An Untold History: Intergenerational Trauma & the Armenian Genocide

The plan for my project is to do a video documentary in which I interview trauma victims and survivors and discuss their instances and some of the practices that allowed them to overcome this difficult time. More specifically I am going to focus on the theme of inter-generational trauma and the effects that genocides and mass killings can have on people and their offspring. Being. That I am the great-grandson and 4th Generation descendant of an Armenian genocide survivor I hope to interview my grandmother and talk with her about the experiences of what it was like being the daughter of an Armenian genocide survivor. I also aim to interview a few other people with similar stories and experiences either from my family or outside of it. My goal in creating this project is to inform people more about the hardships that deal with inter-generational trauma, as well as enlighten people about the atrocities that came along with the Armenian genocide, and many other mass killings in history. For the project, I have began to brainstorm with my cousin who will be helping me with the filming and editing about possible film dates and interviewees. I have decided that I am only going to interview people very close to me, as this can be a very sensitive topic. I plan to reach out to more people within the next couple weeks so that we can film and have most of filming done by the end of November. In terms of research, I have done a little more in depth research on not only the Armenian genocide, but inter-generational trauma as well, so that I am better equipped to conduct the interviews. The next step is just to reach out to more potential willing interviewees and pick a time this month that works out for everyone. Finally, we will go over the film and do the final editing towards the end of November so that the film will be ready to be presented at the festival in December

The Impact of Phosphorous Species on Dewaterability of Wastewater Solids

Phosphorus regulations are causing Water Resource Recovery Facilities (WRRFs) to implement new technologies to remove phosphorus (P) before they discharge liquid effluent. Enhanced Biological Phosphorus Removal (EBPR) is often employed to remove P from water. However, sludges from EBPR plants have shown decreases in dewaterability soon after EBPR was initiated. This decline in dewaterability is not well understood, nor is the best way to improve the dewatering EBPR sludge. Specifically, the role of different P species on sludge dewaterability is not well understood. Several laboratory experiments were conducted at the Marquette University Water Quality Center with the following objectives: i) determine the impact of P speciation on dewaterability of various sludges, ii) determine an effective method for converting non-reactive P to reactive P in sludge, and iii) determine the impact of acid treatment and decanting on anaerobic digester dewaterability. P speciation and capillary suction time (a measurement of dewaterability) of sludge were the main characteristics measured in this research. A survey of various sludges from full-scale WRRFs was conducted and revealed that particulate P correlated to poor dewaterability in undigested sludges. Lab-scale anaerobic digesters were fed acid pretreated sludge to determine the impact of pretreatment and P species on the dewaterability of anaerobic digester biosolids. Acid pretreatment did not significantly affect dewaterability relative to control digesters that received untreated sludge. Centrate reactive P, which would contain orthophosphate, was correlated to poor dewaterability in anaerobic digester biosolids. It was suspected that orthophosphate reacted with divalent cations and increased the monovalent to divalent (M/D) cation ratio. The M/D ratio was previously suggested to correlate to dewaterability. Indeed, results from these lab-scale studied revealed that an increase in M/D ratio correlated with higher CST values, i.e. worse dewaterability

My Thesis Film: A Thesis Film by Erik Anderson

My Thesis Film: A thesis film by Erik Anderson is a narrative feature film which recursively explores the authors own journey in arriving at the concept for the thesis film the viewer is watching. As such, the film ultimately acts as its own contextual document, depicting the socio-economic, political, and creative reasoning behind its conception by way of dramatizing the behind-the-scenes life of the author. While the film takes some liberties in this dramatization -including fictionalizing scenes and dialogue, compositing characters, using discretion in veiling others, etc.- it aims to remain an honest depiction of the author in the time and place of its origin. In doing so, the film uses humour to call into question the ideas and ideals which permeate through its character-driven zeitgeist, especially those belonging to the author. And in problematizing the authors struggle to make transcendent personal art, the film ironically threatens to become it

\u3cem\u3eGreat Falls Clinic, LLC v. Montana Eighth Judicial District Court\u3c/em\u3e: When is an “Employee” an “Employee”?

Did the Eighth Judicial District err in finding that the exclusive remedy provisions of the Wrongful Discharge from Employment Act (“WDEA”) do not apply to the relationship between a business and an individual before the individual’s first day at work? This question is of particular importance because the WDEA does not specifically address exactly when an individual becomes an “employee” subject to the exclusive remedy provisions of the WDEA

Teaching Social Studies to Social Justice and Equity Through the Lens of ELL Students

This research project was designed to discover new and unique teaching strategies and classroom management techniques that would improve my teaching Social Studies to English Language Learners through a lens of equity and social justice. By researching and learning new and unique teaching strategies for both online and in-person instruction, I was able to use my research to broaden my experiences and knowledge as well as gain a better understanding of the historical inequities and lack of social justice that has been the norm in most education systems. By educating myself of these injustices and inequalities, I was able to identify and correct any deficiencies in my teaching in regard to teaching to equity and social justice, using my newfound awareness to adjust and correct teaching errors. The study illuminated the many areas of teaching where I may have gone wrong had I not been made aware of the inequities and lack of social justice in my teaching

Aesthetic Appreciation of Silence

We enjoy sounds. What about silence: the absence of sound? Certainly not all, but surely many of us seek out, attend to, and appreciate silence. But, if nothing is there, then there is nothing to possess aesthetic qualities that might engage aesthetic interest or reward aesthetic attention. This is at least puzzling, perhaps even paradoxical. In this paper, I attempt to dispel the sense of paradox and provide a way to understand aesthetic appreciation of silence. I argue that silence can have an aesthetic character and can sustain the kinds of rich experiences apt for aesthetic assessment and appraisal