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The Ultra Dilemma: Understanding the Impact of Ultra-Processed Food
No full textUltra-processed food dominates the market, making up an estimated 73% of the national food supply and costing 52% less than healthier, minimally- processed alternatives (Ravandi et al). With such a large supply, there is a great demand to sell these products to consumers. Major food corporations rely on misleading labels, heavy marketing, and industry-funded research to manipulate consumers into buying more of their products. While these products are cheap, quick, convenient, and delicious, they are not components of a healthy diet.
This thesis argues that the best way to tackle the issue of ultra-processed food is by redirecting focus from personal responsibility to corporate responsibility. Research showed that information on healthy eating is difficult to find thanks to manipulative strategies used by Big Food companies. An individual’s diet is determined by the products available, the cost of those products, and the time allotted to prepare meals. Many decisions regarding food are also influenced by marketing strategies. The current food system does not support the consumption of whole, healthy foods. Therefore, this projects aims to raise awareness of the anti-health agenda of Big Food and inspire greater scrutiny of the industry’s influence on the public perception of healthy eating.
The final deliverable is a substantial branding project that satirizes the current US food system using humor and hyperbole. Within the fictional universe of the brand, Oltra has completely monopolized the industry and now manufactures severely unhealthy ultra-processed foods to unassuming customers. This parody draws attention to the manipulative strategies used by the real food industry to keep consumers loyal to unhealthy foods
Resolutions, Radio, Razzle Dazzle, Resilience, and Rachamim: An American Initiative for the Jews during the Jewish Refugee Crisis and the Holocaust
No full textSince the 1960s, historians have focused on American inaction during the Holocaust, concluding that the War Refugee Board (WRB) was the definitive involvement of the United States in aiding the Jews in Nazi occupied Europe. Consequently, American aid efforts preceding the creation of the WRB remain unfamiliar and underexplored. By examining the Foreign Relations Diplomatic collections of the Office of the Historian, the databases of the United States Holocaust Memorial Museum, and qualitative research, this dissertation argues that there was a dynamic American initiative in Jewish aid and rescue preceding the War Refugee Board. Through analysis of government and organizational primary sources, this dissertation reveals that there were significant American efforts of Jewish relief during the Jewish refugee crisis and the Holocaust, specifically the years 1937 to early 1944. These findings challenge the dominant scholarly consensus of American involvement in Jewish relief in Nazi occupied Europe, offering a new understanding of how, despite American indifference, there was a dynamic American effort of Jewish rescue during the Holocaust
The Efficacy of Experiential Learning in Chinese Education: Bridging the Gap Between Academic Rigor and Real-World Application
No full textThe purpose of this transcendental phenomenological study was to explore the perceived effectiveness of experiential learning in developing practical English skills for Chinese EFL students at a university in China. The theory building this study, Kolb’s experiential learning theory, was used to explore how incorporating experiential learning theory could help students bridge the gap between classroom knowledge and real-life ability, allowing them to practice in authentic learning environments and preparing them for life outside the classroom. The central research question was, “What are the lived experiences of college students who participate in experiential learning in EFL classrooms in China?” This transcendental phenomenological study explored the lived experiences of 10 Business English graduates from a polytechnic university in Southern China. Data were collected through individual interviews, journal prompts, and surveys to understand how experiential learning influences EFL students’ confidence and competency. Data analysis was done through Moustakas’ phenomenological framework; bracketing, horizontalizing, and thematic coding were used to identify key patterns and insights. The results revealed five major themes: the gap between classroom and workplace knowledge, the value of experiential learning in increasing students’ confidence and practical skills, and the influence of emotional and cultural factors on students’ success after graduation. Participants’ experiences pointed to the vital role experiential learning could play in helping students apply knowledge to real-world contexts
Social Media as Informal Professional Development for Music Educators Teaching Students with Disabilities
No full textMusic educators enter the profession with little experience teaching with disabilities. Professional development opportunities are limited, so music educators are left to discover how to do so independently. Many music educators have turned to social media as a form of informal professional development. Guided by Brown and Poortman’s model of Professional Learning Networks, this research study identifies why in-service music educators seek informal professional development in teaching students with disabilities through online social media communities. As educators resort to online communities to gain pedagogical knowledge, results may help current and future music educators in discovering and planning their learning through social media communities. This study will serve as an example of how music educators apply social media to gain specific pedagogical knowledge and may encourage further research into other specific knowledge to assist with teaching their students. Seventeen educators were interviewed to discover reoccurring themes in why music educators chose to use social media to gain pedagogical knowledge in modifying and accommodating curriculum to meet the needs of all their students. Results suggest that music educators enjoy traditional professional development for the connection and musicality that occurs; however, social media does play an important role in their professional development. Eighty-two percent of participants used social media specifically to learn how to modify and accommodate curriculum for their students and deemed the inclusion of the information successful in the classroom
