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<abstract_info>
  <abstract>
  <number>1</number>
  <title>Quantifying ergosterol from forest soil as an indicator of amount of mycorrhizal fungi</title>
  <group>500</group>
  <authors>
    <author>
      <fname>Mariana</fname>
      <mname>M</mname>
      <lname>Iskander</lname>
      <suffix></suffix>
    </author>
    <author>
      <fname>Natalie</fname>
      <mname></mname>
      <lname>Barratt</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Natalie</fname>
      <mname></mname>
      <lname>Barratt</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>At Holden Arboretum research focuses on how various stresses affect forest ecosystems and the plants in them. Soil samples taken from Holden’s Beech-Maple Forest were analyzed to quantify the amount of mycorrhizal fungus. Mycorrhizae benefit trees, particularly under stress conditions.  Various methods were tried until a successful method was found for this analysis. Using High performance liquid chromatography, 60 soil samples were analyzed for the fungal marker, ergosterol. Amounts of ergosterol were calculated based on a standard curve of pure compound. Data was sent to Holden Arboretum for further analysis and comparison with molecular data generated at Holden on mycorrhizal species diversity in the soils analyzed. The long term contribution of these data will be an understanding of the effect of mycorrhizae on the beech-maple forest and their relationship to other conditions such as soil quality. </abstract>
  <department>BIO</department>
  <course_number>Independent Study</course_number>
  <keywords>
  </keywords>
  <email>miskande@bw.edu</email>
  <phone>216-408-3174</phone>
  </abstract>
  <abstract>
  <number>2</number>
  <title>NG2 expression patterns and regulation of oligodendrogenesis and/or osteogenesis</title>
  <group>500</group>
  <authors>
    <author>
      <fname>Brian</fname>
      <mname>S</mname>
      <lname>Morningstar</lname>
      <suffix></suffix>
    </author>
    <author>
      <fname>Jacqueline</fname>
      <mname>K</mname>
      <lname>Morris</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jacqueline</fname>
      <mname>K</mname>
      <lname>Morris</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>
NG2 is a transmembrane proteoglycan expressed by oligodendrocyte precursor cells, which differentiate into the myelinating cells of the central nervous system. NG2 is located within the extracellular matrix and functions as a signaling molecule between cells. NG2 is first expressed at 13 hpf within the anterior portions of the myotomes in zebrafish (Danio rerio) as well as within mesodermal placodes, which differentiate into the jaw. In order to determine the full length sequence of the NG2 gene, cDNA was amplified through RNA Ligase Mediated Rapid Amplification of cDNA Ends (RLM-RACE). RLM-RACE is commonly used to amplify full length mRNA molecules using adaptors anchored to the 5’ portion of the transcript. A reverse transcriptase (Omniscript) produced cDNA from 24 hpf zebrafish RNA.  Gene specific primers were used in conjunction with 3’ and 5’ RACE outer primers (complimentary to adaptor) to amplify the ends of the NG2 message through a PCR reaction. 3’ and 5’ DNA strands were inserted into plasmids through a TOPO cloning reaction.  Plasmids will be sequenced to determine the 5’ and 3’ ends of the NG2 transcript.
</abstract>
  <department>BIO</department>
  <course_number>Independent Study</course_number>
  <keywords>
    <keyword>oligodendrogenesis</keyword>
    <keyword>zebrafish</keyword>
    <keyword>osteogenesis</keyword>
  </keywords>
  <email>bmorning@bw.edu</email>
  <phone>330-495-7466</phone>
  </abstract>
  <abstract>
  <number>3</number>
  <title>Determining an immunocytochemistry protocol to detect axons in Zebrafish mutants with alterations in myelination</title>
  <group>500</group>
  <authors>
    <author>
      <fname>Shaili</fname>
      <mname></mname>
      <lname>Shah</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jackie</fname>
      <mname></mname>
      <lname>Morris</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>Axons carry electrical impulses from the neuron cell body to the presynaptic terminals. The myelin sheath insulates axons, allowing nerve impulses to travel faster along the axons. Four zebrafish mutant lines obtained through insertional mutagenesis at MIT have alterations in myelin. Immunocytochemisty with antibodies to acetylated tubulin and ZNP1 were used to determine if alterations in myelination detected in the four mutants were due to a change in the axonal pattern.  Primary antibody was added to fixed 24 hour post fertilization embryos in the experimental groups. Biotinylated secondary antibody which binds to the primary antibody was incubated with both control and experimental embryos. Finally, an avidin molecule conjugated to the peroxide enzyme was used to amplify the signal. Background stain was observed in both the control and experimental groups, which made it difficult to determine differences in axonal staining patterns.</abstract>
  <department>BIO</department>
  <course_number>Independent Study</course_number>
  <keywords>
    <keyword>zebrafish</keyword>
    <keyword>axons</keyword>
    <keyword>myelination</keyword>
    <keyword>immunocytochemistry</keyword>
  </keywords>
  <email>sshah@bw.edu</email>
  <phone></phone>
  </abstract>
  <abstract>
  <number>4</number>
  <title>The Impact of White-Tailed Deer (Odocoileus virginianus) Herbivory on Biodiversity of Interior and Edge Plots of Two Types of Forest Landscapes</title>
  <group>300</group>
  <authors>
    <author>
      <fname>Katie</fname>
      <mname></mname>
      <lname>Hertzel</lname>
      <suffix></suffix>
    </author>
    <author>
      <fname>Rena</fname>
      <mname></mname>
      <lname>Flamenbaum</lname>
      <suffix></suffix>
    </author>
    <author>
      <fname>Amy</fname>
      <mname></mname>
      <lname>Manzo</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Michael</fname>
      <mname></mname>
      <lname>Melampy</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>	This study explores the impact of herbivory by white-tailed deer (Odocoileus virginianus) in different landscapes: one dominated by continuous forest, the Allegheny National Forest in Pennsylvania, and the other dominated by a fragmented forest in residential areas, the Cleveland Metroparks in Ohio.  We measured the impact of deer herbivory on plant species diversity, the percent ground coverage, and vertical foliage distribution in forest plots.  We found significant differences for number of species per unit area between Ohio interior and exterior plots (p&lt;.001), as well as between Pennsylvania interior and edge plots (p&lt;2.13x10^-6).  The data show that Ohio had greater species diversity in both plot types compared to Pennsylvania plots.  The foraging height data revealed no significant difference between interior and exterior Ohio plots, but there was a difference in Pennsylvania (p&lt;.005).  Our data suggest that a higher deer density does not necessarily reduce biodiversity. </abstract>
  <department>BIO</department>
  <course_number>313</course_number>
  <keywords>
    <keyword>deer</keyword>
    <keyword>forest regeneration</keyword>
    <keyword>biodiversity</keyword>
  </keywords>
  <email>rflamenb@bw.edu</email>
  <phone></phone>
  </abstract>
  <abstract>
  <number>5</number>
  <title>Macroinvertebrates as Indicators of Water-quality: a Comparison of Pennsylvania and Ohio</title>
  <group>300</group>
  <authors>
    <author>
      <fname>Michele</fname>
      <mname>E</mname>
      <lname>Nelson</lname>
      <suffix></suffix>
    </author>
    <author>
      <fname>Brett</fname>
      <mname>D</mname>
      <lname>Uetrecht</lname>
      <suffix></suffix>
    </author>
    <author>
      <fname>Mallory</fname>
      <mname></mname>
      <lname>Hoffman</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Micheal</fname>
      <mname></mname>
      <lname>Melampy</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>This study looked at a stream quality using macroinvertebrates as indicators in the Allegheny National Forest in Pennsylvania and the Rocky River in Ohio.  Macroinvertebrates were collected from ten different riffles from both bodies of water.  After analyzing the results showed a significant difference in number of organisms and species richness between the two sites. In Ohio, there were 348 pollution tolerant macroinvertebrates found and 165 found in the Allegheny National Forest. In the Allegheny National Forest, there were 343 pollution sensitive
macroinvertebrates found, and none were found in Ohio. The stream in Allegheny National Forest had a higher species richness and a higher overall number of indicator species of macroinvertebrates.  From this it can be concluded that the stream in the Allegheny National Forest was of much better water quality than that of the one in Ohio, due to the effects
of higher urbanization in Ohio.
