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Moon Fall
No full textMoon Fall is a NA fantasy romance novel, set in a unique world. Seraphina Bloodwood, the most powerful lunar witch of her coven, must infiltrate the Shadow Guard, a prestigious training program of Moon Fall University in order to save all lunar witches from their deteriorating magic. She meets Torne Spirittail, a dedicated Shadow Guard member who hates witches deeply, but offers to help her through the Shadow Guard training process. Seraphina must accept this offer in order to remain undetected as a lunar witch and to save her coven. At the same time, Seraphina must keep the rival solar witches off her trail while attempting to restore the portals to Celestial City, the origin world of magic and witches among other creatures. She soon believes that reopening these ancient portals is the solution to saving lunar witches and escaping the growing power of the solar witches and Shadow Guard of the Cedar City
TRICOLORED BAT (PERIMYOTIS SUBFLAVUS) POPULATION GENETIC STRUCTURE IN THE SOUTHEASTERN UNITED STATES
No full textTricolored bats (Perimyotis subflavus) have experienced substantial population losses from white-nose syndrome (WNS), a disease caused by the pathogenic fungus Pseudogymnoascus destructans (Pd) which infects hibernating bats. Determining population genetic structure helps assess genetic diversity and the impacts of wildlife threats to populations. Pre-WNS data shows weak-to-negligible structure and panmictic P. subflavus populations at core portions of their range. However, current genetic data from their southeastern U.S. range is lacking. I sought to determine whether recent genetic data help resolve genetic structure among southeastern populations and assess genetic differences at two stages of impact: post-WNS and possible WNS-recovery. Microsatellites and SNPs (single nucleotide polymorphisms) were used to characterize genetic patterns and structure among hibernacula. I hypothesized that populations would show weak structure and those at the range edge would have marked genetic differentiation from other sites, potentially resulting from greater geographic distance, limited gene flow, and environmental factors. Further, I hypothesized that structure would differ between stages of WNS impact. Both markers indicated low overall genetic differentiation. Estimates revealed a panmictic population (SNPs), and two genetic populations (microsatellites) among sites. A possible bottleneck event reflected in microsatellites aligns with prior WNS-related declines. At the SNP level, most sites were genetically distinct from a Florida cave hibernaculum. WNS potentially impacted population genetic structure per the microsatellite data. Hibernacula type, environmental conditions, and behavior may influence genetic differentiation. These results provide a foundation for southeastern U.S. P. subflavus population genetics and may be useful to informing conservation and management decisions
Anne Frank in Translation
No full textAnne Frank’s status as an icon of Holocaust history and literature was not inevitable, but instead represents a complex interplay between her story’s resonance for young people around the world and the abiding efforts of individuals-- family members, protectors, publishers, critics, playwrights, artists, curators, composers, actors, performers, and educators-- to translate her story from context to context and generation to generation.https://digitalcommons.kennesaw.edu/mhheexhibits/1000/thumbnail.jp
The Fight for Civil Rights: MLK and the Foot Soldiers of the Movement
No full texthttps://digitalcommons.kennesaw.edu/mhheexhibits/1003/thumbnail.jp
Imagine the Peace: Exploring the Intimacy of Imagined Intergroup Contact in Kosovo
No full textPeacebuilders have utilized positive intergroup contact in various settings to help groups encounter each other. I implemented three different intimate imagined contact scenarios in Peja, Kosovo with Albanian and Serb participants. I conducted this research to understand how multiple intimate social settings could impact individuals’ encounters with the outgroup during each imagined scenario, thus gathering better operationalization efforts regarding intimacy and imagined contact. Using written responses, interviews, and one-year follow-up interviews, the café and workplace scenarios created a positive experience for most participants, and while half of participants had a positive experience with the fiancé scenario, many more had negative experiences compared to the café and workplace. Younger participants responded more favorably to the imagined scenarios than older ones and that confrontational topics such as politics and the war had to be absent for the encounters to be successful. However, while participants stressed the importance of intergroup contact, there was generally not a desire among them to initiate such contact, and they insisted that more time was needed to successfully have positive interethnic interaction. The rare interethnic contact participants did have the year after the imagined scenarios was by circumstance and not desire, although many of them, especially the younger ones, were open to sustained imagined scenarios and were adamant that interethnic relations needed to be improved. Moving forward, perhaps continuously imagined contact scenarios with uncontentious conversation during the course of weeks or months could help individuals encounter the outgroup more favorably
A Phenomenographical Study of Rural Teacher Retention Before, During, and After the COVID-10 Global Pandemic
No full textABSTRACT
This phenomenographical study investigated rural teachers’ perceptions regarding their decisions to remain teaching in rural areas, with attention to experiences before, during, and after the COVID-19 global pandemic. The research was guided by two questions: (1) What experiences do rural teachers perceive impact their decision to remain teaching in rural school systems before, during, and after the COVID-19 global pandemic? and (2) How do rural teachers perceive the role of school administrators in retaining teachers in rural systems, before, during, and after the COVID-19 global pandemic? Participants were teachers who served in rural districts prior to, during, and after the pandemic. Data collection included demographic surveys and semi-structured interviews.
