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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Connecting Families And Continued Learning Through Covid-19, Michael C. O'Neal, Tameka Tribble, Michelle Rice
Connecting Families And Continued Learning Through Covid-19, Michael C. O'Neal, Tameka Tribble, Michelle Rice
National Youth Advocacy and Resilience Conference
For 20+ years in Savannah, Georgia, Parent University has successfully enhanced the ability of families to create an environment in which learning thrives for both children and parents. When the pandemic closed schools and disrupted normal programming, Parent University immediately pivoted to online programming to continue connecting families with relevant education, resources and support throughout this time of need. The pandemic also exposed a huge gap in technology and education. Therefore, Parent University is working to close that gap with our new Tech College at Parent University.
The Cyclical Relationship Between Generational Poverty And Poor Education: Breaking The Barrier In Haiti, Jesse A. Childress, Ashley Hand, Lauren Pullins, Emily Rutherford, Michelle Tye
The Cyclical Relationship Between Generational Poverty And Poor Education: Breaking The Barrier In Haiti, Jesse A. Childress, Ashley Hand, Lauren Pullins, Emily Rutherford, Michelle Tye
The Research and Scholarship Symposium (2013-2019)
Research demonstrates that generational poverty and poor education are cyclical in nature. In Haiti, poverty diminishes the quality of education due to the fact it hampers access to education, lacks parental involvement, and has inadequate health care. Conversely, poor education traps Haitians in the cycle of generational poverty by inhibiting them from developing life skills and adequate literacy; in turn, this disables them from participating in higher paying jobs. Based on the repetitive correspondence between the two, our goals are: to educate individuals on the cyclical relationship between poor education and generational poverty, expose and examine the barriers to receiving …
How Athletics Affect An Athlete’S Academic Performance, Rachel D. Cordle, Anna Forcelle
How Athletics Affect An Athlete’S Academic Performance, Rachel D. Cordle, Anna Forcelle
The Research and Scholarship Symposium (2013-2019)
Involvement in both a collegiate sport and education can be overwhelming and stressful and has the potential to result in sacrificed educational advancement and attainment. Due to the lack of research done concerning this topic, limited knowledge is known regarding specific stressors encountered by athletes and their coping strategies used. As a result, there is little understanding about how to best support college-level student athletes. Therefore, the purpose of this study is to gain insight from university students as to how athletics affect their academic performance, and to battle against the stereotype of college athletes being average or just below …
Community Education On Mtm Services, Jacob M. Davis, Kristin Lessig, Lindsay M. Mailloux, Samantha A. Smolinski, Stephen K. Yeboah, Aleda M.H. Chen, Ginger D. Cameron, Thaddeus T. Franz, Jenna G. Lawhead
Community Education On Mtm Services, Jacob M. Davis, Kristin Lessig, Lindsay M. Mailloux, Samantha A. Smolinski, Stephen K. Yeboah, Aleda M.H. Chen, Ginger D. Cameron, Thaddeus T. Franz, Jenna G. Lawhead
The Research and Scholarship Symposium (2013-2019)
Background: Medication nonadherence, defined as “the number of doses not taken or taken incorrectly that jeopardizes the patient’s therapeutic outcome,” is a major health problem with about 43% of the general population nonadherent to their medications. Medication nonadherence accounts for an estimated 125,000 deaths per year in the US, 33-69% of medication-related hospital readmissions, and an estimated $100 to $300 billion in direct and indirect medical costs. Medication therapy management (MTM), defined as “a distinct service or group of services that optimize therapeutic outcomes for individual patients,” has been found to reduce medication nonadherence. However, many individuals eligible for MTM …
"I Cannot Teach Because I Am Not Smart": Working Class Mothers’ Support For Their Children's Education In Japan, Yoko Yamamoto
"I Cannot Teach Because I Am Not Smart": Working Class Mothers’ Support For Their Children's Education In Japan, Yoko Yamamoto
2013 New England Association for Asian Studies Conference
Social class is a powerful element which predicts mothers’ support for their children’s academic development in Japan. Middle class mothers tend to hold higher educational expectations, invest in their children’s educational opportunities, and interact with the teachers more frequently than working class mothers (Stevenson & Stigler, 1992; Yamamoto, 2006). While ample evidence shows social class differences in parents’ academic support, few have examined why working class mothers are not as involved in their children’s education as middle class mothers. In order to understand the mechanisms of social class reproduction and mobility, it is critical to investigate the experiences and elements …