The purpose of this qualitative study was to investigate the career paths and preparation of female vice-presidents employed in community colleges in the state of Mississippi. There is limited qualitative information available that describes the career paths of vice-presidents in the state’s community colleges. Community colleges are making great strides in promoting women in leadership roles in administration, but research indicates there still seems to be a question as to the leadership ability of women. This study used the qualitative case study research approach, and 4 female community college vice-presidents shared their career experiences through in-depth interviews. The instruments included a brief demographic survey, interview guide and curriculum vita for each participant. Each participant in this study was currently serving in the position of vice-president in 1 of Mississippi’s community colleges. The conceptual framework of the study illustrates the exploration of female community college administrators in the areas of career paths, professional responsibilities and career aspirations. The participants described their career paths to their current positions by educational levels, diverse professional experiences, sharing their career barriers they faced in their career paths, the strategies that helped them succeed. They described their professional responsibilities which involved association with organizations outside their normal responsibilities. They also described barriers or obstacles faced while accomplishing their professional responsibilities, as well as strategies for overcoming those barriers. The participants described their major accomplishments in their professional career and offered advice to aspiring female community college vice-presidents. The key themes that emerged from the study include professional experience diversity, parental influence, importance of mentor relationships and positive role models, Southern Association of Colleges and Schools (SACS) participation, facing and overcoming professional challenges, and the positive influence of serving others. Of the 4 study participants, 3 indicated they did not set out to become community college vice-presidents. Each participant felt it was her exposure and diverse backgrounds that got her noticed, and all were well prepared when the opportunity to serve in this role presented itself.

This is a book of poems.

AbstractThe underrepresentation of women in leadership roles has become a global issue. There aremany factors, numerous barriers, and obstacles that prevent women to attain leadership positions and career advancements such as unconscious bias, lack of access to networks and mentors, and a lack of work-life balance support, etc. The thesis aims to investigate the leadership style and communication that contribute to thecareer success of women in leadership positions, identify the reasons for the low representation of women in leadership roles, and explore ways to promote female leadership. The theoretical framework and literature review focus on the various leadership styles, including transformational, transactional, and laissez-faire, effective communication styles whichcan significantly impact one's ability to lead. In addition, the importance of diverse leadershipin the workplace, gender differences in communication approaches, and strategies to empowerwomen to overcome communication barriers.We will provide a comprehensive understanding of the leadership and communication stylesthat influence women's career success in leadership positions and offer recommendations toorganizations on how to foster gender diversity in leadership roles based on real-life experiences from several interviews with women leaders. We will provide in-depth interviews withfemale managers showing their sides of the work life and their experiences and issues leadingto leadership and their struggles to gain a higher position at their organizations. With a mixture of different organizations provided and different countries' points of view. We will provide and show the different leadership styles and communications and how this shows different aspects of female managers’ behaviors and communication. We will show how based onthe information we gather how communication and leadership styles play a massive role inthe workplace environment.

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New positions have recently become available in the military and will eventually lead to increases in the number of female veterans in America. These women are influenced by adverse childhood events (ACE), post-traumatic stress disorder, and other life-altering incidents. Some female veterans show positive mental health status, resiliency, and lead healthy lives, while others female veterans battle high rates of alcohol abuse, substance abuse, homelessness, and suicide. Uncovering factors that lead to a positive mental health status is a critical component towards implementing gender-specific strategies to help female veterans build resiliency and coping mechanisms. An analysis of the ACE module included from the 2011 and 2012 Behavioral Risk Factor Surveillance System (BRFSS) was used to build multiple linear regression models, Page 118 2016 Appalachian Student Research Forum and evaluate prevalence of three ACE events. These negative sexual events included being touched sexually by another, being forced to touch another sexually, or being forced to have sex as a child. Female veterans show higher prevalence of negative sexual ACE events when compared to civilian women. The biggest difference was being touched sexually prior to the age of 18 with 19% of veterans reporting this experience, compared to 14% of civilian women. The multiple linear regression model analyzed self-reported mentally healthy days of women within the last 30 days. Female veterans had 0.59 (p = 0.044) fewer mentally unhealthy days than civilian women during a 30-day period. The three sexual ACE variables significantly predicted unhealthy days for female veterans and civilians. Women forced to have sex had 2.5 (p = 0.000) more mentally unhealthy days and 1.9 (p = 0.000) more mentally unhealthy days when forced to touch another sexually. Older age, additional education, and increased income were significant and lowered the number of mentally unhealthy days, while marriage led to an increase of 0.18 (p = 0.005) unhealthy days. Results indicated that female veterans had1.35 (p = 0.002) fewer physically unhealthy days. It is noteworthy that female veterans are reporting a significant increase in mentally healthy days compared to their civilian counterparts, despite the higher prevalence of negative sexual ACEs. Further investigation is needed to discover the mental, behavioral, and demographic features that help some female veterans overcome the typical dose-response relationship between negative ACEs and unhealthy days. Evidence -based resiliency programs can then better assist female veterans who are struggling to survive.

