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The Impact Instagram Has on Women: Mentally, Physically, and Academically
Get PDFInstagram promotes poor body image, which can ultimately decrease academic performance. Attending a same-sex high school, versus a co-ed high school, may buffer women against this since they are not affected by the male gaze and other distractors that comes with having the opposite gender in a work environment. This study will use a 10-15 minute anonymous online survey to examine college women’s Instagram usage, body image, and academic performance, focusing on whether or not their high school environment shapes who they are today. I expect that women who attended a single-sex high school will have better body image and better grades in college, as they will have a stronger academic foundation going into college. Mixed results were received, accepting some of the hypotheses while rejecting others, but it was found that attending a single sex high school was associated with having a lower surveillance and a higher GPA, as originally expected. However, none of the results were statistically significant. This could be due to the low number of participants surveyed, specifically the low number of participants surveyed who attended a single sex high school, variables unaccounted for in the data set, and self-reported measures. Further limitations and future directions will be discussed
A Remembrance Project: The Lynching of Brack Kinley and Luther Durrett
Get PDFFrom 1882 to 1968, the National Association for the Advancement of Colored People (NAACP) estimates that 4,743 lynching’s occurred in the U.S. While other organizations report a slightly different number, the harsh reality of terror and violence remains the same. These violent acts of murder were used as a mechanism by white mobs to promote terror and enforce control upon the black community. Despite the presence of terror and violence in our current society, little is taught about such history and the people who were murdered. Instead of an emphasis on the actual history and the lives lost, the emphasis is on black trauma. However, little has been done to recognize the specific harm and violence lynching left in the community. This project presents research on the lives of two men, Brack Kinley and Luther Durrett, who were lynched in McCracken County. The project begins with a historical investigation of the lynching, an address of the McCracken County, KY community through the lens of white vigilantism, the criminalization of blackness, and white victimization tactics used by the media and community, recognition of broader context regarding systemic issues in the United States which has shifted to the carceral system, including the current debate surrounding Critical Race Theory and Confederate symbolism. Finally, drawing on the principles of restorative justice, the project ends with meaningful dialogue on reconciliation
The Sharp Bounds of a Quasi-Isometry of P-adic Numbers in a Subset Real Plane
Get PDFP-adic numbers are numbers valued by their divisibility by high powers of some prime, p. These numbers are an important concept in number theory that are used in major ideas such as the Reimann Hypothesis and Andrew Wiles’ proof of Fermat’s last theorem, and also have applications in cryptography. In this project, we will explore various visualizations of p-adic numbers. In particular, we will look at a mapping of p-adic numbers into the real plane which constructs a fractal similar to a Sierpinski p-gon. We discuss the properties of this map and give formulas for the sharp bounds of its distance distortion, which shows that it is a quasi-isometry
Cultivating Connectedness to Nature in the College Classroom: A Consideration of Nature-Based Pedagogy in Undergraduate Education
Get PDFNature-based environmental education, and research around the cultivation of connectedness to nature, has focused primarily on younger learners without paying close attention to the development of nature-based college curriculum (Leiflander et al., 2013; Ernst & Theimer, 2011; Cheng & Monroe, 2010). Additionally, spirituality as a mechanism for engaging students in the development of connectedness to nature has largely been neglected in higher education pedagogical research (Crowe, 2013). The purpose of this study was to explore the impact of a nature-based, spiritually engaging undergraduate environmental course on students’ connectedness to nature. This quasi-experimental, mixed methods case study compared changes to connectedness to nature of a control group (n = 14) with an experimental group (n = 24) using the Connectedness to Nature Scale (Mayer & Frantz, 2004) as a pre-test and post-test quantitative measure and paired-group interviews, analytic memos, and artifacts from the experimental group as qualitative data. Both control and experimental groups were comprised of college seniors enrolled in a Catholic Social Teaching Interdisciplinary Course at a private, independent Catholic liberal arts university. Both control and experimental groups exhibited statistically significant increases in connectedness to nature, with the experimental group doing so at a lower p-level. I explored the influence of demographic factors and course design in an effort to identify potential explanatory factors for this phenomenon and concluded that the two main factors which played a role in this finding were spiritual impact, present in both courses, and nature-based pedagogy, found in the experimental course alone
