Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 85-89). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 85-89). Also available on the Internet.

Collaboration between school- and community-based mental health professionals has the potential to result in early identification of and intervention for youth with mental health problems; however, the limited research in this area suggests that collaboration does not often occur between these professionals (Walsh, 2011). The purpose of this investigation was to collect survey data from a national sample of school psychologists in order to examine the collaborative practices of school psychologists and community-based mental health professionals on behalf of youth with mental health problems. Survey data from 327 members of 11 professional state organizations of school psychology were collected and analyzed. Data indicate that all respondents communicated and 77% collaborated with community-based mental health professionals at least once during the 2011-2012 school year. The primary purpose of this communication was to obtain or provide information to community-based professionals. Respondents communicated and collaborated most commonly with community-based counselors and therapists and least commonly with neurologists. Barriers to collaboration included a lack of time, inaccessible community-based professionals, and obtaining parent consent to collaborate. Significant relationships were found in communication and collaboration frequencies and number of professional development hours received related to mental health, as well as between collaboration frequency and the primary professional role of the school psychologist. Significant relationships were not found between communication or collaboration frequencies related to the highest degree earned or the years experience of the school psychologist, the socio-economic status of the student population, the number of students served, or the number of schools served by the school psychologist. Furthermore, significant results were not obtained for predicting collaboration frequency by the percentage of students with internalizing or externalizing problems. Implications of these findings are discussed in relation to strategies and policy recommendations for professional organizations and supervisors of school- and community-based mental health professionals to foster systems-level interdisciplinary collaboration for the promotion of mental health and wellness in youth.

...That the Children May Learn is a 28-minute musical parable about the process by which children are indoctrinated into cultures of war through play, parental influence, and propaganda. Specifically, the composition focuses upon the universality of these overarching sociopolitical structures. It is the composer’s personal response to Igor Stravinsky’s L’histoire du soldat. Material is often drawn from or related to external sources, particularly national anthems and the so-called “Ur-song,” familiar to individuals of many nations (sol-sol-mi-la-sol-mi). Texts are original or comprise fragments from letters and diaries of soldiers and their families during wartime separation. Performance of the work may be accompanied by an optional multimedia projection, and may be conducted outside of the normal concert setting in an effort to motivate the closer examination by individuals from a broad variety of backgrounds of the issues raised in the piece. The analytical paper discusses the raison d'être for the composition as well as its micro- and macroorganization, and the variety of methods used to reinforce its strength as an agent of communication. / text

In most high school curriculum Science Technology, Engineering and Mathematics (STEM) classes are taught separately but there is increased attention and funding for STEM integration. This paper examines the history of why high schools teach STEM courses separately, how classrooms and curriculum can be integrated, and the benefits and challenges associated with STEM integration. A tool for evaluating integrated units is included with the analysis of a current integrated high school project used in a Precalculus and Scientific Research and Design course taught at a high school. / text

The approaches used in recent research regarding the ‘Sea Peoples’ of the late Bronze Age in the Eastern Mediterranean have been evaluated in this thesis. Different influences exist on all planes and effect all things in different ways. Researchers have the power of creating the history we know and all too often is the biased influence of the researcher forgotten and their words are taken as facts. Different researchers approach, the studies using different schools of thought such as e.g. ‘processualism’ and post-processualism. Some scholars firmly stay by one approach side, but the approaches should be viewed as complementing each other. Raising awareness of some of the major questions within the research, and scholars different ways of approaching them is a main point in this thesis. The different scholars' approaches to research concerning the ‘Sea Peoples’ etnichity, their migration and impact brought up in the different texts have been analyzed.Concluding remarks focus on that the term ‘Sea Peoples’ is a creation of the modern day scholars and that researchers should refrain from using the term and focus on the different clans instead. A strong vote for interdisciplinary and complementary studies is presented regarding the future of this study and others.

This is an interdisciplinary arts practice based PhD that incorporates fieldwork into its exploration of Abernethy Forest in Cairngorms National Park, and Culbin Forest in Morayshire, Scotland. The thesis explores how a contemporary arts practice can articulate a place’s multi-layered complexities and how processes of coming to know influence and impact on the kinds of artworks created. This way of working incorporates an innovative approach that draws on geographical, anthropological, historical and ecological sources, and includes the synthesis of a contemporary arts practice with an ethnographic element - more specifically participant observation, with foresters, ecologists and others - as a mode of gathering. Description and examination of encounters in the field give context to the artwork and provide additional knowledge that lends insight into management practices and the knowledge that these workers possess. The research constitutes an original contribution to investigations of the forests of Culbin and Abernethy and correspondingly innovative outputs. This research proposes that a contemporary arts practice can articulate and communicate aspects and elements of place in ways that offer insights to artists, geographers, anthropologists and others. Central to this is the idea that places are multi-layered, everchanging, embodied, active and containing complex ecological, sensorial and physical histories and presences. Communicating these understandings requires a multi-faceted way of working and multi-modal ways of articulation in recognition of place as an experiential field of investigation. The art produced forms a non-linear, multi-stranded body of work that emphasises the benefits of multiple formats within an arts practice. The thesis enhances and further complicates conceptualisations of place that in geography and anthropology are often restricted to academic writing and demonstrates how artists and others can usefully enlarge and expand the ways in which places can be articulated and rendered.

Birth Cage is a trilingual and genre-bending approach to poetry. It is a postmodernist blend of visual and concrete poetry inspired by Deconstructivist architecture. Through different languages and voices, Birth Cage investigates the evolution of an individual. The transformation of a body, the search for home and the need to communicate are themes in the journey of a fragmented self towards unity. With a visual and linguistic emphasis on the idea of borders and access, various possible reading paths are related to the immigrant experience of a new culture. Language is treated as a cultural construct shaping the self as it defines the experience of space, on pages or in material space surrounding us. The idea of the self as architecture is a poetic reflection on living space, whether that is body, building or city. Architecture’s double-coding is present as a metaphor and followed in the visual formats which further question the graphic possibilities of words. The different languages and shifting visual elements allow a multifaceted reading experience that is a playful challenge for the reader. As a hybrid book, Birth Cage is a multidisciplinary approach to poetry and a blueprint for a cognitive architecture.

Sustainable Built Environments Senior Capstone / This case study examined the potential of creating collaborative co-working spaces at the University of Arizona. Through qualitative research on the effectiveness of co-working spaces already in place at three different universities across the nation, this study identified key features that could successfully be implemented at the University of Arizona. These features were a co-working space built around a student organization centered on collaboration and innovation. The latest in technological resources to aid in project execution and learning. Lastly, a partnership with a local makerspace providing students of all backgrounds and interests to collaboratively work on building physical items in a space they might not have had previous access to. While research was limited to university affiliated websites and articles on co-working spaces, scholarly articles on this specific subject where not found to further back conclusive findings and recommendations.

The Hockney - Falco Thesis (THFT) refers to findings published by the artist, David Hockney, and his fellow collaborator, Dr. Charles M. Falco, University of Arizona Professor of Optical Sciences. THFT builds upon Hockney's theories first published in his book, Secret Knowledge: Rediscovering the Lost Techniques of the Old Masters (2001, 2006), by further demonstrating how some Renaissance artists including, van Eyck, Lotto, and Caravaggio, used optics as tools for creating works of art.This arts-based case study reveals that Hockney and Falco's discoveries were significantly informed by their respective practices of art and imaging, and demonstrates why Falco's experiences with Hockney, specifically, has and continues to influence his scientific research practice. These findings support Sullivan's (2004, 2005, 2006) theory of art-practice as research and demonstrate that THFT has significant implications for research and instruction of art and visual culture education.