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Reference realism: building singly curved meaning
No full textWhat benefits emerge from a zero-Gaussian formal process inspired by site
context and meaningful reference? This study highlights an efficient approach
to designing singly curved, constructible forms, emerging from an analysis of
intersections between orthographic projections of two references derived from
the site context and indigenous emblems. Located in Dusable Park, Chicago
- where Jean Baptiste Point du Sable, founder of Chicago first settled - this
proposed National Settlers Museum demonstrates the above method.
Using typical construction practices, the process ensures simplified panels and
connections, reducing the need for custom components compared to non-zero
gaussian surfaces. By manipulating how references intersect, exterior iterations
are analyzed for aesthetics, metrics, square footage efficiency, programmatic
volumes, and site-specific solutions. The proposed solution allows emblems
to cut stacked, rising fin volumes. Internally, the process explores carved
volumetric spaces that translate to human experience, such as theatrical
spaces, compelling exhibitions, ceiling features, and more.
While detailing the proposed design, the pre-composed references remain.
Summer winds run through the building, basic programmatic spaces are intact,
and the volumes are singly curved, using typical construction methods, while
creating a memorable experience.Thesis (B. Arch.)College of Architecture and Plannin
Florence Price: ushering in a new American sound
No full text[Florence Price was a groundbreaking African American female composer of the
twentieth century. Despite her significant contributions to American music, Price remains an
underrepresented figure in the classical music canon. Known for being the first African
American woman to have her composition performed by a major national symphony orchestra,
the Symphony in E minor performed by the Chicago Symphony Orchestra in 1933, Price’s music
and life continue to gain attention, though she is still underrepresented in modern music history
study. The Symphony in E minor is the main work that Price is known for, though she wrote in a
variety of genres. My research seeks to highlight Price’s impact, particularly in her compositions
of music for and about children, as well as how she integrated African American musical
traditions into Western classical forms. By examining her life, music, and the cultural forces she
navigated, we can better understand how Florence Price not only reshaped the American
classical sound but also overcame the intersectional challenges of racism and sexism throughout
the course of her career.]M. M
The impact of E-gaming and caffeine consumption on coagulation potential
No full textPURPOSE: Gamers may be at risk for the development of venous thromboembolisms (VTE). The impact of caffeine consumption among personal computer (PC) gamers on thrombotic risk has not yet been explored. We investigated whether coagulation potential would increase in response to a single gaming session, and to determine the impact of caffeine on the coagulation responses. METHODS: Eight apparently healthy men (21.1±2.3 years) completed two trials, with 6 mg·kg−1 of caffeine or placebo, followed by a two-hour gaming session playing a first-person shooter (FPS) game. Heart rate (HR), systolic and diastolic blood pressure (SBP, DBP) were measured at baseline and during gaming. Total perceived stress was measured via the PSM-9 scale. Serum cortisol levels and plasma concentrations of fibrinogen, Factor VII (FVII), Factor VIII (FVIII), prothrombin time (PT) and activated partial thromboplastin time (APTT) were assessed at baseline and immediately after gaming. RESULTS: HR significantly increased during e-gaming, with a greater increase in the caffeine condition (p0.05). Conclusion: Coagulation potential increased following 2 hours of e-gaming and caffeine consumption did not heighten this response. E-gaming provoked a physiological and psychological stress response. Additionally, caffeine consumption influenced perceived psychological stress during gaming but not physiological stress.M. S
The use of self-regulated learning strategies and their relationship with motivation among foreign language learners
No full textAccess to thesis permanently restricted to Ball State community only.This mixed-method study explored how college-level foreign language learners used self-regulated learning (SRL) strategies and how they relate to motivation during a timed reading and vocabulary comprehension task. Drawing from Zimmerman's cyclical SRL model and Self-Determination Theory, the research employed a microanalytic approach combining qualitative and quantitative data to address how students use SRL processes during timed tasks. Results revealed distinct patterns across Zimmerman's three SRL phases. In the forethought phase, participants demonstrated moderate self-efficacy and high intrinsic interest but limited structured goal-setting. The performance phase consistently used metacognitive and behavioral monitoring, though time management remained inconsistent. The reflection phase emphasized self-evaluation and adaptive inferences for future task planning. The analysis identified self-evaluation, time management, and goal setting as significant factors related to task performance. The findings showed that intrinsic motivation was more important than extrinsic motivation and significantly affected the overall scores in SRL and the forethought stage. The results confirm conceptual approaches that focus on the cyclical process of SRL and the unique advantage of intrinsic motivation to encourage long-term self-regulation. The results will further our understanding of motivational orientation in the field of education and task-specific self-regulated learning (SRL) in foreign language contexts.Ph. D
Understanding the resilient experiences of Pell Grant-eligible students' academic recovery: a phenomenological study
No full textAchieving and maintaining academic wellness throughout college are essential for undergraduate students to persist and graduate. Academic recovery is moving off of academic probation and into good academic standing. Nearly every American higher education institution uses academic probation as a warning to students who are in jeopardy of being academically suspended or dismissed. Therefore, understanding the experiences of those who academically recover is significant to support retention, persistence, and graduation goals. Furthermore, college completion gaps exist among students from low-income backgrounds, resulting in accumulated debt, destroyed dreams, and negative self-perceptions. These gaps signify there is work to be done. This study seeks to answer the question: what are the experiences of Pell Grant-eligible students who recover from academic probation? Although academic standing warnings are a common intervention in higher education, the literature and national attention regarding academic probation and recovery are scant. Furthermore, there are grave consequences for students on academic probation such as curricular and extracurricular restrictions, loss of
