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Letters Of Transit : Fictions
No full texthttps://scholarworks.bellarmine.edu/fac_book_gallery/1100/thumbnail.jp
Living with Parkinson’s During COVID-19: A Survey of Parkinson’s Patients During COVID-19
Get PDFThe COVID-19 pandemic has significantly impacted individuals with Parkinson\u27s disease (PD), raising concerns about exacerbation of symptoms and vulnerability of the patients. This project first reviews existing literature on the interconnections between COVID-19 and PD, focusing on the physiological, psychological, and treatment-related challenges faced by patients. Then it analyzes survey data examining increased severity of COVID-19 in individuals with PD, alongside the literature researching potential mechanisms linking the two, such as inflammation and neurodegeneration. The survey’s key areas of focus included symptom management, treatment satisfaction, the impact of PD on daily living, and the impact of COVID-19 on motor and non-motor symptoms of PD. Furthermore, the implications of pandemic-related disruptions in care and the urgency for tailored interventions are explored. Finally, the project examines the need for ongoing research to understand the long-term effects of COVID-19 on Parkinson\u27s patients. The study itself calls for enhanced healthcare strategies to ensure continuity of care and improved mental health support for individuals with Parkinson\u27s disease during and after the pandemic
The Effect of Massage Therapy on Test Anxiety Experienced by Traditional-aged Undergraduate Business Students
No full textTest anxiety impacts traditional-aged undergraduate business students and influences their academic performance and overall well-being. This study explored the efficacy of massage therapy (MT) as a means of mitigating test anxiety within this demographic. Building on existing literature that addresses the consequences of anxiety and alternative coping mechanisms, this research study focused on MT as a potential strategy for test anxiety management. The study employed the Adult Manifest Anxiety Scale–College Version (AMAS-C) to gather data from participants at a private liberal arts institution in the East South-Central region of the United States. An experimental group received an MT intervention, while a control group engaged in a comparable relaxation activity during finals week. Statistical analyses, including paired-samples t-tests and two-way mixed ANOVA, were conducted to assess the effect of MT on overall and test anxiety, and to examine variations based on sex assigned at birth and academic classification. The results exposed a statistically significant reduction in overall anxiety following the MT intervention, with pre-intervention mean scores dropping from 58.79 to a post-intervention mean of 51.68 (T(37) = 4.103, p \u3c .001). Similarly, a statistically significant decrease was observed in the test anxiety subscale of the AMAS-C, with scores reducing from a pre-intervention average of 59.29 to 55.24 post-intervention (T(37) = 2.623, p = .013). Additional analyses exploring the effect of MT on sex assigned at birth and academic classification revealed no significant differences in the effectiveness of MT, indicating its potential as a universally effective intervention. This research contributes to the understanding of test anxiety management and supports the potential of MT as a beneficial intervention for college students. The findings highlight the importance of developing personalized interventions to improving student success and retention rates in higher education
Experiences of Women Trustees: A Qualitative Multi-Case Study of Women Trustees at Private Religious Colleges in the South
Get PDFIn the United States, women are underrepresented on college governing boards and trusteeships, occupying only about one-third of those positions (Madsen & Longman, 2020). In the Southern United States, female representation is dramatically lower, with women holding somewhere between 11-15% of those board positions (Madsen & Longman, 2020). Feminist research identifies persistent sexism as the reason for the continued gender inequities. Sexism in social and organizational structures may present as microaggressions, a lack of agency, lack of female role models and mentors, explicit and inherent gender-based biases, lack of flexibility in work arrangements, and women being assigned work that does not progress to leadership roles. Another factor that can serve as a barrier to women serving in college leadership positions is the “Stained Glass Ceiling” – which is religious-based gender discrimination at religious-affiliated colleges and universities (Dahlvig & Longman, 2014; Longman & Lafreniere, 2012, p. 50). This limitation results in part from certain faith-based beliefs regarding the roles women can and should play in leadership positions, if any at all (Adams, 1995; Johnson, 2011; Langford, 2010).
There have been fewer than a dozen research studies addressing the experiences of, or issues related to, women on boards of trustees, the first going back to the early 1970s (Anderson, 1993; Generett, 1978; Godfrey, 1971; Green, 2000; Newman, 2010; Scott, 2010; Sims-Harris, 2019; Twale & Burley, 2003). The body of research has tended to be narrow in focus, for example, either geographically or by institution type. This qualitative case study seeks to build on the body of research by investigating the experiences of women trustees at private, religious-affiliated colleges in the South, using critical feminism as the theoretical framework. The overarching objective of the study will be to capture the experiences of study participants who are serving on college boards of trustees at religious affiliated institutions. The study will be bound by 1) participant (current female trustees); 2) institution type (private, religious-affiliated institutions); and 3) location (in the South). The research questions guiding this study are:
1. What are the experiences of women trustees at private, religious-affiliated colleges in the South?
2. What barriers have these women trustees faced because of their gender and how have they overcome them
Shifting Girls\u27 Coding Attitudes Through a Coding Camp Experience
Get PDFThis study examined whether exposure to coding through a 12-week coding camp would change females’ attitudes as coders and ultimately create more interest in STEM (science, technology, engineering, and math). The participants for my study included fourth- and fifth-grade girls in a public school in a lower Midwest metropolitan area. The study was conducted in a classroom within their school during the fall of the 2023–2024 school year. The participants attended a 12-week (September through November) coding camp that took one hour each week. During the coding camp, the participants learned computer coding using a course from code.org. There were 19 participants at the program\u27s start and 13 at the end. Participants used school-issued Chromebooks and Google Classroom to access their pre- and post-test materials. The two data collection tools utilized were the Elementary Student Coding Attitudes Survey (ESCAS) and the STEM Career Interest Survey (S-CIS). The data was analyzed quantitatively to determine if an increase in the two constructs (attitudes and interest) had occurred. This was accomplished by utilizing a single group pre-post-test research design