Now showing items 61-80 of 11538

    • TESTING FOR LEAD EXPOSURE IN CLAY TARGET SHOOTING TEAMS

      West, Herman B; School of Medicine
      Lead exposure is a critical health issue that can have long-term adverse health consequences on people who have elevated blood lead levels. The effects of lead exposure at a young age can be permanent and irreversible. Even though lead exposure has decreased significantly over the past 50 years due to controls, laws, and regulations, lead remains a very serious public health issue in the United States. Recent news headlines have indicated that lead can still be found in food products, water pipe connectors, and drink containers. Lead exposure in rural areas is even more significant due to the fact that housing stock is older in these areas and in some states, 92% of rural areas have a high lead risk exposure score. Clay target shooting is very popular in rural areas, and over the past ten years this sport has been introduced into middle and high school sporting activities with many rural youth and adolescents taking up this sport as an extension of hunting and shooting activities that they already pursue. Shooting activities have previously been identified as increasing the risk of lead exposure due to the discharge of lead dust. The study’s objective is to determine if participating on a clay target shooting team exposes shooters to lead in quantities high enough to increase their blood lead level. Capillary blood samples were drawn, analyzed, and the results were recorded for each study participant before the clay target shooting season began and again after the season was completed. The pre- and post-season blood lead level results were compared and indicated that there were no detectable changes in the blood lead levels of the study participants. In conclusion, the study indicated that participating on a clay target shooting team does not significantly increase the blood lead level of the team members during the school shooting season. Future research opportunities should include venous blood draws from a larger population and sample size using blood lead analyzer instruments that are more sensitive and can provide exact readings at all levels.
    • Reimagining Connection Within The Covenant Community of Believers in a Post-Pandemic Disconnected Digital Age in Worship: A Model For the Small (Under 200 Members) Rural Church

      Hayes, Ronald Paul; McAfee School of Theology
      RONALD P. HAYES REIMAGINING CONNECTION WITHIN THE COVENANT COMMUNITY OF BELIEVERS IN A POST-PANDEMIC DISCONNECTED DIGITAL AGE IN WORSHIP: A MODEL FOR THE SMALL (UNDER 200 MEMBERS) RURAL CHURCH Under the direction of Karen G. Massey Is it possible to have a connection between worshippers when some worship in person and some attend online? Hybrid worship is a reality that all congregational ministers and congregations will be challenged with. In an era that seems obsessed with the simplification of human existence, coupled with the culture’s alteration of schedule’s respect for traditional worship times, churches have recently moved service times, moved service days, and implemented online worship, even in the smallest of churches to accommodate those that cannot or will not attend worship at the traditional Sunday time. After the COVID-19 pandemic waned, some people were reluctant to return to in-person worship. Hybrid worship became normative even in the smaller, more rural churches. Understanding this to be the case, this thesis explores the possibility of a connection between worshippers who don’t share the same physical space. The scriptures clearly show believers are to gather together and share in the experience of praising and worshipping the Triune God. Ten participants participated in this study to see if they could connect better with those worshipping in a different space than where they chose to attend. The study was conducted over the four weeks of Advent 2022, where Oak Grove Baptist Church only offered an online Zoom option and in-person worship. Before the project, there was a survey attempting to establish a baseline of attitudes toward connection with people during the pandemic within the congregation and the extension post-pandemic. After the project, another survey asked questions attempting to determine the level of change in connectivity among the congregants participating in the project. Results varied from the online community, but a theme of minimal increase in connection emerged from the in-person attendees. Congregations will continue to attempt to find innovative ways to engage participants in worship in the future. Technology designed particularly for churches will emerge to assist in connecting these two worship platforms in the future.
    • EXPLORING PAIN FREE VACCINATION ALTERNATIVES FOR A WHOLE CELL INACTIVATED MICROPARTICULATE GONORRHEA VACCINE

