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2011 National Student Advertising Competition ; "Your Move"
No full textBlue Inc. is composed of the following students: Megan Slyman, Stephanie Anderson, Sam Shanahan, Alex Battani, Amanda Newhouse, Evan McKenzie, Takunbo Pillot, Danielle White, Jon McDonald, Courtney Petty, Rachel Yancey, Ellen O'Byrne, Danielle Cheever, Allison George, Lydia Metzger, Benjamin Liu, Alison Wright, Erika Sevigny, Jacqueline Blank, Andrew Brice, Katlyn Malcomson, Benjamin Shoff, James Davis, Emily Pomsal, Jamie Bailey, Mary Brueggemann, April Meyer, Nicholas Sellers, Susan Clausen, Paige Fisher, Kelsey Mazer, Jenna Pate, Kara Rhodes, Nick Barger, Megan Fratzke, Andria Kelzenberg, Yoni Solomon, Tyler Tran, Stephanie Bruner, Sarah Chestnut, Whitley Kemble. Faculty advisors: Sandy Henry & Dorothy Pisarski.This Journalism and Mass Communication's class shows the presentation from Drake University competing in the National Student Advertising Competition. Students from college and university A.A.F. chapters competed in creating an advertising and marketing campaign for the contest sponsor, JCPenney. The students were challenged to create a marketing campaign emphasizing women shoppers, 25-34 years old and a choice strategy of where they shop
Shoe Material Effects on Foot Temperature During Treadmill Running
No full textMentor: David S. SenchinaRunning shoes are made from a variety of materials such as leather or mesh. Material type and assembly
likely impact on foot heat dynamics during running. The purpose of this study was to investigate
how foot temperature during running was modulated by different shoes. All protocols were approved
by the Drake IRB (ID 2009-10088). Eleven male subjects (21.6 ± 1.7 yrs) completed four 10-minute
running trials at self-selected but constant speeds on a treadmill in four different running shoes (two
mesh and two leather). Foot temperature was recorded at two sites on top of the right foot arch
(against the skin and between the sock and shoe) for the 10 minutes during running and 5 minutes of
resting recovery post-running. Heart rate and subjective ratings of perceived comfort and heat were
recorded throughout. There were no statistical differences in foot heat accumulation during running
between the shoes. During the 5 minutes post-exercise, three of the shoe models accommodated heat
dissipation whereas foot temperature in the fourth model significantly increased during rest (all
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p<0.031). Temperature was always greater at the skin site versus the sock site, but fluctuation patterns
between the two sites were congruent. Subjects rated the mesh shoes as more comfortable than the
leather shoes (p=0.016); curiously, however, there were no differences in heat perception across shoes
(p=0.184). These results suggest that (a) shoe material influences foot heat dynamics during and immediately
after running and (b) subjects’ perceptions of foot temperature may not coincide with actual
foot temperature.Drake University, College of Arts & Sciences; College of Education; College of Journalism & Mass Communication; College of Business & Public Administration; College of Pharmacy & Health Science
The Use of Outcome Measures By Licensed Marriage and Family Therapists in Iowa
Get PDF1 online resource (99 leaves)Problem: In recent decades there has been growing concern about the ability of mental
healthcare services to demonstrate their value. The primary purpose of this quantitative
study is to advance the client-focused research paradigm for improving quality and
efficiency in the provision of psychotherapy services by investigating the use of
outcomes measures by Licensed Marriage and Family Therapists (LMFTs) in Iowa.
Secondary purposes of the study are to collect basic demographic and practice data on
LMFTs in Iowa and to examine the relationships between LMFTs' use of outcome
measures and demographic and practice variables.
Procedures: Paper surveys were mailed to all 174 LMFTs in the state ofIowa. Addresses
were obtained from the Iowa Department of Public Health's Bureau of Professional
Licensure. A self-report survey instrument, LMFT Outcomes Survey, was created for
this study. An initial mailing with cover letter and survey was followed up with a
reminder postcard sent two weeks later. A 52.3% response rate was achieved.
