• Fabricating Foot Orthotics

      Henry, Timothy J.; Cohen, Lee J.; The College at Brockport (2000-01-01)
    • Face-to-Face with Social Media: One Archivist's Approach to Engagement

      Vickery, Zachary (New York Archives Conference, 2022-06-17)
      Inspired by the findings in Julianna Maiorano’s thesis “Engagement Levels on Social Media: A Case Study of Sojourner Truth Library’s Instagram”, the College Archivist Librarian at SUNY Oswego followed recommendations to increase engagement with distinct communities (internal campus members and external researchers) through the official social media accounts of Penfield Library. Julianna’s primary findings showed posts that including faces in photographs on social media indeed increase engagement, and that libraries should increase featuring faces in social media posts to increase engagement with patrons. Posts on Twitter and Instagram created by the College Archivist Librarian during 2021 were tracked, statistics were pulled from the respective platforms, and means were established to measure two groups (face/no face, human/no human) against the total post average. Poster information includes engagement strategies, data from the social media platforms, and low-to-no cost recommendations for increasing the social media presence of an archive.
    • Facial asymmetry tracks genetic diversity among Gorilla subspecies

      McGrath, Kate; Eriksen, Amandine B.; García-Martínez, Daniel; Galbany, Jordi; Gómez-Robles, Aida; Massey, Jason S.; Fatica, Lawrence M.; Glowacka, Halszka; Arbenz-Smith, Keely; Muvunyi, Richard; et al. (The Royal Society, 2022-02)
      Mountain gorillas are particularly inbred compared to other gorillas and even the most inbred human populations. As mountain gorilla skeletal material accumulated during the 1970s, researchers noted their pronounced facial asymmetry and hypothesized that it reflects a population-wide chewing side preference. However, asymmetry has also been linked to environmental and genetic stress in experimental models. Here, we examine facial asymmetry in 114 crania from three Gorilla subspecies using 3D geometric morphometrics. We measure fluctuating asymmetry (FA), defined as random deviations from perfect symmetry, and population-specific patterns of directional asymmetry (DA). Mountain gorillas, with a current population size of about 1000 individuals, have the highest degree of facial FA (explaining 17% of total facial shape variation), followed by Grauer gorillas (9%) and western lowland gorillas (6%), despite the latter experiencing the greatest ecological and dietary variability. DA, while significant in all three taxa, explains relatively less shape variation than FA does. Facial asymmetry correlates neither with tooth wear asymmetry nor increases with age in a mountain gorilla subsample, undermining the hypothesis that facial asymmetry is driven by chewing side preference. An examination of temporal trends shows that stress-induced developmental instability has increased over the last 100 years in these endangered apes.
    • Facilitating Motivation:Implementing Problem-Based Learning into the Science Classroom

      Veronesi, Peter; Li, Danqing; The College at Brockport (2013-10-01)
      Student motivation is an important precursor to learning, and therefore, is an important component in any successful science classroom. Studies have shown that the more students are engaged in the classroom, the better they will succeed. Several decades of research have shown that students’ engagement predicts their learning, grades, achievement, retention, and graduation (National Research Council, 2004). One of the engagement strategies include components to the Self-Determination Theory. According to the Self-Determination Theory, there are three factors that work together to motivate students: autonomy, competence, and relatedness. Autonomy refers to the degree of choice that students have about tasks and when and how to perform. Competence refers to students being able to grasp onto the material and effectively deal and take control of their learning. Students feel a sense of relatedness in the classroom when they feel a sense of attachment and importance to and amongst their peers (Deci & Ryan, 2008).There are many practices that teachers can embrace to promote autonomy, competence and relatedness in the classroom. One such strategy is Problem-Based Learning or PBL. PBL is an instructional approach in which students work in small collaborative groups where learning is driven by open-ended and authentic tasks that encourage students in engage in higher level thinking. PBL activities are a non-restrictive form of learning that allow students to solve real-world problems by applying their content knowledge in a team-based fashion (Mossuto, M., 2009). Recent studies show that PBL confer a higher level of student engagement. One study found that the implementation of a PBL model had a significant impact on student attitudes towards science and perceptions of their learning environment. According to the study, students agreed that science would interest them more if they could choose science concepts or problems that were relevant to them; if they had more control of their learning; and that they enjoyed learning science when working in a group with peers. In addition, there was a positive impact of PBL on student problem-solving skills (Ferreira, 2012). Another study revealed that students prefer PBL models over traditional models of teaching. Results also revealed that students appreciated the opportunity to improve their facilitation and teamwork skills as well as responsibility of their own learning (Nicholl, 2012). These studies suggest that PBL models provide a multitude of benefits to students which heighten their interests in science and sharpen many essential life skills. PBL in the science classroom is an excellent practice for teachers to promote all three factors of the Self-Determination Theory in an effort to increase student motivation for success. PBL activities provide students with the autonomy to strategize with their peers to come up with solutions to real-world problems. PBL models require students to draw on their content knowledge to effectively arrive at solutions to open-ended questions. Teachers should take the opportunity to implement PBL models in their classroom to facilitate student engagement and higher student achievement.
    • Facilitating post traumatic growth in survivors of disasters

