UMSS22 Social Sciences<\/a><\/strong><\/p>\n UMSS22 Natural Sciences<\/strong><\/a><\/p>\n UMSS21 Biomedical Sciences<\/a><\/strong><\/p>\n UMSS22 Physical and Mathematical Sciences<\/a><\/strong><\/p>\n UMSS22 Engineering and Information Sciences<\/strong><\/a><\/p>\n UMSS22 Interdisciplinary Sciences<\/strong><\/a><\/p>\n UMSS22 Allied Health<\/strong><\/a><\/p>\n <\/p>\n Business<\/b><\/p>\n <\/p>\n Submission Type: <\/b>Exhibit<\/span><\/p>\n Submission Category:<\/b> Business<\/span><\/p>\n Author(s):<\/b><\/p>\n Nicholas Johnson<\/span><\/p>\n Stefano Tijerina<\/span><\/p>\n Undergraduate Student Presentation<\/strong><\/p>\n Faculty Mentor:<\/b> Stefano Tijerina<\/span><\/p>\n Abstract:<\/b> We measured FDI (Foreign Direct Investment) in the United States from Mainland China, Taiwan, and Hong Kong. Our research establishes patterns in the FDI that determine what industries the regions are focused on establishing in the United States, how much stock they have accumulated, and the impact that their investments have at the local level in states like Maine, Alabama, and California. Amongst the three regions, we compiled data from sources such as the Bureau of Economic Analysis, and China\u2019s Ministry of Commerce to examine $68.29 billion of FDI stock across sectors such as manufacturing, trade, real estate, finance, and determined what the fair value of these investments is. We used data from China\u2019s Ministry of commerce to determine where the United States ranked as a recipient of China\u2019s FDI outflows and stock. Results showed that the United States was one of the top five destinations for China\u2019s FDI, but received less from Mainland China than the Cayman Islands and the British Virgin Islands, and less from Hong Kong than Bermuda, Singapore, the Cayman Islands, and the British Virgin Islands. Hong Kong and Mainland China sent a combined $7.35 billion into the United States in 2020, while they sent $58.73 billion to Bermuda, the Cayman Islands, and the British Virgin Islands. Further studies could examine more closely the FDI flows to Bermuda, the Cayman Islands, and the British Virgin Islands as these are popular locations for shell companies, which could mean that the FDI totals are artificially lowered.<\/span><\/p>\n <\/p>\n Submission Type: <\/b>Poster<\/span><\/p>\n Submission Category:<\/b> Business<\/span><\/p>\n Author(s):<\/b><\/p>\n Giselle Sillsby<\/span><\/p>\n Christain Brayden<\/span><\/p>\n Caroline Noblet<\/span><\/p>\n Undergraduate Student Presentation<\/strong><\/p>\n Faculty Mentor:<\/b> Caroline Noblet<\/span><\/p>\n Abstract:<\/b> Aquaculture offers an opportunity to provide sustainable seafood and contribute to Maine\u2019s economic growth. The rapid growth of aquaculture in Maine has led to a need for information on how aquaculture businesses have responded to the increased demand for their products and their plans for expansion, distribution, and promotion of their product.<\/span> <\/p>\n Submission Type: <\/b>Exhibit<\/span><\/p>\n Submission Category:<\/b> Business<\/span><\/p>\n Author(s):<\/b><\/p>\n Thomas Erick<\/span><\/p>\n Connor Blake<\/span><\/p>\n Norm O’Reilly<\/span><\/p>\n Graduate Student Presentation<\/strong><\/p>\n Faculty Mentor:<\/b> Norm O’Reilly<\/span><\/p>\n Abstract: <\/b>Name, Image, and Likeness (NIL) all equate to the three components that an individual can leverage to profit off themselves. National Collegiate Athletic Association (NCAA) student-athletes however had not been able to leverage their NIL due to a policy by the NCAA which prohibits players from being paid to play (NCAA, 2021). On June 21st, 2021 the Supreme Court of the United States ruled against the NCAA in the NCAA v. Alston case, which allowed players to receive compensation related to their NIL.<\/span><\/p>\n In response to this ruling on June 30th, 2021, the NCAA put out a statement changing their policy on NIL stating the following \u201cThe NCAA is committed to allowing name, image, and likeness opportunities for student-athletes consistent with the college athlete model.\u201d (NCAA, 2021). This rule change means that a new population of individuals within society can now leverage their NIL to profit. Therefore, this study attempts to explore the topic area (the positives and negatives) from the perspective of student-athletes.\u00a0<\/span><\/p>\n To better understand the effects of NIL, the research team is employing a sequential focus group method followed up by a survey. The focus group would be conducted with University of Maine student-athletes. Data from these focus groups would then be analyzed and ultimately a survey created that will be used to better understand how NIL is impacting NCAA Division I athletes at other institutions.