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... I would like to start off by saying thank you to everyone who is here today. To all the parents, siblings, and friends as well as everyone else here to celebrate with us, I know I speak for all my classmates when I say that we love you all and cant thank you enough for your support. For those of you who do not know me my name is Matteo Lindia, I am a business major, and baseball player from Calgary Canada. When I was asked about a month ago to speak about my faith to everyone today I was first off greatly honored. I was also very thankful to be able to have an opportunity to speak about God and his impact on my life. However, I was also slightly hesitant . I viewed this as an opportunity that I am not worthy of. I was really nervous that my pride, and my own will would be at the forefront ,as opposed to the Lords. St. Peter says in the bible, Whoever speaks should do so as one who is speaking the very words of God. I found this to be a lot of pressure. How can I, despite my own flaws, and my own shortcomings somehow speak what God wishes me to speak? Well first off I prayed, I asked him. What would you like me to say Lord. I then offered this speech and this opportunity to him, and echoing the words of the Blessed Mother at the annunciation I said Let it be done unto your will. Now the task at hand was to prepare a speech about how my faith has grown while at school here. There are so many things to say about this that I could be here all day. There are so many people here who have had an impact on me, as well as so many moments and experiences that have helped me to grow in faith. Not sure how to begin I then went and looked at one of the greatest preachers of all time and how he used to prepare to speak the very words of God. St Dominic was a priest in the 12th century who was so exceptional with his words that his religious community was literally called the order of preachers. He is considered to be one of the church's greatest evangelizers and preachers. So, how did St Dominic prepare every time he had to deliver the faith? He simply prayed the most holy rosary. For those who are not Catholic or who do not know, the Holy Rosary is a scripture based prayer where one meditates on the life of Christ. Now, this method of preparation was easy for me, for over a year I have prayed the rosary daily and it has been a tremendous source of grace in my life. So I prayed it once more, with the intention of this speech. What I found in prayer was truth. I knew that what I needed to share with you all is the very practice that helped me write this speech. The devotion that for over a year has shown me tremendous grace in all aspects of my life. Of course I am once again speaking of the Most Holy Rosary. My devotion to the rosary began sometime in my freshman year here. I had been trying to grow deeper in my faith and I remembered the rosary from my childhood. Up to this point I had maybe prayed it twice in the ten years prior, but randomly I chose to pick it up again. At first it was just when I would feel anxious and overwhelmed. Whether it be with school or baseball or a personal matter, I would pray and be comforted. The truth, although I didn't fully understand it at the time, is that everytime you pray the rosary, you are holding the hand of the Mother of God, and there is no more intimate way to know the Lord than through his mother. As I prayed more often I saw her graces begin to pour out into my life. Areas where I used to feel nothing but stress I now felt peace. As time went on I eventually started praying everyday. I would often come to this beautiful chapel and take a break from the busy world to pray. This is one of my favorite places on campus. The peace that I feel here is astounding, I am so grateful to have a place where I can just sit in silence and talk to God, and I never would have realized it if it weren't for the rosary. It doesn't take long to pray it by the way, 12-15 minutes is all it takes but in doing so virtue and good works will flourish, and It will withdraw from your heart all vanities and love of the world, and replace it with the sanctifying love of God's mercy. PAUSE The beauty of this campus is something that I never fully appreciated until I began to pray the rosary. I used to get up and go about my day, never taking the time to look around. One day I walked to the statue of the Blessed Mother, which is now my favorite spot on campus, and I prayed there. I was so greatly moved just by looking at the nature around me. The elegant forest, and the beautiful lake reflecting the clear blue sky. I had a new child like appreciation for nature and for how blessed I am to be at school that is surrounded by it. If you look at many of history's great saints, you will see they all share a devotion to the rosary. Pope Saint John Paul II said The rosary is my favorite prayer. A marvelous prayer! Marvelous in its simplicity and its depth. St.Therese the little flower described the rosary as a chain between heaven and earth. My favorite quote however is St. Padre Pio, who says The rosary is the weapon for these times. This is the epitome of truth. Prayer is not only how we talk to God but it truly is our weapon. If you desire peace in your heart, in your homes, and in your country, then pray the rosary and pray it well. I'm not sure if I would have ever realized all this if it wasn't for my experiences at this school. I truly believe that the Lord has used my time here for something great, and I know the same to be true for all of my classmates. Even if you dont fully know why yet, each moment leads us to the next and it is all by his will. I ended up at this school for a reason, and I couldn't be more grateful for it. Thank you all for listening, and now I would like to end in a quick prayer. In the name of the Father and of the Son and of the Holy Spirit, Hail, Mary, full of grace, the Lord is with thee. Blessed art thou amongst women and blessed is the fruit of thy womb, Jesus. Holy Mary, Mother of God, pray for us sinners, now and at the hour of our death. Amen. St. Francis of Assisi, pray for us. St Katharina Kasper, pray for us. In the name of the Father and of the Son and of the Holy Spirit. Amen Thank you all very much! Glory to Jesus Christ, Glory to Him forever!  ...

