ENC 1102 Section 0123: New Results / Discussion Peer Review (Due 4/22 and 4/26)

New Results / Discussion Peer Review (Due 4/22 and 4/26)

Using the student work we have read this term as models, and the PowerPoint from last class, create a working draft of your results/discussion section. This draft may not fit into one posting area, but you can always use multiple postings. Your original posting is due before the close of April 10th. You should create the following heading for your posting:

Your Name
Professor's Name
Course
Date

The second part of this posting calls you to do a thorough review of a partner's results/discussion sections. The peer review is due by April 17th. You must review the work of a student who has not had his/her work reviewed as yet. Also, you must review the work of a student who you did NOT cover in our in-class peer review.

It will help to leave a brief message below someone's original posting indicating that you plan to review their work (so while you are doing the review someone else doesn't snap up your review and leave you in trouble). I recommend leaving an original message below someone's posting that reads something along the lines of: "I will cover your peer review." Once someone leaves this posting, it will help ensure that everyone gets a review.

Please carefully follow the instructions for the peer review:

Peer-Review Discussion/Results

You should complete multiple reads of your partner’s piece (one or two reads will not cut it).

Copy and paste the posting(s) into a word document.

Number each paragraph and on a separate word document write a once sentence synopsis of each paragraph’s topic and purpose. Leave ample space between so you can write and elaborate further on each paragraph. If a paragraph seems to be going in multiple directions, note the different directions the paragraph takes and explore connections between divergent ideas.

Note key support for each paragraph Evaluate how well the support/details are implemented. How well does the paragraph establish context and evidence? Is there a need for more details to expand a point or a need for more evidence or perhaps analysis of evidence to help deliver a point?

Create a ranking system to identify which paragraphs are most effective and which ones are less effective. Following your discoveries and inferences from your above sections, underscore aspects from each paragraph that need improvement and establish criteria for what works well in paragraphs that are strong and well developed. Look at transitions between different paragraphs and explore ways to improve transitions from one paragraph to the next.

Next, read the paper once more through; identify and look for a main point of theme that guides the results/discussion. From your previous analysis, and multiple read-throughs, determine what central claim is being presented. How clearly stated is the central finding? How can it be better stated? If there are a series of important claims, how could those claims be organized under one larger umbrella claim?

Come up with at least two questions to help the writer think critically about the direction of the results/discussion sections. What do you as a reader want to know more about? Where is the piece most effective and why? Which details and part of the essay stand out as most memorable and effective and why? Where does this piece need to be improved? Be specific in your commentary of your peer’s work.

52 comments:

UnknownApril 21, 2016 at 12:38 PM
Brianna Grant
Joseph Longhany
ENC 1102
April 15th, 2016
Results
Many of the findings in this study closely coincided with the results of Mia Towbin’s research on gender, race, and age in Disney movies (2008). The results of this study were organized according to two of Towbin’s themes, (a) What it means to be a girl/woman, and (b) What it means to be a boy/man, as well as several of her subthemes. An additional theme emerged related to the independent survey conducted as part of the study: (c) How people perceive the role Disney played in their gender socialization.
Girls
Three subthemes emerged associated with what it means to be a girl/woman: (a) A woman’s appearance is valued more than her intellect; (b) Women are helpless and in need of protection; and (c) Women are domestic and likely to marry.
A woman’s appearance is valued above all (Towbin 2008):
In four of the twelve Disney princess movies (Snow White and the Seven Dwarfs, Cinderella, Sleeping Beauty, and The Little Mermaid), a woman’s value was determined entirely by her physical appearance rather than her capabilities or intelligence. For instance, in The Little Mermaid, Ariel wins the love of Prince Eric even after losing her voice, similarly to Cinderella and her prince, who spend an entire night dancing and are married several days later. Snow White was victimized by her stepmother, the Evil Queen, because a magic mirror deemed her to be “fairest in all the land”, a notion that made the Queen jealous; in Sleeping Beauty, two of the three gifts bestowed upon baby Aurora are that of beauty and song, qualities that are supposed to make all whom she meets “enchanted by her grace”. These two gifts eventually lead to Aurora and Prince Phillip uniting.
Eight movies (Beauty and the Beast, Aladdin, Mulan, and Pocahontas, The Princess and the Frog, Tangled, Brave, and Frozen) expressed the concept of valuing women for both their physical appearance and their intellect and achievements. In three of those movies however, there were more instances of women being cherished for their appearance rather than for their intellect and accomplishments.
The princesses from Beauty and the Beast and Mulan, for example, both exhibited strong signs of independence and intellect and ability, however their surrounding characters valued their appearance more so than anything else. Belle, prior to being locked away in the castle, spent much of her time reading books; her beauty is celebrated by those in her providence (“It’s no wonder her name means beauty–her looks have no parallel.”), but there are several instances in which her intelligence is ridiculed (“It's not right for a woman to read. Soon she’ll start getting ideas, and thinking...”). Mulan, similarly to Belle, is an independent character. In an act of love to save her father’s life, she dresses as a man to join the Emperor’s army. Mulan repeatedly proves herself worthy (“Let's hear it for Ping, the bravest of us all!”), but the moment her true identity is revealed, characters begin to turn against her (“That creature is not worth protecting… 'Tis a woman. She'll never be worth anything.”).

