• Kafka's Landscape in Amerika

      Harder, Kelsie B.; SUNY Potsdam (2014-10-16)
    • Katherine Dunham Technique and Philosophy: A Holistic Dance Pedagogy

      Suarez, Juanita; Christie Gonzalez, Molly E.; The College at Brockport (2015-05-16)
      Artist/scholar/educator Katherine Dunham (1909-2006) focused her life’s work on finding ways to educate people about themselves and each other, through a pedagogy that emphasized an integration of the thinking mind, emotional self and expressive physical body.Over her lifetime as an educator, anthropologist, performer, choreographer, writer, activist, and humanist, she developed and enacted a holistic model of pedagogy that remains an exemplary model in the field of education. The Dunham Pedagogy promotes intercultural awareness and understanding, social skills development, artistic training, and encourages scholarly pursuit, through its foundation in the Dunham Philosophies of Form and Function, Intercultural Communication and Socialization Through the Arts. This thesis will trace Dunham’s dual training in dance and anthropology and the intertwined development of the Dunham Technique, Philosophies, and Pedagogy. It will explore the underlying values and aesthetics present in the physical Technique, the cross-cultural, multi-disciplinary curriculum within Dunham schools, the role and practice of a teacher within a Dunham classroom, and the process of Dunham Teacher Certification.
    • Katherine Dunham’s Methodologies of Form and Function, Intercultural Communication and Socialization Through the Arts, as a Choreographic Model

      Prioleau, Darwin; Christie Gonzalez, Molly E.; The College at Brockport (2008-08-01)
      Katherine Dunham 1909-2006, developed three primary philosophical methodologies: Form and Function, Intercultural Communication and Socialization Through the Arts, which were integrated within her anthropological research and academic writing, choreographic process and product, physical development of the Dunham Technique, establishment of pedagogical models in schools nationally and internationally, and in her humanistic vision and activist actions. Within this thesis I trace the origins of Dunham’s three primary philosophies and their utilization within her choreographic process and product. I outline a Dunham Model of Choreography whose effectiveness I examine through its application within the creation, performance and evaluation process of my creative choreographic project, Aché Essence. Because my creative project explored the embodiment and transformation of encoded ritual movement and rhythmic languages from two sacred dance and music traditions as they transition from their original functions and settings to the concert dance stage and are translated within and communicated through the modern dancing body, I paid particular attention to Ms. Dunham’s translation of sacred and secular dance and music forms of both national and international origin within her choreography.
    • Keep Your Hands to Yourself: Parents and Special Education

      Blair, Abigail; The College at Brockport (2018-07-01)
      My research involves parental involvement with special education programming and how it relates to their children’s behavior. To conduct this research, literature will be reviewed and interviews will be done with teachers and parents of children enrolled in special education programs. We will look into the amount of involvement suggested to parents, as well as how much they are allowed to participate through the review of programs, meetings, and other related policies. It is anticipated that we will find a correlation between children’s behavior, academic progress, and parental involvement in their respective programs.
    • The keeper of the belt: exploring objects, family, and the Russian diaspora

      Kohn, Carina (2018-05)
      My project consists of a collection of short stories which explore material culture through the lens of the Russian diaspora. Each piece gives voice to Russian immigrants who have experienced what it feels like to uproot one’s entire life and leave almost everything behind. My focus is on the items they have held on to. In preparation to tell these stories, I have examined historical texts and memoirs discussing the cultural and political structures of the Soviet Union. I have also interviewed Russian family members and friends—many of whom are represented as protagonists in their respective stories. Throughout my first of set interviews, it became evident that these individuals were deeply attached to the items they presented, and were able to tap into a reservoir of memories associated with them. I have my own set of Russian objects, which have been passed down to me by my mother, and this project has helped me pay attention to them in new ways. It has also given me the opportunity to contextualize my mother’s immigration and view it as a part of a larger experience. I am currently in the process of adding to my pool of interviews. With every story that I write, I gain a deeper understanding of what it means to have a relationship to places where you live, and the people who you love. If a photograph is known to speak a thousand words, then how many can a preserved candy wrapper say, or a loved one’s wallet?
    • Keeping it Safe with the Little Falls Stone Bank

