Georgia College & State University

About: Georgia College & State University is a education organization based out in Milledgeville, Georgia, United States. It is known for research contribution in the topics: Population & Context (language use). The organization has 950 authors who have published 1591 publications receiving 37027 citations.

Comparison of QEEG Reference Databases in Basic Signal Analysis and in the Evaluation of Adult ADHD

Abstract: SUMMARY Introduction. Despite the relatively widespread investigation of potential quantitative electroencephalographic (QEEG) characteristics of childhood attention deficit hyperactivity disorder (ADHD), relatively little is known about the possible QEEG characteristics of adult ADHD. In addition to general magnitude or power measures, or ratios of these measures, the additional analyses and comparisons provided by QEEG reference databases may prove useful in providing unique markers for adult ADHD. Method. This investigation reports the findings of evaluations using three QEEG reference databases for a sample of ten adults previously diagnosed with ADHD. The packages used in the current investigation included the NeuroRep QEEG Analysis and Report System, the SKIL Topometric QEEG software package, and the NovaTech EEG EureKa3! QEEG analysis package. Results. As compared with the respective databases, adults with ADHD appear to demonstrate higher levels of 8–10 Hz activity during both eyes-closed and eyes...

Deconstructing a Narrative Hierarchy: Leila Leong’s “I” in Fae Myenne Ng’s Bone

Abstract: Bone (1993) is Fae Myenne Ng's first novel, set largely in San Francisco's Chinatown. Its central plot concerns how the members of the Leong family, Mah, Leon, Nina, the narrator Leila, and her boyfriend Mason Louie, seek to understand why Ona, the Leong's middle daughter, is driven to commit suicide. We are informed of the suicide from the first page, then the oldest sister, Leila, recounts events leading to and following the family's tragedy. The framework is circular. The novel ends at a point in time close to where it begins as Leila explores each distinct possibility, no matter how small, that might have caused the loss of her sister. What I wish to argue, however, is not a single reason for Ona's suicide, or how the characters do or do not reach an understanding of it, but how Leila's central character, as the "I" narrator creates a distinguishable hierarchy based on her attempt to find a center that is neither too Chinese nor too American, thus informing us of the complexity of her Chinese American consciousness. This narrative process can be examined using Jacques Derrida's criticism, in particular by applying his fundamental poststructuralist essay, "Structure, Sign and Play in the Discourse of the Human Sciences." Ng's narrator, Leila's "I," can therefore be viewed as the central personality that governs how particular characters and events appear, consequently establishing the hierarchy. Characters and events are linked to one another through this same organizing principle.

“A Living Death”: Gothic Signification and the Nadir in The Marrow of Tradition

Abstract: In his letter to Walter Hines Page dated 22 March 1899, Charles W. Chesnutt expressed dismay at the steady erosion of blacks' civil rights in turn-of-the-century America. Referring specifically to North Carolina's adoption of the "grandfather" clause that had been used to disenfranchise black male residents of several southern states, a law the Supreme Court upheld in Williams v. Mississippi (1898), Chesnutt worried about the growing hostilities confronting black Americans. In language that displays mistrust of the jurisprudential wisdom of the nation's highest court, Chesnutt finds its decision to be but one more abuse of blacks: the Supreme Court of the United States is a dangerous place for a colored man to seek justice. He may go there with maimed rights; he is apt to come away with none at all, and with an adverse decision shutting out even the hope of any future protection there; for the doctrine of stare decisis [the legal doctrine stipulating adherence to precedence] is as strongly intrenched [sic] there as the hopeless superiority of the Anglo-Saxon is in the Southern States. ("To Be an Author" 121) As this passage makes clear, by the late 1890s, and especially following Plessy v. Ferguson (1896), Chesnutt, like many African Americans, found the Supreme Court tacitly sympathetic to racist southern legislation. Beginning with the Slaughterhouse Cases of 1873 and continuing up through Williams v. Mississippi, the Supreme Court proved unwilling to overturn state laws that, it argued, only made possible the infringement of constitutional rights but did not target any particular group to suffer discrimination (Sundquist 237, 421). By deferring to states' rights throughout post-Reconstruction, the Supreme Court in effect allowed the persistent and deliberate hollowing out of black civil rights gained in the Reconstruction amendments. For Chesnutt, the fact that the Supreme Court had upheld Mississippi's "outrageously unjust and unconstitutional law" travestied the promise of Emancipation and revealed the Court to be a place of disheartening mystification ("To Be an Author" 121). That a black person, in seeking from the Supreme Court redress for "maimed fights," might "come away with none at all," demonstrated the Court's role in restoring the political and social conditions of a quasi-slavery (emphasis added). As Eric J. Sundquist describes, blacks faced a return to a "second slavery" without the Court's protection of their constitutional rights (228). Moreover, as Chesnutt's comment underscores, because of stare decisis, "an adverse decision" by the Supreme Court effectively "[shut] out even the hope of any future protection," thus threatening not just to recuperate white oppression of blacks but to make it a permanent feature of Jim Crow America. The prospect of permanent confinement to a second-class status made post-Reconstruction America the "nadir" moment for blacks. (1) Lacking legal protection of their recently won civil rights, African Americans confronted the specter of the antebellum South. In the same year that Chesnutt wrote to Page, he published The Conjure Woman (1899), a collection of thematically related stories that depicted the conditions of slave life on several neighboring North Carolina plantations. Hoping to counter the plantation nostalgia popularized by writers such as Thomas Nelson Page and Thomas Dixon, Chesnutt appropriated the local color dialect story to feature the oppressive brutality of the Old South's "peculiar institution." Through their representation of slavery's dehumanization of blacks, the stories deromanticize the bygone southern idyll and haunt the post-Reconstruction South with its repressed history. Chesnutt's representation of conjure as a black folk-belief system involving the supernatural and giving agency to black resistance has generated analyses of The Conjure Woman as gothic fiction. …

