• What Three-, Four-, and Five-Year-Olds do in a Classroom Library Corner: Interactions with Books

      Buddle, Deborah Jill; The College at Brockport (1994-08-01)
      This study looked at the types of interactions three-, four-, and five-year-olds had with books in a preschool classroom library corner. This study took place in a rural cooperative preschool program consisting of 21 students. Questions addressed were: What percentage of time spent in the library corner was actually spent interacting with books? What Interactions did students have with books in the library corner? What percentage of time spent in the library corner was spent on each type of interaction with books? The data were collected over 32 classroom observation periods. Each observation took place during center time which was ten minutes dally. Every sixty seconds the researcher placed a tally mark ln the correct interaction category on the checklist for each student in the library center. The six categories observed were adult reading to child, child reading to adult, child reading to self, student reading to student, choosing books, and off task. The researcher completed both a qualitative and quantitative analysis of the data collected. This study shows that children exposed to literature are taking advantage of the opportunity. This can be seen in the fact that these 21 preschoolers were on task interacting with books 77% of the time.
    • What to Believe About Police? : When Hype and Illusion Replace Our Willingness to Self-Analyze

      Lumb, Richard C.; The College at Brockport (2016-01-01)
      Blaming police, public safety, first responders, corrections and other federal, state, county, and municipal agencies is often a deflection of attention from facts. Why, is it to persuade and seek support for a particular position and less about solutions? Police officers are held accountable when facts and evidence emerge. Lawful protocol and procedure come into play, not emotion and unsubstantiated accusation. Is that not exactly what you and I would also demand?
    • What to do about planet earth: a visionary approach to consumption, energy, and structure

      Buckheit, Donna (2018-05)
      In this paper, I seek to establish that what the consequences of climate change are, which activities contribute to it the most, what types of resources are being used to carry out these activities, and who participates in these kinds of activities the most. I will gather this information from census data and peer reviewed experimental results. Based on these assessments, I will then propose three solutions: 1. Adjustment of physical aspects of the environment and structure we live in, including the use of bike paths, passive solar architecture, and hexagons in construction. 2. Implementation of a carbon tax to curtail carbon dioxide emissions and prevent resource exploitation by corporations. 3. Installation of a universal “solar grid” that utilizes the most efficient solar technology in order to provide a clean, sustainable source of energy.
    • What Training do Rochester-Area Special Education Co-teachers Receive in Co-teaching?

      Alkire, Meghan Marie; The College at Brockport (2010-01-01)
      The goal for this study was to create a list of techniques for co-teachers based on the components of co-teaching for which the co-teachers feel least prepared for. In order to do this, teachers completed a survey to determine how prepared they feel to teach in a co-teaching classroom. The data was collected from special education teachers who are co-teaching currently in a Rochester City School. The techniques for co-teachers would address what training is needed for co-teaching to help strength co-teaching in the classroom.
    • What type of cooperative learning has the best results / Educational Outcomes?

      Eckley, Mary E. (2014)
      In researching cooperative learning, examining different types of grouping and group sizes will help teachers prepare to meet the needs of different students. In the classroom learning can happen when students work individually, in pairs, or in groups of three or more students. When choosing what size groups to use in the classroom it is crucial to look at the ability levels of the students in the classroom; this will help in deciding to use heterogeneous grouping or homogeneous grouping. Allowing students to work with others of different abilities levels and/or the same abilities levels can help in learning development. For this particular study the research was done using heterogeneous grouping and homogeneous grouping, with groups of three or more students. This study showed that for this particular groups of students involved in the research they performed best working in heterogeneous groups rather than homogeneous groups.
    • What We Do Expect the People Legislatively to Effect

      Parker, Alison M.; College at Brockport, State University of New York (2000-01-01)
      In this chapter, from the book Women and the Unstable State in Nineteenth-Century America, Alison Parker explores the radical political thought of Frances Wright and the implications of reactions to her egalitarianism.
    • What You Need to Know to Apply to Veterinary School and Career Options Available After Obtaining Your Doctorate in Veterinary Medicine