      Stengler, A. Erik; Lien, Alex (SUNY Oneonta, 2021)
      The Little Falls stone bank building, located at 319 S Ann St., has witnessed the Little Falls community grow for the last two centuries while serving it in multiple ways, building on its story and importance. We tend to learn about the importance of banks at a young age but do not truly understand it until we are older. Banks provide financial stability for the residents of the area by housing our savings, providing checks and debit cards for instant access to our money, and even loan out money for our ambitious projects such as obtaining a house, going to school or starting a business. Now imagine if there was not a bank in your town. In the 19th century, settlements throughout the newly formed United States often did not have established financial institutions like banks. Eventually the American Industrial Revolution sparked an economic boom throughout the country, leading to a need for banks to support our finances and projects. This is why the Little Falls Stone Bank was built in 1833 and begins its service to the Little Falls community over the next two centuries. The building had its ups and downs throughout its history, growing in character as it was used in a variety of ways, from its original use as a bank, to being a simple storage building, to eventually becoming the home and keeper of Little Falls’ history.
    • Keeping the Lid on Textbook Costs through a Textbook-on-Reserve Program

      Orzech, Mary Jo; The College at Brockport (2019-01-01)
      This article provides a recipe for creating a textbook-on-reserve program in an academic library.
    • Kelsey Battaglia Goldberg Journal January 2014

      Battaglia, Kelsey; The College at Brockport (2014-04-01)
      In this journal Glen S. Goldberg Scholarship Winner Kelsey Battaglia shares her internship at the Compass Group in Dublin, Ireland during the Spring 2014 semester.
    • Kepler`s Laws

      Baker, Kristin; The College at Brockport (2006-01-06)
      Used IP to create a model of a planetary orbit Collected data from the model for two time periods 0-30 seconds One revolution (approximately 0-8 seconds) Exported data to Excel to analyze
    • Kepone Toxicity to Estuarine Microorganisms

      Pritchard, Parmely H.; Mahaffey, William Richard; The College at Brockport (1981-06-01)
      Synthesized chemical agents can have an unseen, and yet profound, impact on the environment in which it is used. This study investigates the effects of the insecticide Kepone (99% pure) on estuarine microbial populations and seeks to determine the mode of toxicity to pure culture isolates obtained therein. The researcher used disc agar diffusion sensitivity, plate counts, and oxygen uptake methods to collect data over a period of four months to determine the toxicity of Kepone to a variety of laboratory pure cultures of bacteria and fungi. Of the 30 isolates tested, 33% were inhibited at 3.65 ?g/disc concentration and 47% were inhibited at the 14.6 ?g/disc concentration. Higher concentrations (20 ?g/disc) inhibited all isolates. Of the 30 isolates, seven were particularly sensitive to Kepone, with four indicating inhibition at the 1.46 ?g/disc concentration. The researcher then examined the toxicity of Kepone to natural mixed populations of bacteria from a variety of marine habitats by performing standard total viable counts using Zobell’s seawater agar (Z-15) containing dissolved Kepone. The researcher observed that Kepone as low as 20 ?g/l has an inhibitory effect on the development of colonies on an agar plate, though the populations’ sensitivities were variable. In many cases, it was clear that concentrations below 20 ?g/l were inhibitory. Seventeen Kepone-resistant colony forming units were selected for further study, however, examination of cell type and enzymatic activities showed significant correlation only with the amylolytic and lipolytic activities, and the gram stain. The researcher observed that organisms grown under anaerobic conditions exhibited decreased sensitivity to Kepone, however, significant reductions in colony forming units were observed under aerobic conditions. The researcher concludes that Kepone is toxic to microorganisms even in low concentrations.
    • Keuka Lake Looking Ahead

      Keuka Lake Looking Ahead-1996 was developed as part of the Keuka Lake Watershed Project; a project funded by the Keuka Lake Association since 1991. This document was prepared by the Watershed Project Committee utilizing the Watershed Planning Handbook for the Control of Nonpoint Source Pollution, a guide to assist communities in developing comprehensive plans for managing nonpoint sources of pollution within a watershed area and the State of the Canandaigua Lake Watershed-1994. The purpose of this report is to provide information to citizens, businesses, elected officials, and community planners for implementing actions to protect the integrity of the watershed. The information can be used to make decisions regarding land and water resources and the "hows" and "whys" of land and water use protection and regulation. Finding solutions to nonpoint source pollution problems is not a simple task. There are, nevertheless, certain logical steps leading to the preparation of a nonpoint source water pollution control plan that contains specific solutions or strategies for addressing problems. Keuka Lake Looking Ahead is intended to be a guide, not a prescription, for understanding and protecting water quality. The KLA has identified additional nonpoint source areas that require further investigation and analysis . For example, the need for a more comprehensive stream monitoring program was identified by this project. Keuka Lake Looking Ahead contains an enormous amount of detailed information and analysis that needs to be released and discussed by a broad range of watershed users or stakeholders. This document presents the required information to develop a watershed implementation plan to remediate existing nonpoint source problems and/or prevent new problems from occurring. The release of this document is an enormous step forward in providing the necessary documentation and rationale for a formal watershed management plan. For the first time, a comprehensive watershed report has been prepared for Keuka Lake that inventories and evaluates sources of pollution and their impact on the lake. While the need for additional assessment has been identified, Keuka Lake Looking Ahead provides sound rationale for the implementation of nonpoint source pollution prevention techniques, such as stormwater management and soil erosion and sedimentation control. Effective watershed management requires a concerted, cooperative effort by the entire community - homeowners, business, farmers, developers, foresters, environmentalists, and local officials. All members of the watershed community share in the benefits of a high quality water resource which is critical to a community 's health, aesthetic appeal and economic wellbeing. Together, the watershed community can protect the watershed integrity for present and future generations.
    • Key Factors to Consider in Sport Specialization for Youth: A Review of the Literature