</abstract>
  <department>BIO</department>
  <course_number>313</course_number>
  <keywords>
  </keywords>
  <email>mnelson@bw.edu</email>
  <phone>(513)314-577</phone>
  </abstract>
  <abstract>
  <number>6</number>
  <title>A Comparison of Fungal Diversity in Fragmented and Continuous Forests</title>
  <group>300</group>
  <authors>
    <author>
      <fname>Sarah</fname>
      <mname></mname>
      <lname>Frischman</lname>
      <suffix></suffix>
    </author>
    <author>
      <fname>Keith</fname>
      <mname></mname>
      <lname>Hanson</lname>
      <suffix></suffix>
    </author>
    <author>
      <fname>Melissa</fname>
      <mname></mname>
      <lname>Vaccarino</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Michael</fname>
      <mname></mname>
      <lname>Melampy</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>Fungi are key decomposers that are integral to the release of nutrients from dead organic matter to the environment.  Although many studies have examined the negative effects of forest fragmentation on plant and animal species, there has been little research on the effects of forest fragmentation on fungi.  This experiment was designed to assess the differences in macrofungal diversity (species richness and evenness) in fragmented and continuous forests.  We also examined environmental variables that may influence these differences.  Fungal inventories were conducted on fallen logs in Cuyahoga County OH (fragmented) and Warren County, PA (continuous) in order to assess diversity.  Diversity was calculated using the Shannon Index.  Shannon scores were 0.94 for PA and 0.43 for OH (using LOG10).  Macrofungal diversity was found to be significantly greater in the continuous forest.</abstract>
  <department>BIO</department>
  <course_number>313</course_number>
  <keywords>
    <keyword>fungi</keyword>
    <keyword>diversity</keyword>
    <keyword>forest fragmentation</keyword>
  </keywords>
  <email>khanson@bw.edu</email>
  <phone>440-532-9327</phone>
  </abstract>
  <abstract>
  <number>7</number>
  <title>A Comparison of Invertebrate Diversity in Ohio and Pennsylvania</title>
  <group>300</group>
  <authors>
    <author>
      <fname>Derek</fname>
      <mname>M</mname>
      <lname>Booth</lname>
      <suffix>Mr.</suffix>
    </author>
    <author>
      <fname>Steven</fname>
      <mname>D</mname>
      <lname>Mong</lname>
      <suffix>Mr.</suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Michael</fname>
      <mname></mname>
      <lname>Melampy</lname>
      <suffix>Mr.</suffix>
    </instructor>
  </instructors>
  <abstract>Forest fragmentation has been shown to lower biodiversity of invertebrates due to habitat changes.  Fallen logs provide invertebrates with a suitable habitat to live, nest, feed, and seek protection.  Invertebrate diversity and abundance has been identified with broad outlines, but the effect of forest fragmentation on invertebrate diversity has not been demonstrated.  To make a full diversity comparison of invertebrate species richness and evenness, fallen American Beech logs were sampled in two forests, the Alleghany National Forest in Pennsylvania and the Berea Metroparks in Ohio.  Invertebrates were collected and identified from logs of three distinct decay classes.  Total Class number was equal between the two forests, but the fragmented Ohio forest did show a single dominant Class, C. Malacostraca (pi=0.446).  The continuous Pennsylvania forest represented a highly diverse and evenly distributed community of invertebrates, while fragmentation impacted the species evenness of the invertebrates found on the logs in Ohio. </abstract>
  <department>BIO</department>
  <course_number>313</course_number>
  <keywords>
  </keywords>
  <email>smong@bw.edu</email>
  <phone>8146571712</phone>
  </abstract>
  <abstract>
  <number>8</number>
  <title>Improving Accuracy and Precision of Measurement of Thermal Expansion using Michelson Interferometer</title>
  <group>300</group>
  <authors>
    <author>
      <fname>Nathan</fname>
      <mname>R</mname>
      <lname>Carll</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Peter</fname>
      <mname></mname>
      <lname>Hoekje</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>A Michelson Interferometer was used to measure the thermal expansion of a steel rod when heated. Following an initial error in a preliminary experiment this semester of 180% the accuracy and precision of the experiment were improved by changing the way the steel was heated, the manner in which the fringes were counted, and the distance from the Michelson Interferometer to the screen where the fringes were projected.  Using this method should result with a percent uncertainty of 3.58 % if the data follows Gaussian Distribution.  Results of 1.4% error were achieved using the new method when compared with the accepted value of the coefficient of thermal expansion for steel.

