Reading Rocks! A Guide to Promoting the Joy of Reading with Middle School Students
Ben Gillig, graduate student, COE - Faculty Sponsor: Susan Brooks
“Reading Rocks” is a program the presenter created as a sixth-grade special education teacher. Reading Rocks serves as an acronym for the presenter’s philosophy of the most important components of teaching reading. The explanation of the acronym is: R: Print Rich; E: Engagement; A: Authenticity; D: Demonstration/Modeling; I: Intervention; N: New Words/Vocabulary; G: Goals; R: Read Alouds; O: Ownership; C: Choices; K: Kinesthetic Activities; S: Student/Teacher Relationships.
An Assessment of Surface Electromyography During Three Types of Core Stabilization Exercises
Heidi Phillips, graduate student, COHP – Faculty Sponsor: Deborah George
This presentation is designed to share information concerning core stabilization programs, using Pilates (P), ball (B) and traditional (T) exercises. Core stabilization exercises are used to strengthen the muscles supporting the spine; however there has been no research comparing muscle recruitment of different core stabilization programs. Thus, there was an investigation using 26 subjects, whereby EMG was used to assess multiple muscles during these programs. Subjects were asked to perform core exercises including supine oblique crunch and prone and gluteus minimus activity during supine position compared to P and T exercises. Exercises in prone position were found to be higher internal oblique and external oblique activity during B exercises while paraspinals, biceps femoris and gluteus minimum demonstrated more activity during P exercises.
College of Language Arts
Impact of Communicative Competence on Japanese English Textbooks
Hisako Fukushima, graduate student, COLA – Faculty Sponsor: Dr. Michael Reed
The theory of Communicative Competence has been identified as a major concept for teaching English as a second/foreign language. The presenter will show how the concept impacts Japanese English textbooks by comparing them to American ESL (English as a second language) textbooks, and then identify strengths and weaknesses of the Japanese English textbooks in terms of the concept of Communicative Competence. In addition, the relation between their weaknesses and the Japanese lack of communication skills in English will be presented. Recommended teaching instructions will be introduced at the end of the presentation for improving students’ Communicative Competence through textbooks.
College of Sciences
DNA Base Excision Repair Pathway Research
Emory Winship, COS – Faculty Sponsor: Dr. Michael Edelbrock
Oxidative damage of DNA is a frequent event which the cell corrects through the Base Excision Repair (BER) Pathway. The inability of the cell to correct DNA damage is one of many factors that lead to the proliferation of cancer. This project is investigating the ability of specialized proteins to repair DNA damage. The working hypothesis is that different cancer cell types have varying capacity to affect repair of DNA. To experimentally address this hypothesis, defective DNA substrates have been designed, constructed and introduced into a nuclear protein environment. Repair efficiency can be measured using restriction enzymes to determine if the substrate DNA molecule has been repaired.
FEEDBACK, CERTIFICATE OF PARTICIPATION, & DOOR PRIZES
All participants will receive a Certificate of Participation and audience evaluation forms immediately following their presentation. Presenters will also receive a ticket for a free T-Shirt to be picked up at the reception. All participants' names will be entered in a drawing for a door prize at the reception. Individuals must be present to win.
CALL FOR PARTICIPATION APPLICATION FORM