State University of New York College at Cortland
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Bachelor of Fine Arts Personal Research
Get PDFTwo bachelors of fine arts students sharing their artwork that explores themes of internal struggle and self-discovery. The presenters will explain the processes of their research-based artwork and the personal experiences of an artist that\u27s using themselves as a source of inspiration and focus on their art. The presenters will each present images of their paintings and drawings while explaining the origins and process of creation, as well as why it is important to explore these themes.https://digitalcommons.cortland.edu/slides/1027/thumbnail.jp
Social Support and Psychological Needs Satisfaction on Problematic Internet Use
No full textThis study examined the links between two types of social support (solace and escape) and problematic internet use (PIU) with psychological needs satisfaction (PNS) as a mediator. A survey on perceived social support, PNS, and PIU was completed by 266 college students. Solace support had a complete mediation effect of PNS on PIU. Escape support was partially mediated by PNS. These findings support further examination of the roles social support types play in meeting college students\u27 psychological needs and in influencing their engagement with PIU.https://digitalcommons.cortland.edu/posters/1049/thumbnail.jp
I’ll be goldenrod and you’ll be aster: the case for revolutionizing Western methods of teaching using Indigenous ontologies
Get PDFAn interesting facet of living as a human in the 21st century is contending with the end of the world. It’s been imagined in a thousand ways over the past twenty years. Will it be zombies? Aliens? An AI revolution? Or will it perhaps be something more mundane, more “down-to-Earth”? The floods, the droughts, the famines, and all the rest of the cataclysmic global events that occur every year have taken center stage in the world-ending debate, parading under a name as threatening and expansive as the Boogeyman: climate change. A recent article from NPR covered the United Nations’ 2022 Convention on Biological Diversity, in which the major talk of the town was “humanity\u27s senseless and suicidal war with nature” that has us currently marching towards the downfall of most of all the life on the planet (Ross). However, despite the conference being about biological diversity, the focus of the conference was entirely on humanity and humanity’s survival, despite mankind being only one of the millions of different species that is facing extinction in the face of climate change, a mindset that is decidedly undiverse. At the conference, Rebecca Shaw, chief scientist at the World Wildlife Fund, said that, Fundamentally, we need to safeguard our life support systems in the face of accelerating nature loss. Inaction is absolutely not an option because it will put us only at greater risks of pandemics, which none of us want, it undermines our efforts on securing our climate, and it makes our food production systems much more vulnerable. (qtd, in Ross) Her statement encapsulates the inherent issue with the current Western understanding of human’s relationship with the world around them. It is not that we should save the planet because every species deserves the respect and dignity to exist in a world that they did not destroy, but rather that we need to save our “life support systems.” The species that we share the planet with are “food production systems” rather than neighbors, cohabitors, and friends. This statement belies a human-first, everything-else-second frame of mind that is largely to blame for the global climate crisis that we’re facing today. Even though Shaw is an activist herself, and so her politics are more progressive and planet-focused than many Western thinkers, this Western ideal still pervades the ethos she was presenting in her speech, highlighting how human-focused the discussion around climate change is even at the most progressive level. This perspective, which pervades understandings/teachings of the world on all levels in the West, is something that must be revolutionized in order to successfully save all beings on planet Earth, not just humans. Using the Indigenous ontologies, stories, and memories from Robin Kimmerer’s Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants (2013), this essay intends to critique the current Western education system, taking a specific interest in the English classroom, and suggest ways for the education system to rectify some of its inherent issues by re-narrating our relationships and connection with the world around us. This will be achieved by first identifying some of the factors that influence Western thought, most specifically that of Western Scientific perspectives. I analyze the ways these perspectives inform K-12 education, and the different ways that these perspectives have produced a Western populace that is decidedly human-centric and why this has led to a destructive relationship with our environment. From there, Indigenous ontologies and educational practices will be introduced and examined, making note of different positive relationships that have been made by introducing Indigenous thought and practices into certain Western classrooms. The paper concludes with the case for combining Western and Indigenous thought to create a K-12 classroom experience that is more focused on the relationships humans share with all other beings, and the suggestion of two different ways this combined education could be applied to English Language Arts classrooms. The West’s Eurocentric understanding of human importance, ownership of ideas and land, and hierarchy of beings has led the world to environmental catastrophe, and it is only through an understanding that creates a cohabitation between humans and everything else on the planet that we will be able to pull the brakes on our rapidly approaching destruction. As an aside, as a settler graduate student, it is necessary to clarify that I don’t have the cultural background or heritage to begin to comment on the stories or histories of Indigenous peoples outside of what Indigenous scholars have presented themselves. Though this paper will be working with the teachings of Indigenous scholars such as Kimmerer and using them to make arguments about the current world, and any mention of Indigenous concepts and ontologies are the result of research, it’s also necessary to clarify that any misrepresentations of Indigenous traditions are misinterpretations, not reflections of the knowledge itself