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UnknownApril 22, 2016 at 8:54 AM
Troy Harrison
Joseph Longhany
ENC 1102
4/8/2016

Results
After collecting the surveys from all 72 participants, the results demonstrated my hypothesis even better than I had expected. You may notice that not all of the questions received a total of 72 responses, as some participants chose to skip some of the questions. The data from my survey is listed in the table below.

Claim True False % Correct
Studies on nature and nurture date all the way back to the 1800s. 69 3 96%
The fact that some twins separated at birth have similar leisure activities proves that genes are more influential than environment in some respects. 41 29 40%
If a child’s parents have a relatively low IQ, the child will also have a low IQ score. 57 15 21%
Almost all research suggests that genes are primarily responsible for a
person’s intelligence. 43 28 39%
Almost all research suggests that the environment is primarily responsible for a person’s intelligence. 21 51 71%
Most modern researchers today are still trying to prove that either nature or nurture is more important to development. 62 10 14%

This survey differs from most in the sense that its purpose was not simply to gauge the public’s opinion. The claims listed on the survey were designed to incite a certain response. Surely, the participants believed that they were answering the majority of the questions correctly, but, as you can see, that was not the case.
Survey Breakdown
The first question was a very simple one, a confidence booster. The following claim seems to be true at first glance, but realistically these identical twin cases do not prove that genes are more influential than environment. This only demonstrates the fact that in similar environments, genes become more prevalent. The third question states that a child’s IQ is directly related to the IQ of the parents. While this is true in many cases, environment and genes are very rarely isolated naturally. Additionally, experiments and other cases exist in which children whose parents have a low IQ are raised in a different environment and have become very intelligent themselves.
The fourth and fifth questions were designed to have participants choose whether they thought that modern research favored either nature or nurture. In reality, as you know, modern research is now mostly in agreement that cognitive development is dependent on a complex synthesis of nature and nurture. You may have noticed that 71% of participants answered question five correctly. However, because most participants who marked this question as false also marked statement four true, they did not understand that both four and five were false. Since only 8 participants marked both as false, only 11% were correct on these two questions. This explains the very low percent correct on statement six as well, although two more people answered this question correctly than the eight who were correct on four and five.
In addition to the true/false portion of the survey, I also included a short written response question at the top of the survey. The question posted was as follows: “What is the purpose of studying the Nature vs Nurture Debate? Should we continue to study it in modern society?” This section was designed to gain a more personalized response from the participants. This section was optional, as I did not want it to discourage people from agreeing to take the survey. Even considering that, I received a surprisingly low number of responses. I expected about half of the participants to provide at least some sort of response to the write-in question, but I actually only gathered 17 answers (about 24% of the surveys). Upon further examination, I was once again shocked to see that of those 17, only 11 provided intelligent, thought-out responses. The other 6 provided one sentence or shorter answers, such as “I don’t know,” or “To find out which is more important.”

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UnknownApril 22, 2016 at 10:24 AM
post 1

Christina Cea
Professor Longhany
ENC 1102
April 14, 2016

Results

Through content analysis it was revealed in my research that there is an undeniable gap between the genders within the world of television crime dramas. In regards to my hypothesis previously mentioned, I was not expecting the outcomes of my research to be drastically different between the two selected television programs. The following tables, tables 1.1 and 1.2, include the results on the representation of women within these two television programs.
In the show, ‘Law and Order: SVU’ the ratio of male leads compared to female leads (2:1) is dramatically better than that of ‘Flashpoint’ (5:1) being almost 50-50. However, how these characters are represented in both shows is very similar. My research showed that, in both programs, no women are represented in a leadership positions. Furthermore, male characters were more likely to interact with those in charge than their female equivalents as well as be promoted into a leadership role.
When it came to the number of extras who appeared in each episode there was a staggering gap between males and females in the case of both television programs. On average there were sixty male extras and one female extra appearances per-episode for ‘Flashpoint’. Like flash point ‘Law and Order: SVU’ had, on average, 107 male and 30 female extras per-episode (see table 2.0). There was not one occasion where female extras outnumbered their male counterparts however, twice it was observed that every extra portraying a police officer/agent were male, none of which were female, in the show ‘Flashpoint’.
Although women spoke, on average, significantly less in the show ‘Flashpoint’ (8.81%) than ‘Law and Order: SVU’ (48.69%) both programs showed a correlation between the number of ‘jobs’ done by each gender and the number of lines they had. Simply, the more ‘jobs’ (i.e. arrests, interrogations, paperwork) done the more lines produced (see tables 3.0). For example, in ‘Flashpoint’ episode 1-4, male characters did a total number of 21 jobs and had 248 lines whereas, female characters did a total of five jobs and had 17 lines.
The act of ‘doing gender’, one of Acker’s four processes, forces women in the field of Criminal Justice to decide whether to side with men or their fellow women. Table 4 displays the method in which I captured the process of ‘doing gender’ as well as my results. From observing my data one can conclude that women more frequently spoke to another male in both ‘Law and Order: SVU’ and ‘Flashpoint’ (72.97% and 97.06% respectively) than another female (27.03% and 2.94% respectively). These results are likely due to the number of male and, lack thereof, female characters. Continuing on the topic of Acker’s four processes is the process of ‘gender persona’. Female characters in “Law and order: SVU” were shown to be the more ‘emotional’ gender 75% of the time whereas men, 100% of the time, were the more aggressive gender. In “flashpoint” however, men were portrayed both as, the more emotional and aggressive gender 100% of the time. There is an undeniable connection, in both shows, between being portrayed as the ‘emotional’ gender and that of how often each gender interacted with the victim in a particular episode (see table 4).
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UnknownApril 22, 2016 at 10:25 AM
post 2

