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Metaphysical Times Imbolc 2022
No full textThis item contains 1 PDF file with 16 pages and a title page with a table of contentsThis volume is the first of 2022 and begins by discussing Imbolc and the gods associated with it. The volume then continues by discussing different oils that can be used and their effects on the user. Additionally, the volume describes how to make and use a sigil
A Winding Path: Understanding Barriers to Education for Nontraditional Students at a Southeastern U.S. Community College
Get PDFThis study was conducted to construct an understanding of barriers to education that threatened nontraditional students’ continuation at a two-year community college. My investigation into this phenomenon was grounded in Knowles et al.’s (2020) theory of Andragogy, Cross’ (1974; 1981) concept of barriers and Characteristics of Adults as Learners (CAL) Model, and Horn and Carroll’s (1996) characterization of nontraditional students. My data collection and analysis processes for this study were anchored by a basic interpretative approach and the theory of constructivism. I collected data during two rounds of semi-structured interviews with participants. After interviews were transcribed verbatim, I conducted a two-cycle approach to data analysis. I began data analysis by Theming the Data: Phenomenologically. I constructed a central thematic statement from participants’ stories: for participants, persisting despite barriers to education meant access to a better future. During the second cycle of data analysis, I used Pattern Coding to condense themes into three overarching subthemes: “Going Back to School,” “Keeping Up,” and “Having the Right Tools.” My findings on these subthemes illuminated the types of barriers to education participants described. My findings suggest that situational barriers were the most substantial and consistent barrier to education that participants described and the most difficult barrier for participants to overcome. Finally, my study’s findings also suggest that intrinsic motivation play an important role in nontraditional students’ ability to persist when they encounter barriers that threaten their continuation in college.
Keywords: adult learner, nontraditional student, community college, barriers, andragogy, persistenceChapter I: INTRODUCTION 1 -- Statement of Problem 6 -- Purpose of the Study 7 -- Research Question 7 -- Significance of the Study 7 -- Theoretical Perspective 8 -- Assumptions 9 -- Limitations 10 -- Delimitations 11 -- Definitions 12 -- Dissertation Overview 14 -- Chapter II: REVIEW OF LITERATURE 16 -- The Rise of Community Colleges 17 -- Adult Learners as Nontraditional Students 18 -- Barriers to Education 21 -- Andragogy 23 -- Andragogy and Online Learning 24 -- Andragogy and Motivation 27 -- Intrinsic Motivation, Persistence, and Nontraditional Students 28 -- Intersections between Andragogy, Barriers, and CAL Model 29 -- Summary 30 -- Chapter III: METHODOLOGY 32 -- Conceptual Framework 32 -- Interpretivism 35 -- Constructivism 36 -- Ontological and Epistemological Orientation 38 -- Researcher Positionality 38 -- Method 40 -- Research Site 40 -- Overview of Participants 43 -- Nontraditional Student Characteristics 43 -- Sampling 47 -- Data Collection 48 -- Follow-up Interviews 50 -- Rapport Building 51 -- Analytic Memos 52 -- Data Analysis 53 -- Coding 54 -- First Cycle of Data Analysis 54 -- Second Cycle of Data Analysis 55 -- Member Checks 55 -- Summary 56 -- Chapter IV: RESEARCH FINDINGS 59 -- Participant Descriptions and Profiles 59 -- Monica 59 -- Joshua 62 -- Veronica 65 -- Michael 67 -- Tiffany 70 -- Alan 72 -- Sandra 74 -- Amber 76 -- Contextual Ground of Participants’ Experiences 78 -- Findings 80 -- Central Thematic Statement 80 -- Subthemes 81 -- Subtheme 1: Going Back to School 82 -- Subtheme 2: Keeping Up 86 -- Subtheme 3: Having the Right Tools 89 -- Summary 90 -- Chapter V: CONCLUSION 92 -- Summary of Study 93 -- Major Findings 93 -- Central Thematic Statement 93 -- Subthemes 94 -- Discussion 95 -- Barriers to Education 96 -- Situational Barriers 97 -- Dispositional Barriers 98 -- Institutional Barriers 99 -- Impacts on Motivation 100 -- Implications 101 -- Recommendations for Future Research 102 -- Conclusion 103 -- REFERENCES 105 -- APPENDIX A: Informed Consent Documents 114Ruttencutter, Gwen ScottRoberts, DianePeguesse, ChereChafin, VestaEd.D.Education in Adult and Career Educatio
