Abstract Introduction Although sleep is essential for health and daily functioning, 49–87% of mothers raising children with neurodevelopmental disorders (NDDs) report sleep disturbances. We developed MORESLEEP, a theory-based, caregiver-centered web-based intervention designed to enhance sleep health knowledge and sleep-related problem-solving for mothers and their children with NDDs. The primary study aim was to evaluate feasibility (with a secondary aim to explore preliminary efficacy). Methods We conducted a quasi-experimental, single-group study with self-identified mothers of school-aged children (3–12 years) with NDDs who reported poor maternal sleep quality (Pittsburgh Sleep Quality Index >5). Participants completed four web-based modules over three weeks covering sleep health, stress reduction, sleep hygiene, and strategies to manage sleep disturbances in mothers and children. Mothers wore actigraphy for seven consecutive days and completed questionnaires assessing maternal sleep disturbance, daytime sleepiness, caregiving stress, parent-child interaction, depressive symptoms, overall health, and child sleep and behavior problems at baseline and post-intervention. Feasibility indicators included recruitment, retention, and satisfaction. Primary outcomes were actigraphy-based total sleep time (TST) and maternal sleep disturbance. Pre–post differences were examined using two-tailed paired t-tests. Results Thirty-seven mothers were screened; 24 did not meet eligibility criteria. Thirteen eligible mothers were invited, and 12 enrolled (recruitment rate = 92.3%) and completed the intervention (retention = 100%). Mothers rated MORESLEEP as effective, usable, and satisfactory. Mothers (median age 41 years [Interquartile Range (IQR) 35.5–42.5]) were primarily Black (67%) and employed full- or part-time (92%). Children (median age 9 years [IQR 7–10.5]) were mostly boys (58%) and diagnosed with autism (75%). TST increased by 28 minutes on average (p=0.0017), and maternal sleep disturbance decreased (mean difference [MD] = –8.1, p=0.0057). Depressive symptoms also decreased (MD = –4.5, p=0.0136). No significant changes were observed in the other outcomes. Conclusion MORESLEEP was feasible, acceptable, and showed preliminary efficacy for improving TST and reducing sleep disturbances among mothers of children with NDDs. A web-based sleep health intervention may be a promising approach to support sleep health in family caregivers. Larger randomized controlled trials are needed to confirm these findings. Support (if any) This study was funded by Georgia State University’s Research Initiation Grant.

Expanding stop the bleed to achieve health equity: Inclusion of deaf and hard-of-hearing populations in injury prevention and education.

Abstract We report here on 1057 speckle interferometric double star measures obtained between 1997 and 2018 by the Center for High Angular Resolution Astronomy group at Georgia State University and the Double Star Group at the U.S. Naval Observatory. These measures “fell through the cracks” for various reasons, including personnel changes, equipment failures and upgrades, incomplete or abandoned survey projects, and delays in verification of uncertain measures, so they have never been previously published. We also present six new orbital solutions based in part on these measures.

Georgia State University’s (GSU) Alonzo A. Crim Center for Urban Educational Excellence partnered with the Jim Cherry Learning Resources Center at GSU's Clarkston Library to launch an innovative literacy initiative during the 19th annual GSU Sources Pre‑Conference. Anchored by the theme “Seeing Ourselves in the Algorithmic Future of Education,” the program examined how emerging technologies intersect with creativity, literacy, community problem solving, and storytelling. This article shares the program’s design and impact, illustrating how cross‑institutional partnerships can foster inclusive literacy practices and prepare learners to navigate and shape the algorithmic futures that increasingly define educational landscapes.

abstract: This article offers a case study of the two-semester experiential-learning course designed and taught in Fall 2023 and Spring 2024 by the Georgia State University Library’s Research Data Services faculty. Tied to the Public Interest Data Literacy (PIDLit) grant-funded initiative, the Tackling Food Insecurity PIDLit Learning Lab course connected students with community partner organizations to apply data skills to address the real-world problem of food insecurity. The article details the partner-driven quantitative and qualitative data collection, analysis, and reporting activities in which students engaged. It next introduces the course content and array of assignments, available as open educational resources, which were geared to develop students’ data literacy skills. It then presents findings from mixed-methods course evaluation measures, including a quantitative pre-post assessment of students’ data literacy attitudes, knowledge, and skills teamed with a qualitative thematic analysis of their end-of-semester reflections. It concludes by offering lessons learned for others who wish to develop and teach similar applied data literacy courses or smaller-scale curricular units.

