SUNY Brockport
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Alcohol and Substance Abuse Studies Major--Non-Clinical Track
No full textThis non-clinical track would provide an option for Alcohol and Substance Abuse Studies majors in their final year, allowing them to substitute 15 credits of other designated coursework for the 15 credits of HCS 498 Internship (12 credits) and HCS 497 Internship seminar (3 cr). This track would provide an option for majors who: 1) have discovered that they do not want to do clinical substance abuse treatment counseling; 2) with a second major, such as social work or criminal justice, wish to focus their final semester on their other major; 3) are unable to maintain the overall GPA of 2.5 required for clinical majors; or 4) are already working in the field. The non-clinical track would require grades of C or better in all classes with no GPA minimum. Program requirements include--All required ASAP courses, HCS 404, HCS 429, & HCS 440 which are currently offered as elective; an elective by advisements; and HCS 499 Independent Study, a Capstone Course developed by advisement. We will accept capstone courses in other majors if applicable
Positive Reinforcer Identification and Behavioral Training with Goats (Capra hircus)
No full textThis paper was written as part of an independent study, during which I participated in research conducted by Dr. Desrochers in the Psychology Department.
As opposition to pesticides increases, the agricultural community has shown interest in using animals to control the spread of invasive species. Operant conditioning is a useful way to teach an animal to perform a desired behavior, including but not limited to consumption of an invasive species. For operant conditioning to be successful, a highly preferred reinforcer must be identified. Identification of a highly preferred reinforcer requires the use of preference assessments, which yield conclusive and long-lasting results. The results of a preference assessment can then be tested with a concurrent operant reinforcer assessment, which assesses the effectiveness of the highly preferred item as a reinforcer. This study used utilized preference, concurrent operant reinforcer and progressive ratio reinforcement assessments to prepare a goat for successful behavioral training in consuming invasive species
Examining the Relationship Between Sleep and Athletic Performance
No full textSleep has been regarded in recent years as an important factor in the improvement of athletic performance. The distinction, however, between what is necessary for a normative population and what is optimal for an elite athlete population relative to both quality and quantity of sleep is not clear. Therefore, this synthesis reviewed literature concerning how sleep can impact performance, the areas of performance it most impacts and the methods of improving sleep for athletes, in order to aid their performance. Data was collected primarily using the sport-centered SPORTDiscusdatabase through SUNY Brockport’s Drake Memorial Library database, EBSCO. Key words were utilized in order to develop a critical mass of 10 articles used to answer the following five research questions: (a) Does the number of hours of sleep impact performance, (b) Does the quality of the amount of sleep obtained impact performance, (c) What physiological aspects of athletic performance does sleep most impact, (d) What cognitive aspects of athletic performance does sleep most impact, and (e) What are practical applications for athletes to improve their sleep habits? Results indicate that an increase in both number of hours and quality of sleep improve athletic performance. The area’s most positively affected are health, avoiding injury and illness, increasing recovery, sports specific competitive advantages, reaction time, and mood while, surprisingly, anaerobic power was not significantly affected. Further research in the subject needs to increase the number of subjects, as well as create a consensus recommendation for the number of hours of sleep athletes need and the way that sleep quality is measured in order to generalize the findings
The Female Athlete Triad and It’s Long-Term Effect on High School Female Athletes
Full text linkWith the passage of Title IX in 1972, females have come a long way in regards to sport participation. This was something that was considered great for women and has led to the tremendous increase in female participation in sports in high schools. While participation in sports has many benefits, one unforeseen consequence was the emergence of the female athlete triad. The female athlete triad is a composed of three things, low-energy availability (disordered eating), menstrual irregularities, and negative effects on bone mineral density. The purpose of this synthesis was to review the literature on the female athlete triad and its long-term effect on high school female athletes
Physical Activity and its Impact on Cognitive Development
