• Gabe teaches his classmates to speak

      McCullagh, Julia; Gaetano, Morgan (2019-05)
    • Gaining Perspective: Social Media’s Impact on Adolescent Literacy Development

      Olmstead, Kathleen; Swan, Kayla (2017-05-12)
      This qualitative study explores both teacher and student perspectives of social media’s impact on adolescent literacy development. In addition, it also investigates perspectives concerning if and how social media could be integrated into a classroom to improve student literacy skills. Research remains in dispute regarding the impact of social media use on literacy skills, as there are studies that claim social media both positively and negatively impacts students’ skills. Surveys of both teachers and students as well as semi-structured interviews of students were given and analyzed to gain insight concerning both the impact of social media on literacy skills, as well as if and how social media could be used in the classroom.
    • Gaining Perspectives From Teachers, Students, and Parents about the Effectiveness of Looping in the Rochester City School District

      Bivone, Antonella; The College at Brockport (2000-05-01)
      The purpose of this study was to reveal the effectiveness of looping grades according to the perspectives of teachers, students, and parents in the Rochester City School District. The participants had all experienced looping in the past. The study analyzed and categorized responses given by these participants to various questions developed by the researcher. Eight teachers, 16 elementary school students, and 16 parents participated in this study. Data were gathered from the participants through written surveys and phone interviews. Various questions about the participants' looping experiences were asked. The research question was: What are the commonly reported strengths and weaknesses of looping by teachers, students, and parents? After all the data were gathered, the responses were placed into categories where strengths and weaknesses of looping could be noted.
    • Gamification Through Algebraic Coding

      Wade, Carol H.; Serpe, Rachel L. (2017-01-10)
      From an urban high school in upstate New York, gamification was introduced through coding to teach an Algebra I unit. The Value Instrumentality Expectancy (VIE) Theory was used to measure motivation to determine if learning coding by gamifying a unit and applying it in the computer lab motivated students to learn Algebra I content. There was a significant increase in each motivational construct. This implies that if teachers dedicate themselves to learn coding and the pedagogical knowledge needed to teach a gamified unit, then there can be an increase in motivation to learn Algebra I content.
    • Gandhi, Newton and the Enlightenment

      Bilgrami, Akeel; Columbia University (2008-09-01)
      Gandhi expressed opposition to the Enlightenment and even to science. His view is best understood in the context of a radical critique of a certain orthodoxy that emerged after the Enlightenment. That orthodoxy insists that we take a detached, impersonal standpoint in relation to nature. By contrast, Gandhi and his forebears in the radical enlightenment see nature as suffused with value, and allow us to approach nature from the first-person point of view.
    • “Gaps” in Intelligence Communications

      McGuire, Donald V.; The College at Brockport (2000-01-01)
      Information is particularly crucial within the military, where the results of miscommunication can be devastating. This master thesis explores the flow of information within the United States Air Force. The author is an intelligence operations officer and he relates his experiences, detailing many of the difficulties that exist in relaying information, and how these difficulties are dealt with. Difficulties explored within this thesis include the heavy use of acronyms and jargon within the military that can be confusing, especially to new recruits and people with no prior military training, as well as working with different commanders, or detailing information outside of the author’s own area of expertise. As a result, preparation for a briefing is widely dependent upon the composition of the audience. The thesis includes four sample modules to illustrate the differences between a situation briefing before and after revisions are made to make accommodations according to the target audience.
    • Garden based learning and food choices of second graders.

      Gambino, Samantha (28/03/2013)
      The question addressed in this study is: Does involvement in garden based learning positively impact the food choices of second grade students? This study was conducted in a suburban elementary school in Western New York State. Two-second grade classrooms participated for a total of 34 students. Students were divided into groups of gardening (G) and non-gardening (NG) students. Taste tests were administered to students in the G group to determine vegetable preference; this method was modeled after a study conducted by Birch and Sullivan (1991). The food choices of students in both groups were monitored during lunch periods using a method modeled after Swanson's (2008) study. Still digital photographs of students’ lunch trays were taken before and after eating. Using the photographs a score was calculated relating to established food categories for each lunch. The results of the study indicate that garden based learning alone did not appear to have an influence on student’s food choice. Additional findings also indicated that students in both the G and NG groups consumed large amounts of food with little or no nutritional value during the school lunch period. The data in this study shows that students generally lacked options of healthy choices in both home and cafeteria lunches; therefore they were often unable to choose items of high nutritional value.
    • Gas Relationships