Discussion

There is a clear and evident lack of representation of women within crime dramas. The whole goal of my research was to see if female characters portrayed in these programs resembled the real working women of the criminal justice field. Although the numbers in regards to the amount of lines and actors played by women are shocking, some of the data from on screen is better than off. Heuy, said that women are over represented (character wise) in crime dramas and that holds true within my own research with the 2:1 ratio from ‘Law and Order: SVU”. However, that does not hold true for the data obtained for the Canadian crime drama “flashpoint” whose 5:1 ratio is much similar to that of the real world.
Many of the issues women in the Criminal Justice field face, went unmentioned in the Crime dramas. However, on specific situation was brought to light but in a different way, towards men instead of women. Questioning family values, an issue that women often face in male dominated fields, was only ever brought up to male characters which would not be the case outside of the fantasy world of crime dramas. Due to there being so many men and very little women, males dominate in every aspect of the show even the part considered to me ‘feminine’. Simply, you cannot give a character and job or trait if that character seizes to exist. It is events like this, when even the bad aspects of a job are solely given to male characters that prove just how terrible the inequality is in the world of Hollywood and crime dramas.

Furthering the Conversation

Although my research revealed that the Female officers/agents in crime dramas do not fully represent the real working women of the Criminal Justice field they both share the same burden of inequality. Researchers like Heuy have made it evident how crime dramas distorted a person’s views on how policing works, therefore the next step will be to understand just how much these shows effect the way citizens view female officers.
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Taylor TurbervilleApril 22, 2016 at 12:53 PM
Taylor Turberville
Longhany
ENC 1102
4 April 2016
Results/Discussion (post 1)
What I found in my study is that many women, even those who do not read comics, were able to see the objectification within them. In the survey eight out of the ten participants said they felt “strange” and/or “uncomfortable” doing at least some of the poses, the other two mentioned that these poses felt “awkward” or “demeaning”, and one of the participant said that these poses also made her feel “sensual”. The overwhelming use of the phrases “strange” and “uncomfortable” in the results was probably do to a flaw within the survey where I used those phrases as example answers; however I also used “powerful”, and “symbolic” as example answers and only one of the participants said that they felt “powerful” for some of the poses, and another said they felt “fierce” at times. Many of the participants could see the appeal to such pictures, Lily said that “the images were made to look powerful but doing them in person seems more uncomfortable”, and all ten participants agreed that such images were “geared toward male readers”. Some of the women felt “weird” and “objectified” that covers like these were even being sold because they “depict women in unrealistic ways.” Many of the women participating in my study said the photo portion was amusing even if it was a little awkward, “It’s almost funny to try and shape yourself into these impossible images of woman.” It is as if to say that these images can be seen as downright comedic.
When I asked if they thought girls would buy comic books if they saw covers like these on shelves, the most of the participants said no because they would feel “insecure”, “demoraliz[ed]”, “intimidated” or “inferior”. Ellen said that she wouldn’t know if she would buy them “because [she]’d want a relatable hero”, and Hazel thought that girls would be “hesitant on buying it” because “it’s a constant reminder of what they don’t look like”. It’s clear from this conversation that there is the factor of a lack of female representation connected to images such as these, not only are were suggesting that these depictions are objectifying but they are disconnected from real women. The participants who said that girls would buy comic books with these covers on it said “most girls wouldn’t know because they’ve grown up accepting it” and they “have only ever been exposed to this kind of content”. Girls buying these comics are being taught that “sex sells” and if that is the case then the consumption of these images “may internalize the effects” that “they have to be sexual in order to be powerful.” In some ways these images are powerful in more ways than one, not only do they show strong women but the way these women are portrayed seem to have the power to influence young girls.
Out of the ten participants I surveyed three have not read any comics, three have read superhero comics and four have read other comics including Japanese manga and The Walking Dead comics. However all the participants have seen some sort of comic book adaptation, such as a movie or television show, the most popular being The Avengers, Spider-man and Batman. All of the participants could agree that “there is not enough female representation”. They seem to have a clear understanding about the lack of woman in comic book related media, Prudence said the “many of the Marvel films and Spider-man films leave out female characters unless they are an elderly loved one, or a love interest”, Patty spoke about how “there is always an uneven ratio of men to women and their screen time”, and Jessica wrote that women in comic books and movies are “only seen as a female counterpart to the males”. Jessica also makes a fair point when she says that “men are also unfairly objectified to seem as handsome, strong, powerful, and smart, even if it’s hidden under a ‘dorky’ image (i.e. Spider-man and Superman)”, But then she also goes on to say that “Woman are never given a ‘normal’ or even ‘dorky’ image, in each character they’re oversexualized.”
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Taylor TurbervilleApril 22, 2016 at 12:55 PM
Taylor Turberville
Longhany
ENC 1102
4 April 2016
Results/Discussion(post 2)

