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Memo to Hyperborean Members
Get PDF1 electronic record, digitized from original record. 1 PDF, 2 pages, 29.2 MB (30,663,996 bytes).A memo or letter to members studying Hyperborea praising Pat Zook (Epona)
Use of Crime Prevention Through Environmental Design on College Campuses: A Case Study on Improving the Perception of Fear
Get PDFCrime and the fear of crime are severe problems on college campuses. The perception of campus safety has changed, especially after several large-scale attacks have killed and injured numerous students, such as the Virginia Tech and Grambling University shootings. Improving the current perception of a safe campus is crucial for colleges. The purpose of crime prevention programs in colleges is to help students avoid becoming victims of crime. Currently, the emphasis is not on preventing the crime from occurring, it is only on ensuring an individual is not a victim of crime. Students may learn how to stay safe on campus, but we should be changing the campus environment to reduce crime.
Many approaches have been introduced to reduce and prevent crime. One approach is based on reducing criminal opportunity by changing aspects of the environment so that crimes, such as theft, violence, vandalism, and arson as well as the fear of crime can be reduced. Through the Crime Prevention Through Environmental Design (CPTED) model, crime prevention has been successful within communities, businesses, and primary schools in reducing crime. In this convergent mixed-methods case study, we explore whether implementing aspects of CPTED can improve perceptions in the college setting. We test the hypothesis that the fewer aspects of CPTED identified within a specific location on a college campus, the more stakeholders perceive that area to be unsafe. This test is accomplished by integrating the quantitative findings from several physical CPTED Safety and Security Assessments with qualitative stakeholders' perspectives and using heatmapping software to explore if the reasons for the perceptions of unsafe areas can be rectified by implementing aspects of CPTED in those areas.Chapter I: INTRODUCTION 1 -- Contribution 3 -- Problem Statement 4 -- Research Questions and Hypothesis 7 -- Overview of Chapters 9 -- Chapter II: LITERATURE REVIEW 11 -- Theoretical Framework 11 -- Structural Criminological Theories 13 -- Cultural Criminological Theories 15 -- Crime on College Campuses 18 -- Traditional Approaches to Campus Security 22 -- Crime Prevention Through Environmental Design 25 -- History of CPTED 26 -- Principles of CPTED 28 -- Territorial Control. 29 -- Maintenance. 30 -- Natural Surveillance. 30 -- Access Control. 31 -- Image & Milieu. 31 -- Using CPTED to Promote a Safe Learning Environment 32 -- CPTED and Crime on College Campuses 33 -- Conclusion 36 -- Chapter III: METHODOLOGY 37 -- Research Design 37 -- Phase One – Quantitative Analysis 40 -- Population and Sample 40 -- Instrumentation 42 -- Procedure 44 -- Data Analysis 46 -- Phase Two – Qualitative Analysis 48 -- Population Sample 48 -- Instrumentation 50 -- Procedure 53 -- Data Analysis 54 -- Phase Three – Merge Results for Comparison 55 -- Analysis 55 -- Assumptions 56 -- Limitations 57 -- Delimitations 58 -- Ethical Procedures 59 -- Contributions to Knowledge 60 -- Conclusion 61 -- Chapter IV: RESULTS 62 -- Overview 62 -- Phase 1 – Primary Data, Quantitative Analysis 62 -- Campus CPTED Surveys 62 -- Large Campus. 64 -- Buildings 66 -- Parking Areas. 73 -- Recreational Areas. 75 -- Medium Campus 77 -- Buildings 78 -- Parking Areas and Recreational Areas. 81 -- Small Campus. 82 -- Building. 83 -- Grounds. 84 -- Dispatch Log Data 85 -- Large Campus. 86 -- Medium Campus 87 -- Small Campus. 88 -- Summary 88 -- Large Campus. 88 -- Medium Campus 90 -- Small Campus. 92 -- Phase Two – Supporting Data, Qualitative Analysis 93 -- Large Campus. 94 -- Overall Perceptions. 94 -- Questions Related to Pictures of Campus Depicting Elements of CPTED. 96 -- Questions Related to the Four Elements of CPTED 101 -- Medium Campus 103 -- Overall Perceptions. 103 -- Questions Related to Pictures of Campus Depicting Elements of CPTED. 105 -- Questions Related to the Four Elements of CPTED 108 -- Small Campus 110 -- Overall Perceptions. 110 -- Questions Related to Pictures of Campus Depicting Elements of CPTED. 111 -- Phase Three – Testing Case Hypothesis 111 -- Large Campus 112 -- Medium Campus 114 -- Small Campus 115 -- Case Comparison 115 -- Chapter V: DISCUSSION 117 -- Findings 117 -- Recommendations 120 -- Conclusion 123 -- Chapter VI: CONCLUSION 125 -- Key Research Findings 127 -- Main Contributions 127 -- Limitations and Recommendations for Future Research 127 -- Conclusion 129 -- References 131Haas, GlenRobinson, DeborahCurtis, ChristopherD.P.A.Public Administratio