      Schrufer, Jessica L. (2018-05)
      Natural and man-made disasters can be typified by loss and destruction. There is a need for mechanisms to promote positive outcomes to such events. Means aiming towards goals of Posttraumatic Growth can lead to successful recovery of an individual and a larger community in the aftermath of a disaster. In turn, resilience from experiencing the event and successive losses can prepare one for future difficulties. Psychological challenges in grief that arise after a traumatic event can mediate posttraumatic growth and recovery. Social Cognitive Theory posits that perceived self-efficacy in coping leads to positive results in posttraumatic recovery. Mortality Salience, a factor of Terror Management theory, also proposes that reduction in distress related to one’s own death anxiety may increase self-efficacy, resulting in growth. Through Terror Management and Social Cognitive means, the current research aims to promote Narrative Reconstruction as an important coping mechanism in relation to Posttraumatic Growth, for individuals as well as community-level bereavement in disasters.
    • Facing Death: Four Literary Accounts

      Kolenda, Konstantin; Rice University (1984-01-01)
    • Factor structure of OCD: toward an evolutionary neuro-cognitive model of obsessive-compulsive disorder

      Glass, Daniel (2012-06-28)
      Obsessive-Compulsive Disorder (OCD) is a disorder characterized by its clinical heterogeneity, but also a commonality of symptom clusters that are known as “symptom dimensions.” Previous research among clinical samples using factor analysis has shown that the symptom-structure of OCD falls into four or five of these dimensions. The symptom dimensions can be conceptualized as representing impairment in several discrete brain systems which may meet the criteria for evolved mental “modules.” The current study uses confirmatory factor analysis in a community sample to test several competing models of OCD-like symptoms. These symptoms are discussed from the perspective of adaptive mental modules, and normal functions of OCD-like thoughts and behaviors are discussed. The four-factor model of OCD symptoms proposed in previous research was supported relative to competing one and five-factor models, and a positive correlation between OCD-like symptoms and mating success is demonstrated. Implications are discussed for the understanding and treatment of OCD, as well as our understanding of the brain’s evolved cognitive structure and organization during normal functioning.
    • Factoring in Algebra through a Flipped Classroom

      Wade, Carol H.; Arbore, Nicole (2020-06-09)
      The curriculum provided is to prepare teachers to use flipped classroom in the mathematics setting. The materials also provide the type of best practices for remote instruction that teachers referred to during the COVID-19 shutdown of schools. The curriculum covers a mini unit on factoring in an Algebra 1 classroom with materials that support the flipped classroom or remote instruction.
    • Factors affecting performance in human powered vehicles: a biomechanical model