... Spring 2024 MUAC Commencement Address Peter Kenney The Greek philosopher Heraclitus once said, The only constant in life is change. That statement has certainly held true for the students here at Ancilla. Coming out of high school, I and most students had never done college level classes before. We walked onto campus unsure of how difficult or easy it would be. Many people on the bowling team, including myself, had never played competitive or college level sports. Some people had to adjust to living in dorms and not seeing their family as often. Some even came from other countries. But we adjusted because it was worth it. Some were so dedicated to their sports that they stayed on campus through most of Christmas break to keep practicing and to be there for matches. Some had to get through nursing or chemistry classes while playing sports and keeping their grades up to stay in their programs or to keep playing their sport. Weve faced many unique challenges as students in todays word: going back to in-person classes after COVID-19 through much of high school, working the food stands at Notre Dame games for long hours on fall Saturdays to fund our teams when we would have preferred being home or relaxing, getting through a bad game when everyones tired and frustrated, trying to get back from an injury, long bus rides to and from matches, and of course, the uncertainty of going into the workforce in 2024 with everything changing at a record pace and AI threatening careers. Even beyond the current struggles, there have been many concerns for the future. Unreasonable expectations from people on social media thinking you need to be in the top 1% to succeed. The steady climb of inflation and threat of not even being able to afford a house. Stagnating wages and pages of requirements for entry level jobs. These are just some of the challenges that we face today as college students and graduates. But we made it this far and if we can face the challenges of yesterday, we can face the challenges of tomorrow. Many people dont know that Marian Universitys Ancilla College used to be called Ancilla Domini College, before it was acquired by Marian, getting its name from the Poor Handmaids of Jesus Christ, who founded it. Ancilla Domini is a reference to when Mary said in some translations, Behold, I am the handmaid of the Lord. In many ways, the sisters are not the only ones who live up to the title Poor Handmaids. The faculty and staff are truly deserving of the title. Many professors could have taught at other colleges, but they wanted to help the students here. They could have climbed the corporate ladder, but they knew that they could make a difference and allow their students to climb they stood back and held the ladder for us. The professors are the ones who help direct the students down their path in life and can have a huge impact on their future and careers. In a constantly changing world, they act as anchors of knowledge and wisdom, with their years of experience and valuable perspectives, to keep students from getting washed away in the chaos of todays world. What is our mission as Ancilla graduates? How can we move forward whether we go on to a four-year college, or begin building the foundations of our life-long careers? How can we continue to do our best just like we did at Ancilla? If nothing else, we should learn from our time here to pass on the spirit of serving others in gratitude for all that they have done and taught us. As Saint Francis of Assisi said, For it is in giving that we receive. Congratulations class of 2024 we should all be proud and thankful for this accomplishment.  ...