The Preparation of Master's‐Level Professional Counselors for Positions in College and University Counseling Centers

Abstract: This study investigated college and university counseling center directors' perceptions of the adequacy of the preparation of master's-level counselors for work in college and university counseling centers. Results indicated that counselors were rated on average as prepared; however, many directors had concerns about counselors' ability to work with students presenting more severe mental health issues. Findings are discussed, and implications for the training and preparation of college counseling practitioners are presented. Keywords: counselor preparation, college counseling, training ********** In recent years, college and university counseling centers have emerged as increasingly complex settings for mental health professionals to practice. College counselors serve many functions, including providing counseling and crisis intervention to students experiencing problems, conducting preventative outreach programming to the campus community, consulting with faculty and staff, conducting research and program evaluation, and providing training and supervision to interns and junior staff (Boyd et al., 2003; Council for the Advancement of Standards in Higher Education, 2009; DeStefano, Petersen, Skwerer, & Bickel, 2001; Gallagher, 2009). In addition, college counselors serve an increasingly diverse student body facing a multitude of concerns. Examples of diverse student populations include racial and cultural minorities, international students, nontraditional students, and openly gay and lesbian students (Chang, 1999). Recent studies reflect an increase in minorities, students over the age of 25, and international students (Choy, 2002; Institute of International Education, 2006). In light of this increase in diversity, counselors in these settings must be more multiculturally sensitive and adjust services such that they are relevant and accessible to a demographically changing student population (Benshoff & Bundy, 2000; Bishop, 1990; Hodges, 2001; Stone & Archer, 1990; Wright, 2000). Counselors may provide services for students presenting a variety of personal, academic, and career concerns (Pace, Stamler, Yarris, & June, 1996; Stone & Archer, 1990; Whiteley, Mahaffey, & Geer, 1987). Moreover, some studies suggest there is an increase in the severity of presenting mental health issues of students (Bishop, 2006; Gallagher, 2009; Sharkin & Coulter, 2005). College counselors also face multiple legal and ethical challenges. One challenge is balancing emerging demands against administrative and budgetary constraints (Bishop, 2006; Davenport, 2009). Administrative and budgetary pressures compel counselors to make difficult decisions regarding client care at the same time that demand for services is rising. Counseling centers have responded by limiting the number of sessions allotted to students, implementing wait lists, and referring some students to community resources outside of the college or university (Bishop, 2006; Stone & Archer, 1990). Each of these responses may create ethical and legal dilemmas for counseling center staff. Another challenge is managing the conflicts of multiple roles and allegiances that counselors have within the institution (Bishop, 2006; Davenport, 2009). Szasz (1967) referred to college counselors as double-agents, serving both students and administrators. Counselors build alliances with students to help them face issues that may relate to professors and the institution. At the same time, counselors may provide consultation to faculty and staff regarding students with problems and accept mandated referrals (Francis, 2000). These competing allegiances have become more complex after the mass tragedies on campuses, such as the 2007 shootings at Virginia Tech. In the wake of such events, campus administrators have increased pressure on college and university counseling centers to serve as homicidal prevention gatekeepers, with a focus on providing additional attention to screening for students who may pose a risk to others on campus (Davenport, 2009). …

How many recursive calls does a recursive function make

Abstract: The calculation of the Fibonacci sequence using recursion gives rise to an interesting question: How many times does a recursive function call itself? This paper presents one way to examine this question using difference equations with initial conditions, or discrete dynamical systems (DDS) We show that there is a linear relationship between the Fibonacci numbers themselves and the number of recursive calls This relationship generalizes to any type of DDS of second-order, and DDS of higher-order