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Articles 751 - 780 of 2395
Full-Text Articles in Entire DC Network
Patient Perspectives Of An Intensive Comprehensive Aphasia Program For Stroke Survivors, Anya A. Leyhe, Catherine A. Off, Carolyn R. Baylor, Jenna R. Griffin, Kirsten W. Murray
Patient Perspectives Of An Intensive Comprehensive Aphasia Program For Stroke Survivors, Anya A. Leyhe, Catherine A. Off, Carolyn R. Baylor, Jenna R. Griffin, Kirsten W. Murray
Graduate Student Theses, Dissertations, & Professional Papers
Introduction: Persons with aphasia (PWA) who participate in intensive comprehensive poststroke language rehabilitation programs make a variety of significant investments. While intensive aphasia programs and intensive comprehensive aphasia programs (ICAPs) are becoming increasingly prevalent across health care settings, patient perspectives of ICAPs have not been explored. The purpose of this qualitative study was to examine patient perspectives about the experience of participating in an ICAP at the University of Montana. The primary research question of this study was: “what is it like to be a PWA in an ICAP?” Methods: Researchers used an interpretive phenomenological approach to conduct …
Final Vowel Devoicing In Blackfoot, Samantha Leigh Prins
Final Vowel Devoicing In Blackfoot, Samantha Leigh Prins
Graduate Student Theses, Dissertations, & Professional Papers
This thesis presents a study of final vowel devoicing in Blackfoot, an indigenous language of Montana and Alberta. Previous research on final vowel devoicing in Blackfoot variously suggests word-final, phrase-final, and utterance-final vowel devoicing processes (e.g. Taylor 1965, Bliss & Gick 2009, Frantz 2017), though, the conditioning environment for this phenomenon had not been a research focus prior to this study. The present study investigates intonation units (IUs) as the conditioning domain for final vowel devoicing in Blackfoot.
Final vowel devoicing in Blackfoot is investigated here by examining the common word-final suffixes –wa (3SG.AN) and –yi (4SG) in two recordings …
The Environmental Imaginations Of Moby-Dick: Technology And Vulnerability In Human/More-Than-Human Relationships, Jensen A. Lillquist
The Environmental Imaginations Of Moby-Dick: Technology And Vulnerability In Human/More-Than-Human Relationships, Jensen A. Lillquist
Graduate Student Theses, Dissertations, & Professional Papers
In the twenty-first century, the relationship between the human and the more-than-human is a problem of massive proportions, as we live in an age of climate change, mass-extinction, over-population, and resource depletion. Evaluating how we have arrived where we are and re-thinking the issues at play as we move forward is crucial for future adaptation of human/more-than-human relationships; this is the primary goal of my analysis of the environmental imaginations of Moby-Dick.
I argue that the four primary environmental imaginations—the providential, the utilitarian, the Romantic, and the ecological—that have influenced United States culture since European settlement are represented by Herman …
No Man's Land, Jesse Daniel Durovey
No Man's Land, Jesse Daniel Durovey
Graduate Student Theses, Dissertations, & Professional Papers
No abstract provided.
Understanding The Relationship Between Discursive Resources And Risk-Taking Behaviors In Outdoor Adventure Athletes, Mira Ione Cleveland
Understanding The Relationship Between Discursive Resources And Risk-Taking Behaviors In Outdoor Adventure Athletes, Mira Ione Cleveland
Graduate Student Theses, Dissertations, & Professional Papers
This study explores the various discursive resources influencing the identities of outdoor adventure athletes, specifically in regard to risk taking behaviors. The qualitative analysis reported here relied on participants’ accounts on how they understood themselves, specifically as outdoor adventure athletes. Interviewees had the opportunity to reflect on their identities when they were asked questions about their experiences in their sports. Discourse was the means to both develop and express understanding of their identities. Results indicate that personal relationships and mountain environments were perceived to have a major influence on both identity and risk taking. These influences emerged through the processes …
The Impact Of Salient Naming Targets During Aphasia Therapy, Kathy Kay Molesh, Catherine Off Ph.D., Craig Mcfarland Ph.D., Jenna Griffin M.S.
The Impact Of Salient Naming Targets During Aphasia Therapy, Kathy Kay Molesh, Catherine Off Ph.D., Craig Mcfarland Ph.D., Jenna Griffin M.S.
Graduate Student Theses, Dissertations, & Professional Papers
Translational research has led to aphasia therapies that incorporate principles of experience dependent neuroplasticity. The neuroplasticity principle of salience has received less attention from speech language pathologists than other principles, such as dose and treatment intensity. Incorporating salience in aphasia therapies has the potential to increase functional outcomes by addressing multiple aspects of the World Health Organization’s International Classification of Functioning, Disability and Health. This study explored the impact of salient stimuli targets on picture naming acquisition and maintenance for two individuals with chronic aphasia, following cerebrovascular accident. Participants were enrolled in a five-week Intensive Comprehensive Aphasia Program (ICAP) at …
Collaborative Language Planning Project: Report 02: End Of 2018, Mizuki Miyashita, Susan Penfield, Richard Littlebear
Collaborative Language Planning Project: Report 02: End Of 2018, Mizuki Miyashita, Susan Penfield, Richard Littlebear
Collaborative Language Planning Project: Reports and Newsletters
Collaborative Language Planning Project report of activities, June-December 2018.
