This outreach undergraduate research project presents a low-cost method to distinguish the quality of different olive oils. The proposed method is based on an indirect measurement of the chlorophyll molecules present when a green laser diode illuminates the oil sample. Oil blends can be classified into five classes (no olive oil, light olive oil, medium olive oil, olive oil, and extra virgin olive oil) by quantifying the ratio of the red channel versus the green channel along the laser illumination path from a color image. After labeling each oil blend, a convolutional neural network has been implemented and trained to automatically classify oil blends from a color image. The trained convolutional neural network has an accuracy of 90% in identifying and categorizing oil blends. This undergraduate research project introduces students to an interdisciplinary application requiring the combination of optical spectroscopy (i.e., multicolor imaging), image processing, and machine learning. In addition, due to the simplicity of the optical apparatus and computational analysis, high school students could implement and validate their own costeffective oil-quality classification device.
{"title":"Research Outreach Interdisciplinary Activity to classify olive oil blends integrating multicolor imaging, image processing, and machine learning","authors":"Allan Abraham, Kameshwaran Balachandran","doi":"10.58361/2766-3590.1062","DOIUrl":"https://doi.org/10.58361/2766-3590.1062","url":null,"abstract":"This outreach undergraduate research project presents a low-cost method to distinguish the quality of different olive oils. The proposed method is based on an indirect measurement of the chlorophyll molecules present when a green laser diode illuminates the oil sample. Oil blends can be classified into five classes (no olive oil, light olive oil, medium olive oil, olive oil, and extra virgin olive oil) by quantifying the ratio of the red channel versus the green channel along the laser illumination path from a color image. After labeling each oil blend, a convolutional neural network has been implemented and trained to automatically classify oil blends from a color image. The trained convolutional neural network has an accuracy of 90% in identifying and categorizing oil blends. This undergraduate research project introduces students to an interdisciplinary application requiring the combination of optical spectroscopy (i.e., multicolor imaging), image processing, and machine learning. In addition, due to the simplicity of the optical apparatus and computational analysis, high school students could implement and validate their own costeffective oil-quality classification device.","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":"1 1-2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135974821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the effects of personality on social media usage. Ninety-seven participants completed a Social Media Survey that asked them to use the iPhone “Screen Time” settings to record the time spent on social media applications in a given week. They then completed the 44-item Big Five Inventory to measure their personality based on openness, contentiousness, extraversion, agreeableness, and neuroticism. It was hypothesized that people with higher levels of all big five traits will have higher social media usage. Similarly, it was hypothesized that people who score higher on openness, agreeableness, and extraversion will use Snapchat the most. It was also hypothesized that those who score higher on conscientiousness and neuroticism will use Instagram the most. Finally, it was hypothesized that TikTok will be the most used application overall. There were no significant correlations between social media usage and any of the five personality traits. Also, the only significant finding between any of the social media applications and personality traits was between YikYak and neuroticism. As hypothesized, TikTok was the most used social media application.
{"title":"Measuring the Relationship between the Big Five Personality Traits and Time Spent on Social Media","authors":"Jenna Kaitlyn Cordaro","doi":"10.58361/2766-3590.1064","DOIUrl":"https://doi.org/10.58361/2766-3590.1064","url":null,"abstract":"This study examined the effects of personality on social media usage. Ninety-seven participants completed a Social Media Survey that asked them to use the iPhone “Screen Time” settings to record the time spent on social media applications in a given week. They then completed the 44-item Big Five Inventory to measure their personality based on openness, contentiousness, extraversion, agreeableness, and neuroticism. It was hypothesized that people with higher levels of all big five traits will have higher social media usage. Similarly, it was hypothesized that people who score higher on openness, agreeableness, and extraversion will use Snapchat the most. It was also hypothesized that those who score higher on conscientiousness and neuroticism will use Instagram the most. Finally, it was hypothesized that TikTok will be the most used application overall. There were no significant correlations between social media usage and any of the five personality traits. Also, the only significant finding between any of the social media applications and personality traits was between YikYak and neuroticism. As hypothesized, TikTok was the most used social media application.","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":"4 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135974659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Suicide and mental health are both relevant topics that impact a diverse number of individuals in both personal and professional contexts, such as patients in healthcare. Therefore, it is important that healthcare workers, such as nurses, are trained and well equipped to intervene with at-risk individuals. There is a need for nurses to develop competency to better support and provide the appropriate care for patients with suicidal ideation. The objective of this study is to determine the feasibility of offering Applied Suicide Intervention Skills Training (ASIST) in the Faculty of Nursing at the University of BLINDED, and to measure the impact of the workshop on students, staff, and faculty. Post and pre workshop surveys were collected and analyzed using descriptive quantitative and thematic qualitative data. Participants showed overwhelming support by strongly agreeing that suicide intervention program should be included in nursing education. Results suggest the potential benefits of incorporating suicide intervention training for nursing students such as improved knowledge and understanding of suicide. Participants reported improved confidence and preparedness to intervene with at-risk individuals. Participants can apply their skills professionally with patients, or personally with supporting friends and family. Similarly, faculty and staff can support students and colleagues on campus.
