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The Relationship Between Margin in Life and Adverse Childhood Experiences Among Nurse Faculty: Examining Retention and Diversity
No full textThe purpose of this non-experiential correlational and causal-comparative quantitative study was to determine the overall margin in life (MIL) and adverse childhood experiences (ACEs) scores among nurse faculty, examining how race and ethnicity vary across this population, and evaluate the relationship between MIL and ACEs among nursing faculty across the United States. Faculty retention remains a significant challenge in nursing, particularly in efforts to strengthen diversity within the profession. Retention depends partly on maintaining an adequate balance between demands and resources. When this balance is disrupted, the risk of burnout increases, negatively affecting well-being and job satisfaction. The study used the Adverse Childhood Experience Questionnaire, Margin in Life Scale, and demographic survey. The surveys were delivered electronically through Qualtrics and distributed via social media. An Analysis of Variance (ANOVA) examined the demographic differences between power, load, margin, and ACEs scores (N=216). A Pearson’s r correlation was completed to evaluate the relationship between ACEs and MIL scores (N = 216). Results indicated no statistically significant differences in race or ethnicity for power, margin in life, and ACEs scores, nor in ethnicity for load scores. However, statistically significant differences were found in race for load scores, F(3, 212) = 4.43, p = .005. No significant relationship emerged between ACEs and MIL, r(214) = .25, p = .72. Findings suggest the need for future research with more diverse samples and consideration of additional factors that may influence nursing faculty well-being and retention
Faith Versus Safety: Exploring How Black Churches Navigate Through Intersections of Faith, Culture, Safety, and Social Work When Dealing with Intimate Partner Violence (IPV)
No full textThe purpose of this quality improvement study was to understand the cultural and structural barriers that hinder “Blessings and Grace Church,” a Black faith-based institution, from effectively addressing intimate partner violence (IPV). The study identified context-specific strategies to improve survivor support, enhance safety measures, and strengthen resource accessibility within the church. The goal was to inform culturally responsive and theologically sensitive improvements tailored to the needs of this specific faith-based community. The setting for the study was an urban Black church in southern Texas. Bronfenbrenner’s ecological system theory was the theoretical framework guiding this study. According to this theory, a multi-layered system of individual, relational, institutional, and societal factors shapes human development. For this study, the focus is on the role of the Black church when responding to IPV. The data collection methods were semi-structured interviews and non-participating observations. Thematic analysis identified patterns and themes in the data related to religious and cultural beliefs, training, support mechanisms, and collaboration with external resources. This study aimed to discover how this Black faith-based institution can improve its capacity to support its congregations who have experienced IPV while maintaining its spiritual integrity through interdisciplinary partnerships, leading to culturally competent practices and collaborative models that empower both the Black church leaders and their congregations
Preparing Educational Leaders: A Qualitative Phenomenological Study
No full textThe purpose of this hermeneutic phenomenological study was to understand the business training conducted in succession planning for executive leaders at community colleges. The central research question for this study is: What are the experiences of executive leaders at community colleges in business training conducted in succession planning? I conducted a hermeneutic phenomenological study at a nationally recognized community college that is implementing new higher education programs. The theoretical framework guiding this study was Smith’s institutional theory. Purposeful sampling was used to interview personnel working at the executive level in positions of vice presidents and presidents on-site. Individual interviews and focus group interviews were conducted to gain an understanding of how personnel are selected for succession plan training. A review of the succession plan training document, developed by members of the community college, was conducted as part of this study. I analyzed the data and developed a detailed description of the school’s succession plan training program. The primary themes identified through the analysis are the development of the executive mindset, the conduct of succession plan training, the selection of candidates, and executive training. The results of this study show that those seeking executive leadership roles need to think strategically, must plan for results that are directed with the best interest of the community in mind, and take responsibility for their executive thinking. The findings will contribute to the body of research on succession planning, higher educational executive leadership training, and fill a gap in the literature for the need to conduct business training for executive leaders at higher learning institutions and colleges
Primary and Secondary Hyperaldosteronism
No full textHyperaldosteronism is characterized by the excess production of aldosterone in the body. This disorder manifests in two subtypes: while primary hyperaldosteronism is due to the excess secretion of aldosterone from the adrenal glands, secondary hyperaldosteronism originates from imbalances elsewhere in the body. Here, recent literature will be reviewed to examine the etiology and effects of both subtypes of hyperaldosteronism across molecular, cellular, and organ levels. Current diagnostic and treatment options for both subtypes of this disorder will also be reviewed, as well as recent research examining the prevalence of hyperaldosteronism over varying demographics
Homemade For Change: Addressing the Barriers to Home Cooking Among Emerging Adults for Better Health, Finances, and Well-Being
No full textThis study investigates how a visual approach—combining design, photography, and illustration with nutrition—can encourage home cooking. In today’s fast-paced society and overabundance food culture, many emerging adults struggle to prepare meals at home. This study examines how food industry practices and cultural trends shape the eating habits of emerging adults by exploring the reasons behind the decline in home cooking and its adverse effects on health, finances, well-being, and the environment.
Although research indicates that most adults recognize that home cooking is the healthiest choice, they often do not practice it, citing time and lack of cooking knowledge as their primary obstacles. These findings also reveal a common perception that preparing healthy meals is complex and time-consuming. Some expressed that it is mostly about their organization of time, not their lack of time, that prohibits them from cooking. To identify the most effective way to overcome these barriers, the study combined case studies, visual analyses, and a comprehensive literature review. The resulting visual solution directly addresses the two primary obstacles: perceived time constraints and limited culinary knowledge.