... One Public Health Debate, Multiple Teach and Leaning Fruits to Pick Guang 1 Xu and Drew 2 Stewart 1. College of Osteopathic Medicine, Marian University; 2. College of Arts and Sciences, Marian University Abstract Structures Topics Used in Class Public health is a complicated and practical discipline in health Topic 1: The U.S. Opioid Crisis can be significantly alleviated with profession that not only involves medicine and biomedical science Federal Marijuana Legalization. Constructives speeches both sides give to establish key arguments but also community, social science and politics. A simple lecturing is not effective and efficient to teach and learn public health. Active learning has been proven as an effective way to teach and learn Topic 2: Full lockdown was a good public health policy during COVID-19 pandemic. Topic 3: Universal healthcare coverage can solve the disparities in Sources: parenting.firstcry.com complicated materials and critical thinking skills. However, active healthcare. leaning is cumbersome and challenging for both students and Topic 4: Limiting fast food restaurants number can improve the instructors. Prof. Drew Stewart and I work together to teach, organize, and facilitate public health group debates among our medical students and other health professional students in class. Sources: : MS Copilot (Dall E-3) Cross Examination reps from both sides interrogate arguments in a direct q & a obesity epidemic in the U.S. Topic 5: Grade schools should stay open with good hygiene practice during the pandemic. Topic 6: Mandates of vaccine and mask were necessary for controlling the COVID-19 pandemic. Topic 7: Banning vaping can improve respiratory health among Rebuttals speeches both sides give to focus on best arguments towards the end Sources: Top figure: CDC.gov; Left and right figures: MS Copilot (Dall E-3) Objectives This is an active-learning section that students need to utilize the foundation of public health, critical thinking, literature and Sources: : MS Copilot (Dall E-3) adolescents. Topic 8: Censoring public health misinformation/disinformation protects public safety and health. Conclusions information search, and public speech to prepare and present their Most students enjoyed this active learning session. Students findings. analyzed the public health issues and applied what they learnt from Assess the public health issue effectively. Communicate scientific concepts efficiently and effectively. Communicate and collaborate effectively within a group. Evaluate individual strengths and areas in improvement in communication skills and collaboration. Structure Used in Our Classes: 1. Affirmative Constructives - 2 minute x 1 2. Negative-led Cross - Ex - 3 minutes x 1 3. Negative Constructives - 2 minutes x 1 4. Affirmative-led Cross - Ex - 3 minutes x 1 Provide honest and effective, constructive criticism. 5. Affirmative Rebuttals - 2 minute x 1 Recognize perceptual differences in analyzing resources. 6. Negative Rebuttals - 2 minute x 1 RESEARCH POSTER PRESENTATION DESIGN 2019 www.PosterPresentations.com class. Students also appreciated and better understand different perspectives from their peers, instructors, and even themselves. Debate is a useful teaching tool for college and medical school. Survey about prior experience  ...

... Incorporating a Variety of Learning Tools in the Classroom Joyce A Horton, Ph.D. College of Arts and Sciences, Department of Biology and Chemistry Marian University Indianapolis, 3200 Cold Spring Rd, Indianapolis, IN 46222 ABSTRACT CLASS MATERIAL Human Physiology is a class taken by all nursing students, most exercise science students, and a number of students from other departments. There are students in every year of undergraduate studies. Students learn through different modalities, to reach all student in my classroom I incorporate a variety of different active learning practices. Each class I reach out to students during the semester and inquire what components of the class they are finding helpful and what else they need to learn the material. This allows me to adapt and incorporate learning tools to reach all the students in each course. EVALUATE UNDERSTANDING OF MATERIAL INTERACTIVE TEACHING STYLE BACKGROUND Human Physiology BIO226 is taught to a variety of students from different majors and in different years of undergrad studies. To reach all the different learning skills of my students I incorporate many different active learning practices. To evaluate their effectiveness I reach out to the students in the semester to inquire which activities they find most helpful. I have collected responses from students over 6 semesters in Spring and Fall for 2022, 2023, and 2024 which includes over 300 students. DURING SEMESTER ASK THE STUDENTS: During the THE semester I ask theI students: Share what teaching components of this course are helping with your understanding of the course and what we could do in class that would help you understand the material and concepts we are learning better. This question was asked to over 300 students in six semesters for 2022, 2023, and 2024. I found a variety of answers to which practice they found most helpful. STUDENT ACTIVITIES CONCLUSION AND FUTURE DIRECTIONS For the 300 students asked, I received a different combination of 2-4 of the above activities from every student. Demonstrating how all students learn differently and the greater variety of learning tools incorporated into a course the better. I plan to analyze all of the responses submitted to the question presented in the quiz and evaluate the responses in a quantitated analysis.  ...