Language Matters: Environmental Controversy And The Quest For Common Ground, Scott Slovic
Language Matters: Environmental Controversy And The Quest For Common Ground, Scott Slovic
Public Land & Resources Law Review
No abstract provided.
Ling 472.01: Generative Syntax, Tully J. Thibeau
Ling 472.01: Generative Syntax, Tully J. Thibeau
University of Montana Course Syllabi
No abstract provided.
Anty 101h.02c: Anthro & The Human Experience, Cheyenne L. Laue
Anty 101h.02c: Anthro & The Human Experience, Cheyenne L. Laue
University of Montana Course Syllabi
No abstract provided.
Psyx 587.02: School Psychology Methods Second Year, Anisa Goforth
Psyx 587.02: School Psychology Methods Second Year, Anisa Goforth
University of Montana Course Syllabi
No abstract provided.
Ling 584.01: North American Indigenous Languages & Linguistics, Leora Bar-El
Ling 584.01: North American Indigenous Languages & Linguistics, Leora Bar-El
University of Montana Course Syllabi
No abstract provided.
Latn 101.01: Elementary Latin I, Stacia S. Graham
Latn 101.01: Elementary Latin I, Stacia S. Graham
University of Montana Course Syllabi
No abstract provided.
Ling 471.01: Phonetics And Phonology, Mizuki Miyashita
Ling 471.01: Phonetics And Phonology, Mizuki Miyashita
University of Montana Course Syllabi
No abstract provided.
Ling 572.01: Generative Syntax, Tully J. Thibeau
Ling 572.01: Generative Syntax, Tully J. Thibeau
University of Montana Course Syllabi
No abstract provided.
Comx 204x.51: International And Development Communication, Phyllis B. Ngai
Comx 204x.51: International And Development Communication, Phyllis B. Ngai
University of Montana Course Syllabi
No abstract provided.
Writ 540.01: Teaching College Level Composition, Erin C. Wecker
Writ 540.01: Teaching College Level Composition, Erin C. Wecker
University of Montana Course Syllabi
No abstract provided.
Frch 101.04: Elementary French I, Anna Kristen Lokowich
Frch 101.04: Elementary French I, Anna Kristen Lokowich
University of Montana Course Syllabi
No abstract provided.
Jpns 201.01: Intermediate Japanese I, Michihiro Ama
Jpns 201.01: Intermediate Japanese I, Michihiro Ama
University of Montana Course Syllabi
No abstract provided.
Grmn 301.01: German Oral And Written Expression I, Hiltrudis M. Arens
Grmn 301.01: German Oral And Written Expression I, Hiltrudis M. Arens
University of Montana Course Syllabi
No abstract provided.
Psyx 587.01: School Psychology Methods, Anisa Goforth
Psyx 587.01: School Psychology Methods, Anisa Goforth
University of Montana Course Syllabi
No abstract provided.
Psyx 580.01: Professional School Psychology, Jacqueline A. Brown
Psyx 580.01: Professional School Psychology, Jacqueline A. Brown
University of Montana Course Syllabi
No abstract provided.
Psyx 525.01: Psych Evaluation I, Gregory R. Machek
Psyx 525.01: Psych Evaluation I, Gregory R. Machek
University of Montana Course Syllabi
No abstract provided.
Anty 101h.00: Anthro & The Human Experience, David G. Kerr
Anty 101h.00: Anthro & The Human Experience, David G. Kerr
University of Montana Course Syllabi
No abstract provided.
Comx 415.50: Intercultural Communication, Phyllis B. Ngai
Comx 415.50: Intercultural Communication, Phyllis B. Ngai
University of Montana Course Syllabi
No abstract provided.
Ling 484.01: North American Indigenous Languages & Linguistics, Leora Bar-El
Ling 484.01: North American Indigenous Languages & Linguistics, Leora Bar-El
University of Montana Course Syllabi
No abstract provided.
Ling 477.01: Bilingualism, Mizuki Miyashita
Ling 477.01: Bilingualism, Mizuki Miyashita
University of Montana Course Syllabi
No abstract provided.
Ling 571.01: Phonetics And Phonology, Mizuki Miyashita
Ling 571.01: Phonetics And Phonology, Mizuki Miyashita
University of Montana Course Syllabi
No abstract provided.
Ling 470.01m: Linguistic Analysis, Leora Bar-El
Ling 470.01m: Linguistic Analysis, Leora Bar-El
University of Montana Course Syllabi
No abstract provided.
Understanding Teacher Noticing Of Students’ Prior Knowledge: Challenges And Possibilities, Gloriana Gonzalez
Understanding Teacher Noticing Of Students’ Prior Knowledge: Challenges And Possibilities, Gloriana Gonzalez
The Mathematics Enthusiast
I propose a new construct, teacher noticing of students’ prior knowledge, and provide examples of a professional development intervention with the goal of supporting teacher learning. The examples demonstrate that combining discussions of animations of classroom instruction, video clubs, and lesson study can help teachers to attend to students’ prior knowledge and anticipate actions that use that knowledge for promoting mathematical understanding. I discuss challenges and new questions for mathematics education researchers brought about by the new construct. I suggest that the construct is valuable for developing teachers’ professional knowledge.