North Georgia College & State University: Digital Commons
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Kansas City or Bust: The Methodist Plan to Relocate Baker University, 1927-1939
Full text linkIn 1931, a survey commission authorized by the Methodist Episcopal Church argued that Baker University, an institution located in the small Kansas town of Baldwin City, should relocate to Kansas City. The commission recommended relocation because of a merger with Missouri Wesleyan College, competition by surrounding schools, the Social Creed, and the Great Depression. Despite these compelling arguments for relocation from a prominent authority, Baker University leadership chose to remain in Baldwin City for numerous reasons. This incident is an example of local institutional leaders standing firm against higher church authorities and maintaining loyalty to their community
Leadership for Better Understanding and Advancement Of Civic Engagement in Higher Education
Full text linkBook review of
William V. Flores and Katrina S. Rogers (Eds.). (2019). Democracy, Civic Engagement, and Citizenship in Higher Education: Reclaiming Our Civic Purpose. Lexington Books. 410 pages. ISBN: 978-149859094
[1] Untitled
No full textAs human beings, we are designed to recognize patterns. When that pattern is disrupted, by nature, we feel the need to fix it. What in this pattern is missing? What makes this pattern different than the others?
As artists, we are pressured by society to create everything within the eye of perfection. Blend your brushstrokes till your hand grows tired; smooth out your scribbles till they are soft.
Then, at the end of the day, we are expected to look in the mirror and be happy with what we see. We are supposed to love our jagged noses, our crooked smiles, and all of our lumps and bumps. To some, this may even seem like an impossible endeavor.
With all of this in mind, as the artist, I have created this series of self portraits in order to take that “ugly” and put it up on a pedestal. To show the beauty in vulnerability, and ultimately inspire the acceptance of who we truly are— just human.https://digitalcommons.northgeorgia.edu/seniorexhibitfall2021/1005/thumbnail.jp
[3] FriendIndeed Branding
No full textA few months ago, my dog ate a chocolate chip cookie. My dog is 8 years old, and he is not small, but I was concerned. I did some googling, but it was impossible to find an answer about whether he would be okay or not. One source said he was fine, another said it was an emergency and I should contact a veterinarian. I couldn’t call the vet, as it was 9 pm. I found out that the ASPCA (American Society for the Prevention of Cruelty to Animals) has a poison control phone number, and thought this was my saving grace. I called them, but soon found out that they needed a credit card number to proceed, and that the fee was $75. I thought, how is that fair? I’m just trying to find out if my dog is going to survive eating a chocolate chip cookie.
After an hour of searching the web for something to help me, I found out that Chewy.com has a free vet resource for people who use their autoship feature, and fortunately I do. Luckily enough, they were available for another hour. I was able to talk to a vet and he said that my dog would be fine. I may have overreacted, but my dog is my best friend, and after 8 years of keeping him alive, I thought, could this be it? That is not a fun thought to have.
That’s the main reason why I created FriendIndeed. It’s a platform for any and all information a person could need, always available and always free. All I needed was a simple chart to tell me how much chocolate would hurt a dog of his size. There were a lot of sites that had confusing or contradicting information, and FriendIndeed would be a way to counteract the confusion.
The site isn’t only for pets, though. Throughout my life, I have found a stray kitten in my backyard, a random bunny’s nest in the ground, and a nest of baby birds in my garage. Luckily, my mom was a veterinarian’s assistant, and knew how to handle these situations, but not everyone has a veterinarian in their life that they can rely on. Also, taking these animals to a vet when it might not be necessary can cost a lot. FriendIndeed has answers to common questions that might arise, including whether or not you should take them to seek care. FriendIndeed’s goal is to provide information about animals for free, so that everyone can be informed, and to possibly help save an animal’s life.https://digitalcommons.northgeorgia.edu/seniorexhibitfall2021/1002/thumbnail.jp
Worry and Hope: What College Students Know, Think, Feel, and Do about Climate Change
Full text link“Colleges and universities can only thrive if society and the biosphere are healthy. Any institution that is so shortsighted as to pursue its ends without taking into account the interests of the larger community or ecosystem in which it is enmeshed will not achieve sustainable success. In the end, it will find itself forced, one way or another, to deal with the fact that its future is linked to that of the larger web of social and ecological relations” (Bardaglio & Putman, 2009, p. 174).