</abstract>
  <department>PHY</department>
  <course_number>312</course_number>
  <keywords>
    <keyword>michelson interferomter</keyword>
    <keyword>thermal expansion</keyword>
    <keyword>steel</keyword>
  </keywords>
  <email>ncarll@bw.edu</email>
  <phone>814-671-0586</phone>
  </abstract>
  <abstract>
  <number>9</number>
  <title>The Michelson Interferometer Used to Measure the Coefficient of Thermal Expansion</title>
  <group>300</group>
  <authors>
    <author>
      <fname>Meghan</fname>
      <mname>L</mname>
      <lname>Black</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Peter</fname>
      <mname></mname>
      <lname>Hoekje</lname>
      <suffix></suffix>
    </instructor>
    <instructor>
      <fname>Sam</fname>
      <mname></mname>
      <lname>Stansfield</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>	The Michelson Interferometer is a useful tool for measuring very small changes in distance.  The changing distance is related to the shifting fringes from light to dark to light multiplied by the wavelength of the light source divided by two.  The Michelson Interferometer was used to measure the coefficient of thermal expansion (CTE) for steel, ATJ graphite, and brass.  A substance with original length Li  expands a length dL for some temperature change dT.  The CTE=dL/(dT*Li).  Metal rods were heated with heating wire coiled around the metal, which caused the fringes to shift.  The CTE was calculated using CTE=(dN*l/2)/dT*Li).  The measured CTE for steel was 11.3*10-6(°C-1 ) with and uncertainty of .5%.  The reference value is 11*10 -6(°C-1 ), therefore the measured results agree with the reference value within 2.7%.  The CTE measured value for the graphite rod was 8.94*10-6(°C-1 ) with a reference value of 2.3-2.8*10-6(°C-1 ). </abstract>
  <department>PHY</department>
  <course_number>312</course_number>
  <keywords>
    <keyword>michelson interferometer</keyword>
    <keyword>thermal expansion</keyword>
    <keyword>cet</keyword>
    <keyword>steel</keyword>
  </keywords>
  <email>mlblack@bw.edu</email>
  <phone>(814)758-427</phone>
  </abstract>
  <abstract>
  <number>10</number>
  <title>Measuring the Speed of Light</title>
  <group>300</group>
  <authors>
    <author>
      <fname>James</fname>
      <mname></mname>
      <lname>Wochele</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Peter</fname>
      <mname></mname>
      <lname>Hoekje</lname>
      <suffix></suffix>
    </instructor>
    <instructor>
      <fname>Sam</fname>
      <mname></mname>
      <lname>Stansfield</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>The speed of light plays a fundamental role in the fields of optics, electromagnetism, communication, and relativity.  Accurate measurements were first made 145 years ago, obtaining the value of 2.99792458 x 108 m/sec.  These precise measurements were perfected using Foucault’s improvement of Fizeau’s method.  The Foucault Method uses a light beam that is directed toward a quickly rotating mirror which reflects the light to a distant mirror and back.  By the time the light travels away and back to the rotating mirror, the light finds the mirror at a different angle than it was first reflected.  Replicating this experiment involves the challenges of lining up the components (the light source, two lenses, beam splitter, and rotating mirror) and choosing the correct lenses and their distance from each other so the slight angle change in the mirror (measured in milliradians) can be used to determine the speed of light.</abstract>
  <department>PHY</department>
  <course_number>312</course_number>
  <keywords>
    <keyword>speed</keyword>
    <keyword>of</keyword>
    <keyword>light</keyword>
  </keywords>
  <email>jwochele@bw.edu</email>
  <phone>216-401-3337</phone>
  </abstract>
  <abstract>
  <number>11</number>
  <title>The Michelson Interferometer Used to Measure the Coefficient of Thermal Expansion</title>
  <group>300</group>
  <authors>
    <author>
      <fname>Meghan</fname>
      <mname>L</mname>
      <lname>Black</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Peter</fname>
      <mname></mname>
      <lname>Hoekje</lname>
      <suffix></suffix>
    </instructor>
    <instructor>
      <fname>Sam</fname>
      <mname></mname>
      <lname>Stansfield</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>The Michelson Interferometer is a useful tool for measuring very small changes in distance.  The changing distance is related to the shifting fringes from light to dark to light multiplied by the wavelength of the light source divided by two.  The Michelson Interferometer was used to measure the coefficient of thermal expansion (CTE) for steel, ATJ graphite, and brass.  A substance with original length Li  expands a length dL for some temperature change dT.  The CTE=dL/(dT*Li).  Metal rods were heated with heating wire coiled around the metal, which caused the fringes to shift.  The CTE was calculated using CTE=(dN*wavelength/2)/dT*Li).  The measured CTE for steel was 11.3*10^-6(1/&#176C ) with and uncertainty of &#177.5%.  The reference value is 11*10^-6(1/&#176C ), therefore the measured results agree with the reference value within 2.7%.  The CTE measured value for the graphite rod was 8.94*10-6(1/&#176C ) with a reference value of 2.3-2.8*10-6(1/&#176C). </abstract>
  <department>PHY</department>
  <course_number>312</course_number>
  <keywords>
    <keyword>michelson interferometer</keyword>
    <keyword>cte</keyword>
    <keyword>thermal expansion</keyword>
    <keyword>steel</keyword>
  </keywords>
  <email>mlblack@bw.edu</email>
  <phone>814-758-4273</phone>
  </abstract>
  <abstract>
  <number>12</number>
  <title>Multiplex holograms</title>
  <group>300</group>
  <authors>
    <author>
      <fname>Dallis</fname>
      <mname>G</mname>
      <lname>Conrad</lname>
      <suffix>III</suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Peter</fname>
      <mname></mname>
      <lname>Hoekje</lname>
      <suffix>III</suffix>
    </instructor>
  </instructors>
  <abstract>In a multiplex hologram, two different images can be viewed depending on the angle of the film. In an ordinary photograph, the light patterns are recoded on the film in a 2-dimenisional image. A hologram records not the image itself, but the interference fringes created by the phase and the amplitude of light coming from the illuminated object. When re-illuminated, it reconstructs the full light field and a 3-D image is seen. A variety of reflection holograms, viewable in white light, will be demonstrated.</abstract>
  <department>PHY</department>
  <course_number>312</course_number>
  <keywords>
    <keyword>multiplex holograms</keyword>
    <keyword>reflection holograms</keyword>
  </keywords>
  <email>dconrad@bw.edu</email>
  <phone>3307223206</phone>
  </abstract>
  <abstract>
  <number>13</number>
  <title>An investigation into light fringes in water</title>
  <group>300</group>
  <authors>
    <author>
      <fname>Myron</fname>
      <mname></mname>
      <lname>Chin</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Samuel</fname>
      <mname></mname>
      <lname>Stansfield</lname>
      <suffix></suffix>
    </instructor>
    <instructor>
      <fname>Peter</fname>
      <mname></mname>
      <lname>Hoekje</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>There have been observations of dark and light patterns on the surface of calm flowing water.   If the dark and light patterns are interference fringes, the interference would be caused by reflected light waves interfering with each other.  To investigate, various experimental setups were designed to create a smoothest flow of water (near laminar flow) with a controlled source of light.  The calm flowing water was subjected to various positions of light source to evaluate their effects on the dark and light patterns.   The dark and light patterns were found, but the effects of reflection interference, refraction, and possible small ripple effects made the cause of the dark and light fringes indistinguishable.</abstract>
  <department>PHY</department>
  <course_number>312</course_number>
  <keywords>
    <keyword>laminar</keyword>
    <keyword>interference</keyword>
    <keyword>water</keyword>
  </keywords>
  <email>mchin@bw.edu</email>
  <phone>4405032683</phone>
  </abstract>
  <abstract>
  <number>14</number>
  <title>Solar cell Charecteristics</title>
  <group>300</group>
  <authors>
    <author>
      <fname>Charod</fname>
      <mname></mname>
      <lname>Hale</lname>
      <suffix>CH</suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Peter</fname>
      <mname></mname>
      <lname>Hokje</lname>
      <suffix>CH</suffix>
    </instructor>
  </instructors>
  <abstract>
Solar cell Characteristics

Abstract

	Different experiments were used to evaluate the characteristics of solar cells. First a varying load resistance was applied to an illuminated solar cell. The peak power output was .0041 mW at a load resistance of 2300 ohms. The irradiance (power/area) of the illuminating light was measured in order to determine the cells efficiency. Finally the band gap energy of the silicon p-n junction was interpreted from measurements of the current versus the voltage of the non-illuminated solar cell.