Occupational Stressors Affecting the Centers for Disease Control and Prevention’s COVID-19 Emergency Responders [Permanent Embargo]
No full textUnderstanding the occupational stressors affecting the Centers for Disease Control and Prevention’s (CDC) emergency responders to the coronavirus disease (COVID-19) pandemic is pivotal to understanding how to mitigate future employee stress and burnout during times of prolonged emergency response activations. CDC has experienced challenges with recruiting and retaining a volunteer workforce comprised of CDC employees due to multiple factors, including occupational stressors. This research fills a gap in the public health workforce literature by focusing on a much- overlooked responder population: federal public health emergency response employees. It also fills a gap in the public administration literature related to organizational (occupational) stress factors that lead to stress and burnout during times of prolonged emergency response and crisis.
The purpose of this phenomenological research was to explore the lived experiences and perceptions of approximately 1,149 CDC COVID-19 emergency responders regarding the stress and burnout they experienced during their field deployments and Emergency Operations Center (EOC) assignments in support of the CDC’s level 1 emergency response activation that began in January 2020. Data were examined using existing, internal CDC debrief documents, which included first-hand information from responder interviews and their responses to open-ended exit survey questions from March 2020 to July 2021. These debrief documents included recurring themes regarding organizational and other factors affecting responders, including references to stress and burnout, but there has been no holistic review and analysis of what organizational stress factors were more likely to lead to stress and/or burnout — until now.
Keywords: Occupational stressors, stress, burnout, emergency response, COVID-19, public health, challenge-hindrance modelMerwin, GeraldThomas, BlairSones, MattD.P.A.Public Administratio
Working Mothers in Student Affairs: A Narrative Study of Maternal and Professional Identity Development
Get PDFThe purpose of this study was to examine the personal and professional experiences of working mothers in higher education student affairs to understand how they integrated maternal identity and professional identity in their lives. Using narrative identity theory as my framework, I retold the stories of working mothers in student affairs and how they navigated their experiences that contributed to their personal and professional development. From their narratives I discovered common themes that showed how their values influenced their successful integration of maternal and professional identity.
Study results provided useful information for institutions and mentors to understand the working mothers’ experiences that positively affect retention and advancement of talented women with multiple identities and roles. This study also built on current research on professional and motherhood identity by focusing on a specific population of women who have already navigated raising children while working in student affairs. As an added benefit, the results from this research might give hope to young working mothers in their quest for identity role integration, as they see how other women raised their children and explored their internal and external expressions of self as mother and professional.
