California State University, Monterey Bay
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One Day
Get PDFIn my piece called “One Day”, I discuss my journey with the uncertainty of a medical diagnosis at age 24. I talk about my past lifestyle, & how it’s dramatically changed recently because of my health. I also hope to encourage people to take better care of themselves & to never take a day for granted.https://digitalcommons.csumb.edu/hcom434_spring2023/1006/thumbnail.jp
Made for the Isolated
Get PDFMy response to these two drawings is centered around isolation from a bedroom perspective. After canceling out my original idea of taking photos of peoples bedrooms, what\u27s a more personal way to approach the isolation period during COVID-19? That would be with drawing. As I took up most of my time in the whole year of isolating dedicated to drawing, I thought this decision made the most sense to add my own personal touch. I will reference that these photos mainly came from the articles I have read from 2020 and what it meant to isolate in your own bedroom. The anxieties of germs, the COVID-19 vaccination/mask policies, and the quick assumption that everyone must have it so just going out was a big no no. I think the most rewarding experience from drawing these two pieces was getting to feel something special or similar to what it was like to have something stolen from you without it being anyone\u27s fault. Grief settled in as I got drawing the outline of the bed. I remembered crying over things that now, I have come to terms with losing. Like my time graduating with my two associate degrees, or getting to say goodbye to my friends before I moved to a whole new town, 3-4 hours away. Times changed. I wasn\u27t ready to move on. This bedroom resembles that.https://digitalcommons.csumb.edu/hcom434_spring2023/1001/thumbnail.jp
Increasing Science Curriculum in Preschool
Get PDFEarly preschool curriculum often needs more attention to science. When the science curriculum is missing from the preschool curriculum, children may not recognize early science concepts, develop little interest in scientific concepts, and lack sufficient skills for kindergarten readiness. When preschool children are exposed to a science curriculum, they begin to apply scientific concepts, acquire scientific language, and develop scientific thinking. Therefore, to address the insufficiency of science in the preschool curriculum, I developed a three-day lesson for 3 to 5-year-olds at MCOE Early Learning Program at Creekside in Salinas, California
Developing Science Education for Early Elementary Students
Get PDFChildren in early elementary school lack science education. They lack science because it is not a subject that schools concentrate on. Schools are more concentrated on math, English, reading, and writing, while science is just put aside. Our students need science in order to create a better vocabulary, open their minds to new things, and to move on to the next grade
The Colors Around Us: Stories of the Love of Family
Get PDFWestern culture holds many preconceived notions of what a so-called “perfect” family looks like. Usually presented as a married couple, consisting of one man and one woman, and their subsequent children, the nuclear family has had a significant influence over traditional family values in the United States in the past several decades. While our society encourages the preservation of these ideals, it has become increasingly apparent that these traditional concepts of family are unrealistic for many people.
In the following collection of short stories, I discover and explore various identities, cultures, and dynamics that are involved in the existence of family. From the companionship of the LGBTQ+ community to the transformative stories of adoption, I attempt to conquer the task of altering and redefining our common perceptions of family. Familial connections are all around us, regardless of blood. Through my short stories, I venture to find these connections and delve into the complexities of what it means to be a family
Academy-Based Learning: The High School Education You Wish You Had
Get PDFThis capstone project focuses on the impact of high school academies on student success. This is important because high school academies provide students with cross-curricular experiences related to a specific pathway or field they are interested. An evidence-based argument is offered that high school academies provide specialized programs catering to students\u27 interests and career aspirations. These academies provide students with a comprehensive and challenging curriculum that enhances their academic performance and prepares them for college and career readiness. By focusing on a particular subject or field, students receive a high-quality education that fosters their skills and knowledge in a specific area. Additionally, these academies allow students to gain hands-on experiences to succeed after high school. The primary stakeholder perspective chosen were four high school principals and two academic counselors because they are the ones who foresee their respective institutions and how to give their students the best education possible. Three theme options emerged from an analysis of the data and were explored as ways to address the issue presented
High School Student Athletes: If Stress Is The Lock Is Communication The Key?
