• "R-BEST" Rationale: Impact of a Research Based Elementary Science Teaching Rationale Paper on Beginning Elementary Teachers

      Veronesi, Peter; Beers, Morris J.; Baker, Patricia E.; Lambert, Rebecca Ann (2001-07-01)
      The first year of elementary teaching can be overwhelming, often resulting in a decline in teachers’ sense of their own effectiveness. Teaching science in particular can be difficult for newcomers, as they may feel unfit to teach a difficult topic with which they may have little experience. Some researchers have suggested that a research-based rationale, understood as a statement of purpose, strategy, goals, and evaluation, can make teachers more confident and increase their self-efficacy. This paper asks what impact a research-based elementary science teaching (R-BEST) rationale has on a teacher’s first year of teaching elementary science and what improvements could be made with this assessment method at the pre-service level so that the impact can be made greater. The author interviewed first year teachers who completed an elementary science methods course in Fall 1996 to obtain their views on the effectiveness of the R-Best rationale which they had to write to complete the course. Demographic data was collected and participants were asked open-ended questions so they could identify what was most important to them. A majority of respondents thought the assignment of writing and defending an R-BEST rationale paper was beneficial to them and had a strong impact on how they viewed and taught science. A majority of respondents also felt comfortable in teaching science and had high self-confidence.
    • Racial Politics of American History and the United Nations: The Impact of the Cold War on the Civil Rights Movement

      Corey, Mary E.; Cody, Amy C.; The College at Brockport (2014-12-15)
      Thesis research focuses around the Civil Rights Congress' 1951 United Nations Petition charging the United States with genocide against the African American race. This thesis also examines the complexities of global politics and the impact Communism had on the civil rights organization's ability to gain support for reform on the domestic and international level.
    • Racing Through My Mind: An ALS Journey

      Griffiths, Gwyn; The College at Brockport (2013-04-08)
      The researcher will share the process and results of an independent study - she created a ten minute documentary piece on ALS, or Lou Gehrig's disease. Over the course of the semester, she was responsible for all aspects of film production including scriptwriting, interviewing, filming, and editing. She chose this topic in honor of late family friend Douglas Adamson in hopes of raising awareness about the disease.
    • Racism and Education

      Corey, Mary E.; Hunt, Alicia M.; The College at Brockport (2014-08-04)
      This research focuses primarily on the effects of imperialism on the spread of racism. By evaluating specific historical relations, such as the British Empire and the Xhosa of Southern Africa, race relations are examined and their effect on American students of Social Studies clarified. Students are not always adequately instructed on the role of race in many historical events, and too often the role of minorities is minimized or even deleted from teaching materials. By understanding the legacy of imperialism, teachers may use carefully selected texts within their classrooms to help alleviate the disproportion of history taught in schools and elevate their awareness of race issues today, as well as creating a diverse curriculum for all students.
    • Racism and Sexuality: How Women of Color Learn about Sex and the Body

      Seale, Elizabeth; Medrano, Jay (2021)
      The purpose of Racism and Sexuality: How Women of Color Learn about Sex and the Body is to explore how women and female-assigned people of color are taught about sexuality and sex-negativity through the lens of race. Sex negativity is described as the perception of sex being dangerous, harmful, or deviant; those who grow up in sex-negative cycles believe sex and therefore their body is shameful. Participants were nine women and female-assigned people of color aged 18-20 interviewed through Zoom due to COVID-19 restrictions. The results showed a triple jeopardy of youth, race, and gender as significant factors in how participants viewed body image and sexuality. Participants resorted to self-regulation as a way to combat certain perceptions and sex-negative roles in their daily lives as a result of their intersecting identities.
    • Racism and the Discourse of Phobias: Negrophobia, Xenophobia and More---Dialogue with Kim and Sundstrom

      Garcia, J. L .A. (2020)
      The article discusses recism as a topic for conceptual analysis, touching on other phobias as well.
    • Racism and Xenophobia in Charlotte Perkins Gilman's "The Yellow Wallpaper," Herland and With Her in Ourland