... Education Technology Effects on Teenagers: The Productive and the Unproductive Anaiah Wright | Marian University | 3200 Cold Spring Rd. Indianapolis, IN 46222 Introduction The world of education was in an uproar in the year of 2020 when most schools around the world relied on technology and online education to get students to engage in curriculum completely online! This was an adjustment for educators and students who inevitably became responsible for their own digital comprehension and acquisition of learning. In 2024, this is not the standard teaching practice, but remote/ hybrid education programs do exist, making it important to compare pros and cons/risks for this teaching style. Purpose/ Audience The purpose of this research was to determine the benefits of learning via technology, and what behaviors might occur alongside this practice. Researching these learning behaviors in teenagers would allow secondary educators to examine how well their students are learning so that they could incorporate learning techniques that would actually benefit their students in their adult life. Digital Multitasking High School Students are distracted 37.8% of the time while completing digital homework. Top 5 Reasons for shifting attention during homework: Boredom Searching homework-related questions Connecting with peers Just out of habit Making learning more entertaining Techniques to reduce distraction: Turn distracting device on silent (most willing) Keep device nearby but not visible Stow the device into another room Turn off the phone (most unwilling) Pairing cellular devices with positive learning experiences increases digital-multitasking, This is often counterproductive, because miscellaneous tasks are completed alongside learning. Autonomous Learning Learner Autonomy: Control over one's learning. Study used digital tools (Kahoot, Google Form, Quizizz, Quizlet, Socrative). Control group was taught using traditional learning concepts by utilizing the books printed material. The experiment group was self-taught using digital tools and examined for efficiency in learning technique. Four Areas of Observation: 1. Self-reliance 2. Information literacy 3. Linguistic confidence 4. Strategy (metacognitive) Autonomy varied in listening, structure, and reading skills, but most participants failed to become autonomous in learning strategy. Overall, implementing digital tools as a part of Education Technology is effective in producing autonomous learners. Conclusion The findings of this research can be used in everyday settings by secondary educators who wish to implement online learning tools that will not become counterproductive to the students using. Understanding basic teenage nature and how that will affect constant focus on the online material that is provided for them. There are skills that can be enforced that will shift the adolescents behavior to engage in more efficient online learning. Through measuring specific adaptability traits, it can be determined whether or not a high school student actually gains from technology. Application The findings of this research can be used in everyday settings by secondary educators who wish to implement online learning tools that will not become counterproductive to the students using. Understanding basic teenage nature and how that will affect constant focus on the online material that is provided for them. There are skills that can be enforced that will shift the adolescents behavior to engage in more efficient online learning. Through measuring specific adaptability traits, it can be determined whether or not a high school student actually gains from technology. References Anderson, J., & Rainie, L. (2012, February 29). Main findings: Teens, technology, and human potential in 2020. Pew Research Center. Retrieved April 19, 2024, from https://www.pewresearch.org/internet/2012/02/29/main-findings-teens-technology-and-humanpotential-in-2020/ Forsythe, T. (2022, November 21). Using Technology to Improve Student Engagement. AACSB. Retrieved April 19, 2024, from https://www.aacsb.edu/insights/articles/2022/11/using-technologyto-improve-student-engagement Guide, S. (2022, October 27). Positive Effects of Digital Technology Use by Adolescents: A Scoping Review of the Literature. NCBI. Retrieved April 19, 2024, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9658971/ Mrazek, A. J., Mrazek, M. D., Ortega, J. R., Ji, R. R., Karimi, S. S., Brown, C. S., Alexander, C. A., Khan, M., Panahi, R., Sadoff, M., Scott, A., Tyszka, J. E., & Schooler, J. W. (2021, November 5). Teenagers smartphone use during homework: An analysis of beliefs and behaviors around digital multitasking. MDPI. https://www.mdpi.com/2227-7102/11/11/713 Pratiwi, D. I., & Waluyo, B. (2023). Autonomous learning and the use of digital technologies in online English classrooms in higher education. Contemporary Educational Technology, 15(2), ep423. https://doi.org/10.30935/cedtech/13094  ...