Were YOU there? Did YOU see the group of the industry’s leading life care planning professionals assembled in one conference hall? Did YOU hear the volumes of creative and thought-provoking discussions? The Life Care Planning Summit 2002 was held on May I 9, 2002 in Oak Brook, Illinois with 120 professionals in attendance. This one-day Summit focused on the areas of Standards of Practice and Certification and followed the Life Care Planning Advanced Practice Program also held in Oak Brook on May 18, 2002. Chaired by Susan Riddick-Grisham and sponsored by Intelicus/University of Florida, the Summit drew support and participation from key professional organizations in life care planning including the International Academy of Life Care Planners (IALCP), International Association of Rehabilitation Professionals (IARP), American Association of Legal Nurse Consultants (AALNC) and Commission on Health Care Certification, CHCC (formerly known as Commission on Disability Examiner Certification, CDEC). The Summit also was supported by academic institutions including Georgia State University and Virginia Commonwealth University. Other highly qualified and experienced life care planners donated their time and dedication to the Summit as organizers, speakers, facilitators and recorders for the roundtable discussions.

Abstract Ensuring home safety and accessibility is essential for aging in place, yet the diverse needs of older adults demand innovative and person-centered approaches. The 2025 GSA SRPP ESPO Symposium brings together a panel of established transdisciplinary gerontology researchers with training backgrounds in multiple disciplines. They will share insights from their multidimensional careers and highlight their innovative research projects that translate science and technologies into practical applications, devices, and programs to improve the home environment and activity performance for older adults. Professor Wendy Rogers of the University of Illinois Urbana-Champaign will introduce her work at the Human Factors and Aging Laboratory and the McKechnie Family LIFE Home to illuminate human-technology interaction. Professor Susan Stark of the Washington University in Saint Louis will focus on the Home Hazard Removal Program (HARP) to illustrate collaborative efforts and strategies to develop and deliver interventions. Professor Laura Gitlin of Drexel University will elucidate the promise and future of intervention science, using the Care of Older Persons in their Environment (COPE) program and similar programs as exemplars. Professor Jon Sanford of Georgia State University will present his career in evidence-based, user-centered design. Professor Sarah Szanton of Johns Hopkins University, Co-Developer of the Community Aging in Place Advancing Better Living for Elders (CAPABLE) program, will serve as the discussant and lead a discussion aimed at offering advice for emerging scholars and professionals on integrating knowledge across disciplines, driving innovations to advance gerontology, and bridging research, policy, and practice to promote person-centered approaches for aging in place.

