21334 research outputs found
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The Wicker Man
Full text linkThis is a book review of Steve A. Wiggins, The Wicker Man (Liverpool: Auteur, 2023
Glorious Summer
Full text linkThis is a film review of Glorious Summer (2025), directed by Helena Ganjalyan and Bartosz Szpak
Capturing the Digital Scene: Applying Routine Activity Theory to IoT Smart Frames
Full text linkThis project investigates the forensic risks and investigative challenges posed by smart frames, which are WiFi-enabled Internet of Things (IoT) devices used to store, display, and share digital media. These devices often collect and synchronize sensitive media, metadata, and behavioral logs across cloud ecosystems that lack adequate transparency and privacy safeguards. Routine Activity Theory (RAT) provides a criminological framework for examining how the convergence of a motivated offender, a suitable target, and the absence of capable guardianship creates opportunities for misuse and forensic exploitation. Smart frames represent ideal targets because of weak default security configurations, passive data synchronization, and limited user awareness of data exposure risks.
Through forensic experimentation and theoretical analysis, this project uncovers how forensic evidence can persist or become obscured within smart frame environments. Key findings include the recoverability of deleted data, unclear data ownership in cloud storage, and the forensic challenges caused by proprietary firmware and inconsistent encryption. The analysis reveals how smart frames complicate traditional forensic models and legal procedures, particularly in the context of cloud-based evidence and informed user consent. In response, the project recommends specific countermeasures such as improving encryption practices, adapting forensic tools for IoT environments, and establishing clearer legal frameworks for data access. These findings contribute to the advancement of digital forensics by highlighting the importance of forensic readiness and privacy-by-design in emerging IoT ecosystems
Implementation of Social-Emotional Learning
Full text linkSocial-emotional learning has shown distinction as strengthening students\u27 social and emotional competencies, as well as enhancing the academic experience. The purpose of this study was to determine if the implementation of a social-emotional curriculum would improve competencies in social-emotional development and self-regulation skills. Students need adequate social and emotional instruction that will assist in being able to manage relationships, identify emotions, as well as regulate them. The focus of social-emotional learning is to create a fair learning environment for all students (Cipriano et al., 2022). Lack of social and emotional skills instruction in the classroom can severely impact the development of these skills. This study took place in a first grade classroom, focusing on a small group of four students. Data was collected from a pre and post test during the study, daily emotion check-in’s, and anecdotal notes from the teacher. The reason for these data collection methods was that they were simple and easy for the students to participate in, and allowed the data to be an accurate reflection of the students\u27 learning and participation in the study. All students stayed at the same learning level or showed positive growth throughout the study. Through data collection and analysis three major themes emerged from this research: inability to self-regulate, being able to name feelings, and negative peer interactions
Implementing A Schematic Word Problem Process In A Fourth-Grade Classroom
Full text linkAbstract Word problems represent a culmination of mathematical skills which often pose significant challenges for students who struggle with logical reasoning. The purpose of my study was to determine if implementing a word problem process in my math whole group would increase students’ ability to solve multistep math word problems. The word problem process implemented in this study was a schematic process called FOPS. In this process, students learned to identify three word problem types and their respective schematic diagrams in order to organize and solve word problems. This action research took place in a 4th-grade classroom. Students underwent a scaffolded 8-week intervention where they learned and utilized the FOPS process to solve both single and multi-step word problems. Data from Pre/Post Assessments, Likert Scales, and student interviews were collected both before and after the intervention. Data from daily exit tickets and anecdotal notes were collected throughout the intervention. This study yielded significant results with three major themes: an increase in student ability and accuracy when solving word problems, growth in students\u27 attitude and confidence when solving word problems, and daily implementation of the FOPS process
I Am (Me)dicine: An Analysis on the Influence of Humanities Courses within the Construction of Internal and External Identities within Pre-Med Students at UNO
Full text linkThe purpose of this project is to investigate how arts and humanities coursework may enhance the development of internal and external identities for premedical students beyond their traditional scientific coursework. A literature review shows positive findings on identity development and the influence of arts and humanities coursework on medical education. This investigation will take place through a mixed-method survey distributed to UNO premedical students and will explore themes of self-reflection, personal and professional growth, and understanding of external perspectives. An optional question prompts respondents to reflect further on their work within arts and humanities courses and their impact on these themes.
Through surveying UNO premed students, it is clear that there is a positive influence of arts and humanities coursework on premedical students in the development and understanding of internal and external identity. There is still a distinct lack of empirical research on the long-term effects of arts and humanities coursework in the development of internal and external identities for medical education starting at the premedical stage, but this project helps to show that there is some merit to the benefits of humanities courses in tandem with traditional STEM and biomedical prerequisites for a premedical educational track
Endless Cookie
Full text linkThis is a film review of Endless Cookie (2025), directed by Seth Scriver and Peter Scriver