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Desrochers M.N.,The College at Brockport | Shelnutt J.M.,New York University
Computers and Education | Year: 2012

Interactive instructional methods are characterized by engaging students with the course material and involve delivering feedback for their efforts. Using a mixed 2 × 2 factorial experiment, we compared the effects of multiple choice answer formats (word versus letter) and methods (automated versus manual) on 70 undergraduate students' acquisition of instructional material. Although there was no significant difference in participants' gain scores between automated ("clickers") and manual (holding up response cards) methods, significantly greater learning occurred when participants used the word rather than letter answer format. Despite participants' preference for letter over word format, instructors may still want to require students to write out answers to review questions given the improved performance it yields. © 2012 Elsevier Ltd. All rights reserved. Source


Ramsay J.,The College at Brockport | Tepper Y.,Israel Antiquities Authority
Vegetation History and Archaeobotany | Year: 2010

This paper presents a preliminary examination of archaeobotanical material from pigeon dung samples obtained from Byzantine period destruction levels of a dovecote near the site of Shivta, Israel. Such pigeon dung was a valuable fertilizer in antiquity and would not have been abandoned without a reason. The plant remains from the dung provide direct evidence of pigeon diet and the local environment during the Byzantine period. Eleven plant taxa, represented by either seeds and/or plant parts (cereal chaff material), including five wild taxa, one legume, four fruit/nut taxa and several unidentified seed fragments were recovered. The most common seeds found were from weeds of the genus Thymelaea sp., and Ficus (fig). The finds indicate that the birds in the dovecote consumed a mixed diet of wild seeds including Thymelaea sp. and Fumaria sp. (fumitory), and small fruits of Vitis (grape), Ficus (fig), Olea (olive) and Phoenix (date). The sample analyzed also included Rumex (dock), Carex (sedge) and Androsace which may not have come from the feed. Apparently the pigeons were free to forage in the desert, the fallowed fields and refuse piles or/and were intentionally fed agricultural by-products including wild plants. © Springer-Verlag 2010. Source


Heavey E.,The College at Brockport
MCN The American Journal of Maternal/Child Nursing | Year: 2010

Purpose: To examine pregnant adolescents' desire for pregnancy and determine whether there were opportunities for preconception care for pregnant adolescents with desired pregnancies. STUDY DESIGN: Retrospective chart review in a federally funded, urban adolescent care clinic. Medical records for 108 pregnant women under the age of 19 were the sample. A logistic regression model was developed to determine whether desiring pregnancy was associated with a lack of clinic visits before conception. For those adolescents who desired pregnancy and did have previous visits, preconception risks were identified. Results: Of the 33% of adolescents who responded that their pregnancy was desired now or sooner, 18.5% arrived at the clinic already pregnant with no previous care, whereas 81.5% had at least one previous visit at this clinic. Those who desired pregnancy and did have previous visits had a multitude of risk factors present that could have been addressed with preconception counseling (including smoking, drugs, interpersonal violence, and weight issues). The majority of these adolescents had not desired a pregnancy at the time of pregnancy diagnosis; 57.4% of those had one or more documented visits at the clinic before receiving a pregnancy diagnosis. Clinical Implications: Nurses who provide care to adolescents have an opportunity to discuss future pregnancies and to use healthcare visits to teach about preconception health. Teaching adolescents who both express a desire for pregnancy and those who do not express such a desire is an important part of comprehensive nursing care. Teens require thorough teaching about healthcare risks such as smoking cessation, body weight control, interpersonal violence, and the need for folic acid. Adolescents should be prime recipients of preconception education at every healthcare visit. Copyright © 2010 Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. Source


Massare J.A.,The College at Brockport | Lomax D.R.,Doncaster Museum and Art Gallery | Lomax D.R.,University of Manchester
Geological Magazine | Year: 2014

An ichthyosaur in the collections of the Sedgwick Museum, Cambridge (CAMSMX.50187) was collected in the nineteenth century by the renowned fossil collector Mary Anning, but has never been adequately described in the literature. As an Anning specimen, it is certainly from the Lower Jurassic of Lyme Regis, west Dorset. The near complete presacral skeleton is lying on its left side and includes a complete skull, one complete and one partial forefin, pectoral bones, all six elements of the pelvic girdle, and both hindfins. The centra in the anterior caudal region, however, are from another individual and may have replaced the original ones. The specimen is identified as Ichthyosaurus based on the morphology of the humerus and forefin. It is assigned to I. breviceps on the basis of the relatively short snout, large eye, and tall neural spines. This is the only known specimen of I. breviceps to preserve a complete pelvis. Notably, the ilium is longer than the pubis and ischium, and the pubis is longer than the ischium. This individual is the largest I. breviceps reported in the literature, with jaw length of 33.5 cm and estimated length from snout to tail bend of 1.6 m. Copyright © Cambridge University Press 2013. Source


The State University of New York at Brockport is developing and implementing resources and methodologies to improve technological pedagogical content knowledge in teacher education. The project is using resources and computational mathematics, science, and technology (C-MST) courses, developed under previous grants, to improve teacher education. It emphasizes the recently developed conceptual framework, technological pedagogical content knowledge that has now put both science educators and computational scientists on the same path to utilize an interdisciplinary approach to STEM and teacher education. Strong content knowledge (via a STEM degree), extensive field experience (150 hours), student teaching, dual certification (science and special education), computational pedagogy courses, monetary support in the form of internships and scholarships, and a capstone summer institute construct a set of coherent strategies to attract, prepare, and retain a new cadre of 40 secondary school science teachers. The project is informed by a formative evaluation to enable frequent reviews and mid-course corrections and is disseminating its findings and resources through articles, conference papers and the projects website. The curriculum framework and learning modules are shared with national digital library collections contributing to teacher education nationwide.

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