      Too, Danny; The College at Brockport (2003-04-01)
      There are a large number of biomechanical factors that affect cycling performance. These factors can often be grouped into one of three categories: (1) environmental factors, (2) internal biomechanical factors, and (3) external mechanical factors. The interaction of different factors within a category can be complex, but need to be examined and understood if more effective human-powered vehicles are to be developed. The purpose of this paper is two-fold: (1) to examine the factors in each category, their interactions, and how they affect performance in human-powered vehicles, and (2) to provide a biomechanical performance model for these factors.
    • Factors Affecting Retention of Students in Grades K-2

      Pace, Amy Katherine; The College at Brockport (2004-06-01)
      This study looked to investigate two things regarding student retention in grade. The first being the factors that influence retention and the second being the effectiveness of the practice. First, the researcher looked to see what factors influence student retention between kindergarten and third grade. This was investigated by using the cumulative folders of students currently in grades three and four. Their cumulative folders were used in order to find out if the student was retained and the reasons that were indicated for the retention. This data was compiled and put into a questionnaire to be completed by the first through third grade teaching staff. The staff was asked to rank order the factors from the cumulative folders in order by the way they look at them when considering retention. The kindergarten staff was also asked to participate in this study. They were to complete interviews containing questions regarding students in their classroom and whether or not they were retention candidates. Also, their beliefs regarding the effectiveness of retention were questioned. The factor most often used to recommend retention is academic performance. However, this is not the only factor that is looked at when retention is in question. In fact, the majority of academic factors such as effort, participation, an Individualized Education Plan (IEP), and homework completion are looked at and used to recommend retention just as often as the non-academic factors. Therefore, retention recommendations are not always made based solely on academic performance. In general retention is not an effective practice if it is not paired with some intervention program. The repetition of a grade and its curriculum is not usually beneficial for a student. The students who are being retained need more than just simply to repeat the grade level. They need more in terms of programs that will help them to achieve and excel in that grade level the second time through.
    • Factors Affecting Risk Management of Indoor Campus Recreation Facilities

      Schneider, Robert C.; Stier, William F.; Kampf, Stephen; Haines, Scott G.; Gaskins, Brady P.; Bowling Green State University - Main Campus; The College at Brockport (2008-01-01)
      Factors affecting risk management of indoor campus recreation facilities were studied. Campus recreation directors of 4-year colleges/universities in North America who held memberships in the National Intramural-Recreational Sports Association (NIRSA) responded to a paper survey consisting of 32 dichotomous yes/no and closeended multiple-choice questions. Questions addressed staff certification requirements, use of waivers, number of automatic external defibrillators (AEDs) in the facility, communication and security devices, health screening of participants, and in-person supervision of the facility. Results showed that facilities are open to participants extensively throughout the 7-day week, thus requiring directors to ensure their risk management procedures are up to date—most notably staff members’ CPR and first aid certification, as well as AED training.
    • Factors Affecting the Academic Performance of Learning Disabled Students in Science

      Parsons, Kathleen Marie; The College at Brockport (2004-06-01)
      This study investigated the factors that influence the academic performance of learning disabled students in an urban science classroom. The research focused on a group of six learning disabled sixth grade students. Student self-perceptions, levels of motivation, and locus of control served as the primary concentrations of the research study. Data was collected using an Academic Performance Questionnaire, weekly performance reflections, Studying Reflections, weekly observations, and student interviews. Findings indicate that LD students maintain a high overall self-concept despite inconsistent perceptions of their performance from week to week. LD students display less motivation than their unclassified peers, as evidenced by a lack of participation and engagement in class instruction. A final difference emerged between LD students and their peers in the area of locus of control, where LD students were more likely to blame failure on external factors that are beyond their control.
    • Factors Affecting the Experiences of LGBT Students in Physical Education and Sport A Synthesis of the Research Literature

