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Cultural Variations in Sexual Education and Teen Pregnancy Rates
Full text linkTeen pregnancy rates are directly impacted by cultural factors as well as the type of sexual education available per region.
In 1995, 81% of males and 87% of females received instruction on birth control methods. In 2015 -2019, 63% of males and 64% of females received instruction on birth control methods
From Classroom to Career: The Need for Healthcare Mentorship Programs for Black Female Students
Full text linkDespite growing diversity in the U.S. population, Black women remain underrepresented in healthcare leadership roles. Barriers including limited access to mentorship, systemic bias, and financial constraints, contribute to disparities in career advancement. This research examines the role of culturally competent mentorship programs in addressing these barriers and fostering a diverse healthcare workforce. Drawing from peer-reviewed literature, workforce development models, and Critical Race Theory, this review highlights the impact of mentorship on professional retention, leadership development, and the quality of healthcare delivery in marginalized communities. Findings indicate that mentorship programs designed with cultural awareness improve confidence, networking opportunities, and career trajectory for Black women in healthcare. Furthermore, institutions that prioritize diversity in leadership create more inclusive environments, leading to better patient-provider relationships and health outcomes for underserved populations. Critiquing existing policy interventions programs who often fall short with inadequate funding and a lack of sustained mentorship structures can help with improvement with exposure to healthcare careers for Black students. To bridge these various gaps, this paper proposes a policy framework integrating mentorship into academic and professional training, with incentives for institutions to support underrepresented students and early-career professionals. Investing in mentorship as a long-term strategy, healthcare systems can cultivate a workforce that reflects the diverse populations it serves. This research underscores the need for targeted policies that not only increase representation but also dismantle systemic barriers that hinder career progression for Black women in healthcare
Understanding How Seniors Deal With Grief and Loss
Full text linkGrief affects people of all ages however, it can be a particularly complex emotion for seniors to deal with. Having healthy coping mechanisms is essential to learning to live with these complex emotions. The prevalence of prolonged grief may be as high as 20% in adults over the age of 65 years. (Melbourne Ageing Research Collaboration, n.d.) Depression in old age is associated with a variety of severe negative consequences (Schladitz et al., 2021).
This research aims to explore how seniors experience and manage grief as well as explore which factors and interventions allow seniors to healthily adjust to loss
Rural Realities Unveiled: Non-Certified Teachers’ Experiences and Perceptions of Scripted Literacy Curriculum in K-5 Classrooms
Full text linkThe persistent shortage of certified teachers in rural school districts has led to an increased reliance on non-certified teachers NCTs to deliver literacy instruction. To support these educators, many districts have implemented scripted curricula, which provide structured lessons and instructional materials. However, limited research exists on the experiences of NCTs using scripted curricula and their impact on their teaching practices and self-efficacy. This qualitative exploratory case study examines the perceptions and lived experiences of non-certified literacy teachers in rural elementary schools who utilize scripted curricula. Guided by Bandura’s Self-Efficacy Theory and Kolb’s Experiential Learning Theory, this study examined how NCTs perceive their instructional roles, navigate challenges, and assess their effectiveness in promoting student literacy outcomes. Data collection included reflective writing exercises, classroom observations, and semi-structured interviews with NCTs teaching in rural K-5 classrooms. Thematic analysis was employed to identify patterns in participants’ experiences, revealing insights into the benefits and limitations of scripted curricula, the professional growth of NCTs, and their instructional confidence. Findings highlight the complexities of scripted instruction in rural contexts, including issues related to teacher autonomy, adaptation to diverse student needs, and professional development. The study provided valuable implications for educational policymakers, school administrators, and teacher preparation programs in supporting NCTs and improving literacy instruction in rural school
An Evaluation of Frank Brown\u27s Free Market
Full text linkBackground: This study aimed to conduct an in-depth evaluation of Frank Brown Hall, Free-Market (Food Pantry), within the grant timeframe from January to April 2024. The central objective was to examine the distinct resource demands of students limited to selecting three items each day. By employing careful observation, effective communication, and active listening, we successfully obtained essential student feedback that enhanced our understanding of their needs and preferences, improving the support provided during that semester. Methods: Throughout the grant, data were systematically classified according to the chosen items, the students’ academic majors, and the cumulative number of visits to the food pantry. This structural methodology facilitated a thorough understanding of usage behaviors and student inclinations. The research included a mix of student participants from Columbus State University, featuring both male and female students. The participants were comprised of undergraduates, graduates, and first-generation students from various academic fields and backgrounds. Results: The data gathered were examined utilizing SPSS 29, with Excel employed for supplementary calculations and visual representations. The analysis helped clarify the evaluation’s goals and provided insights into the Free-Market efficacy in addressing student requirements. Additionally, the analysis provided a means to monitor trends, which will affect future resource management and decision-making processes
Understanding Women’s Attitudes Toward Midwifery Practices for Maternal Care in Middle Georgia
Full text linkCompared to other high-income countries, women in the United States are more likely to die from problems related to pregnancy and childbirth. In Georgia, maternal mortality is particularly acute. Midwifery models of maternal care have been shown to produce positive pregnancy and childbirth outcomes for patients, but these services are underutilized in Georgia. This study sought to identify women’s attitudes toward midwifery, what contributed to those attitudes, and what influenced women in Middle Georgia to seek midwifery services using a qualitative, Grounded Theory approach. Three participants who self-identified as having used a midwife before were interviewed using a semi-structured protocol.