The participants also agree that much of the female representation is inaccurate or their character is seen as more menial than the male hero. Alice wrote in her survey that comics “often follow gender roles, leaving woman submissive and passive, and forcing them to have a sexy appeal at all times.” And Lily commented that “Most superhero movies/shows I’ve seen mostly portray the man as the strong, idealistic superhero. The woman is usually always the one who needs saving.” With such little representation we would hope that the female characters that we do have would be more empowered but we see that there are “not enough fully dressed female heroines” and a trend of “an abundance of female victims”. In this context we can see that many women are objectified and used as plot devices for the male hero in many cases, Rochelle eloquently write in her survey that female characters are “constantly reduced to their body or what they can provide for the male character”. The general consensus with all of the participants were about the same, all of the women in the study seemed to agree that we could “use more female representation” and “definitely more relatable female heroes”.

When asked to compare older works with newer works most participants, besides a few who couldn’t remember older works enough to compare, agreed that newer heroines seemed more “independent”, “self-empowered”, and with “better careers”. There is still the “damsel in distress” characteristic that still lingers in today’s comic book culture, but in all it seems we are moving away from the type of female character who “barely got any sort of character development besides being a love interest”. However, even though women are starting to become more powerful and better represented in newer works half of the participants still saw that women were become even more “sleazy” and they are “still drawn with obnoxious assets”. Alice agreed that she was starting to see “more complex characters who are more independent and powerful”, but she also said that the newer works “were definitely more sexualized with submissive personalities.” So even as we see progress in comic media with female character development the use of sexualized female images still demonstrates the problem of misrepresentation of women in comic books. The last question in the survey was a bonus question, it was mostly for fun but also because I wanted to see how women view themselves as superheroines. The images I saw were basic drawings that showed as little as stick people in power poses like the iconic Wonder Woman pose, running, or flying, one participant drew her-self flexing with really pronounced muscles. The ones that weren’t stick people and had clothes on showed fully clothed women in tights or running shorts and a shirt, one participant drew themselves in a cute skirt and tank-top. These images showed me a glimpse of how real women would dress if they were superheroes, and the way comic books are portraying their female characters does not represent this at all.
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Juan GamboaApril 22, 2016 at 3:22 PM
Barriers to Academic Success

The results in my study very much correlates to those done by Stableton and Soria from the University of Minnesota. Differences between non-first generation students and first generation students greatly varied on numerous categories presented throughout the interviews. Many of the first-generation students presented in my study showed a significant higher level in barriers such as: family responsibility, stressed/depressed, poor study skills, lack of parental support, inadequate English skills, sense of belonging, and job responsibilities. Although my small sample size of 20 students, all being culturally diverse, 10 being first-generation students, and rest being non-first generation students could only give me such limited results, it still provided a basic understanding of the struggles and barriers many first-generation students face on a daily basis. From the 10 first-generation students interviewed, an astonishing 7 admitted that financial struggles were their ultimate dilemma on their daily basis and was the primary cause for feeling depressed or their reason for not wanting to continue college due to the huge emotional stress that insecurity of school payment caused them. Compared to their counter part, only 2 of non-first generation students admitted to financial struggle in their household, which is a significant difference when compared between the two subjects. As Engle and Tinto have stated, parents who are not college graduates tend to lack knowledge in professional fields, making their earning potential minimal. As analysis of my results continued, a gap of job responsibilities quickly came into play. Six of the first-generation indicated working a minimum of 16 hours a week to support their daily basic needs, while only 3 of non-first generation worked part time, 2 of them insisting they had no obligations of working or required on their part. Throughout the interviews, a continuous pattern of the word “I” and “by myself” kept coming up regularly; bringing up my next category being parental support. Seven out of the 10 first-generation students reported not having full support from their parents, primary reason being that their parents cannot relate to any college experience. Only 1 of the non-first generation students said they did not receive much parental support due to his choice of major. The smallest gap between the two groups were visible in poor study skill category. Although many studies have proven first-generation students tend to have poor study skills when compared to non-first-generation, my results did not indicate a huge gap. Four of the ten first-generation students indicated having poor study skills, many times getting off tract or getting distracted by their surroundings, as compared to their counterparts, which only 3 non-first generation students admitted of having poor study skills.

Discussion

The results clearly suggest that compared to their counter parts, first-generation students tend to encounter obstacles that slowly deteriorate their academic success. The biggest differences encounters throughout the interviews were: job responsibilities, family obligations, depression/stress, poor English skills/writing, parental support, and sense of belonging.
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UnknownApril 22, 2016 at 3:48 PM
Chad Simmons
Professor Longhany
ENC 1102
04/22/16