</abstract>
  <department>PHY</department>
  <course_number>312</course_number>
  <keywords>
    <keyword>band gap</keyword>
    <keyword>irradiance</keyword>
    <keyword>solar cell</keyword>
    <keyword>peak power output</keyword>
  </keywords>
  <email>chale@bw.edu</email>
  <phone>4402604136</phone>
  </abstract>
  <abstract>
  <number>15</number>
  <title>Zeeman Effect</title>
  <group>300</group>
  <authors>
  </authors>
  <instructors>
  </instructors>
  <abstract>When an electric current passes through a gas, it excites the atoms in the gas. Excited atoms have higher energy levels than unexcited atoms.  As they fall back down to the favored low energy levels they give off light.  This light comes out in discrete packets called photons.  The colors and energies of the photons depend on the specific energy levels involved.   A monochromator acts like a prism sorting the light into a spectrum (rainbow), detecting the separate bright bands of colors of the emitted photons. 

Applying a magnetic field slightly changes the energy levels and in turn the color of the emitted photons. The result is a splitting or broadening of the band of color known as the (anomalous) Zeeman Effect. The predicted splitting of the hydrogen red line proved to be below the resolution of the monochromator but some broadening was observed with a 300 militesla magnetic field.
</abstract>
  <department>PHY</department>
  <course_number>312</course_number>
  <keywords>
  </keywords>
  <email>lwolff@bw.edu</email>
  <phone>216-406-7108</phone>
  </abstract>
  <abstract>
  <number>16</number>
  <title>Zeeman Effect</title>
  <group>300</group>
  <authors>
    <author>
      <fname>Linda</fname>
      <mname></mname>
      <lname>Wolff</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Peter</fname>
      <mname></mname>
      <lname>Hoekje</lname>
      <suffix></suffix>
    </instructor>
    <instructor>
      <fname>Sam</fname>
      <mname></mname>
      <lname>Stansfield</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>When an electric current passes through a gas, it excites the atoms in the gas. Excited atoms have higher energy levels than unexcited atoms.  As they fall back down to the favored low energy levels they give off light.  This light comes out in discrete packets called photons.  The colors and energies of the photons depend on the specific energy levels involved.   A monochromator acts like a prism sorting the light into a spectrum (rainbow), detecting the separate bright bands of colors of the emitted photons. 

Applying a magnetic field slightly changes the energy levels and in turn the color of the emitted photons. The result is a splitting or broadening of the band of color known as the (anomalous) Zeeman Effect. The predicted splitting of the hydrogen red line proved to be below the resolution of the monochromator but some broadening was observed with a 300 militesla magnetic field.
</abstract>
  <department>PHY</department>
  <course_number>312</course_number>
  <keywords>
    <keyword>zeeman effect</keyword>
    <keyword>monochromator</keyword>
    <keyword>hydrogen</keyword>
  </keywords>
  <email>lwolff@bw.edu</email>
  <phone>216-406-7108</phone>
  </abstract>
  <abstract>
  <number>17</number>
  <title>Holographic Interferometry</title>
  <group>300</group>
  <authors>
    <author>
      <fname>Joseph</fname>
      <mname>G</mname>
      <lname>Fairley</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Peter</fname>
      <mname></mname>
      <lname>Hoekje</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>Holographic interferometry is a technique that creates a hologram in which extremely small deflections of an object can be captured.  In making a hologram, a laser illuminates an object through a piece of film and light reflected from the object returns to the same film.  After developing, the film is reilluminated with white light and a three-dimensional image of the object is seen. For an interferogram, the film must be double exposed, once with the resting object and another time with stress added to the object.  The change in the object after the stress is applied will appear on the hologram as a pattern of black lines.  Changes in the object as small as a wavelength of light can be detected with this technique.  These black patterns will show the weakest point on an object thus allowing the object’s maker to reinforce the weak areas improving the objects life.</abstract>
  <department>PHY</department>
  <course_number>312</course_number>
  <keywords>
    <keyword>hologram</keyword>
    <keyword>interferometry</keyword>
    <keyword>laser</keyword>
    <keyword>waves</keyword>
  </keywords>
  <email>jfairley@bw.edu</email>
  <phone>x5003</phone>
  </abstract>
  <abstract>
  <number>18</number>
  <title>Antibiotic resistance to different dilutions of mouthwash by oral flora</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Nick</fname>
      <mname></mname>
      <lname>Bryan</lname>
      <suffix></suffix>
    </author>
    <author>
      <fname>Vince</fname>
      <mname></mname>
      <lname>Carcioppolo</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Michael</fname>
      <mname></mname>
      <lname>Kovach</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>Mouthwash is used by many people on a daily basis.  The goal of this experiment was to find if the mouthwash residue left over after spitting or rinsing could be a selective mechanism for the development of resistant bacteria.  Another goal was to find whether different concentrations affect the ability of bacteria to acquire resistance.  Dilutions of 50%, 25%, and 12.5% Crest Pro Health mouthwash were tested using the Kirby-Bauer disk diffusion method.  Undiluted mouthwash was also tested.  The 25% dilution did show a significant decrease in the zone of inhibition size, showing that the bacteria could be forming resistance to the mouthwash at that dilution.  Another interesting finding was an increase in growth on the edge of the zone of inhibition on the 50% dilution.  This could mean that the bacteria can use the mouthwash’s inactive ingredients, such as glycerin, as a carbon source.</abstract>
  <department>BIO</department>
  <course_number>212</course_number>
  <keywords>
  </keywords>
  <email>vcarciop@bw.edu</email>
  <phone>(440)3821796</phone>
  </abstract>
  <abstract>
  <number>19</number>
  <title>The ability of Bacillus subtilis to biodegrade conventional versus synthetic motor oils</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Sean</fname>
      <mname>P</mname>
      <lname>Curry</lname>
      <suffix></suffix>
    </author>
    <author>
      <fname>Elise</fname>
      <mname>T</mname>
      <lname>Berki</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Michael</fname>
      <mname></mname>
      <lname>Kovach</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>The use of bacteria in bioremediation has proven to be useful in cleaning up serious crude oil spills that could permanently damage the environment. What about refined oils, especially synthetics? Bacillus subtilis was tested on a minimal agar containing 1% conventional motor oil and 1% synthetic motor oil in order to determine if synthetic oils are a liable hydrocarbon source.  After ten days of incubation, the media showed no visible growth, however it cannot be assumed that no growth was achieved.  Conventional oil is composed of C15-C50 length carbon chains. Studies show that bacteria, such as B. subtilis, have the ability to break these chains down as a food source. Synthetic oils contain polyolefins, which are highly branched hydrocarbon chains, and are harder for bacteria to cleave. Also, refined oils contain additives that are not present in crude oil. These unknown constituents may inhibit or slow bacterial growth. </abstract>