{"title":"Feasibility of Incorporating the Applied Suicide Intervention Skills Training Program into Nursing Education","authors":"Athena Liu","doi":"10.58361/2766-3590.1066","DOIUrl":"https://doi.org/10.58361/2766-3590.1066","url":null,"abstract":"Suicide and mental health are both relevant topics that impact a diverse number of individuals in both personal and professional contexts, such as patients in healthcare. Therefore, it is important that healthcare workers, such as nurses, are trained and well equipped to intervene with at-risk individuals. There is a need for nurses to develop competency to better support and provide the appropriate care for patients with suicidal ideation. The objective of this study is to determine the feasibility of offering Applied Suicide Intervention Skills Training (ASIST) in the Faculty of Nursing at the University of BLINDED, and to measure the impact of the workshop on students, staff, and faculty. Post and pre workshop surveys were collected and analyzed using descriptive quantitative and thematic qualitative data. Participants showed overwhelming support by strongly agreeing that suicide intervention program should be included in nursing education. Results suggest the potential benefits of incorporating suicide intervention training for nursing students such as improved knowledge and understanding of suicide. Participants reported improved confidence and preparedness to intervene with at-risk individuals. Participants can apply their skills professionally with patients, or personally with supporting friends and family. Similarly, faculty and staff can support students and colleagues on campus.","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":"5 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135974651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Much is unknown about the impact of pandemics, as well as their corollary effects. Paying particular attention to the demographic characteristics of participants (gender, race/ethnicity, and familial income), this quantitative study examines differences in levels of anxiety in separate, unmatched samples of college students before and after social distancing due to COVID-19. Via an online survey platform, participants (N = 156) completed self-report measures which gathered demographic characteristics and levels of anxiety. A four-way analysis of variance (ANOVA) did not show significant differences in levels of anxiety among participants across gender, race, familial income, or social distancing status. Implications for future research are discussed.
{"title":"Contending with COVID: Examining Levels of Anxiety Among College-Aged Adults in the Wake of the Pandemic","authors":"Madison C. Harris","doi":"10.58361/2766-3590.1065","DOIUrl":"https://doi.org/10.58361/2766-3590.1065","url":null,"abstract":"Much is unknown about the impact of pandemics, as well as their corollary effects. Paying particular attention to the demographic characteristics of participants (gender, race/ethnicity, and familial income), this quantitative study examines differences in levels of anxiety in separate, unmatched samples of college students before and after social distancing due to COVID-19. Via an online survey platform, participants (N = 156) completed self-report measures which gathered demographic characteristics and levels of anxiety. A four-way analysis of variance (ANOVA) did not show significant differences in levels of anxiety among participants across gender, race, familial income, or social distancing status. Implications for future research are discussed.","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":"2 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135974513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Discrimination can have many adverse effects on a college student. Stress, anxiety, depression, suicidal ideology, and social motivation are some of the negative impacts to the psychological well-being of those exposed to discrimination. Social interaction anxiety in relation to sexual orientation or gender identity may impact social motivation in college students. The motivation to engage in socialization on campus may be hindered by an individual’s experience with discrimination. Though a diverse student body may help lower instances of discrimination, students may still be influenced by stigmas within these groups which may impact physical and psychological behaviors. The author of the current study explored the relationship between discrimination and social interaction anxiety in 38 self-identified lesbian, gay, bisexual, transgender, and queer (LGBTQ) undergraduate students. Participants completed a survey assessing experiences of perceived discrimination and levels of social anxiety. The results from the current pilot study portrayed a weak and direct correlation between perceived discrimination and social interaction anxiety, r = .31, p < 0.03 (one tailed), r² = .10. The data suggests that discrimination is an issue that sexual minority undergraduate students face which relates to their levels of social motivation.