      Sia, Rey; Walker, Jacqueline; The College at Brockport (2010-05-01)
      I am a senior undergraduate student at the College at Brockport. I will be attending Cornell University of Veterinary Medicine this coming academic year. I am writing this manuscript for my thesis project which is a requirement to graduate from the Honor’s Program at the College at Brockport. For my project, I wanted to do something that would increase my knowledge on a subject that was important to me: becoming a veterinarian. Also, as an undergraduate it is hard to decide what you want to do with the rest of your life, and my hope is that this manuscript can give students interested in becoming a veterinarian a better idea of exactly what it is they want to do or if they even want to become a veterinarian at all. No one sits you down and tells you what you are getting into when you choose a course of study that interests you; it is expected that you figure out exactly what you need to do to either obtain the job you want or complete the requirements needed to go on to graduate or professional school. It is difficult figuring everything out, and sometimes mistakes are made along the way. Once someone figures everything out that is needed to complete a course of study, I believe it is in their best interest to share that information with others so they can avoid making similar mistakes. Applying for vet school and figuring out the timing of everything that I needed to have done to apply was on my shoulders: it was my future and I had to take charge. Now that I have almost completed my undergraduate degree and have been accepted to vet school, I want to share my knowledge and experience in the hopes that other undergraduate students may learn something from the path that I took to get there. The way I did things is not the only way, but I hope that my experience and mistakes can be applied to the lives of other undergraduates so that they will have a more successful future.
    • What's So Exciting About Harry?: Responses From the Fourth Grade to Harry Potter

      Hayes-Low, Cynthia; The College at Brockport (2002-04-01)
      This qualitative research study was undertaken to gather thoughts and opinions of fourth grade students in regard to the Harry Potter series of books. Ten fourth grade students of a suburban Western New York school district were interviewed. The prerequisite for the interview was that the student had to have read, or listened to, at least one of the Harry Potter books. The interviews were conducted in a quiet setting with only the interviewer and student present. The interviewer and the student were visible to other adults at all times. The interviews were conducted before the release of the movie, Harry Potter and the Sorcerer's Stone, to ensure that the respondents' views were based on the books or tapes, and not the movie. The interviews were tape recorded and were then transcribed for analysis. Data suggested that the students were very excited about and knowledgeable of the books and their author, J. K. Rowling. They commented on favorite characters, descriptions of the setting, vocabulary, Quidditch, favorite classes, spells, potions and why they thought the books were so good. Observations were also made regarding visualization. Results of this study show that the children interviewed seemed to look for the same things adult readers do in choosing to read. They looked for believable characters, good plot development, interesting settings and good writing. This is important to educators who are trying to engage students in literacy and help them become life-long readers. Implications for further research included possibly replicating the study with other groups, for instance, urban or rural fourth grade students or re-interviewing the original study group after the series of books has been completed.
    • What’s the Deal With Junie?: Responses from Second and Third Graders to Junie B. Jones

      Pelttari, Carole; Hull, Sarah C.; The College at Brockport (2012-10-01)
      This study examined what children noticed from the Junie B. Jones popular culture series through the use of a book club. The two books read were Junie B. Jones Is Not a Crook (Park, 1997) and Cheater Pants (Park, 2003). Semi-structured and open-ended questions were utilized to gather data. Then, the participants collaboratively created a script based on one of the books. All six sessions were videotaped so that I could review them for accurate data collection. The children shared many comments throughout the sessions. Generally, the comments indicated that Junie’s language did not always sound “right,” and the children knew better than to behave like her for fear of doing something wrong or receiving negative consequences from an adult or peer. The participants stated that Junie’s language errors and unacceptable behaviors made the book funny. The children often suggested more acceptable behaviors. An abundance of evidence led to three conclusions. First, children notice and are critical of Junie B. Jones’s language errors while reading books from the Junie B. Jones series written by Barbara Park. Second, children notice and are critical of Junie B. Jones’s inappropriate behaviors while reading books from the Junie B. Jones series. Finally, children are engaged and utilize reading skills while reading popular culture literature. Students can become better readers if they are given a choice to read popular culture books in school. Also, when students read and discuss popular culture books in book clubs, the students can expand their thinking and further develop their literacy skills. My findings lead me to consider the use of popular culture in student-selected reading and literacy instruction to be beneficial.
    • When Arrows Fly, They Often Injure the Innocent

      Lumb, Richard C.; The College at Brockport (2016-01-01)
      When protests rage and apology follows, the result often increases disorder. Among the angry cries for change is corresponding citizen fear, leaking from every human pore, due to uncertainty. All manner of disruption takes place, and the outcomes are seldom positive. Groups who see an opening to argue a point of view or philosophical position, not for sustainable change, rather a noisy agenda are all too often driven by aggressive behavior. Compromise is not the goal; it is complete alteration regardless of ancillary issues. The media flocks to the scene, the cameras roll, and the entire exhibition become a slogan, demand or other sought after outcome and the whole fracas arises from a few words that are used to incite and push an agenda. The problem is we never know who or what lies in the background, the silent energy behind the commotion. We react to conjecture and a severe lack of facts – a worst case scenario on which to address pressing problems and their resolution.
    • "When Bridget is Good She is So Very good ... When She is Bad, She is Horrid": Portrayals of Female Irish Immigrants in America during the Late Nineteenth and Early Twentieth Centuries

