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Modification to the Undergraduate Major in Earth Sciences Inclusive Adolescent Education/
No full textThe purpose of this proposal is to align the curriculum that was previously approved by the College Senate with the curriculum recently approved by SE
Young Adult Trauma: Representation, Intersectionality, and Friendship in Leigh Bardugo’s Six of Crows
No full textThe trauma represented in YA Literature is relevant to young adult readers. The texts Six of Crows by Leigh Bardugo, Suzanne Collins’ The Hunger Games and Angie Thomas’ The Hate U Give (dir. George Tillman, Jr.) represent fantasy YA, dystopian YA, and contemporary YA, and give different contexts for the multitudinous nature of trauma. Outlining the history of trauma in the world and in literature before delving into its representations into these texts will provide context for the intricate ways they are used. The examples from these texts will provide proof of the popularity of trauma as a method of reaching viewers, who may have experienced similar traumas or post-traumatic symptoms. This is all to draw conclusions about the way and the reasons that young adult readers are impacted by reading about trauma in texts. Between race, gender, and sexuality, marginalized groups are often left out. Without these fictional representations, children who do not see themselves represented can feel like their experiences are not valid. The intersection of gender, race, and class is important to each of these texts, especially Six of Crows and The Hate U Give. Bardugo crafts her world utilizing these contexts to create a diverse cast of characters, all of whom come with their own form of trauma
The Effect of Urbanization on the Intensity of Heavy Rainfall in the Midwestern United States
No full textIn recent years, the global population has become more concentrated in cities and this urbanization has influenced a number of changes in climate and land use. While some studies have examined how urbanization impacts precipitation, most of these studies have examined precipitation patterns rather than intensity. Increases in the intensity of precipitation can increase the risk of flooding and flash floods, which can have devastating impacts. Stage IV multi-sensor precipitation data was used to examine heavy rainfall events during the warm-season (May-September) from 2003-2017 in Midwestern cities to examine how urbanization influences rainfall intensity. NCEI precipitation data was also used to create a climatology regarding warm-season precipitation. Results show that in most cases, areas downwind of the urban environment tend to experience heavier rainfall, thus it is likely these areas experience a greater rainfall intensity. Further research regarding specific parameters of rainfall would be beneficial in understand the precipitation modification that occurs due to urbanization
Most Effective Nursing Interventions to Prevent Central Line-Associated Bloodstream Infections: A Critical Review of the Literature
No full textNosocomial infections, otherwise referred to as hospital-acquired infections (HAIs), are defined by the Centers for Disease Control and Prevention (CDC) as infections that occur in association with devices used in medical procedures, such as catheters or ventilators (Centers for Disease Control and Prevention, 2014). HAIs monitored by the CDC include central line-associated bloodstream infections (CLABSIs), catheter-associated urinary tract infections (CAUTIs), ventilator associated pneumonia (VAP), surgical site infections (SSIs), and other infections caused by the bacterium Clostridium difficile. HAIs are among the leading causes of preventable morbidity and mortality in the United States. Though recent efforts to prevent the occurrence of HAIs have been effective in reducing their incidence, HAIs remain a significant issue in the United States. It is estimated that each year, approximately 1 in 25 hospital patients in the United States are diagnosed with at least one infection related to hospital care (CDC, 2017) and additionally 1 in 35 hospital patients are estimated to have at least one healthcare-associated infection on any given day (CDC, 2018a). Furthermore, medical costs of HAIs are significant and pose an economic burden in the U.S. Estimated annual direct medical costs of HAIs to United States hospitals ranges from 45 billion (Scott, 2009)
Usage of Adversarial Examples as a Defensive Mechanism in Cybersecurity
No full textThe focus of this research article is on defenses to a theoretical threat model of malware. The malware, or GUI-Attack, aims to search the victim computer’s desktop and use image recognition to find the icons for highly used web browsers such as Google Chrome, Internet Explorer, Mozilla Firefox, and Opera, and gain access to secure data and information. We propose that adversarial examples can be used as a defensive mechanism to protect secure information from these GUI-Attacks. We hope to prove that these adversarial examples can be used to prevent malicious AI from being able to recognize the icons for popular web browsers, making an effective defensive mechanism against AI-powered GUI-Attacks
Human Genetic Enhancement: Is it Cheating?
