The Effects of Color on Cognitive Performance

Typically, assessments are administered on white pieces of paper. This research experiment was designed to test the effects of colored paper on an individual’s cognitive performance. Researchers have administered an IQ test to approximately 60 male and female undergraduate participants. Participants were recruited through the NERD System and were given partial credit in their individual classes. The IQ tests were printed on four different colors of paper and given out to participants at random. It was hypothesized that utilizing colored paper on an administered test will increase the individual’s cognitive performance. Results will be discussed in terms of increasing cognitive performance in educational and work environments

Demographic and Mental-Health-Related Indicators of Drug Court Program Success

Prior research has found that successful completion of drug court programs is linked to mental health factors and various demographics. Butzin et al (2002) relay that “factors associated with program completion included race, education, and frequency of drug use.” Other factors such as employment and prior drug use histories are also attributed to success outcomes of participants in drug courts (Roll et al. 2005). Little is known, however, on the characteristics and influences of these factors in relation to smaller rural drug courts, which often consist of small numbers of participants from which to collect data. To provide partial answers to these questions of program outcome characteristics among rural participants, this study examined rudimentary demographics of a small Rural Family Drug Court in the Southeastern United States. This study consisted of 39 participants, and utilized a mix of survey and archival data. Mental health and substance abuse dynamics among the SRFDC participants will be discussed for their potential to impact progression through the program (Portes and Landolt 2000, White 2009). The findings suggest a robust mental health component in progression through the program, with little variation of demographic correlations to mental health. Implications for future research are discussed

Anchors Away, Spring 1995

Anchors Away, Spring 1995: Alumni Newsletter of Gainesville College, Gainesville, GA.https://digitalcommons.northgeorgia.edu/anchorsaway/1027/thumbnail.jp

The Contextual Backdrop for Deficit Spending in American Political Thought

This paper analyzes political theories about national debt, public credit, and deficit spending as expressed by thinkers from our nation’s founding fathers to our most recent leaders. I found that instrumental, early American thinkers such as Alexander Hamilton, Thomas Jefferson, and James Madison held theories and values that undoubtedly carried on into modern politics. Alexander Hamilton believed national debt to be a “blessing” for the United States and that it would help to ensure the nation’s economic stability. Thomas Jefferson and James Madison disputed Hamilton’s ideas about debt and deficit spending, arguing that it would cause unnecessary government intervention. However, they acknowledged that having the ability to borrow was a necessity, but, by having poor credit, the nation would lose that ability altogether. I found that these thinkers’ logics were expanded upon by several American presidents over the twentieth and twenty-first centuries. While the main rationale for public debt was national defense, more recent government officials have expanded upon this to include the “necessity” of deficit spending in regards to maintaining a strong national defense, but also to sustain a large portion of the population by governmental aid. In conclusion, the behavior of the government and transformation of public opinion in regards to the national debt and deficit spending have not changed, but earlier theories have been expanded upon and loosely interpreted to be applied to situations that they were not intended for, including social-welfare programs, military spending during peace-time, and not repaying debt in times of economic prosperity

Improving Academic Success and Behavior in Students with ADD/ADHD using Controlled Movement in the Classroom

This action research project will study the effectiveness of controlled movement in a middle grades school located in North Georgia. The participants will be 3 seventh grade students in a reading enrichment classroom using performance equipment, such as stability balls, diagnosed with the neurodevelopmental disorder ADD/ADHD. The study will observe the impact controlled movement has on improving student’s academic success and behavior, and how the use of stability balls impact classroom management. Studies show an increase in the diagnosis of students diagnosed with ADD/ADHD (Strine, 2014). Students that have been diagnosed with ADD/ADHD can present behavioral and academic challenges for teachers in the classroom. Research suggests that teachers need to rely on a cornucopia of instructional strategies to engage student’s attention and diverse learning styles. Traditional methods of instructional strategies and teaching methods can fail to encourage and motivate ADD/ADHD students to stay alert to achieve their academic potential (French, 1995). While past research studies have shown certain tools, such as stability balls in lieu of traditional chairs, help students focus on content material, the article concluded the need for additional research in the use of stability balls in the classroom (Jakubek, 2007). Transforming the space of the traditional sitting classroom into a productive, movement-based classroom is an innovative concept to bring together the learning process and academic success for students diagnosed with ADD/ADHD when traditional methods have failed