      Perreault, Melanie; Jaklitsch, Dylan; The College at Brockport (2017-08-01)
      The purpose of this synthesis was to examine the existing body of knowledge on factors affecting LGBT students’ participation in physical education and athletics. Previous research identified low levels of participation by the LGBT population in physical education and interscholastic athletics. The studies reviewed within the critical mass yielded factors which either encouraged or discouraged LGBT students and athletes to participate in physical education and athletics. The climate and environment, presence of interventions, safe spaces and openly “out” teammates were noted as factors which affected participation. While previous research notes that society has created a discriminatory environment for LGBT students and athletes, further research is needed to determine the necessary implications to address this issue. Future research should examine the effects of suggested interventions on the LGBT population.
    • Factors Affecting the Social Experiences of Students in Elementary Physical Education Classes

      Suomi, Joanne; Collier, Douglas; Brown, Lou; Stevens Point School District; The College at Brockport; University of Wisconsin - Madison (2003-01-01)
      There is a lack of research examining the social experiences with and without disabilities in regular physical education classes. Little is known, from the perspective of the student, about factors that affect his or her social experience while taking part in integrated physical education. This investigation examined the factors that have a positive and negative effect on the social experiences of 12 elementary students who were thriving, struggling, or had disabilities in an integrated kindergarten and an integrated fourth-grade physical education class. This study utilized qualitative data collection methods that included observations and interviews with students and staff. Four factors were identified: (a) physical education teachers, (b) social substance of activities, (c) cultures, and (d) social skills of students. The physical education teacher factor was the only one found to have a positive influence on the social experiences of all students, whereas the other three factors differentially affected the social experiences among the 12 students.
    • Factors Impacting Enjoyment in Physical Education for Children with Disabilities

      Perreault, Melanie; Houston-Wilson, Cathy; Bradwell, Jasmine (2020-12-07)
      Students with disabilities have lower levels of physical activity compared to typically developing peers, which can impact the development of motor competence needed to enjoy lifelong physical activity. Enjoyment has been linked participation in physical activity. Thus, the purpose of this synthesis was to discover factors that impact enjoyment in physical education for children with disabilities. After a thorough search of the available literature, 10 research articles met the inclusion criteria and were included in the critical mass. Factors contributing to enjoyment in physical education for children with disabilities were intrinsic and extrinsic. Extrinsic factors contributing to enjoyment included interaction with peers and teachers while intrinsic factors included perceived motor ability and activity preference. Recommendations for teachers to increase enjoyment in physical education for students with disabilities includes using affective inclusive practices, creating a positive environment, and increasing teacher readiness and attitude. Future research should be done on how to provide appropriate training to current teachers and students in physical education teacher education programs to increase levels of enjoyment in physical education for students with disabilities.
    • Factors Influencing Apparent Nest Success in Eastern Bluebirds

      Norment, Christopher; Gierlinger, Katelynn; State University of New York College at Brockport (2020-09-15)
      Collection of basic breeding biology data and analysis of factors that can impact the apparent nest success of passerines is critical in tracking population dynamics and making decisions concerning conservation. The Eastern Bluebird (Sialis sialis) is one species of concern whose declines in abundances fueled the common practice of establishing artificial nest boxes. I carried out my study in 2019 on the SUNY Brockport campus using 20 Audubon and 20 Peterson nest boxes to investigate what variables may impact fledgling success, including egg and nestling traits as well as site characteristics. Egg mass and volume tended to be larger in Audubon boxes, which also appeared to have higher success rates, but only egg volume was significant. Peterson style boxes were chosen more often, however. Vegetation variables revealed no statistical significance between successful and unsuccessful nests, but literature supports their strong effect on nest success. Larger sample sizes would have helped reinforce my results. However, they do offer interesting opportunities for conservationists in terms of box type and habitat when considering Eastern Bluebird nesting success.
    • Factors influencing career longevity of music therapists