      Betancourt, Juan; The College at Brockport (2006-07-20)
      Students will understand the behavior of gases by manipulating a model of gases that changes the variables involved and demonstrate how these variables relate to each other
    • Gastrointestinal (GI) Motility is Unaltered by Feeding in Zebrafish

      Rich, Adam; Diamond, Amanda Marie; The College at Brockport (2012-08-08)
      Gastrointestinal motility patterns in humans are not constant and respond to the luminal contents and nutrient status (Degen and Phillips, 1996). The zebrafish is a new model system for human GI motility and regulation of motility patterns appears to be controlled by enteric neurons and interstitial cells of Cajal (Huizinga et al., 1995, Farrugia et. al., 2003, Sanders et.al., 2006, Rich et. al., 2007). Although several research laboratories investigate GI motility in zebrafish larvae, no standard protocol for feeding exists and experiments may be performed on fasted or fed larvae. The goal of this study was to examine the effects of feeding on GI motility when ICC and enteric neurons are developed and regulate GI motor patterns in larvae, at 7 days post fertilization ( dpt) (Rich et. al., 2007). Larvae were fasted or fed once daily beginning at 5 dpf. At 7 dpf larvae were fed dry food labeled with FITC-dextran and GI motility was measured using time-lapse imaging and image analysis techniques. Motility was examined in the anterior and the posterior regions of the GI tract. No differences were observed in fish standard length, a developmental marker. The total number and distance of contractions increased in the anterior intestine after feeding. These data suggest that feeding has little influence on GI motility patterns in the posterior intestine. The effects of Cisapride, a prokinetic in humans, was examined and found to increase the contraction number, velocity, and interval. The effects of Niflumic Acid and DIDS were also examined, because anoctamin 1 (ANOl), a chloride-selective channel, has recently been identified as a potential regulator for ICC pacemaker function. Both drugs dramatically reduced the total number of contractions as well as the GI motility index indicating a reduction in coordinated motility patterns. Cisapride, Niflumic Acid, and DIDS have similar effects on GI motility in mice and in the zebrafish, suggesting that similar molecular mechanisms regulate GI motility in zebrafish and mice. The findings contribute to the validation of the zebrafish model system for human GI motility function.
    • Gathered lines: MFA Thesis - Metal 

      Alusitz, Sylvie Lissa (2019-05)
      The home serves to protect our daydreams, compilations of memory and imagination. As material representations of place, baskets embody the environments they are crafted in. I explore connections to place by interpreting traditional basketry and textiles techniques. Responding to these processes, forms arise, giving language to the emotions of memory. Lines gather, twist, and diverge to create familiar, yet enigmatic objects. Just as baskets have the ability to transcend time, mark birth, death, and regrowth, my work marks significant and influential spaces.
    • Gathering the perspectives of individuals with American sign language (ASL) as a First language (L1) on their English language acquisition

      Slegaitis, Erin (State University of New York College at Fredonia, 2018-05)
      To continue to improve best practice for education, we must continue to research and improve our understanding of educational methodologies and the students who we work with. One way that we continue to improve is by seeking to identify perspectives which are either underrepresented or where there is a gap in the known research. Students who have American Sign Language (ASL) as a first language (L1) fall into that category regarding the lack of prevalent research into their unique language learning needs. Therefore, this study aims to give a voice to the perspectives of those who have ASL as an L1 on their English language acquisition experiences. The perspectives were gathered through an online survey which identified several key factors in the language acquisition experience. There were 7 participants in this study 3 who were deaf and 4 who were Children of Deaf Adult(s) (CODA)s. They share the characteristic of having ASL as a first language and their experiences provided insight into what made learning English a positive experience and where improvements may need to be made. Results showed that there might be positive correlations between an individual's self-efficacy, teacher efficacy, use of the L1 in the classroom, and direct English language instruction on the positive experience of acquiring English for individuals with ASL as an L1. Research must continue in these areas to determine the underlining features which contributed to these results and to add more information to the base of knowledge on English language acquisition for individuals with ASL as an L1. [from author's abstract]
    • Gay New York: From Bars to Bathhouses