  <department>BIO</department>
  <course_number>212</course_number>
  <keywords>
  </keywords>
  <email>scurry@bw.edu</email>
  <phone>330-317-2204</phone>
  </abstract>
  <abstract>
  <number>20</number>
  <title>Effect of antibiotic secondary metabolites produced by Actinomycetes spp. on Gram-positive and Gram-negative bacterial species</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Nick</fname>
      <mname>D</mname>
      <lname>Colosi</lname>
      <suffix></suffix>
    </author>
    <author>
      <fname>Megan</fname>
      <mname>L</mname>
      <lname>Quisenberry</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Michael</fname>
      <mname>E</mname>
      <lname>Kovach</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>Actinomycetes spp. are responsible for the production of approximately two thirds of antibiotics.  Actinomycetes are Gram-positive, spore-forming bacteria that are found in the soil.  They produce secondary metabolites that inhibit the growth of other bacterial species to limit competition in their environment.  The focus of this study was to identify and isolate an antibacterial agent from secondary metabolites of Actinomycetes spp. that would inhibit the growth of other bacterial species.  Four separate Actinomycetes spp. were isolated from compost, leaf litter, and a willow stump using Actinomycete Isolation Agar.    Isolates from leaf litter and the willow showed no growth therefore only isolates from the compost were streaked in a single line on Penassay Agar.  After growth of the Actinomycetes spp. on Penassay Agar, Staphylococcus epidermidis, Escherichia coli, Pseudomonas aeruginosa, and Bacillus subtilis were streaked perpendicular to the culture to test for antibiotic production and growth inhibition of the indicated strains. One of the indicator strains, S. epidermidis, demonstrated a marked sensitivity to secondary metabolites synthesized by Actinomycete isolate number one. Antibiotics formed from Actinomycetes spp. have been shown to be effective against tuberculosis, methicillin-resistant Staphylococcus aureus, and Brucella spp.  Future studies will focus on determining the class, mode of action, and spectrum of activity of the secondary metabolites synhesized by isolate number one. </abstract>
  <department>BIO</department>
  <course_number>212</course_number>
  <keywords>
    <keyword>actinomycetes</keyword>
    <keyword>staphylococcus</keyword>
    <keyword>soil</keyword>
    <keyword>antibiotic</keyword>
  </keywords>
  <email>mquisenb@bw.edu</email>
  <phone>440 258 3313</phone>
  </abstract>
  <abstract>
  <number>21</number>
  <title>The tendencies of self-control and social settings to predict addiction</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Toni</fname>
      <mname></mname>
      <lname>Jolevski</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jennifer</fname>
      <mname></mname>
      <lname>Perry</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>This experiment was conducted to examine the relationships between multiple addictions, self-control, and social settings. Eighty-eight college students were part of one of four conditions (coffee, ice cream, internet, and blackjack) or four control groups. Internet use showed strong relationships to alcohol, tobacco, and chocolate addiction. Self-control was strongly related to overall addiction scores and alcohol scores. Social Settings were strongly related to alcohol, tobacco, and gambling. Negative Life Events, a component of Social Settings, had strong relationships to alcohol, tobacco, gambling, television, and video games. Further research needs to be conducted in the area of non-traditional addictions and how it relates to traditional addictions and believed causes or corollaries of traditional addictions. </abstract>
  <department>PSY</department>
  <course_number>281</course_number>
  <keywords>
    <keyword>addiction</keyword>
    <keyword>self control</keyword>
    <keyword>social settings</keyword>
    <keyword>negative life events</keyword>
  </keywords>
  <email>tjolevsk@bw.edu</email>
  <phone>585-755-9238</phone>
  </abstract>
  <abstract>
  <number>22</number>
  <title>Teasing: Funny for Some, Not All</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Megan</fname>
      <mname>R</mname>
      <lname>Zahorec</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jennifer</fname>
      <mname></mname>
      <lname>Perry</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>Teasing is a common form of social interaction. The present study’s goal was to determine whether overall happiness was predictive of how one responded to a teasing incident and whether being teased by a friend or a stranger caused a greater negative reaction. Male and female college students were asked to complete the Affectometer-2 scale upon arrival to the experiment. Then, a brief video of a teasing incident between roommates was shown. In one condition, participants were told that the roommates were long-time friends, and in the other condition, participants were told that the roommates had never met. Participants filled out a questionnaire about the video that was used to rate their reaction to the teasing incident.  Females rated the teasing incident as more negative than the males did. There was no significant difference between questionnaire responses, overall happiness or the condition participants were placed in.   </abstract>
  <department>PSY</department>
  <course_number>281</course_number>
  <keywords>
    <keyword>teasing</keyword>
    <keyword>social interactions</keyword>
    <keyword>perceptions</keyword>
    <keyword>roommates</keyword>
  </keywords>
  <email>mzahorec@bw.edu</email>
  <phone></phone>
  </abstract>
  <abstract>
  <number>23</number>
  <title>The Effects of Incentives and Locus of Control on Academic Motivation</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Jonathan</fname>
      <mname></mname>
      <lname>Young</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jennifer</fname>
      <mname></mname>
      <lname>Perry</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>Recent literature has found that extrinsic rewards can have effects on intrinsic motivation (Akin-Little et al., 2004). These effects are important when determining how to motivate students to perform their best on academic tasks. The use of incentives has also had varrying effects on different locus of controls (Danner & Lonky, 1981). This study examines the independent variables of incentives and locus of control on how they affect academic motivation, measured through test performance. College student participants with varying degrees of locus of control were presented with a video followed by a test with the offer of a reward for high test performance or not. It was hypothesized that external locus of control participants, when paired with an incentive will perform better on academic tasks. Results found no significant difference between two locus of control groups and reward or control condition. This shows that rewards are not effective academic motivators. </abstract>
  <department>PSY</department>
  <course_number>281</course_number>
  <keywords>
    <keyword>locus of control</keyword>
    <keyword>incentive</keyword>
    <keyword>academic motivation</keyword>
  </keywords>
  <email>jyoung@bw.edu</email>
  <phone>412-400-3504</phone>
  </abstract>
  <abstract>
  <number>24</number>
  <title>Racial Profiling &amp; Discrimination of Individuals of Middle Eastern Descent</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Preet</fname>