歧视会对大学生产生许多不利影响。压力、焦虑、抑郁、自杀意识和社会动机是受歧视者心理健康的一些负面影响。与性取向或性别认同相关的社交焦虑可能影响大学生的社交动机。参与校园社交活动的动机可能会被个人的歧视经历所阻碍。虽然多元化的学生群体可能有助于降低歧视的发生，但学生仍然可能受到这些群体内的耻辱的影响，这可能会影响他们的身体和心理行为。作者对38名自认为是女同性恋、男同性恋、双性恋、变性人和酷儿(LGBTQ)的大学生进行了研究，探讨了歧视与社交焦虑之间的关系。参与者完成了一项调查，评估他们感知到的歧视经历和社交焦虑水平。本初步研究的结果显示，感知歧视与社会交往焦虑之间存在微弱的直接相关，r = 0.31, p < 0.03(单侧)，r²= 0.10。数据表明，歧视是性少数大学生面临的一个问题，这与他们的社会动机水平有关。
{"title":"The Correlation Between Perceived Discrimination and Social Anxiety in College Students Who Identify as LGBTQ","authors":"Aleasha Chaw","doi":"10.58361/2766-3590.1063","DOIUrl":"https://doi.org/10.58361/2766-3590.1063","url":null,"abstract":"Discrimination can have many adverse effects on a college student. Stress, anxiety, depression, suicidal ideology, and social motivation are some of the negative impacts to the psychological well-being of those exposed to discrimination. Social interaction anxiety in relation to sexual orientation or gender identity may impact social motivation in college students. The motivation to engage in socialization on campus may be hindered by an individual’s experience with discrimination. Though a diverse student body may help lower instances of discrimination, students may still be influenced by stigmas within these groups which may impact physical and psychological behaviors. The author of the current study explored the relationship between discrimination and social interaction anxiety in 38 self-identified lesbian, gay, bisexual, transgender, and queer (LGBTQ) undergraduate students. Participants completed a survey assessing experiences of perceived discrimination and levels of social anxiety. The results from the current pilot study portrayed a weak and direct correlation between perceived discrimination and social interaction anxiety, r = .31, p < 0.03 (one tailed), r² = .10. The data suggests that discrimination is an issue that sexual minority undergraduate students face which relates to their levels of social motivation.","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":"4 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135974658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social-emotional skills work collaboratively with academic skills to help students connect content to real-world challenges. For successful future employment, today’s students will need to master social-emotional skills such as communication, collaboration, and problem-solving. Students with intellectual disabilities, however, possess severe deficits in mental capacity and emotional skills. For those students with intellectual disabilities, who already possess multiple employment and educational challenges; lack of social-emotional skills has been identified by their school-to-work transition support team members as a common barrier to employment. Due to the COVID-19 pandemic, a vocational rehabilitation program for students with disabilities that would have included a face-to-face class of 40 participants was cancelled. As a substitute, a hybrid, Google Classroom-based delivery of a social-emotional skills intervention program was hosted at the computer lab of the vocational rehabilitation agency with only five student participants. Although a small group, almost all student participants increased their pro-social skills knowledge as well as were observed by their counselors to have improved their pro-social behaviors post-program. This case study provides some, but very limited, data to suggest that delivery of social-emotional learning curriculum by means of remote learning for students with intellectual disabilities should be further studied.
{"title":"Video-based Instruction in Social-Emotional Skills","authors":"Parker Heman","doi":"10.58361/2766-3590.1056","DOIUrl":"https://doi.org/10.58361/2766-3590.1056","url":null,"abstract":"Social-emotional skills work collaboratively with academic skills to help students connect content to real-world challenges. For successful future employment, today’s students will need to master social-emotional skills such as communication, collaboration, and problem-solving. Students with intellectual disabilities, however, possess severe deficits in mental capacity and emotional skills. For those students with intellectual disabilities, who already possess multiple employment and educational challenges; lack of social-emotional skills has been identified by their school-to-work transition support team members as a common barrier to employment. Due to the COVID-19 pandemic, a vocational rehabilitation program for students with disabilities that would have included a face-to-face class of 40 participants was cancelled. As a substitute, a hybrid, Google Classroom-based delivery of a social-emotional skills intervention program was hosted at the computer lab of the vocational rehabilitation agency with only five student participants. Although a small group, almost all student participants increased their pro-social skills knowledge as well as were observed by their counselors to have improved their pro-social behaviors post-program. This case study provides some, but very limited, data to suggest that delivery of social-emotional learning curriculum by means of remote learning for students with intellectual disabilities should be further studied.","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":"374 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76570812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Undergraduate Research Volume 3, Issue 1, Table of Contents","authors":"-","doi":"10.58361/2766-3590.1052","DOIUrl":"https://doi.org/10.58361/2766-3590.1052","url":null,"abstract":"","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77940023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Undergraduate Research Volume 3, Issue 1, Front Matter","authors":"-","doi":"10.58361/2766-3590.1051","DOIUrl":"https://doi.org/10.58361/2766-3590.1051","url":null,"abstract":"","PeriodicalId":30386,"journal":{"name":"Journal of Purdue Undergraduate Research","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91148796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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