... How Children Learn to Read Cara Geoghagan Marian University - Indianapolis Introduction Learning to read is a complex process that begins as far back as infancy. As children learn to read, they need to master rate, accuracy, and prosody to become fluent in reading. The purpose of this poster is to share this complex process with other elementary education majors and in-field teachers to understand the science of reading, how it aids in the process of learning to read, and what happens in the brain as children learn to read. This information is valuable in helping other pre- and current service teachers understand how children learn to read and the various models of reading that can be used in their instruction. Literacy Development Reading development involves two important factors: word recognition and oral language comprehension. Word recognition is more important in emerging readers who are learning this alphabet song and are beginning to learn the basics of other topics such as phonemic awareness. Around 4thgrade, students experience a shift where they start to read more automatically and focus more heavily on the language comprehension piece. Pre-K: pre-alphabetic stage End of K: partial alphabetic stage End of 1st grade: full alphabetic stage End of 2nd grade: consolidated alphabetic The Science of Reading The science of reading is a comprehensive body of research-based knowledge about how children learn to read It includes explicit and systematic instruction to provide students with the best methods for learning how to read. Emerging Literacy Emerging literacy is the gradual and ongoing process of learning to understand and use language throughout early childhood and is also when children begin to make sense of written forms of languages This process begins at infancy and by age three, children who are surrounded by language since birth, are fluent speakers without any conscious effort What Occurs in the Brain The visual cortex helps with perceiving letters and words The phonological cortex maps the sounds (phonemes) to their letters (graphemes) The semantic cortex stores word meanings The syntactic cortex helps understand the rules and structures of sentences The parietal-temporal region is where written words are segmented into sounds The occipital-temporal region is where the brain stores the appearance and meaning of words The frontal region is where speech is produced Each of these regions of the brain plays a vital part in the act of reading. However, it still takes lots of practice to build up confidence in reading and to become more automatic over time. Applications Various Models of Reading There are several models of approaching reading. Some of the most popular models are the simple view of reading, Scarboroughs reading rope, and the active view of reading model. The simple view of reading (SVR) model is a theory that describes the act of reading comprehension as the product of two cognitive skills. In this model of reading, if both or one side of the equation is lacking or missing, reading comprehension will suffer or not exist. The active view of reading takes the SVR model and adds a bridge between decoding and language comprehension to include selfregulatory skills. Self-regulation of reading requires the reader to use neurocognitive skills to use various skills like organize, strategize, and remember how they are supposed to read a text. Scarboroughs reading rope is an extension of the simple view of reading. This graphic was designed in 2001 to help other educators understand how the sub-skills associated with the SVR model intertwine to support learning to read Conclusion Reading is not as simple as just picking up a book and reading the words on the page. It is a complex process that involves many moving pieces. Learning how to read starts as early as infancy and is a lifelong process. As children age, they continue to expand their brains and in turn, expand their vocabulary along with developing their reading and writing skills. References Koralek, D., & Collins, R. (n.d.). How most children learn to read. Reading Rockets. https://www.readingrockets.org/topics/aboutreading/articles/how-most-children-learn-read Models of reading. Reading Rockets. (n.d.). https://www.readingrockets.org/reading-101/how-children-learn-read/models-reading lafsdttir, Kris Jhanna (2016). How Young Children Learn to Read. Strickland, D. S. (1990). Emergent Literacy: How Young Children Learn to Read and Write. Educational Leadership, 47(6), 18. Typical reading development. Reading Rockets. (n.d.-b). https://www.readingrockets.org/reading-101/how-children-learn-read/typical-readingdevelopment What we know about reading and the brain. Reading Rockets. (n.d.-c). https://www.readingrockets.org/reading-101/how-children-learnread/reading-brain  ...

