• Professor Ayer’s Honest Ghost

      Hartnack, Justus; The College at Brockport (1970-01-01)
      Professor Ayer is right that Ryle’s strongest thesis is incorrect. However, I do not agree with all of Ayer’s arguments for that conclusion. I also wish that Professor Ayer had examined some other mental concepts, which also seem to resist any kind of behaviorist reduction.
    • Program Evaluation Thesis

      Baker, Patricia E.; Bell, Clinton a (1995-01-01)
      From statement of problem: :The purpose of this thesis was to complete an evaluation on the Threshold Learning Center General Equivalency Diploma Program (GED). The evaluation was to determine factors which contribute to the success of the students in the program. The information from the study can help Threshold to improve the design of its program, thereby increasing the success rate.
    • Prohibition Era Rochester: A Family Affair

      Corey, Mary E.; Hendrick, Russell G.; The College at Brockport (2013-12-19)
      This project researched the largely overlooked historical topic of Rochester, NY during the Prohibition Era. It draws upon a wide variety of sources, including oral history from the author’s family who were directly involved in the illegal sale of alcohol in Rochester. These stories offer unique insight into the heretofore-undocumented side of the speakeasy operators. The combination of oral history and more traditional research offers a diverse interpretation of Rochester NY during the Prohibition Era. The project also includes a historiography of research on Prohibition in general and Rochester specifically as well as a DBQ designed for 8th grade US history students.
    • Project- Based Learning and its Effect on Motivation In the Adolescent Mathematics Classroom

      Beres, Pamela J.; The College at Brockport (2011-08-01)
      The purpose of this research is to determine how teaching practices can affect students' motivation and perceptions towards mathematics. Initial, closed-response evaluations will be used to get a baseline of students' motivational beliefs and perceptions. The evaluations will specifically address the following factors: individual attitudes and beliefs, projected future plans, classroom environment and teaching methods, and perceived teacher support. The researcher will incorporate a project-based learning sequence into the current curriculum. Upon completion of the project, students will be re-evaluated by means of closed-response and open-ended surveys on motivational levels. This information will help determine if teaching methods have any effect on students' motivation to learn mathematics as well as whether or not teaching methods change students' attitudes and beliefs about mathematics.
    • Promoting Parental Involvement and Students Success in School: What Teachers Can Do

      Cimbricz, Sandra; Preller, Nora E.; The College at Brockport (2015-12-18)
      Parents’ active involvement in their children’s education strongly correlates with student success in school (Abel, 2012; Hoover-Dempsey & Sandler, 1997; Zhan, 2005). Despite the benefits of parent involvement (PI), a variety of factors limit and discourage parents from taking an active role in their child’s education. This analytic literature review examine 1) what factors hinder parent involvement and 2) to research methods that teachers can take to promote PI. This review suggests that a variety of factors, ranging from teacher expectations and biases to parents’ beliefs and specific life contexts, can hinder PI (Hoover-Dempsey & Sandler, 2005). That said, teachers can do much to promote PI including but not limited to promoting positive interactions with parents, practicing culturally responsive teaching and empowering parents (Christianakis, 2011; Gillanders, McKinney, & Ritchie, 2012). In the end, further research is needed regarding the specific strategies that teachers can use to promote PI, as well as helping teachers learn how to effectively work with students whose background greatly differ from the teachers’ (Sewell, 2012).
    • Promoting Species Establishment in a Phragmites-dominated Great Lakes Coastal Wetland

      Carlson, Martha L.; Kowalski, Kurt P.; Wilcox, Douglas A.; The College at Brockport; U.S. Geological Survey (2009-01-01)
      This study examined efforts to promote species establishment and maintain diversity in a Phragmites-dominated wetland where primary control measures were underway. A treatment experiment was performed at Crane Creek, a drowned-river-mouth wetland in Ottawa National Wildlife Refuge along the shore of western Lake Erie. Following initial aerial spraying of Phragmites with glyphosate, this study tested combinations of cutting, raking, and additional hand spraying of Phragmites with glyphosate as methods to promote growth of other wetland species and increase plant diversity. Percent-cover vegetation data were collected in permanent plots before and after treatments, and follow-up sampling was performed the following year. Increased species richness, species emergence, and relative dominance of non-Phragmites taxa were used as measures of treatment success. We also examined treatment effects on Phragmites cover. Dimensionality of seedbank and soil properties was reduced using principal component analysis. With the exception of nitrogen, soil nutrients affected species establishment, non-Phragmites taxa dominance, and Phragmites cover. A more viable seedbank led to greater species emergence. Treatments had differential effects on diversity depending on elevation and resulting degree of hydrologic inundation. Whereas raking to remove dead Phragmites biomass was central to promoting species establishment in dry areas, spraying had a greater impact in continually inundated areas. For treatment success across elevations into the year following treatments, spraying in combination with cutting and raking had the greatest effect. The results of this study suggest that secondary treatments can produce a short-term benefit to the plant community in areas treated for Phragmites.
    • Promotional Video for the Brockport Newman Center: A Reflection on the Process and Experience of Creating a Promotional Video