No full textGenetically modifying organisms has been a very useful technology in the development of ways that we can solve many agricultural problems. This technology, which has been around since the 1990s, is starting to be used on humans in an effort to combat many genetic diseases. But does human genetic enhancement (HGE) cross a moral line? Many consider HGE to be a form of cheating since people who have been enhanced would have many advantages over those who have not been enhanced. To address this issue, I first distinguish between modifications and enhancements. Then, in light of Ken Kirkwood’s analysis of cheating, I describe four ways in which someone can be said to cheat. I conclude that, whatever other moral lines HGE might cross, HGE is not a form of cheating
Scaffolding for ELLs: Increasing Academic Success in Literacy
No full textWith the increasing rates of English Language Learners (ELLs) in general education classrooms, educators must implement instructional strategies to promote academic success for ELL students. The lack of professional developments suggest that educators are unfamiliar with cultural issues, assessing student progress, and developing instructional strategies for ELLs in a general education classroom. This capstone will examine the question of how elementary general education teachers can implement scaffolding based on the ELL’s proficiency level, zone of proximal development (ZPD), and drawing on diverse backgrounds to ensure academic success in literacy. In the literature review I will examine the effectiveness of the elements of the sociocultural theory, including scaffolding and the zone of proximal development (ZPD) as a tool for educators when applied in the general education classroom for ELLs. The professional development has been grounded on research findings to help educators understand ELLs cultural backgrounds factors, ZPD, and scaffolding strategies in literacy discussions.
Keywords: English Language Learners, sociocultural theory, scaffolding, zone of proximal development, literac
Inquiry-Based Learning in the Science Classroom: A Focus on English Language Learners and Literacy
No full textIn the current climate of the New York State (NYS) educational system high-stakes assessment is imperative to all students receiving a high school diploma including English language learners (ELLs). The linguistic demands of these assessments are extremely high and non-commanding ELLs must demonstrate content knowledge using language and literacy skills that are beyond their linguistic repertoire. The capstone is written through a sociocultural lens with an emphasis on Vygotsky’s social constructivism. The proposed solution is the addition of an inquiry-based framework to the secondary science classroom which integrates language, literacy and content with careful consideration to the needs of ELLs. In order to mitigate the problem and increase assessment scores secondary science teachers will be introduced to the inquiry-based framework through a professional development opportunity. The participants will identify the problem occurring among ELLs, explore the framework including research-based evidence of success and interventions for the classroom. Finally, teachers will work collaboratively to modify a lesson of their own to integrate the inquiry-based approach and emphasize content and language simultaneously. The goal of the PD is for ELLs to receive more contextualized learning that develops English language skills and content knowledge, ultimately leading to increased proficiency scores on high-stakes science assessments in NYS
Preparing English Language Learners to Succeed After High School
No full textThis paper analyzes the educational pathway for English Language Learners (ELLs) and their level of preparedness for college or careers post-secondary education. How can educators better prepare ELLs for life after high school? ELLs often face hurdles when it comes to education. Research and professional development will prepare educators on how to adapt resources and information into the school curriculum to ensure ELLs gain knowledge of career paths and educational opportunities available. Topics discussed in this paper are low academic achievement rates, low socioeconomic status, and a lack of academic guidance. Through the use of Social Cognitive Career Theory (SCCT) I will examine the question: how to prepare and inform ELLs of career paths to become College and Career Ready (CCR)? The Professional Development (PD) aims to train and build collaboration among Teachers of English to Speakers of Other Languages (TESOL) and mainstream teachers, as well as administrators and school staff in middle school and high school to deliver information. Expected outcomes include building an effective CCR program that prepares ELLs to be successful, well-rounded, contributing members of the community