      Bagwe, Priyal Vishnu; College of Pharmacy
      There is a global rise in the number of cases of gonorrhea infection each year. Gonorrhea is caused by the bacteria Neisseria gonorrhoeae and is currently being treated using antibiotics. However, this bacterium has gradually developed antimicrobial resistance. Currently, there is no vaccine for gonorrhea. The long-term goal of this project is to formulate and evaluate a microparticulate vaccine against Neisseria gonorrhoeae. The approach taken utilizes the whole cell (formalin-inactivated) as an antigen encapsulated in a microparticulate vehicle and administered painlessly- transdermally via a dissolving microneedle patch, buccally via an oral dissolving film and intranasally via microparticles. The central hypothesis is that by keeping the bacteria whole and intact, with all the antigenic epitopes in their native form, could trigger an immune response and generate specific protective antibodies. To improve uptake of the antigen by immune cells, the whole cell was entrapped in a biodegradable particulate matrix, which are better engulfed by antigen-presenting cells (APCs). Additionally, the use of a sustained release polymer protects the antigen until it is processed by APCs and exposes the antigen to the immune system for an extended period. Transdermal delivery of the vaccine was assessed through dissolving microneedles. Dissolving microneedles were formulated through extensive screening of polymers and sugars to produce fast-dissolving microneedles to effectively deliver the vaccine through the skin. The vaccine was assessed in vivo in a preclinical murine model. This study explored the different doses, cross-protectivity, and memory response for our gonorrhea vaccine candidate when administered as transdermal microneedles. We compared the dose-response strategy, in vivo immunogenicity, correlates of protection, resistance to infection, reinfection, and memory response of our novel gonorrhea vaccine. There was cross-protection against a heterologous strain. Additionally, the vaccine generated humoral, cellular and memory response. Our findings indicate longevity and cross-protection upon vaccination with our transdermal gonorrhea vaccine candidate. This study also explored different pain-free routes for delivering our gonorrhea vaccine candidate. We compared the in vivo immunogenicity, correlates of protection, and resistance to infection of our novel gonorrhea vaccine. All the routes generated strong immunity. Moreover, the transdermal route generated a significantly more robust systemic immune response when compared to all other vaccine routes—the intranasal and buccal mucosal routes generated significantly higher mucosal immunity. The immune responses induced by the pain-free strategies were comparable to the conventional intramuscular route. Our findings indicate the route of administration of the vaccine affects the type of immune responses generated. The overarching goal of this proposal is to address the urgent need of an effective vaccination strategy against gonorrhea, harnessing work from previously funded research by NIH.
    • AN INVESTIGATION OF MEDICAL IMAGING EDUCATOR LEVELS OF CULTURAL COMPETENCE

      Cross, Kimberly; Tift College of Education
      Evidence suggests that culturally competent care can reduce the racial, ethnic, and cultural healthcare disparities that continue to plague the United States. While practicing professionals must rely on continuing education to improve cultural competence, future healthcare professionals enrolled in health sciences educational programs must rely on program curricula delivered by educators who may or may not be culturally competent themselves. Accreditation requirements related to cultural competence concepts vary greatly between disciplines and this variability results in significant differences in the quality and scope of cultural competence education. JRCERT accredited educational programs in medical imaging must adhere to an approved curriculum that includes concepts related to cultural competence, but no guidance is provided regarding design and implementation of content or measurement of student outcomes. This lack of guidance results in substantial variability in how these concepts are implemented within the medical imaging curriculum. Research suggests that the quality of this content is therefore dependent upon the cultural competence of the educator. The purpose of this study was to examine medical imaging educators’ cultural competence and the extent to which they employed transcultural teaching behaviors. The researcher measured medical imaging educator cultural competence and transcultural teaching behaviors via the Cultural Diversity Questionnaire for Nurse Educators-Revised. One-hundred forty-nine educator members of the American Society of Radiologic Technologists participated in the study. The findings of this study suggest that study participants perceived themselves as culturally competent and that they engage in at least some transcultural teaching behaviors. Furthermore, the findings reveal that educators engaged in cultural desire by committing both professionally and personally to providing culturally competent care as well as to teaching how to provide culturally competent care. Attending events sponsored by local and state societies and attending events outside of sponsored activities motivated by personal interests were significantly related to cultural competence. These findings suggest that personal motivation plays a significant role in professional development choices as well as choices related to whether and how cultural competence is taught in their program. Future research could further elucidate these choices and measure student outcomes to inform best practices.
    • ACTIVATION OF SEROTONIN 5-HT1A RECEPTORS AS A THERAPEUTIC STRATEGY FOR FRAGILE X SYNDROME: RESULTS FROM PRECLINICAL STUDIES IN FMR1 KNOCKOUT MICE