      Orzel, Virginia; Mess, Sarah E.; The College at Brockport (2011-05-01)
      Video as a means of advertising is relatively new in comparison to print or radio. However, video is an increasingly powerful means of communications. Therefore I chose to create a promotional video for the Brockport Newman Center for my Honors Thesis. The Newman Center needed an improved form advertising to inform students of the services that are offered at the Newman Center. To solve this problem, I spoke with the Margot VanEtten, the Campus Minister, as well as several students about what they feel are the benefits of attending the Newman Center, and why other students should attend. I complied the information into a three and a half minute video to help promote the Brockport Newman Center.
    • Proof: A Collection

      Alers, Amanda K.; The College at Brockport (2015-05-21)
      In my thesis, Proof, I have included a critical introduction exploring my development as a writer and the people and classes and life events that have shaped my writing thus far. Also, I have included three short stories, "The Lombard," "Proof' and "Persephone." In these stories, I have attempted to write modern works using some of the classic tropes of American Gothic literature. The most prominent of these tropes perhaps are the perverse and the "return of the repressed." "The Lombard" explores suspense, the sentience of non-living things, particularly an old building, perversity, the return of the repressed, the creation of an overall mood, and an overall questioning of reason. "Proof' explores a more dialogue-driven narrative, and while it does contain perversity and repression, it is slightly more influenced by the absurdist writers of the mid-twentieth century in that it carries an overall air of futility, and thus, it, in its own way, also questions reason. Finally, "Persephone," examines the ways in which addiction, emotional or substance based, erode reason and overcome it. While "Persephone" still highlights the perverse and the "return of the repressed," its primary focus is the effects of these tropes upon reason.
    • Proper Diagnosis and Placement for English Language Learners

      Altalouli, Mahmoud; DeSalvo, Christina (2020-08-01)
      Abstract The growing number of English Language Learners (ELLs) in the United States is a fast approaching educational shift that cannot be ignored. Because of this and many other factors that can affect a child’s education, schools need to be ready for the learners that are entering our schools. The unique experiences of an ELL can make it challenging to determine if they are truly making academic gains, or are learning disabled (LD). This is not an easy determination to make, and is one that should not be taken lightly. The misdiagnosis of ELL students can be life changing for the students that it affects. As educators it is our job to ensure that all students are provided any and all means necessary for them to be able to learn. How can educators ensure this when they are not given proper training, or are unaware of how these students acquire language? If students are not being given fair and equitable assessments to determine the delay in content mastery, how do we know that it is due to a learning disability or not? These are a few of the many emerging concerns that drive the research and supports that have been created in this project. The overall goal is to meet the needs of our diverse learners through being aware and culturally responsive. Keywords: English Language Learner, Zone of Proximal Development, learning disability, language acquisition, misrepresentation, special education.
    • Properties of Reflection

      Palo, John; The College at Brockport (2006-07-31)
      To help students understand the concept of reflection. Also to help students become more comfortable using Cabri Jr.
    • Properties of Triangles using Geometer's Sketchpad

      Heigl, Sarah; The College at Brockport (2006-08-09)
      Objectives: Students will use Geometers Sketchpad to create sets of similar triangles. Students will be able to give a definition of similar triangles as well as examples.
    • Proportional Reasoning Unit Correlated to the Common Core State Standards

      Wade, Carol H.; Melnichenko, Yelena; The College at Brockport (2014-01-02)
      This project showcases the curriculum for the study of proportional reasoning in 7th grade math class aligned to the Common Core State Standards in mathematics. This project also includes the history of the paradigm shift from the National Council of Teachers of Mathematics (NCTM) Standards to the Common Core State Standards (CCSS), the first set of national standards. How the CCSS, have changed the proportional reasoning unit that is taught in 7th grade will also be presented. The curriculum utilizes the best practices, such as the workshop model, and uses them to address the CCSS. The unit of study plan, unit sketch, protocols, rubrics and thirteen lessons are written to support the unit of curriculum.
    • Provenance of invaders has scale-dependent impacts in a changing wetland ecosystem