      <mname>K</mname>
      <lname>Raina</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jennifer</fname>
      <mname>L</mname>
      <lname>Perry</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>It has become necessary to understand the accuracy and validity of racial profiling since it is used everyday by law enforcement and even ordinary people. Therefore, for the following study each participant was given an Implicit Association Test, which measured implicit beliefs a participant may have had towards an individual based on their race, garb, and setting. The test showed a series of 8 slides via computer, which contained photos of a Middle Eastern male and female in traditional and nontraditional garbs in two different settings: an airport and a school. After completion of the test participants were asked to complete a series of 16 questions to provide more insight on other factors that may have influenced their implicit beliefs.  We predicted that the higher an individual scored on the test the more likely they were using racial profiling.</abstract>
  <department>PSY</department>
  <course_number>281</course_number>
  <keywords>
  </keywords>
  <email>praina@bw.edu</email>
  <phone>216-255-4586</phone>
  </abstract>
  <abstract>
  <number>25</number>
  <title>Effect of Order in the Immediate Environment on State and Trait Anxiety</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Ellen</fname>
      <mname></mname>
      <lname>Mackall</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jennifer</fname>
      <mname></mname>
      <lname>Perry</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>The present study examined the effect of clutter versus order on state and trait anxiety. Individuals with stronger preferences for order have previously experienced more anxiety in cluttered rooms than uncluttered (Radomsky & Rachman, 2004). Participants experienced low and high state anxiety in a cluttered or neat environment; trait anxiety was also assessed. Performance on a word search determined the effect of anxiety and the environment on participants. Congruence of participants to clutter was evaluated as well. We predicted that the cluttered environment would produce the most anxiety and that high-trait individuals would be the most negatively affected by clutter, as evidenced by task performance. It was found that participants who rated the room as more cluttered, whether in the neat or cluttered condition, had a larger difference in words found between the low and high state conditions. These implications will be discussed.</abstract>
  <department>PSY</department>
  <course_number>281</course_number>
  <keywords>
    <keyword>state and trait anxiety</keyword>
    <keyword>clutter</keyword>
    <keyword>order</keyword>
    <keyword>congruence with clutter</keyword>
  </keywords>
  <email>emackall@bw.edu</email>
  <phone>x4656</phone>
  </abstract>
  <abstract>
  <number>26</number>
  <title>Self-Perception in Athletes</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Jessica</fname>
      <mname></mname>
      <lname>Brady</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jennifer</fname>
      <mname></mname>
      <lname>Perry</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>Research has found mixed results in the self-perceptions of different types of athletes. This study looked at the differences in self-perception between lean sport athletes, non-lean sport athletes and non-athletes on four different subscales of the Eating Disorder Inventory: Drive for Thinness, Body Dissatisfaction, Perfectionism, and Ineffectiveness. Lean sports are defined as sports where leanness is considered to be an athletic or aesthetic advantage, such as gymnastics or running. Non-lean sports are defined as sports where leanness is not considered and advantage, such as football or softball. The Eating Disorder Inventory was given to participants before and after watching one of two movie clips: one containing lean sports and one containing non-lean sports. We predicted that self-perception would be different among the three types of athletes, especially between lean sport athletes and non-lean sport athletes. We also predicted that there respective movie clips. Implications for this study will be discussed.</abstract>
  <department>PSY</department>
  <course_number>281</course_number>
  <keywords>
    <keyword>self-perception</keyword>
    <keyword>athletes</keyword>
    <keyword>lean sport</keyword>
    <keyword>non-lean sport</keyword>
  </keywords>
  <email>jbrady@bw.edu</email>
  <phone>(330)730-365</phone>
  </abstract>
  <abstract>
  <number>27</number>
  <title>Influences of Religiosity on Attitudes Toward Marriage in College Students</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Ashley</fname>
      <mname>J</mname>
      <lname>Culver</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jennifer</fname>
      <mname>L</mname>
      <lname>Perry</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>The present study examined influences of religiosity on the attitudes of college students toward marriage-related topics, including the independent variables of premarital sex, cohabitation, and age at marriage.  The participants were scored on two measures of religiosity – one that measured traditional ideas of religion (belief in the Bible, etc.) and another which measured more spiritual aspects of religiosity (questioning life’s meaning, etc.).  Participants were rated as either of high or low religiosity on both measures.  Next, participants were asked to express their perceptions of engaged couples in another measure (constructed by researcher) which manipulated the independent variables. We predicted that the more religious an individual, the more favorably they would view young marriage and the more unfavorably they would view the practices of cohabitation and premarital sex.  Results showed that those rated as highly religious (versus those of low religiosity) on the traditional religiosity scale viewed young marriage more favorably. </abstract>
  <department>PSY</department>
  <course_number>281</course_number>
  <keywords>
    <keyword>religiosity</keyword>
    <keyword>age at marriage</keyword>
    <keyword>cohabitation</keyword>
    <keyword>premarital sex</keyword>
  </keywords>
  <email>aculver@bw.edu</email>
  <phone>440-915-4023</phone>
  </abstract>
  <abstract>
  <number>28</number>
  <title>Relationship Between Test Anxiety and College Curriculum</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Rachel</fname>
      <mname>E</mname>
      <lname>Kimberley</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jennifer</fname>
      <mname></mname>
      <lname>Perry</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>This experiment was designed to look at the relationship between college curriculum and test anxiety. It specifically targeted the relationship between test anxiety and courses in a student’s major, a student’s minor, and a pass/fail class. A total of 181 students enrolled in Baldwin- Wallace College’s Principles to Psychology course were involved in this study. One third of the students were given the Reactions to Tests survey which instructed them to imagine they were taking a test in their major. Another third did this for their minor and the last third did this for a pass/fail class. Students were also given a demographic survey consisting of six questions.  We predicted that students who were taking a test for a class in their major would experience more test anxiety than students taking a test for a class in their minor or for a pass/fail class. </abstract>
  <department>PSY</department>
  <course_number>281</course_number>
  <keywords>