Christian Leadership in the Information Age: Has Unlimited Access to Information Influenced Truth
No full textThe purpose of this qualitative phenomenological study is to understand and explore what influences and effects, if any, may be identified as church leaders interact with congregants that have been exposed to a wide array of information in pursuit of truth obtained from various sources. At this stage in the research, the Information Age is being examined to determine if it has had any influence on the pursuit of truth as people seek answers to life\u27s fundamental questions. Previous research had identified growing changes within young people’s beliefs as they sought higher education thus leading to a decline in enrollment numbers at Christian universities (Nichols, 2016). These institutions alluded to changes recognized in attitudes of applicants and incoming students in terms of social acceptance of behaviors that run counter to Christian beliefs (Adams, 2019). Previous generations relied on a few sources for information as Scripture and theology were the primary basis for truth and guidance. The modern era has provided a multitude of outlets and avenues for a person to gain new insight or rationalize their position on a topic. The theory guiding this study is Modernization theory or modernity as described by Calhoun et al, (2011) whereby modernization brought about answers to some of life’s fundamental questions explained through science and technology. This phenomenon is being explored to determine if it has had any influence on people\u27s pursuit of truth as access to information and modernization converged along with how Christian church leaders are adapting to these changes
A Causal-Comparative Study of Student Perception of the Usefulness of LLMs for Academic Achievement Among Business Technology Course Levels (200, 300, and 400) When Comparing Free Versus Paid LLM Access
No full textThe purpose of this quantitative causal-comparative study was to determine if there is a difference in student perceived usefulness of large language models (LLMs) for academic achievement among undergraduate business students at different business technology course levels (200, 300, and 400) when comparing access to free versus paid LLMs. This study is important because it contributes to a practical understanding of the impact of LLM-assisted learning on students\u27 perception of how LLMs contribute to academic achievement at the undergraduate level; therefore, this study contributes to the literature by providing empirical-based information on how a student perceives the effectiveness of using LLMs for educational outcomes. Insights into the extent to which students perceive LLMs, free versus paid, for improving academic performance may be beneficial when integrating these technologies within the educational environment and adapting them for improved learning. The sample was composed of 161 undergraduate business school students enrolled in 200, 300, and 400-level business technology courses at a medium-sized university in a southeastern state. Data was collected using the Technology Acceptance Model perceived usefulness survey sent via email using the Qualtrics cloud-based software platform. The results from the two-way ANOVA indicated no significant differences in perceived usefulness across course levels and LLM access types, nor interaction between course level and LLM access. These results indicate that for undergraduate business school students, free LLM access may be sufficient to support perceived academic usefulness. It is recommended that further research examine additional undergraduate student major areas of study to investigate possible trends
Glider Gladiators: American Transport Aviators and Gliderborne Troops from Operation Ladbroke Through Operation Overlord
No full textThis study reassesses the overlooked but crucial role of American glider pilots, gliderborne infantry, and C-47 Troop Carrier Command aviators in Allied airborne operations from Operation Ladbroke to Operation Overlord. While most accounts of World War II airborne warfare focus on paratroopers, this dissertation shows that glider forces were key to the success of major Allied offensives. They often faced misinterpretation, bias, and historical omission. By using a wide range of primary sources—including glider pilot interrogation reports, unit operational records, after-action analyses, and firsthand accounts—this work reconstructs the tactical, logistical, and experiential aspects of American glider operations at a depth not previously included in the scholarly narrative. The study places early failures in Sicily in context, showing that the disastrous outcome of Operation Ladbroke was due to environmental conditions, planning issues, and inter-Allied conflicts rather than pilot mistakes. This challenges long-held British and American critiques. It also examines the operational growth seen in Burma during Operation Thursday and the development of glider tactics during the 82nd Airborne Division’s attack on the Cherbourg Peninsula in Normandy. Special attention is given to the 437th Troop Carrier Group, the 325th Glider Infantry Regiment, and the 80th Airborne Anti-Aircraft Artillery Battalion. Their contributions were crucial in securing the Merderet River causeways—key targets for the Allied strategy to cut off the peninsula. By including these often-ignored units in the broader context of Allied airborne warfare, this dissertation questions paratrooper-focused narratives, debunks persistent myths, and reinforces the strategic and historical importance of America’s glider forces. It highlights a group of soldiers whose bravery and operational influence were vital to the liberation of Western Europe