The evidence from this study, despite its limited sample size, points to three key factors driving participants’ positive attitude toward midwives and the practice of midwifery: control of birthing circumstance, quality in health professionals, and physical and mental empowerment. Interviews also indicated exposure to midwifery as a potential mode of care and fear, real or imagined, drove women to seek midwifery. The study demonstrated a potential wellspring of information that could be gleaned from rural populations in Georgia to understand drivers behind the maternal health crisis in Georgia, and what changes to health communication could be made to increase use of midwifery services
Lights, Camera, Action: A Student\u27s Perspective on Reimagining Film Production Opportunities
Full text linkThe pursuit of a crew job in the film industry is a multifaceted endeavor, offering various pathways that cater to diverse aspirations and circumstances. Central to this exploration is the question of whether attending a university and obtaining a degree in film is essential for success. I was determined to answer the following: What is the likelihood that a higher education in Film Production leads to more efficient job acquisition in the film industry? The project is considered narrative, originating from the personal quality of the research questions. I used my resources to gather qualitative data through interviews of film production professionals, receiving their opinions on the subject. I also consulted literature to find methods that may increase the chance of career acquisition in the film industry as they relate to receiving a higher education.
I had several predictions of what the findings would be. To begin, I hypothesized that attending film school was not a requirement of attaining a job in the film industry. Secondly, I predicted that those who attend film school will have similar career success rates as graduates of other majors. As a final hypothesis, I believed results would indicate the success of film internships or apprenticeships on leading individuals into careers within the film industry. The qualitative and quantitative aspects of all included findings gave a very well rounded view of the chance that a higher education in Film Production leads to more efficient job acquisition in the film industry. Yet, the broadness of the findings lead to inconclusiveness, with no clear directive for aspiring filmmakers to follow
Social Reproduction and Teen Pregnancy: A Comparative Case Study of Six Rural Georgia
No full textTeen pregnancy remains a persistent public health concern in the United States, with rural regions experiencing disproportionately higher rates compared to urban areas. This study examines adolescent pregnancy in six rural Georgia counties between 20125 and 2024 using the framework of social reproduction to understand how structural, socioeconomic, and cultural forces shape reproductive outcomes. Despite national declines in teen birth rates, rural regions of Georgia continue to exhibit elevated rates due to entrenched inequalities, limited access to comprehensive reproductive health services, and inconsistent sed education policies. Social reproduction theory provides a lens to understand how intergeneration disadvantages such as poverty, low educational attainment, and limited access to healthcare contributes to sustained cycles of adolescent pregnancy in rural communities. Using county-level data from the Georgia Department of Public Health’s OASIS database, this study assesses adolescent birth rates, low birth weight prevalence, prenatal care adequacy using the Kotelchuck Iindex, socioeconomic vulnerability, and insurance patterns. Additional contextual data on sex education curriculum and reproductive health service availability were collected from schoolboards, public records, and facility directories. A stratified sampling method selected six rural counties across four quartiles of adolescent birth rates to ensure both representation and depth of comparison. Findings demonstrate that counties with the highest socioeconomic vulnerability exhibited the highest adolescent birth rates and the greatest proportions of inadequate prenatal care. Despite geographic proximity to healthcare facilities in most counties, barriers such as stigma, poverty, and limited contraceptive education significantly influenced utilization. Counties offering comprehensive sex education showed slightly more favorable reproductive health indicators, 4 nonetheless, curriculum alone did not full mitigate structural determinants. Racial disparities were also evident with Black and multiracial adolescents experiencing higher birth rates and poorer prenatal care adequacy. Overall, results highlight that rural adolescent pregnancy is shaped by a complex interplay of structural disadvantage educational policy gaps, and cultural norms. Effective intervention requires comprehensive sex education, expanded adolescent-friendly healthcare access, and targeted policies addressing socioeconomic vulnerability. These findings underscore the need for cross sector public health strategies that disrupt intergenerational cycles of adolescent pregnancy in rural Georgia
