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Thomasville History Center - Merrill Papers, Documents 1978.32.0031-1978.32-0035
No full text1 electronic document, 46.5 MB (48,772,928 bytes).1. ca003_001_f003_1978.32.0031_attorney-letters_1926 - Brief Description: A series of letters written by Frank Goseer to an attorney, Mr. Louis Moore discussing the fact his family is making a deed for land and trading it with someone else. He writes on the behalf of his father, even apologizing for him. - Names: Mr. Louis Moore; J. B. Rountree; John Goseer; Frank Goseer; W. M. Edwards - Places: Albany (Ga.); Thomasville (Ga.); Thomas Co. (Ga.); Brooks Co. (Ga.) - Dates: 8/25/1926; 05/14/1917; 9/3/1926
2. ca003_001_f003_1978.32.0032_deed-letters_1926 - Brief Description: There are typewritten pieces of letters from Louis S. Moore to Frank Goseer about writing up a deed to help trade and sell some land that the Goseer family owned. - Names: Frank Goseer; Mrs. J. U. Sanders; John Goseer; Rose Goseer; Louis S. Moore - Places: Albany (Ga.) - Dates: 8/11/1926; 8/28/1926
3. ca003_001_f003_1978.32.0033_p009-010_partial-notes_c1860-1890 - Brief Description: A short paper possibly describing a land transaction between two groups. One is written in pencil and the other side is written in ink. The page was ripped, so full contents are uncertain. - Notes: There is a light watermark for Crystal Spring Paper. - Names: W. W. Leedon; Thomas Adam; J. Clay; H. H. Whitaker - Dates: 8/28/1865; 3/16/1869; 2/7/1889; 1/10/1884
4. ca003_001_f003_1978.32.0034_note-letter_1898 - Brief Description: A typewritten letter to Mr. L. J. Tate from W. J. Laster. He asks Mr. Tate to send his notes to the Bank of Thomasville as soon as he can so he may receive his money. Post Script elaborates on how the deed execution must go. Additionally, there is a page of a recorded transaction. - Notes: There the paper's ledger has the Law Offices of Patten & Roddenbery. - Names: Mr. L. J. Tate; W. J. Laster; A. H. S. Cooke; Arthur Patten; S. A. Roddenbery Jr.; Wesley Lover Autrey; Vewer Paris Autrey - Places: Charleston (SC); Thomasville (Ga.); Thomas Co. (Ga.); Pavo (Ga.); Fulton Co. (Ga.) - Dates: 5/9/1898; 1/18/1921; 2/26/1923; 3/16/1923
5. ca003_001_f003_1978.32.0035_transaction-list_1897 - Brief Description: Pages of notes of many names and locations for what may be Samuel Lumpkin. All are written on papers with the Home Insurance Company of New York in the ledger. - Notes: The writing is difficult to read, so some of the names may be off or misspelled. - Names: Samuel Lumpkin; William A. Little; Andrew J. Cobb; William H. Fish; John Donaldson; Daniel A. Heald; John H, Washburn; Elbridge G. Snow; William L. Bigelow; Thomas B. Greene; Henry J. Ferris; Areunah M. Burtis; R. Dukle; H. Robertson; Mraeax Harris; Julia Edwards; Peggy Claire; W. W. McGuire; Rachel Johnson; Ghus Wingate; Luey Dyke; Matilda Jefferson; J. A. Bozeiuau; Noah Gnomes; Julia Oglaby; Bella Davis; Hurley J. Barten; Nancy Pouden; Walter Alley; Caesar Suris; R. Durke; Noah Moone; Allen Young; Jorge Cork; Myra Williams; A. R. Wright; Y. L. Whitty; A. R. Ballard; Y. M. M. Jules; J. B. Coyce; H. W. Hopkins; S. L. Hayes; R. Seeker; Huttom Crayton; C. B. Wilson; W. W. Brasely; Zhuse Jusrtsur; Q. J. Ball; P. J. Franklin; R. G. M Rurier; C. B. Rurier; M. Matthew - Places: New York; Savannah (Ga.); - Dates: c.1890
A Quantitative Study of the Relationship of Organizational Commitment and Compensation Satisfaction with Stay Intentions Among K-12 Information Technology Workers
Full text linkThis quantitative non-experimental survey study examined the predictive relationship between compensation satisfaction or organizational commitment and K-12 IT workers’ intention to stay. The study included 247 IT workers employed by six school systems from a metropolitan area in the Southeastern United States. Additionally, the study examined the correlation between compensation satisfaction and organizational commitment. Statistically significant differences were examined between IT workers of different ages, sexes, primary work locations, and employment durations. Binary logistic regression, Spearman correlation coefficients, and non-parametric ANOVA statistical methods were employed. Descriptive statistics were calculated.Hsiao, E-LingHill, D.Bochenko, MichaelNobles, KathyEd.D.Educational leadershi
A Quantitative Investigation as to How Resilience Impacted Teacher Well-being in Conjunction with the COVID-19 Pandemic