Get PDFThe focus of this Capstone Project was meant to analyze the possible issues high school student-athletes may face academically as well as mentally while in school. This issue is important to note because there is an increase in students participating in sports and the offered school support should reflect the growing population. An argument that was found was the possible overlook of the mental well-being of the student-athletes if they are academically succeeding or are accomplished athletes. The primary stakeholder\u27s perspectives chosen were current high school student-athletes because they are able to provide insight into the current issues that student-athletes face. Three themes emerged from an analysis of the data: 1) Providing student-athletes with tutors, study programs, and other resources for academic support. 2) Seasonal mental health and time management training for teachers. 3) The creation of an online platform where teachers and coaches can keep track of the student\u27s grades, homework, tests, and schedules. Three action options have suggested the creation of an online platform for the streamlining of communication between teachers, coaches, and students. is argued to be the most effective way to achieve the goals of supporting high school student-athletes
Classroom Management in Our Brave New World
Get PDFThe focus of my Capstone Project is Classroom Management in the K-8 classroom. It is an important issue because classroom management is a fundamental part of providing a safe and enriched learning experience for students. An argument can be made that without consistent and effective classroom management strategies, a student’s learning experience can be challenging. The primary stakeholders for this project are the leadership team, teachers, and students of the school. Three teachers and one student were interviewed, and three emerging themes were established. After careful consideration, the plan of action combined all of the themes that may inspire educators in their development of a classroom management framework
Rape and Dating Violence: Your Questions Answered
No full texthttps://digitalcommons.csumb.edu/fac_books/1091/thumbnail.jp
The Effect of Fish Oil Supplementation on Resistance Training-induced Adaptations
Get PDFBackground: Resistance exercise training (RET) is a common and well-established method to induce hypertrophy and improvement in strength. Interestingly, fish oil supplementation (FOS) may aug-ment RET-induced adaptations. However, few studies have been conducted on young, healthy adults.
Methods: A randomized, placebo-controlled design was used to determine the effect of FOS, a concentrated source of eicosapen-taenoic acid (EPA) and docosahexaenoic acid (DHA), compared to placebo (PL) on RET-induced adaptations following a 10-week RET program (3 days·week−1). Body composition was measured by dual- energy x-ray absorptiometry (LBM, fat mass [FM], percent body fat [%BF]) and strength was measured by 1-repetition maximum bar-bell back squat (1RMSQT) and bench press (1RMBP) at PRE (week 0) and POST (10 weeks). Supplement compliance was assessed via self-report and bottle collection every two weeks and via fatty acid dried blood spot collection at PRE and POST. An a priori α- level of 0.05 was used to determine statistical significance and Cohen’s d was used to quantify effect sizes (ES).
Results: Twenty-one of 28 male and female participants (FOS, n = 10 [4 withdrawals]; PL, n = 11 [3 withdrawals]) completed the 10- week progressive RET program and PRE/POST measurements. After 10-weeks, blood EPA+DHA substantially increased in the FOS group (+109.7%, p\u3c .001) and did not change in the PL group (+1.3%, p = .938). Similar between-group changes in LBM (FOS: +3.4%, PL: +2.4%, p = .457), FM (FOS: −5.2%, PL: 0.0%, p = .092), and %BF (FOS: −5.9%, PL: −2.5%, p = .136) were observed, although, the between- group ES was considered large for FM (d = 0.84). Absolute and relative (kg·kg [body mass]−1) 1RMBP was significantly higher in the FOS group compared to PL (FOS: +17.7% vs. PL: +9.7%, p = .047; FOS: +17.6% vs. PL: +7.3%, p = .011; respectively), whereas absolute 1RMSQT was similar between conditions (FOS: +28.8% vs. PL: +20.5%, p = .191). Relative 1RMSQT was higher in the FOS group (FOS: +29.3% vs. PL: +17.9%, p = .045).
Conclusions: When combined with RET, FOS improves absolute and relative 1RM upper-body and relative 1RM lower-body strength to a greater extent than that observed in the PL group of young, recreationally trained adults