• I Am a Softer Me

      Sutherland, Mark; The College at Brockport (2015-05-01)
    • I Am Not Barbie, and I Do Not Need a Ken

      Maldonado, Annette (2017-09-07)
      Throughout history, women have faced unfairness and gender inequality. Women are stereotyped and mistreated every day. Some examples are, women are paid less than men, and women have to cover their bodies in public (if not, it is their fault if something dangerous happens to them). Home is supposed to be a safe haven for women, but what about if the unfairness happens at home by the people we love the most? Mistreatment can come from our parents. As a young woman who was treated differently than my brother, I talk about my experiences and how they have shaped my life. I strive to help others understand and be more aware of the inequalities between siblings and parents.
    • I Became a Teacher for the Money and Fame: An Examination of the Effects of Humor on Student Perceptions and Attitudes towards Mathematics

      Wade, Carol H.; Rider, Daniel P.; The College at Brockport (2014-07-01)
      Students may not find their mathematics classes interesting and could attribute this lack of interest to the subject matter. Along with this disinterest, students may display a lack of motivation and may struggle to understand the material (Ames, 1992). These students may not connect with their teacher or identify as a learner of mathematics, which could be stressful for students. However, humor can be implemented in the classroom to provide a relaxed atmosphere in which students can learn and reduce the level of stress (Girdlefanny, 2004)). Humor also allows students to better connect with their teachers, gain understanding and connection to material, and increase student interest (Huss, 2008). This thesis explores how students’ perceptions and attitudes towards mathematics class changed over time when humor was implemented in the classroom. Students completed pre and post surveys regarding mathematics and the use of humor in the classroom, with the implementation of humor occurring between the two surveys. A paired t-test was then used to compare surveys and determine that humor had a significant impact on students’ perceptions and attitudes towards mathematics. Students indicated that they felt more relaxed and comfortable participating in class, as well as better able to remember and understand the material, when humor was present in the classroom.
    • I evolved this way: examining nonmonosexuality as an evolutionary adaptation

      Baroni, Amanda K. (2018-05)
      The main evolutionary purpose of any living creature is to pass on its genes through reproduction, also referred to as reproductive success (Dawkins, 1976). Since successful reproduction requires the copulation of a male and a female of any given species, any sexual behavior which is not exclusively heterosexual is an enigma in evolutionary theory. The affiliation hypothesis advocates for the concept that homosexual behavior may have evolved as a way to maintain social bonds (Muscarella, 1999, 2000). It is generally accepted that sexual behavior is not dichotomous indicating that hominins would have exhibited both homosexual and heterosexual behavior (Muscarella, 2000). This theory would allow for the maintenance of social bonds but would not hinder the possibility of heterosexual reproduction. The current study tests this hypothesis using multiple measures of reproductive success and social connection.
    • I Feel Trapped: Motivation, Engagement, and Text Choice with Struggling Readers

      Colsntonio-Yurko, Kathleen; Olsen, Brie (2017-05-13)
      The purpose of this qualitative research study is to explore the role of reading motivation, reading engagement, and text choice when working with a struggling reading in middle school.. By exploring how specific factors influence struggling readers, through this study, teachers will be able to have a better understanding as to the importance that motivation and engagement play in working with struggling readers in middle school.
    • I feel, therefore I am: generational differences in moral processing styles

      Rausch, Zachary M. (2021-05)
      Moral decision-making is a core feature of human life. We explored whether generational differences exist in the preference for two types of moral processing styles (the ways in which we integrate moral information and decide to take action): moral reasoning and moral intuition. We analyzed preferences for moral processing styles by using a modified version of the Rational-Experiental Inventory (REI) scale, which was broken down into the Faith in Moral Intuition and Need For Moral Cognition subscales. Preferences for moral intuition and moral reasoning were measured by averaging Faith in Moral Intuition scores and Need for Moral Cognition scores from 120 Generation Z (born after 1996) and 50 Generation X (born between 1965 - 1980) participants. A mediation analysis was also conducted to see if social media usage would explain the expected differences between generations. Gen Z participants scored lower than Gen X participants on Need For Moral Cognition, but no differences emerged on Faith in Moral Intuition. However, the mean difference between Faith in Moral Intuition and Need For Moral Cognition was much larger for Gen X than Gen Z. Social media usage did not mediate the relationship between generation and moral processing styles. It appears that there are generational preferences for moral processing styles, and that moral reasoning is less valued by this younger generation. The reason that these generational differences emerged must be examined in future research.
    • "I have been told that human beings seldom dream about cherubim" : unconventional representations of the divine in Madeleine L'Engle's Time Quartet

      Seitz, Jeffrey D. (2020-05)
      Madeleine L'Engle's writing is a kaleidoscope of science and theology, with an abundance of literary and spiritual insights. For decades, readers have been inspired by the familiar characters in her Time Quartet novels. Yet these readers are confounded by the supernatural beings she populated in the texts. One of the ways this mythopoeic writer indicated her spiritual inclinations was by her unconventional representations of the divine through her masterful use of the suspension of disbelief that serves as a possible spiritual vision. Decades after the publication of A Wrinkle in Time, her writing continues to inspire and puzzle readers. Madeleine L Engle Time Quartet novels continue to evoke curiosity among literary scholars because of her boldness for integrating spirituality with science.
    • “I Know I Must Conceal My Sentiments”:
 the repression of female emotions in Dombey and Son by Charles Dickens , North and South by Elizabeth Gaskell, and Jane Eyre by Charlotte Brontë