Full text linkThe COVID-19 pandemic was difficult for students, teachers, and parents. Teacher well-being was already identified as problematic, and the pandemic intensified many teachers' stresses. This quantitative study used survey research methods to investigate whether resilience characteristics (i.e., purpose, perseverance, self-reliance, equanimity, or existential aloneness) are significant predictors of teacher well-being after the COVID-19 pandemic based on teacher gender, grade band, or years of teaching experience. The instruments used to collect data were the Teacher Subjective Well-being Questionnaire by Renshaw and the Resilience Scale by Wagnild and Young. Multiple regression was used to determine if the characteristics of resilience are significant predictors of teacher well-being.Lairsey, JohnPate, J.Bochenko, MichaelHsiao, E-LingEd.D.Educational leadershi
Predictors of Student Success in Physical Therapist Assistant Programs
Full text linkThe need for healthcare professionals continues to grow with the aging population. Allied health programs must identify qualified candidates in their competitive selection process to meet workforce demands. The competitive selection process aims to identify admission requirements to determine which students will be successful throughout the allied health curriculum. This explanatory sequential mixed methods study aimed to determine if a relationship exists between admission predictors and passing the National Physical Therapy Examination (NPTE) on the inaugural attempt. Astin’s (1991) input- environment-output (I-E-O) was used as the framework for the study to determine the predictive validity of admission criteria, which includes the prerequisite grade point average (GPA), Anatomy and Physiology I & II final course grade, the Test of Essential Academic Skills (TEAS) overall score, as well as each sub-score (Reading, Math, Science, and English and Language usage). Discriminant analysis was used to determine significant predictor variables. The mean TEAS overall score and mean prerequisite GPA were significant predictors of passing the NPTE on the first attempt. The study's second phase utilized one-on-one interviews with a program graduate and an administrator to gain their perceptions regarding prerequisite predictors and program factors that increased the predictive validity of PTA student success. The themes detailed all aspects of the academic journey, including academic and personal preparedness, pedagogical support, cohort dynamics, and peer mentorship, with the outcome being examination and mastery of the material.CHAPTER I: OVERVIEW OF THE PROBLEM 1 -- Problem Statement 4 -- Purpose and Scope of Study 4 -- Research Questions 5 -- Theoretical Framework 6 -- CHAPTER II: LITERATURE REVIEW 8 -- Sources/Searches 8 -- Physical Therapist Assistant Requirements 9 -- Key Variables 10 -- Admission Criteria 11 -- Grade Point Average and Prior Coursework 11 -- Standardized Examination 15 -- Stakeholder Perspective 17 -- Competing Theories 18 -- Theoretical Framework 19 -- Academic Achievement 21 -- Student Perception 24 -- Student Success 25 -- CHAPTER III: METHODOLOGY 30 -- Research Design 31 -- Population and Sample 33 -- Data Collection – Procedures 33 -- Data Collection – Instruments 35 -- Data Analysis Procedures 36 -- Threats to Validity of the Study 37 -- CHAPTER IV: RESULTS 39 -- Quantitative Findings 39 -- Sample Characteristics 40 -- Descriptive Statistics 41 -- Results from Discriminant Analysis 43 -- Qualitative Findings 45 -- Perceptions of PTA Program Administrators 57 -- Perceptions of PTA Program Graduates 62 -- CHAPTER V: CONCLUSIONS AND DISCUSSION 69 -- Discussion 70 -- Implications 73 -- Recommendations for Future Research 75 -- Limitations and Delimitations 76 -- Conclusions 77 -- REFERENCES 79 -- APPENDIX A: Program Director Questionnaire 92Roberts, DianeTanner, TannerWaugh, C.Ed.D.Adult & Career Educatio
Pinevale High: Separate, Unequal,.....Undeterred
No full text1 MP4 Video 1080p. 1.42 GB. Runtime 01:31:37This documentary explores the history of Pinevale High School, a segregated Black high school in Valdosta, Georgia, operational from 1957 to 1972. Utilizing interview footage and archival photography, the video delves into the personal stories and experiences of the alumni and the broader impact of segregation and forced integration on the community.