Findings: Sixty-four percent of the active therapists in the sample reported utilizing 80
different outcome measures with 70% of their clients to assist in assessing client
outcomes. Five percent of active therapists report continuous use of outcome measures in
routine practice, with Partners for Change Outcome Management System's Outcome
Rating Scale and Session Rating Scale outcome measures being utilized the most. No
significant relationships were found among demographic and practice variables and
LMFTs' use of outcomes measures.
Future Research: While therapists are using outcome measures consistently, they are not
using them with every client over the course of treatment. Future research questions
could include: (a) What is occurring with the clients/cases for whom outcome measures
are not utilized? and (b) more clinically focused questions, such as, How is the use of
outcome measures aiding the client? Additionally, exploring therapist training received in
master's degree programs or in on-going supervision settings and examining workplace
requirements could yield useful information, illuminate current practice, and perhaps
accelerate the adoption of a scientific-practitioner mindset with regard to measuring
outcomes
Re-imagining Shakespeare - Merchant of Venice (program 4)
No full textThis exhibition represents the cross-discipline collaboration of more than sixty of Drake's students. After studying several of the Bard's plays, students in Sarah Hogan's Reading Shakespeare courses (ENG 058) worked in small groups to direct and perform scenes from "The Merchant of Venice", "Hamlet", and "Twelfth Night". They then collectively drafted a series of short essays on their imagined full-length productions. These modern adaptations, explained in the collaboratively-authored programs, ranged from a "Hamlet" set in the impoverished town of Denmark, South Carolina, to a "Twelfth Night" that explores the gender politics of corporate America. Students in the Graphic Design Two courses (ART 116) taught by Hilary Williams then worked in pairs to create theater posters and program covers that drew on these materials for inspiration and interpretation. All along the way, students have shared ideas, debated visions, and re-imagined Shakespeare.William Shakespeare was no stranger to collaboration. More than a few of his plays were co-authored with fellow dramatists or adapted by others in the process of publication, while performances of his works have always depended on the efforts of actors, investors, and even audiences. Indeed, in his time, Shakespeare was part of a commercial company, the Lord Chamberlain's Men, and later, the King's Men. Bringing his works to both light and life has therefore always required the imaginative labor of many.Drake University English Department, Professor Sarah Hogan, and Drake University Graphic Design Department, Professor Hilary Williams. Funding provided by Drake University Women's Studies. Exhibit hosted by Drake University, Cowles Library
Re-imagining Shakespeare - Hamlet (program 3)
No full textThis exhibition represents the cross-discipline collaboration of more than sixty of Drake's students. After studying several of the Bard's plays, students in Sarah Hogan's Reading Shakespeare courses (ENG 058) worked in small groups to direct and perform scenes from "The Merchant of Venice", "Hamlet", and "Twelfth Night". They then collectively drafted a series of short essays on their imagined full-length productions. These modern adaptations, explained in the collaboratively-authored programs, ranged from a "Hamlet" set in the impoverished town of Denmark, South Carolina, to a "Twelfth Night" that explores the gender politics of corporate America. Students in the Graphic Design Two courses (ART 116) taught by Hilary Williams then worked in pairs to create theater posters and program covers that drew on these materials for inspiration and interpretation. All along the way, students have shared ideas, debated visions, and re-imagined Shakespeare.William Shakespeare was no stranger to collaboration. More than a few of his plays were co-authored with fellow dramatists or adapted by others in the process of publication, while performances of his works have always depended on the efforts of actors, investors, and even audiences. Indeed, in his time, Shakespeare was part of a commercial company, the Lord Chamberlain's Men, and later, the King's Men. Bringing his works to both light and life has therefore always required the imaginative labor of many.Drake University English Department, Professor Sarah Hogan, and Drake University Graphic Design Department, Professor Hilary Williams. Funding provided by Drake University Women's Studies. Exhibit hosted by Drake University, Cowles Library