      Craig, Corey; The College at Brockport (2018-12-12)
      Youth sport provides a valuable environment in which children can develop their motor and psychosocial skills, learn how to be “coached”, and become part of a team (Goodway & Robinson, 2015). This topic is important because decisions to specialize too young can impact the lives of young athletes in terms of their physiological and psychological health. The purpose of this synthesis was to explore the factors that go into the decision to specialize in one sport when children are young. Ten articles were reviewed and synthesized to answer five research questions. Results indicate that so-called “specializers” may be at a greater risk for physical, psychological, and developmental issues including burnout, overuse injuries, and social isolation. Specialization also may limit long-term motor skill development and inhibit identity and psychological development. Finally, sport dropout is also a major concern with early specialization. Millions of youth in the United States participate in organized sports, yet given their popularity, additional concerns exist relating to high injury rates, lack of coach training, high attrition rates, and an overemphasis on early specialization. Despite low odds that early specialization may lead to athletic scholarships or a professional career, many parents, coaches, teammates, and peers continue to pressure youth to specialize (Russell & Symonds, 2015). By examining research articles it was evident that specialization can have a huge impact on youth athletes when it comes to the development of their physical, social, and motor skills necessary to achieve success on a daily basis. Due to the overall complexity of this topic, future directions for research have also been provided to fill in the gaps.
    • Key Idea for Modeling / Multiple Representation

      Phillips, Jessica; The College at Brockport (2004-08-02)
      According to the New York State Standards for Mathematics, students will be working with the Key Idea for Modeling / Multiple Representation.
    • Keys to learning : developing a culturally sustainable music curriculum for Cassadaga job corps

      Doughert, Genevieve (State University of New York College at Fredonia, 2016-12)
      Students from minority demographics are often denied the opportunity to participate in music instruction for a wide variety of reasons relating to inequitable access to arts programming for students attending underfunded schools in low socioeconomic areas. If minority students are granted access to music programming, the curricula available are frequently incongruent with students' cultural backgrounds and personal identities. In response to this problem, a culturally sustainable curriculum was developed to meet the needs, interests, cultural identities, resources, and prior knowledge of students at a Job Corps center in Cassadaga, NY. Armed with research regarding music's impact on cognitive, affective, and social development, as well as best practices in culturally sustainable pedagogy, the curriculum developer embarked on the creation of a music program that lead students through the four creative processes as defined by the National Coalition for Core Arts Standards (NCCAS): connecting, creating, performing, and responding. A student-centered curriculum, Keys to Learning was designed with flexibility; emphasizing higher order inquiry, and practices in critical thinking skills as the pedagogical fulcrum of the four creative processes. With few extraneous resources, students told their stories through the medium of original song composition; the visceral authenticity and unprecedented innovation exhibited in these works validates the profound benefit of such a curriculum for students from all backgrounds. This curriculum is aligned with the Job Corps Career Success Standards (2016) as well as the twelve Anchor Standards from the National Council for Core Arts Standards (SEADAE, 2016). [from author's abstract]
    • Kindergarten Entrance Age and Reading Achievement at the End of First and Third Grade

