• An Analysis of the Toxic Effects of Mercury Cyanide Complexes on Zebrafish

      Pittman, Elizabeth; School of Medicine
      Mercury (Hg) is a unique heavy metal toxicant that is found in numerous environmental and occupational settings. A major source of environmental Hg is from artisanal and small-scale gold mining (ASGM), whereby metallic mercury (Hg0) is used to amalgamate gold from mined ore. Hg extraction of gold is inefficient and thus, a significant amount of gold remains in the ore. The leftover Hg-contaminated tailings are often subjected to cyanidation to extract the remaining gold. During this process, mercury and cyanide form mercuric cyanide complexes that are held together with a strong, covalent Hg-carbon bond. These toxic complexes are proposed to be prevalent in terrestrial and aquatic environments around mining sites. The purpose of the current study was to determine how mercuric cyanide complexes, particularly Hg(CN)2, affect the health of aquatic organisms in contaminated environments. We used adult and larval zebrafish (Danio rerio) as model organisms for this study. Zebrafish, in various life stages, were exposed to several different concentrations of Hg(CN)2 to determine the physical and behavioral effects of this exposure. Embryos were exposed to varying concentrations of Hg(CN)2 at one-hour post fertilization (4th cell cycle) until 72 hours post fertilization when hatching begins. Concentrations ranged from 0 to 0.1 mg/L Hg(CN)2. Embryos exposed to concentrations of Hg(CN)2 above 0.08 mg/L had a lower hatching rate and survival rate. Exposure of adult fish to various concentrations of Hg(CN)2 led to significant alterations in behavior and mercury content of muscle. The current study is the first to report the way in which Hg(CN)2 affects aquatic organisms in various stages of life.
    • An Analysis Of Title Ix Compliance In Historically Black Colleges And Universities

      Coursey, Caroline Coker
      Historically black colleges and universities (HBCUs) generally have majority female student populations, yet some studies have concluded that HBCUs have poorer compliance with Title IX when compared with predominantly white institutions (Ruckman & Bridges, 2014; Anderson et al, 2006). Therefore, this study analyzed Title IX compliance in a group of HBCUs in 2003, 2010, and 2016 to determine trends in compliance by computing a proportionality gap percentage for each selected year. A quantitative research design was utilized, and enrollment data was analyzed via an ANOVA method to determine if statistically significant changes in enrollment occurred at the 2003, 2010, and 2016 years. The enrollment data was compared to the proportionality gap percentages for 2003, 2010, and 2016 via Pearson correlation to determine if a relationship exists between enrollment and compliance. Lastly, endowment data was analyzed for a subset of institutions to determine if any relationship exists between endowment size and compliance with Title IX.
    • An Autoethnographic Inquiry Into An African American, Class-based Perspective In Educational Delivery / By Stassi Thomas Anderson.

      Anderson, Stassi Thomas
      Stassi Thomas Anderson An autoethnographic inquiry into an African American, class-based perspective in educational delivery Under the direction of Lucy Bush, Ed. D Research has given us the understanding of the demographic disparity between white, largely middle class teachers and diverse lower socioeconomic school children (Grious & Silva, 2010), as teachers from the middle class society wrestle with meeting the needs of their culturally diverse students. In efforts to bridge the social and academic gap, resources have been spent on hiring more minority teachers into the classroom. However, few studies have been conducted on the efforts, struggles, and triumphs of teaching disadvantaged students from the seldom-depicted perspective of a Black teacher of privilege. The purpose of this study was to examine the impact of cross-class interaction within the same race – i.e., the teacher and the students both being Black yet reared in different economic environments—upon the development of the teacher. The two guiding questions for this autoethnography are: (a) As a Black teacher of socioeconomic privilege, what has been the influence on my own pedagogical development of my interaction with disadvantaged students of the same race? (b) Is my experience unique or do other Black teachers of privilege question or encounter similar issues of student connectivity? Data was generated from a collection of self-reflective data and interview data; focus group responses to interview questions; and several autoethnographic vignettes. Three findings were gleaned from the data: (a) Black privileged teachers in this study taught from a similar cultural gaze as their white middle-class counterparts, based on their exposure to the dominant culture’s educational and social philosophy and practices; (b) additional research is necessary when merging non-traditional privileged Black teachers into Black disadvantaged teaching environment; and (c) further research is needed to evaluate the pre-service teaching programs for all privileged teachers entering lower socioeconomic neighborhoods to teach. It becomes imperative that we examine our own position towards culture and race internally before being placed in culturally and racially diverse settings.
    • An Ecological Exploration Of Youth Perceptions Of Sexuality Education Needs