    <keyword>test anxiety</keyword>
    <keyword>major/minor</keyword>
    <keyword>type of course</keyword>
    <keyword>pass/fail</keyword>
  </keywords>
  <email>rkimberl@bw.edu</email>
  <phone></phone>
  </abstract>
  <abstract>
  <number>29</number>
  <title>The Influence of College Major Choice on Personal Values</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Kimberly</fname>
      <mname>J</mname>
      <lname>Ironmonger</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jennifer</fname>
      <mname></mname>
      <lname>Perry</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>People who have different college majors or jobs often rate different values as more important to them than others (Huang & Healy 1997; Knafo & Sagiv 2004). The purpose of this study was to examine the influence of different majors on the level of importance of the 10 Schwartz Value Types and to see if being an upperclassmen or lowerclassmen influenced the rate of importance of these values. This was determined by participant’s responses to a survey containing scenarios of people demonstrating low, moderate, and high levels of each value. It was predicted that social science majors would rate values concerning others higher, whereas business majors would rate values concerning power and achievement higher. Implications will be discussed. </abstract>
  <department>PSY</department>
  <course_number>281</course_number>
  <keywords>
    <keyword>value types</keyword>
    <keyword>college major</keyword>
    <keyword>upperclassmen</keyword>
    <keyword>underclassmen</keyword>
  </keywords>
  <email>kironmon@bw.edu</email>
  <phone>4408972591</phone>
  </abstract>
  <abstract>
  <number>30</number>
  <title>The Effects of Childhood on Adult Personality, Temperament, and Self-Esteem on Attachment Behaviors</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Melissa</fname>
      <mname>M</mname>
      <lname>Abed</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jennifer</fname>
      <mname></mname>
      <lname>Perry</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>The study of personality and attachment styles is vital to the understanding of the relationships that make up society (Rice, 2005).  If we have a better understanding of ourselves and our attitudes we can use this information to improve our relationships with others.  In this study personality types, attachment styles, and relationship attitudes were examined. To determine personality type the EPI was used.  To find attachment style the Adult Attachment Scale (revised) was administered.  It was predicted that there is a relationship between attachment style and oldest, youngest, middle, or only child.  Relationship attitudes were determined through a series of questionnaires.  It was predicted that extroverted individuals would have more positive relationship attitudes than introverts and that the oldest child would have an extrovert personality type.  Implications will be discussed.   </abstract>
  <department>PSY</department>
  <course_number>281</course_number>
  <keywords>
    <keyword>personality</keyword>
    <keyword>attachment</keyword>
    <keyword>relationships</keyword>
    <keyword>oldest child</keyword>
  </keywords>
  <email>mabed@bw.edu</email>
  <phone>216-396-3360</phone>
  </abstract>
  <abstract>
  <number>31</number>
  <title>An Examination in Gender Differences in Fat Prejudice</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Nicole</fname>
      <mname>M</mname>
      <lname>Gingery</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jennifer</fname>
      <mname></mname>
      <lname>Perry</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>There has not been much research in the area of fat prejudice (Crandall, 1995). However, this problem is real and is does exist (Crandall). The previous literature shows that there is a negative association with being fat and that there are some differences in gender; these exact differences, however, are sometimes contradictory (Aruguete, 2006).  This study examined the existence of fat prejudice, both implicitly and explicitly, and the role that gender plays in this prejudice. It is predicted that women will be more prejudice towards fat men and women, both implicitly and explicitly, than men. Implications will be discussed.</abstract>
  <department>PSY</department>
  <course_number>281</course_number>
  <keywords>
    <keyword>fat prejudice</keyword>
    <keyword>implicit association test</keyword>
  </keywords>
  <email>nwalls@bw.edu</email>
  <phone>419-908-9363</phone>
  </abstract>
  <abstract>
  <number>32</number>
  <title>The Effect of Imagery in Athletics</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Kyle</fname>
      <mname>A</mname>
      <lname>Lednik</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Charles</fname>
      <mname></mname>
      <lname>Levin</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>Athletes must balance a variety of factors that could affect their potential success in an athletic endeavor. One technique in particular, called imagery, has been gaining widespread popularity in the world of athletics. It is hypothesized that the addition of facilitative cognitive specific imagery prior to an athletic competition will affect an athlete’s performance positively, and that the addition of debilitative cognitive specific imagery prior to an athletic competition will affect an athlete’s performance negatively. This hypothesis will be used to assess the applicability of cognitive specific imagery direction on performance in a golf-putting task. We predict that the effects of a cognitive specific imagery clip involving golfers either making or missing putts will affect the putting performance of participants in either a debilitative or facilitative way. </abstract>
  <department>PSY</department>
  <course_number>281</course_number>
  <keywords>
  </keywords>
  <email>klednik@bw.edu</email>
  <phone>440-223-4006</phone>
  </abstract>
  <abstract>
  <number>33</number>
  <title>The relationship between Body image and use of Myspace and Facebook sites</title>
  <group>100</group>
  <authors>
    <author>
      <fname>Hiromi</fname>
      <mname></mname>
      <lname>Kubota</lname>
      <suffix></suffix>
    </author>
  </authors>
  <instructors>
    <instructor>
      <fname>Jennifer</fname>
      <mname></mname>
      <lname>Perry</lname>
      <suffix></suffix>
    </instructor>
  </instructors>
  <abstract>Body image is a person&apos;s perception of his or her own physical appearance. The ideal of body image is a big issue for young people because they tend to equate body image with attraction. Especially, young females are more likely to try to attain their ideal body image (Aruguete et al., 2006), and some researches found how females are likely to be controlled by the ideal of beauty or unrealistic body image created by the media (Bassonof & Del Priore, 2002). Today, young people have started making friends not only from school but also from areas outside of school, such as Myspace and Facebook (Angelo, 2007).  However, no research explored the attitude regarding body image among young people who participate in these social network sites. The aim of this study was to find how young people regarded to participate in these social network sites. We hypothesized that female college students who had poor body image were more likely to spend more hours per week on Myspace or Facebook sites than female college students who had positive body image. We did not find support for the following hypothesis; however, interesting findings regarding time spent on Myspace and Facebook in relation to body image for males will be discussed.  