Full text linkThe educational system largely is associated with academic assessments and sitting at a desk or on a computer for a majority of the school day. Another part of the education system that is often overlooked is caring for the child health and well-being. Education is more than tests and homework and can be facilitated by other methods that don’t encourage a sedentary lifestyle. The purpose of this synthesis project is to determine what impact physical activity can have on cognitive development, cognitive function and overall brain health. Results have shown that even a single bout of exercise can have a positive impact on cognitive function. The research analyzed for this synthesis project has revealed a great deal of evidence that suggests that cognitive development is positively impacted by physical activity
Allison Dentinger, interviewed by Roy Rodriguez
Full text linkAllison Dentinger earned her bachelor\u27s degree in History and Adolescent Inclusive Education in 2013 and her master\u27s degree in Social Studies Education in 2016. She no longer teaches. As of November, she now works as a case manager at a Medicare/Medicaid clinic in Rochester, and lives and works in a house of hospitality nearby. She also advocates and works toward the implementation of rent stabilization policies in Rochester
Remembering: Not to Be Thwarted, We Remember Some of Brockport\u27s Finest
No full text“Remembering” consists of memorial tributes written for over 500 SUNY Brockport emeriti, retirees and friends. Entrees cover those who passed away from January 2, 2001 through August 29, 2020 plus a few stories from earlier years. Tributes were collected from obituary information where known, and personal reminiscences from the author and others. Richard (Bud) Meade served as Brockport’s Director of Human Resources for many years. He emailed updates to emeriti/retirees to keep them up to date on events and activities going on at the College that he thought would be of interest, and through which they could share their retirement stories with others. Includes index and photos.https://digitalcommons.brockport.edu/local_books/1031/thumbnail.jp
Embracing Young Adult Literature to Support Struggling and Reluctant Readers from Disadvantaged Backgrounds
Full text linkDespite the billions of dollars spent each year in attempts to close the achievement gap between high- and low-income students, many young people living in poverty continue to struggle to read due to structural barriers within society. These structural barriers cause many low-income students to develop low self-esteem and lose confidence in their abilities and therefore decrease their motivation to read complex texts. In order to reach these struggling or reluctant readers from low-income households, it is crucial to address the obstacles they face in the lessons we teach. The best way to do this while benefitting all students is to incorporate Young Adult Literature (YAL). These diverse texts often contain themes of social injustice and other issues directly related to the structural barriers low-income students face daily and allow these students to make meaningful connections to the text. This not only boosts their confidence in their own knowledge and motivation to read by validating their personal experiences but also helps all students involved develop empathy for marginalized and oppressed people. By using YAL in English Language Arts (ELA) classrooms, English teachers have a unique opportunity to put low-income struggling or reluctant readers on a path to success and empower them to fight injustice
Alcohol and Substance Abuse Studies Major – Non-Clinical Track
No full textThis non-clinical track would provide an option for Alcohol & Substance Abuse Studies majors in their final year, allowing them to substitute 15 credits of other designated coursework for the 15 credits of HCS 498 Internship (12 cr) and HCS 497 Internship Seminar (3 cr). This track would provide an option for majors who: 1) have discovered that they do not want to do clinical substance abuse treatment counseling; 2) with a second major, such as social work or criminal justice, wish to focus their final semester on their other major; 3) are unable to maintain the overall GPA of 2.5 required for clinical majors; or 4) are already working in the field. The non-clinical track would require grades of C or better in all classes with no GPA minimum. Program requirements include – All required ASAP courses, HCS 404, HCS 439, & HCS 440 which are currently offered as electives; an elective by advisement; and HCS 499 Independent Study, a Capstone Course developed by advisement. We will accept capstone courses in other majors if applicable
Amendment/Correction of Resolution 2017-18 #62UC: Undergraduate major: Chemistry Adolescence (7-12) Education Major with Grades 5 and 6 Extension
No full textAmendment to Resolution 2017-18 #62UC to add a required second foreign language course