      McDonald-Hill, Keri
      ABSTRACT AN ECOLOGICAL EXPLORATION OF YOUTH PERCEPTIONS OF SEXUALITY EDUCATION NEEDS In recent years, there has been a significant decline in teen pregnancy rates in the United States, but the decline is substantial among ethnicities other than African-Americans, suggesting a need for better understanding of the sexual health education needs specific to African-American youth. The purpose of this investigation was to extend the limited existing knowledge of adolescents’ perceived sexual health education needs as well as explore the impact of perceptions of friends’ sexual history on stated needs by drawing upon the Ecological Systems Theory (EST). This quantitative study focused on the impact of social and environmental factors associated with preferences of sexual health information of youth. The cross-sectional quantitative study utilized a voluntary, self-report survey methodology by incorporating the Family Life Sex Education Goal Questionnaire (FLSE-GQ II). The first hypothesis of this study suggested that, based on Bronfenbrenner’s ecological systems theory, the community where study participants reside impacts their perceptions of their need for sexual health information. The participants responded as predicted with an endorsement of all topics within the survey, demonstrating support of a comprehensive approach to school-based sexuality education. These results are reflective of the high rates of teen pregnancy and sexually transmitted diseases in the community. The Ecological Systems Theory was applied in the second hypothesis to assess the extent to which perceived sexual behaviors of peers influence adolescents’ support of sexuality education content. With respect to furthering our understanding of the extent to which perceptions of peers influence adolescent perceptions of their sexuality education needs, this study demonstrates that perceptions of the sexual history of peers does not have substantial influence on support of sexual health content. To advance the capacity of prevention efforts to address the disproportionate rates of teen pregnancy and sexually transmitted infections among African-American youth, future school-based sexual health interventions could benefit from a collaborative approach that provides youth with the opportunity to voice their opinions on the best content to be included in discussions. This can be achieved by first replicating studies such as the current study then incorporating a series of qualitative approaches that can inform later collaborative efforts.
    • An Examination Of Affectivity, Depression, And Acculturative Stress In Asian International College Students Using An Online Written Disclosure Protocol

      Overzat, Tara Bernadette
      TARA BERNADETTE OVERZAT AN EXAMINATION OF AFFECTIVITY, DEPRESSION, AND ACCULTURATIVE STRESS IN ASIAN INTERNATIONAL COLLEGE STUDENTS USING AN ONLINE WRITTEN DISCLOSURE PROTOCOL Under the direction of Karen D. Rowland, PhD College is a time of emotional upheaval and adjustment. Asian international college students may benefit from an intervention such as an online written emotional disclosure protocol to help with mental health and emotional distress. This dissertation examines the affectivity, depressive symptoms, and acculturative stress of Asian international college students and begins to assess an online written emotional disclosure protocol as a potential intervention. Three MANOVA were run on the data, which suggested that Asian international college students age 26 and older experience a decrease in positive affect compared to the 22 - 25 year old age group; Indian international college students have higher positive affect than their peers; Asian international college students living in the US for 25 months or longer had negative affect than students living in the US 1 - 6 months; Asian international college students living in the US 25 months or longer had higher acculturative stress than those living in the US 7 - 24 months. LIWC2015 was utilized to examine the affective, social, and cognitive processes written about in the experimental and control prompt journals, and showed that the experimental journals had higher utilization of words that reflect these processes. The study should be replicated with a larger sample size for better accuracy.
    • An Examination of Commonly Used Fourth-Grade Mathematics Textbooks Through a LatCrit Lens

      Friedrich, Jami Cara; Tift College of Education
      The U.S. public school system is witnessing significant growth in English language learners (ELLs), since the Hispanic population is the largest and fastest-growing ethnic minority group in the country. Simultaneously, there is a persistent achievement gap in mathematics between the Hispanic population and their White, non-Hispanic peers. Mathematics instruction in K-12 classrooms has become more language-dependent due to the adoption of the Common Core State Standards (CCSS) in much of the United States and an increased focus on developing students’ conceptual understanding in mathematics. To better understand the impact of current policy on Hispanic ELL students’ academic achievement in mathematics, it is critical to investigate the language usage in mathematics texts used as instructional resources in K-12 schools. The purpose of this study was to analyze the language in commonly used mathematics textbooks to understand how Hispanic Latinx culture is represented within the texts. Using a critical Latinx (LatCrit) theoretical framework, this study sought to investigate how language is employed in three widely distributed fourth-grade mathematics textbooks, specifically, how language usage may act to include or exclude the Hispanic Latinx culture. The results of this study identified the relative strengths and weaknesses of the texts in regard to supporting ELLs. The relative strengths include the use of Hispanic names, topical themes, relatable terms (specifically school-related terms), and the use of tools to support learning. The relative weaknesses include exclusion of Hispanic historical figures and Latin American locations; variety in topics; the use of tables as a form of adding a layer of complexity rather than simplifying a word problem; and the lack of photographs, graphic organizers, or multiple-choice items. Recommendations for further research include using a research design in which the participants are students currently involved with the text and studying teacher-created word problems rather than textbook word problems.
    • An Examination Of The Effect Of Professional License Type And Gender On The Self-efficacy And Comfort Level Of Counseling Skills In Addressing Sexual Issues With Clients