Results (Part 1)
I sat down and talked concussions with former NFL standout tight end Lonnie Johnson. Johnson played 4 years at Florida State University, where he won a national championship, and then played 7 seasons in the National Football League (NFL). He spent 6 of those seasons playing for the Buffalo Bills. Lonnie can recall sustaining many concussions, but only one of which went ‘diagnosed’ (I put apostrophes around diagnosed because, as you’ll find out, it may not be exactly what you would think). The one he was referring to was when his Buffalo Bills were squaring off against the Green Bay Packers. Darren Sharper, one of “the hardest hitting safeties in the league” according to Johnson, leveled Johnson directly after he had caught a fake punt. Johnson was completely blindsided, and remained lifeless on the field for a couple of minutes while team staff members and trainers surrounded him. I asked Johnson how he felt the situation was handled. Johnson simply replied “poorly”. I was shocked to find out the details of what the team did with Johnson following his devastating blow. Johnson stated, “ At that time, they [the NFL] weren’t really forcing us [the players] to get diagnosed or evaluated”. After Johnsons was helped off the field and onto the team bench, the doctors, trainers, and coaching staff all abandoned him and returned their focus to the game. No doctor or trainer evaluated Johnson after the game, there were no concussion protocols he had to go thru or complete, and after the game Johnson simply went home as if it was just another day at work. Johnson stated that “at the time, nobody really knew a lot about concussions nor were they concerned with the potential effects of them”. Johnson recalls that in his additional concussion incidents he returned to play in each of those games. He remembers being “confused in the huddle” and even told me he was guilty of running 3 or 4 wrong plays in a row. “It was at that time” Johnson recalled, “that I knew something wasn’t right up there”. He also told me that “looking back now, I probably suffered at least 4 serious concussions”, and only one of which did he receive any kind of medical attention. The only reason Johnson did receive medical attention was not because of a potential concussion, but because he was unconscious on the field.
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UnknownApril 22, 2016 at 3:49 PM
(Part 2)
Once Johnson was conscious and aware enough to make it to the sideline, it was as if the entire Bills organization forgot about the hit and neglected his welfare. After all, there was a game to win, and shouldn’t that be more important than a player’s well being? Well not exactly, but at the time in which Johnson played that was just how it was. He wasn’t offended or concerned about his particular concussion mismanagement, but looking back he can see how things weren’t handled properly. A situation like this wouldn’t fly in today’s NFL. I asked Johnson if he felt that current rules, regulations, and guidelines are sufficient enough in making the game safer. Johnson stated that the NFL is doing “all the right things” and that they are going “above and beyond”. He believes that new rules are protecting players and the longevity of their careers. This answer was a bit shocking to me, considering Johnson grew up in a much different time then we are in now. Football was undoubtedly more rugged and “barbaric” as Johnson claimed. “Back then” Johnson stated, “you were taught to play until you absolutely couldn’t play any more, until they had to drag you off the field”. Prior to what most people may think about football players, however, most athletes, according to Johnson and his experiences, “just play aggressive but do not try to hurt other players”. He told me he thinks it is great not only what the NFL is doing, but also what all levels of football are doing in trying to make the game safer and give players a better understanding of how serious brain injuries can be. He thinks that showing players correct form and what damage can be done to someone’s head if hit hard enough will hopefully allow players to be safer, better players.
While I was on the subject of hard hits to the head and serious brain injuries, I asked Johnson if he was aware of Chronic Traumatic Encephalopathy (CTE) and its potential long-term effects on retired football players who sustained concussions throughout their career. Johnson was more than aware, considering he told me he believes he himself suffers from it already. While CTE can’t yet be diagnosed in living people, Johnson, and many more retired NFL players, have gone on the record saying they believe they have neurological defects of some kind from playing football. Johnson told me that he is “glad they are researching CTE” to try and learn more about the degenerative neurological disorder. Johnson stated that CTE could be “detrimental to the quality of life of a former football player”. While he is concerned with CTE, he seems to be at peace with where he is and by no means does he regret playing football his whole life. There was no doubt about that after Johnson brought up something I didn’t plan on talking about in my interview, but he was so passionate about the subject he wanted to tell me his views and beliefs.
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UnknownApril 22, 2016 at 3:49 PM
(Part 3)
Johnson told me he feels it is sad that so often the game of football gets a bad rep. He brought up how many parents in today’s society do not allow their kids to play football because of the risks involved in playing, even though the game is safer than it ever has been. Johnson told me “ although I know ultimately it is the parent’s decision to let their kid play football or not, I don’t see why they wouldn’t because there is risk involved. There are risks every day in life, but what is risk without reward?” Johnson brought up many powerful and eye-opening ideas that made me think differently about how the game is being viewed. Johnson told me, which I whole-heartedly believe, that “Football is a metaphor of life. Football is a metaphor for life. Football teaches many life lessons. Football builds character”. I’m sure anyone who has played the game could attest that statement. It is sad to think, after all of my incredible football memories that I have had in my short career, that a kid could be robbed of those opportunities because he isn’t aloud the play the game because of the risk involved. Johnson told me “almost everything in life that is enjoyable has risk involved. Football is no different than driving a car. It is dangerous, but you people don’t drive simply because it is dangerous”. I liked that metaphor a lot. Just like cars today, football is safer than it ever has been. While football is, and will always, remain “barbaric” at its core; the game is unquestionably getting safer. The social, political, and scientific press is putting so much negativity towards the game, while neglecting all the positives. Rather than deem football as unsafe and no good, why not look at all the things football has done for so many people. Football brings people together; it is a community. Football has the power to do so many incredible things, and has impacted the lives of millions of people for the better. The NFL is making strides in making the game safer, and trying to learn more about CTE. Our society needs to continue to keep people informed about concussions and how they can be prevented. While there may not ever be a direct solution to the concussion crisis, there are procedures and steps for all levels of football that can be taken in order to help prevent, reduce, and properly manage concussed players. In the meantime, more awareness needs to be brought to light about football player’s safety and welfare.