      Saraf, Tanishka Satyajit; College of Pharmacy
      There are no approved pharmacotherapies for fragile X syndrome (FXS), a monogenic, neurodevelopmental disorder typified by neuropsychiatric symptoms, including intellectual disability and auditory hypersensitivity. The gene expression of inhibitory serotonin 1A receptors (5-HT1ARs) is reduced in embryonic brain tissue from individuals with FXS, and 5-HT1ARs are highly expressed in neural systems that are disordered in FXS, providing a rationale to focus on 5-HT1ARs as targets to treat symptoms of FXS. We examined agonist-labeled 5-HT1AR densities in male and female Fmr1 knockout mice, a model of FXS, and found that juvenile but not adult Fmr1 knockout mice had significantly lower whole-brain 5-HT1AR expression than age-matched control wild-type mice. Consistent with these results, juvenile Fmr1 knockout mice showed significantly reduced behavioral responses elicited by the 5-HT1AR agonist (R)-8-OH-DPAT, effects blocked by the selective 5-HT1AR antagonist, WAY-100635. Juvenile females showed higher antagonist-bound 5-HT1AR expression than males. Treatment with the selective 5-HT1AR agonist, NLX-112, dose-dependently prevented audiogenic seizures (AGSs) in juvenile Fmr1 knockout mice, an effect reversed by WAY-100635. Sex- and age-related differences were observed in AGS. In electroencephalogram (EEG) studies aimed to identify EEG biomarkers, we observed significantly increased relative gamma power in untreated or vehicle-treated, adult, male and female Fmr1 knockout mice from recordings above the somatosensory cortex (SSC). We also observed sex effects on EEG power. FPT, a 5-HT1R agonist, had mixed effects on relative gamma power in the SSC and auditory cortex (AC). FPT robustly increased relative delta power and decreased relative alpha power in the SSC and AC, with more pronounced effects in Fmr1 knockout mice, and caused small but significant increases in relative beta power. A selective, novel, 5-HT1AR agonist, PFPT, had similar effects on relative delta and alpha power in juvenile wild-type mice. Distinct impacts of FPT and PFPT on cortical EEG were like effects caused by certain FDA-approved psychotropic medications (including baclofen, allopregnanolone, and clozapine). These results provide preclinical support for 5-HT1ARs as potential targets and 5-HT1AR agonists as potential therapeutics for young individuals with FXS hypersensitive to auditory stimuli. They also advance the understanding of behavioral and neurophysiological effects of 5-HT1AR agonists.
    • Sunday Supper is Killing Us! Black Church, Do You Want to be Made Whole?

