selman on September 19, 1990.

1990

Selman, Marc Interview Transcript

Slippery Rock University in the Sixties Oral History Collection

Transcript of the interview of Marc Selman on September 19, 1990.

1990

Sexism and cisgenderism in music therapy spaces

An exploration of gender microaggressions experienced by music therapists

Kristen McSorley

This narrative inquiry examined the experience of gender microaggressions in the music therapy field. Gender microaggressions are defined as everyday assaults, insults, or invalidations that occur towards persons with marginalized gender identities (including trans/c...
Show moreThis narrative inquiry examined the experience of gender microaggressions in the music therapy field. Gender microaggressions are defined as everyday assaults, insults, or invalidations that occur towards persons with marginalized gender identities (including trans/cis women, trans men, and nonbinary persons) (Sue et al., 2007). As music therapy academic, clinical, and professional spaces are microcosms for larger sociopolitical contexts, music therapists are prone to enacting microaggressions through verbal, non-verbal, and musical means. Microaggressions accumulate throughout a person’s lifetime to negatively impact a person’s health and well-being. In this narrative inquiry, semi-structured interviews occurred with eight participant music therapists to examine their experiences of gender microaggressions in music therapy. Results demonstrated that gender microaggressions manifest in a variety of ways and enactors include music therapy colleagues, presenters, internship directors, educators, and clients. Five themes with 33 sub-themes were found: qualities of microaggressions (cumulative, intersectional, subtle, systemic), impact of incident (gender dysphoria, hurt, indignant, internalization, invalidated, lingering, questioning, regret, shame, shocked, stereotype threat, tired, tokenized, visceral reaction), survival tactics (avoidance, caregiving for the enactor, forgiveness, intellectualizing, minimizing, processing, self-protection, vigilance), interpersonal dynamics (impact on relationship, professional boundaries, power dynamics, response of enactor), and gender in music therapy (feeling affirmed, need for dialogue and support, perceived advantage of cis men). From these findings, it is clear that there is a need for music therapists to develop greater awareness of ways in which they enact gender microaggressions and to create more spaces for music therapists with marginalized gender identities to process these incidents.
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2019

Sexual offenders in western Pennsylvania

An analysis of Megan's Law registrants

Kuhn, Elizabeth

In the United States, the implementation of sex offender legislation, such as the passing of the Jacob Wetterling Act in 1994, was initiated to improve the response to the increasing perception of public safety concerns that individuals convicted of sexual offenses p...
Show moreIn the United States, the implementation of sex offender legislation, such as the passing of the Jacob Wetterling Act in 1994, was initiated to improve the response to the increasing perception of public safety concerns that individuals convicted of sexual offenses posed to community members. However, despite the enactment of such policies, debates regarding the effectiveness of sex offender registration and notification (SORN) requirements continue, with critics arguing that policies are founded on conclusions gained from research that overlooks a portion of the sex-offending population: females who sexually offend. Therefore, the objective of this paper was to explore the prevalence and nature of female sex offending in Allegheny County. Results demonstrated that female sex offenders accounted for 2.8% of the total convicted sexual offender population in Allegheny. Additionally, females were primarily White and, on average, younger than male offenders. A significant proportion of females (82.1%) had a minor victim, and the study's findings also determined that lifetime registry was the highest occurring tier classification for both males and females. Types of primary offenses that females were convicted of included charges such as sex trafficking (7.7%) and indecent assault (30.8%), with indecent assault also as the most frequent sub-offense conviction (12.8%). Lastly, results exhibited that male (M = 7.46, SD = 3.221) and female (M = 6.46, SD = 2.602) sex offenders in Allegheny County did not have significantly different offense gravity scores.
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2023

Shaevitz, Ben Audio

ROCKvoices Oral History Project

Audio of the interview of Ben Shaevitz conducted on June 2, 2022.

2022

Shaevitz, Ben Transcript

ROCKvoices Oral History Project

Transcript of the interview of Ben Shaevitz conducted on June 2, 2022.

2022

Shaevitz, Ben Video Clip

ROCKvoices Oral History Project

Video clip from the interview of Ben Shaevitz conducted on June 2, 2022.

2022

Shaffer, Fred Interview Audio

Baseball in Pennsylvania Oral History Collection

Audio recording of the interview of Fred Shaffer on September 8, 1994.

1994

Shaffer, Fred Interview Transcript

Baseball in Pennsylvania Oral History Collection

Transcript of the interview of Fred Shaffer on September 8, 1994.

1994

Shimmons, Cloyd Interview Audio

Baseball in Pennsylvania Oral History Collection

Audio recording of the interview of Cloyd Shimmons on November 20, 1994.

1994

Shimmons, Cloyd Interview Transcript

Baseball in Pennsylvania Oral History Collection

Transcript of the interview of Cloyd Shimmons on November 20, 1994.

1994

Sicilian, Nick Interview Audio

James Mennell Oral History Collection

Audio recording of the interview of Nick Sicilian in May 1982.

1982

Significance of academic and social/emotional accommodations and supports

examining the perceived impact on college students with disabilities

Dietz, Danielle

College students with disabilities are attending college at increasing rates. However, their success and retention still lag when compared to their non-disabled peers. This mixed methods research design aimed to look at perceived success and challenges that college s...
Show moreCollege students with disabilities are attending college at increasing rates. However, their success and retention still lag when compared to their non-disabled peers. This mixed methods research design aimed to look at perceived success and challenges that college students with disabilities faced. Using both a survey and an open-ended interview, the researched examined what areas students felt were areas they used the most to support their success, areas of social/emotional need, executive functioning challenges and resources to address those needs, as well as additional stressors faced. The researcher aimed to address the following research questions: 1. What academic supports benefit students with disabilities the most at the college/university level? 2. What level of importance does social and/or emotional supports factor into the retention of students with disabilities in higher education? 3. What executive functioning capabilities present the biggest challenge(s) for students with disabilities in college/university? 4. What other stressors (such as finances, family support, virtual learning, etc.) factor into the retention and success of students with disabilities in college? Through qualitative and quantitative analysis and thematic coding, the following themes emerged: (1) professor office hours are most beneficial academic support, (2) campus resources are least beneficial academic support, (3) the social experience is an important aspect to college life, (4) emotional wellbeing greatly impacts the college experience, (5) starting tasks is the most challenging aspect of executive functioning, (6) planners and/or calendars are the most effective tool to address executive functioning challenges, and (7) academic performance is a significant stress factor.
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2022

Sinchak, Judy Interview Audio

Queens of Slippery Rock Oral History Collection

Audio recording of the interview of the 1964 Homecoming Queen Judy Sinchak.

2017

Sinchak, Judy Interview Transcript

Queens of Slippery Rock Oral History Collection

Transcript of the interview of the 1964 Homecoming Queen Judy Sinchak.

2017