Brand preference is a critical construct in marketing research, shaping consumer decisions. With globalization and evolving consumer expectations, scholarly attention toward brand preference has grown steadily, yet fragmented insights make it difficult to capture the intellectual evolution of the field. To address this gap, the study presents a bibliometric investigation into the domain of brand preference by examining 382 scholarly articles indexed in Scopus from 1965 to 2025, utilizing VOSviewer for data visualization and mapping. The temporal analysis indicates a consistent upward trajectory in research activity since 1965, with 2024 emerging as the peak year in terms of publication volume, underscoring the topic’s escalating academic relevance. Citation metrics identify Erdem as the most cited authors (1050 citations), Georgia State University as the top contributing institution (757 citations), and the United States as the leading country in terms of scholarly output (8104 citations). Among journals, Journal of Marketing Research ranks highest in citation impact (2270 citations), while the article titled ‘Brand equity, brand preference, and purchase intent’ stands out as the most influential publication (757 citations). Co-citation analysis highlights foundational themes centered on global versus local branding strategies and consumer behavior. Furthermore, bibliographic coupling uncovers five distinct thematic clusters within the literature: (1) marketing strategies and consumer behaviour, (2) brand equity, consumer perceptions, and strategic branding, (3) psychological and behavioural influences on brand choice, (4) global vs. local brand perceptions and cultural identity, and (5) cultural, psychological, and contextual drivers of consumer behaviour. Lastly, co-occurrence analysis identifies ‘brand preference’ and ‘brand choice’ as the most prominent keywords shaping the field. This study is original in its scope and methodological rigor, it includes the most recent data up to 2025, restricts analysis to ABDC-ranked journals to ensure academic quality, and applies advanced bibliometric techniques beyond basic citation analysis. The findings contribute to the literature by mapping the intellectual structure of brand preference, identifying underexplored themes, and providing a roadmap for future research and practice.

Christopher E. Johnson, PhD, Director, Institute of Health Administration, Georgia State University, Atlanta, Georgia.

Georgia Library Spotlight: Georgia State University Library’s Comics & Archives Program

Case name: Letter re: Georgia College and State University, No. 04‐21‐2089 (OCR 07/10/25).

BackgroundExpanding HIV research capacity among the global majority (individuals identifying as Black/African American, American Indian and Alaska Native, Asian, Native Hawaiian and Other Pacific Islander, Multiracial, and Hispanic/Latino) is important. However, achieving national goals to increase the pool of implementation science and HIV early-stage investigators from underrepresented backgrounds remains elusive, largely due to limited investment in training and mentoring these individuals. To address this issue, we launched the Stimulating Training and Access to HIV Research Experiences (STAR) program, a partnership led by Saint Louis University and the University of North Carolina at Chapel Hill in collaboration with Georgia State University and Texas A&M University. The STAR program aims to establish a pathway for Underrepresented minority (UREM) students to engage in HIV and implementation science research.MethodsWe launched a crowdsourcing open call from November 30, 2022, to January 22, 2023, to identify potential trainees at the four participating institutions (Prompt: “How might we promote HIV prevention among youth aged 13–24 years in your community?”). The finalists from the crowdsourcing call participated in a 2-day designathon, which included didactic introductory lectures on HIV, dissemination and implementation science. The finalists participated in a 6-week innovation bootcamp, including modules on HIV research, implementation science, research ethics, and fieldwork experience with community partners. We assessed the acceptability of the STAR program through participant self-reported surveys on their experience and evaluation of the lectures.FindingsTwenty-four individuals applied to the STAR program by completing the crowdsourcing open call, 12 were selected for the designathon, and 10 completed the fellowship. The first cohort of STAR trainees (10 students—6 undergraduate and 4 graduate students) successfully completed the STAR innovation bootcamp. The innovation bootcamp culminated in seven proposals that the trainees implemented and evaluated over 12 months, with support from the research team, mentors, and participatory learning community. The implementation strategies proposed by the trainees include the use of peer engagement, storytelling, digital engagement tools, and artificial intelligence to promote awareness of HIV and increase the uptake of HIV testing. All the participants were satisfied with the STAR program (90% very satisfied and 10% satisfied) and indicated enthusiasm for pursuing academic and research careers in HIV and/or implementation science.ConclusionBuilding a pathway for UREM investigators is crucial to ending the HIV epidemic. The STAR program may enhance interest, build research capacity, and increase the UREM talent pool retained in this field.

