Science Forward 2017

MHC Seminar 3, Professor Maya Weltman-Fahs, City College

Author: Zainab Baig

Video Project Outline

November 12, 2017 /

Video Project Outline    

Zainab Baig

Rebecca Regine

Viktoriya Markova

Katie Johnson

Introduction

 

Bad study habits from high school can be carried over into college, where the workload is far more intense than it was before. This leads college students to become sleep deprived in an effort to compact this increasing workload from college. In our study, we will be testing to see if study habits that affect sleep levels affect the test scores of City College students. We will go around City College in the different buildings to reach a variety of students to ask about their study habits and test scores using a Google Forms survey that we created. We will then be able to use this data to either support or discredit our claim that better sleep habits result in better academic performance. We plan to use clips of the CCNY campus and students entering the buildings with a voiceover to introduce our topic.

 

What data were collected?

 

A Google Forms survey was created to ultimately find out the test scores and study habits of City College students. The study habits that we are concentrating on are: the spacing effect vs. cramming the night before. In our video, we want to include a screen recording of individuals taking our survey.

 

How were they collected?

 

Students in various buildings of City College were asked to take our survey and the data they input was the data used in our study. We also posted our survey onto the CCNY Book Market Page for any City College student to take. Random participants are also going to have their responses recorded during a screen recording as they take the survey. We may also choose to include a clip of us recruiting a subject.

 

What do they show?

 

Studies have shown better sleep quality leads the achievement of academic goals. We hope to prove this with our collected data as well. We will include the screen recordings of the participants taking the survey as well as graphs that show the correlation between test scores and the different study habits.

 

Why does it matter?

College students should know what study techniques work. It assists every students in being able to make an educated decision on how they choose to study for their exams in the future. This will ultimately lead to better potential academic success all around. To show this we may stage a clip of individuals taking an exam with a voiceover explaining the importance of our study.

 

Economic Implications to ‘fracking’

October 11, 2017 /
  • Job growth- According to Heritage Foundation, it creates jobs for geologists, engineers, pipe welders, etc.
  • Revitalized dying towns because it increases demands for restaurants, hardware stores, and other types of stores.
  • Fracking lowered the price of natural gas as well as brought stability to these prices.
  • As of 2011, MCF says the price averaged about $3.95/gallon for gas.
  • “Between 2007 and 2013, consumer gas bills dropped by $13billion dollars a year as a result of ‘fracking.'”
  • CA Independent Petroleum Association reports saving about $15billion a year from not having to import natural gas from other countries.
  • A negative implication was the drinking water became contaminated from the fracking.
  • Clean up of drinking water contamination was so expensive it was not even considered.
  • Another negative implication is the price of homes near the well site declines by 3% to 14%.
  • Carbon tax is not ideal because it passes the cost onto the consumers and gives money to the government rather than to the people harmed.
  • Court administered compensation is a better possibility because it lets the money from the company be flowed directly to the families that were harmed by fracking.

Zainab Baig

Reid Vero

Emilia Decaudin

Katie Johnson

 

CItation:

Dews, Fred. “The Economic Benefits of Fracking.” Brookings, Brookings, 29 July 2016, www.brookings.edu/blog/brookings-now/2015/03/23/the-economic-benefits-of-fracking/.

“The Costs of Fracking.” The Costs of Fracking | Environment America, 20 Sept. 2012, environmentamerica.org/reports/ame/costs-fracking.

Loris, Nicolas. “Hydraulic Fracturing: Critical for Energy Production, Jobs, and Economic Growth.” The Heritage Foundation, www.heritage.org/environment/report/hydraulic-fracturing-critical-energy-production-jobs-and-economic-growth.

 

Further Research:

  • Impact on tourism
  • Medical costs associated with fracking

Analyze Data- Zainab Baig

September 27, 2017 /

This study tested if alcohol use reasons affect the intensity of adolescent drinking. The data was obtained through surveys from “a representative sample of approximately 15,000 12th grade students.” Descriptive statistics was used to analyze the data pooled from these surveys and the results showed that most students reported “drinking to have a good time” as their reason for intoxication.

 

http://web.a.ebscohost.com.ccny-proxy1.libr.ccny.cuny.edu/ehost/detail/detail?vid=4&sid=80d8916c-3f27-44d2-8a9d-b89afb973f7f%40sessionmgr4006&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=2017-42078-001&db=pdh

Ecological Footprint Results – Zainab Baig

September 18, 2017 /

The first time I took the quiz, I got 2.2 Earths and the food bar was high, but I had not input the exact amounts of my meat consumption. The second time I still got 2.2 Earths, but the food I ate was more detailed, showing I do not eat too much meat. However, the miles I traveled also became more detailed.

Bias in Articles – Zainab Baig

September 12, 2017 /

The controversial issue of the Pepsi ad was something that few people supported. However, there is still some bias in the ways that the two articles here discuss the issue. The New York Times article uses words such as “tone-deaf” and “trivializing” to describe the way that Pepsi made it seem as if can of soda was all that it took to overcome matters of protest. The Wired article also uses negative words such as “tone-deaf” and “gauche,” but this article steers their focus in a more positive direction by saying this situation ultimately brought people together because it was one of the few times that almost everyone can agree to disagree on something. “The reaction to Pepsi’s ad, not the ad itself, brought people together. That’s refreshing” (Wired).

Victor, Daniel. “Pepsi Pulls Ad Accused of Trivializing Black Lives Matter.” The New York Times, The New York Times, 5 Apr. 2017, www.nytimes.com/2017/04/05/business/kendall-jenner-pepsi-ad.html?mcubz=3.