      Perles, Dylan Sage (2020-05)
      ​As the 19th century progressed, emotional and sexual repression became integral norms in Victorian society. This norm fell most heavily on middle class British women. Among the cultural indicators that best exemplified this phenomenon were the novels written at the time. In Victorian literature, the heroine was often characterized by her need to repress her own emotions and sexuality. Three such heroines are Jane Eyre from Charlotte ​Brontë’s​ ​Jane Eyre​, Margaret Hale from Elizabeth Gaskell’s ​North and South​, and Florence Dombey from Charles Dickens’ ​Dombey and Son.​ Their behavior reflects societal expectations for young women in Victorian England.
    • I Prefer to be on Empty

      Chichester, Timothy; Cost, Patrick; The College at Brockport (2012-07-01)
      Since the Industrial Revolution, the world has become increasingly dependent on the use of fossil fuel as a source of energy. According to the U.S. Energy Information Administration (EIA) the United States consumed seven billion barrels of petroleum in the year 2011 (EIA, 2011). This accounts for 22 percent of the total world’s consumption of petroleum per year. However, the United States only makes up five percent of the world’s population. With such high demands for oil, the United States imports almost half of its oil from other countries around the world. With the transportation of large amounts of oil comes the risk of an oil spill. Recently, models for oil spills have been created to allow for more efficient removal and prevention of the spread of oil in the event of a spill. For our purposes, modeling can be used to allow students to virtually explore the dispersion of oil in the ocean. By using a model, students are able to look at a situation, in our case an oil spill, through a controlled environment. This gives students the capability to test multiple variables one at a time, and make observations on the impact that each variable has on the spread of oil. Students would be provided with a complete model, consisting of an environment and agents. Using the provided model, students would have the freedom to test different scenarios by adding or removing agents from the worksheet. This assignment consists of a cross discipline topic between Biology and Chemistry. In Biology, this model would be used during the ecology unit, or water quality unit, and would provide students with a real life example of human impact on an ecosystem. In the chemistry classroom, this model can provide students with the opportunity to apply their knowledge of the effects of polarity on solutions. This model can also be used as a real life connection to the abstract ideas of organic chemistry. Along with using AgentSheets, and completing the worksheet, students would incorporate learning through inquiry by completing a lab report on their findings. As an extra credit assignment, students would be allowed to create their own models. This lesson plan addresses NYS Standards in Biology and Chemistry. The accompanying zipped file includes the lesson plan, powerpoint presentations, and student worksheets.
    • I Saw the Sign and it Opened up my Eyes I Saw the Sign!

      Kisiel, Valeri M. (2013-01-28)
      No author abstract.
    • I'm good, you?: MFA Thesis - Sculpture

      Cunningham, Amy (2016-05)
      I am enchanted by the absurd and the asinine. My work inhabits the precarious space forged between reality and mockery; this is the intersection from which I create. My thesis work creates an experiential representation of the evaded issues of modern communication. Utilizing a blend of the real and the satirical, I am able to create work that distorts the viewer’s perception by blurring the distinction between what is factual and what is parody. I create absurd, yet relatable situations that invite the viewer in for a chuckle, but also promote deeper self-reflection. I prefer to use a variety of methods and media. I have used styrofoam to transform virtual phenomena into tangible forms, sound to charm yet brainwash, manipulated found objects for familiarity but disturbance, and installation to integrate these multi-faceted experiences.
    • i-Ready, Are You?

      Robb, Susan; Federico, Alicia M.; The College at Brockport (2016-05-11)
      This study explores how my first-grade students interact with the newly implemented educational program, i-Ready. Students use this program weekly for both math and reading. Observations were made over the course of 5 weeks while students were using i-Ready. A double-entry journal was used to document data regarding the lessons students were working on, things that were said, facial expressions, and body language. Data excerpts will be used to illustrate key findings. There is very little research in the field that directly studies this program, which is what makes this study significant.
    • IB Mathematics Standard Level - Statistics Unit - Online Instruction

      Miles, Alexa (2020-05-15)
      This statistics unit is designed to be delivered 100% remotely for IB Math SL students. For our class, this was Unit 11. There are five lessons of content in this unit being, 11.1 Histograms and Boxplots, 11.2 Variance and Standard Deviation, 11.3 Probability Distributions and Expected Value, 11.4 Binomial Distribution, and 11.5 Normal Distribution. Each lesson consists of one Edpuzzle video for the students to watch and take notes on and one worksheet style practice assignment (informal assessment) for the students to complete. There is one formal assessment after lesson 2 and a larger (two-day) formal assessment after lesson 5. The assessments are typical exam style assessments. There are two days of review built in before the large end-of-unit assessment including a Quizizz game and a sheet of IB review problems. Each day should be about one hour of work time. Full delivery of this unit should take 10 hours.
    • Ice Cream Graphing Lab