*** My results/ discussion isn’t 100% complete, as I am looking for another potential interviewee.
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UnknownApril 22, 2016 at 6:50 PM
Nicolas Iturregui
Professor Longhany
ENC 1102
4/22/2016

To evaluate what factors play into the alarming trend of coaches being fired after only a couple of seasons I found it best if I were to interview former and present coaches. I interviewed two coaches who have a substantial amount of knowledge when it comes to the sports of basketball and football. The first person I interviewed has been coaching basketball for over ten years and has been my basketball coach throughout my childhood, Dr. Tony Moya. He is also a very well known orthopedic surgeon in the South Florida region who has worked with many professional teams and athletes in the area. His expertise lies in the sport of basketball so we sat down and I got his opinion on his thoughts concerning the coaching turnover in the NBA and college basketball. Dr. Moya pointed out that the amount of coaches getting fired and hired so quickly is something that the higher levels of the sport have never experienced. Moya used the firing of Knicks former coach Derek Fisher as a prime example. Moya stated that, “it was mind boggling to find out coach D-Fish was fired after only two seasons at the helm working under his former legendary coach Phil Jackson”, he also mentioned that with Fishers familiarity with the triangle offense Jackson wanted to implement and the promising young core the Knicks had he should have gotten more leeway. Moya went on to point to the fact that more than ever there is an urgency to win and that whether you are coaching in a big or small exposure market can affect how much time you have to do so. Lastly, I asked Dr. Moya if racism was a big factor attributing to the growing coaching turnover rate. He stated, “I personally do not believe that racism plays any impact in a coaches firing, but lets not forget that there have been major cases of racism in the NBA like former Clippers owner Donald Sterling”.
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UnknownApril 22, 2016 at 7:14 PM
Belineda Bellune
Joseph Longhany
ENC 1102
22 April 2016

Results
After collecting all the surveys from 24 volunteers, the results demonstrated that many college students listen to music. In the study, a total of 24 students, where 21 were female and 3 of them were male, took a survey about music. From the survey, 91.67% of the volunteers listens to music on a daily basis and this shows that college students still finds time in their everyday lives to listen to music to fit the specific mood that they are currently in. There are multiple and different genres of music. Within the survey the respondents were given the opportunity to write down what genre of music they prefer to listen and give an explanation as to why. There were a majority of individuals who listens to Pop, Hip Hop, R&B, and Rock music and their reasoning were similar as to what they are feeling at the certain moment. There were also a couple of individuals who were open to listening to all different genres of music. Their responses as to why were specific to what genre they were referring to. For an example, an individual listens to Rap/Hip-Hop because of the beats and the wordplay within the song but also enjoys listening to the piano or classical music because of how it makes them concentrate easier while studying and getting work done. Many based their reasons as to why they listen to music on their mood and how they are feeling. One of the questions on the survey was “What type of music do you prefer to be relaxing?” And most of them found that Classical, Indie/slow pop, Jazz, and soft alternative to be relaxing while a few didn’t use music as a way to help relax. This shows that everyone reasons as to why they listen to music varies from task to task. Within the study, the results showed that 37.50% of individuals listens to music through other mediums such as Sound cloud and Pandora, 33.33% listen via ITunes, 20.83% listens by Radio stations, and 8.33% listens to music by CDs. This shows that they are other different ways people get and listens to music. Before, many individuals would by Tapes and CDs to listen to their specific artist or genre of their choice. While now, an individual listens to music through online radio stations and apps that they can have on the go. These new ways of listening to music is also how many individuals find music that they enjoy listening to. Many of the volunteer chooses their music based on the moods that they are in, the meaning of the lyrics and how it relates to them, and through recommendations from friends, Pandora, Spotify, and from YouTube. This shows that many people have a specific genre or artist who they listen to and they are not afraid to listen to recommendations or suggestions of music from their friends and the media around them. They are open to a wide range of music that may peak their interest and can be potentially added to their list of genres of music they enjoy listening to. The results from this survey shows that even though students who are college are busy all the time, they are able to find time and dedicate it to listening to music and finding more genres of music that they can listen to on a regular basis. It shows that music is still important to them in their daily lives.
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UnknownApril 22, 2016 at 7:48 PM
Faiyaz Alam
Professor Joseph Longhany
ENC 1102
4/22/16
Results
The results in my study correlates with those recorded from the research done by Loftus and Palmer in 1974, thus proving my hypothesis wrong. I predicted that, if the study is replicated, different results would be seen due to the evolution of our society over decades. Studies done decades ago by well know psychologists like Loftus and Palmer on the effect of language on memory showed that using leading verbs/adverbs/adjectives on a question does change an individual’s response. As the focus of my research was to see if today (after four decades) the results will still correlate with the sample population because our society has evolved to less individualistic one and more shared culture and language. As language and culture are external factors in the study of framing a question, sharing language and culture in modern day can give different results than those of the original study. As I interviewed 20 University of Central Florida students, institution known to be one of the most diverse in nation, it was found out that being in a diverse society (shared culture/language) does change the results of the original studies. In my study, I split the 20 participants into 5 groups of 4 students in each and each group was asked the same question but with 5 different leading verbs (smashed/collided/contacted/hit/bumped). Response recorded from the first group with the verb “smashed” had an average estimation of speed 83 mph. Response recorded from the second group with the verb “collided” had an average estimation of speed 80 mph. Response recorded from the third group with the verb “contacted” had an average speed of 82 mph. Response received from the fourth group with the verb “hit” had an average estimation of speed 81 mph. And lastly, the response recorded from the fifth group with the verb “bumped” had an average estimation of speed 79 mph. The estimation of speeds recorded from the original study were lower than the estimation of speeds recorded from my research study, however unlike to the original study, the estimation of speeds from each group on the replicated study were closer to the mean. Even though the estimation recorded from each group is not different from each other to a larger range but it can still be seen that verb “smashed” had higher estimation whereas verb “bumped” had lower estimation.
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UnknownApril 22, 2016 at 7:55 PM
Amber Thomas
Professor Longhany
April 11, 2016
ENC 1102
Results
After collecting data from all five participants, the results did not come as a surprise. Before viewing the three different ads individually, the participants were asked if they were familiar with the topic of animal testing. Three out of the five volunteers said no, they had no previous knowledge regarding the subject. The other two claimed they knew some information about it but not enough to have a strong opinion for or against the practice. Their answers to this question helped me decipher whether having any background knowledge of the subject might influence which ad would impact them the most.
The results of the study I conducted were absolutely what I was expecting. My survey/focus group proved that the most persuasive type of animal testing campaigns are those that use graphic and disturbing footage of what happens to the creatures in the process of testing. However, the results were not unanimous, considering that all of the test subjects did not vote the same in the survey when asked, “Which of the campaigns you just viewed affected you the most and why?” As expected, the participants that had slim to no background knowledge on the matter chose the campaign that displayed disturbing footage of the animals. One of the participants that claimed they knew some information on animal testing also voted for the disturbing campaign as the most effective. The outlier in my results was the participant that voted for the ad that laid out statistics and data about the animals that are tested on and the damage that they experience. This participant had been one of the two that had prior knowledge of the topic.
Due to this factor, I believe the prior knowledge that the volunteer might have retained could have affected the way in which they voted. Having previous information relevant to the topic could affect the sensitivity of the brain to disturbing or pleasing factors, as in the other two categories of advertisements. These results are not to say that each of the campaign approaches can be effective in reaching out to others to convince them to jump on the bandwagon and end animal testing. The full list of survey questions and answers can be found in the graphics below.
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Daniel GioffreApril 22, 2016 at 8:40 PM
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Daniel GioffreApril 22, 2016 at 8:43 PM
Daniel Gioffre
Professor Longhany
ENC 1102
4/22/16