Understanding the Relationships Between Social-Emotional Competency, Reading Fluency, Reading Comprehension, and Reading Achievement in Adolescent Students
Get PDFThe improvement of social-emotional factors is thought to help increase students’ achievement by 11% (Durlak et al., 2011). This current study is a descriptive study set in a rural setting, and it included 101 seventh and eighth-grade students. The study explored the relationship between social-emotional competency, reading ability, and reading achievement in adolescent students. Correlation results showed statistically positive relationships between reading measures and social-emotional measures except for social awareness and grit. Regression results revealed that social-emotional competencies explained from 7% to 36% of the variance in adolescent reading. Social-emotional competencies and reading ability measures together explained 51% to 53% of variance in reading achievement. Reading self-efficacy and growth mindset were retained for a serial mediation analysis that revealed statistically significant and positive paths to reading achievement. Reading self-efficacy had a positive and significant direct effect on reading achievement while controlling for fluency and comprehension. Theoretical and instructional implications are discussed
Strategic Human Resources in Higher Education – A Multiple Case Study of Chief Human Resources Officers in Higher Education Institutions as They Elevate Human Resources and Lead in Times of Sweeping Change
Get PDFThere are pressing issues facing higher education institutions (HEIs). Faculty and staff turnover, remote work, economic recession, changing student demographics, and many other issues are front and center as institutions plan to move forward on a positive trajectory. This study examines how the Human Resources (HR) function within a university can positively affect the success and sustainability of the institution. The framework for the study utilizes several theories - Ulrich’s HR Model (Ulrich, 1997), Maslow’s Hierarchy of Needs (Maslow, 1943), and Goleman’s Theory of Emotional Intelligence (Goleman, 1995). This qualitative multi-case study examines how HR in HEIs has incorporated a strategic focus, the necessary areas of focus for strategic HR in HEIs in today’s complex and ever-changing landscape, and how Chief Human Resources Officers (CHROs) have developed and implemented HR strategies to address the current HR-related challenges their institutions face
Assessing Athletic Training Preceptor \u27s Confidence in Their Role as Clinical Educators
Get PDFAims: This study aimed to explore athletic training preceptors\u27 confidence through skills associated with clinical educator competency domains for healthcare professionals. The research questions focused on the relationship between years of clinical practice, perceived skills value, clinical practice setting, age, ethnicity, and pedagogy background on preceptors\u27 self-reported confidence. Background: The quality of clinical teaching directly affects students\u27 learning experiences, transition to practice, and job satisfaction. With no clear standards for the role or uniform training, it is unclear whether preceptors are prepared for the clinical educator position. Clinical experiences provide opportunities for students to gain confidence in their skills. Still, there remains a lack of evidence regarding athletic training preceptors’ confidence in performing the duties of a clinical educator.
Methods: A descriptive study with a cross-sectional survey was used to collect data from athletic trainers with experience as a preceptor. The survey included measures of age, ethnicity, pedagogy background, self-reported confidence, and skills from five competency domains associated with clinical education.
Results: The results revealed a significant positive relationship between preceptors\u27 perceived importance of the domain skills and their self-reported confidence score. Additionally, researchers found a significant relationship between pedagogy background and self-reported confidence. However, the relationship between years of clinical practice and self-reported confidence was weak and not statistically significant, indicating additional factors may contribute to preceptors\u27 confidence beyond years of experience alone.
Discussion: This study shows the importance of the clinical educator performance domains in shaping preceptors\u27 confidence as clinical educators. These findings demonstrate the importance and value of training and preparation in pedagogy. Relating theory to practice or developing clinical decision-making skills training modules can support preceptor training courses for AT professional programs. Future research should explore additional factors to understand better and enhance the confidence of clinical educators