      Maloney, Julia; The College at Brockport (2003-07-28)
      Guided data collection through graphing with provided example. Student survey will be conducted in the classroom, focusing on the (3) favorite flavors of ice cream, frequency of eating ice cream, soft versus hard and preference for brand of ice cream.
    • Ideal Gas Law

      Burdette, Daniel; Thompson, Todd R.; The College at Brockport (2012-07-01)
      We created models with interactive physics, agent sheets, and excel and also found a web based application which could be used cohesively in a classroom to help students visualize the principles of the ideal gas law. The interactive physics and agent sheets models that we created represent what happens to a gas when it is compressed. The excel workbook helps the student understand the math behind the ideal gas law, and helps the student understand relationships of variables in an equation. The web based application mimics a physical experiment which displays the basic concepts of the ideal gas law. This project addresses the following NYS Standards: Math: ? Quantities (N-Q) ? Seeing Structure in Expressions (A-SSE) ? Creating Equations (A-CED) ? Interpreting Functions (F-IF) ? Linear, Quadratic, & Exponential Models (F-LE) Chemistry: STANDARD 1—Analysis, Inquiry, and Design: ? Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. STANDARD 6—Interconnectedness: Common Themes ? Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. 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
    • Identidad Sexual y Nación en Madre Que Estás en Los Cielos, de Pablo Simonetti

      Parada, Andrea; The College at Brockport (2006-12-01)
      RESUMEN / ABSTRACT Este trabajo estudia la novela Madre que estás en los cielos de Pablo Simonetti como una propuesta de tolerancia e inclusión de la diferencia. A través de las memorias de la protagonista, el autor establece una cadena de identidades marginadas que se inicia con la emigración forzada de la abuela italiana a Chile a fines del siglo XIX y que se prolonga en la identidad de género y la preferencia sexual. En el caso de la mujer, el texto recupera renuncias definitorias de un devenir en la periferia de una cultural patriarcal y los amagos de negociar un espacio acorde con su subjetividad. La homosexualidad se formula como normalidad paralela dentro parámetros occidentales hegemónicos de aplicabilidad distorsionante en Latinoamérica al desconocer, entre otros, factores raciales y de clase social. SEXUAL IDENTITY AND NATION IN MADRE QUE ESTÁS EN LOS CIELOS BY PABLO SIMONETTI This essay interprets Pablo Simonetti’s novel Madre que estás en los cielos as a call for tolerance and social inclusion. Through the memoirs of the female protagonist, the author establishes a chain of marginalized identities harking back to the forced emigration of the protagonist’s Italian grandmother to Chile at the end of the 19th century and continues with social exclusions based on gender roles and sexual preference. In the case of the woman, the novel calls attention on the one hand to the most significant deprivations of an existence that unfolds in the periphery of patriarchy and, on the other, to her attempts to negotiate for herself a space that embraces her feminine identity. Homosexuality is formulated as a parallel normality within hegemonic Western parameters that are misapplied in Latin America as they do not take into account racial or class differences.
    • Identification and Literacy: The Way Children Identify Themselves as Literacy Learners

      Olmstead, Kathleen; Roberts, Kristina M. (2017-05-12)
      This research takes a closer look into the implementation of explicit instruction in adopting a Growth Mindset and how it can affect students’ literacy identity. It also explores how students identify themselves as literacy learners. The purpose of this study is to learn more about how students identify themselves as literacy learners. Furthermore, this study looks into the impact of explicitly teaching reading strategies and Growth Mindset. This research also looks into finding ways for students to move away from negatively identifying themselves as readers. Data were collected for this study over a period of six weeks using the students’ reading assessments, pre-interviews, post-interviews, writing samples and field notes during Guided Reading groups, independent work and Writer’s Workshop. Data were analyzed for how the students identified as readers and how Growth Mindset impacted their literacy learning.
    • Identification of E. coli Sources in Conesus Lake Sub-watersheds Using BOX A1R- Derived Genetic Fingerprints

      Somarelli, Jason; The College at Brockport (2004-08-01)
      In the Conesus Lake watershed , best management practices (BMP's) were implemented on farms in the upper watershed and the resultant change in bacterial water quality was assessed using both quantification techniques and Rep-PCR molecular tools during events and non-events. Genetic fingerprints of Escherichia coli isolates from a library of known source isolates (n=123) were compared to E. coli of unknown origin obtained from stream water samples. The genetic library consisted of E. coli sources from cattle, humans, geese and deer. Fecal samples were collected aseptically and E. coli was isolated from each of these sources. Genetic fingerprints were obtained from each of the known sources using Rep-PCR. Fingerprints from unknown sources were compared with those in the library using computer based image analysis. These techniques were used to identify sources of E. coli in the watershed and accurately demonstrate the effectiveness of the best management practices in the watershed. Results found E. coli levels that were significantly higher than that established by EPA for recreational waters (200CFU/1OOml) on several occasions throughout the year, especially during event periods. In addition, the sources of E. coli in the watershed were identified.