... Microbiome DNA Sampling Caleb Wilson, Ximo Leon, Jacob Royston, and Peyton Cason College of Arts and Sciences, Marian University Indianapolis 3200 Cold Spring Rd, Indianapolis, IN 46222 ABSTRACT This experiment assesses the relative health for bacteria in two different locations. Health will be assessed based on the relative biodiversity of the bacterial species from these two locations The two locations compared were the ECO-Lab and the Marian Main Campus. The ECO-Lab is expected to have a higher biodiversity due to its lack of human footprint. Barcoding technique will be used to develop the experiment. This technique refers to tagging individual samples with the unique DNA sequence known as barcodes to allow its identification. In this case we will be trying to identify bacteria in our two soils samples. INTRODUCTION The two locations where dirt samples were obtained were the ECO-Lab and the Main Campus area. The ECO-Lab, being a natural place, will hopefully have higher biodiversity. The Main Campus should have less because of chemicals . The goal is to identify and compare how many bacteria can be found in each location. FINDING 1 The samples from the campus had less DNA than those of the ECO-Lab. Higher concentrations of DNA indicate higher biodiversity in the ECO-Lab. This suggests that early predictions of where more DNA would be found are correct. Sample 1: 2.18 Sample 2: 2.66 Sample 3: 3.42 Sample 4: 1.19 Sample 5: 1.37 Sample 6: 1.93 Figure 2. The first three samples were from the ECO-Lab, and the last three are from the Main Campus. All units are in ng//uL FINDING 2 The initial extraction protocol did not work. The primers were all seen in the gels, indicating we did not have bacterial DNA. Because the soil was extracted from more forested areas, it is possible that many other fungi or plant DNA were in the sample. Figure 1. All procedures were completed using various strategies for pipetting. This skill, learned earlier this semester, has been very important for the completion of this project. MATERIALS AND METHODS Samples: Six different samples were gathered Storage. Each was stored in a fridge to preserve any DNA or other potential findings. Assistance: Dr. Sara Justice assisted in the procedures Extraction: DNA Easy and Blood Tissue Kit used to extract initial samples Gel Protocol and Primers: 16s primers and Barcoding Kit and LongAmp , see references RESULTS Campus ECO-Lab Figure 4. Both of the cites where we got our samples from the EcoLab and the Campus Our results were inconclusive because of time limitations on this project. Our goal of identifying different bacterial species failed. Our 16s primer never yielded tangible results. Thus, we concluded there was other organismal DNA in the soil. CONCLUSIONS Overall, the procedure did not yield strong results. However, the DNA extracted still showed a strong presence of life in the soil. The question remains, what DNA did we extract? It is not possible to conclude now. Moving on, this experience reminds how science is built not only on success, but our failures as well. Due to time constraints, we couldn't explore DNA from fungi or plants. Given more time, we'd conduct two additional PCR runs: one using fungi primers and another with plant primers. With the significant amount of DNA already found in our samples, these tests could reveal further insights. REFERENCES Qiagen, "DNeasy Blood & Tissue Kits," 2013. Kai S, Matsuo Y, Nakagawa S, et al. "Rapid bacterial identification by direct PCR amplification of 16S rRNA genes using the MinION nanopore sequencer." FEBS Open Bio, 2019 Jan 29;9(3):548-557. Figure 3. Gel picture : one can see that all samples only have the primers because we did not have bacterial DNA Elite Orthopaedic, "What's the Deal with Stem Cells," [Figure 1]. ACKNOWLEDGMENTS Thank you to Cameron Morgan, Dr. Sara Justice and ECO-Lab for providing the necessary resources to complete the project.  ...