      Smith, Cara; The College at Brockport (2008-08-01)
      During the late nineteenth and early twentieth centuries Irish women accounted for more than half of all Irish emigrants to leave Ireland. A great portion of these women settled in urban centers on the East coast of the United States where a large percentage took jobs as domestic servants. The great number of Irish women involved in domestic service led to the emergence of the negative stereotype of the Irish maid "Bridget," in popular entertainment and literature. Further research into the literature and data of the time shows positive contemporary descriptions of Irish women involved in American domestic service. These positive descriptions add an opposing view of Irish-American identity that stands in contrast to the common negative stereotypes. These positive descriptions, along with examples of hard data show how the reality of Irish women in America often stood in sharp contrast to the stereotype presented by way of the Irish maid "Bridget." By looking at the involvement of Irish women in the American workforce one can trace the rather rapid move towards Americanization from the first generation into the second and third. Irish-American women quickly distanced themselves from the negative connotations present in domestic service and began to follow the employment patterns of native-born American women as well as adopting American values and culture. Through education, industriousness, and the willingness to adapt, Irish women helped bring a large portion of the Irish-American community into the American middle-class.
    • When Doctors Kill Patients: Vital Organ Transplants

      Warfield, Ted A.; The University of Notre Dame (2002-01-01)
      This paper attempts to discern exactly what is happening in some medical situations involving patients who are, in different ways, near death. In order to arrive at a correct moral evaluation of these practices, it is necessary to begin with a careful analysis of exactly what is happening, and then proceed to moral evaluation. This paper argues that declarations of death in many vital organ transplants are unjustified. Thus, probably there are killings occurring in these cases. However, there is no reason to think that these killings are morally unacceptable.
    • When Does the Area of a Rectangle Equal the Area of a Circle?

      Brown, Douglas; The College at Brockport (2006-01-01)
      Use modeling software to explore the relationship between the circumference of a circle and its area: Given a circle of a particular size, what would the dimensions of a rectangle have to be for it to have the same area as the circle?
    • When I Realized I was the Gay Best Friend: Queer Media Representation and the “Coming Out” Process

      Martinez, Myah (2021-01)
      This essay examines queer representation in widespread media and its impact during the coming out process. I examine three coming out stories in popular media and use my own story to shine a light on the challenges of coming out as LGBTQIA+. I hope readers who are struggling with coming out can use these examples to voice their LGBTQIA+ stories.
    • When the music therapist experiences a personal crisis

      Palermo, David (2018-05)
      The purpose of this phenomenological investigation is to obtain a comprehensive understanding of the experiences of five board-certified music therapists who underwent a personal crisis during a time when they were practicing music therapy. Data was collected through open-ended semi-structured interviews that took place over the telephone. Using Colaizzi's (1978) descriptive phenomenological method to analyze the interviews, three themes emerged: Onset of Personal Crisis, Coping, and Clinical Impact. Implications for this study include an increased awareness of the universality of the experience to prepare music therapists to better use their coping strategies.
    • When the View of Change is Myopic

      Lumb, Richard C.; The College at Brockport (2016-01-01)
      Excerpt from author's book, “Issues in Policing and Requisite Challenges” (2016), ISBN-13: 978-1540375841, first published in LinkedIn.
    • Where do we go from here? A workshop about career and college choices.

      Briggs, Jessica M.; The College at Brockport (2006-01-01)
      A graduate students final thesis project was presented. The inspirations of this researcher to create a workshop that would help parents and students work together to make decisions about their future and help to increase their awareness of career and college choices was explored and defined. The focus on Junior's in high school and their parents was explained and presented through topics such as the effects of career choice, career stages, transition periods in high school and beyond, support systems and the decision making process. The sample size for this research was n= 3 for the parents and n=4 for the students. The thesis presented was gathered through journals, books and individual research.
    • Where Has All the Plastic Gone? Disposal, Recycling and Pollution

      This is what happens to the plastic after we are done with it.
    • Where is the Woman in Feminist Theory? The Case of Aesthetics

      Hein, Hilde (1990-01-01)
      This paper argues that feminism, as a theory, is a pattern of thinking that is not fundamentally about women, although it begins with a gendered perspective. It is, rather, an alternative way of theorizing about a host of topics that include but are not limited to women.
    • Where Land Meets Water: Understanding Wetlands of the Great Lakes

      Wilcox, Douglas A.; The College at Brockport (2002-01-01)
      This publication summarizes the current state of knowledge about Great Lakes coastal wetlands based on the information presented at the Millennium Wetland Event symposium. Information on wetland development and classification, summaries of wetland vegetation communities, and details of the fish and wildlife species that use Great Lakes coastal wetlands as habitat are all found within the following pages. Wetland conservation initiatives and some of the challenges of performing wetland science in such a large and diverse environment are also highlighted.