      Zawadi, Adama Melitte; McAfee School of Theology
      ABSTRACT ADAMA MELITTE ZAWADI SUNDAY SUPPER IS KILLING US! BLACK CHURCH, DO YOU WANT TO BE MADE WHOLE? Under the direction of David Garber, Ph.D. The history, the intergenerational relationship to food, and the culinary traditions of African Americans all too often manifest as deleterious lifestyle choices leading to preventable illnesses and death. From the first sip to the last sip, learned dietary behavior, good or bad emanates from the art of gathering around food As with the Eucharist, fellowship, communion, worship, and wellness have always been centered around the table. The church is ground zero for educating, empowering, and cultivating a spiritual awareness that aligns the people of God with the will of God that says, “You shall live and not die.” However, the numbers do not lie. Cornerstone Christian Church is a microcosm of a growing societal problem: the propensity to be sick by choice. The invitation to wholeness imagined a shift from being engaged in making detrimental lifestyle choices to accepting the invitation to exert one’s right to wellness. The research was a qualitative ethnographic study, peculiar in that it attempted to measure the intangible. Will faith affect one’s willingness to live a full, healthy life? Does faith have any bearing? The research was designed to explore the strengths, weaknesses, opportunities, and legitimate threats to creating wellness within the faith community, particularly among the African American faith community. This is the population readily disposed to the most significant health disparities across the spectrum in modern society. Research instruments included participant questionnaires, individual pre- and post-interviews, observational field notes including extemporaneous conversations, as well as audio/video recordings of roundtable discussions. Data were collected, secured, coded, and analyzed. The findings corroborated potential barriers, validated health concerns, and nuanced indications for change. There was a total of six bi-weekly sessions: one dietary educational component, one documentary film review, one meditation session, and a Welcome to the Dinner Table potluck. Discussions were either concurrent or otherwise centered around questionnaires. The secular calendar was intentionally synchronized with the spiritual calendar during the first quarter of the year. Conclusions probably asked as many questions as were answered. Fresh ideas were germinated for assuming individual responsibility and self-determination to attain a higher quality of life. Conclusions also presented tangential opportunities for further study.
    • STEPPING TOWARDS CULTURALLY RELEVANT LITERACY ASSESSMENT: A CONTENT ANALYSIS OF THE GEORGIA MILESTONES ASSESSMENT SYSTEM

      Davis, Julillian; Tift College of Education
      The continuous disparities in reading test scores between Black and White students remain a substantial problem in education. This study examines the historical disparity by investigating how the Georgia Milestones English Language Arts (ELA) End of Grade (EOG) Assessment incorporates cultural relevance. Employing the theoretical frameworks of critical race theory, Black critical theory, and item response theory differential item functioning, this research investigates race, culture, and standardized testing convergences. The central question guiding this study is: In what ways does the Georgia Milestones ELA EOG Assessment address the tenets of cultural relevance? Content analysis emerges as the methodological process to answer the research question. By critically analyzing the assessment content, the study aims to determine the existence or lack of cultural relevance within the test items. The findings indicate a considerable lack of cultural relevancy in the Georgia Milestones ELA EOG Assessment. Despite the theoretical frameworks advocating for culturally responsive pedagogy and assessment, the analysis highlights a deficiency. The test fails to align test content and Black culture. This research contributes to the continued discourse on equity in education. It communicates the urgent need for culturally relevant assessments. Addressing the cultural bias ingrained in standardized literacy assessments is crucial for facilitating inclusive learning environments for Black children. Doing so eliminates the historical marginalization of Black students' performance on standardized literacy assessments.
    • Probing The Role of Free Fatty Acid Receptor 4 As A Novel Potential Therapeutic Target In Parkinson's Disease

      Green, Andrea; College of Pharmacy
      Parkinson’s Disease (PD) is a debilitating neurodegenerative disease that affects over 10 million people worldwide, with 90,000 newly diagnosed patients each year in the US alone. Patients affected by this disease face a decreased quality of life due to the characteristic motor symptoms, together with burdensome cognitive as well as peripheral symptoms. These symptoms are known to arise due to death of dopamine (DA) producing neurons of the substantia nigra pars compacta in the basal ganglia, and for nearly 60 years, pharmacological treatment of PD has relied on treatment with levodopa or DA receptor agonists, which act to improve the DAergic deficiency, but do not alter the underlying neurodegeneration and disease progression. Though the absolute etiology of PD remains unclear, it is known that oxidative stress, neuroinflammation, and aggregation of oligomers of alpha synuclein in the microenvironment of the substantia nigra play important roles in facilitating DAergic cell death. Our study examined the capacity of G protein-coupled Free-Fatty Acid Receptor-4 (FFA4) signaling to regulate cell toxicity induced by 6-OHDA-mediated ROS generation, NF-κB-mediated neuroinflammation, and alpha synuclein-related cell death. Here, we show that agonism of FFA4, endogenously expressed on DA-synthesizing PC-12 cells and in rat striatal minces, with the endogenous FFA agonist docosahexaenoic acid (DHA) and the synthetic FFA4 agonist TUG-891, activate the DA-synthesizing enzyme tyrosine hydroxylase (TH) and also protect from 6- hydroxydopamine (6-OHDA)-induced cell death. Furthermore, FFA4 agonism reduces 6-OHDA-induced ROS generation and downstream NF-κB activity. Our results also show that TUG-891 increases DA concentrations in the 6-OHDA rat model of PD. Taken together, these findings suggest that targeting of FFA4 could increase DA synthesis for symptom control and alleviate oxidative stress and neuroinflammation that contribute to disease progression.
    • THE COLOR OF OVERREPRESENTATION: DISCIPLINARY IMPLICATIONS OF IMPLICIT BIAS TOWARDS AFRICAN AMERICAN STUDENTS