Structured Project Prioritization Process in Higher Education Institutions
No full textThis qualitative study explored structured project prioritization processes within higher education institutions in California to address challenges in resource allocation and alignment with strategic objectives. Guided by general systems theory and a pragmatic research paradigm, the study used a flexible research design with case studies and semi-structured interviews involving project managers, portfolio project managers, and administrators. Thematic analysis revealed three key findings: institutions faced significant challenges in prioritizing projects due to competing stakeholder interests, limited resources, and unstructured decision-making; those using structured prioritization methods, such as multi-criteria decision tools and portfolio reviews, achieved better alignment with strategic goals and reduced resource dispersion; and the absence of structured processes led to inefficiencies, duplication of efforts, and missed opportunities. This study contributes to the literature by identifying best practices and offering recommendations for developing structured project prioritization frameworks tailored to higher education. The findings underscore the importance of transparent criteria, collaborative decision-making, and continuous improvement strategies to enhance institutional effectiveness and resource utilization
A Quantitative, Predictive Correlational Design Study Examining the Relationship Between School Principal’s Transformational, Transactional, and Laissez-faire Leadership Style and School Culture in a Public High School
No full textThe purpose of this quantitative, predictive correlational design study is to examine how well the school principal\u27s transformational, transactional, and laissez-faire leadership style predicts school culture among public high schools in eastern Maryland. This study is important because a principal’s leadership style can have a direct impact on school culture, and understanding that relationship could influence student achievement, teacher satisfaction, and overall school effectiveness. The purpose of this study is to add to the literature regarding the impact of a principal’s leadership. The study uses a convenience sample of 73 teachers from traditional public high schools in the eastern region of Maryland. Data are gathered through the Multifactor Leadership Questionnaire and School Culture Survey, which are sent via email using a SurveyMonkey link. IBM’s SPSS software is used to perform three bivariate regressions to analyze the predictive relationship between the transformational, transactional, and laissez-faire leadership styles and school culture. The results of the bivariate regression reveal a statistically significant predictive relationship between the three leadership styles and school culture. Based on the inferential statistics, the researcher rejects all three null hypotheses that state there is no predictive correlation between a school principal’s leadership styles (transformational, transactional, and laissez-faire leadership styles), as measured by the Multifactor Leadership Questionnaire, and the criterion variable (school culture), as measured by the School Culture Survey. A detailed and comprehensive conclusion is provided based on the findings. It is recommended that future research include larger, diverse populations, different measurement tools, varied methodologies, and multiple educational levels
Women and Puritanism: Establishing a Theological and Philosophical Framework for Women\u27s Legal Rights in Seventeenth-Century New England
Get PDFUsing the framework of the modified germ theory, this thesis seeks to discover how the intersection of theology, philosophy, and law reveal the rationale behind the state of women’s legal rights in seventeenth century Puritan New England. The study mostly focuses on 1630-1690, since these sixty years represent the limit of Puritan hegemony in New England. During the 1690s, the Crown forced the northeastern colonies to conform to common law and subsequently expunge their laws of any hints of Puritan biblicism. The conclusion will address the ramifications of this change. The main body of this work, however, takes up Marylynn Salmon’s call for intercolonial comparisons to explain how the major Puritan colonies—Massachusetts, Connecticut, New Haven, Plymouth, Rhode Island, and New Hampshire—addressed women’s legal rights and women’s response to their legal status. Chapter 1 covers Massachusetts, a relatively moderate presence in New England and a dominating influence in the region. This colony modeled foundational Puritan principles concerning gender, marriage, and society, principles that typically characterized the other Puritan colonies. Chapter 2 addresses both New Haven and Connecticut, two radically legalistic Puritan colonies that eventually merged in 1665. Though founded by different groups of Puritans, these two colonies shared a remarkably similar religious and social culture. Finally, Chapter 3 will feature the separatist Puritan colonies—Plymouth and Rhode Island. In these separatist colonies, especially in Rhode Island, the strains of puritanism developed quite differently from Massachusetts and even New Haven and Connecticut. The driving argument of this thesis is that the radicalism of each New England colony’s dominant strain of Puritanism indiscriminately determined the state of women’s legal rights based on the relationship between the particular form of Puritanism and English law