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Get PDFI know it before I even open my eyes, something is wrong. The air is cool and fresh, it feels like the calm before the storm. What happened to me? The last thing I remember is seeing the headlights of that truck coming at me, and...I bolt upright and wince with pain. My head is pounding, and my body is aching all over. That truck, I realize once the pain dies down, it wasn’t just coming at me: it hit me head-on. Then I notice I’m not in my car, nor am I in a hospital. I’m in a white room. I stand up, look around, and realize there are no windows or doors. It’s just a plain white room. Suddenly, a chill runs down my spine
Absence
Get PDFLove is felt in many different ways. From the love of a mother, to the love of a brother, to the love of a lover, to the love of a friend. It’s all love. Love is like water, it takes the shape of whatever container it’s poured into
STEAM Kit Design
Get PDFResources in elementary science and math education tend to be expensive and difficult to find. The goal of this project was to survey available offerings of STEAM (Science, Technology, Engineering, Arts, and Mathematics) resources for parents and teachers in order to create more affordable, accessible, reusable, and easy-to-duplicate options. Out of these goals came the creation of 6 STEAM kits- one per year for grades K-5. Not only is each kit affordable to recreate, but they also each span multiple content areas in a lesson format easily adaptable to any classroom or individual at-home use. The hope is that these kits can expand the reach of STEAM education beyond the barriers of money and time
Fluency Assistance Device (FAD): Masker Upgrades
Get PDFThere are around seventy million people internationally who have a stutter, a form of fluency disorder. Some fluency assistance devices are available to the public, but most are highly expensive or unreliable. The Fluency Assistive Device (FAD) team seeks to assist a niche community of these individuals for whom therapy has not worked, and who currently rely on a device known as the Edinburgh Masker. To best reach this community, FAD is partnering with Dave Germeyer, who has invaluable experience repairing these masker devices for his clientele. FAD is redesigning the masker to increase its portability, functionality, and cost-effectiveness by developing an improved analog and new digital version. The Analog Masker v1.3 focuses on updated components and consolidated circuitry to eliminate troublesome wiring of the original. The Digital Masker v1.0 employs a Bluetooth-enabled microcontroller to achieve masker functionality, offering the flexibility of alternative fluency assistance algorithms to assist a broader group of users. An updated prototype of the Analog Masker v1.3 was fabricated and tested for power consumption and overall functional output characteristics versus the original Edinburgh version. The Analog Masker v1.3 has also been fully packaged and enclosed to produce a client testable unit. Bluetooth audio output for the Digital Masker has almost been completed, and two of the alternative algorithms have been coded for the masking output. One of these algorithms, Delayed Altered Feedback (DAF), now produces the expected output in response to an audio test input. Clarity and integrity of the DAF signal output have also been improved. The Masking Altered Feedback (MAF) algorithm that emulates the behavior of the Edinburgh original on the Digital Masker v1.0 is under development.
