Billed as “a tradition unlike any other,” the Masters Tournament at Augusta National Golf Club in Augusta, Georgia, will feature a lineup of University of Nebraska–Lincoln students again this year. Interning as hospitality professionals, 15 students and their professor from Nebraska’s Hospitality, Restaurant and Tourism Management (HRTM) program will work with members, patrons and staff at Augusta National for the 2017 Masters Tournament, beginning April 1.
Gazing into a newborn nursery, it is difficult to imagine the new bundles of joy are focused on much more than their next nap or meal. But according to Nebraska researcher Victoria Molfese, there is more happening in these babies' minds than meets the eye. Even the youngest babies are working hard to build complex language skills.
Is the family in peril? Has the family structure from 50 years ago eroded to a point of alarm? These are questions that international family researchers and family economists grappled with recently at a meeting in Switzerland. Among them was Child, Youth and Family Studies (CYAF) associate professor Cody Hollist.
On Jan. 30, Child, Youth and Family Studies (CYAF) students Joseph Byrd, Kara Cruickshank, Sarah Erwin and Jessica Fetrow left behind family, friends and the comforts of their lives in Lincoln, as they boarded a plane headed to Jalgaon, India.
Amanda Witte, CYFS project manager, has been selected to participate in an inaugural fellows program through the University of Nebraska’s Rural Futures Institute. As one of 15 faculty fellows, Witte was selected for her contributions to rural communities through research.
Each nominee for the Christa McAuliffe Prize for Courage and Excellence in Education is asked to submit their “philosophy of education.” Cheyenne Janssen opened hers with a quote that motivates her every day to develop students into world changers: “Education is the most powerful weapon for changing the world.” Those words from Nelson Mandela have special meaning for Janssen, a social studies teacher at Lincoln Northeast High School, who will be recognized March 12 at the University of Nebraska–Lincoln East Campus Union, as this year’s McAuliffe Prize recipient.
Steve Graham and Karen Harris, professors in the Mary Lou Fulton Teachers College at Arizona State University, will be the keynote speakers during a mini-conference on writing research at the University of Nebraska-Lincoln April 7-8.
The first day of the conference will focus on research-oriented topics, and is open to all faculty and students at Nebraska. The second day will be a teacher- and practice-oriented day, and is open to all faculty and students at Nebraska, along with teachers from Lincoln Public Schools and other area schools.
The Student Academy of Audiology at the University of Nebraska-Lincoln will host its Fifth Annual Huskers for Hearing 5K Fun Run Saturday, April 22, on East Campus.
Online registration for the 5K is open until April 5 by visiting http://go.unl.edu/huskersforhearing. Cost is $35 for individuals ages 8 and older, and includes an event T-shirt. Children ages 7 and under are free. Participants may also register the day of the fun run with cash or check payments. In addition to the 5K, the event will also include a silent auction.
Contrary to popular belief, the supermarket’s freezer section or the canned goods aisle could be the path for parents who want to improve their children’s diets.
In a new study, University of Nebraska-Lincoln nutrition researchers asked parents of overweight pre-school and elementary school students why their children didn’t eat more vegetables and fruits. They found that a key stumbling block was parents’ belief that fresh, raw and “natural” vegetables and fruits are healthier for their children than canned or frozen produce.
Lorraine Males’ research on mathematics instructional materials may help inform curriculum developers and educators about the effectiveness of those materials. Males, an assistant professor in Teaching, Learning and Teacher Education (TLTE), is using eye tracking technology to explore the interactions that occur between teachers and math instructional text and how differences in text influence these interactions.