Results
Using content analysis with a focus group I found in my research that offensive production had increased during the steroid era. Now there was not a drastic difference in offensive production but the numbers show that the steroid era had the highest offensive production. The batting average, RBIs, slugging percentage, hits, and homeruns were all higher. Number of homeruns and RBIs were the groups that changed the most. In the pre steroid era group there was an average of 37 homeruns, in the steroid era group there was an average of 47 homeruns, and in the post steroid era group there was an average of 40. For the RBIs the pre steroid era had an average of 114, the steroid era had an average of 134, and the post steroid era had an average of 119. To see the full results from the research, look at the graphs below.
Pre-Steroid Era
1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 Total avg
Batting Avg
0.327 0.33 0.34 0.324 0.325 0.32 0.325 0.325 0.34 0.355 0.339 0.332
Slugging %
0.545 0.531 0.588 0.54 0.539 0.552 0.546 0.552 0.6 0.663 0.62 0.573
Hits
204 209 198 195 198 189 198 194 194 150 182 191
Home Runs
35 40 41 32 35 37 35 35 40 36 40 37
RBI
117 113 120 110 111 114 116 113 120 101 117 114

Steroid Era
1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 Total Avg
Batting Avg
0.341 0.342 0.336 0.343 0.35 0.337 0.336 0.335 0.342 0.324 0.339
Slugging %
0.64 0.62 0.633 0.638 0.66 0.677 0.635 0.633 0.636 0.598 0.637
Hits
210 198 205 203 207 204 200 205 211 201 204
Home Runs
47 45 52 49 45 53 45 44 43 44 47
RBI
141 133 143 140 138 139 126 127 128 129 134

Post-Steroid Era
2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Total Avg
Bating Avg
0.336 0.34 0.33 0.334 0.327 0.329 0.325 0.324 0.322 0.322 0.329
Slugging %
0.627 0.61 0.582 0.582 0.591 0.571 0.572 0.56 0.552 0.573 0.582
Hits
207 209 195 201 192 202 196 192 191 190 198
Home Runs
46 41 38 41 38 41 40 37 35 42 40
RBI
130 129 125 122 117 115 115 115 107 113 119