Key deliverables include meal cards, a recipe book, labeled magnets, and a shopping list designed to make cooking feel accessible and helps the user build confidence and sustainable habits
Tracing the Growth of the Poet\u27s Mind in the 1850 Version of The Prelude
No full textThis work compares the 1805 and 1850 versions of William Wordsworth\u27s autobiographical epic The Prelude to reveal that the revisions he made evidence his poetic growth. Critical scholarship has long discussed the poet\u27s revisional habits, offering various rationales for his motivation and often dogmatically choosing a preferred version based on those assumptions. This paper first addresses these perspectives, then examines the structural details of Wordsworth\u27s revisions through analysis of significant events in the poet\u27s life that he relates in the epic, his spots of time . Finally, I discuss the role of imagination as an influencer on the poet\u27s growth. Although he was unaware at the time, Wordsworth became the Father of English Romanticism . His radical departure from the formulaic literary style of the Enlightenment pioneered an approach to poetry that still inspires readers and influences poets today
Hollywood, AI, and the Moral Universe: An Analysis of The Terminator and Battlestar Galactica
No full textThis thesis defends the argument that depictions of artificial intelligence in Hollywood film and television point to a moral universe. Films The Terminator (1984) and Terminator 2: Judgment Day (1991), as well as the television series Battlestar Galactica (2004-2009) are analyzed to find clues of moral facts. This research paper submits that these stories add weight to the moral argument and provide evidence that humans implicitly recognize a moral universe. Such acknowledgment of moral structures cannot be adequately explained within a secular framework such as utilitarianism or evolutionary ethics. However, the Christian worldview frames reality around the existence of God, and this paper makes the claim that Christianity is therefore the best explanation for morality
Influence of Childhood Trauma on the Learning Process of Students: A Case Study of Public Schools on the East Coast of the United States
No full textThe purpose of this qualitative case study was to investigate the perspectives and experiences of teachers in understanding and addressing the impact of childhood trauma on students’ learning processes. The theory guiding this study is the trauma conceptual framework, as it supports examining how conceptual models such as developmental trauma and cognitive learning theories inform educators’ understanding of trauma’s effect on students’ academic performance and classroom behavior. The central research question guiding this study was: What are teachers’ perspectives about the influence of childhood trauma on instruction within a classroom? A qualitative case study methodology was employed, utilizing a sample of 21 public school teachers—12 individual interviewees, 10 focus group participants, and 10 observations—selected through simple random sampling. Data were collected through interviews, focus groups, and classroom observations conducted in various public schools. Thematic analysis was applied to identify recurring patterns in the data. The results revealed five core themes that encapsulated the teachers’ perspectives: Emotional Dysregulation and Hypervigilance; Academic Inconsistency and Cognitive Strain; Withdrawal or Disruption During Peer Interaction; Structure, Predictability, and Emotional Safety; and Trust and Individualized Support. These findings demonstrate how childhood trauma shapes students’ academic behaviors and emotional regulation, and how teachers adapt their instruction to meet trauma-affected students’ needs. The study highlights the urgent need for trauma-informed practices and professional development to better support students who have experienced trauma
The Impact of Classroom Technology Integration on Elementary Students’ Cognitive Development and Critical Thinking
No full textThis dissertation examined the impact of technology use in the elementary classroom on students’ ability to employ critical thinking skills. The objective was to initiate change by promoting professional development for elementary school teachers, leading to a meaningful and appropriate thought process. The primary intention of the literature review is to provide a three-fold framework, grounded in Biblical, theoretical, and thematic perspectives, that offers new insights into social-emotional learning by serving students through collaborative learning. The literature review lays the foundation for demonstrating the connection between Biblical integration and the cycle of social-emotional learning that supports students’ cognitive processing in problem-solving and in student leadership roles. Building on a mixed-methods perspective, the procedure collected data through a teacher questionnaire, teacher and student classroom observations, and teacher reflections to assess mindsets and attitudes toward implementing and analyzing multimodal teaching and learning methods in the elementary school classroom, with a focus on cognitive development for critical thinking. The research consisted of creating a booklet that promotes the use of multimodal teaching and learning methods in the elementary school classroom at Faith Christian School in Summerville, SC. The booklet serves as a tool to provide reciprocal ways of individualized and cooperative learning that will address students’ underdeveloped cognitive skills in critical thinking and problem-solving. Finally, this dissertation combines the application of biblical principles with social-emotional learning to support the development of critical thinking
A Phenomenological Study: The Lived Experiences of Social Studies Teachers’ Perceptions of Building Rapport To Enhance Classroom Management
No full textThe purpose of this hermeneutic-phenomenological study was to gain a profound understanding of what secondary education social studies teachers experience when they increase strategies to build rapport with students to strengthen classroom management techniques. There were 10 participants who teach in Central Pennsylvania public school districts. The theory guiding this study was self-determination theory by Edward Deci and Richard Ryan, given the study\u27s social-emotional focus. The central research question guiding this study was, “What are social studies teachers’ perceptions of how building rapport with students influences classroom management?” There were three sub-questions: What type of motivation is used when developing rapport to increase management in the classroom? What does building rapport with students do for social development and social growth? What happens to teachers’ classroom management as they build relationships with their students? Participants were all social studies teachers in small, under 2,000 students in Central Pennsylvanian school districts who teach secondary education courses. The participants were selected using snowball sampling. Data were collected through focus groups, interviews, and surveys created and issued by the researcher. The data were analyzed using Moustakas’ phenomenological approach and through triangulation, resulting in four common themes that emerged, including (a) positive classroom environment, (b) student engagement and teacher investment, (c) culture of respect between students and teachers, and (d) the weight of expectations. Data were clustered and interpreted to answer the research questions posed in the study. Empirical, theoretical, and practical data collection and analysis inferences were explained. Recommendations for future research were made