      Roberts, Ben; The College at Brockport (2014-08-20)
      This project is an analysis of the manner in which gender identity development was experienced by non-heteronormative people in the first half of the twentieth century, focusing on the experiences of gay men, with particular focus on the life of Anthony (Tony) Mascioli, a Rochester native and 1954 graduate of the Brockport State Teacher’s College , now The College at Brockport. Tony’s journey from a lower middle class, socially conservative, and mostly closeted lifestyle, to an upper class, extremely liberal, and totally open gay lifestyle sheds light on the manner in which American society’s view of homosexuality has evolved and on how heterosexism and classism intersect in both Tony’s life and in the formation of gay male identity as a whole. This research includes analysis of gay history, theories of gender identity and development, and personal experiences of identity as related in interviews and personal histories.
    • Gaze Types in D. H. Lawrence's The Rainbow and Women in Love

      Yarington, Earl F.; The College at Brockport (2000-05-01)
      This thesis project, centered on D. H. Lawrence’s The Rainbow and Women in Love, examines how the major characters in these narratives represent the “gaze” among themselves, and how Lawrence influences the reader's sight by his construction of the “narrative gaze.” The concept of the “narrative gaze” is defined and discussed and the project examines the idea of the “gaze,” as a trigger for sexuality, which plays a major role among Lawrence's characters because it can either hinder or assist in each character's and reader's stability as a spiritual and physical being. It further argues that, in order for the reader to understand how characters “gaze” upon one another, they must be assisted by the narrator in obtaining a visual picture of the characters and their actions.
    • “Gender (As Constant) Labor”: A Consciousness Raising Dialogue on Transfeminist Scholarship and Organizing

      White, Melissa Autumn; Hobart and William Smith Colleges (2017-12-06)
      This co-authored essay draws on student research conducted for an upper-level course called Trans*Studies that was originally presented at the Seneca Falls Dialogues Conference in October 2016. Drawing on Jane Ward's generative concept of "gender labor", our Dialogue highlights the material effects of representational politics, and articulates the need to centre a transfeminist critique of normative regimes of power, including the representation of "women's" history in the United States.
    • Gender beyond the binary: computationally mapping gender to a spectrum using sex differences in the brain

      Williams, Reed (2022-05)
      Biological sex is far more complex than simply two categories: male and female. The mere existence of transgender and intersex individuals displays this complexity clearly on the surface, while the differences between cisgender people within their own respective categories brings this idea to a deeper level. While sex differences reveal themselves in many different scientific disciplines, this study will focus on findings in the field of neuroscience; specifically, it will narrow in on volumetric measurements of brain regions known to have differing trends across the male and female sexes. The construction of a surrogate data set driven by measurements extracted from existing literature will be used to fit a logistic regression model. The resulting probability function will be used to first create a base Biological Sex Spectrum; this refers to a representation of biological sex as a spectrum in the absence of societal influence. This probability function will then be modified to produce a Societally Influenced Gender Spectrum; this refers to a spectrum that has been influenced by the concept of the gender binary and more closely represents our current world. The comparison of these two spectra will reveal the space for an increase in gender diversity as societal views continue shifting further away from restricting gender stereotypes.
    • Gender differences in intelligence theory, achievement, motivation, and attributional style: effects on choice of science, math, and technology careers