</abstract>
  <department>PSY</department>
  <course_number>281</course_number>
  <keywords>
    <keyword>body image</keyword>
    <keyword>myspace</keyword>
    <keyword>facebook</keyword>
  </keywords>
  <email>hkubota@bw.edu</email>
  <phone>440-263-7528</phone>
  </abstract>
<author_indices>
<author_index>Abed, Melissa...30</author_index>
<author_index>Barratt, Natalie...1</author_index>
<author_index>Berki, Elise...19</author_index>
<author_index>Black, Meghan...9, 11</author_index>
<author_index>Booth, Derek...7</author_index>
<author_index>Brady, Jessica...26</author_index>
<author_index>Bryan, Nick...18</author_index>
<author_index>Carcioppolo, Vince...18</author_index>
<author_index>Carll, Nathan...8</author_index>
<author_index>Chin, Myron...13</author_index>
<author_index>Colosi, Nick...20</author_index>
<author_index>Conrad, Dallis...12</author_index>
<author_index>Culver, Ashley...27</author_index>
<author_index>Curry, Sean...19</author_index>
<author_index>Fairley, Joseph...17</author_index>
<author_index>Flamenbaum, Rena...4</author_index>
<author_index>Frischman, Sarah...6</author_index>
<author_index>Gingery, Nicole...31</author_index>
<author_index>Hale, Charod...14</author_index>
<author_index>Hanson, Keith...6</author_index>
<author_index>Hertzel, Katie...4</author_index>
<author_index>Hoffman, Mallory...5</author_index>
<author_index>Ironmonger, Kimberly...29</author_index>
<author_index>Iskander, Mariana...1</author_index>
<author_index>Jolevski, Toni...21</author_index>
<author_index>Kimberley, Rachel...28</author_index>
<author_index>Kubota, Hiromi...33</author_index>
<author_index>Lednik, Kyle...32</author_index>
<author_index>Mackall, Ellen...25</author_index>
<author_index>Manzo, Amy...4</author_index>
<author_index>Mong, Steven...7</author_index>
<author_index>Morningstar, Brian...2</author_index>
<author_index>Morris, Jacqueline...2</author_index>
<author_index>Nelson, Michele...5</author_index>
<author_index>Quisenberry, Megan...20</author_index>
<author_index>Raina, Preet...24</author_index>
<author_index>Shah, Shaili...3</author_index>
<author_index>Uetrecht, Brett...5</author_index>
<author_index>Vaccarino, Melissa...6</author_index>
<author_index>Wochele, James...10</author_index>
<author_index>Wolff, Linda...16</author_index>
<author_index>Young, Jonathan...23</author_index>
<author_index>Zahorec, Megan...22</author_index>
</author_indices>
<keyword_indices>
<keyword_index>academic motivation...23</keyword_index>
<keyword_index>actinomycetes...20</keyword_index>
<keyword_index>addiction...21</keyword_index>
<keyword_index>age at marriage...27</keyword_index>
<keyword_index>antibiotic...20</keyword_index>
<keyword_index>athletes...26</keyword_index>
<keyword_index>attachment...30</keyword_index>
<keyword_index>axons...3</keyword_index>
<keyword_index>band gap...14</keyword_index>
<keyword_index>biodiversity...4</keyword_index>
<keyword_index>body image...33</keyword_index>
<keyword_index>cet...9</keyword_index>
<keyword_index>clutter...25</keyword_index>
<keyword_index>cohabitation...27</keyword_index>
<keyword_index>college major...29</keyword_index>
<keyword_index>congruence with clutter...25</keyword_index>
<keyword_index>cte...11</keyword_index>
<keyword_index>deer...4</keyword_index>
<keyword_index>diversity...6</keyword_index>
<keyword_index>facebook...33</keyword_index>
<keyword_index>fat prejudice...31</keyword_index>
<keyword_index>forest fragmentation...6</keyword_index>
<keyword_index>forest regeneration...4</keyword_index>
<keyword_index>fungi...6</keyword_index>
<keyword_index>hologram...17</keyword_index>
<keyword_index>hydrogen...16</keyword_index>
<keyword_index>immunocytochemistry...3</keyword_index>
<keyword_index>implicit association test...31</keyword_index>
<keyword_index>incentive...23</keyword_index>
<keyword_index>interference...13</keyword_index>
<keyword_index>interferometry...17</keyword_index>
<keyword_index>irradiance...14</keyword_index>
<keyword_index>laminar...13</keyword_index>
<keyword_index>laser...17</keyword_index>
<keyword_index>lean sport...26</keyword_index>
<keyword_index>light...10</keyword_index>
<keyword_index>locus of control...23</keyword_index>
<keyword_index>major/minor...28</keyword_index>
<keyword_index>michelson interferometer...9, 11</keyword_index>
<keyword_index>michelson interferomter...8</keyword_index>
<keyword_index>monochromator...16</keyword_index>
<keyword_index>multiplex holograms...12</keyword_index>
<keyword_index>myelination...3</keyword_index>
<keyword_index>myspace...33</keyword_index>
<keyword_index>negative life events...21</keyword_index>
<keyword_index>non-lean sport...26</keyword_index>
<keyword_index>of...10</keyword_index>
<keyword_index>oldest child...30</keyword_index>
<keyword_index>oligodendrogenesis...2</keyword_index>
<keyword_index>order...25</keyword_index>
<keyword_index>osteogenesis...2</keyword_index>
<keyword_index>pass/fail...28</keyword_index>
<keyword_index>peak power output...14</keyword_index>
<keyword_index>perceptions...22</keyword_index>
<keyword_index>personality...30</keyword_index>
<keyword_index>premarital sex...27</keyword_index>
<keyword_index>reflection holograms...12</keyword_index>
<keyword_index>relationships...30</keyword_index>
<keyword_index>religiosity...27</keyword_index>
<keyword_index>roommates...22</keyword_index>
<keyword_index>self control...21</keyword_index>
<keyword_index>self-perception...26</keyword_index>
<keyword_index>social interactions...22</keyword_index>
<keyword_index>social settings...21</keyword_index>
<keyword_index>soil...20</keyword_index>
<keyword_index>solar cell...14</keyword_index>
<keyword_index>speed...10</keyword_index>
<keyword_index>staphylococcus...20</keyword_index>
<keyword_index>state and trait anxiety...25</keyword_index>
<keyword_index>steel...8, 9, 11</keyword_index>
<keyword_index>teasing...22</keyword_index>
<keyword_index>test anxiety...28</keyword_index>
<keyword_index>thermal expansion...8, 9, 11</keyword_index>
<keyword_index>type of course...28</keyword_index>
<keyword_index>underclassmen...29</keyword_index>
<keyword_index>upperclassmen...29</keyword_index>
<keyword_index>value types...29</keyword_index>
<keyword_index>water...13</keyword_index>
<keyword_index>waves...17</keyword_index>
<keyword_index>zebrafish...2, 3</keyword_index>
<keyword_index>zeeman effect...16</keyword_index>
</keyword_indices>
<start_indices>
<start_index>
<index_head>Independent Study</index_head>
<index_tail> Abstracts 1-3</index_tail>
</start_index>
<start_index>
<index_head>BIO313</index_head>
<index_tail> Abstracts 4-7</index_tail>
</start_index>
<start_index>
<index_head>PHY312</index_head>
<index_tail> Abstracts 8-17</index_tail>
</start_index>
<start_index>
<index_head>BIO212</index_head>
<index_tail> Abstracts 18-20</index_tail>
</start_index>
<start_index>
<index_head>PSY281</index_head>
<index_tail> Abstracts 21-33</index_tail>
</start_index>
</start_indices>
</abstract_info>