The study investigated the mentoring practices of senior teachers and school heads to facilitate the professional development of novice teachers (NT), particularly in enhancing lesson planning, classroom management, and pedagogical practices. This research was conducted as a phenomenological case study, wherein the researcher carried out semi-structured interviews with NT, senior teachers, and school heads operating in the primary schools of Rawalpindi city (20). The findings indicate that NT encounter challenges related to classroom management and behavioural issues with problematic students, are overwhelmed by the administrative responsibilities assigned by school heads, and often lack the support of senior colleagues in areas such as lesson planning, pedagogy, and assessment practices. The lack of academic cohesion among NT, senior teachers, and school heads poses a significant obstacle to reciprocal and ongoing professional development. An institution-based framework is recommended to facilitate the continuous professional development of NT while simultaneously supporting senior teachers. Furthermore, the study highlights the need for structured mentorship programs that foster collaboration and knowledge sharing among educators. Novice teachers often struggle with adapting to school culture and implementing effective teaching strategies due to insufficient guidance. Senior teachers, while experienced, may lack formal training in mentorship, leading to inconsistent support. School heads play a crucial role in bridging this gap by promoting a culture of professional growth. Recommendations include regular workshops, peer observations, and feedback mechanisms to strengthen mentoring relationships. Addressing these challenges will enhance teaching quality and create a supportive environment for both new and experienced educators. References Ahmad, I., Rehman, K., Ali, A., Khan, I., & Khan, A. F. (2014). 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Self-report measures and findings for information technology attitudes and competencies. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 349–365). Springer. Cohen, L., & Manion, L. (2008). Research methods in education. Routledge. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). SAGE Publications. Curtis, C. (2012). Why do they choose to teach and why do they leave? A case study of middle school and high school mathematics teachers. Education, 132(4), 779–788. Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do? Educational Leadership, 60(8), 6–13. Feiman-Nemser, S. (2003). What new teachers need to learn? Educational Leadership, 60(8), 25–29. Girvan, C., Conneely, C., & Tangney, B. (2016). Extending experiential learning in teacher professional development. 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Higher education institutions should prepare students to address global health challenges in an increasingly interconnected world. This study investigates how a virtual exchange project between North-West University in South Africa and Georgia State University in the United States of America are developing global citizenship among undergraduate health students while promoting Sustainable Development Goal 3.4. This goal aims to reduce noncommunicable disease mortality through prevention and treatment. A constructivist-interpretivist paradigm and a qualitative methodology were used to collect data through open-ended reflective questionnaires. Thematic analysis identified three themes: understanding global citizenship, virtual exchange as a vehicle to develop global citizenship, and promoting Sustainable Development Goal 3.4. The findings demonstrated that virtual exchange significantly enhanced participants’ understanding of global health issues, raised awareness of global responsibilities, and promoted intercultural competence. Participants reported personal growth and a sense of responsibility towards global health. These insights demonstrate that integrating a virtual exchange project into health curricula can develop global citizenship in students and promote Sustainable Development Goal 3.4.

Inflammatory bowel disease (IBD) is a chronic and nonspecific gastrointestinal disorder, imposing significant physical, emotional, and economic burdens on patients. In recent years, nanomaterials have shown great potential in the management of IBD. This study employs bibliometric analysis to map global research trends and intellectual landscapes in nanomaterials application for IBD. A comprehensive search was conducted on the Web of Science Core Collection database for studies pertaining to nanomaterials and IBD. Bibliometric and visual analysis of the included publications were facilitated by the utilization of Bibliometrix R, VOSviewer and CiteSpace software. A total of 879 studies were included. China, the United States, and Germany are the leading countries in this field. Georgia State University emerged as the most productive institution, while Didier Merlin and Zhang Mingzhen were identified as influential core authors. International Journal of Pharmaceutics was the most productive journal, and Journal of Controlled Release was the most cited journal. Keyword analysis highlighted "drug delivery," "gut microbiota," "reactive oxygen species" and "anti-inflammation" as dominant research frontiers, with burst keywords such as "polymeric nanoparticles" and "gut microbiotasignaling emerging trends. These findings underscore nanomaterials' transformative potential in IBD management, particularly in targeted therapies and microbiome modulation, while emphasizing the need for interdisciplinary collaboration to address clinical translation challenges.