Funding for this work provided by The Collaboratory for Strategic Partnerships and Applied Research.https://mosaic.messiah.edu/engr2022/1006/thumbnail.jp
Concussed University Students: Improving Diagnosis and Management of Concussions
No full text•PROBLEM STATEMENT: Concussions often remove university students from curricular and co-curricular activities. In the absence of a concussion protocol, diagnosis and management of a concussion may be delayed •AIM: to decrease the incidence of undiagnosed or misdiagnosed concussions in the university setting •PURPOSE: To implement a concussion protocol in the university setting using the Acute Concussion Evaluation (ACE) too
Ionic Liquids as Both Solvent and Reagent in Electrophilic Addition Reactions
Get PDFIonic Liquids (ILs) are an environmentally friendly alternative to organic and aqueous reaction solvents. ILs do not emit hazardous gasses, are readily recycled and reused, and often do not require an excess volume of harmful reagents and purification solvents. The IL anion’s capacity to participate in a reaction as the nucleophile source is a much less understood area of this research, and it may advance the use of ILs in organic synthesis, particularly for addition and substitution reactions. Markovnikov hydrohalogenation of alkenes is one addition reaction that is generally taught as an introduction to organic chemical reactions; however, this reaction is difficult to successfully complete in the laboratory. ILs overcome the challenges posed in those traditional methods and can be used as both a reaction solvent and halogen source to successfully complete the Markovnikov addition of H-X across a double bond. The hydrohalogenation reaction was completed over 100 times using a variety of ionic liquids including imidazolium, pyridinium, pyrrolidinium, and piperidinium cations. Products were isolated using organic extraction and analyzed with NMR and GC-MS. Bromide anion ILs were consistently successful with all substrates, iodide was most efficient under nitrogen, and chloride was successful with additional heat. Hydrohalogenation of styrene was successful in all ILs used and most successful in the imidazolium-based bromide ILs. Reactions with cyclic aliphatic substrates were less successful with lower yields. Finally, hydrohalogenation of styrene derivatives was recently investigated with moderate success after modification of reaction conditions
Ancestry and the 1950 US Census
Get PDFA presentation for the staff of Messiah University
Tuesday, June 7 at noon; Boyer 337
Did you know that Messiah employees have access to a version of Ancestry.com? Find your ancestors and grow your family tree.
In April 2022, the 1950 Census was released to the public for the first time, after 72 years. Learn how to find yourself or your family members in the census. Try it out for yourself
Engaging the Disengaged: Implementing a No-Tech Policy After Years of Adding Tech to the Classroom
Get PDFAfter a decade of adding technology to the classroom, students asking for a laptop ban sent me on a journey of discovery. After a literature review of existing research and a semester of a no-tech policy, I found less tech, not more increases student engagement and learning. Despite more than a dozen studies over the last decade detailing the negative learning effects of laptops in the classroom, the majority of faculty believe that laptop use in class increases learning. I highlight the research findings, explain my experience with the new policy, and provide suggestions on how to attempt your own. I think computers should not be allowed and people should have to take notes manually. —Student course evaluation comment, Fall 2021
After more than a decade of increasing technology use in the classroom, I noticed declines in student engagement. I sought solutions including adding even more technology, but after students asked for a laptop ban and a review of the research on the negative impacts on learning, I decided to implement a no laptop, smartphone, or tablet policy in my classes. Over the years, I have learned to decipher which student comments on evaluations I should take with a grain of salt and which I should do something about. When I first began teaching in 2008, a student comment “use more YouTube” helped me make my courses more engaging. Adding YouTube was just the beginning. Since that first course, my inclination has been to add more tech to my courses. I have used course blogs, student blogs, Twitter discussions, discussion boards, forums, online professional certifications, and in-class software use on laptops. Many instructors aim to speak their student’s language reaching them in ways they want to be reached. We often assume this means more technology. However, in my Fall 2021 semester evaluations, I received a surprising student comment, “I think computers should not be allowed and people should have to take notes manually.” Then I noticed a similar comment in a different course, “I would seriously consider limiting students’ laptop use during class because personally I am a multitasker and a stressor over other assignments and feel like I could learn SO much more if I was being held accountable to pay attention to in-class material.”
Keith A. Quesenberry is an associate professor of marketing at Messiah University. He has taught marketing, advertising, and communications classes at Johns Hopkins University, Temple University, and West Virginia University. Before academia, he was a copywriter and associate creative director in the advertising industry
Education on Boyer 4th Newsletter - October 2022
Get PDFMonthly updates from the Education Department of Messiah University Message from the Chair Departmental Honors with Trevor Swartz Devotional by Elena Stonge What Picturebook Marginalia Say about Children’s Earliest Independent Reader Text-Place Experiences by: Dr. Sarah Fischer Spotlight on Dr. Mfum-Mensah Spotlight on Professor Temple Why I teach? by Dr. Carol Buckle