      Doxsee, Lauren E. (2020-05)
      This survey study examined the factors that experienced music therapists identified as important in maintaining their careers in music therapy. The purpose of this study was to gain insight into how these music therapists combat burnout and stress to remain practicing in the field for 10 years or longer. Previous studies on burnout and career longevity have focused on whether music therapists have burnout, causes or factors leading to burnout and possible shortened careers, and the length of average careers in music therapy. The survey was sent out to 3,421 board-certified music therapists who were selected for longevity in the profession, 10 years or longer. There were a total of 439 responses with 11 responses meeting the requirements for participation. The survey results indicated that time off of work, exercise, and music are the main methods of self-care utilized by experienced professionals. Respondents also indicated that low salary, self-assessed burnout, and a perception of limited job opportunities were the main factors that could have led practitioners to consider leaving the field.
    • Factors influencing music therapists to join, or not join, the American Music Therapy Association (AMTA)

      Peterson, Sarah (2020-05)
      The American Music Therapy Association (AMTA) is the membership organization for music therapists that strives to develop and support the music therapy profession. Professional membership in the AMTA has been declining in recent years, though the number of credentialed music therapists is increasing. The objective of this research study was to determine what factors influence music therapists to join, or not join, the AMTA. The survey consisted of close and open- ended questions to gather the demographics of participants; the factors that influenced their decision to purchase, or not purchase membership; how participants view the benefits that membership in AMTA provides; and what participants want to see AMTA accomplish to increase membership. Out of the 7,958 music therapists that were eligible to participate, 1,262 completed the survey. Current members, and individuals planning on renewing in 2020 accounted for 49.88% of the sample; former members accounted for 43.38% of the sample; and respondents who have never been members of AMTA accounted for 6.74% of the sample. Receiving member benefits was the most common factor that influenced membership for current members, individuals renewing, and former members. Former members and respondents who have never been members cited the cost of membership, the lack of cost-benefit, and the perceived lack of benefits as factors for not renewing, or not purchasing membership.
    • Factors influencing parental investment : does parental financial allocation vary as a function of perceived child sexual orientation?

      Trouton, Grant Thomas (2013-06-26)
      An evolutionary perspective on parental investment suggests that natural selection might have favored mechanisms by which parents can evaluate the likelihood of a given offspring’s chances of successful reproduction. Adopting such a perspective, an online survey-based monetary allocation task was employed to test the hypothesis that parental investment was positively related to likelihood of offspring heterosexuality, such that vignettes describing heterosexual offspring would receive more money than vignettes describing homosexual offspring. Results did not support this hypothesis, as investment in offspring was unrelated to perceived offspring sexual orientation. However, exploratory analyses revealed that increasingly negative attitudes towards lesbians and gays predicted decreased investment in offspring. Such findings could serve to embolden civil rights activists in their struggle for increased LGBT social rights. Future research in this area would benefit from correlational research examining real familial relationships and investment patterns, rather than experimentally simulated relationships, to increase the external validity of findings and to reduce social desirability bias.
    • Factors Influencing Readers When Matching Texts to Struggling Students

      Romeo, Brian P.; The College at Brockport (2012-07-01)
      Teachers at every scholastic level search for the best pedagogical practices for their particular classroom and students. The method of leveling, a strategy in which teachers assess the instructional level of a text in order to properly match books with an individual reader, is used increasingly in literacy programs at the elementary level. Books are “leveled” by using a formula that measures sentence and word difficulty. This research project examines how students interact with various texts and explores student fluency, expression, comprehension, and re-telling. The research examines student accuracy rates, self-corrections, and miscue analysis. It considers what text features teachers should include before placing students at specific reading levels. The project identifies other factors that may influence student placement with regard to reading level such as individual socioeconomic and family background as well as features within the text like font size, syllabic number, and oral language. Two specific questions center the research: In what ways does each specific text influence how a teacher sees the reader? Does a reader’s fluency, expression, comprehension, and re-telling vary among different texts? This study was conducted in a western New York suburban district with three, fifth grade students struggling with reading deficits which included both reading comprehension and decoding skills. Research data was gathered using Fountas and Pinnell 2008 Leveling System Kit. Conclusions noted student background knowledge and personal interest as assets in understanding the individual profile of readers and in assessing appropriate material. Recommendations acknowledge the need for more reading practice both at home and in classroom as well as knowing students on a personal as well as academic level.