Keywords: working mothers, student affairs, identity development, narrative inquiryChapter 1: INTRODUCTION 1 -- Statement of the Problem 9 -- Research Purpose 10 -- Research Questions 11 -- Introduction to Conceptual Framework 12 -- Significance 13 -- Limitations 16 -- Delimitations 17 -- Definition of Terms 18 -- Chapter Summary 18 -- Chapter II: REVIEW OF LITERATURE 20 -- Theoretical Framework: Narrative Identity Theory 20 -- Professional Identity 22 -- Professional Identity in Higher Education and Student Affairs 24 -- Ongoing Challenges for Student Affairs 25 -- Professional Standards 28 -- Professional Identity for Women in Higher Education and Student Affairs 32 -- Maternal Identity 36 -- Working Mothers 39 -- Working Mothers in Higher Education and Student Affairs 43 -- Chapter Summary 45 -- Chapter III: METHODOLOGY 46 -- Research Paradigm 46 -- Narrative Inquiry Methodology 49 -- Reflexivity 53 -- Participant Selection 55 -- Data Generation 59 -- Individual Interviews 60 -- Focus Group Interview 62 -- The Video Interview Process 62 -- Data Analysis 64 -- Re-telling Participant Stories 64 -- Theme Development 67 -- Trustworthiness 71 -- Ethics 75 -- Chapter Summary 77 -- Chapter IV: NARRATIVES AND THEMES 79 -- Meet Marnie 80 -- Maternal Identity Experiences 81 -- Professional Identity Experiences 87 -- Professional and Maternal Integration Experiences 94 -- Observations from Marnie’s Narrative 100 -- Meet Julie 102 -- Maternal Identity Experiences 104 -- Professional Identity Experiences 111 -- Professional and Maternal Integration Experiences 118 -- Observations from Julie’s Narrative 128 -- Meet Goldie 130 -- Maternal Identity Experiences 132 -- Professional Identity Experiences 142 -- Professional and Maternal Integration Experiences 156 -- Observations from Goldie’s Narrative 162 -- Meet Laura 166 -- Maternal Identity Experiences 167 -- Professional Identity Experiences 176 -- Integration of Maternal and Professional Experiences 185 -- Observations from Laura’s Narrative 194 -- Common Themes 197 -- Human Development 198 -- Critical Thought 202 -- Personal and Professional Advocacy 206 -- Intentionality 211 -- Chapter Conclusion 213 -- Chapter V: DISCUSSION AND CONCLUSION 214 -- Discussion 216 -- Implications 231 -- Successful Integration of Roles is Achievable 231 -- Working Mothers Might Influence Professional Retention 233 -- Organizational Relationships and a Working Mother’s Success 235 -- Suggestions for Further Research 236 -- Mothers of Adult Children 236 -- Examining Organizations and Flexible Work Schedules 237 -- Examining Maternal/Professional Identity across Generations 237 -- Examining Children Whose Parents Work in Student Affairs 238 -- Maternal and Paternal Experiences for Student Affairs Professionals 238 -- Conclusion 238 -- References 240.Mammadov, SakhavatRuttencutter, Gwen ScottMcGill, Craig M.Ed.D.Education Leadershi
COSA Minutes March 2022 and Agenda April 2022
No full text2 electronic records. 7 pages. 586622 bytes.2 electronic records: Council on Staff Affairs Minutes, March 15, 2022. 5 pages. Council on Staff Affairs Meeting Agenda, April 19, 2022. 2 pages
Faculty Senate Athletics Committee, Meeting Minutes, February 1, 2022
No full text1 electronic record. docx, pdf. 1 Page. 1023178 bytesFaculty Senate Athletics Committee, Meeting Minutes, February 1, 2022. Electronic records
An Examination of Student Achievement in a South Georgia 21st Century Community Learning Center
Get PDFThe purpose of this study was to determine to what degree significant academic gains occurred in English/language arts and mathematics achievement for students who attended the after-school program compared to the students who did not participate in the after-school program. This study was significant in that it examined the impact of structured after-school programs on student participants' academic performance. Additionally, the study investigated if any significant academic gains occurred for students who participated in the after-school program.