      Froehlich, Sharon Walling (2007-09-11)
      This study explores potential reasons for why more females become math avoidant than males during middle and high school and tend to skip all but the most necessary math classes in college, leading to a dearth of women who enter careers in mathematics, science, and technology. This web-based study examines gender differences in the way males and females self report views of their own personal math intelligence, their goal orientation in the mathematics learning environment, their demonstration of either mastery or learned helplessness orientation in the face of failure at a difficult math task, and gender differences in math self-efficacy before and after math failure. The author hypothesized that more females than males would demonstrate a learned maladaptive pattern in the mathematical learning environment. Furthermore, it was hypothesized that the above factors will be consistent with females’ decision not to enter scientific and math based careers. Contrary to these predictions, the only significant findings were that women did tend to report lower math self-efficacy than men, and that consistent with previous research (e.g. Betz, 1985), low math self-efficacy is predictive of interest in careers in math, science, and technology. The results will be presented and discussed, along with some limitations of the current study and suggestions for future research in this important area.
    • Gender Differences in Young Children's Perceptions of Writing, Writing Characteristics, and Knowledge of Production Rules in Writing

      Linn, Jeffrey B.; Smith, Luther E.; Baker, Patricia E.; Bezio, Jeanne; The College at Brockport (1996-10-01)
      Research has shown that children come to school with preexisting knowledge about writing. It is therefore essential for teachers to observe their students to learn what knowledge they already possess and to plan their lessons accordingly. The author asks whether there are differences between how boys and girls perceive the writing process, whether there are differences between the characteristics of boys’ and girls’ writing samples and episodes, and whether there are differences between boys’ and girls’ knowledge of production rules in writing. A subject pool of 34 children were selected and were given two interviews in which they completed writing tasks and answered questions from the author. The results of these interviews were collected and analyzed by type of response given. The author found that while many children just beginning school do not yet have a clear definition of writing, more girls than boys seem to have a closer perception of what writing is. Similarly, girls were seemingly more perceptive to the purposes of writing, though a majority of both perceived it as relatively easy. Lastly, the writing tests suggest that girls may obtain knowledge of writing’s production rules sooner than boys. The author argues that further research is needed to verify their findings and to better understand the role of families and teachers in a child’s writing development.
    • Gender Games/Trauma Games: Gender and Victimology in the Hunger Games Trilogy

      Scherer, Ellen (State University of New York at Fredonia, 2015-08)
      In this thesis, I claim that victimhood and vulnerability can be used as a form of agency. I argue that many of the problems associated with the concept of vulnerability come from an outdated and binary way of thinking about gender. A brief review of media and literature reveals that this way of thinking has a history of plaguing the YA novel, thus limiting the ways in which YA readers think about women and vulnerability. Using elements of queer, feminist and trauma critical theory, I prove Suzanne Collins' Hunger Games trilogy creates the opportunity for the trauma of victimhood and vulnerability to be used for individual agency.
    • Gender Power and Social Class: The Role of Women in James Fenimore Cooper's The Pathfinder, Homeward Bound, Home as Found, and The Ways of the Hour

      Zeitvogel, Chuck; The College at Brockport (2004-11-22)
      This thesis deals with the role Cooper's female characters play in his novels of manners and social class. Though Cooper is best known for his Leatherstocking Tales and other novels of romantic adventure, he was also a critic of American society. Through his novels Cooper clearly illustrated what he believed were the proper gender roles for men and women. He also used his novels to show his frustration about changes in societal order. His writing was his way of coping with America's shift of power from the landed genteel class to the urban factory owner class. This thesis incorporates four of Cooper's lesser studied novels: The Pathfinder. Homeward Bound, Home as Found, and The Ways of the Hours. In each of these novels Cooper uses gender roles and social class to express his views of the ideal American society. The gender roles Cooper establishes are clear. Female characters are only allowed to wield power in small, enclosed spaces, or in life or death situations. Occasionally Cooper may grant female characters more power, but only if they are away from society, in the wilderness for example, or when there is no chance of them usurping power from men. Male characters, on the other hand, control all social spaces and political power. Although many scholars either attack Cooper's novels of social criticism, calling them the rants of a bitter man, or ignore them altogether, this is a gross injustice. Cooper was not a bitter man. He was a man living through a time of social change. Unfortunately he was not ready or able to cope with those changes. His novels are his attempt to cope with social change as best he could.