• Does the Homework Format Really Matter? The Impact of Online Homework Assignments and Learning Style Fit on Accounting Students’ Learning Engagement and Academic Achievement

      Maxwell, Patricia E.; Stites-Doe, Susan; Smoker, Kari; The College at Brockport (2017-06-22)
      Is there a significant difference in learning engagement and academic achievement between students using online homework and students submitting written homework?
    • Does the Use of Computer-Assisted Instruction with Incarcerated Adult Female Learner Impact on Reading Achievement when Compared to Classroom Instruction without Computers?

      Smith, Arthur; LaBelle, Barbara J.; The College at Brockport (1997-08-01)
      The study investigated the impact of Computer-Assisted Instruction over a five month period on the reading levels of incarcerated adult female learners when compared to classroom instruction without computers. The experimental CAI group (N=20) consisted of Adult Basic Education students enrolled in school at least one module of three hours, five days a week. This group utilized Ideal Software for CAI reading instruction. The control group of non-CAI students (N=20) utilized the Adult Basic Education classroom for reading instruction without computers. They were enrolled in school at least one module of three hours, five days a week. Their instruction included a variety of reading materials, individualized or group instruction, and cooperative as well as individualized learning styles to promote and enhance reading achievement. Both groups were pre- and posttested on the TABE. The data obtained were statistically analyzed using a t-test. It was found that there was no significant statistical difference between the two groups.
    • Doing the *: Performing the Radical in Antisexist and Antiracist Work

      LeSavoy, Barbara; Whitehorne, Angelica; Mohamed, Jasmine; Pickett, Kendra; April, Mackenzie L.; The College at Brockport (2019-11-20)
      The essay summarizes excerpts from the 6th Biennial Seneca Falls Dialogue’s (SFD) session, “Doing the *: Performing the Radical in Antisexist and Antiracist Work.” In this dialogue, students read, displayed, or performed excerpts from feminist manifestos that they authored in a feminist theory or women and gender studies course at The College at Brockport. The manifesto assignment asked students to select a contemporary feminist issue, and using text or text with performance, expose and analyze the issue drawing from “The Combahee River Collective” joined with “Trans *: A Quick and Quirky Account of Gender Variability.”” Prompted by the 6th Biennial SFD theme, “Race and Intersecting Feminist Futures, “we selected the Combahee River Collective and Trans * as our main theoretical frame because of ways these writings disrupt white heteronormativity and ways that they integrate an intersectional lens as means to critique gender and racial inequalities.
    • Domestic Violence Court Intervention Project

      Jones, Wendy R.; The College at Brockport (2006-01-01)
      This research study examines the effectiveness of two domestic violence interventions to increase shelter use among women in a court advocacy program in upstate New York. The study found a significant advantage to offering a brief counseling component during an intervention, as opposed to only handing out an agency brochure and verbalizing shelter services to participants. Through qualitative inquiry rooted in Grounded Theory, the study accesses the impact of the criminal justice setting, direct observation, and the unstructured interview in acquiring pertinent screening information from victims. The study also uses Prochaska and DiClemente=s (1982) AStages of Change@ to better gage the readiness of each victim to make substantial and lasting changes in their relationship with the abuser. The study uncovered three potential areas for future research such as expanding service options for those victims who are not ready or willing to extricate themselves from the abuser. Second, preventing domestic violence earlier by directing preventative programs at children. Third, expanding what domestic violence workers look for during the screening process to measure the feasibility of including both family systems in the treatment plan especially if children are involved.
    • Dominoes

      Le, Karina; School of the Arts (2018-01-01)
    • Don't Break the Chain

      Cooney, Bridget; Sciandra, Nicole; The College at Brockport (2012-07-01)
      The simulation that we created in Agent Sheets entitled Don’t Break the Chain is a multi-faceted tool for any classroom. It covers a variety of topics in Biology including ecosystems, food chains, invasive species, habitat destruction, and population growth. Students can better understand how living things in nature are connected and how human’s actions can affect the environment. One of our goals was to provide students something to look at that enabled them to see how different species rely on each other for survival. We also wanted students to be able to manipulate different factors that could change the balance in the system. By having the students introduce variables related to human impact they will better understand topics such as extinction, endangered species and endangered species. Don’t Break the Chain could be used in a classroom anywhere from a demonstration to a virtual lab. Teachers can actively engage students because it allows them the opportunity to make predictions, test their predictions, and think critically. It can be used in tandem with an online invasive species simulation to extend on the topic. There are several New York State Standards that our simulation covers and they are the following: 1.1d The interdependence of organisms in an established ecosystem often results in approximate stability over hundreds and thousands of years. For example, as one population increases, it is held in check by one or more environmental factors or another species. 1.1f Every population is linked, directly or indirectly, with many others in an ecosystem. Disruptions in the numbers and types of species and environmental changes can upset ecosystem stability. 3.1a Interpretation of data leads to development of additional hypotheses, the formulation of generalizations, or explanations of natural phenomena. 1.1c In all environments, organisms compete for vital resources. The linked and changing interactions of populations and the environment compose the total ecosystem. 1.1e Ecosystems, like many other complex systems, tend to show cyclic changes around a state of approximate equilibrium.
    • Don’t Forget About Social Studies: A Unit Plan Project on Using Integration in Elementary Social Studies