Examining Conspiracy Theories: Reevaluating the Assumption that Their Supporters are Paranoid (2023-2024)
Get PDFIn this research inquiry, Jung examines the definition and history of conspiracy theories in order to explore new reasons why they may remain so popular, while so commonly being denounced. In his essay, Jung reviews past histories of corporations acting only in favor of maximizing profits, such as the notorious Big Tobacco companies’ “Operation Berkshire.” Jung then juxtaposes knowledge of that history with various contemporary conspiracy theories related to the dangers, risk, or surveillance-related intent of Covid-19 vaccines. Jung concludes his piece with a reminder about the very real consequences of immediate infection and long-term health consequences of Covid-19, and that these are not speculative. However, he cautions that it does a disservice to dismiss believers in vaccine conspiracy theories as “simply paranoid” or uneducated when this belief most likely stems from anxiety of the unknown and fear of past corporate corruption.https://digitalcommons.cortland.edu/rhetdragonsresearchinquiry/1013/thumbnail.jp
Just Trust Me (2023-2024)
Get PDFThe argument essay, “Just Trust Me,” covers a range of sources, motives, and technologies involved in the spread of disinformation. From Google search results to AI generated content and deep fakes, Wall ultimately argues for regulation of AI and intervention from government organizations rather than banning information. Her argument focuses on the consequences, such as voting or health decisions that can stem from unregulated practices of disinformation.https://digitalcommons.cortland.edu/rhetdragonsargument/1004/thumbnail.jp
Transitioning from High School to College
No full textThe topic I chose to teach was “Transitioning from High School to College.” My presentation was based off incoming first-year students understanding the differences and similarities they will encounter throughout their beginning few weeks at SUNY Cortland. Most of them are coming from smaller high schools and adjusting to a larger campus was crucial. I wanted the students to realize that they become more independent in college, so it is their responsibility to be on top of their assignments and figure out what works best for them in succeeding as a student.https://digitalcommons.cortland.edu/cor101posters/1005/thumbnail.jp
Stress and Time Management: How to deal with it
No full textMy poster describes what my goal of informing what stress and time management is and how to deal with it. I love this topic because it is so important in college and in many aspects in life. At some point in everyones life people become stressed and people need to know how to deal with it especially students. Does not matter the age this topic is very very importanthttps://digitalcommons.cortland.edu/cor101posters/1013/thumbnail.jp
The Importance of Sleep
No full textThe topic I chose was “The Importance of Sleep”. My presentation was based on information from the CDC, The Journal of Clinical Sleep Medicine, and Insider Tech. Over the summer I treated sleep as optional. Working long hours and training for SUNY Cortland Cross Country I was lacking in sleep greatly. However, I read the book ”Why We Sleep” by Dr Matthew Walker. This book changed my perspective on sleep, and explained why it was so important for us. I knew that many SUNY Cortland students adopted the same mindset I once had, viewing sleep as optional. However, Dr Matthew Walker says, “Routinely sleeping less than 6 or 7 hours a night demolishes your immune system more than doubling your risk of cancer”(Walker 2017). If this doesn’t scare you enough Matthew Walker states, “The shorter you sleep the shorter your life span. The old maxim I’ll sleep when I’m dead is therefore unfortunate. Adopt this mindset and it is possible that you will be dead sooner and the quality of that shorter life will be poorer. Many students are unaware of the effects of poor sleep, and don’t understand the simple solutions they can use to create a better environment. I taught them different ways to achieve better sleep through caffeine use, exercise, deep breathing, limiting screen time, and creating a routine they can get better sleep starting that night, and in return have a better experience at SUNY Cortland.https://digitalcommons.cortland.edu/cor101posters/1006/thumbnail.jp
Tour of SUNY Cortland
No full textAs an admissions tour guide, I have the opportunity to make prospective students and families aware of what SUNY Cortland has to offer. As a sophomore, I couldn’t be happier with my decision to attend SUNY Cortland and never miss a chance to tell others what a wonderful place it is and how much I enjoy being a part of this wonderful community. I could go for hours about everything SUNY Cortland has to offer. After being a tour guide for almost a year now, prospective students have told me how overwhelming all of the information stated on a campus tour can be. Most students are going on numerous visits throughout the summer and the beginning of their senior year, without a set plan yet. It can be very difficult for students to remember all the information they are learning and what information goes with which school. For my COR 101 lesson, I taught a “Tour of SUNY Cortland.” By doing this, I was able to highlight some of the important information that was stated on their tour when they first visited the campus. Seeing that these students are now officially Red Dragons, it would be beneficial for the students to have a refresher and also learn more about the campus they chose to attend! College is a huge transition from high school, however there are resources on campus to aid this transition, and I want to make students aware of what SUNY Cortland offers and how they can use these resources to their advantage . I want to provide incoming freshmen with tips that can encourage success at SUNY Cortland and make students aware of where they can go for these resources. SUNY Cortland feels like a home away from home to me, and I want to do what I can for these students to feel the same!https://digitalcommons.cortland.edu/cor101posters/1022/thumbnail.jp