Search Results121 to 144 of 339
Green and White
Green and White
Student Handbook
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
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The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
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1978
Green and White
Green and White
Student Handbook
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show more
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
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1991
Green and White
Green and White
Student Handbook
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show more
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
Show less
1938
Green and White
Green and White
Student Handbook
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show more
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
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1937
Green and White
Green and White
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show more
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
Show less
Green and White
Green and White
Student Handbook
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show more
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
Show less
1927
Green and White
Green and White
Student Handbook
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show more
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
Show less
1982
Green and White
Green and White
Student Handbook
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show more
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
Show less
2006
Green and White
Green and White
Student Handbook
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show more
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
Show less
2008
Green and White
Green and White
Student Handbook
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show more
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
Show less
2012
Green and White
Green and White
Student Handbook
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show more
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
Show less
1928
Green and White 1929-1930
Green and White 1929-1930
Student Handbook
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained ...
Show more
The Green and White student handbook was published from 1927-2003 and then continued in a digital format until 2013. The handbook contained rules and regulations for students concerning dining, dorm life, smoking, dress codes, etc. The Green and White also contained helpful information about the college such as calendars for sports and other events, fees, hours of various campus offices, campus services available to students, and, of course, the Alma Mater.
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1929
Green and White Thumbnail
Green and White Thumbnail
Greg Morton Publicity Photograph
Greg Morton Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Greg Morton Publicity Photograph
1992
Group Music Therapy for LGBTQIA+ Parents Experiencing Postpartum Depression and Anxiety
Group Music Therapy for LGBTQIA+ Parents Experiencing Postpartum Depression and Anxiety
A mixed methods study
Maryrose Nieman Nelson
A mixed methods research study involving an eight-week music therapy group was facilitated virtually for LGBTQIA+ parents experiencing postpartum mood and anxiety disorders. The Edinburgh Postnatal Depression Scale was administered upon first session and last session...
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A mixed methods research study involving an eight-week music therapy group was facilitated virtually for LGBTQIA+ parents experiencing postpartum mood and anxiety disorders. The Edinburgh Postnatal Depression Scale was administered upon first session and last session to capture potential impact of music therapy group on mental health over time. The Brief Mood Introspection Scale was administered at the beginning and end of each session to capture short term impact of group music therapy. A semi-structured focus group was facilitated to capture experiences of and feedback from participants, and interviews were scheduled with participants who did not attend the focus group. Interviews and the focus group were transcribed and analyzed and six themes were identified: community and solidarity built around shared experiences, music within and beyond the group, expansiveness and generativity in parenthood, response to experience, attendance and timing challenges, and accessibility. The Edinburgh Postnatal Depression Scale did not show statistically significant changes in mood over the course of the eight-week group but was limited by sample size and an outlier score. The Brief Mood Introspection Scale showed more significant trends in increased pleasant mood, decreased stress, and increased positivity after the session. When LGBTQIA+ parents were able to attend the session, they reported meaningful impacts despite attendance challenges. Findings may be useful in developing music therapy practice and research.
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2023
Harley Newman Publicity Photograph
Harley Newman Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Harley Newman Publicity Photograph
1992
Identifying salient factors in the retention of special education teachers :
Identifying salient factors in the retention of special education teachers :
what makes them stay?
Mary P. Nientimp
The purpose of this study was to determine the reasons why special education teachers continue to teach in their present special education positions for five years or longer. The factors that influence special education teachers to remain were identified and analyzed...
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The purpose of this study was to determine the reasons why special education teachers continue to teach in their present special education positions for five years or longer. The factors that influence special education teachers to remain were identified and analyzed. The study was a quantitative design including a survey and one open-ended question. Relational support factors and organizational factors were categorized into the survey questions from Billingley’s (2004) research. The participants included 90 special education teachers from Erie, Crawford and Warren counties. The survey and the open-ended question data were analyzed. The quantitative results indicated that there was a significant difference at a .05% probability level from the response data modes for relational support factors as compared to the organizational support factors. The three most common retention factors included enjoyment gained from job, ability to make a difference in the lives of students, and support of fellow special education teachers. Three themes emerged from the open-ended question: administrative support, helping students succeed and colleague support. The responses were more influential with the relational support factors than the organizational factors. This study should help administrators identify strategies to help retain special education teachers in their current special education teaching positions.