      Amatangelo, Kathryn L.; Steven, Lee; Wilcox, Douglas A.; Jackson, Stephen T.; Sax, Dov F.; The College at Brockport (2018-01-01)
      Exotic species are associated with a variety of impacts on biodiversity, but it is unclear whether impacts of exotic species differ from those of native species with similar growth forms or native species invading disturbed sites. We compared presence and abundance of native and exotic invaders with changes in wetland plant species diversity over a 28-year period by re-surveying 22 ponds to identify factors correlated with observed changes. We also compared communities found within dense patches of native and exotic emergent species with similar habits. Within patches, we found no categorical diversity differences between areas dominated by native or exotic emergent species. At the pond scale, the cover of the exotic grass Phragmites australis best predicted change in diversity and evenness over time, likely owing to its significant increase in coverage over the study period. These changes in diversity and evenness were strongest in younger, less successionally-advanced ponds. Changes associated with cover of P. australis in these ponds were not consistent with expected diversity decreases, but instead with a dampening of diversity gains, such that the least-invaded ponds increased in diversity the most over the study period. There were more mixed effects on evenness, ranging from a reduction in evenness gains to actual losses of evenness in the ponds with highest invader cover. In this wetland complex, the habit, origin and invasiveness of species contribute to diversity responses in a scale- and context-dependent fashion. Future efforts to preserve diversity should focus on preventing the arrival and spread of invaders that have the potential to cover large areas at high densities, regardless of their origin. Future studies should also investigate more thoroughly how changes in diversity associated with species invasions are impacted by other ongoing ecosystem changes.
    • Psychoeducational Group Counseling to Enhance Self-Control in Middle School Students

      Outland, Rafael; Crowley, Amanda; The College at Brockport (2016-04-01)
      This study evaluated self-control of middle school students (6th-8th graders) in a psychoeducational group. The purpose of this study was to examine whether or not students are learning and becoming more aware of their own self-control during situations they may encounter. Students attending a Lunch Bunch group have focused on aspects of learning and enhancing their self-control. A pre-test/post-test was used to evaluate students’ self-control using a 10-item self-reporting survey. Data analysis in the study included a comparison between students’ responses on the pre and post self-control survey. Moreover, conclusions were also drawn regarding differences in group experiences between students with an Individual Educational Plan (IEP) and those without.
    • Psychological Care for Childhood Cancer Patients

      Lowey, Susan E.; Dunning, Kaitlin; State University of New York College at Brockport (2020-09-14)
      Charlotte, age seven, is playing with the toys at the doctor’s office. Meanwhile, her parents’ minds have gone blank, and their ears are ringing with the news. Faces drained of color and painted with looks of pain and fear, they stare forward in a hypnotic state as the physician declares the diagnosis. Charlotte has cancer. The disease is not sparing of even the youngest in our world, cruel as it may seem to some. However, cancer does not discriminate between the children and the elderly, or anyone in between. Now, what does this mean for Charlotte and her parents? There are several aspects of care which must be planned out, inclusive of physical, mental, emotional and spiritual needs. Psychological care of cancer patients is one of the vital components in a plan of care. Psychological care involves treating the mind, as opposed to physical care which treats ailments within the body. Psychological treatment works to amend deficits in emotional, behavioral, or mental functioning (Psychological treatments, 2019). This form of care focuses on reducing the patient’s symptoms, furthering the understanding of their mental illness, comprehending problems in their thought processing and working to resolve them, altering their current maladaptive behaviors, and improving their quality of life (Psychological treatments, 2019). Such care can be provided in an individualized setting, a group setting, and even online. There are subcategories of treatment that cater to an individual’s needs depending on what they are grappling with, cognitively and behaviorally.
    • Psychometric Properties of the Test of Gross Motor Development-3 fo Children With Visual Impairments

