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BIO412
No full textPrinciples and processes of animal development with emphasis on molecular, cellular, and physical mechanisms. Topics include cell fate specification, axis formation, fertilization, cleavage, gastrulation, organogenesis, and regeneration. Comparative aspects of development across different phyla of the animal kingdom
FLM620
No full textExamines style and influence of key contemporary writers, producers, and directors for film and television. Topics examined through a historical, theoretical, and practical lens. May be taken up to three times
FLM651
No full textExploration and application of the principles of cinematography. Emphasis on aesthetics, composition theory, exposure, lighting, and selection of camera
Examination Of Kastle-Meyer’s Limit of Detection and Cross Reactivity
Get PDFForensic Serology is a branch of forensic science that deals with the identification of certain trace evidence. Blood is the most commonly recovered and most important piece of evidence analyzed and used in criminal investigations. As evidence blood holds significance in criminal investigations because it can link a crime to an individual or exclude their involvement. Serology and DNA analysis are often aligned, because the same evidence item is often analyzed by both sections. During a criminal investigation it is important for to identifying the type of biological material or trace evidence found. The possible identification of bodily fluids can aid investigators with the help of DNA analysts with finding who or where the evidence originated, and the possible nature of the crime committed.
The Kastle-Meyer test is known to be an inexpensive and easy method used in the field by crime scene agents to determine if a stain could be blood. This test is known as a presumptive test because it cannot confirm that the sample tested is blood or what species it originated from. The Kastle-Meyer test is prone to give false positive results when in the presence of peroxidases and other oxidizing agents. This project will examine the range of sensitivity for blood testing reagent Kastle Meyer (phenolphthalein) and its specificity. This project showed that bovine blood with a 1:1,000,000 dilution will not react because the heme compound is too weak to react to this assay. The main objective of the project is to determine how robust this reagent is under difficult field conditions
Women and Jell-O™ Advertising in 20th Century America
Get PDFWomen have been the exclusive and consistent factor influencing the advertising process for the American food brand, Jell-O, since its inception at the dawn of the 20th Century and ever since
Parent Perceptions of Elementary General Music Instruction
No full textThe purpose of this study was to explore parent perceptions of elementary general music instruction. This was a qualitative, multiple case study (Fraenkel & Wallen, 2009) in which the perceptions of elementary general music were gathered from a parent from each of the three geographical areas (rural, urban, and suburban) within Western New York. This study sought to determine how parents perceive elementary general music, as well as what types of perceptions of elementary general music exist in all geographical areas (i.e., rural, urban, and suburban districts)
Innovative Behavior; Raising Awareness for Creative Behavior in Education to Cultivate an Innovative Approach in Vocational Education.
Get PDFInnovative Behavior; Raising Awareness for Creative Behavior in Education to Cultivate an Innovative Approach in Vocational Education.
The development of a rubric for innovative behavior in teachers is related to encouraging the status of creativity in the innovation process. It is powerful to use feedback to create a more creative approach in schools, it helps teachers to think creatively and how to cultivate a more innovative approach in the classroom. It creates and structures conversations among teachers interested in teaching and assessing creativity.
This project presents a background and the development of a rubric and a complimentary booklet to self-test the innovative behavior of vocational teachers.
The main takeaways after reading this project are a rubric to self-test your innovative behavior, a booklet, a visual of five fundamental skills to accelerate innovative behavior, a list of ideas for managers and educational leaders to promote innovative behavior, a model that explains innovative behavior, and ten ways to spark your innovative superpowers at work.
Keywords: innovative behavior, teachers, vocational education, awareness of innovative behavior, creative confidence, creative pedagogy, creative potential, creativity in the classroom
Exploring the Intersection Between Psychedelics and The 4 P’s of Creativity
Get PDFPsychedelics are extremely multifaceted and complex hallucinogenic compounds that induce an altered state of consciousness and can have a wide range of effects. The outcomes of one’s psychedelic experience are largely dependent on what’s known as “set and setting.” The purpose of this project is to make an argument that the lens through which we look at and explore psychedelics matters. Currently the primary lens through which Western culture is exploring exploring psychedelics is through the lens of reducing mental illness. When we look at the existing scientific research that focuses on psychedelics as a treatment for mental illness, and we re-read this literature through the lens of deeply understanding creativity research, one can make a strong argument that the same reasons that psychedelics help to treat depression or addiction, for example, are the same underlying mechanisms for which psychedelics can help to foster greater creative thinking.
This project makes a case that despite the lack of scientific research explicitly exploring the connection between psychedelics and creativity, we can start to highlight and connect hidden dots that make an argument that psychedelics can indeed enhance various aspects of creativity. This project specifically explores how psychedelics relate to the 4 P’s of Creativity. Through this project and the review of the existing literature, I came to understand that the very core overlap between psychedelics and creativity is a mode of cognition called unconstrained cognition, strengthening my understanding of how psychedelic experiences can support the multifaceted nature of creativity.
I believe this to be the next frontier in psychedelic research because it’s essentially the second half of the same equation of mental health. I consider the curriculum I am developing to be like a helpful roadmap for both psychedelic preparation and integration, specifically for leaders who want to not only develop their leadership skills but who also want to develop their capacities to think more creatively
Distance Learning Effects on the Early Elementary Student\u27s Socio-Emotional Development and English Acquisition
Get PDFThe COVID-19 pandemic impacted all schools throughout the world. Because of this experience, student’s learning may have been affected. This study sought to find if there could have been an effect in student achievement and development after a year of distance learning. Specifically, does an ELL student’s english acquisition, self-regulation and social skills scores lower after a year of distance learning? If there is a negative impact, do these lower scores get bridged to meet expectations after a year of in-person instruction and intervention? In this study, 16 teachers from PK to 2nd grade at ASFM in Monterrey, Mexico were surveyed regarding their observations of students\u27 achievement. There were 12 questions total in a Likert scale format; 6 questions regarding students right after distance learning in September, and 6 questions about the students in May. The questions were about their observations on the student’s: reading comprehension, writing expression, listening comprehension and oral expression in English, as well as their self-regulation and social skills. After conducting t-tests to analyze our data and test for significance, we found significantly lower scores than expected in all areas for September, and nonsignificant differences than the expected scores for May. Our results support our hypothesis that a year of distance learning did have a negative effect in the 4 areas studied, and that with a year of instruction and intervention in-person, students were able to bridge that gap and achieve expectations of their grade level in May