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Item STEM Education In The Elementary Classroom(International Journal of Advanced Research and Publications, 2022-05) Bharti, MonikaThe teaching of the integrated subjects of science, technology, engineering, and mathematics (STEM) is gaining importance in Grades K–12 in the United States (U.S.). STEM is viewed by many as an opportunity to collapse the teaching of these subjects individually by using a more interdisciplinary approach to learning. This paper will define STEM and provide a discussion of what does STEM look like at the elementary setting and why STEM is important in education in the U.S. today at the elementary level. Additionally, the paper will address to what extent the teachers teaching STEM at elementary level are getting the opportunities for their own professional learning to sharpen their STEM knowledge and teaching approaches, and how STEM can be implemented in schools, along with how STEM educators feel about integrating STEM subjects and do they integrate and apply them in the classrooms. Some people consider STEM as an opportunity while others view it as having problems. STEM offers some positive ways to integrate subject matter in four very important subjects, and how it is useful to incorporate STEM in the early years of education.Item Learning And Teaching Fractions At The Elementary Level(2022-07) Bharti, MonikaThe concept of fractions is often thought of as one of the most difficult mathematical topics taught in elementary school, but why do students find fractions so confusing? It may be because fractions can represent so many different things – a part of a whole, a division, or a point on a number line. Or because students‟ knowledge of whole numbers makes it difficult to understand why one half is larger than one-third. It also maybe because their teachers do not have a deep enough understanding of the subject. It may be a combination of these things. Whatever the reasons, the result of all of this confusion is often that fractions are taught in a less than meaningful way. Students learn vocabulary and quick tricks rather than what a fraction means. Teachers themselves do not have a complete understanding -- focus on one fraction model and use only one type of manipulative, if they use manipulatives at all, to instruct their students. These students may be able to successfully answer standardized test questions but do not understand fractions. Because they are an important concept in both school and everyday life, students need to develop a deeper understanding of fractions in an environment that supports investigation and inquiry.Item Using Digitized Museum Collections to Investigate Population Variation in Plants(2020) Guy-Gaytán, Candice; Scholl, Cynthia; Leger, ElizabethItem Emotional expressiveness and avoidance in narratives of unaccompanied refugee minors(European Journal of Psychotraumatology, 2016) Huemer, Julia; Nelson, Kristin; Karnik, Niranjan; Voelkl-Kernstock, Sabine; Seidel, Stefan; Ebner, Nina; Ryst, Erika; Friedrich, Max; Shaw, Richard J.; Realubit, Cassey; Steiner, Hans; Skala, KatrinThe aim of this study was to examine a cohort of unaccompanied refugee minors (URMs) by means of psycholinguistic methods in order to obtain a more subtle picture of their degree of traumatization. Methods: Twenty-eight participants were included in the Stress-Inducing Speech Task (SIST) consisting of a free association (FA) and a stress (STR) condition. Narratives were examined by means of (1) quantitative parameters (word count)||(2) psycholinguistic variables (temporal junctures, TJs), narrative structure, referential activity (RA)-a measure of emotional expressivity||and (3) content analysis ratings. Results: Word count was significantly lower than in age-matched norms. In the FA condition, TJs were lower, but in the STR condition, rates were comparable. RA was significantly higher in both conditions. Content analysis ratings showed that the experiences described by these youths were potentially traumatic in nature. Conclusions: This pattern of narrative shows a mixture of fulfilling the task demand, while containing an emotionally charged narrative. Narrative structure was absent in the FA condition, but preserved in the STR condition, as URMs struggled with the description of non-normative events. This indicates that these youths have not yet emotionally dealt with and fully integrated their trauma experiences.Item Passive Social Networking Site Use and Well-Being: The Mediating Roles of Social Comparison and the Fear of Missing Out(Cyberpsychology: Journal of Psychosocial Research on Cyberpspace, 2019) Burnell, Kaitlyn; George, Madeleine J.; Vollet, Justin W.; Ehrenreich, Samuel E.; Underwood, Marion K.Passively browsing social networking sites (SNSs) correlates with poorer well-being (Verduyn, Ybarra, Resibois, Jonides, & Kross, 2017). However, less research has been conducted that fully examines what factors may mediate this association. In particular, both online social comparison and the fear of missing out (FoMO) may play roles in how passive SNS browsing relates to depressive symptoms and self-perceptions. The current study adds to the literature by investigating how passive use relates to these outcomes through social comparison and FoMO. For an ethnically diverse sample of college students (N = 717, M-age = 21.47, SDage = 4.64, 69% female), passively using SNSs positively predicted social comparison, which was positively related to FoMO, which in turn positively predicted depressive symptoms, and negatively predicted global self-worth, self-perceived physical appearance, and self-perceived social acceptance. These findings suggest that social comparison and FoMO play a role in the link between passive SNS use, depressive symptoms, and self-perceptions, and that FoMO could result from online social comparison.