Teacher Perceptions of the Georgia Teacher Evaluation Instrument and its Impact on Teacher Professional Growth
Get PDFDue to the required amount of time, financial resources, and the potential effects of the evaluation on teacher performance and student learning outcomes, teacher perceptions and experiences with the Georgia TKES need to be examined. This quantitative non-experimental design study aimed to examine the perceptions and experiences of teachers with the Georgia TKES evaluation, considering factors such as time, financial resources, and potential effects on teacher performance and student learning outcomes. The purpose was to determine whether teachers have buy-in for a standards-based evaluation instrument that could potentially change their behavior. The study also explored whether there were any differences in perceptions based on teacher characteristics such as experience, grade level taught, and level of education. Data was collected from 347 respondents using the Teacher Survey of the Georgia TKES. The findings of the study indicated that gender had a significant effect on both perceived accuracy and perceived level of creativity, while grade level had a significant effect on perceived influence and perceived level of creativity. The interaction between the number of years certified as a teacher and educational level also had a significant effect on perceived level of creativity. Additionally, there were significant differences by the ratings for the TKES, TAPS, and SGP training on all three dependent variables. This study has the potential to provide new insights and findings that were not previously considered, which could lead to further opportunities for improving teacher performance.Pate, JamesBrockmeier, Lantry L.Lairsey, JohnEd.D.Education in Leadershi
The Relationship between Spending Per Person and Outcomes Achieved by Intellectually and Developmentally Disabled Americans
Get PDFThe care and fair treatment of individuals diagnosed with intellectual and developmental disabilities (IDD) is a globally evolving concern. Within the United States, federal and state governments along with private sector organizations are tackling issues relating to housing, victimization, lack of financial resources, healthcare, loneliness, and quality of life of individuals diagnosed with IDD. Central to the issue of improved outcomes for the group are the associated costs. Most individuals in the U.S. diagnosed with IDD do not have income or assets sufficient to cover costs associated with their care. Therefore, federal and state governments have assumed the greatest share of associated costs. The purpose of this study is to determine whether relationships exist between state and federal funding allocations and outcomes achieved by individuals diagnosed with IDD. This study employs One-Way Analysis of Variance and Linear Regression methods to evaluate per person spending and quality of life outcomes achieved by individuals diagnosed with IDD residing in as many as 41 states and municipalities during years 2011, 2013 and 2015 using publicly available data. The study found that in all but one instance the amount of money allocated to provide care for individuals diagnosed with IDD was not significantly correlated to quality-of-life outcomes achieved by these individuals.Chapter I: INTRODUCTION 1 -- Background 1 -- Purpose of the Study 3 -- Statement of the Problem 4 -- Research Question 6 -- Researcher Relationship to IDD Population 6 -- Bias 7 -- Chapter II: REVIEW OF LITERATURE 9 -- Intellectual Disability or Developmental Disability 9 -- Prevalence 10 -- Person First Language and Elimination of Mental Retardation 12 -- Limited Research Conducted on IDD Population 14 -- History 17 -- Victimization 20 -- Financial Support 22 -- Medicaid 24 -- Home and Community Based Services 28 -- Affordable Care Act 32 -- Healthcare 34 -- Loneliness 39 -- Public Management/ Public Policy 41 -- Chapter III: METHODOLOGY 42 -- Overview 42 -- Data Source 42 -- Independent Variable 46 -- Dependent Variables 46 -- Hypotheses 46 -- Control Variables 48 -- Analytic Procedures 49 -- Study Limitations 50 -- Chapter IV: RESULTS 51 -- Overview 51 -- Descriptive Statistics 59 -- Bivariate Correlation Analysis 64 -- Regression Analysis 70 -- Individuals diagnosed with IDD reporting having someone to go to for help if they feel scared 70 -- Individuals diagnosed with IDD reporting loneliness 72 -- Individuals diagnosed with IDD reporting having friends who are not paid staff or family 73 -- Individuals diagnosed with IDD reporting receiving annual health examinations 75 -- Individuals diagnosed with IDD reported to be overweight or obese 76 -- Individuals diagnosed with IDD reporting exercise 30 minutes three times weekly 78 -- Chapter V: CONCLUSION 81 -- Summary of Findings 81 -- Recommendations 83 -- Study Limitations 85 -- Future Research 86 -- REFERENCES 88.Holliman, Diane CBanerjee, NeenaKanno, HanaeD.P.A.Public Administratio
Examining Factors That Influence the Tenure of County Managers
No full textCounty managers choose to remain in their position, and in doing so increase their tenure in their position or in their career as a local government manager, for a variety of reasons, which include various factors of influence in the areas of political stability, organizational attributes, position attributes, compensation and benefits, personal preferences and motivations and community qualities and demographics. This study addressed what groupings of factors have the most influence on a county manager’s decision to remain in their position. Using a national study of county managers in the United States, I surveyed 1,216 county managers seeking their inputs on what factors of influence were most impactful in their decision to remain in their present position. Tenure in both current position and tenure in terms of overall county government management service were both significantly related to certain factor groupings. Overall, managers’ valuations of certain factors of influence on tenure—specifically position attributes, age, educational level and community qualities and demographics—did not have significant effects.CHAPTER I: STUDY OVERVIEW 1 -- Research Objectives 2 -- Measurements, Goals, and Research 4 -- Summary 10 -- Dissertation Plan 15 -- CHAPTER II: LITERATURE REVIEW 16 -- Problem Statement and Overview 16 -- Intergovernmental Relations, County Management and Conflict 16 -- School Superintendents and Public Sector Tenure 18 -- City Managers and Public Sector Tenure 20 -- County and City Management: Similarities and Differences 26 -- County Manager Tenure 34 -- Political Stability, Board Relationships, and Manager Tenure 35 -- The Role of Region 38 -- Summary 41 -- CHAPTER III: METHODOLOGY 43 -- Summary and Review 43 -- Sample and Population 44 -- Survey Instrument and Analysis 45 -- Data Collection 47 -- Study Limitations, Caveats and Concerns 49 -- Concluding Comments 50 -- Chapter IV: RESULTS 52 -- Demographic Trends 53 -- Dependent Variables 56 -- Key Independent Variables 57 -- Regression Analysis 59 -- Model 1 60 -- Model 2 62 -- Summary 65 -- CHAPTER V: CONCLUSION 66 -- Overview of Findings 68 -- Sample and Instrument—Discussion and Limitations 69 -- Contributions and Connections to the Literature 71 -- Opportunities and Recommendations for Future Research 74 -- Concluding Discussion 79 -- REFERENCES 82 -- APPENDIX A: IRB Consent/Approval 89 -- APPENDIX B: Full survey 91 -- APPENDIX C: Operational Definitions of the Factors of Influence 99 -- APPENDIX D: Cover Letter and Email Survey Solicitation 102 -- APPENDIX E: Regional Variation 104 -- APPENDIX F: Frequencies and Percentages of Responses to the 26 Factors 108.Bailey, Mandi B.LaPlant, JamesBarasckay, DanielD.P.A.Public Administratio
How Female Educators with Attention-deficit/Hyperactivity Disorder Experience the Teaching Profession
Get PDFThis study examined how female educators with AD/HD experience teaching, specifically managing their classroom, interacting with colleagues, administrators, and parents, and interact socially with colleagues. Brock (2008) is the only study that specifically researching teachers with AD/HD, but her study does not investigate how female educators changed after being diagnosed with AD/HD.
