Protégé career aspirations: The influence of formal e-mentor networks and family-based role models

Using longitudinal data from a nine-month e-mentoring program, we analyzed the influence of formal e-mentor networks and family-based role models on increases in both psychosocial and career-related outcomes. Findings indicate that e-mentor network relationship quality positively influenced general- and career-based self-efficacy which, in turn, enhanced the objective career aspirations of underprivileged youth. Moreover, we address both the compensatory and complementary perspectives of social capital to assess the moderating influence that access to educational role models within the family has on this process. Implications of the findings and areas for future research are discussed

To Each Other, We Depart

I am, have been, and will always continue to be a student

When Online Gambling was Legalized, Did We As a Society Think about the Long Term Consequences?

Legalized online gambling has increased the amount of problematic gamblers, due to companies such as DraftKings and FanDuel advertising their product, and the governments in US and Canada having a liberation point of view when it comes to people’s free will to gamble. This paper covers the rise of sports betting since its legalization, and how it impacts various demographics of people in order to understand the limits of sports betting and to not be persuaded to gamble irresponsibly by outside influences

The Legalization of Sports Gambling and Its Unspoken Long Term Consequences

Legalized online gambling has increased the amount of problematic gamblers, due to companies such as DraftKings and FanDuel advertising their product, and the governments in US and Canada having a liberation point of view when it comes to people’s free will to gamble. This paper covers the rise of sports betting since its legalization, and how it impacts various demographics of people in order to understand the limits of sports betting and to not be persuaded to gamble irresponsibly by outside influences.https://scholarworks.merrimack.edu/rcac_2025_posters/1070/thumbnail.jp

Tis Then I will Think of You

https://digitalcommons.library.umaine.edu/mmb-vp/6057/thumbnail.jp

An analysis of Binghamton University’s potential for green roofs

Institutions of higher education have an important role to play in environmentalism. Students have the opportunity to follow their passions and learn from each other while producing tangible benefits for the environment in sustainability-related projects. Green roofs are the perfect project for student-driven environmental action. A green roof is a specially engineered vegetated roof. This research aims to be the foundation for future expansion of green roofs at Binghamton University. It will analyze both biophysical and social aspects, and the connection between the two. Urban runoff often picks up large levels of contaminants that can harm local ecosystems. Due to the University’s proximity to major bodies of water, I selected the green roof’s ability to retain stormwater as an environmental benefit to analyze. These rates had yet to be determined, and modeling them will provide insight into the university’s role in our local environment. Initial research revealed that the development of more green roofs at Binghamton is limited by a lack of available staff or student organizations to take care of them. Surveys and interviews were conducted with students and faculty to gauge interest in incorporating the green roof into campus life through stewardship, curricular and co-curricular initiatives. The stormwater retention model predicts a rate of reduction between 60 to 100% of runoff on green roofs. Surveys and interviews demonstrated considerable desire to bring green roofs into our academic sphere. By understanding these two components, we can begin to fully utilize the green roof on campus and encourage student-driven environmentalism. We can begin to overcome some of the obstacles in the development of new green roofs and bring additional green space and opportunities for students to engage in their passions.https://orb.binghamton.edu/research_days_posters_2021/1104/thumbnail.jp

I lived in Mad/Lor Hall and am curious to know why it was given that name. What is the story behind it?

Abbot Pennings answers a question about the history of Madelaine-Lorraine Hall, archived from the SNC website

Social Justice in Dance: The Exploration of Dance as a Tool for Promoting, Recognizing and Influencing Change

The purpose of this study was to prove that dance could be used as a platform for representation and to foster change within the community and beyond. This purpose aligned with the goal, which was to measure the impact of a structured choreographic curriculum on student engagement with social justice topics. The goal of this study was to answer the following research questions: Q1 Can dance be a tool in promoting social justice? Q2 How will students in the classroom respond to an integrated social justice theme through dance and production components? Q3 How will these topics be interpreted to an audience when performed as a showcase theme? The researcher incorporated a social justice theme with students’ Spring dance showcase, which was predominantly student choreographed, as a way to gauge how this concept would translate to audience members. Two dance classes participated in the Spring dance showcase; one was an audition-based course and the other was an elective dance course. All students were required to perform in the showcase as part of their final grade but only the students’ work who agreed to participate in the study was used as part of the result findings. By incorporating a social justice theme, a range of subject matters was reflected by students’ own personal and community connection. Through teacher instruction, students were guided how to select an appropriate topic that correlated with the theme. Handouts were provided to students that initiated the conversation of social justice topics. Ultimately, the students interpreted and choreographed numerous dance numbers that covered a range of social justice topics including mental health, women’s rights, LGBTQ+, racism, gun violence, war, fast fashion, sexual assault, and social media addiction. Of the twenty-four students enrolled in the two dance courses, only eight students agreed to participate in the study. Of those eight students, only three of those students choreographed and conceptualized dance numbers in the showcase. The researcher used a post-performance survey for audience members to participate in who were over the age of 18. The post-performance surveys were produced by a QR code that was printed in the programs. This link directed audience members to a Google form. Members were asked a series of questions using a linear scale of 1-5, with 5 being the most successful and 1 being unsuccessful. These questions covered a range of production components including choreography formations, genre or style of dance, music selection, voice and sound integration, lighting elements, costuming, and overall theme interpretation. In total, there were 23 respondents for the post-performance survey. A majority of the survey respondents worked in school administration or as teachers, although specific demographic questions such as what school or district they worked in were not included in this study. Based on the post-performance survey results, having a dance showcase with a theme centered around the idea of social justice was deemed to be very successful with its audience members. The component that received the lowest score on the linear scale was costume selection and colors associated with them. The eight students who agreed to partake in the study also participated in a journal reflection following the performance. There was a total of 10 questions the researcher asked the students in a printed handout. These questions asked the students about their creative process including if they were overall happy with their finished product, what their initial thoughts were about having the showcase theme, and if their feelings changed overtime. The journaling reflection with students was predominantly positive. Students enjoyed the theme with some admitting their initial hesitant responses changed over time. Many were proud of their interpretations of their selected topics and spoke highly of their peers’ hard work

Discourses of diversity, equality and inclusion: Trenchant formulations or transient fashions?

Using bibliometric analysis of published work, we examine the discursive trends, patterns and implications of three different anti-discrimination solutions (equality, diversity and inclusion) over a 40-year period from 1970 to 2010. The findings reveal that the anti-discrimination discourses are consistent with management fashions, in terms of both their trends and the rhetorical strategies used by proponents to establish the dominance of their favoured approach, particularly by denigrating previous approaches. Practitioner-facing academics play a key role in the process by giving shape, exposure and credibility to the anti-discrimination solutions, but not in creating them. Only by breaking free of the oppositional discursive patterns can the debate move on to anti-discrimination solutions that attempt to blend together equality, diversity and inclusion