... Introduction Everyone has a different way that they best learn and retain new information. The purpose of this poster is to discuss learning styles and what the research supports as the most effective learning strategies. All students can benefit from understanding their specific learning preferences but also what presentation styles result in the best learning outcomes. It is essential to recognize that multimodal approaches often yield the best results, rather than advocating for a single mode of presentation. Research Traditional View of Learning Styles - The idea that students learn best with their preferred style (visual, auditory, reading, kinesthetic) has not been supported by research. - Students who endorse learning styles tend to judge instructional methods as more effective when they match their learning style, even when presented with evidence showing that multimodal instruction is more effective. - People's beliefs in learning styles can lead to confirmation bias, where they interpret evidence to support pre-existing beliefs - Educators sometimes used less effective teaching practices if they rely on matching instruction to perceived learning styles rather than using evidence-based approaches Multimodal and perceptual learning styles - 'Multimodal' learning style uses visual, auditory, kinesthetic, and tactile learning modes equally - Using creative website development assignments increased students' engagement and motivation. Evaluating the Long-Term Retention Benefits of Multimodal Learning Bria Cottrell Department of Psychological Sciences and Counseling, Marian University Indianapolis 3200 Cold Spring Rd, Indianapolis, IN 46222 Multimodal Learning - Reggio Emilia and arts-based learning offer diverse modes of self-expression for children, aligning with multimodal teaching. - Arts enable children to freely communicate thoughts and ideas through visual, literary, and performing expressions. - Both approaches prioritize empowering children's voices and respecting their diverse communication modes. Neurofeedback for Online Learners - Online learning's social isolation and lack of feedback can cause higher dropout rates, emphasizing the need for self-regulation. Multimodal learning analytics, like EEG devices, offer immediate visual feedback on selfregulated behaviors. - Neurofeedback, such as the Narbis system, shows promise in enhancing concentration and could expand into educational contexts. Ethical concerns include data privacy and consent, alongside the potential distraction of neurofeedback devices. - While beneficial across various fields, further research in educational settings will refine the application and understanding of neurofeedback. Blending with Purpose: The Multimodal Model - Emphasizes purposeful blending, where each instructional mode serves specific goals. - Benefits of blended learning include increased engagement, personalized experiences, and enhanced accessibility. - Integrating different instructional modes optimizes learning outcomes in contemporary education. Applications Multimodal learning, seen in Reggio Emilia and arts-based methods, aligns with modern teaching by emphasizing diverse communication modes. Recent research suggests considering various sensory modes in learning. Integrating digital platforms like 'Wix' boosts engagement for both 'multimodal' and 'multiple' learning style students. Multimodal learning analytics and neurofeedback devices optimize online learning, fostering self-regulation and personalized feedback. Blending instructional modes purposefully enhances student engagement, personalizes learning, and improves accessibility. This prioritizes evidencebased practices over perceived learning styles. Integrating modes and technology creates inclusive, engaging learning environments, fostering lifelong learning and academic success. References 1. Aden, F., & Theodotou, E. (2019). Two exceptional examples of multimodal learning in early ... https://files.eric.ed.gov/fulltext/EJ1323298.pdf 2. Giron-G-Garca, C., & Gargallo-Camarillas, N. (2021). Multimodal and perceptual learning styles: Their effect on ... https://files.eric.ed.gov/fulltext/EJ1288572.pdf Conclusions Everyone, especially educators, should be aware of their personal learning styles, as well as their potential students and/or peers. I personally believe that anyone and everyone can learn and retain information any type of way they want, but I also believe that it depends on the task what type of learning our brains would naturally want us to use/make us use to retain that information we just learned. 3. Han, I., Obeid, I., & Greco, D. (2023, July 22). Multimodal Learning Analytics and neurofeedback for optimizing online learners self-regulation - technology, knowledge and learning. SpringerLink. https://link.springer.com/article/10.1007/s10758-02309675-5 4. Mustafa, I. (2023). Multimodal Learning. Benefits of Multimodal Communication in User Interfaces: Combining Text, and Voice, to Improve Accessibility. photograph. Retrieved from https://medium.com/@iqra.mustafa4io/benefits-ofmultimodal-communication-in-user-interfaces-combiningtext-and-voice-to-improve-4acbddf3a9d. 5. Nancekivell, S. E., Sun, X., Gelman, S. A., & Shah, P. (2021). A Slippery Myth: How Learning Style Beliefs Shape Reasoning about Multimodal Instruction and Related Scientific Evidence. https://onlinelibrary.wiley.com/doi/10.1111/cogs.13047 6. Picciano, A. G. (n.d.). Blending with Purpose: The Multimodal Model. https://files.eric.ed.gov/fulltext/EJ837540.pdf www.postersession.com  ...