This quantitative study used a causal-comparative research design. Based on multiple analyses, there were no statistically significant differences in the academic achievement of students who participated in the after-school program compared to students who did not participate in the after-school program. This achievement trend held for students on the English/Language arts and Mathematics End of Grade test. On the Georgia Milestones End of Grade test in English/language arts and mathematics, there were no statistically significant differences in the mean scale score for students who attended the after-school program for more than one academic year compared to students who only attended for one year.Chapter I: INTRODUCTION 1 -- Introduction 1 -- Statement of the Problem 4 -- Purpose of Study 4 -- Significance of Study 6 -- Research Questions 7 -- Summary of Methodology 8 -- Conceptual Framework 10 -- Limitations 12 -- Definition of Terms 13 -- Organization of the Study 14 -- Chapter II: REVIEW OF LITERATURE 15 -- Introduction 15 -- Middle Grades Education 15 -- Historical Context of After-School Programs 19 -- Academic Achievement Impacts of After-School Programs 21 -- The Importance of Regular Participation 23 -- Student Engagement 25 -- Quality After-School Programs 27 -- Social-Emotional Well-Being 29 -- Historically Underserved Students 32 -- 21st Century Community Learning Center Program 34 -- Evaluation of After-School Programs 36 -- Summary 37 -- Chapter III: METHODOLOGY 39 -- Introduction 39 -- Research Questions 40 -- Research Design 40 -- Participants 41 -- Instrumentation 43 -- Independent Variables and Dependent Variables 46 -- Data Collections and Analysis 46 -- Threats to Internal and External Validity 50 -- Ethical Considerations 51 -- Summary 52 -- Chapter IV: RESULTS AND INTERPRETATION OF FINDINGS 53 -- Introduction 53 -- Participant Description 54 -- Data Analysis and Findings Instrumentation 54 -- Research Question 1 54 -- Research Question 2 59 -- Research Question 3 65 -- Research Question 4 68 -- Summary 70 -- Chapter V: SUMMARY AND DISCUSSION 72 -- Summary of Related Literature 74 -- Overview of the Methodology 78 -- Summary of Findings 80 -- Discussion 83 -- Limitations 86 -- Recommendations for Further Research 87 -- Conclusion 89 -- References 92 -- APPENDIX A 102Leech, Donald W.Martinez, JamesLairsey, John, D.Ed.D.Education in Leadershi
Odum Library Circulation Statistics for Annual Report, July 1, 2020 - June 30, 2021
No full text1 electronic record. Excel Document. Odum Statistics_Annual_FY2021-2022.xlsx .xlsx 26 kB 25,765 bytes.Odum Library Circulation Statistics For Annual Report, July 1, 2020 - June 30, 202
The Evolution of American Eugenics in the Twentieth Century: Mentalism, Xenophobia, and Racism
Get PDFThe American Eugenics Movement occurred within several decades of the twentieth century, and the perception of it as a solely race-based movement has been generally accepted. However, while eugenics utilized racism later against Black and Brown minorities, other methods of repression were used to alienate groups regardless of race. This thesis will explore the timeline of eugenic theory itself, as well as the socio-political movement behind it, to prove an evolution occurred. Three distinct eras of change in eugenic philosophy took place during this period. Mentalism, or Sanism, was first used in eugenic ideology before the 1920s and targeted the mentally ill and disabled. Nativism and xenophobia became popular during the late 1910s and early 1920s. From this point until after World War II, policies were enacted that labeled Southern and Eastern European Immigrants as “feebleminded” and barred their entry into the United States. The final era consisted of sterilizations on African Americans, Hispanics, and other minorities using racism linked to socio-economic status and enrollment on welfare rolls. The evolution of eugenic philosophy and policies occurred as new threats to the status quo emerged. While this (then) scientific theory was not rooted in racism when created, it relied heavily on classism in an effort to improve the human race. Throughout this period in the United States, the upper classes were the primary participants in eugenics. Many members were white and held classist, racist, and nativist views. These individuals altered eugenic philosophy and policy as needed to prevent national genetic stock from degrading. This was why the American Eugenics Movement evolved.
Keywords: Eugenics, American History, Sterilization, African Americans, Xenophobia, RacismIntroduction 1 -- Chapter I: “The Origins of Eugenics in Great Britain & Evolution in the United States” 21 -- Chapter II: “1908-1924: Shifting from Mentalism to Nativism” 50 -- Chapter III: “Fall of Formal Eugenics, Rise of Informal, & Shift to Anti-Black Racism” 75 -- Conclusion: “Assessing How Eugenics Evolved & Impacted the United States” 107 -- REFERENCES 113 -- APPENDIX A: Sterilization Spreadsheet: 1900-1964 120Aiello, ThomasBlock, MaryHaggard, DixieM.A.Histor