      Haibach-Beach, Pamela; Bryan, Ali; Foley, John; Santarossa, Sara; Lieberman, Lauren J.; taunton, Sally; The College at Brockport; State University of New York College at Cortland; University of South Carolina; University of Windsor (2018-01-01)
      Results of the Test of Gross Motor Development-2 (TGMD-2) consistently show acceptable validity and reliability for children/adolescents who are sighted and those who have visual impairments. Results of the Test of Gross Motor Development-3 (TGMD-3) are often valid and reliable for children who are sighted, but its psychometric properties are unknown for children with visual impairments. Participants (N=66; Mage =12.93, SD=2.40) with visual impairments completed the TGMD-2 and TGMD-3. The TGMD-3 results from this sample revealed high internal consistency (?=.89–.95), strong interrater reliability (ICC=.91–.92), convergence with the TGMD-2 (r=.96), and good model ?t, ?2(63)=80.10, p=.072, ?2/df ratio=1.27, RMSEA=.06, CFI=.97. Researchers and practitioners can use the TGMD-3 to assess the motor skill performance for children/adolescents with visual impairments and most likely produce results that are valid and reliable
    • Public Elementary School Teachers’ Perceptions of Health Education & Promotion

      Fegley, Joshua; deCarvalho, Dutch; The College at Brockport (2018-05-16)
      Background: The importance of school health education has become well-known in the past two decades, however, there is limited research surrounding the perceptions and attitudes of classroom teachers and school health. The purpose of this study was to understand classroom teachers’ perceptions of health education at the elementary school level, so that policy makers might have a clearer understanding of the state of health in today’s classrooms. Methods: Public Elementary School Teachers, located in Western New York, participated in a qualitative online survey consisting of 10 questions. The survey focused on their perceptions of health education and promotion. Participant’s answers were then analyzed by researchers, using an open coding process, classifying teachers results into major themes and topics. Results: The majority of teachers who responded were passionate about creating healthy classrooms, yet felt limited due to the lack of accessible resources and scope of practice. Many teachers understood the importance of school health and would attempt to incorporate aspects of health education into various moments throughout the day. Conclusions: Despite a wide range of student health issues and a lack of resources, classroom teachers are passionate about creating healthy classrooms and healthy students.
    • Public safety officer emotional health: addressing the silent killer

      Lumb, Richard C.; Breazeale, Ronald L.; Lumb, Paula J.; Metz, Gary; Evergreen Behavioral Services; Maine Resilience; The College at Brockport (2010-03-01)
      This article focuses on the accumulation of stress and adversity that public safety officer’s experience when carrying out their respective duties. We focus on providing strategies to help officers reduce the impact of danger, adversity, trauma, stress and confronting abnormal situations that may have a deleterious effect on the officer’s health and well-being.
    • Pultneyville, Salmon Creek Wayne County, New York

      Makarewicz, Joseph C.; Nowak, Matthew J.; The College at Brockport (2010-01-01)
      Pultneyville is located between Irondequoit Bay and Sodus Bay, approximately 14 miles east of Irondequoit Bay and 12 miles west of Sodus Bay. Salmon Creek drains into Lake Ontario at Pultneyville where it forms Pultneyville Harbor that boasts a 100-boat marina as well as a yacht club. Agriculture, specifically fruit orchards, dominates the harbor watershed. Little background information is available for this location. Here we report on water quality data collected monthly (May through September) in 2007 and 2009 at Pultneyville Harbor and at lakeside location east of the harbor in Lake Ontario.
    • Punnett Squares and an Introduction into Probability

      Lash, Stephanie; Schaefer, Christina; The College at Brockport (2013-07-01)
      This lesson allows students to use computational models and math concepts and skills in the science classroom. Incorporating these skills into science is key for students to be able to apply what they are learning to real life situations. The modeling can be used in many different lessons and allows students to use engaging and fun tools while learning harder topics such as genetics. This computational model gives students a visual representation of probability and genetics, making it easier for students to understand difficult topics by allowing students to manipulate to model themselves. By the end of this lesson, students will be able to use a computer modeling system, apply math concepts into biology and real life situations, and create and decipher punnet squares. This lesson addresses many content standards including: NGSS: MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. NYS Living Environment Standards 1.1c ; 1.1d; and 2.1b NYS Math Standards 7.PS.4; 7.PS.6 ; 7.PS.9; 7.PS.10; 7.PS.11; 7.RP.6; 7.CM.1; 7.CM.3; 7.CM4; 7.CN.5; 7.CN.6; 7.CN.7; 7. CN.9; 7.R.1; 7.S.8; and 7.S.9 . Common Core State Standards (Math) 7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems 7.SP Use Random sampling to draw inferences about a population The primary file is a lesson plan, accompanied by supplemental files. In the supplemental zipped files, you will find: Student worksheets Lesson plan Powerpoint presentations