I performed a hybrid study using a basic descriptive study and autoethnography. For this study, I posed three research questions: (1) how does a diagnosis of AD/HD as an adult impact a female educator’s perception of her ability to manage a classroom learning environment, (2) how does a diagnosis of AD/HD as an adult impact a female educator’s perception of her ability to professionally communicate student progress to colleagues, administrators, and parents, and (3) how does a diagnosis of AD/HD as an adult effect a female educator’s perception of her ability to interact socially with colleagues and support personnel? To answer these questions, I conducted a three-part life story interview (Atkinson, 2002). The first round of coding was performed using Emotion coding and the second round of coding was performed using Pattern coding (Saldana, 2016). I used these coding methods to analyze my participants’ interview data and answer my research questions.
After analyzing the data, I found multiple ranges of emotions and patterns of behavior. The ranges of emotions included positive, negative, and neutral. The patterns of behavior I identified were resilience and leveraging AD/HD. After performing a comparative analysis, I found that my participants had similar experiences.Fiester, HerbertDowney, SteveWasieleski, DavidEd.D.Educatio
Calvary School
Get PDF1 PDF, 7 scanned imagesCalvary School. Box 1, Folder 2, Document 17, Grady County Historical Society, Grady County Historical Society – Schools Collection. Valdosta State University Archives and Special Collections. Includes newspaper clippings and papers describing the history of Calvary Schools
'Popular Frazerism' and 'Re-enchantment'." Paper presented at the Shaking the Tree, Breaking the Bough: Frazer's Golden Bough at 100, Melbourne, Australia, February 10, 2023
No full text1 video file. ms150-40-005_testa-alessandro_popular-frazerism_2023-02-10.mp4 .mp4 689.88 MB 723,387,435The talk will start with a brief overview of the historiography of Frazer's impactful, everlasting legacy in European academic, literary, and pop cultures. It will then focus on one, specific new paradigm, "Popular Frazerism", which has recently been theorized by the author on the basis of his recent historical and ethnographic investigations in the field of European festive culture. The conclusion will try to answer the question "in what sense can the complex of Popular Frazerism be ‘enchanting'"
Shiver Elementary
Get PDF1 PDF, 5 scanned imagesShiver Elementary. Box 1, Folder 2, Document 15, Grady County Historical Society, Grady County Historical Society – Schools Collection. Valdosta State University Archives and Special Collections. Includes newspaper clippings regarding Shiver Elementary
Grady County Schools History
No full text1 PDF, 395 scanned imagesGrady County Schools History. Box1, Folder 2, Document 8, Grady County Historical Society, Grady County Historical Society – Schools Collection. Valdosta State University Archives and Special Collections. Includes information from Cairo High School, Sunny Side School House, Tired Creek School, Pine Hill School, Reno School, and Calvary School. Contains lists of graduating classes of 1945, 1955, 1960, 1961, class of 1961 25 year reunion booklet, history and informational pamphlets, Back to school supplements from 2015, 2019-2023. Transcripts of interviews, typed letters, and newspaper clippings are also included