Discussion/Conclusion
From the research we can conclude that performance enhancing drugs definitely played a role in the increased offensive production. One thing we cannot conclude is that PEDs were the only reason why offensive production increased. For example, there could have been better workout programs for the players. Overall we can conclude that the offensive production increased and that the increased offensive production helped Major League Baseball.
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UnknownApril 22, 2016 at 8:45 PM
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Kevin HackerApril 23, 2016 at 12:42 PM
Results
Through textual analysis of what my three participants stated in the online chat room, I am able to conclude that peoples real world identities do change due to the application of VR in a virtual environment, but I am not sure if these changes are permanent. When asked about identity projection in the game, all three of the Second Life (SL) players who I interviewed believed that SL provided them with the necessary means to effectively communicate an online identity to the outside world. In contrast though, one of them didn’t believe that his personal identity had changed over his time in second life. The other players felt that playing SL actually taught them how to be “more outgoing” in real life, and they felt that it was much different than how they used to be before second life.
Interestingly, all three participants believed that their outlook on relationships changed due to playing second life. When asked about relationships, participant 1 stated “I have learned how to be more open and normal when talking to girls. Before the game, I used to be really shy and not have much to say when I talked to them, but now I’ve learned to just go for it and not worry about what they might think of me.” The other participants responded in a similar vein, all being somewhat shy and growing out of that through second life. This question also relates to the self-esteem question, where participants were asked if and how their self-esteem has changed due to playing SL. Two of the participants felt that their self-esteem was raised by playing second life, making one “realize” some of her greater personal qualities. The other one felt shy before second life, and still feels shy in real life after playing the game.
All of the participants felt that their personalities were different online rather than offline. Online, they felt more open and free to express their inner personalities and ideas, a mindset that is in line with Gees projective identity. When asked how they display this personality, the general consensus was the way they behaved and the way they dressed was “different than [their] offline self.” One of the players went so far as to state “When I do not agree with someone online I will say something, but offline I still feel slightly held back”. Some traces of John Suler’s Online Disinhibition effect come into play here, people feeling more open to disagree with people when online.
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UnknownApril 24, 2016 at 6:07 PM
Aubree Marden
Professor Longhany
ENC 1102
April 22, 2016

Results

What I found in my study is that relationships are affected by technological outlets more than people understand, and most couples are completely unaware. The couples who did not consistently partake in social media had exponentially stronger trust boundaries than those who do. The couples who frequently partake in multiple social media outlets, had an increase of arguments, paranoia of fidelity, and argued over smaller issues more. In each category the couple who minimally participates in social media will be labeled “Couple A”, and the couple with strong participation in technological outlets will be labeled “Couple B”.
In both of my couples who have recently started dating, the issues were minimal. Couple A showed low to no issues, and seemed overwhelmingly infatuated with each other, more commonly known as the “honeymoon stage”. Couple B showed no issues with trust and fidelity, but mild issues with cellphone usage and lack of attention when together. The differences were minor and both couples scored below a 20 on the ranking portion of the interview, meaning their likeliness to split over social and technological issues is highly unlikely.
The couples who have already broken up had drastic differences in their results. Couple A had a mutually forgiving relationship and were able to talk to each other respectively, while Couple B had issues post break up because of disrespectful usage of social media accounts. Both couples spoke of their issues while together, but couple A scored a 25 on the ranking portion, while Couple B scored a 50. These results do not imply that social media always affects break ups, but that the possibility of creating issues even once the relationship has ended increases exponentially.
For the couples who have been together for a while, the results drastically opposed what was expected prior to research. Couple A had multiple issues of trust and fidelity even without the aspect of technological advancements, while Couple B also had multiple instances of trust and communication problems. Both expressed their issues were more prominent with specific individuals outside of their partnership as opposed to a general fear of infidelity. Couple A scored a 45, and Couple B closely followed with a 55. Prior to research, it was expected to have larger gaps and differences in relational status, but the differences were slim.
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UnknownApril 24, 2016 at 6:43 PM
Post 1

Tyler Henry
Professor Joseph Longhany
ENC 1102
April 21, 2016

Through a series of survey questions, I received a total of 66 individual responses to determine how satisfied college students are with their long- distance relationships and what benefits they believed they could gain from it. Out of the 66 responses, 39 of them were from individuals in long- distance relationships and 27 of them from geographically- close relationships. My results suggest that long- distance relationships can help individuals learn how to trust each other. Out of all 27 GCR responses only 1 individual claimed to gain trust in their relationship while trust was a common denominator in most LDR responses. Another common benefit gained in LDR individuals but not GCR individuals was communication skills. This information shows that the different relationship types can produce different benefits for the individuals involved in them. From my survey responses, 4 individuals were interviewed (2 in LDR’s and 2 in GCR’s) and their answers to my interview questions showed the same results regarding the benefits/ skills gained. The purpose of the interview was to get a more in- depth response on how satisfied individuals were with their relationship type and why they felt they gained certain benefits. The 2 individuals in a LDR both said to gain trust and appreciation for their partner. Both individuals in a GCR said to learn how to manage money. When it comes to the satisfaction levels of long- distance relationships, the results showed that individuals are satisfied with how they feel with their relationship. However, many individuals admitted to not being completely satisfied with the communication in their relationship. The results were very similar to those of geographically- close relationships. It was also shown that about 31% of individuals in LDR have had thoughts of regret about their relationship. Only about 15% of GCR’s reported having some thoughts of regret. These results show that long- distance relationships can have unique benefits to the individuals involved in them and that majority of college students are satisfied with their relationship despite the type of relationship they are in.
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