      Giblin, Thomas R.; Yockel, Roland J.; State University of New York College at Brockport (2016-12-01)
      Social studies is one of the four core content areas in the elementary curriculum. With the current climate of standardized testing and the Common Core standards, social studies is facing marginalization in the elementary classroom. More and more time is being spent on English Language Arts (ELA) and mathematics and less time is being spent on social studies. Elementary social studies is facing a problem that could greatly affect the future of the elementary classroom. This project looks at and addresses the problem of marginalization of elementary social studies. The literature review identifies the details of the current state of elementary social studies and identifies possible solutions. Integration of social studies can play a key role in addressing this problem. In this project a unit plan is created that shows how social studies can be integrated in to ELA and math and how ELA and math can be integrated into social studies content.
    • Don’t Think Twice, It’s Alright

      Kornblith, Hilary; University of Massachusetts, Amherst (2019-01-01)
      We arrive at most of our beliefs unreflectively. As we navigate the world, beliefs about our surroundings are, inevitably, simply produced in us. Similarly, the vast majority of our actions are unreflective. We don’t have to think about every little thing we do; we simply act. But we also, at times, stop to reflect: Is this what I should believe? Is this what I should do? What does such reflective activity achieve? Some philosophers have suggested that reflecting about what we should believe is necessary if our beliefs are to be justified. In the case of action, some philosophers have suggested that reflecting about what one should do is necessary for freedom of the will. One might think that there are more humble benefits as well. Beliefs which are the product of reflective activity are more likely to be true than beliefs unreflectively arrived at; actions reflectively produced are more likely to be successful in achieving their goals than unreflective actions. This is just, it seems, good common sense. This paper challenges both common sense views about the benefits of reflection as well as a good deal of recent philosophical thinking. It would be silly to think that reflection is never valuable, but I will argue that both common sense, and much philosophical thought about the nature and importance of reflection, have vastly overestimated its value.
    • Double Standards in Everyday Life: Book Reviews

      luxon, becky (2017-09-07)
      Review of two books by Jessica Valenti: Sex Object: A Memoir (2016), and He’s a Stud, She’s a Slut and 49 Other Double Standards Every Woman Should Know (2008).
    • Down The Rabbit Hole: A look at integrating classic literature into a secondary mathematics curriculum

      Wade, Carol H.; Sokol, Adam E.; The College at Brockport (2012-01-01)
      The importance of mathematics and reading is paramount to the advancement of civilization. Research has shown that mathematics and reading, along with writing, have a strong correlation. The new Common Core State Standards (CCSS) in mathematics stress the importance of applying mathematical concepts to other subjects and real life. Interestingly, the mathematics and English curriculums have some objectives in common. Classic literature provides a unique context for mathematical concepts to be applied. Using classic literature to teach mathematics could allow students to engage in mathematics and literature more deeply. Example lessons and worksheets supported by research allow teachers to another avenue to assist student in the learning of mathematics. The two lessons provided include examples that are derived from Alice’s Adventures in Wonderland and Through the Looking Glass written by Lewis Carroll. The lessons focus on a mix between teacher and student centered models. The first lesson is on using Venn diagrams. The second lesson is on the construction of truth tables.
    • Downwinders and Edge/Bound poems

      Doran, Brenna; The College at Brockport (2008-04-28)
      I am attempting several different things in this collection of poems. First, for some of the poems, I have used photos as visual prompts. These poems employ emphasis; using poetry to comment on photographs I took with my Motorola Razor cell phone to capture sights of Kodak Park. Additionally, I have included "edge/bound" poems, which refers to a poetic form I invented in August 2006. The form of these poems is dictated by a strict constraint: the last letter of the first word, and each subsequent word, must be the same as the first letter of the next word. The collection of poems explores the idea of the downwinder, a word often used to describe an individual affected by radioactive or nuclear fallout. However, I have extended the definition to include other types of environmental hazards and have considered, in the poems, how downwinders often deal with issues of class. In creating a body of poetry, I have also had to consider my own bodily boundaries; living in a little room with low ceilings, being home-bound at night with a child as a single mother. In order to deal with such physical constraints, I have had to "move" through poetry. The poetry becomes a form of disclosure: it works within the constraints with which the body is faced and explodes restraint, even as the body is restrained.
    • Dr. Makarewicz with class

      Limnology class from the College at Brockport doing field research on Sandy Creek, Monroe County, New York, led by Dr. Joseph Makarewicz.
    • Drake Library Study Space Survey