      Mertsock, John S.; The College at Brockport (2001-01-01)
      This thesis project examines the literary work of Charlotte Perkins Gilman; in light of the xenophobic aspects of society in the 1920’s, namely the “Yellow Peril.” It argues that radical theories are present in the work of respected American scientists, political leaders, and authors of the time, and that Gilman, a feminist author, perpetuated these xenophobic ideas. This paper will focus on three of Gilman's major works, her short story "The Yellow Wallpaper," the utopian novel Herland and its sequel With Her in Ourland, from the perspective of race. It considers the symbols and images stemming from the "Yellow Peril" that pervade these works, conveying the racist notions inherent in popular turn-of-the-century sociological constructs, including eugenics and social Darwinism. The project notes Gilman’s role and progressive attitude regarding the feminist movement and oppression in tension with her xenophobic and racist beliefs as they co-exist in her personal writing and literary work.
    • Racism in a "Raceless" Society: The Soviet Press and Representations of American Racial Violence at Stalingrad in 1930

      Roman, Meredith; The College at Brockport (2007-01-01)
      In late August 1930, two white American workers from the Ford Motor Company in Detroit were tried for attacking a black American laborer at one of the Soviet Union's prized giants of socialist industry, the Stalingrad Traktorostroi. Soviet trade-union authorities and all-union editors used the near month-long campaign to bring the two assailants to “proletarian justice,” in order to cultivate the image that workers in the USSR valued American technical and industrial knowledge in the construction of the new socialist society, but vehemently rejected American racism. They reinforced this image in publications by juxtaposing visual depictions of Soviet citizens' acceptance of black Americans as equals against those which portrayed the lynching of black workers in the United States.
    • Radical Philosophy and Critical Theory: Examination and Defense

      Nielsen, Kai; Oxford University (1975-01-01)
    • Radioactive Decay

      Case, Ryan; Pritchard, Jayson; State University of New York College at Brockport (2016-06-20)
      The purpose of this model is to simulate the decay of radioactive nuclei to the stable isotope Lead-206. First and foremost, the model is designed to illustrate the concept of a half-life, which is the amount of time it takes for half a given quality of nuclei to decay to the next nuclei. In addition it also demonstrates that different radioisotopes have different half-lives than one another, and that the mass is conserved in nuclear reactions but not necessarily the number of protons, neutrons, or nuclei.
    • Radioactive Decay using Stella and AgentSheets

      Pennella, Annette; Java, Dorothy; The College at Brockport (2005-03-27)
      The topic of our Challenge Project is the half-life of radioactive elements. We chose this topic for several reasons. The 8th grade curriculum includes the investigation of fossils and radioactive elements. Students often have difficulty understanding and relating to this natural event since it cannot be observed. They do not see how it affects their lives today. Mrs. Java and I decided to have at least two of the investigated elements be related to medical procedures. The students are able to relate what they have learned and see how this information has an impact on peoples’ everyday lives. The radioactive elements used for the Challenge Project were: Carbon-14 that changes to Nitrogen; Iodine-131 that changes to Zenon-131; and Technetium-99 that changes to Ruthenium-99. The students were familiar with Carbon-14 since they read about the Ice Man and radiocarbon dating. Iodine-131 is use in medical procedures when diagnosing and treating cancer and thyroid problems. Technetium-99 is used to make images for the skeleton and heart muscle. It is also use for specialized medical studies on many other organs in the body. We chose to use two programs, Stella and Agent Sheets. Stella is a good program for the students to build models. It demonstrates the exponential decay of the radioactive elements. The students do not have to know a formula to build the model. Stella uses graphs and data tables to display the exponential decay of the elements. They can see the graphs being constructed at a slow pace and the data accumulated. The second program we chose was Agent Sheets. This program is good because the students have the visual representation of the element decaying over time. The students were then able to use the calculators with the Stella Program. They calculated the amount of time each segment on the data table represented in relation to their element’s half-life in Stella. The students are also able to calculate the amount of time each click represents when changing the parent element into the daughter element in the Agent Sheets Program. Exposing the students to new technology and experiences helps them learn in a different and more exciting way. They are able to construct concrete models that represent abstract natural events. Students can then calculate or predict outcomes that may not otherwise be experienced. They are able to see visual representations, learn how the information is applicable, making the concept or idea real to their everyday lives. Please unzip the attached files for a wealth of additional information.
    • Rainbow

