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.

Life cycle alterations of the micro-dielectrophoretic effects of cells

Abstract: Living cells are observed to be the source of rapidly oscillating electric fields. These can be detected under the microscope by watching their accumulation of highly polarizable particles as compared to their behavior with relatively unpolarized particles, e.g. BaTiO3 vs. BaSO4, or NaNbO3 vs. SiO2. The ac fields produced by the cells are divergent. This can evoke dielectrophoretic motion of tiny test particles about them, a process called “micro-dielectrophoresis”. The microdielectrophoretic effect of yeast cells is observed to peak during the mitotic phase. This indicates that the electric fields are associated with cell division.

Age-associated changes in cognitive function in highly educated adults : Emerging myths and realities

Abstract: The effects of education and continued intellectual engagement on age-associated cognitive change were investigated in a sample of 102 members of the professional and college communities in the metro Atlanta Georgia area (ages 30-76). All participants were administered a 60-minute battery that measured different aspects of memory, intelligence and cognitive performance. Age-associated declines in performance were detected on the digit symbol measure of intelligence. Conversely, positive but non-significant trends were detected on the picture completion, arithmetic and similarities subtests. Age effects were also noted on some measures of the Wisconsin Card Sorting Test and both versions of the Trail Making Test. The findings suggest that at least among the highly educated, certain cognitive abilities may receive some degree of amelioration as a consequence of continued intellectual engagement. However, the effects may be associated more with compensation rather than protection against the effects of ageing.

The Effect of Music-Based Listening Interventions on the Volume. Fat Content, and Caloric Content of Breast milk Produced by Mothers of Premature and Critically Ill Infants

Abstract: PURPOSE:Maternal breast milk is considered the nutritional “gold standard” for all infants, especially premature infants. However, preterm mothers are at risk of not producing adequate milk. Multiple factors affect the production of milk, including stress, fatigue, and the separation of the breastfe

Transforming Common-Sense Beliefs into Newtonian Thinking through Just-in-Time Teaching

Abstract: To determine whether teaching an introductory physics course with a traditional lecture style or with Just-in-Time teaching (a student-centered, interactive-engagement style) will help students to better understand Newtonian concepts, such as Newton's Third Law, 222 students in introductory physics courses taught by traditional lecture styles and Just-in-Time teaching at North Georgia College State University over the span of five semesters were examined using the Force Concept Inventory as a pretest and a post-test. Overall, the gains favor the Just-in-Time teaching method with a $37.6\mathrm{%}\ifmmode\pm\else\textpm\fi{}2.0\mathrm{%}$ gain compared to the $17.9\mathrm{%}\ifmmode\pm\else\textpm\fi{}2.5\mathrm{%}$ seen in traditional lecture classes. When analyzing only those gains pertaining to the Newton's Third Law questions, the results again favor the Just-in-Time teaching method with a gain of $50.8\mathrm{%}\ifmmode\pm\else\textpm\fi{}4.1\mathrm{%}$ while the traditional lecture classes only saw a gain of $6.6\mathrm{%}\ifmmode\pm\else\textpm\fi{}5.2\mathrm{%}$. We also employed a new method of analysis which was a BIT Coding method created to quickly identify students' understanding of Newton's Third Law questions. This study shows that students in courses that are taught using the Just-in-Time teaching strategy better understand Newton's Third Law after instruction than do students in traditional lecture courses.