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2018
Imagining a post–intentional phenomenology of cisnormativity
Imagining a post–intentional phenomenology of cisnormativity
a philosophical inquiry
Braedyn Inmon
My original plan for this thesis project was to conduct a phenomenological study that focuses on how cisnormativity influences and emerges through a clinician’s development of micro-skills, especially those who are transgender, Two Spirit, and Intersex or otherwise n...
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My original plan for this thesis project was to conduct a phenomenological study that focuses on how cisnormativity influences and emerges through a clinician’s development of micro-skills, especially those who are transgender, Two Spirit, and Intersex or otherwise non-conforming to the colonial gender paradigm (TTSI+) (Lugones, 2007). However, I struggled to find any phenomenological or clinical consideration of cisnormativity as a phenomenon, and it is rarely articulated as a system immersed in white supremacist bio-essentialism. So, this thesis is a philosophical inquiry that is grounded in Vagle’s post-intentional phenomenological (PIP) paradigm (2018). This inquiry details: 1) how the PIP paradigm may nurture more nuanced investigation of bio-essentialist systems of oppression, 2) how critical phenomenological and post-structural concepts in may be utilized to attend to cisnormativity as a phenomenon that is a part of the imperialist white supremacist capitalist cisheteropatriarchy (hooks, 1997; Yancy & hooks, 2015), 3) the productions and provocations of cisnormativity that emerged through my research process, 4) how these findings connect to current music therapy and related care work literature, and 5) what research project ideas have emerged for future study. Overall, I assert cisnormativity affects everyone, not just TTSI+ people. It is urgently important to slow down and open up to ways cisheteropatriarchy emerges through our habits, through text, and through theoretical frameworks, and to ways we may retroactively and proactively shift these dynamics. I hope my work enables all to nurture their reflexivity and resistance to bio-essentialist oppression through attending to relationships and holding consideration for the more-than-visual.
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2023
The Importance of Employability Skills for Students with Disabilities
The Importance of Employability Skills for Students with Disabilities
A Comparison of Employer and Educator Perspectives
Karen Eppley
A misalignment exists between instruction provided in schools for students with disabilities preparing for employment and the employers’ expectations for entry-level employees. Task-related social behaviors are one set of necessary skills individuals with and without...
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A misalignment exists between instruction provided in schools for students with disabilities preparing for employment and the employers’ expectations for entry-level employees. Task-related social behaviors are one set of necessary skills individuals with and without disabilities need to maintain employment. This study compared descriptions of task-related social behaviors provided by employers’ and educators’ through an online survey. Additionally, employers’ and educators’ importance ratings for the same task-related social behaviors were analyzed. Results show employers and educators agree on descriptions and importance ratings for some of the task-related social behaviors included in this study and have differing opinions for others. An employee that can exhibit appropriate task-related social behaviors will strengthen coworker relationships, demonstrate personal growth, and add to business success. Results of this study may provide a starting point for restructuring secondary transition programming for students with disabilities to include more direct instruction of necessary social skills during work-based learning experiences.
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2023
Inside Out Publicity Photograph
Inside Out Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Inside Out Publicity Photograph
1993
Institutional Repository
Institutional Repository
Scholarly projects completed by Slippery Rock University students and faculty.
The instructional leadership role of Pennsylvania public school principals and their effect on special education practices
The instructional leadership role of Pennsylvania public school principals and their effect on special education practices
Amanda Truitt-Smith
Pennsylvania public-school principals are expected to be instructional leaders for all students within their district. When it comes to leadership for students with disabilities, this role can be problematic due to a lack of experience in the field of special educati...
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Pennsylvania public-school principals are expected to be instructional leaders for all students within their district. When it comes to leadership for students with disabilities, this role can be problematic due to a lack of experience in the field of special education and pre-service special education training. Special education leadership should be a significant concern for school administrators as their roles have increased to ensuring successful outcomes for all students, the increased number of students placed in special education, the high cost associated with educating students in special education, and the due process ramifications if educational outcomes are not achieved. The research has demonstrated that overall, public-school principals receive little to no formal training in leading special education in pre-service or on-going professional development. The purpose of this research study was twofold. The research is helpful to colleges and universities when developing plans of study and programming for future public-school principal and leadership training degrees and certificates. This research also provides a platform where current Pennsylvania public-school principals can identify where their special education knowledge is lacking and how to become a better instructional leader for their own district’s special education population. This study provided insight into understanding the factors that contribute to the lack of special education training in special education programs by higher education entities.
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2019
Jack Dinger Special Ed Building
Jack Dinger Special Ed Building
Jazz at the Rock
Jazz at the Rock
2022