financial aid, and potential removal from the institution. Therefore, the purpose of this research is to understand the resilient experiences of Pell-eligible undergraduate students who academically recover. This research seeks to achieve a deeper perception of how students overcome adversity, within and outside of their academic lives, to become academically well. With the objective of deep and rich understanding, this study used qualitative inquiry, specifically hermeneutic phenomenology, to understand the essence of resilience among Pell-eligible students who recovered from probation. Data were collected through individual, semi-structured interviews with 10 participants at a public, Midwestern, four-year institution in the United States. Participants described their collegiate journeys including academic probation, academic recovery, successes, challenges, external factors impacting their education, and supports. Data were analyzed through both inductive and deductive coding to describe the essence of recovery as shared by participants through the lens of academic resilience. The key findings revealed how participants embodied various positive adaptations in response to adversity to achieve academic wellness. From the data analysis, the six major themes of academic recovery are confidence, coordination, control, composure, commitment, and connections. Most participants experienced negative life events outside of their college experiences, which impacted every part of their lives, not limited to their mental, emotional, and educational wellness. However, each participant was successful in attaining good academic standing through their manifestation of the themes. This study serves to advance policies and practices regarding academic recovery initiatives, barriers for students from low-income backgrounds, and proactive measures to foster resilience among college students. Based on the themes, recommendations are provided for instructors, staff members, administrators, and students themselves.D. Ed
The world around us
No full textThrough the means of art, one can express themselves freely. From nature and graphic art, these influences and ideas aid in creating new and fresh works. The significance surrounding my art is how my mind views the world, as a colorful, bold, and different place. The processes of serigraphy and relief give me the chance to express my viewpoint and create pieces hands on. Keeping alive the work that one can hold, see the ink on the page, and see the imperfections that makes the work perfect. Patterns bring images to life and add new possibilities of design to our surroundings. The imperfections from ink on paper shows how the world is beautiful yet imperfect.B. A.School of Ar
Understanding resilience in college students with disabilities: an explanatory sequential mixed methods study
No full textAs an underrepresented group, college students with disabilities deserve to have
their lived experiences explored and their genuine voices heard. Over time, researchers have
demonstrated that resilience tends to be a protective factor for this population. Objective:
Through this explanatory sequential mixed methods study, participants depicted their
understanding and experiences of resilience, disability identity, and college student identity.
More specifically, the researcher sought to uncover potential similarities and differences between
college students with disabilities who were considered highly resilient with those who were less
resilient. Method: This study occurred in two phases. Phase One included a survey with selfreport
measures of resilience (CD-RISC-10) and disability identity development (DIDS) and
demographic information, including about their specific disability. Then, participants who scored
in the high (+1 SD) or low (-1 SD) resilience groups and were interested in interviewing were
considered for Phase Two. 270 participants completed the survey, and four of them were quasirandomly
selected for interviews. Results: Resilience and disability identity were positively but
weakly correlated. Participants with psychological-, cognitive-, or learning-related disabilities
tended to score lower on both the CD-RISC and DIDS compared to other groups of disabilities.
There were also vast similarities and differences across interview participants and across those
with high versus low levels resilience. Conclusion: Although all U.S. college students with
disabilities have unique experiences, they also share similarities about having a disability, being
in college, and being resilient, and it is necessary to conceptualize their experiences within their
specific individual and environmental contexts.Ph. D
2025 Conference on Civic Studies and Democracy
No full textThis guide provides online resources for the K-12 social studies, civics, history, or geography classroom
Terra vitae: a site-driven solution for mental health and environmental stewardship
No full textA crisis is unfolding on university campuses: students are experiencing
unprecedented levels of mental distress. Depression, anxiety, and uncertainty
overshadow what should be a formative and enriching stage of young
adulthood. Simultaneously, the threat of climate change casts a shadow over
their futures, amplifying feelings of helplessness and instability. As these crises
converge, there is a critical need for environments that not only support mental
well-being but also empower students to engage with sustainability.
These challenges are particularly pronounced at Northern Michigan University,
where harsh environmental conditions exacerbate student isolation. Situated
in Marquette, MI, the university experiences some of the highest snowfall
levels in the country, often leaving students physically and socially confined.
Compounded by outdated, inefficient infrastructure that fails to prioritize mental
wellness or environmental responsibility, the campus environment becomes a
contributor to, rather than a remedy for, student distress.
Biophilic design serves as the intersection between sustainable, experiential,
and site-responsive design strategies. By integrating these ideas with a
biocentric ethos, this approach fosters biodiversity and promotes habitat
creation while improving student well-being and inspiring a deeper commitment
to addressing climate change.Thesis (B. Arch.)College of Architecture and Plannin