      Marcus, Rebekah; Rush-Henrietta Senior High School (2019-01-01)
    • Raise your voice : experiences of silent students in the classroom

      Moss, Alessandra F. (2020-05)
      Class participation may be an important part of students’ learning process, but many students remain silent in college classrooms. This study was a qualitative inductive inquiry exploring the classroom experiences of students who rarely participate in class. Fourteen semi-structured interviews were analyzed using coding methods adapted from grounded theory to gain insight into students’ opinions about class participation, their class participation habits, and beliefs about knowledge in general. Primary themes that emerged were wanting to avoid being wrong and experiencing anxiety, nervousness, or related physical symptoms as reasons not to participate. Students also articulated mostly engaging in low stakes participation, when the risk of being wrong was minimal, primarily when they felt prepared to answer correctly. A variety of beliefs about knowledge were articulated, including, knowledge comes from external authority, and knowledge comes from scientific research, evidence, replication, and consistency. No strong connections were found between beliefs about knowledge and class participation habits. Practical implications for educators and future directions are discussed.
    • Rape and Power in Eighteenth Century London, England

      Nicolari, Deanna
      In London, England, rape was a prevalent crime throughout society in the mid-eighteenth century. During this time, rape was defined as "...unlawful and carnal knowledge of a woman, by force, and against her will," (Olsson, 2013). Though both men and women can be raped, this paper will specifically look at men who committed the crime against women and young girls. Men were able to commit rape by exerting their power over the women and young girls, whether by using physical strength, weapons, threats, or with the help of the severely lacking criminal justice system.
    • Rape Culture or a Culture of Rape? American Rape Culture Compared to South African Rape Accommodating Culture

      Kim, Moon Sun; Brown, Sarah; The College at Brockport (2018-05-15)
      Rape is a serious and heinous crime seen all over the world. Through various studies and research, new information about sexual assault has made the crime a hotspot for debate. Social, psychological, and legal views all examine the issue, but many do not internationally compare rape and sexual assault. There are many reasons for this, validity of information, differing legal definitions, government interventions, and legal power, all can play a part in the ability for statistical and document-based comparison. This does not mean, however, that it cannot and should not be done. By looking internationally, one nation can see how others have reacted to the increasing awareness or rape and possible intervention methods. But is that possible when it comes to two different nations that have treated rape so differently? The social and historical influences on cultural values or norms alter how certain actions are seen. In more recent years, an overwhelming number of social scientists have pointed to, what they call, rape culture as the basis of analysis for how people see rape in the United States. Is it seen the same in South Africa, though? The simple answer is no. South African culture has been altered by years of colonization and subjugation that differs dramatically from that seen in the US. The occurrences of rape in South Africa differ in many ways, from those who are involved, the occurrences of certain types of rape, and the social responses to each. As is explained through this analysis, South Africa faces an epidemic of rape that is so endowed in their own culture it cannot be separated into a culture of its own.
    • Raspberry pi embedded operating system and runtime

      Perry, James J. (2016-05)
      This thesis explores the creation of a small footprint, high-performance Embedded Operating System (EOS) for the Raspberry Pi (RPi). Using a customization approach, the image is configures to include only required functions and omits nonessential functions. The result preserves available memory and storage for use during runtime of an embedded solution. As part of this process, the thesis leverages the resulting runtime environment to provide complex functions (i.e. inter process messaging and GPIO support) that run atomically (noninterruptible).
    • Rationale for and Examples of Internet-Based, Software, and Hardware Technologies That Can Be Integrated into the Science Classroom