Findings revealed that teachers’ decisions to remain were shaped by community ties, professional autonomy, and emotional resilience. The pandemic intensified challenges such as isolation, burnout, and highlighted the importance of relational leadership. Teachers emphasized the value of feeling heard, supported, and respected by administrators.
The study concluded that rural teacher retention is rooted in lived experiences and perceptions of belonging and leadership responsiveness. Administrators who foster trust, prioritize well-being, and communicate transparently were viewed as essential to retention.
This research strengthened the understanding of rural teacher recruitment and retention by offering context-sensitive insights and practical strategies for school leaders. Recommendations included implementing relational leadership practices, investing in professional development tailored to rural contexts, and including teacher voice in decision-making
Immersive Learning in Action: A Qualitative Case Study of High School Teachers’ Experiences With Prisms Learning in Science and Mathematics
No full textThe use of virtual reality (VR) in the secondary STEM educational space is increasing as costs to access VR technology decrease. There is a current lack of research supporting the efficacy of virtual reality use in the secondary space to improve student success criteria, particularly for specific VR-based instructional products like Prisms. The purpose of this study was to explore the impact of Prisms VR curriculum from the teacher perspective, with specific attention to student engagement, conceptual understanding, and instructional practices. The goal of the study was to contribute to existing research about the paradigm shift toward active student participation in learning and provide insight to enhance professional development programs for VR curriculum implementation. The research was completed using a qualitative case study with semi-structured interviews and written reflection data. This study was guided by a constructivist and experiential learning framework, integrating Piaget, Bruner, Papert, and Kolb to inform VR-based instructional practices and student engagement. Data was coded to identify themes related to teacher perceptions of the impact Prisms VR curriculum implementation has on student engagement, student conceptual understanding, and instructional practices. Participants reported increased student engagement and deeper conceptual understanding. Research implications include recommendations for effective VR implementation and directions for future research to support professional development in VR-based instruction.
Keywords
virtual reality (VR), high school, teacher perceptions, Prisms, student engagemen
Experts on Repositories: Selecting a Data Repository
No full textDo you have a dataset but don\u27t know where to upload it? Are you curious about data repositories? Join our Data Services Librarian Laura Beane as she discusses the many data repositories available to host your research data and datasets.
This event was recorded by the Scholarly Publishing and Research sub-unit within the University Libraries as part of the Experts on... series. The session was moderated by Collegiate Librarian Stephanie Ard.https://digitalcommons.kennesaw.edu/sprpresents/1011/thumbnail.jp
Southerners Acting Southern: On Celebrities and Their Star Personas in the Imagined South
No full textTison Pugh
Baton Rouge: Louisiana State University Press, 2025
ISBN: 9780807184011
276 pp. $34.95 (Pbk
Exploring Geographic Information Systems by Nicholas Chrisman
Full text linkRather than attempting to define the bounds and scope of geographic information, Chrisman provides an organizational framework that . .. challenges the reader to participate in the exploration . Exploring Geographic Information Systems uses a nested set of interrelated issues to emphasize the need for users to think critically about the appropriate use of methods, tools, and data in GIS