Artificial Intelligence (AI) is transforming the e-governance of higher education institutions (HEIs) by enhancing administrative efficiency, optimizing academic management, improving resource allocation, and fostering stakeholder engagement. AI-powered tools streamline admissions, student record management, and attendance tracking, reducing manual effort and increasing accuracy. In academic governance, AI facilitates dynamic curriculum design, predictive analytics for student success, and adaptive learning platforms, ensuring personalized education. Additionally, AI aids in infrastructure management, financial planning, and energy conservation, leading to cost-effective resource utilization. AI-driven decision-making tools assist institutions in enrolment predictions, performance analytics, and policy formulation based on data-driven insights. Stakeholder engagement is strengthened through personalized notifications, AI-powered grievance redressal, and alumni management systems. Despite its numerous benefits, AI integration in HEIs presents challenges, including concerns over data privacy, algorithmic bias, resistance to technological adoption, and high implementation costs. Ethical considerations such as bias mitigation, transparency, accountability, and inclusivity are crucial for responsible AI deployment. Real-world case studies from institutions like Georgia State University, IIT Hyderabad, and the University of Melbourne demonstrate AI’s transformative potential in higher education governance. Future advancements, including AI integration with blockchain and IoT, data-driven policymaking, and global collaborations, promise a smarter, more responsive education system. While AI significantly enhances e-governance, a balanced approach addressing ethical and infrastructural challenges is essential for its sustainable and equitable implementation. By adopting AI responsibly, HEIs can improve operational efficiency, enhance educational quality, and drive innovation in governance, ensuring a more inclusive and effective higher education ecosystem.

Impacted by the trauma of forced migration and resettlement, refugee, immigrant, and migrant (RIM) communities often have higher levels of social vulnerability and lower vaccination rates. The Georgia State University Prevention Research Center (PRC) collaborated with community organizations, residents, clinicians, and elected officials in the refugee resettlement community of Clarkston, GA to address community health needs before and during the COVID-19 pandemic. This collaborative team cultivated community trust and developed strategies to address COVID-19 prevention and vaccine hesitation, including establishing a task force, disseminating culturally and linguistically responsive, factual COVID-19 materials, employing culturally representative vaccine ambassadors, creating an ad campaign promoting vaccination, and holding local vaccination events. Clarkston's COVID-19 vaccination rates surpassed those of other local areas of high social vulnerability by 20 percentage points. These results suggest multifaceted, targeted vaccine promotion efforts can enhance vaccine uptake and possibly other public health priorities in disadvantaged, diverse, and vulnerable communities.