      Hayes, Tanyeka Uhuru
      The purpose of this study was to examine clinicians’ self-efficacy and comfort level based on license type and gender when addressing sexual issues with clients. The Counseling Self-Estimate Inventory (COSE) was used to measure participants beliefs or judgments about her/his capabilities to effectively counsel a client in the near future, and the Sexual Intervention Self-Efficacy Questionnaire was used to measure participants current comfort level to work with individuals who have sexual concerns or problems. The sample for this study included 174 fully licensed clinicians recruited from the southeastern region of the United States through membership of online listservs associated to the specific professional license type. The aim of this study was to determine if a particular professional license type and gender perceive a higher level of self-efficacy and comfort level when addressing sexual issues with clients than the others. The results of this study found that LMFT’s and males are more comfortable addressing sexual issues with clients. The results of this study also emphasize that additional required coursework in sexual issues is needed in counseling and social work graduate programs as well as continuing education.
    • AN EXAMINATION OF THE RELATIONSHIP BETWEEN FOOD SECURITY STATUS, PSYCHOLOGICAL WELL-BEING, AND FAMILY FUNCTIONING: AN ECOLOGICAL PERSPECTIVE WITH IMPLICATIONS FOR CLINICAL PRACTICE

      Robinson, Jacqueline Nyesha; College of Professional Advancement
      ABSTRACT Food insecurity exists in every American congressional district and has been shown to be a significant factor impacting various areas of mental health. There has been minimal mental health research examining the relationship that food insecurity and psychological well-being have on the general functioning of family systems. This study examines food security status and psychological well-being as potential predictors of family functioning. The investigation was conducted on a sample of 119 participants. An analysis of survey data collected revealed that food security status and psychological well-being are significant predictors of general family functioning. This finding suggests that as food insecurity and psychological distress increase, it can be expected that family functioning will become increasingly unhealthy. The study further revealed that food security status is a stronger predictor of food family functioning than psychological well-being. The findings underscore the importance of addressing insecurity and psychological well-being in the clinical treatment of families. This study contributes to the growing body of literature on the intersection between food insecurity and various psychosocial factors.
    • An Exploration Of Institutional Drivers Of Technology Enhanced Learning Adoption By Faculty At Colleges Of Pharmacy

      Proctor, Reid
      The growing availability of technology-based tools and methods to support learning have challenged traditional norms at institutions of higher education. Colleges and schools of pharmacy in the United States operate under the expectation of delivering degree programs via contemporary and evidenced based instructional methods. The purpose of this study was to identify and explore factors that may influence the adoption of technology-enhanced learning (TEL) at colleges and schools of pharmacy, as perceived by faculty. Leaders at colleges of pharmacy may use the information obtained from this study to better support the adoption of TEL at their institutions. A quantitative and exploratory survey design was used in this study. An instrument designed to identify the most important drivers affecting TEL adoption in the perceptions of pharmacy faculty was developed for this study. The study findings are based on 504 usable survey responses from pharmacy faculty members whose emails were obtained from the American Association of Colleges of Pharmacy. The survey was distributed through the Qualtrics online survey system in November and December of 2017. Five categories of items influencing adoption of TEL in the perceptions of pharmacy faculty were identified. These categories include (a) support, (b) leadership and expectations, (c) funding and compensation, (d) technical reliability and availability, and (e) awareness. Items related to technical infrastructure (technical reliability, availability, and support) were consistently of highest importance to pharmacy faculty in regards to TEL adoption. Beyond items related to technical infrastructure, the sharing of TEL implementation success from colleagues was of greatest influence. The results of this study point towards a variety of avenues for future research. These include conducting a similar study focused on specific instructional methods supported by TEL, conducting a qualitative study to explore the same research questions, and an examination of why females as compared to males consistently rated items of potential influence higher.
    • An Exploratory Study of Resilence in Adult Children Affected by Parental Incarceration

      Saint-Louis, Tavarous; College of Professional Advancement
      Parental incarceration is as an adverse childhood experience which negatively affects a child’s well-being, mental health, academic performance, and socio-economic level. More than 5 million children have experienced having one or both parents incarcerated before they reach age 18. Previous research has illustrated that many negative outcomes can be mitigated by protective factors such as compassionate caregivers, positive interpersonal relationships, and social support. The literature is scant regarding the lived experiences of Adult Children who were impacted by parental incarceration. The purpose of this phenomenological study was to explore the lived experiences and resilience of Adult Children impacted by the incarceration of one or both parents. This exploration of lived experiences of adult children impacted by parental incarceration allowed for a greater understanding of their life while one or both parents were incarcerated as well as whom or what they considered their biggest support during this time in their lives. This study utilized the phenomenological research design approach where the researcher was the primary instrument of data collection. The sample consisted of 8 individuals: 7 female and 1 male. Six participants lived in Georgia, one lived in California, and one lived in Florida. Semi-structured interviews were completed via zoom. The analysis of the interviews produced 8 central themes: support, trauma, protection, school as a safe place, helping others, independence, spirituality, and success. The significant finding of this research were the protective factors of support and resiliency. Each participant identified a supportive person/people in their life during the time of their parent(s) incarceration and all participants defined themselves as being resilient. The results of this study are relevant to how this population can be serviced at different times throughout their lives and provides a greater understanding of the individual and collective needs of those who were impacted by parental incarceration. This study encourages further research to determine how counselors, school leaders and politicians are able to assist families impacted by incarceration as well as promote the need for the discussion about the physical and emotional safety and wellbeing of children.