“You are not mature enough to tell it like it is. Even that burden you leave to us children” (Thunberg, 2018)
2B: Lilith in Dawn
No full textPart one of Octavia E. Butler’s Xenogenesis trilogy, Dawn, explores complex ideas surrounding family structure, and confronts issues such as sexism, racism, and colonialism in a post-apocalyptic setting and model of the human body. Scholars consistently analyze these issues as dysfunctions in society, but personal accounts from Butler lead one to believe that part of the critical theory surrounding her work is less than representative of her initial intentions. In an interview with Stephen W. Potts, Butler remarks on the agitation surrounding critics who “attempt to interpret [her] subconscious”. She further emphasizes the role of being an African American woman and by what means these parts of herself “influence the theme and approach” of her writing. Close examination of Butler’s intentions in Dawn and the portrayal of Lilith’s character highlight the period in history, as an African American female author, experienced by Butler. A similar reflection of history and experience can be found in the depiction of Lilith and her relationship with the Oankali, before and after the humans are awakened. This essay will highlight Butler’s interpreted view of human interactions, and it will establish a significant connection between the infliction of shame and its hindrance of Lilith and women, specifically women of color, historically and presently
2K: Labyrinth of Love: Aeneas and Dido in Chaucer and Vergil
No full textThis paper analyses Geoffrey Chaucer’s rendition of the famous relationship between Aeneas and Dido, founder of Rome and queen of Carthage, respectively. The discussion focuses heavily on reflections of labyrinth myth and custom in both Chaucer and Vergil’s versions. Based on recent thesis research from the University of Melbourne, I conclude that while Vergil uses the labyrinth as the basis for his plot structure and timeline, Chaucer recreates it instead at the word level, creating syntactical pathways which resemble the winding dance of an ancient labyrinth. Chaucer takes this as well as several other influences from Vergil and combines them with traits of Ovid’s version of the story to create his House of Fame. While using elements of both, Chaucer is less committed to either party than are Vergil or Ovid. Vergil sides with Aeneas and Ovid with Dido, but Chaucer offers both praise and critique of each party. I argue that this is due to Chaucer’s consistent questioning of the meanings of truth, knowledge, and literature, and how they interact. He rarely fed his readers opinions and often labored over where true knowledge could be found, so the disorienting labyrinth of words that he builds is an appropriate reflection of his tendency for encouraging deep thought. In building this argument I also discuss how Chaucer’s variances from Vergil, while slightly more sympathetic to Dido, also serve to further dehumanize her in death, instead expounding on the wrongdoings of men in love and ultimately serving Chaucer’s more philosophical interest
01. The Effects of Schema-Based Instruction on Word-Problems in a Third-Grade Mathematics Classroom
No full textThe purpose of this study was to extend the literature on schema-based instruction (SBI) and the effects of using the schema-based instructional strategy to solve word problems in a third-grade setting. It examines the overall effectiveness of using SBI on the students’ procedural accuracy and computational accuracy, with mixed computation word problems. It compares students’ attitudes toward mathematics problem solving before and after schema-based instruction. This study evaluated and compared the use of the SBI strategy and general strategy instruction (GSI) in teaching multi-step word-problems to third-grade students in two mixed abilities general education classrooms. The teacher instructed students using the schema-based instructional strategies to understand mathematical word-problems, plan a strategy, solve, and check the problems during the study. ANCOVA was used to analyze pre/post-test data on overall problem-solving, procedural and computational fluency, and attitudes toward mathematics. The results of this study indicated that the treatment group consistently outperformed the comparison group on all three achievement assessments with a statistically significant margin. The intervention showed to be beneficial for academic growth, however, it did not affect the students’ attitudes toward mathematics regarding their enjoyment or self-confidence
28. Cyberwarfare: Weapons of Mass Distraction, Disruption, or Destruction?
No full textIn recent years, with the further development of technology, cyber-attacks have become even more prevalent in society. This research will examine the potential classification of cyberwarfare as a weapon of mass destruction and the way cyber threats and weapons can be used to enhance and degrade existing physical weapons of mass destruction. Additionally, this research will explore the economic impact cyberwarfare can have on an otherwise thriving country and the detrimental effect misinformation can have on governmental and military processes. With the continued hands-off approach that technology provides, unless cyberwarfare can be fully understood and effectively mitigated, a digital war is an eminent threat for the future
20. Measuring Differences in Academic Beliefs of First-Generation and Non-First-Generation College Students
No full textMeasurable differences in achievement outcomes have been documented in first-generation and non-first-generation college students. Among variables that influence differences in academic outcomes, students’ academic beliefs have been shown to affect both behaviors and performance. However, efforts that have examined potential differences in academic beliefs between first generation and non-first-generation students are limited. In this study we examined potential differences in academic beliefs between first-generation and non-first-generation college students. Specifically, we examined these beliefs: intellectual humility (Porter & Schumann, 2018); theories of intelligence (Dweck, 2000); academic self-concept (Marsh & O’Neill, 1984); learned helplessness (Sorrenti et al., 2015), and task value (Pintrich et al., 1991). Data was collected from 316 undergraduate students from a southern university as part of a research participation requirement for coursework. The sample included 130 males and 186 females, 60 of which identified as first-generation college students (256 non-first-generation students). Academic beliefs were measured using seven validated Likert-like scales. Five t-tests were conducted to assess differences in academic beliefs. One significant (task value) and four nonsignificant differences were found between the academic achievement beliefs of first-generation and non-first-generation students. Results suggest that first-generation college students\u27 academic beliefs are more similar than dissimilar to non-first-generational students. This is a positive finding as individuals cannot control whether they are a first generation or a non-first-generation student. Follow-up studies are needed to further examine potential differences in academic beliefs between first-generation and non-first-generation students as these beliefs are related to achievement behaviors and performance (Schunk et al., 2014)