The purpose of this study was to provide qualitative data on challenges faced by female, Hispanic, adult students attending ESL classes within community college programs; data on challenges they face achieving long-term educational goals; and ways the community college adult education programs can help students be more successful. Meeting needs of female, Hispanic, adult, ESL students is challenging, and many are nontraditional learners who have life factors that compete for available time and educational resources. Often, adult, female, Hispanic students experience challenges that cause barriers to success. Because each student is unique, exploring challenges in the areas of gender, age, ethnicity, and prior educational experience were chosen to provide data for program development. The study included two schools and consisted of 15 students. The purposeful sample included 12 students from various academic achievement levels ranging from elementary through college and from the following age groups: a younger age group (ages 21 to 29), a middle age group (ages 30 to 49), and older learners (above the age of 50). Three additional participants were potential students, resulting from a snowball sample, who desired to attend classes but faced challenges that prevented them from doing so. Participants were asked to participate in one 30-minute one-on-one telephone interview, due to COVID-19 pandemic concerns. Follow-up phone calls were scheduled as needed for clarification. Findings suggest that students face both similar and unique challenges. Participants expressed family obligations, adult responsibilities such as jobs, feelings that education was not as important for women in the Hispanic culture, and intimidation caused by the presence of higher educated students in the same classroom. Throughout the interviews, participants expressed satisfaction with the class. However, they shared ways programs could assist. Participants said an adult education counselor or mentor, more life skills classes, computer classes, citizenship classes, additional or more flexible class times, after school programs, a campus social worker, and distance classes were all possibilities. Exploring and educating programs in ways to provide services or partner with other non-profit organizations can help develop solutions, aid with retention, and assist with the achievement of long-term goals.

In the sport of track and field, runners excel at their events due not only to physiological characteristics but aspects in their form. Characteristics in form help runners achieve the goal in completing their event in the least amount of time possible. For sprinters, this is done by having a shorter swing phase and ground time along with greater power and a longer stride length. Distance runners accomplish the goal of quicker speeds by balancing it with running economy by spending greater time on the ground with shorter stride lengths compared to those in shorter distance running events. Middle distance runners must find a balance between power and running economy for greater success in the 800 meter and 1600 meter runs. If these characteristics are true for runners while competing in their event, would they also be seen at speeds slower and faster than what they compete at? Purpose: This study was conducted to determine if sprinters, middle distance runners, and distance runners running at the same speeds would exhibit different characteristics in their form which aid them in their events. Methods: Thirty female Division I collegiate runners participated in this study. Runners were separated into categories based on the events they were currently training in: 10 sprinters, 10 middle distance runners, and 10 distance runners. All participants were asked to run for twenty two steps at 3.17 m/s (8:27 min/mile), 3.58 m/s (7:30 min/mile), 4.11 m/s (6.31 min/mile), 4.87 m/s (5:30 min/mile), and 5.95 m/s (4:30 min/mile) pace. Motion analysis was captured at each speed recording knee angles, ground time, center of mass separation, and stride length at 240 Hz. Data was then processed using ANOVA and a Tukey post hoc analysis. Results: Significant differences (p < .05) occurred between distance runners and the groups of middle distance runners and sprinters in knee range, ground time, center of mass separation, and stride length while running at the same speed for all of the five speeds. All groups displayed similar liner slopes as speeds increased with no interactions occurring between groups. As the speed increased, all three groups decreased in knee range measurements and ground time measurements. Increases in speed displayed and increase in center of mass separation and stride length among all three groups. Conclusion: While running at the same speeds, runners exhibit specific characteristics in their form that benefit them in their event. These are even seen in speeds that are faster or slower that what the athletes are used to training at or competing at. In addition, middle distance runners display aspects of form that are between distance runners and sprinters in all variables. By understanding these differences, coaches and athletes can analyze current performance and make needed adjustments.

