EVIDENCE Proof Generally: Provide Procedures for Operating and Maintaining a DNA Data Bank

The Act provides procedures for the development and maintenance of a data bank containing deoxyribonucleic acid (DNA) analysis of blood taken from convicted sex offenders. The Act sets procedures for the withdrawal of the blood samples. The Act authorizes the Georgia Bureau of Investigation Division of Forensic Sciences (GBIDFS) to perform DNA analysis of the blood for the purpose of determining identification characteristics of the person from whom the blood was taken, and to set up a data bank containing the results of the analysis. The Act provides procedures to release this information and dictates to whom it may be released. The Act emphasizes confidentiality of the results of the analysis and provides penalties for unauthorized use and release of the results

Freshman Academies: A Study of Student Outcomes.

The transition to high school has been identified by researchers as a pivotal point in students\u27 lives. The addition of a Freshman Academy in some schools has targeted the 9th grade year to ease students\u27 transition to high school and increase the likelihood of academic success. One purpose of this study is to compare student outcomes of schools that have implemented a Freshman Academy with schools that have not. Student outcomes are defined for this study to include graduation rates, attendance rates, instances of out-of-school suspensions, and instances of expulsions. The second purpose of this study is to compare student outcomes before and after implementation of a Freshman Academy. Two research questions were analyzed to determine the impact of the implementation of the Freshman Academy on student outcomes. A 2-way chi square analysis of variance was used for each research question. There was a significant difference in the instances of out-of-school suspensions for schools that have a Freshman Academy and schools that do not. Instances of out-of-school suspensions were higher in schools with a Freshman Academy. No significant difference was found between graduation rates, attendance rates, or instances of expulsions for schools that have a Freshman Academy and schools that do not. There was a significant difference in instances of out-of-school suspensions before and after implementation of Freshman Academy. The instances of out-of-school suspensions decreased after the implementation of Freshman Academy. No significant difference was found in graduation rates, attendance rates, or instances of expulsions before and after implementation of Freshman Academy

EVIDENCE Proof Generally: Provide Procedures for Operating and Maintaining a DNA Data Bank

The Act provides procedures for the development and maintenance of a data bank containing deoxyribonucleic acid (DNA) analysis of blood taken from convicted sex offenders. The Act sets procedures for the withdrawal of the blood samples. The Act authorizes the Georgia Bureau of Investigation Division of Forensic Sciences (GBIDFS) to perform DNA analysis of the blood for the purpose of determining identification characteristics of the person from whom the blood was taken, and to set up a data bank containing the results of the analysis. The Act provides procedures to release this information and dictates to whom it may be released. The Act emphasizes confidentiality of the results of the analysis and provides penalties for unauthorized use and release of the results

Taking Immersion Home: Developing Ownership of Information Literacy among Faculty

“I just can’t get faculty interested in information literacy” - sound familiar? We used to say this too. At a regional ACRL Immersion program, the Seattle Community College District librarians asked themselves how they could get faculty more involved with information literacy on their campuses. One way to do it: Take Immersion home. Engaging faculty in developing information literacy programs is a common concern among librarians. Our program was the result of a year of planning, development, and implementation that is now bearing fruit. In a three-college district with over 27,000 students and only a dozen librarians, faculty across the district are taking notice of information literacy and revising their curricula to give students opportunities to seek and use information in a variety of contexts. We believe that other college and university programs will find our process and program adaptable to their own faculty. The goals for the program were to: Promote faculty driven initiatives to incorporate IL outcomes in curriculum design; Encourage teaching that integrates IL outcomes with course content. The three-day program offered engaging and playful activities designed to support the curriculum projects that faculty proposed when they registered. Faculty who completed projects within three weeks of the program—and 29 of them did—received a $200 stipend. Our program has helped build critical mass for continuing to integrate information literacy outcomes in our college curriculum