Authors: Elba C. Lira 1,2 , Manuel B. Ongolo 1,2 and, Javier E. Stern 1,2 1 Neuroscience Institute and 2 Center for Neuroinflammation and Cardiometabolic Diseases, Georgia State University, Atlanta GA, USA In addition to releasing their peptidergic cargo from axonal terminals in the posterior pituitary and other brain areas, oxytocin (OT) and vasopressin magnocellular neurons (MCNs) also release their peptides from somatodendritic compartments (i.e., somatodendritic release, SDR). It is known that the SDR of these peptides fulfills autocrine and paracrine functions, including mediating interpopulation communication among functionally distinct populations of neurons within the hypothalamic paraventricular nucleus (Son et al., 2013, de Kloet et al., 2017). Still, whether SDR of OT/VP can reach much more distant targets, acting in a hormone-like manner within the brain, remains unknown. Here, we tested whether SDR of OT from the supraoptic nucleus (SON) can reach the central amygdala (CeA), a brain region located ~1.5 mm from the SON, where OT regulates anxiety-like behaviors. We used electrophysiology, laser photolysis of caged glutamate, and OT sniffer biosensor cells in an ex-vivo slice preparation. Local glutamate uncaging within the SON in the presence of TTX (which evokes SDR but not axonal release of neuropeptides (Pitra et al., 2019)) evoked rapid and robust OT-SDR, as shown by biosensor responses (incidence: 43.3 ± 8.6% of responsive biosensors, latency: 0.3 ± 1.0 min). To determine if OT-SDR within the SON diffused sufficiently to reach the CeA, biosensors were placed in the CeA while glutamate uncaging was performed in the SON. Initially, experiments were done in the absence of TTX to maximize the release of OT. Surprisingly, we observed CeA biosensor responses following SON stimulation. However, their incidence and latency were significantly lower and slower than those observed within the SON (incidence: 7.0 ± 1.4% of responsive biosensors, latency: 2.8 ± 0.5.min, p< 0.001 compared to SON). Given that the slice is under constant unidirectional flow, we tested whether CeA responses depended on the flow's direction. We found similar responses regardless of whether the OT-SDR diffused in favor or against the perfusion flow. To determine whether the CeA responses following SON stimulation reflected SDR and/or axonal release, we repeated SON stimulations in the presence of TTX. The incidence of responses was not affected; however, the latency of CeA biosensor responses was significantly slower in TTX (p= 0.01), suggesting that CeA responses may involve a combination of both SDR and axonal release. Our studies indicate that somatodendritically-released OT can diffuse relatively long distances to reach remote targets, including the amygdala. These results suggest that in addition to acting in an autocrine and paracrine manner, SDR OT can also act in a hormone-like manner within the brain. Whether a similar phenomenon is observed in vivo, however, remains to be determined. 1R01HL162575-01 This abstract was presented at the American Physiology Summit 2025 and is only available in HTML format. There is no downloadable file or PDF version. The Physiology editorial board was not involved in the peer review process.

Abstract This work explores the impacts of magnetogram projection effects on machine-learning-based solar flare forecasting models. Utilizing a methodology proposed by D. A. Falconer et al., we correct for projection effects present in Georgia State University’s Space Weather Analytics for Solar Flares benchmark data set. We then train and test a support vector machine classifier on the corrected and uncorrected data, comparing differences in performance. Additionally, we provide insight into several other methodologies that mitigate projection effects, such as stacking ensemble classifiers and active region location-informed models. Our analysis shows that data corrections slightly increase both the true-positive (correctly predicted flaring samples) and false-positive (nonflaring samples predicted as flaring) prediction rates, averaging a few percent. Similarly, changes in performance metrics are minimal for the stacking ensemble and location-based model. This suggests that a more complicated correction methodology may be needed to see improvements. It may also indicate inherent limitations when using magnetogram data for flare forecasting.

It has been an honor to edit this special issue of Learning & Behavior to recognize the exceptional contributions of Prof. Nicky S. Clayton FRS to the fields of comparative cognition and developmental and experimental psychology. Prof. Clayton has also provided supervision, mentorship, and support for many students, researchers, and colleagues throughout her career, including over 52 PhD candidates and postdoctoral researchers, helping to pave the way for a generation of future scientists in academia and industry. Indeed, all four of the co-editors on this special issue worked with Prof. Clayton in her Cambridge University Comparative Cognition Lab as PhD candidates and/or postdoctoral researchers (from 2011 to 2022), and we happily continue to collaborate together. Prof. Clayton was awarded the 2024 Comparative Cognition Society (CCS) Research Award and delivered the Master Lecture at the 31st International Conference on Comparative Cognition (CO3, April 2024). Dr. Rachael Miller and Prof. Joshua Plotnik (co-editors) co-organized a symposium at the CO3 conference dedicated to Prof. Clayton. The invited symposium speakers were Prof. Mike Beran (Georgia State University), Prof. Jon Crystal (Indiana University), Dr. Christelle Jozet-Alves (Université de Caen Normandie), and Prof. Thomas Bugnyar (University of Vienna). Dr Elias Garcia-Pelegrin (co-editor) served as Master of Ceremony for an evening CO3 banquet, which included a video compilation of "thank you" messages from many of Prof. Clayton's colleagues, students, and friends.