1969 Sigma Sigma Sigma Composite

https://digitalcommons.longwood.edu/trisig_composites/1005/thumbnail.jp

Access to Gender-Affirming Voice Services Among Emerging Adults in the Gender-Expansive Community

Emerging adulthood, occurring between the ages of 18 to 25, is a time of significant identity exploration. This age group has the highest prevalence of individuals who are transgender or nonbinary; however, there is minimal current research on access to gender-affirming voice services among this demographic. This study utilized a healthcare access framework by Levesque et al. (2013) to analyze organizational barriers to care including approachability, acceptability, availability, affordability, and appropriateness for this population. The researchers collected data from 104 participants with an electronic survey. Survey data showed most participants (64%) are aware of and desire gender-affirming voice services. Of the participants who indicated desire for gender-affirming voice services, 93% reported that they never received services from a voice professional. Affordability, approachability, and acceptability were the most significant organizational barriers to access with affordability (68%) being the most significant. Awareness of services was a barrier to access with 46% reporting either a lack of awareness of gender-affirming voice services or a lack of awareness of these services provided by speech-language pathologists. The most used sources for information on gender-affirming voice services included friends; national, state, and local LGBTQ+ websites; LGBTQ+ community centers, and various social media outlets. This health-seeking information may be useful in providing better outreach to gender-expansive emerging adults

The Ruffners

History of the Ruffner Family with handwritten notes, includes transcriptions of deeds, wills and other records related to family history throughout the document

2020 Sigma Sigma Sigma Composite

https://digitalcommons.longwood.edu/trisig_composites/1062/thumbnail.jp

2006 Sigma Sigma Sigma Composite

https://digitalcommons.longwood.edu/trisig_composites/1048/thumbnail.jp

Improving Safety & Quality Outcomes in a Rural Emergency Department with Clinical Practice Guidelines for Nurses

The most beneficial way of implementing evidence-based practice in nursing is through clinical practice guidelines, according to numerous research studies and meta-analysis. At the Centra Southside Community Emergency Department, there is a lack of evidence-based clinical practice guidelines for nurses to use as aids in the critical judgment nursing process. The goal of this research is to create clinical practice guidelines that are relevant for the clinical environment, practical for everyday use, easily accessible, and cohesive with current standards of care in the Southside Emergency Department. This goal will be met through surveys of the daily staff nurses and nursing leadership on their knowledge of evidence-based practice, understanding of the use of clinical practice guidelines in nursing, and preferences for clinical practice guideline topics for their emergency department. This research was successfully achieved through the application of Kurt Lewin\u27s Force Field Theory of Change in Nursing with emphasis on improving safety and quality outcomes, as well as reducing cost-implications for patients and the healthcare organization. Three clinical practice guidelines were created using feedback from the daily staff nurses and nursing leadership at the Southside Emergency Department. These are currently in the process of becoming approved for official hospital use. Future research should be conducted after the implementation of these guidelines to survey the nursing staff on their perceptions and attitudes of the guidelines, as well as their effectiveness

1996 Sigma Sigma Sigma Composite

https://digitalcommons.longwood.edu/trisig_composites/1038/thumbnail.jp

Volume 14

Table of Contents: Introduction: Dr. Amorette Barber From the Editor: Dr. Larissa Kat Tracy From the Designers: Rachel English, Rachel Hanson Hungry Like the Wolf: The Wolf as Metaphor in Paramount Network’s Yellowstone: Ireland Seagle “Floating Cities”: Illustrating the Commercial and Conservation Conflict of Alaskan Cruise Ship Tourism: Dalton C. Whitby What Can You Do When Your Genes are the Enemy? Current Applications of Gene Manipulation and the Associated Ethical Considerations: Cassandra Poole La doble cara: un tema romántico en las obras de Larra y Hawthorne: Rachel Cannon Resolving a Conflict: How to Teach Evolution to Students with a Religious Background: Heidi Parker-Combes A History of Secret Societies at Longwood University and Their Relationship to Student Power and Agency: Devon G. Shifflett Policy Brief: Addressing Petroleum Pollution in the Chesapeake Bay around Naval Station Norfolk: Antonio Harve

2010 Sigma Sigma Sigma Composite

https://digitalcommons.longwood.edu/trisig_composites/1052/thumbnail.jp

Graduate Student Transcription of Accented Speech

There are many speech sound differences between Standard American English and English spoken by an individual from a different language background, who speaks with an accent. The purpose of this study is to research graduate students\u27 preparedness and ability to transcribe speech from varying cultural backgrounds. A transcription assessment was administered to current speech-language pathology graduate students with results compared to professionals in the field who completed the transcription based on both listening and spectrogram images. Graduate students were also surveyed regarding their phonetics education experiences. Overall, students were able to transcribe accented speech with 64.2% accuracy. Participants’ transcription of consonants (78.1% accuracy) was significantly better than their transcription of vowels (49.1% accuracy). Students used diacritic markers with 0% accuracy. Participant accuracy scores were influenced by the number of phonetics courses they had previously taken, the number of speakers they had experience transcribing, and how comfortable they felt with phonetic transcription. Through analyzing graduate students\u27 transcriptions of accented English speech from native Spanish, Italian, and Chinese speakers, the determination that students were unprepared to phonetically transcribe individuals with diverse linguistic backgrounds was made. Additional educational resources should be provided to students including more diverse transcription practices and diversity-focused continuing education opportunities. Additional research is recommended to include a larger, more diverse sample from an area with a high level of linguistic diversity and to include other speech sound differences and disorders encountered by speech-language pathologists