Watercutter, Angela. “Pepsi’s New Kendall Jenner Ad Was So Bad It Actually United the Internet.” Wired, Conde Nast, 11 Sept. 2017, www.wired.com/2017/04/pepsi-ad-internet-response/.

Mini Research Proposal

September 11, 2017 /

Group: Zainab Baig, Rebecca Regine, Katie Johnson, Viktoriya Markova

Introduction:

 

The education system in America is largely based on examinations which leads adolescents to sacrifice sleep in favor of studying. The lack of sleep led students to have more academic problems as they advanced in their education (Gillen-O’Neel, Huynh & Fuligni, 2013). Many studies have found that sleep does have an effect on academic performance. It was found that better sleep quality led to the achievement of an individual’s scholarly goals (Flueckiger, Lieb, Meyer, & Mata, 2014). In our study, we aim to investigate the relationship between study habits of City College students and their grades. Based on the studies we have examined, we have able to deduce that good study and sleep habits yield positive academic outcomes. The study habits that we are examining are the Spacing Effect and “cramming.” Many students tend to pull all-nighters or study a significant amount of the course material the night before the exam, which is known as cramming, while others choose to study the same material over a spaced out period of time (the spacing effect). This study aims to discover whether or not there is a relationship between study habits that affect sleep levels and the resulting examination scores.

 

References

 

Flueckiger, L., Lieb, R., Meyer, A. H., & Mata, J. (2014). How Health Behaviors Relate to Academic Performance via Affect: An Intensive Longitudinal Study. Plos ONE, 9(10), 1-10. doi:10.1371/journal.pone.0111080

Gillen-O’Neel, C., Huynh, V. W. and Fuligni, A. J. (2013), To Study or to Sleep? The Academic Costs of Extra Studying at the Expense of Sleep. Child Development, 84: 133–142. doi:10.1111/j.1467-8624.2012.01834.x\

 

Research Question:

 

Do study habits that affect sleep levels influence test scores of City College students?

 

Methods:

 

To gather substantial data, we are conducting surveys of 60 students in various locations across the City College campus (NAC Building/Courtyard, Shepard Hall, Compton-Goethals Hall, Marshak Cafe). We plan on gathering data after midterms so our subjects will have exam scores fresh in their minds. Our survey consists of the following questions:  

  • What year are you in? (List years)
  • What is your major? (Short Answer)
  • What were your examination Scores ? (Letter Grades or did not take)
  • How many classes are you taking? (Multiple Choice)
  • Rank what order you prioritize your classes for studying. (Subject)
  • How confident were you during the examination? ( Very – Moderate – Not Confident At All)
  • How many hours did you study? (Intervals in hours)
  • Did you space out your studying or did you study the night before? (2 Options)
  • How much sleep did you get the night before the examination? (Intervals in hours)
  • How many hours of sleep do you get on an average night? (Intervals in hours)

 

We plan on examining the correlation (if any) within the following variable sets :

  • Year vs. Hours of studying
  • Year vs. Hours of Sleep
  • Hours of Sleep vs. Test scores
  • Cramming vs. Test Scores
  • Spaced out studying vs. Test Scores

Assignment 2 – Zainab Baig

September 5, 2017 /

A psychological study done on resilience in U.S. military veterans has the veterans take online surveys in two waves. The first wave cumulatively measured the overall lifetime effects of traumatic events while Wave 2 assessed current symptoms of disorders such as “PTSD, major depressive disorder, as well as anxiety” in the veterans to classify them into different profiles based on the psychological disorders.  The control group with a “low lifetime trauma exposure” was compared with two groups: “resilient group with high lifetime trauma and low current distress, and a distressed group with both high trauma exposure and current distress symptoms.” The findings of the study confirmed that majority of veterans with trauma did in fact have high resilience.

Source:

PARKER-POPE, TARA. “How to Build Resilience in Midlife.” The New York Times, The New York Times, 25 July 2017, www.nytimes.com/2017/07/25/well/mind/how-to-boost-resilience-in-midlife.html?rref=collection%2Ftimestopic%2FPsychology and Psychologists&action=click&contentCollection=health®ion=stream&module=stream_unit&version=latest&contentPlacement=9&pgtype=collection. Accessed 29 Aug. 2017.

Article of Interest – Zainab Baig

August 29, 2017 /

This article was about building resilience in adults. A lot of studies about resilience study children, but this article discusses the need for it in adults. Middle aged people face setbacks all the time and being able to cope and bounce back is important, thus building resilience is important. Essentially, there is a “resilience muscle” that we have to exercise by practicing healthy stress management skills in our day to day lives.

Source:

PARKER-POPE, TARA. “How to Build Resilience in Midlife.” The New York Times, The New York Times, 25 July 2017, www.nytimes.com/2017/07/25/well/mind/how-to-boost-resilience-in-midlife.html?rref=collection%2Ftimestopic%2FPsychology and Psychologists&action=click&contentCollection=health®ion=stream&module=stream_unit&version=latest&contentPlacement=9&pgtype=collection. Accessed 29 Aug. 2017.

Science Forward- Seminar 3

Mondays and Wednesdays

9:30 am -10:45 am

North Academic Center 4/157

Professor Maya Weltman-Fahs

Email: mw482@cornell.edu

Office Hours: via email, by appointment, or immediately after class

ITF: Becky Fullan

Email: rebecca.fullan@gmail.com

Office Hours: By appointment- email to make one!

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