      Myers, Kim; The College at Brockport (2014-05-02)
      At the end of the 2014 spring semester, Drake Library conducted a survey to find out why students came to the library, what worked for them, and what they would like to see improved. Over 200 surveys were returned, and the information is presented here.
    • Drawing from Strength

      Didonato, Sara; Miller, Audrey; The College at Brockport (2018-05-01)
      In this thesis, the author shares how athleticism has influenced her life and art. She explains her inspirations, growth, and the processes that ultimately led to a body of work exhibited in a gallery and shown here.
    • Dreams and Skeptics

      Sosa, Ernest; Brown University and Rutgers University (2005-11-01)
      This paper compares the relative merits of perceptual beliefs and introspective beliefs in the context of dream arguments for skepticism. It is argued that introspective beliefs are not epistemically privileged over perceptual beliefs.
    • Driven by Data

      Bedgood, Larry; The College at Brockport (2004-12-22)
      Students should enjoy the experience of creating/designing their forms on the computer using WORD and EXCEL software. Students will use calculators at first to sum and find statistics, and later use EXEL and should be able to conclude it was easier to use EXCEL because or the additional reporting opportunities. Students will be exposed to work in STELLA.
    • Drop into My Ocean

      Sutherland, Mark; The College at Brockport (2015-05-01)
    • Dropout: Students leaving urban high schools prior to graduation

      Mangini, Jeffrey K.; The College at Brockport (2012-04-01)
      Urban high schools in America are not generating the desired results; the low graduation rate in large cities must be addressed. Existing literature discussing the high school dropout issue is examined. Many factors contribute to school dropout, which has an impact on the individual and society. Several of the potential causes are examined and connections between multiple causes are noted. Quantitative and qualitative studies were used to create a complete view of this issue. Dropout prevention methods and programs are described, as is the role of school counselors in dropout prevention. A phenomenological study was also conducted to gain the personal perspective of individuals who dropped out of an urban school district. The specific goal of the research was to determine what factors contributed to students deciding to drop out of high school. Seven individuals participating in a General Education Diploma program shared their experience of dropping out of high school. Individual and small group interviews were conducted. The experiences reported were compared among each participant and were also related to the results of existing research. Results varied among participants, they reflected both the individual and the school community. Conclusions have been drawn and are reported as they relate to the role of a school counselor.
    • Dropouts: Who and Why

      Beers, Morris J.; Schlosser, Linda; Baker, Patricia E.; Previte, Kathleen Marie (1996-04-01)
      Dropping out of high school is a persistent problem among adolescents, with complex factors and consequences for both the students and their community. High school dropouts experience higher rates of unemployment and lower lifelong earnings. Prior to dropping out, research demonstrates a host of difficulties among students, including behavioral problems, low academic achievement, poverty, unplanned pregnancy, and unstable family life. Students who eventually drop out report feeling disconnected to school and are less engaged in extracurricular activities. This study examines the attitudes of a group of adolescents, including students expecting to graduate high school, students who have left school and plan to pursue a GED, and students who have dropped out with no plan to complete high school. The author administers a self-created survey to the respondents, including questions about attitudes towards school, family life, psychological issues, and other factors. Many results do not differ significantly between groups. However, dropouts cite a dislike of school and difficulty with teachers as reasons for missing school and for dropping out, while continuing students overwhelmingly cite sickness as a reason for missing school. Dropouts also cite frequent suspensions and poor academic performance prior to dropping out.
    • Drosophila Enhancer of Rudimentary Homolog, ERH, Is a Binding Partner of RPS3, RPL19, and DDIT4, Suggesting a Mechanism for the Nuclear Localization of ERH

      Tsubota, Stuart I.; Phillips, Anthony C.; Saint Louis University; The College at Brockport (2016-01-01)
      The protein enhancer of rudimentary homolog, ERH, is a small, highly conserved protein that has been found in animals, plants, and protists. Genetic and biochemical interactions have implicated ERH in the regulation of pyrimidine biosynthesis, DNA replication, transcription, mRNA splicing, cellular proliferation, tumorigenesis, and the Notch signaling pathway. In vertebrates and insects, ERH is nuclearly localized; however, an examination of the ERH amino-acid sequence does not reveal any nuclear localization signals. In this paper we show that the first 24 amino acids contain sequences necessary and sufficient for nuclear localization. Through yeast two-hybrid screens, three new binding partners of ERH, RPS3, RPL19, andDDIT4,were identified. RPS3 was isolated from both human and Drosophila screens. These interactions suggest functions of ERH in cell growth, cancer, and DNA repair. The ERH sequences necessary for the interactions between ERH and RPS3 and RPL19 are mapped onto the same 24-amino-acid region in ERH which are necessary for nuclear localization, suggesting that ERH is localizing to the nucleus through binding to one of its DNA-binding partners, such as RPS3 or RPL19.