Leadership Traits which Improve School Climate Star Ratings and CCRPI Single Scores in Georgia K-12 Urban Schools: A Mixed-Methods Study
Full text linkThe purpose of this mixed methods study was to investigate the relationship between the self prescribed leadership styles of principals with the teacher perceptions of those leadership styles and how that difference may impact school climate ratings and College and Career Readiness Performance Index (CCRPI) single scores in Georgia urban K-12 schools. The quantitative method was used to examine quantitative differences related to these two components of Georgia’s state accountability model. The qualitative method was used to explore teachers’ perceptions of the influence of leadership style on climate star ratings and CCRPI single scores. Quantitative data was collected through the Multifactor Leadership Questionnaire from principals and teachers. The quantitative phase of this study revealed significant and unexpected patterns in leadership perceptions across high and low-performing schools. While principals in high-performing schools consistently rated themselves higher on transformational leadership dimensions (M = 3.63, SD = 0.26) compared to those in low-performing schools (M = 3.17, SD = 0.63), these differences were not statistically significant. Surprisingly, teachers in low performing schools provided significantly higher ratings of their principals across all transformational leadership dimensions, including Idealized Influence (t(120) = -2.04, p = .043), Inspirational Motivation (t(120) = -2.63, p = .010), and Intellectual Stimulation (t(120) = -2.77, p = .007). Teachers\u27 ratings of transactional leadership components also showed significant differences, with Contingent Reward ratings being significantly higher in low-performing schools (M = 2.96, SD = 0.91) compared to high-performing schools (M = 2.51, SD = 0.95; t(120) = -2.66, p = .009). Leadership outcome measures revealed the most pronounced differences, with teachers in high-performing schools rating satisfaction significantly lower (M = 2.49, SD = 1.13) than those in low-performing schools (M = 3.09, SD = 0.90; t(120) = -3.23, p =002). These counterintuitive findings suggest a notable disconnect between leaders\u27 selfperceptions and teachers\u27 experiences of leadership, particularly in high-performing schools. Qualitative data on teachers’ perceptions of the influence of leadership style on climate star ratings and CCRPI single scores were collected through a semi-structured interview protocol. The qualitative phase of this study revealed five key themes that provided deeper context for understanding the quantitative findings. Teachers described effective principal leadership through Communication Patterns that Shape Leadership Effectiveness, where successful principals created multiple formal and informal communication channels, ensuring alignment across leadership teams. Decision-Making Authority Requires Careful Balance emerged as a critical theme, with effective principals establishing clear expectations while allowing teacher autonomy within structured frameworks. Professional Growth Demands Individualized Attention highlighted how successful leaders developed comprehensive support systems tailored to individual teacher needs, including mentorship programs and personalized development pathways. Recognition and Motivation Systems Drive Teacher Engagement demonstrated that effective principals combined public acknowledgment with personal appreciation, recognizing that professional trust served as a powerful form of recognition. Finally, Response to Challenges Requires Strategic Support revealed that successful leaders implemented preventive support systems while maintaining positive relationships during interventions. These themes illustrated that leadership in high-performing schools involved sophisticated, systematic approaches rather than the overtly transformational behaviors measured by traditional leadership scales, explaining the unexpected quantitative findings where teachers in high-performing schools rated their principals lower on conventional leadership measures. The results of this convergent mixed methods study may shed light on what leadership styles are most effective for influencing Georgia urban schools towards improving the school climate ratings and CCRPI single scores