The Increasing Standardization of Curriculum and Instruction in Two Central-Iowa Elementary Schools and its Effect on Teacher Autonomy and Creativity
Get PDF1 online resource (117 leaves)This qualitative, phenomenographical study investigated the increasing standardization of
curriculum and instruction and its affect on teacher autonomy and creativity. Surveys
completed by 18 kindergarten through 5th grade teachers, from one central-Iowa, metrodistrict
provided initial data. A small focus group conducted in a neighboring metrodistrict
provided additional data. Coding and analyzing survey data and the focus group
transcription, coupled with documentation reviews from both districts were performed
and findings discovered. The two districts’ varied approaches to implementation of
curriculum and instruction resulted in teachers’ differing opinions regarding daily
teaching, how standards and standardization affected them, and their ability to teach
within their own personal teaching philosophy. Results from this study indicated teacher
autonomy and the freedom to be creative were adversely affected by increasing
standardization of curriculum and instruction. The survey teachers struggled with
professionalism, stress, and meeting the needs of the whole child, while the focus group
teachers found their opportunities for teacher autonomy and creativity allowed them to
teach within their philosophical beliefs and tend to the whole child. Implications and
recommendations based on the study’s conclusions were suggested
A Comparison of Modern and Indigenous Agricultural Systems: Monoculture Versus Polyculture
No full textMentor: Dr. Nanci RossAlthough monoculture cornfield is the standard method of farming for modern agriculture, polyculture
was a dominant system for indigenous cultures in the New World. These systems were discussed
widely in the personal writings of missionaries and settlers, who marveled at the agricultural productivity
of the native people. The Three Sisters method, consisting of a close grouping of corn (Zea
mays), beans (Phaseolus vulgaris), and squash (Cucurbita sp.), was one of the most common polyculture
methods throughout North America. The method is admired, as it produces a complete diet, and
the mutualistic relationships between the plants encourage higher yields. The purpose of this experiment
was to test for a difference in crop productivity and yield between a corn monoculture and the
Three Sisters setup. In this greenhouse study, pots were planted with only corn and were treated at
the beginning of the growing season with synthetic fertilizer representing modern monoculture. This
treatment was compared with pots planted with corn, pole beans, and butternut squash, a variation of
the Three Sisters. To test productivity, the sizes and flowering times of the corn were measured. The
yield and weights of all fruits produced by the plants was also collected. The monoculture treatment
showed trends of faster development in height and flowering times. However, the Three Sisters
method has the possibility to deliver higher combined yields and produce more total food.Drake University, College of Arts & Sciences, Department of Biolog
Expression of Plant Receptor-Like Kinase Leucine Rich Repeat Regions in E. Coli
No full textMentor: Heidi SleisterPlants respond to external stimuli through signal transduction pathways. An external signal binds the
extracellular domain of a transmembrane receptor-like kinase (RLK) protein, and the signal is transmitted
inside the cell through the RLK’s kinase domain. Two important plant RLKs are Arabidopsis
CLV1 and rice Xa21. CLV1 regulates plant meristem growth and development, and Xa21 provides
resistance to the pathogenic bacterium Xanthomonas oryzae. These functions are initiated by a peptide
ligand binding a leucine-rich repeat (LRR) region in the extracellular domains of CLV1 and
Xa21. Peptide phage display technology will be used to isolate additional peptide ligands that bind
CLV1 and Xa21 LRRs. To this end, the DNAs encoding these LRRs are being cloned into vector
pSUMO_Kan for soluble expression in E. coli as a fusion with SUMO protein. Fusion proteins will
be isolated from E. coli cells by immobilized metal affinity chromatography.Drake University, College of Arts & Science
Building A Thriving CS Program In A Small Liberal Arts College
Get PDFIn this paper we describe several techniques that have helped increase enrollment
in the computer science program from 23 computer science majors in 2008 to 42
computer science majors in 2010 – an increase of 82.6%. We discuss issues related to
curriculum, programming assignments, and professor-student interactions that have made
the discipline more attractive and manageable to a variety of students within the setting of
a small liberal arts college