      Anderson, Victoria; Tift College of Education
      Disproportionate discipline, also known as the discipline gap, is the result of the frequent occurrence of punitive or exclusionary discipline measures. It represents a flaw in the educational system that negatively disrupts the African American student population more than any other demographic. This form of punishment removes students from the learning environment via in-school suspension, out of school expulsion, or expulsion. The impact of exclusion on students’ academic trajectory can be devastating. Implicit bias is considered a driving force for the disparities in discipline data. How educators and school staff perceive African American students and their behavior is thought to be a result of stereotypes, misconceptions, and misjudgments stemming from historically adopted patterns of marginalization towards the African American population. This study sought to fill the dearth of research regarding the role of implicit bias in disproportionately assigning disciplinary sanctions to African American students. Using the lens of implicit bias theory and microaggression theory, this study sought to understand the nuances of implicit bias with connection to behaviors resulting from that bias. Both theories serve as a foundation for understanding the parallel between marginalization and racial prejudice. The researcher conducted virtual, semi-structured interviews with five participants via Zoom, then employed thematic analysis through narrative inquiry design. The participants consisted of two elementary teachers, two middle school teachers, and one high school teacher. Four themes demonstrated the impact of implicit bias. Through the data, the participants’ experiences revealed that African American students are treated differently and often more harshly than other groups of students. Findings illustrated misconceptions and misjudgments associated with African. To mitigate personal bias in this study and improve trust, the researcher employed verification techniques including critical panel, peer review and debriefing as well as member checking. Recommendations for future research include continuing to explore the connection between the legacy of slavery and discrimination towards African Americans. Additionally, further research should be centered around the cultural awareness of educators, school administration and staff. Lastly, further exploration on this topic can provide a greater understanding of the positive impact of restorative justice and behavioral management training as a catalyst for equitable disciplinary procedures for all students.
    • GETTING DUSTY WITH THE DIVINE: LESSONS LEARNED FROM JACOB'S DARK NIGHT OF THE SOUL

      Hong, Mia Cellino; McAfee School of Theology
      This thesis project will answer the question: In what ways does Jacob’s experience at the Jabbok in Gen 32 demonstrate a dark night of the soul? This question will be further developed into these three subquestions: (1) How does a reception history of the Christian mystical tradition read the Jacob narratives in a way that sets the stage for a dark night of the soul as described by St. John of the Cross? (2) How does a literary/rhetorical reading of Gen 32 open up possibilities for a mystical interpretation of this story? And, lastly (3) How do St. John’s writings and Jacob’s story interweave together to determine precisely how Jacob received the wound that resulted in his blessing? The primary methodology for answering these questions will be reception history and reader response criticism. Additionally, findings from disability and queer commentaries of this text assist in drawing the conclusion that Jacob’s nighttime encounter was a dark night of the soul, making it a valuable text for Christians leaving evangelicalism.
    • MINISTERING WITH THE FORGOTTEN FORGETFUL: ADDRESSING THE SPIRITUAL PAIN OF DEMENTIA PATIENTS UNDER CARE WITH VIA HEALTH PARTNERS THROUGH THE USE OF MODELING CLAY AND SCRIPTURE READING