      Harradine, Tara M.; The College at Brockport (2007-08-01)
      The global market and workplace today demand knowledge and skills associated with technology. More often than not the responsibility to provide students with the exposure to technology is left up to the classroom teachers, whether or not the teachers themselves are experienced with it. The natural intersection of science and technology is a recognized element of science education in 21st century classrooms. This thesis project presents some of the more accessible forms of technology to understand and offer assistance to both pre-service and in-service teachers as well as suggested methods for integrating technology in a science classroom. While technology integration can be straightforward, teachers still need introduction to and experience with its implementation. It is suggested that teacher preparation programs devote time in analyzing current curriculum and teaching practices for ways to incorporate more opportunities for intentional partnerships of science and technology. Some of the recommendations culled from the research analysis, specifically directed to science teachers, includes suggestions for teacher education programs on incorporating technology requirements into standard education classes, developing technology-specific mini "how-to classes" that on website development and podcast creation, and courses that involve both the introduction to and the use of handheld computers and probeware. (Appendices list instructional websites created for teachers; some with a direct science focus.)
    • Raymond Carver and the Menacing Search for Identity and Intimacy

      Bittlingmaier, Michael J.; The College at Brockport (2005-07-25)
      Raymond Carver has been called the master of menace by many critics who suggest his characters are devoid of self-awareness and have very few redeeming qualities regarding emotional growth. The menacing aspect of his work has been viewed by many readers as a plot-oriented tool that places the characters in hopeless situations the author refuses to let them out of, confining them to lives of "emotional paralysis and terror" (Wickenden 38). I intend to demonstrate the contrary that this menace is actually an incidental occurrence that derives from characters whose fears of being insubstantial are a result of identities in crisis. Failure to achieve a true delineated self provides the menace or tension that initiates the decision Carver’s characters are forced to make: to remain passively constrained by identity foreclosure or diffusion, or to liberate themselves from their self-imposed confines to actively set forth into moratorium: the explorative process of "forging an identity'' (Marcia, Patterson, and Sochting 1 2). While Developmental psychologist James A. Marcia' s identity statuses will provide a template for these adult characters experiencing a prolonged adolescent identity crisis, Erik H. Erikson's sixth stage of human development, Intimacy versus Isolation, will emphasize the lives of characters who fail to obtain true intimacy and who thus remain passive in their search for identity. Carver's use of first person narrative, ambiguity, epiphany, and symbolism are the technical aspects explored that emphasize the plight of the foreclosed and diffused character who must break free of the bonds of passivity by stepping forward into moratorium.
    • A Re-evaluation on racism: how a strong U.S. tradition of anti Mexican sentiment was responsible for the 1930s Mexican repatriation crisis

      Donofrio, Nikki (2018-10)
      My paper will discuss the events that led to the 1930s Mexican repatriation crisis as well as the social and cultural motivations of racism that allowed for both the local and national government to repatriate around 400,000 Mexicans during 1930-32. The most agreed upon number is 400,000 and that includes lawful U.S. residents, illegal aliens, and Mexican Americans who were U.S. citizens. While it has most often been cited as an outcome of the economic depression during the late 1920s and early 1930s, the specific brand of anti Mexican racism that flourished post 1924 Immigration Act cannot be ignored. By looking at specific case studies, such as the Los Angeles La Placita Raid and repatriation processes in cities like Detroit and Gary, Indiana, I was able to identify a frustration targeted against anyone Mexican, automatically labeled a non-citizen, disguised as economic anxiety. These events and the racism that motivated them cannot be ignored, especially in today’s mindset of ‘America First’.
    • Re-Humanizing Descartes

      Simmons, Alison; Harvard University (2011-07-31)
      Descartes’ mind-body dualism and his quest for objective knowledge can appear de-humanizing. My aim in this paper is to re-humanize Descartes. When we take a closer look at what Descartes actually says about human beings, it casts his entire thought in a much different light.