• E-Book Readers: Exploration and Experiences

      Maxwell, Patricia E.; Little, Jennifer J.; The College at Brockport (2010-10-01)
      This presentation for the Rochester Regional Library Council described the Drake Memorial Library's experience with e-readers (Kindles). It features circulation and cataloging details, and user survey results.
    • E-readers, computer screens, or paper: Does reading comprehension change across media platforms?

      Margolin, Sara J.; Toland, Michael J.; Driscoll, Casey; Kegler, Jennifer Little; The College at Brockport (2013-01-01)
      The present research examined the impact of technology on reading comprehension. While previous research has examined memory for text, and yielded mixed results of the impact technology has on one’s ability to remember what they have read, the reading literature has not yet examined comprehension. In comparing paper, computers, and e-readers, results from this study indicated that these three different presentation modes do not differentially affect comprehension of narrative or expository text. Additionally, readers were not consistently compensating for difficulties with comprehension by engaging in different reading behaviors when presented with text in different formats. These results suggest that reading can happen effectively in a variety of presentation formats.
    • Eagle Buddies: An Evaluation of a Peer Mentoring Program

      Charette, Laci; Rainis, Dana (2016)
      The present study evaluated a peer mentoring program (Eagle Buddies) in a rural K-12 school to assess its effects on the academic achievement of student participants. Several types of data were collected: standardized ELA and Math scores were obtained over time, the students were interviewed about their experiences, and teachers were surveyed for suggestions of ways to improve the program. Results showed that academic scores significantly increased over time and the overall opinion of the program from both students and teachers was positive. Several limitations of the design of this program evaluation will be discussed.
    • Eagle Diesel Environmental Impact

      Habberfield, Skyelar; The College at Brockport (2014-01-01)
      Environmental Impact statement for of The College at Brockport's Eagle Diesel project, weighing the pros and cons of biodiesel production and use.
    • Eagle Diesel Informational Flyer

      Habberfield, Skyelar; The College at Brockport (2014-01-01)
      Eagle Diesel is a student operated company, that is planned, developed, and operated with the goal of producing biodiesel for the campus. This flyer explains the overview and goals of the program, and details the requirements for being an officer of the company.
    • Eagle Diesel Initiative Aims to Reduce Waste, Power Campus Fleet

      Follaco, John; The College at Brockport (2014-04-09)
      A press release on the Brockport Eagle Diesel initiative.
    • Eagle Diesel Meeting Minutes Templates

      Habberfield, Skyelar; The College at Brockport (2014-01-01)
      Template used to take minutes at meetings of The College at Brockport's Eagle Diesel project.
    • Eagle Diesel Organization Chart

      Habberfield, Skyelar; The College at Brockport (2014-01-01)
      Initial organization chart of The College at Brockport's Eagle Diesel project in 2014.
    • Eagle Diesel Production Manual

      Habberfield, Skyelar; The College at Brockport (2014-01-01)
      Production manual created by The College at Brockport's Eagle Diesel project in 2014 detailing the process, safety concerns and testing needed to produce biodiesel in small quantities.
    • Eagle Diesel Quartersheet Informational Flyer

      Habberfield, Skyelar; The College at Brockport (2014-01-01)
      Marketing piece for The Eagle Diesel Project advertising for Executive and Associate positions in 2014.
    • Eagle Diesel Recruitment Flyer

      Habberfield, Skyelar; The College at Brockport (2014-01-01)
      An example of a recruitment flyer used in 2014 by Brockport Eagle Diesel: A Student Sustainability Business Lab.
    • Eagle Diesel Weekly Status Report

      Habberfield, Skyelar; The College at Brockport (2014-01-01)
      Business document used by members to prepare for weekly meetings of The College at Brockport's Eagle Diesel Project.
    • Earlier Detection of Antiphospholipid Syndrome

      Chesebro, Jennifer M.; Maertz, Michaela; The College at Brockport (2018-12-04)
      A 52-year-old man is sitting at home watching a baseball game when all of a sudden the vision in both his eyes went black. He described it as if someone pulled a “Venetian blind” over his eyes. He has a past medical history of aortic stenosis. He was taking Valsartan, Atorvastatin, B-12, Folic Acid, and Vitamin D-3 before the episode. He was prescribed Xarelto after the episode. It was found that he had an optical stroke. Since the pressure in the eye was relieved, partial eyesight returned. He now has full vision in his right eye, but only peripheral vision in his left eye. At first it was believed that the stiffened valve must have thrown the clot and it just traveled to the eye, but since the cardiologist refused to believe that it was his valve the actual cause was discovered, antiphospholipid disorder. It was found that the patient had elevated anti-cardiolipin antibodies that caused the blood clot to form. The patient’s life as a whole is now altered completely due to a preventable thrombolytic event. His children also had to be tested because this disease has a genetic component so it is not only him that is affected by this. If this man had been tested earlier for antiphospholipid syndrome then this whole event could have been avoided and his life would be different today.
    • Early Drawing and Writing: A Study of Young Children's Products, Processes, and Perceptions