      Hensley, Christopher J; McAfee School of Theology
      ABSTRACT CHRISTOPHER J. HENSLEY MINISTERING WITH THE FORGOTTEN FORGETFUL: ADDRESSING THE SPIRITUAL PAIN OF DEMENTIA PATIENTS UNDER CARE WITH VIA HEALTH PARTNERS THROUGH THE USE OF MODELING CLAY AND SCRIPTURE READING Under the Direction of C. Gregory DeLoach Ministry with dementia patients who are under hospice care is a delicate matter and one which requires flexibility, patience, and creativity. The purpose of this work is to broaden the toolbox of chaplains or spiritual caregivers who minister with dementia patients under hospice care and to seek to aid the patients in making connections with their spiritual or religious roots through the use of modeling clay and the reading of the twenty-third Psalm. This study examines the connection between the tactile stimuli of the modeling clay and the familiar scriptural text in an effort to determine whether or not the tactile stimuli ground the dementia patient in such a way as to aid them in experiencing a moment of spiritual peace. Structured interviews were conducted with eight participants diagnosed with some form of dementia and under hospice care. Each participant was given a lump of modeling clay while the researching chaplain read the twenty-third Psalm from the King James Version. Following the reading, the chaplain monitored the response of the patient to the tactile and verbal stimulants. Analysis revealed that engagement with both the tactile stimulant and verbal stimulant allowed patients to make connections to their spiritual and religious roots. The research chaplain concludes that using a tactile stimulant as a grounding tool is beneficial in helping dementia patients make deeply rooted spiritual and/or religious connections. Keywords: dementia, hospice, clay, twenty-third Psalm
    • ASCENSION: THE LIVED EXPERIENCE OF AFRICAN AMERICAN WOMEN PRESIDENTS OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES

      Burton, Retina Q.; Tift College of Education
      African American women seeking senior administrative roles in higher education have few role models or defined pathways for advancement. These women only comprise 4% of all full-time college and university faculty which represents a gateway position to leadership roles. With low representation among faculty and in senior leadership positions, there is a need to understand how African American women can excel in higher education. The purpose of this study was to explore the lived experiences of five African American women college presidents at historically Black colleges and universities (HBCUs) through qualitative narrative and critical incident analysis. Using purposeful sampling and snowballing, each study participant was interviewed for one hour using the semi-structured method. The results included a chronology of (1) the pre-presidency, (2) applying for the position, and (3) emerging subthemes in each phase, including preparing to lead, benefits of mentors and sponsors, deciding to apply, proper fit, being president, challenges due to race and gender, and being successful. This study will increase the knowledge of how this group of women attained the position of president at HBCUs. Further, the findings of this study inform institutions of successful strategies that will influence cultural leadership models and professional development training programs. With limited research on African American women college presidents and executive leaders, there is still a need for further research. Future studies might explore developmental programming in higher education that fosters the advancement of African American women seeking executive leadership roles.
    • This Is My Story: A Qualitative Narrative Inquiry of The Lived Experience of African American Faculty Members at Predominantly White Institutions

      Brown, Jonathan; College of Professional Advancement
      With the continued rise in the call for more diversity, equity, and inclusion in society, colleges and universities are not exempt. Specifically, Predominately White Institutions (PWIs) face the urge from students, faculty/staff, and administrators to answer this call. Unfortunately, while many institutions of higher learning are adjusting to attend to diversity, equity, and inclusion, they miss a key factor – their African American (AA) faculty. Having AA faculty helps AA individuals feel that representation does matter, and supporting AA staff aids in recruitment, retention, and overall wellbeing. While there have been many studies on the impact that microaggressions have on AA faculty, none have been conducted to explore the impact of microaggressions and microaffirmations on AA faculty. This qualitative phenomenological study focused on filling the gap in the literature by exploring the lived experience of AA faculty at PWIs and looking at the microaffirmations and microaggressions they experience from students, peers, and administrators. Semi-structured interviews were conducted to gather the participant’s perceived experiences at it relates to microaffirmations and microaggressions, in the hopes of painting a fuller picture of their experiences. The results found that AA faculty experienced varying levels of microaggressions and microaffirmations at past and current PWIs, which dictates how they feel about themselves, their abilities, and trust with peers. It was further noted that there is a level of emotional labor disparity experienced by AA faculty, due to what has been coined as assumptions of dynamism.
    • Counselors' Lived Experiences of Countertransference and Attachment Styles when Working with Serious Mental Illness (SMI)