      Begy, Gerald; Drew, Carrie; The College at Brockport (1987-10-01)
      This study was designed to investigate kindergarten entrance age and its relationship to reading achievement at the end of first and third grade. Standardized reading test scores of 463 third grade students in a southern Wisconsin school district were studied to test these hypotheses: 1. No significant relationship exists between kindergarten entrance age and reading achievement as measured by the CTBS at the end of first and/or third grade. 2. The strength of the relationship does not vary from first to third grade. 3. The strength of the relationship does not vary with sex at the first or third grade level. 4. No significant relationship exists between kindergarten entrance age and placement in the Gifted and Talented Program. 5. No significant relationship exists between kindergarten entrance age and retention. Results indicate that there is a significant relationship between entrance age of Young (< 63 mos. At entrance) and Old (> 69 mos.) group subjects and their third grade reading scores. However, when the sexes were considered separately, no significant relationship was found between entrance age and third grade scores for males or females. No significant relationship was found between entrance age and first grade reading scores. Although no significant relationship was found between entrance age and placement in the Gifted and Talented Program, a strong relationship between entrance age and retention was evident. Students in the Young (< 63 mos.) group were almost twice as likely to be retained as those in the Middle (63-69 mos.) group, while none of the retention subjects were from the Old (>69 mos.) group. Boys were also more likely to be retained, as they made up over 69% of the retention population.
    • Kindergarten Readiness: Teacher and Parent Expectations

      Umber, Robin E.; Ramsey, Debra M.; The College at Brockport (2001-05-01)
      The purpose of this study was to compare the expectations of kindergarten teachers and parents of pre-school-aged children on school readiness. Clarifying expectations can provide guidance and direction for parents in order to prepare their children in ways that meet teachers expectations. The subjects of this study were parents of pre-school-aged children and kindergarten teachers from the Rochester area. A survey was distributed to determine which readiness skills both parents and teachers found as critical for entrance into kindergarten. The data from the survey reveal that teachers and parents in the Rochester area have similar expectations when it comes to what readiness skills are critical for kindergarten. Teachers and parents ranked the readiness skills with a score of one being not important and a score of five being very important. The highest ranked skill by teachers and parents was that children be healthy, rested and well nourished. The least ranked skill by teachers was concept of time, while parents felt that general knowledge about the world was the least critical skill on the survey. The readiness skill with the greatest discrepancy was knowing the alphabet, numbers, colors, and shapes. Parents felt more strongly about the importance of the skill upon entering kindergarten than teachers.
    • Kindergarten Teachers’ and Parents’ Opinions Toward Preschool Program Curricula and the Methods of Teaching

      Roethel, Donna Korona; The College at Brockport (1992-12-01)
      This study was conducted in order to investigate and to compare the opinions of kindergarten teachers and parents of kindergarten children toward preschool program curricula and the methods of teaching preschool. The subjects consisted of sixteen teachers and twenty parents. These participants were asked to complete a survey. The survey given to the teachers asked them their views concerning different aspects involving preschool programs. The parent survey asked the parents questions concerning the same matter. Fifty percent of the teachers and parents were later interviewed to gather further information on their opinions toward preschools. Different interview questions were presented to each subject depending on the information given in the survey. Survey and interview information was compiled and summarized in tables showing the opinions within each group of subjects. The opinions varied greatly toward preschool program curricula and the methods of teaching preschool.
    • Kindergarten Teachers’ and Parents’ Perceptions of what Characteristics a Child Should Have to be Ready for Kindergarten

      Begy, Gerald; Nachbar, Holly Jean R.; The College at Brockport (1994-05-01)
      This study was conducted to investigate the perceptions of both kindergarten teachers and parents of kindergartners as to what characteristics are important for a child to have in order to be ready for kindergarten. Twenty-one teachers and thirty-two parents anonymously recorded their perceptions on questionnaires distributed by Rochester area elementary schools. The questionnaire also asked where these characteristics were thought to have been initially developed, and what one single characteristic they believed to be the most important. In addition, the parent questionnaire asked if the child had attended day care or preschool and for how long. Responses were separated and analyzed for similarities and differences and are listed in Table 1. Recordings of the most important characteristic appear in Table 2. The number and variety of responses from parents and teachers supports that there are just as many definitions of the ready child as there are children.
    • Kindergartners' Oral Responses to Stories Either Told or Read to Them

      Smith, Arthur E.; Ash-Jones, Mary Beth (1991-08-01)
      The purpose of the study was to determine if there was a statistically significant difference in the quantity of words generated by kindergartners when retelling a story read to them from a book (read aloud) as compared to when a story was told orally, without a book (storytelling). The subjects of this study were 42 kindergarten students attending an urban school district in Western New York. The students listened to a story read aloud from a book. They then retold the story to an adult. The retellings were recorded. The same students listened to another story told orally, by an experienced storyteller. They also retold the story. The appropriate oral language level was selected as a result of the Early Prevention of School Failure screening, which was administered in September of the school year. The strengths and needs for receptive and expressive language were examined to determine relationships between the differences in the children's retelling of the stories. There was a statistically significant difference favoring the retelling of a story told orally compared to a story read aloud when measured by quantity of words generated in the retelling. The results showed those children identified with below average needs in expressive and receptive language areas were better able to retell the story told orally, without a book.