<\/span><\/p>\n <\/p>\n Education<\/b><\/p>\n <\/p>\n Submission Type:<\/b> Virtual Presentation<\/span><\/p>\n Submission Category:<\/b> Education<\/span><\/p>\n Author(s):<\/b><\/p>\n Nicole LaPlant<\/span><\/p>\n Karalyn Kutzer<\/span><\/p>\n Emily Newell<\/span><\/p>\n Kathleen Gillon<\/span><\/p>\n Eklou Amendah<\/span><\/p>\n Jamahl Williams<\/span><\/p>\n Catharine Biddle<\/span><\/p>\n Undergraduate Student Presentation<\/strong><\/p>\n Faculty Mentor:<\/b> Catharine Biddle<\/span><\/p>\n Abstract: <\/b>The objective of this project is to create a model of and mechanism for statewide, systematic data collection to support workforce development pathways for P-20 students in rural Maine to ensure the long-term vitality and success of these communities. Educational systems serve as the starting point of the creation of qualified workers for local business. However, data is not currently made available to school systems or businesses and community leaders that would allow them to make thoughtful decisions about how to use community resources and time in order to create these partnerships. The development of the community is intrinsically linked to the educational system and the opportunities it provides. Without qualified and educated workers businesses, and as a result towns cannot thrive (Bird, Sapp, & Lee, 2001; Schafft, 2016; Tigges & Green, 1994). Despite challenges in providing quality education in addition to business opportunities, these communities still have the potential to be successful in the long-term. Through a series of semi-structured interviews with educators in two rural Maine communities the researchers will utilize their preliminary research to gain a deeper understanding of the towns and collect data through the interviews in order to aid the development of the educational systems and their partnerships with businesses in rural communities to allow for economic development.<\/span><\/p>\n <\/p>\n Submission Type: <\/b>Exhibit<\/span><\/p>\n Submission Category:<\/b> Education<\/span><\/p>\n Author(s):<\/b><\/p>\n Emma Budway<\/span><\/p>\n Cameryn Long<\/span><\/p>\n Lauren Page<\/span><\/p>\n Deborah Rooks-Ellis<\/span><\/p>\n Graduate Student Presentation<\/strong><\/p>\n Faculty Mentor:<\/b> Deborah Rooks-Ellis<\/span><\/p>\n Abstract: <\/b>Supporting children with complex communication needs requires adequate training on augmentative and alternative communication (AAC) systems and providing ample opportunities for social interaction. This systematic literature review examines the benefits of AAC use in classroom settings and the optimal time to introduce aided or unaided systems. Key findings demonstrate benefits of AAC ranging from increased social closeness, participation in everyday contexts, and expressive language. AAC in the classroom with peer support has been shown to increase social interaction and overall use of AAC systems. Studies have found that 44.2%-71% of educators do not have sufficient training to support their students\u2019 communication needs. The purpose of this review is to provide insight into parent, clinician, and educator understanding of AAC use and its benefits to children’s communication. This review is exploratory in nature and is limited by the available literature on the topic. Future research trajectories are also discussed, including cultural competence of AAC systems.<\/span><\/p>\n <\/p>\n Submission Type: <\/b>Virtual Presentation<\/span><\/p>\n Submission Category:<\/b> Education<\/span><\/p>\n Author(s):<\/b><\/p>\n Tyler Layton<\/span><\/p>\n Jon Ippolito<\/span><\/p>\n Undergraduate Student Presentation<\/strong><\/p>\n Faculty Mentor:<\/b> Jon Ippolito<\/span><\/p>\n Abstract: <\/b>Tyler is looking to create a learning platform that is so easy to understand your grandma can learn from it. Tyler has noticed the difficulty of learning about cryptocurrencies and Non-Fungible Tokens (NFT’s) online; most of the information listed actually makes people more confused. Tyler aims to make a platform that teaches users the ins and outs of Crypto\/ NFT’s so they can form their own opinions on the subjects. The first step is to make a website that has all the learning information listed, then transition to other platforms to further connect with the users.<\/span><\/p>\n <\/p>\n\n
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\n<\/span>This study uses data from a February 2022 survey of Maine Aquaculture businesses collaborating with the Maine Aquaculture Association. We document priorities for industry growth, struggles, and lessons learned by Maine aquaculturists. <\/span>
\n<\/span>We explore the Maine aquaculture industry\u2019s current and planned distribution methods, product promotion, and expansion plans. Importantly, this work provides a snapshot of the industry after the impact of COVID-19 on food products, including plans to expand Maine\u2019s aquaculture product sales locally, in-state, and beyond.<\/span><\/p>\n\n
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