      Brown, Halle Matula; College of Professional Advancement
      There is a consistent lack of understanding of the nature of residential mental health treatment settings. Furthermore, the majority of research that addresses working with serious mental illness (SMI) in the counseling profession is conducted in either an inpatient setting or an outpatient setting. Additionally, while there is extensive research on countertransference experiences, there is a lack of understanding as to the experience of this phenomenon in residential mental health treatment settings. While research has shown the benefits as well as limitations of countertransference, the few studies that have aimed to assess what contributes to countertransference, have identified roots of attachment concerns on the part of the counselor. However, there has been little to no research confirming this possibility. This qualitative phenomenological study utilized narrative inquiry to gain insight into the experiences of counselors actively working in a residential mental health facility. An attachment theoretical framework was utilized for the purpose of this study. Findings suggest that there is a new form of countertransference, defeasance countertransference, in residential mental health treatment settings due to the nature of their design and the work conducted by counselors in this environment. However, further study is needed to assess this possibility. The goal of this study is to provide areas of improvement in counseling supervision, counselor education, as well as a new understanding of what it means to work with SMI in a residential mental health treatment settings.
    • Re-engaged Youth Attending A Secondary Alternative School: A Cluster Analysis

      Buckelew, Laura Brook; Tift College of Education
      The purpose of this quantitative cluster analysis was to create a profile of students attending, graduating, and withdrawing from an alternative high school located in Georgia. Using a hierarchical cluster analysis method, clusters were formed based on the clustering variables of age overage, poverty, Multilingual Learner status, student achievement, Carnegie credits earned, discipline incidences, school attendance, and gender from a current student population of 2,497 and 1,861 graduates. Prior research has demonstrated that not all students excel in traditional secondary schools due to various factors. However, there is a scarcity of empirical research examining the suitability of alternative pathways for attaining a high school diploma. Given the significant numbers of youth dropping out of school prematurely, it is crucial to investigate alternative routes to high school education to assess their appropriateness and effectiveness. The results of this study suggest that there are shared traits among student cohorts attending and graduating from this alternative high school. These insights, coupled with the distinctive attributes of the alternative education environment, should guide school guidance counselors and administrators in providing support and advice to students who are struggling to thrive in a traditional secondary setting. Future research should prioritize gathering firsthand accounts from students who are thriving in alternative secondary schools to gain deeper insights into the factors contributing to their success, particularly among those who did not finish their secondary education in a traditional setting.
    • Heresy Trial Proceedings

      Mercer University, 1939-03-30
      "In 1939 thirteen strident ministerial students charged four professors and a student laboratory assistant with heresy. One of the accusing students was John M. Birch, whose name was later attached to the anticommunist movement of the cold war era. The students, encouraged by some local pastors, gave legally sworn affidavits, the majority of which focused on Professor John D. Freeman of the Christianity department. Others charged were professors Josiah Crudup, John D. Allen, and W. T. Smalley, as well as lab assistant James Wallace." - http://www.georgiaencyclopedia.org/articles/education/mercer-university#Heresy-Trial
    • Protecting the Hidden Victims: Increasing Family Bonding Throughout Incarceration

      Rinberger, Taylor
      Final report of a Service Scholars project to provide family-friendly visitation areas in correctional facilities.
    • Middle to Middle: Middle Georgia Students Engaging in Middle Eastern Studies

      Zgonc, Maddie
      Proposal and final report of a Service Scholars project to engage Middle Georgia students in Middle Eastern studies.
    • ABLE Mercer

      Wright, Johna
      Final report of a Service Scholars project establishing a peer mentoring program among first-year college students.
    • Sexual Health Education Series

      Bobo, Madeline
      Proposal and final report of a Service Scholars project to conduct sexual education workshops with Mercer University incoming freshmen