... Extraction and Transformation of Eugenol from Cloves Gabrielle Fish College of Arts and Sciences, Marian University Indianapolis 3200 Cold Spring Rd, Indianapolis, IN 46222 ABSTRACT IR SPECTRUM OF EXPERIMENTAL EUGENOL IR SPECTRUM OF THEORETICAL EUGENOL Eugenol is the essential oil that is extracted from cloves, a household spice that is created from dried flowers of the clove tree. Eugenol was extracted from cloves using fermentation and a rotary evaporator, then transformed into methyleugenol by the Purdie methylation. An Infrared Spectroscopy spectrum was then taken of the extracted Eugenol and methyleugenol to confirm the identity of the molecules. INTRODUCTION This experiment was modeled after an ACS experiment done in 2000 with tea tree oil. The same extraction was done using fermentation and a rotary evaporator [1]. To confirm the results, IR is used which analyses the molecule by passing infrared radiation over a range of frequencies through the sample and measuring absorptions of each type of bond. After the extraction, eugenol was then transformed with another ACS experiment, the Purdie methylation, which is shown in figure 1 [2]. Figure 5. IR spectrum of 99% eugenol. Alcohol stretching is seen around 3500 cm-1 and carbon hydrogen stretching is found around 2900 cm-1. DISCUSSION Figure 3. IR spectrum of extracted eugenol. Alcohol stretching is seen around 3500 cm-1 and carbon hydrogen stretching is found around 2900 cm-1. IR SPECTRUM OF METHYLEUGENOL Figure 1. The Purdie methylation on eugenol. The alcohol gets deprotonated, and a methyl group is added onto the oxygen to create an ether. MATERIALS AND METHODS Extraction Fermented cloves with ethanol for five days. Rotary Evaporator for 20 minutes to remove ethanol. Transformation Purdie methylation using silver oxide and iodomethane Figure 2. Model of a Rotary Evaporator. with 2 hour reflux [2]. Conclusions Eugenol was successfully extracted from cloves as shown by the experimental vs theoretical IR spectrum. Eugenol was also successfully transformed into methyleugenol using the Purdie methylation method. This was seen by losing an alcohol group and gaining an ether group. Future Testing Run mass spectrometer samples to confirm the structure of eugenol and methyleugenol. Figure out how much product the Purdie methylation yields and if the method has high enough yields for industry scale production. LITERATURE CITED [1] J. Agric. Food Chem. 2000, 48, 9, 40414043. Publication Date: August 31, 2000. https://doi.org/10.1021/jf0004356. [2] J. Am. Chem. Soc. 1938, 60, 10, 25632564. Publication Date: October 1, 1938. https://doi.org/10.1021/ja01277a504. ACKNOWLEDGMENTS Figure 4. IR spectrum of methyleugenol after Purdie methylation. There is no alcohol stretching, but the carbon hydrogen stretching is still found. Thank you to Dr. Nicholson and the College of Arts and Sciences for the support and funding!  ...