This documentary was created by the Pinevale High Alumni Association and Uploaded to their YouTube Channel at https://www.youtube.com/@PinevaleHighAlumniAssociatio
Police Officer Decertification: A Comparative Analysis
No full textThis dissertation explores a multi-state analysis of why some states decertify more police officersthan others with similar or larger populations, aiming to identify best practices for decertification to effectively address misconduct and improve accountability. The study examines legislative frameworks, administrative procedures, and outcomes across U.S. states, highlighting variations, trends, and challenges in decertification practices. It also investigates the connection between successful decertification and broader police reform efforts, such as enhanced training, transparency, and community trust. Of the states represented in this research Georgia and New York decertified more officers per capita than any other state. The results of this research showed a negative correlation between lower police academy training hours and higher rates of decertification. Framed by historical context, including parallels to the Civil Rights Movement and recent calls for change following incidents like George Floyd's death, the research underscores a renewed focus on decertification. With initiatives like the National Decertification Index and new state laws, the dissertation envisions a future of greater accountability and improved public trust in law enforcement.Beach, BeachRudy, RudyWilkie, MichaelD.P.A.Political Scienc
Relationship Between Job Satisfaction and Turnover Intention Among Nonprofit Employees
No full textThis study examined the relationships between intrinsic job satisfaction, extrinsic job satisfaction, general job satisfaction, and employee turnover intentions within nonprofit health organizations. For organizations that aim to increase their number of expanded services, it is essential to understand the motivating factors that contribute to the retention of qualified employees. Employing a quantitative correlational research design, this study collected data from a sample of 84 employees from nonprofit organizations in the Atlanta Metropolitan area using the Minnesota Satisfaction Questionnaire (MSQ) and the Turnover Intention Scale (TIS-6). The study employed a multiple linear regression analysis to investigate the predictive power of intrinsic and extrinsic satisfaction on turnover intentions and a simple linear regression to examine general satisfaction's role. The analyses showed that extrinsic satisfaction significantly predicted turnover intentions, highlighting the importance of extrinsic motivation in employee retention strategies within the nonprofit health sector. By contrast, intrinsic satisfaction did not significantly predict turnover intention, challenging the traditional emphasis on the motivational power of intrinsic rewards within this specific setting. General satisfaction emerged as a predictor of turnover intentions, further highlighting the overarching impact of overall job satisfaction on employees' decisions to stay or leave nonprofit health organizations. The results of this study suggest that nonprofit health organizations should focus on strategies that prioritize extrinsic rewards (over intrinsic) and cultivate work environments that enhance general satisfaction to reduce turnover intentions.Helton, JoeyKanno, HanaeQi, HuitingD.P.A.Political Scienc
Spirits in Conflict: Sacred Disruptions and Narratives of Algonquian Spiritual Power in the Puritan Missionary Tracts
Full text linkEnglish colonization impacted the development of Native American religious practices and beliefs in the Puritan missions of seventeenth century New England. However, Native American spirituality and worldview also played an important role in how Algonquians interpreted Puritanism and correspondingly engaged with the Christian missionaries. The purpose of this study is to explore the motives and beliefs of Indigenous peoples in the New England missions from their own contextual worldview. Early colonial efforts in the 1620s and 1630s were understood by Algonquian groups in relation to their cosmological perspective. Devastating European diseases, unprecedented warfare, and foreign invaders were perceived as cultural and sacred breakdowns between Native peoples and other-than-human persons pervading their world. Spiritual power permeated the Algonquian landscape in connection to other-than-human beings. Moreover, the English settlers showcased resilient association with otherworldly beings and demonstrated potent forms of spiritual power, which led to Indigenous intrigue and fear of English spirituality. During the first missionizing efforts of the 1640s, Algonquian peoples connected their cultural ideas of the spiritual world with the English religion. Native leaders, such as the Nipmuck sachem Waban, the Massachusett sachem Cutshamekin, and the Penacook sachem Passaconaway, responded to environmental calamities and missionizing efforts in differing ways based on their cosmological understandings of English power in their rapidly changing context.Nooe, EvanHaggard, DixieAiello, ThomasFitzGerald, SarahWright, MillerM.A.Histor