Cyberbullying is a form of bullying that is rapidly on the increase. Cyberbullying continues to affect students today. Although studies on cyberbullying and school pupils have been done, a few studies mainly focus on how it affects the category of female students as well as their academic achievements. In previous studies, there have been limited theory to support and explain the severity of this phenomenon towards the female gender as several studies record a higher number in female victims than male victims. Therefore, this research further investigates the aspects of cyberbullying and female victimization. This study focuses on cyberbullying in a South African university. This research also highlights some factors that lead to female victimization. With the use of literature on cyberbullying and victimization, the researcher formulated a model to guide this research. This model was formulated on the assumption that a cyber-victim's academic performance may be determined by how they would have been greatly affected by being bullied. However, the extent to which a victim is affected by cyberbullying was determined by three factors, that is their age, gender and self-control. The factors mentioned were identified through a literature review. The proposed model was tested using a survey involving 262 female university students from the University of Cape Town in South Africa. The collected data was captured on excel and analyzed through the use of Statistica. The findings also revealed that the learners were frequent users of social media and digital devices which could have been the leading cause of them being vulnerable to cyberbullying. Analysis also showed that self-control had a significant influence on how affected learners responded to cyberbullying, whilst age had no significant influence on how learners responded to being bullied. How individuals responded to being bullied had an influence on their academic performance as those who responded negatively to cyberbullying produced poor academic results as compared to those who were not negatively affected. Given that, learning institute authorities can use knowledge obtained in this study to intervene where possible.

Women in the United States are underrepresented in high school principalships. A review of literature identified specific barriers that have historically contributed to this disparity including role congruity, normative male dominance, and gender bias against women. Furthermore, the high school principalship has been defined over time from a male perspective assumed to be the universal reality leaving the unique career experiences of female high school principals glossed over and often misunderstood. Similar barriers most likely have also contributed to the underrepresentation of female high school principals in Utah, yet intentional studies analyzing their unique career journeys have not been completed. A lack of understanding and awareness of the female high school principal experience in Utah may also leave their unique experience glossed over and misunderstood. The purpose of this study was to increase awareness of the unique professional journey of female high school principals in Utah and to potentially adjust the male-gendered lens through which this leadership position has traditionally been viewed. A narrative, phenomenological qualitative research approach was used to gather and analyze the career journeys of six female high school principals in Utah. The findings of this study indicated female high school principals in Utah have experienced similar barriers in their career journeys as those identified in the literature. Mentored support and examples of inclusive leadership practices assisted these women in moving through and beyond these barriers. The findings of this study imply that a male-gendered leadership lens continues to impact the careers of female high school principals in Utah; however, increasing an awareness of their unique career journeys may promote a transformation away from this perspective and generate a high school principal experience that is more inclusive and refined.

The main objective of this study was to measure the nutritional status of iron and vitamin D in varsity female athletes from the University of Ottawa and the possible relationship with their dietary patterns (mixed diet or plant-based diet). Among 63 athletes interested in participating, 17 completed the study. Nutritional intakes were assessed during sports season using two 24-hour recalls with the self-administered dietary assessment tool (ASA24). A blood sample was taken to measure indicators of iron and vitamin D status. The results revealed that 5% of the athletes suffered from vitamin D deficiency and as much as 47% had suboptimal vitamin D levels. No athletes suffered from iron deficiency anemia (IDA), but 26% had iron deficiency (ID). The vitamin D intake for 94% of athletes was below the estimated average requirements (EAR) and the use of supplements helped athletes attain the EAR. In contrast, 94% of athletes were able to meet the EAR for iron and the use of supplements caused athletes to exceed upper limits (UL). Lastly, due to the small number of plant-based athletes recruited, it was not possible to establish any relationships with this dietary pattern.