In this study, we examine the effects of childhood trauma on long term memory. Specifically, we hypothesized that people who experience childhood trauma would have an enhanced semantic memory and reduced episodic memory, in both quality and quantity of remembered items. Using an online survey, participants read two stories and later answered a series of questions. Demographic information was also collected at the end of the survey, including whether or not the participant had experienced trauma previously in their life, and self-rated episodic and semantic memory, GPA, and memories from three time periods in childhood. We found that trauma was associated with self-rated assessments of memories from childhood. In addition, we found that participants' self-rating for episodic memory function was a good predictor for their performance in the semantic portions of the study.

This paper explores the main purpose for Puritans, who did not separate in doctrine from the Church of England, settling in America. The historiography primarily is focused on the desire for religious freedom and independency as well as the economic promise of America. A further investigation of sermons and essays written by the Puritans reveals the Puritan's wanted to correct, not brake away from, the Church of England. Several documented sermons and writings from the 1630s-1700 either specifically explain the Puritans purpose to restore or they make connections to scripture to imply the purpose. John Winthrop spoke of the Puritans as being A City Upon a Hill, a community that had the power to end corruption. Samuel Danforth, likewise, compared the Puritans to John the Baptizer as they were also going into the wilderness (America) to speak the truth. Richard Mather wrote of the covenant between God and the Church of England, and how the Anglican Church could be restored. John Cotton spoke of the sinfulness of separating from the Church of England, since it was still a true church that needed to be restored. The Congregational Puritans did not come to America to establish their own religion or to prosper economically. They came to do God's will, to correct and restore a member of His body.

In my research I plan to assess the extent and influence of a smaller school's multicultural education. A multicultural education is defined by its inclusion of educational materials, ideals, and even people from a variety of cultural groups. This is a subject in need of exploration because it's common for people to see a multicultural education as beneficial only to students with different cultural backgrounds than the dominant American culture. The dominant American culture in this context refers to the over saturation of white men's ideas and contributions to American society. With the mindset that a multicultural education is exclusively beneficial to minority groups, it is easier for smaller predominantly white schools to gloss over the incorporation of a multicultural curriculum. I plan on using sources of information such as scholarly articles, books, web articles, and academic journals. Along with these sources of information I will in the upcoming week's conduct two interviews with secondary social studies teachers in a smaller predominantly white school. I will ask them questions to gauge the presence of a multicultural education and its influences in the school. Once I have gathered the information from the teachers I will use it in combination with my other research to answer the following questions. How does a social studies teacher in a predominantly white school incorporate the principles of a multicultural education? What is included in their multicultural curriculum based on student body? How does the school's multicultural education influence its students?

The dedication, sacrifice, and hard work that was put into obtaining an undergraduate degree had paid off, right? As the Commencement Song ends and the tassel has been switched to the other side of the cap, the next morning implies the "dream job" is starting, right? Or it could mean the adventure to Graduate school awaits the next semester? All the ideas of life are magically going as planned, and everything is lined up and ready to go, right? For a large population of college students, this isn't the case. This study explores the abundant amount of students who are undecided in where their journey leads them after Commencement, and into the world beyond their undergraduate life. While providing visual displays of pathways to connect students with campus support and resources, as well as, to help guide students on their exploration on where the journey is leading next.

The purpose of this study is to investigate the relationship between employee treatment and work productivity and satisfaction. This study is interested in the dialogue and communicative practice of employers with employees, particularly those in entry level positions, and how those interactions change over time, from the on-boarding process through employee socialization and assimilation experiences. As such, this study will focus on how entry level employees frame their work satisfaction, compensation, relationships and intentions to stay with the organization as they reflect on the experience of joining the organization and subsequent interactions thereafter with peers, superiors and the organization as a whole. The study correlates with Stanley Deetz's Critical Theory of Communication within Organizations. I plan on presenting the paper that will showcase my results and findings from the research.