Case Study of Teachers Using Culturally Relevant Pedagogy with African American Elementary Students
Full text linkA qualitative case study was used in this study to gain insight into six elementary school teachers’ use of culturally relevant pedagogy. The teachers self-identified as culturally relevant teachers who foster high academic achievement, cultivate cultural competence, and develop critical consciousness in students to help them understand and analyze the world’s social order. Through storytelling, interviews, classroom observations, student work, and the participants’ reflections on their practices, this study provides a way to describe how teachers use culturally relevant pedagogy in their elementary classrooms and the approaches they use when teaching African American elementary students. The guiding questions for the research are as follows: What are the experiences of six elementary teachers of African American students who self-identify as using culturally relevant pedagogy in urban elementary schools in the South? What practices do these teachers use to help African American students learn? How do teachers of African American students in urban elementary schools in the South implement culturally relevant pedagogy? The findings provide insight into the practices of those who use culturally relevant practices to improve learning for African American students. The findings showed that each participant provided a picture of how they intentionally built positive relationships in their classrooms by showing care, compassion, and affirmation of praise to students, having high expectations, and pushing their students beyond their comfort zone. Several participants shared their overall purpose and source of motivation for teaching. Each participant shared meaningful ways of engaging students and their home culture while cultivating critical thinking and social awareness through critical content. Provided also were commendations for teacher professional learning, aiming to make their practice of culturally relevant pedagogy more impactful.
Keywords: academic achievement case study, cultural competence, culturally relevant pedagogy (CRP), critical consciousness, descriptive sketchesSchmertzing, RichardSuriel, ReginaSchmertzing, LorraineEd.D.Education in Curriculum and Instructio
How Technical College Chief Fundraising Officers Build Professional Capacity: A Narrative Inquiry
Full text linkChief fundraising officers at technical colleges within the Technical College System ofGeorgia face complex challenges, including scarce resources, small staff sizes, and a lack of formal training. The purpose of the study was to understand how chief fundraising officers use self-directed learning experiences and learning projects to build professional capacity. I conducted three 90-minute semi-structured interviews with four participants, recounting how these professionals navigate their complex roles through continuous learning and adaptation. The study highlights the chief fundraising officers’ strategic engagements with professional development and their innovative approaches to leveraging limited resources. I described four key themes: (a) learning and living in community and the importance of peer networks; (b) unrecognized efforts and the multifaceted nature of their roles; (c) resource optimization and how they leverage limited support; and (d) the necessity of continuous learning in their field of work. These findings suggest strategies for enhancing fundraising operations in 2-year colleges and may inform administrative and budgetary decisions. By exploring the specific learning projects and learning experiences that facilitate professional growth, the study contributes to a deeper understanding of the professional development needs of chief fundraising officers in the technical college sector, offering insights for policy-making and future research. Keywords: chief fundraising officers, technical colleges, higher education fundraisingSmith, MatthewRuttencutter, GwenWorkman, JamieEd.D.Education in Curriculum and Instructio