      Pearce, Mary Jane; The College at Brockport (1987-08-01)
      This study was designed to investigate how young children perceive the processes of drawing and writing, to determine the characteristics of the drawing and writing samples and episodes, and to determine what relationships exist among the processes, products, and perceptions. Ten nursery school children were interviewed to investigate young children's perceptions and abilities within the drawing and writing processes. The children were asked to produce one drawing and one writing sample and to respond to six interview questions. Responses to interview questions were categorized and then descriptively analyzed. Drawing and writing episodes were classified and described according to the characteristics of the episodes and the samples that were produced. The following results emerged from the descriptive analysis. The young children in this study draw and write mainly for personal enjoyment and have a limited perspective of the other functions that drawing and writing serve. Sixty per cent said that drawing is not hard for them, whereas 30% said that writing is not hard. Analysis of the samples revealed that children preferred to use capital rather than lower-case letters. Analysis of the drawing and writing episodes suggested that oral language plays a critical role in facilitating children's written language learning. This study's findings yield insight into how drawing provides children with a transition to writing, as well as how children use the medias of drawing and writing interchangeably as they learn to communicate symbolically. Implications for research included conducting similar studies using larger samples of children from a variety of environments over a longer period of time and investigating the role of the teacher and the family in children's literacy learning. Classroom recommendations included using the design of this study to develop a tool for ongoing assessment of children's writing development, helping children to become more aware of the various functions of drawing and writing through modeling, and encouraging oral communication about the child's drawing and writing.
    • Early Evolution

      Esler, Daniel; The College at Brockport (2003-07-31)
      Upon completion of this lesson, students will: · Have a better understanding of the characteristics of early Earth · Have a better understanding evolution · Be able to manipulate parameters in Agentsheets · Be able to create spreadsheets in Excel
    • Eastern Lake Ontario Sand Transport Study (ELOSTS): Final Report on Sediment Transport Patterns and Management Implications for Eastern Lake Ontario

      Woodrow, Donald L.; McClennen, Charles E.; Ahrnsbrak, William F.; Colgate University; Hobart William Smith Colleges (2002-10-28)
      To provide a basis for decisions concerning management of the Eastern Shore of Lake Ontario, study of important aspects of that region were carried out over the period 1998-2002. Personnel carrying out the projects came from the NY colleges and universities, Environment Canada, and consultants. Studies addressed lake currents, sediment type, distribution, internal structure and thickness in the lake and on the barriers; size variation of sand on the lake floor and on the beaches; water level in North Pond as a guide to short-term lake-level variations; shoreline evolution as seen in charts, maps and aerial photographs; and carbon dating of sediments to provide a chronology for the changes observed.
    • Eat Right, Think Bright! Nutrition Changes in 5th and 6th Grade Students

      Riddle, Emily; Robinson, Lindsay M.; Futtner, L. (2022)
      Body image dissatisfaction has risen in recent years in children and adolescents. Changes in eating behavior can be a result of dissatisfaction with one's body. The purpose of this study was to evaluate the effectiveness of an intervention designed to positively impact body image and nutrition knowledge in 5th and 6th grade students. This quasi-experimental design with intervention included pre & post surveys and focus groups. Participants included 46 students, ages 10 - 12 years who were in 5th and 6th grade. All students were attending Randolph Elementary School and were recruited by their health educator. Data was collected pre- and post-intervention through Kahoot quizzes, body image surveys, and food frequency questionnaires. This 3-week intervention was based on social cognitive theory and included presentations, videos, handouts, and food demonstrations related to food groups, intuitive eating, and body image. Changes in nutrition-related knowledge, body dissatisfaction, and body image were evaluated using paired t- tests and Wilcoxon signed-rank tests. After the intervention, both student knowledge and body image significantly increased (p<0.001). A Spearman correlation was used to evaluate the association between changes in knowledge scores and changes in body image scores. No significant association was found between the two scores (p = 0.53). These results indicate that a 3-week program integrated into the school curriculum can improve body image and nutrition knowledge in 5th and 6th grade students.
    • Eating Disorders and their Affect on Interpersonal Difficulties

      Forzano, Lori-Ann B.; LaPorta, Katheryn; The College at Brockport (2012-05-01)
      With an estimated eight million Americans suffering from an eating disorder, understanding these disorders is of significant importance to help them. One aspect of eating disorders that needs to be more understood is how eating disorders affect a diagnosed person’s interpersonal relationships. To examine this relationship, research on eating disorders and interpersonal difficulties was gathered and analyzed. Two important models that were found and are examined are the four factor maintenance model for Anorexia Nervosa and the “vicious cycle” for Bulimia Nervosa. Based on research gathered, the more eating disorder behaviors or traits a person has the more interpersonal difficulties there are. Based on these findings it can be shown that the use of interpersonal psychotherapy in rehabilitation of eating disorders can decrease binging behavior in those diagnosed with Bulimia Nervosa and decrease relapses in those diagnosed with Anorexia Nervosa.
    • Eavesdroppers Never Hear Their Own Rumors

      Brock, Samuel; The College at Brockport (2015-05-01)
    • EBook Exploration: How EBooks Support Emergent Literacy

      Shin, Dong-shin; Flynn, Amy; The College at Brockport (2013-05-01)
      Abstract This research study explores how eBooks support young children’s emergent literacy development. Specifically, it focuses on what kinds and modes are available in eBooks for young children, how eBooks motivate or engage students to read and write and how they support students’ decoding and comprehension skills through a home-based qualitative active inquiry. This study took place during hour long tutoring sessions held twice per week with two elementary aged siblings in an Upstate New York middle class home. The collected data included informal and field notes, student artifacts, comprehension conversations, and student interviews. One student enjoyed reading the eBooks and was motivated by them while the other enjoyed reading paper books better and was not motivated by the eBooks. It was found that some features of eBooks support student’s decoding and comprehension, while some modes of eBooks did not. Pre-teaching of eReader features and previewing the eBook help student comprehend the stories. Student comprehension was aided by the narration features of the eReaders, however animations in TumbleBooks interfered with one student’s comprehension. Use of the Table of Contents and picture cues also contributed to their understanding of eBooks. Finding an eBook at Student One’s reading level was challenging. Both students lost track of the words on the page at times. Technological issues interfered with book reading several times. The Read to Me narration options helped both students with word decoding, especially the beginning reader. More research is needed on how eBooks support student’s decoding and on how beneficial the narration features on eBooks are to beginning readers.